Ed.Tech.TESOL

Introduction 

As we know that today is technology era. That everything is developed and moved more fast and instant. With the quick development brought the effect of the human life style and also the human think so every people have competition to get the best on their live. We feel that the global market wanted that every people could show his capability, “who fast he get”. So every people be ordered to increase their capability more innovative, aggressive, and more creative to face everything. Surely on this opportunity the writer expressing the problem that related with the human think and what the human doing her for their self caused the development of marketing is too fast so every seller made competition in their advertising, selling, and distribution to get successful on the marketing world. Based that statement to seller tried hard to increase their quality and quantity for their product and capability of human doing on those problem that language communicative is the important faster that can increase the selling on the marketing world. Most of company choose people that have an expert on the diplomat ion because today the successfully of selling are influenced by how the seller could proposed and presentation their product.  

Content 

Marketing strategy is a stages on the business world based to reach successfully on the selling or in the marketing. In the marketing consist of some method to get successfully. A lux marginal ever expressed many element that most considered, there are: 

1. Product situation that consist of likes what is the product that have exciting, supporting services or product and any of meeting 
2. Competitive situation analysis 
3. Distribution of situation 
4. Environmental factors 

There are may factors that could influenced successfully on the business world or marketing world, therefore many businessman tried to do that theories on their marketing. We could put some example, likes salesman / girl he ordered to have capability. The based capability is become the important factor that influenced on their selling the product cause usually most people regarded or given valuing from their proposed the think and their expressing to the customer. The capability that must be haven by the seller such as: 

1. How to seller could get interested by the customer 
2. How the seller appeared the believed from the customer or buyer 
3. How the seller could sell and proposed their product

From that statement is showed to us so clearly if on the marketing world influenced by the language communication which used by the seller. Language management by the seller is the ones think element that could influenced the customer or buyer more good the language that used by seller is more fast to their product could to sell. Today many seller had competition with their product, most company did not sell their product but what must their proposed to the customer. There are showed to us on the television, there are proposed many variation language, many strategy for example sprit “Ku tahu yang kumay”, Sampoerna “Bukan basa-basi” is so clearly is the language could influenced the marketing world because the marketing is really needed about the expressed word management, and their presentation to the buyer likes what laura lake ever said that the development selling presentation value have many method that must be haven by the seller to proposed their product, such as: 

1. Create a strong differential between you and your competitors or your proposed or presentation the think. 
2. Increase nor only the quantity that the quality of prospective presentation
3. Gain market share in your targeted segments in your meeting 
4. Improve your operation presentation more efficiency 

So the writer tried to show that on the marketing world is needed the language management. Because the first analysis by the buyer is from how the seller proposed their product with the variation of language the used.  

Conclusion 

Firstly how the seller could appear the new method or strategy to get interested from the buyer. Secondly how the seller could differentiate the proposed their product and the last how the seller could to sell with their language management.

Forster (1958) there is a good translation if the result of translation can achieve the same intention as the original manuscript

I. INTRODUCTION

The policy of elementary and advance education program based on Official Regulation Number 25 year 2000, defining Program Pembangunan Nasional (Propernas) 2000, 2004 and Official Regulation Number 20 year 2003 defining Sistem Pendidikan Nasional (Sisdiknas) that is approach “School based management” and “Community based participation”.

Further step to improve that policy, most of elementary and advance education program use a mechanism of “Block Grant and Matching Grant” directly to every school. The procedure of program implementation is coordinated by Dinas Pendidikan province with regency or city.

Curriculum Based Competence (CBC) is one of latest method of teaching learning process in Indonesia.  The intention of CBC is achievement of competence itself. Therefore the approach, method and teaching strategy belong to the stakeholder of learning process along with the capacity and resources they have.

This Learning tends to retain competence achievement that showed in students’ skill (Competence standard, Cognitive point of view, Psychomotor, Affective / attitude) and participation in the learning process.

II. ANALYSIS

Commitment of all stakeholders is still required to achieve a success of Curriculum Base Competence (CBC), such as government, officers, teachers, students and society. There is a tendency that each stakeholder runs on his own wheel; therefore the urgent thing should be done immediately is set in the same table and coordination. Previous description is the result of current meeting “Ikatan Sekolah Dasar Islam (ISDI)” in Gedung Persaudaraan Haji Solo, Monday (4/10).

