CHAPTER I

INTRODUCTION

1.1 Background
As the students of English Education Department, it is important to us
to know the kinds of approaches or theories related language teaching and
learning. In this case, some approaches have constructed in teaching and
learning process. All of the approaches are conducted in teaching learning
process in order to get the positive effect for the students and the teacher itself.
The use of the approach itself is to improve or increase the students’ ability in
learning. Although there are some theories that still used some conventional
methods that make the students uninterested in joining the teaching learning
process. So the role for the teacher is to apply appropriate approach based on
the condition of the students in order it can make the students are interested to
learn.
In this case, we would like to discuss about behavioristic, nativist and
functional approach that is explained in detail through, definition, several
approaches base on the theories, the impact of the theories, the application in
language teaching and the strength and weaknesses.
1.2 Questions
1. What are behavioristics, nativist, and functional approach?
2. What methods are produced by behavioristic, nativist and functional approach?
3. How these theories influence in language learning?
4. How to implement these theories in language learning
5. What are the strength and the weakness of behavioristics, nativist, and
functional approach?

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 CHAPTER II

THEORIES

1. Behavioristic Learning
 According to (Leahey, 2000)"Behaviorism was, and is, a moment primarily
in American psychology that rejected consciousness as psychology's
subject matter and replaced it with behavior".
 Behaviorism is a perspective of learning that focuses on changes in
individuals’ observable behaviors-changes in what people say or do (Steifer
& Sutton, 2009)
 According to (Cherry , 2014), behaviorism is founded upon the idea that all
behaviors are acquired through conditioning and that our responses to the
stimuli the environment produces, shapes our behaviors. The behaviorist
argues that there is no need to consider the internal or mental processes of
the learner, because they are considered to be too subjective.
2. Nativist Learning
 According to Chomsky's theory (Chomsky, 1959), infants have an innate
ability to learn language. From a very early age, we are able to understand
the basics of language. For instance, Chomsky argued, children are able to
understand the appropriate order of words from a young age. Instead of
saying ''Juice I want,'' children know to say ''I want juice!'' Chomsky noted
that this is similar across languages. Children are able to do this even before
they have developed much of a vocabulary. This is an important point for
Chomsky because it underscores his theory that children are able to
understand the structure and rules even before they know many words.
 This theory was pioneered by the German philosopher (Schopenhauer,
1819) who assumed that innate factors of nature cannot be altered by nature
or education. Arthur Schaupenhaur firmly declares that the evil will be evil
and the good will be good. This theory as opposed to behavioristics theory

2
 is that a child's language skills are derived from the environment that makes
up a child.
 According to (Kant, 1781), what all a human can know is only the perceived
with the five senses. Other than that is an "illusion" only, just an idea. Every
human being should do and should be lifted into a general rule. This is
called the "categorical imperative". Example: people should not steal,
because if this is raised into a general rule, then if everyone stole, the public
will not go. What human can expect is determined by his mind. This is what
decides human hope.
 Gottfried Wilhemleibnitz has the view that humans’ development are
predetermined. Humans live in the best possible circumstances because the
dwelling is created by God (Wilhemleibnitz, 1686).
3. Functional Approach
 The concepts to the functional approach: the context of situation as
indispensable for understanding language; and the reference to social and
emotive functions in communication (Yalden, 1987).
 The functional view of teaching, derived from communicative approach,
contemplates the process as a set of specific contents and objectives
designed for the acquisition of a given set of skills. It is more about social
norm than linguistic norm which means the emphasis is not specifically but
rather on what the latter is learned or intended for (Rezeau, 2001)
 Functional approaches have had a major impact outside linguistics in fields
such as psychology and education, both in terms of theory and application.
The main goal of functionalist approaches is to clarify the dynamic
relationship between form and function (Thomson, 2003)

