Rabu, 18 Maret 2015

KELOMPOK 5

NAME            : ANI SUKMA SARI                        (2130730015)
                        : FATHIMATUZZAHROH             (2130730018)
CLASS           : IVA
SUBJECT      : TEACHING AND LEARNING
GROUP          : 5

PROCESS, STYLE, AND STRATEGY
Before conducting the process of teaching and learning second language, we ought to know the explanation about what is process, what is style, and what it is strategy itself. For example, likes to refer to strategies that are habitual and no longer in the learner’s conscious control as “processes” , and so it is important to be careful in defining these terms here at the outset (Cohen/1998).
[ Process is characteristic of human being. Everyone has some degree of aptitude for learning of second language that may be described by specified verbal learning process. We all process in varying proportions, abilities in a multiplicity of intelligences.
[ Style is a term that refers to consistent and rather enduring tendencies or preferences within an individual. Styles are those general characteristics of intellectual functioning and personality type as well. So styles vary across individual.
[ Strategies are specific methods of approaching a problem or task, mode of operation for achieving a particular end, planned designs for controlling and manipulating certain information. Define second language learning strategies as “specific action, behaviors, steps, or techniques used by students to enhance their own learning” (Oxford &Ehrman/1998,p.8).
LEARNING STYLE
            In learning process, we know that learners have different learning styles. They may be categorized as learners who have much ambiguity tolerance. Moreover, when they are attending classroom, they may predisposed to have dominance whether they are good in left-brain or right-brain style. Additionally, learners also have specific character – reflective and impulsive.
            The way we learn things in general can be called as cognitive style whereas affective style and physiological factors are intermingled. These learning styles are very useful for how learners perceive, interact with one another, and give respond in learning process. Furthermore, learning styles mediate between emotion and cognition. For instance, a reflective person tends to has reflective mood. In contrast to reflective, an impulsive person has an impulsive emotional state. People’s styles are affected by their environment as well. We may know that an“intelligent” and “successful” person is one who can balance both ends of a style continuum. Some researchers are successful to identify the nine different styles – field independence vs. dependence, random vs. sequential, global vs. particular, inductive vs. deductive, synthetic vs. analytic, analogue vs. digital, concrete vs. abstract, leveling vs. sharpening, impulsive vs. reflective. In addition, there are three factors including left- and right- brain styles, ambiguity tolerance, and visual/ auditory/kinesthetic styles.
FIELD INDEPENDENCE
Field independence is your ability to perceive a particular, relevant item or factor in “field”           distracting items. In general psychological terms, which field may be perceptual, or it may be more abstract and refer to a set of thoughts, ideas, or feeling from your task is to perceive specific relevant subject. Field dependence is conversely the tendency to be “dependent” on the total field so that the parts embedded within the field are not easily perceived, although that total field is perceived more clearly as a unified whole. It has been found in Western culture that males tend to be more FI, and that FI is related to one of three main factors traditionally used to define intelligence “the analytical factors”, but not the other two factors (verbal comprehension and attention concentration).  It is clear that both FI and FD are necessary for most of the cognitive and affective problems we face.
            Field independence learners tend to be more independent, competitive, and self-confident whereas field dependence learners predisposed to be more socialized, to derive their self-identify from persons around them, and are usually more emphatic and perceptive of the feelings and, thoughts of others. However, field independence is closely related to classroom learning that involves analysis, attention to details, and mastering of exercises, drills, and other focused activities. Chappelle and Roberts(1986) found support for the correlation of a F1 style with language success as measured both by traditional, analytic, paper-and-pencil tests and by an oral interview. Moreover, according to Johnson, Prior, and Artuso (2000), a more field-dependent style was associated with better performance on second language communicative measures.FID may also prove to be a valuable tool to differentiating child and adult language acquisition. The child, more predominantly FD, may have a cognitive style advantage over the more FI adult. Psychology originally viewed FID as relatively stable characteristics in adults. Logically and observationally, FID is quite variable within one person. Depending upon the context of learning, individual learners can vary their utilization of FI or FD. In second language learning, then, it may be incorrect to assume that learners should be either FI or FD. It is more likely that persons have general inclinations, but given certain context, can exercise a sufficient degree of an appropriate style. The burden on the learner is to invoke the appropriate style for the context. The burden on the teacher is to understand the preferred style of each learner and to sow the seeds for flexibility. 




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