There were 120 participants followed by elementary and Islamic elementary teachers around Surakarta, invited 3 speakers as follows:

1. Chief of Dinas Pendidikan Pemuda dan Olahraga (Kadisdikpom) Solo Drs. H. Kuswanto MM.

Recently, government policy of Disdikpora Solo is affected by the conduct of CBC; the complexity of education issues, descendent of national final test grade point, down grade of discipline, dissatisfaction of teachers’ welfare, unaffordable life skill, and etcetera.

It had better provide devices, management, and intensive supervision in order to light up the conduct of CBC. There will be the best out put if there is the best input.

There was a suggestion to Chief of City Government (Pemkot) to set aside a fund amount to 8 million giving scholarship for teachers, as well as the previous policy of City Government that has been conducted a few years ago.

2. Kasubdin Kindergarten and Elementary school (Disdikpora)

Drs. Trijono.

He said that, the conduct of CBC in Elementary school was still half of way. In the curriculum, between basis theory and practice were not synchronize. I.e. how come a student could get 9 in the subject of PPKn while he eager quarreling.

In CBC, there is a hope to improve the basis competence that is comprehension of students toward definition, implemented into his deed and attitude. The success of CBC in Elementary school depends on teachers’ effort to alternate the conventional method of teaching.

3. Lecture of Teaching and Education Faculty (FKIP UNS)

Drs. Suharno M.Pd.

The effective teaching learning process based on CBC, concerning the territorial autonomy, the paradigm of curriculum must be changed that is down grade up to top grade (bottom up theory).

III. CONCLUSION

The conduct of CBC in Elementary school was still half of way, in the curriculum; between basis theory and practice were not synchronize. Commitment of all stakeholders is still required to achieve a success of Curriculum Base Competence (CBC); therefore the urgent thing should be done immediately is set in the same table and coordination.

It had better provide devices, management, and intensive supervision in order to light up the conduct of CBC. There will be the best out put if there is the best input.

IV. REFERENCE

Koran Harian Solo Pos. 2004.Pelaksanaan KBK Masih Setengah Hati. Rabu Legi. 6 Oktober 2004. hal 5. Solo : Solo Pos

Purwo Bambang Kaswanti. Pragmatik dan Pengajaran Bahasa Menyibak Kurikulum 1984. Universitas Kaltolik Atmajaya: Kanisius

Jack C. Richards, Theodine S. Rodgers, 1998, Approaches and Methods in Language Teaching ; A Description and Analysis, USA : Cambridge University Press

I. INTRODUCTION 

Language acquisition of human being begins from their existence. In learning of first language / mother tongue, most or even all people learn and figure out the language acquisition without any learning process. The acquisition / learning hypothesis said that: 

Acquisition refers to an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication. Learning, by contrast, refers to a process in which conscious rules about a language developed. (Jack: 131)  

Formal teaching is necessary for “learning” to occur, and correction of errors helps with the development of learned rules. In accordance of research and experience, language learning as a second language is rather difficult. Term of learning such as Teaching English as a Foreign Language (TEFL) is used to teach as second language. The process of learning tend to emerge the elements; teacher, language learning, methodology and material to improve the achievement. 

The most important role in the language learning as a second language is learners; there must be learners not teachers. Therefore it implies the philosophy of teaching and education that as named student oriented or student centered.   

II. ANALYSIS 

A. Teaching Strategy 

Those of us who teach English as a second language today are faced with essentially the same problem. We are aware of variety in language usage, and we want to teach the most effective or most useful variants to our students. The most important function of the teacher in a second language classroom: to supply a model and to provide guidance for the students.  

B. Learning Strategy 

The affective filter hypothesis that is built on research is second language acquisition, which has identified three kinds of affective or attitudinal variables related to second language acquisition: 

1. Motivation, learners with high motivation generally do better, 
2. Self – confidence, learners with self-confidence and a good self-image tend to be more successful, 
3. Anxiety, low personal anxiety and low classroom anxiety are more conductive to second language acquisition. (Jack 1986: 133) 

C. Language Learning 

1. GBPP of English Curriculum 1984 

Linguistic is defined as “using language to communicate”, that is conveying the message or definition from one to another.  GBPP 1984 emphasizes the alternation from stressing the structure of language into usage of language. The intention is to achieve communicative skill through learning process based on discourse and communicative function of language. 