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 CHAPTER III

DISCUSSION

3.1 Behavioristics learning theory

Behavioristics theory is a theory of behavioral development, which can
be measured, observed and generated by the student's response to stimuli. The
response to stimuli can be amplified by positive or negative feedback on the
behavior of the conditions. Punishment is sometimes used in eliminating or
reducing improper conduct, followed by explaining the action that is expected.
Behavioristic learning theory is a theory coined by Gage and Berliner about
behavior change as a result of experience. This theory then developed into a flow
of learning psychology that influences the direction of development of theory and
practice of education and learning, known as behavioristic concept. This concept
emphasizes the formation of behaviors that appear as learning outcomes.
By using stimulus response model, behavioristic theory puts students as
passive individuals. In other words, behavior method refers to students’ habitual
action. The emergence of behavior will be stronger if given strengthening and
will disappear when penalized. Learning is the result of an interaction between
stimulus and response (Slavin, 2000: 143). A person is considered to have learned
something if he can show changes in his behavior. According to this theory in
learning, the important is the input in the form of stimulus and output in the form
of response. Stimulus is anything that teachers give to learners, while the
response of the reaction or the response of learners to the stimulus provided by
the teacher. The process that occurs between the stimulus and the response is not
important to note because it cannot be observed and cannot be measured. What
can be observed is the stimulus and response, therefore what teachers give
(stimulus) and what the learners receive (response) must be observable and
measurable. This theory prioritizes measurement, because measurement is an
important thing to see whether the behavior change occurs or not.

4
 Another factor that is also considered important by the Behavioristic
Theory is reinforcement. Reinforcement is anything that can strengthen the
emergence of a response. When reinforcement is added positive reinforcement
then the response will be stronger. Likewise if strengthening is reduced negative
reinforcement the response will still be strengthened. For example, when
Teachers give assignments to the students, when the task is added then He will
be more active learning. Then the addition of the task is a positive reinforcement
positive reinforcement in study. When the tasks are reduced it actually increases
the learning activity, then the reduction of the task is a negative reinforcement in
study. So reinforcement is one of the important forms of stimulus to be given
(added) or eliminated (reduced) to allow for a response. Some principles in
behavioristic learning theory include:
1) Reinforcement and Punishment
2) Primary and Secondary Reinforcement
3) Schedules of Reinforcement
4) Contingency Management
5) Stimulus Control in Operant Learning
6) The Elimination of Responses (Gage, Berliner, 1984).

The characteristics of the Behavioristic Theory:

 Contrary to environmental factors

 Emphasizing on the part factor
 Emphasizing the visible behavior by using objective methods.
 Its mechanical
 Minimize the past

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3.1.1 Learning Objectives Behaviorism
The objectives of learning according to behavioristic theory are
emphasized on the addition of knowledge, while learning as a "mimetic activity"
that requires learners to re-reveal the knowledge already learned in the form of
reports, quizzes, or tests. Presentation of content or subject matter emphasizes
isolated skills or the accumulation of facts following a sequence from part to
whole. The learning follows the order of the curriculum strictly, so that more
learning activity is based on textbooks/compulsory books with an emphasis on
the skills of revealing the contents of the textbook/compulsory textbook.
Learning and evaluation emphasize learning outcomes.
The evaluation emphasizes passive responses, skills separately, and
usually uses paper and pencil tests. Evaluation of learning results requires the
correct answer. That is if learners answer "right" in accordance with the wishes
of teachers, it shows that learners have completed the task of learning. Evaluation
of learning is seen as a separate part of the learning activities, and is usually done
after completion of learning activities. This theory emphasizes evaluation of
individual learners' abilities.

3.2 Several Approaches Based on Behavioristic Theory

According to Jill Kerper Mora the following approach based on Behavioristic

Theory are:

1. Grammar-Translation

The grammar-translation method of foreign language teaching is one of the

most traditional methods. It was originally used to teach 'dead' languages (and
literatures) such as Latin and Greek, involving little or no spoken
communication or listening comprehension.

