Group Name : 1. Afriska Yuliandari Putri : 10213304
2. Jhon Willyngter Sirait :
14213642
3. Rifka Nurdiah : 17213663
DEFINITION TEFL
TEFL
stands for Teaching English as a Foreign Language, where the latter term refers
to Teaching English as a Second Language (that is, to learners who aim to
settle permanently in an English speaking community). Though there are many
approaches to teaching methodology in TEFL, two teaching methods are most
commonly taught in TEFL certification programs. Methodology taught in
certification and training programs is generally either “PPP” (present,
practice and production) or “ESA” (engage, study and activate). That doesn’t
mean they are the best approaches. They are just the most well known approaches
and more likely to be requested by employers or Directors of Studies (DOS).
Thus we are going to concentrate on those two approaches.
“PPP” Presentation, Practice
and Production
“Presentation”
involves presenting the target language (the language to be taught to the
students) to the students generally through eliciting and cueing of the
students to see if they know it and then providing the language if no one does.
The target language is
usually put on the board either in structure (grammar-type) charts or in
dialogs. Presentation features more “teacher talk” than the other stages of the
lesson, generally as much as 65-90% of the time. This portion of the total
lesson can take as much as 20-40% of the lesson time.
Next comes “Practice”
where the students practice the target language in one to three activities that
progress from very structured (students are given activities that provide
little possibility for error) to less-structured (as they master the material).
These activities should
include as much “student talk” as possible and not focus on written activities,
though written activities can provide a structure for the verbal practices.
Practice should have the “student talk time” range from 60-80 percent of the
time with teacher talk time being the balance of that time. This portion of the
total lesson can take from 30-50% of the lesson time.
“Production” is the stage
of the lesson where the students take the target language and use it in
conversations that they structure (ideally) and use it to talk about themselves
or their daily lives or situations. Production should involve student talk at
as much as 90% of the time and this component of the lesson can/should take as
much as 20-30% of the lesson time.
As you can see the general
structure of a PPP lesson is flexible but an important feature is the movement
from controlled and structured speech to less-controlled and more freely used
and created speech. Another important feature of PPP (and other methods too) is
the rapid reduction of teacher talk time and the increase in student talk time
as you move through the lesson.
One of the most common
errors untrained teachers make is that they talk too much. EFL students get
very little chance to actually use the language they learn and the EFL
classroom must be structured to create that opportunity. See the paragraph on Pairwork
and Small Groups below.
“ESA” Engage, Study and Activate
Roughly
equivalent to PPP, ESA is slightly different in that it is designed to allow
movement back and forth between the stages. However, each stage is similar to
the PPP stages in the same order. Proponents of this method stress its
flexibility compared to PPP and the method, as defined by Jeremy Harmer (its
major advocate), uses more elicitation and stresses the “Engagement” of
students in the early stages of the lesson.
ESA is superior method to
PPP when both are looked at from a rigid point of view. But, EFL is not rigid
and you should not adhere to any one viewpoint or method. PPP is often an
easier method for teacher-trainees to get a handle on but probably more
programs teach ESA than PPP these days, especially those that teach only one of
the approaches.
REFERENCE :
http://www.oxfordtefl.com/about-oxford-tefl/about-tefl/
http://teflbootcamp.com/teaching-skills/teaching-methods-for-tefl/
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