Artikel pertama yg di posting di blog ini. Sebenarnya si gak tau mo post apa jadinya tugas kuliah Teaching Method deh ^-^. pasti bingung apa itu Silent Way. pokoke baca aja deh.....
THE SILENT WAY
Summarized by: Marina
Background
The silent way is the name of the method of language teaching devised by Caleb Gattegno. It shares a great deal with other learning theories and educational philosophies. Very broadly, the learning hypotheses underlying Gattegno work could be stated as follow.
Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned
Learning is facilitated by accompanying physical objects
Learning is facilitated by problem solving involving the material to be leaned
The silent way belongs to the lather tradition, which view learning as a problem solving, creative, discovering activity, in which the learner is a principal actor rather than a bench-bound listener
The rods and the color-coded pronunciation charts (called Fidel Chart) provide physical foci for student learning and also create memorable images to facilitate student recall
The silent way is also related to a set of premises the we have called “problem solving approaches to learning”
The silent way student is expected to become “independent, autonomous, and responsible”.
Approach
Theory of language
By looking at the material chosen and the sequence in which it is presented in a silent way class room, it is clear that the silent way takes a structural approach to the organization of language to be taught
Theory of learning
The natural or direct approaches to acquiring second language are thus misguided, says Gottegno, and a successful second language approach will replace a natural approach by one that is very artificial and for some purpose, strictly controlled.
The artificial approach that Gattegno proposes is based on the principle that successful learning involves commitment of the self to language acquisition trough the use of silent awareness and then active trial.
Design
Objectives
The general objective of the silent way is to give beginning level student oral and aural facility in basic elements of the target language. An immediate objective is to provide the learner wit a basic practical knowledge of the grammar or the language
The Syllabus
The silent way adopts a basically structural syllabus with lesson planned around grammatical items and related vocabulary.
Types of learning and teaching activities
Learner roles
The learner first experience a random or almost random feeling or the area of activity in question until one finds one or more cornerstones to build on. Learners are expected to develop independence autonomy and responsibility.
Teacher rules
Teacher silence is, perhaps, the unique and, for many traditionally trained language teachers, the most demanding aspect of the silent way.
The role of instructional materials
The silent way is perhaps as well known for the unique nature of this teaching material as for the silence of its teacher. The material consist mainly of a set of colored rods, color coded pronunciation and vocabulary wall charts, a pointer and reading/writing exercises, all of which are wed to illustrate the relationship between sound and meaning in the target language.
Procedure
A silent way lesson typically follows a standard format. The first part of the lesson focuses on pronunciation. Later, the teacher will silently point to individual symbols and combinations of symbol and monitor student utterance.
After practice with the sounds of the language, sentence pattern, structure and vocabulary are practiced. The teacher models an utterance while creating a visual realization of it wit the colored rods. After modeling the utterance, the teacher will have a student attempt to produce the utterance and will indicate its acceptability
After structure is introduced and understood, the teacher will create situation in which the student can practice the structure through the manipulation of the rods.