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The Objectives:

 Students will be able to read literature written in the target language

 Students will be able to translate from one language to another
 It helps students to develop reading and writing skill
 To help students read and appreciate foreign language literature
 Students can become more familiar with the grammar of their native
language
 Helpful for mental exercise

Characteristics:

 A focus on learning the rules of grammar and their application in

translation passages from one language into the other
 Vocabulary in the target language is learned through direct translation
from the native language.
 Readings in the target language are translated directly and then
discussed in the native language.
 Grammar is taught with extensive explanations in the native language,
and only later applied in the production of sentences through translation
from one language to the other.
2. Direct Method

The Direct Method is named “direct” because meaning should be connected

directly with the target language without translation into the native language.
Basically, the Direct Method aims to provide language learners with a
practically useful knowledge of language. Knowing a language is being able to
speak it. This method argues that a foreign language can be taught without
translation, unlike the argument of the Grammar-Translation Method. Rather
than translating the teaching material, the teacher is expected to directly use the
target language in class because a language can best be taught by using it

7
actively in the classroom. The teacher should not explain but associate the
meaning through action and demonstration.

In this way, learners will be able to induce grammar rules through examples,
illustrations, and demonstrations. This method replaces the textbook with
teacher-student/student activities such as reading aloud, question-answer
exercises, fill-in-the-blank exercises, etc. Correct pronunciation is given careful
attention in this method. In addition, new vocabulary is taught by using known
words.

3. Audio Lingual

"This method is based on the principles of behavior psychology. It adapted

many of the principles and procedures of the Direct Method, in part as a reaction
to the lack of speaking skills of the Reading Approach". 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. This theory is based on the behavioristic theory developed by
Skinner. As it is known that the behaviorists believe that learning language is
essentially a matter of exploitation and the formation of publicity. With the
mindset that in the learning process is important is the stimulus and response
and the strengthening. Therefore, in the world of language theory that gave birth
to the Audiolingual approach that gives a lot of repetition. They believe if
learning the language is done by repetition, then the competence of that
language will be obtained.

 Repetition drill: This drill is often used to teach the lines of the
dialogue. Students are asked to repeat the teacher’s model as accurately
and as quickly as possible.

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 Substitution drill: The students repeat the line from the dialogue which
the teacher has given them, substituting the cue into the line in its proper
place.
 Question-and-answer drill: The drill gives students practice with
answering questions. The students should answer the teacher’s question
very quickly. It is also possible for the teacher to cue the students to ask
questions as well
 Expansion drill: This drill helps students to produce longer sentence bit
by bit, gradually achieving fluency. The main structure is repeated first,
then students have to put cue phrase in its proper place.
 Clause combination drill: Students learn to combine two simple
sentences into a complex one.
 Background build-up drill (or back chaining: This drill is used when a
long line of dialogue is giving students trouble. The teacher breaks
down the line into several parts. The students repeat a part of the
sentence, usually the last phrase of the line.
 Chain drill: A chain drill gets its name from the chain of conversation
that forms around the classroom as students, one-by-one, ask and
answer questions of each other. The teacher begins the chain by greeting
a particular student, or asking him a question. That student responds,
and then turns to the student sitting next to him.
 Completion: Students hear an utterance that is complete except for one
word, and then repeat the utterance in completed form.
 Use of minimal pairs: The teacher works with pair of words which differ
in only one sound; students are first asked to find the difference between
the two words and later to say the two words.

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3.3 Influence of Behavioristic to students
Based on the explanation above related to behavioristic, we can infer
that the theory itself is like the conventional method where the students tend
to be passive in teaching and learning process while the center of the learning
is the teacher. The outcomes from this theory is the students are tend to do
something because there will be rewards that he gets. Sometimes students do
tasks not because of their own volition but he is motivated with rewards that
his teacher will give.
Since the teacher presents and provides for practice and feedback. The
students tend to get reinforcement from the teacher in order the students can
do what the teacher’s intend. If the students can response to the teacher’s
stimuli correctly, they can get reward such as stickers, treat, and food. While
punishment is the negative feedback that is given to the learners if they can’t
response the stimuli well. For example for the punishment such as no play
time, extra candy and taking away items.
Behaviorism overall helps the teacher with her class in many ways. It
helps her to have smooth classroom management skills, keep her children to
work hard to achieve their highest potential. Through behaviorist theory, the
students learn how to behave in correct way.

