28 ideas, and concepts is a core skill to maintain and facilitate continual learning.
Another important principle in connectivism is decision-making process. Choosing what to learn and the meaning of incoming information is seen through
the process of a shifting reality. While there is a right answer now, it may be wrong in the future because of variations in the information which can affect the
decision.
2.1.2.2 Theory of Language Learning
The next discussion presents theory of language learning in English Language Teaching ELT. The approach applied in teaching English at PPBA is
Communicative Approach. From the general objectives of ICE classes in level 1- 3, it is stated that the students are expected to be able to use English in real
communication in daily life under certain topics. Besides, the students are also expected to master English comprehensively in all skills so that they can use their
English to make some projects and to do oral presentations well. Communicative Language Teaching CLT concerns the spoken functions as much as written
grammar, and notions of when and how it was appropriate to say certain things were of primary importance Harmer, 2007:69. Thus the teaching and learning
activities in ICE classes should give the students some stimulus and exposure to perform the language in meaningful and communicative contexts to replicate real
communication. A form of variation on Audiolingualism is referred as Presentation
Practice Production PPP procedure. The lecturers introduce a situation which
contextualises the language to be taught. After that, the lecturers present the
29 language focus. Then, the students practise the language using accurate
reproduction techniques and drillings. Finally, the students use the new language items in more productive exercises and freer practices. This procedure was argued
in the 1990s because it seems to assume that students learn “in straight lines‟- that is tsarting from no knowledge, through highly restricted sentence-based utterances
and on to immendiate production Harmer, 2007: 66. As cited by Harmer 2007, Woodward and Lewis 1993 noted that this procedure is not really suitable to the
nature of language nor the nature of learning because human learning is more random and convoluted. Thus,
Johnson 1982 suggested the “deep-end-strategy” as an alternative of PPP procedure. Moreover, Byrne 1986 suggested joining the
three phases in a circle. Basically, the alternatives procedure of Johnson 1982 and Byrne 1986 state that teachers and students can decide at which stage to
enter the procedure. If students are having problems during the production phase, then they can return to either presentation or practice phases.
Based on the interview with the Coordinator of PPBA, in the practical realisation of communicative approach used in ICE classes, the teachers use the
alternative procedure of PPP. The handouts and communicative tasks are designed, compiled and blended from various references. The teaching and
leaning activities in each class are equipped with audio visual media, such as CD Player, Tape Recorder, Television, LCD and Computer.
30
2.1.3 Adult Learning Principles
