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as joy and pleasure, and to become counselors to other learners. The teacher, meanwhile, has role to provide a safe environment in which ‘clients’ can learn and
grow, and operate the class activities without conventional materials, depending on student topic to shape and motivate the class. Whereas, a textbook is not
considered a necessary component; materials may be developed by the teacher as the course develops. Conversations may be also being transcribed and distributed
for study and analysis, and learners may work in groups to produce their own materials, such as script for dialogues and mini dramas. Richards and Rodgers,
1986: 120-126. In relation to above explanation, simulation technique is based on
Community Language Learning method which class would be divided into some groups to act certain characters in the certain situations within the materials that
not merely from the textbook. The group would be the supportive community to encourage the students to speak up. And the teacher could hold a role as a
“counselor” that guide and help the students in practicing certain scenarios. They, in the group, also give evaluation and suggestion to each other that would build a
conducive environment in the community.
2.2.5 Contextual Teaching Learning
Contextual Teaching Learning CTL invites students to get their truly experiences during the learning process, there is no longer separation between text
and context. Thus, the students will get much exposure in the classroom, taking advantage of being with the people using target language. Because high school
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students are of course becoming increasingly adult like in their ability to make those occasional diversion from the “here” and “now” nature of immediate
communicative context Brown, 2001: 92. It is a good former step for learners to use English in the daily communication Slattery and Willis, 2003:23. Students
have some new responsibilities in simulation that they might not be accustomed to using English in their speaking class.
Contextual Teaching and Learning CTL helps us relate subject matter content to real world situations and motivate students to make connections
between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires. One of its
strategies is using multiple contexts. Theories of situated cognition suggest that
knowledge can not be separated from the physical and social context in which it develops. How and where a person acquires and creates knowledge is therefore
very important. CTL experiences are enriched when students learn skills in multiple contexts i.e. school, community, workplace, family
http:www.cew.wisc.eduteachnetctl . It is easily assumed that simulation
technique also applies CTL to build a certain context to build simulated environment.
2.2.6 Learning Style
Intelligence was once viewed strictly as the ability to perform a linguistic and b logical-mathematical problem solving. For many years, we have lived in a
world of standardized, norm-referenced test that are timed in a multiple-choice
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format consisting of a multiplicity of logic-constrained items, many of which are inauthentic Brown, 2004: 11-12. However, then learners’ preferred ways of
learning their learning styles may influences overall orientation to the learning task and the kind of input for example, spoken or written they find it easiest to
work with Ellis, 1997: 73. Cornett Celce-Murcia, 2001: 369 describes learning styles as the general
approaches—for example, global or analytic, auditory or visual—that students use in acquiring a new language or in learning any other subject. These styles are the
overall patterns that give general direction to learning behavior. Another definition is proposed by Dunn and Griggs that stated in the same book. They
define learning styles as the biogically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and
terrible for others. There are four dimensions of learning style that are likely to be among
those most strongly associated with L2 learning as follows: 1.
Sensory Preferences Sensory preferences refer to the physical, perceptual learning channels with
which the students is the most comfortable. They can be broken down into four main areas: visual, auditory, kinesthetic movement-oriented, and tactile
touch-oriented Celce-Murcia, 2001: 360. Visual students like to read and obtain a great deal from visual simulation.
They will be able to recall what they see and will prefer written instructions. These students are sight readers who enjoy reading silently. Better yet, present
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information to them with a video. They will learn by observing and enjoy working with computer graphics, maps, graphs, charts, cartoons, posters,
diagrams, graphic organizers, and text with a lot of pictures. In contrast, auditory students are comfortable without visual input and therefore enjoy and
profit from unembellished lectures, conversations, and oral instruction. Students with this style will be able to recall what they hear and will prefer
oral instructions. They learn by listening and speaking. These students enjoy talking and interviewing. They are phonetic readers who enjoy oral reading,
choral reading, and listening to recorded books. They learn best by interviewing, debating, participating on a panel, giving oral reports, and
participating in oral discussions of written material. Tactile and kinesthetic students like lots of movement and enjoy working
with tangible object, collages, and flashcards. Tactile learners understand directions that they write and will learn best through manipulative. Try using
the Language Experience Approach LEA when teaching these students to read. These students will also benefit from whole language approaches to
reading. Theyll learn best by drawing, playing board games, making dioramas, making models, and following instructions to make something.
While kinesthetic learners need to involve their whole body in learning. Total Physical Response is a good ESL method for them. They remember material
best if they act it out. These students learn best by playing games that involve their whole body, movement activities, making models, following instructions
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to make something, and setting up experiments. http:erythingesl.netinserviceslearningstyle.php.
2. Personality Types
Another style aspect that is important for L2 education is personality type, which consists of four strands: extrovert versus introvert; intuitive random
versus sensing-sequential; thinking versus feeling; and closure- orientedjudging versus open perceiving Celce-Murcia, 2001: 360.
a. Extroverts gain their greatest energy from the external world by having
many friendships. In contrast, introverts derive their energy from the internal world, seeking solitude and tending to have just a few friendships,
which are often very deep. They can work together with the teacher’s help to organize the class.
b. Intuitive-random students think in abstract, futuristic, large scale, and
nonsequential ways. They like to create theories and new possibilities, often have sudden insights, and prefer to guide their own learning. In
contrast, sensing-sequential learners are grounded in the here and now, they like facts rather than theories, want guidance and specific instruction
from the teacher, and look for consistency. The key to teach both of them is to offer variety and choice.
c. Thinking learners are oriented toward the stark truth, even if it hurts some
people’s feelings. They want to be viewed as competent and do not tend to offer praise easily. In comparison, feeling learners value other people in
very personal ways.
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d. Closure-oriented students want to reach judgments or completion quickly
and want clarity as soon as possible. These students are serious, hard- working learners who like to be given written information and enjoy
specific tasks with deadlines. In contrast, open learners want to say available for continuously new perceptions and are therefore sometimes
called “perceiving”. The L2 teachers can create cooperative groups that include both types of learners, since they can benefit from collaboration
with each other. 3.
Desired Degree of Generality Third strand contrasts the learner who focuses on the main idea or big picture
with the learner who concentrates on details. Global or holistic students like socially interactive, communicative events in which they can emphasize the
main idea and avoid analysis of grammatical minutiae Celce-Murcia, 2001: 361.
Global learners are spontaneous and intuitive. They do not like to be bored. Information needs to be presented in an interesting manner using
attractive materials. Cooperative learning strategies and holistic reading methods work well with these learners. Global learners learn best through
choral reading, recorded books, story writing, computer programs, games and group activities.
In comparison, analytic students tend to concentrate on grammatical details and often avoid more free-flowing communicative activities. Analytic
learners plan and organize their work. They focus on details and are logical.
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They are phonetic readers and prefer to work individually on activity sheets. They learn best when information is presented in sequential steps, lessons are
structured and teacher-directed, goals are clear, and requirements are spelled out http:erythingesl.netinserviceslearningstyle.php.
4. Biological Difference
Differences in L2 learning style can also be related to biological factors, such as biorhythms convenient time to learn, sustenance need for food and drink
while learning, and location nature of environment. An L2 teacher can manage a class within students whose learning styles
are different if he knows well of each type. He can create benefit of each difference.
2.2.7 Standar Kompetensi Lulusan SKL of Vocational High School
