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    Article Review 1 - Ince Rezky Naing - 20716521014 - LTM.

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    Ince Rezky Naing
    The document discusses a study by Saylag on becoming a critically reflective teacher of English as a second language. The study argues that purely behavioral methods like the audio-lingual method are not effective and that a humanistic approach guided by communication and building relationships works better. The author reflects on teaching experiences in different contexts and levels, highlighting the importance of understanding student needs, facilitating interaction, and creating a supportive learning environment. Overall, the study stresses the need for teachers to critically reflect on their methods and adapt to their specific teaching contexts.

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    Article Review 1 - Ince Rezky Naing - 20716521014 - LTM.

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    Ince Rezky Naing
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    The document discusses a study by Saylag on becoming a critically reflective teacher of English as a second language. The study argues that purely behavioral methods like the audio-lingual method are not effective and that a humanistic approach guided by communication and building relationships works better. The author reflects on teaching experiences in different contexts and levels, highlighting the importance of understanding student needs, facilitating interaction, and creating a supportive learning environment. Overall, the study stresses the need for teachers to critically reflect on their methods and adapt to their specific teaching contexts.

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    The document discusses a study by Saylag on becoming a critically reflective teacher of English as a second language. The study argues that purely behavioral methods like the audio-lingual method are not effective and that a humanistic approach guided by communication and building relationships works better. The author reflects on teaching experiences in different contexts and levels, highlighting the importance of understanding student needs, facilitating interaction, and creating a supportive learning environment. Overall, the study stresses the need for teachers to critically reflect on their methods and adapt to their specific teaching contexts.

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    23 views2 pages

    Article Review 1 - Ince Rezky Naing - 20716521014 - LTM.

    Uploaded by

    Ince Rezky Naing
    The document discusses a study by Saylag on becoming a critically reflective teacher of English as a second language. The study argues that purely behavioral methods like the audio-lingual method are not effective and that a humanistic approach guided by communication and building relationships works better. The author reflects on teaching experiences in different contexts and levels, highlighting the importance of understanding student needs, facilitating interaction, and creating a supportive learning environment. Overall, the study stresses the need for teachers to critically reflect on their methods and adapt to their specific teaching contexts.

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    of 2

    Name : Ince Rezky Naing

    Student Number : 20716521014


    Class : MPBI A 2020

    Saylag, Renan. (2012). Self-reflection on The Teaching Practice of English as a Second Language:
    Becoming the Critically Reflective Teacher. Procedia - Social and Behavioral Sciences. 46 (2012)
    3847 – 3851.

    A study by Saylag provides insights into the way to become a critically reflective teacher
    by applying a humanistic approach to the teaching practice of English as a second language. In
    this study, the author argues about the effectiveness of some methodologies related to the theories
    of learning from some experts. Those methods had been employed in teaching English such as the
    audio-lingual method which is based on behaviorist theory. Also, the English language teaching
    affirms the communicative aspects of the constructivist and cognitive process.

    The author points out that the aim of using communicative aspects of language while
    teaching English is to help students learn and understand new knowledge and language types in an
    inductive way. He explicitly states that those methods, such as the silent approach, the
    suggestopedia, or the audio-lingual method, do not work well, since it just makes the instructor the
    leader of the orchestra. Yet he wants to guide the students and steer them, but he doesn't want to
    guide them oppressively. Moreover, the best option for this situation may be to follow a humanistic
    approach. However, the author argues that this may be exploited by students because it offers so
    much tolerance. That is why the careful determination of the scopes and rules would guide them
    to engage in the class in a good manner.

    The author highlights his experiences in English language teaching. Firstly, he teaches in
    the preparation class of an Anatolian high school during his trainee courses. He applies Present
    practice produce (PPP) and he states that this method will run well when implemented with drills
    during practice. Secondly, his experience in university exam preparation courses expands his
    perspective in teaching students the way to think analytically. Lastly, his additional experience in
    government primary school. The author reveals that the fundamental things are arranging a
    curriculum based on students’ progress and planning the lessons well.
    Many applications of methods in various contexts of teaching. Yet there are many
    potentials and obstacles that unforeseen constrain teaching practices. Indeed, because of certain
    problems, any strategy cannot always function anywhere and for anyone with the same expected
    outcome. The needs of students are different in every location, and it affects the way they are
    taught. As Brown notes in this article, the teaching approach to curriculum development starts with
    a diagnosis that involves examination, syllabus, and content development, and then progresses to
    care. The method will produce good results when the need analysis is explicitly and analytically
    defined and the program is properly implemented.

    The author focuses on the model of communication with the learners. He seeks to motivate
    his students to interact easily with each other, without fear of making mistakes. The author has
    tried to communicate with the learner by being polite and encouraging. Even, do not tease the one
    who made the mistake and the students affect their language acquisition. Teachers should be
    sensitive enough, such as a detector, to stimulate the contact of "black box" students or language
    acquisition devices. Besides, building a friendship with the class. These factors maybe some of the
    reasons why students take part in lessons and engage regularly with their peers.

    To justify these elements, the author uses the humanistic perspective as his reflections in
    teaching practice. The author emphasizes a variety of points, like demonstrating approachability,
    maintaining a relationship with the classroom, serving as a facilitator, compassionate manner, and
    other psycholinguistic factors of language learning. Besides, creating a feeling that students are
    part of a family is one of the most essential humanistic techniques in his teaching practice.

    In conclusion, related to reflections on the teaching practice that certain methodological


    constraints should be taken into consideration by language teachers to be more reflective in their
    teaching context. In teaching English as a second language, the needs and attitudes of each student
    must be noticed and adjustments made for their learning style. At last, the author states that his
    personal beliefs and reflections on his professional growth influence his pedagogical choices.

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