Syllabus as curriculum 1984 is multi centered, thus the dialogue and reading material are not used anymore to convey grammar and structure. And the components of syllabus; structure, reading, vocabulary, dialogue, writing, pronunciation, spelling, are used as experience of learning of English, enhance the knowledge and improve the skill of learner and English. 

2. Curriculum Base Competence (CBC) 

The intention of CBC is achievement of competence itself. Therefore the approach, method and teaching strategy belong to the stakeholder of learning process along with the capacity and resources they have. 

This Learning tends to retain competence achievement that showed in students’ skill (Competence standard, Cognitive point of view, Psychomotor, Affective / attitude) and participation in the learning process.  

D. Methodology 

1. Communicative Language Teaching 

Its language teaching focuses on communicative proficiency rather than on mere mastery of structures, the ability to use the linguistic system effectively and appropriately. The individual often through trial and error creates language. Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writing. The teacher cannot know exactly what language the students will use. 

2. Silent Way 

The silent way shares a great deal with other learning theories and educational philosophies. Very broadly put, the learning hypothesis underlying Gattegno’s work could be stated as follows: 

• Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned, 
• Learning is facilitated by accompanying (mediating) physical object, 
• Learning is facilitated by problem solving involving the material to be learned 

Successful learning involves commitment of the self to language acquisition through the use of silent awareness and active trial. Learners are expected to develop independence, autonomy, and responsibility. Independent learners are those who are that they must depend on their own resources and realize that they can take their knowledge of the first few words in the new language and figure out additional words by using that knowledge.  

3. Community Language Learning (CLL) 

CLL technique belongs to a larger set of foreign language teaching practices sometime described as humanistic techniques (Moskowitz: 1978). In sum, humanistic techniques engage the whole person, including the emotions and feeling (the affective realm) as well as linguistic knowledge and behavioral skill. La Forge (1983) begins by suggesting that language, as social process is different from language as communication. Language as communication: Sender à message à receiver Language as social process: Sender à message à receiver  

CLL advocates a holistic approach to language learning, since “true” human learning is both cognitive and affective. This is termed whole-person learning. Such learning takes place in a communicative situation where teachers and learners are involved in an interaction…in which both experience a sense of their own wholeness (Curran 1972: 90)  

These central aspects of Curran’s learning philosophy address not the psycholinguistic and cognitive processes involved in second language acquisition, but rather the personal commitment that learners need to make before language acquisition processes and operates.  

III. CONCLUSION 

Learning refers to a process in which conscious rules about a language developed. Formal teaching is necessary for “learning” to occur, and correction of errors helps with the development of learned rules. In accordance of research and experience, language learning as a second language is rather difficult. The process of learning tend to emerge the elements; teacher, language learning, methodology and material to improve the achievement. 

The most important role in the language learning as a second language is learners, therefore it implies the philosophy of teaching and education that as named student oriented or student centered. The teachers supply a model and to provide guidance for the learners. Moreover, learners in order to achieve self-competence tend to consider; motivation, self – confidence and anxiety. 

The relation of Student oriented with GBPP of English Curriculum 1984, Curriculum Base Competence (CBC), Communicative Language Teaching, Silent Way, and Community Language Learning (CLL) is clear-cut. The main purpose of those curriculums and methods is to encourage the learners to be more active and independent. 

Independent learners are those who are that they must depend on their own resources and realize that they can take their knowledge of the first few words in the new language and figure out additional words by using that knowledge.   

IV. REFERENCE  

Allen Harold B. and Russell N. Campbell. 1965. Teaching English As A Second Language A Book Of Readings. New Delhi: TATA Mc.GRAW –HILL PUBLISHING COMPANY LTD.  

Departemen Pendidikan Nasional. 2003. Kuriklum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan MA. Jakarta: Departemen Pendidikan Nasional.  

Nababan-Sri Utari Subyakto. 1993. Metodolgi Pengajaran Bahasa. Jakarta: Gramedia Pustaka Utama.  

Purwo Bambang Kaswanti. Pragmatik dan Pengajaran Bahasa Menyibak Kurikulum 1984. Universitas Kaltolik Atmajaya: Kanisius  

Richards Jack S. and Theodore S. Rodgers. 1986. Approaches and Methods in Language Teaching. United Kingdom: Cambridge University Press