1. By:
• Tiandto Hangga A. N 1101050044
•Febrian Miftah A 1101050030
•Yuda Bayu Pratama 1101050026
•Lusia LianTrisna 1101050014

2.  We are all language teacher by profession, to
be more precise English language teachers.
We are angeged in teaching English to our
students, whose native language is quite
different both phonologically from that
foreign language, it is therefore,
understandable why it is difficult for
Indonesian students to learn English.

3.  Linguistics is the name of science, just like
“aconomics”,“ physics”, and “mathematics”.
The name comes from the word “language”
which gets the suffix “-ics” to denote the
name of science study of language or a
science about language.To emphasize its
scientific feature lingiuistic is sometimes
called “linguistic science”

4.  Linguistics is the most important feature of
language
 To learn a language means to learn the habits
of using certain speech sound characteristic
of that particular language as a
communication
 We know about English speech sounds, its
phonemic and morphemic

5.  Different linguistics background will meet
different problem
 By learning Linguistics, teacher will be able
not only to predict the problem of his
teaching, but also he will be able to solve it
 Linguistics will provide and equip teachers
with the skill of analyzing languages of their
morphemes and phonemes

6. 1. Disagreement among linguists.
2. Contribution of linguistics to foreign
language teaching.
3. Contrastive analysis has come
value.

7. 4. Contrastive analysis of English and Indonesia.
5. Selecting and grading the material is still
necessary.
6. Use of language is partly a cognitive process,
and partly a habit.
7. Communicative practice through
contextualization or situationalization.
8. Conclusions.

8. Cognitive Approach(CA) uses the cognitive-code-
learning-theory/mentalistic theory that is based on the
view that language is rule-governed behavior. The mind
does not only receive stimuli from outside, giving
responses,getting reinforcement, and than become a
habit as the mechanistic theory in Oral Approach, but
it’s the mind process ( understanding )
The special characteristic of CA is understanding the
grammar and linguistic competence or the rules first
before speaking the language/ performance or
emphasizing the understanding rather than habit
formation.
Spesial Characteristic of Cognitive Approach

9. CA is sometimes regarded as a modernized version of the
Grammar-Translation Method (GTM). Both of them stress the
understanding grammatical rules before doing exercises, use
deductive approach in teaching,and stressing to the mind’s
role in processing informations from the outside. How about
the difference? GTM does not train the student to use the TL
for communication and there is more oral activity in CA than
GTM. What is the goal of this approach? To help the student
get the ability as the native speaker have in using his
language.
CA and GTM

10. These are some principles that can be derived fromTG:
Language is rule-governed behavior. ‘ from competence
to performance’
There are strong reactions against the concept of language
in Desccriptive Linguistics ( DL) that interpret language is
verbal behavior which is formed through habit formation.
According to TG, language is rule-governed behavior. It
means, our productions have rules that governed the uses of
those and we have to know first by understanding the
knowledge of rules first as the basis ( competence ) for
performance.
IMPLICATION ofTRANSFORMATIONAL-GENERATIVEGRAMMAR for
COGNITIVEAPPROACH

11. Language is creative
Although the rules in language for production is finite, but
they can be used to create unlimited sentences or utterances.
Language is a communication system
Language is introduced from very beginning since childhood
for communication with a proper environment or community
which is fixed to the age of the language user. Being mature
has better communication with the larger scope of
community that use language as communicative purpose.

12.  Language Consist of Deep Structure and Surface Structure
SS of sentences deals with what we produced or heard. DS of
sentences deals with the meaning of the sentences we
produced or heard.
For example: Edison killed the robber; the robber was killed by
Edison; who killed the robber? “Edison killed the robber” is
also considered as kernel sentences. The changes from the
kernel sentences is the transformation sentences.

13. The essence of cognitive learning is that learning must be
meaningful. The material to be taught should be
wellorganized into meaningful units for use of learning.
On the basis of student’s activity, psychologist distinguish
two other kind of learning:
Reception learning, receiving information from the outside
without involving much mind’s activity.
Discovery learning, engaging the mind in total learning
process.
The advantages of using Discovery learning are: the
knowledge we have, can be retained for a longer time than
through reception learning. Second, the teachers can
recognize the mental activity of the students.

14. Teaching Procedure in CA
As has been known that CA has relation to the principles ofTG
and CP, which can be summarized as follows:
Language is rule-governed behavior.
The teachers should assist the students by giving understanding about the
grammatical rules at first to have knowledge as the basis or competences for
performance.
Language is creative and innovative
Teachers should be able to stimulate their students to produce more
sentences as we know that language provides the unlimited sentences with
the limited rules that governed them.
Language is a means of communication
Language has a function as a communication tool. It means how we will use
language to interact with our environment. Speaking practice more and
having a lot of vocabularies will bail you out to improve your ability in using
language to communicate with others.

15. Teaching Procedure in CA
As has been known that CA has relation to the principles ofTG
and CP, which can be summarized as follows:
Learning should be meaningful
Meaningful learning will be long remembered. Teachers should be able to
make every meeting, every given materials impressed to the students heart
and mind. Try to deliver the new materials with a proper strategy such as
using objects in their common or fancy, connecting the materials to what
they like, and etc.
Cognitive, affective, and psychomotoric use of language
These three aspects of learning above can not be separated as it will be
automatically undergone by the learners. First, we use cognitive aspect in
comprehending about the rules of using language ( mental activity). Then,
when it has been infiltrated well in our heart and mind, the students will be
able to use the language in everything in their mind. Making sounds that
create a language is resulted by manipulating the speech organs (
psychomotoric aspect).

16.  Therefore, the teaching procedure in CA can be explained as follows :
For example, A teacher wants to teach his students about passive and active
voice of sentence. According to the CA’s principles, he can take some steps as
follows:
•First, start your teaching by writing two or some active and passive sentences.
•After that, invite and help your students to translate the written sentences
together.
•Third, Give the explanation about the rules or grammatical points so that your
students will have understanding about it.
•Then, try to distinguish which one is active and which is the passive one.
•Let your students to write some notes about your explanation.
•Next, stimulate your students to produce another examples of the use of active
and passive sentences.
•Last thing that could not be forgotten is giving more practice. It can be done by
practicing some conversations or dialog. Make your teaching as interesting as
possible to your students.