2. • Teaching English as a Foreign Language (TEFL) refers to teaching
English to students whose first language is not English. TEFL usually
occurs in the student's own country, either within the state school
system, or in private institutions.
• TEFL teachers may be native or non-native speakers of English.
• TEFL may also refer to a particular methodology for teaching people
whose first language is not English, but who need to learn it for work or
choose to learn it for leisure. These students may be adults or children.
• To understand TEFL methodology, we should familiarize ourselves with
some basic terms, such as, first, second, and foreign language.
3. • First language is a language that is firstly learned by children after they
are born. First language is often called mother tongue, native tongue or
L1.
Example: A child who is born in Java from Javanese parents who speak
Javanese in their daily life possibly has Javanese as his/her first
language. Javanese is her/his mother tongue because his/her mother
speaks Javanese. Javanese is also his/her native tongue since people
around him/her speak Javanese, too. Second language is the language
learned by a child after the first language. The Javanese child whose first
language is Javanese might have Bahasa Indonesia as his/her second
language.
• Second language implies the use of the language in a more formal
occasion, such as, as the medium of instruction.
• Foreign language is a language acquired and spoken by a person after
the first and second language. The language is not used in daily life of
4. • Other terms related to TEFL are ENL, ESL and EFL.
• ENL is English as a native language. ENL is found in the United Kingdom,
the U.S., Australia, and New Zealand.
• ESL stands for English as a second language. ESL exists in Singapore,
Malaysia, India, Brunei, and the Philippines.
• EFL, which is English as a foreign language, can be found in Indonesia,
Thailand, Japan, China, Korea, Argentina and some other countries.
5. History of TEFL in Indonesia
Presentation title 5
Suharjati (2010:162) stated there are 3 period of time, English Language was
Taught in Indonesia :
• The Dutch Period:
TEFL was taught from Junior High School to Senior High School. In Junior High
School, English was given three until four time in a week and they take a Dutch
language every day as a Compulsory Subject. The pupils can speak, read, and
write English very well.
6. • The Japanese Period:
During the Japanese Period, English was forbid to the school, every
textbook and other literature burned by the Japanese army. The education
system was radically changed. Instead of Dutch, Japanese language was
targeted to the second language in Indonesia and Bahasa would be the
National Language.
At last, Japanese colonialism makes bless for Bahasa to be a National
Language in Indonesia. A lot of book were translated to Indonesia and for
it, Bahasa become phenomenally. But, this profit didn’t get for TEFL
education.
7. • The Independence Period (1945-present)
After Japan surrender against the Ally, and Dutch leaves from Indonesia, English
was taught from Junior High School to Senior High School. Using the course
book and the textbook remains the colony, Indonesia starts the TEFL education
using the grammar-translation Method.
Most of the dictionaries were English-Dutch Dictionaries, it is a big problem for
teaching English to the Junior High School. Most English classes are Grammar
class, reading was not emphasize, and writing didn’t has a good attention, and
the Teachers were not proficient yet.
After Dutch Military Aggression on Indonesia in 1949, Indonesia has a good
opportunity to awake the TEFL Learning. English text book began to appear and
English-Indonesian dictionaries were available.
8. The teaching of Language skills and Language
Components
Presentation title 8
• Language skills consist of listening, speaking, reading and writing. Listening and reading
are usually grouped into receptive skills, and speaking and writing are seen as productive
skills.
• Language components consist of pronunciation, which includes stress, rhythm, and
intonation, grammar or structure, and vocabulary.
• In reality, the teaching of one skill or component can never be isolated from other skills
and components. When teaching listening, for example, teachers often ask students to
speak to check whether they can listen certain materials, and when speaking, a student
needs to apply their ability in pronunciation, vocabulary and grammar.
9. Model of TEFL
Presentation title 9
• Communicative Language Teaching
It’s primary goal is for learners to develop communicative competence or communicative ability. One
of the main characteristics of the CLT is the combination between aspects of language are
functionally and structurally. Thus, through this CLT foreign language learners are expected to
dominate or skillful speaking, not only write but also speak and of course with proper grammar.
• Total Physical Response
Total Physical Response is method of language teaching built on the coordination of speech and
action; this method attempt to teach the language through physical activity or motor activity. Motor
activity is a right-brain function that precedes language processing by the left brain. Then, TPR is a
classroom where students heard and acted. The educator ask each of his followers as "The instructor
is a director on a stage which students became an actor“.
10. • Grammar Translation Method
The purpose of the grammar translation method was to help students read and understand foreign
language literature. It was an efficient way of learning vocabulary and grammatical structures.
Through focusing on the rules of the grammar of the target language students would know the
features of two languages that would make language learning easier.
• Audio Lingual Method
The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching
of listening and speaking before reading and writing. It uses dialogues as the main form of language
presentation and drills as the main training techniques.
• The Silent Way
It is based on the premise that the teacher should be silent as much as possible in the classroom
but the learner should be encourage to produce as much language as possible.
11. DISCUSSION
Presentation title 11
Try to discuss the questions below in group and share your opinion with
your friends.
1. What do you know about TEFL?
2. How do you think a good teacher should be?
3. How to be a good teacher?