3.4 Learning Theory Implications Behaviorism

There are several implications of behavioristic theory in learning, among
others:
1. Learning that is designed and based on behavioristic theory views that
knowledge is objective, fixed, fixed, unchanged.
2. Learners are considered as passive objects that always require motivation and
reinforcement from educators
3. Behavioristic theory in the learning process should provide a little free space
for learners to create, experiment and develop their own skills.

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 3.5 The Strength and Weakness of Behaviorism
The strength of behaviorism is focused on a clear goal and can respond
automatically to the cues of that goal. On the other hand, the weakness of it
is the learners may find themselves in a situation where the stimulus for the
correct response does not occur, so the learner cannot respond.

3.2 Nativist Learning

Nativism is the view that certain skills or abilities are "native" or hard-wired into
the brain at birth. This is in contrast to empiricism, the "blank slate", which states that
the brain has inborn capabilities for learning from the environment but does not contain
content such as innate beliefs. This factor contributes to the ongoing nature versus
nurture dispute, one borne from the current difficulty of reverse engineering the
subconscious operations of the brain, especially the human brain. (Lambert, 2010)

Some nativists believe that specific beliefs or preferences are "hard wired". For
example, one might argue that some moral intuitions are innate or that color
preferences are innate. A less established argument is that nature supplies the human
mind with specialized learning devices. This latter view differs from empiricism only
to the extent calculation that translates experience into information may be more
complex and specialized in nativist theories than in empiricist theories. However,
empiricists largely remain open to the nature of learning calculation and by no means
restricted to the historical associations of mechanism of behaviorism.

What Is Language Acquisition Device

The language acquisition device (LAD) is a hypothetical area of the brain that
explains how children can learn languages so quickly. By hypothetical, we mean that
if you were to take a look inside of a person's brain you would not see a section labeled
LAD. In other words, LAD is more of a theoretical idea. It accounts for the ways in
which children have an innate ability to understand language and syntax. The LAD is

11
meant to help us understand the many underlying processes that explain why we're so
good at learning languages.

Approach

The nativist approach was put forward by Noam Chomsky, stating that
children's brains contain a Language Acquisition Device which holds the grammatical
universals.This theory came about as children have been observed to pick up grammar
and syntax without any formal teaching (in spoken language). They seem to learn these
fundamentals of their native language(s) purely from the input around them. Chomsky
believes that the LAD helps children decipher the grammatical structures of their native
language(s), subconsciously mapping new lexical items to their corresponding word
class and syntactic position. The LAD could in theory mean that children while
possessing this part of the brain could easily pick up the grammatical structures of any
input language as they already have the building blocks in their mind.

This theory is contested by a lot of linguists due to the fact an LAD has never
been found on brain imaging or in other studies of children's brains. There are many
other approaches which contradict Chomsky's theory but the nativist approach is still
widely held in high regard by many language development experts. The nativist
approach in no way suggests that children are born with a lexicon, the majority if not
all linguists agree that lexical items are learned from input and social environment. The
different approaches to language development mainly focus on how children learn
grammar and syntax.

The Advantages and Disadvantages Nativist Theory

1) Advantages:
 Be able to bring up the talent possessed. This theory is expected humans
can optimize the talent possessed because it already knows the talents that

12
 can be developed. Therefore, it is easy for people to develop something that
can have a major impact on their progress.
 Encourage students to manifest a competent self. This theory is expected
every human being should be more creative and innovative in the effort of
developing talent and interest to become competent human being so that
can compete with others in facing challenge nowadays increasingly needed
by competent human being more superior than others.
 Encourage students in determining choice. The existence of this theory
students can be more wise to determine their choice, and if they have made
a choice they will commit and stick to their choice and believe that
something they choose is best for them.
 Encourage students to develop the potential from within a person. This
theory is proposed to make students play an active role in the development
of self-potential that dimilii so that students have a characteristic or special
characteristics as human identity.
 Encourage students to recognize the talents of interest they have. With this
theory, then students will be easy to recognize the talent possessed, the
earlier students recognize the talent they possessed the more chance
studentshave to maximize the talent so that it can be more optimalfurther.
2) Disadvantages.
 Need input for more skills than grammar.
 Children deprived of social contact can not achieve complete
communicative experience.

3.1 Forms of Implementation In Learning

Implication theory of Nativism to education / learning that is less provide the

possibility for teachers in an effort to change the personality of students. Based on that,
the role of education or school can be considered very little to be able to change the

13
development of learners. That is exactly the opposite of the reality we face, since it has
been evident from ancient times that until now people are trying to educate the younger
generation, because education is obligation. So the conception of Nativism is untenable
and unaccountable.

The nativist believe that the baby was born already with good nature and bad
carriage. Therefore, the final outcome of education is determined by the innate nature
of the person. Based on this view, the success of education is determined by the
students themselves. It is emphasized that "evil will be evil, and good be good".
Education that is not in accordance with the talent and innate of students will not be
useful for the development of children themselves in the learning process.For nativism,
the environment is meaningless because the environment will not be empowered in
influencing children's development. Adherents of this view state that if a child has an
evil nature then he will be evil, otherwise if he has a good nature, then he becomes a
good person. This nasty character and innate nature cannot be changed from outside
forces.

3.3 Functional Approaches in Teaching and Learning

Functional approach is the effort to provide learning materials emphasizing the

aspect of benefit for learners in a daily life according to the level of
learners’development. The material learned by children in school is not merely to train
the brain but it is expected to be useful for the children’s life, both in individual life
and in social life. Education is expected to be able to train the children to make the
welfare of their life better. Thus, with a functional approach means that children can
utilize the knowledge acquired in the educational environment can be used in daily life,
both individual life and community life. According to semi (1993), this approach
suggests the language learning should be in contact directly with social or people using
that language. Thus learners are trying to face the language lively and trying to use it

14
according to communication needs. Furthermore, he argues that this approach brings
out various methods of teaching languages, including:

1) Direct Method
The use of direct methods is based on the assumption that language mastering and
language development are instinctively rooted in relationship between experience
and expression directly. Therefore, it is not permissible to use intermediate
language, mastery of verbal language is prioritized, the learning is carried out as a
child learns his mother tongue, the most time is used for oral language practice, the
patterns and sentence structures are taught inductively, and the learning passion
must grow in the lesson.
The main features of Direct Method are as follows:
 Language learning should start with a "here-and-now" situation by utilizing
class objects and simple actions.
 The lessons in direct method are often developed by using drawings made
specifically of life in language target.
 The beginning of teaching, students listen to grammatical and meaningful
sentences in simple discourse, which often uses forms of question and answer
exchanges.
 The proper and correct speech is important to be considered. In this approach,
emphasizing is placed on developing appropriate speech in the beginning of
teaching. Phonetic notes or notations are often used to accomplish that goal.
 Grammatical rules are not taughtexplicitly, they are expected to be learned
through practice.
 Various reading aims are also achieved through a "direct" understanding of the
text without the use of dictionaries or translations.

The advantages of direct method are:

 The learners are active in speaking.

15
  Learners are directly demanded to use the language target which is the
application of language function as a communication tool.

 Learners' understanding is not verbalistics towards language.

The Disadvantages of the direct method are:

 Not all words can be explained by associating words with objects, movements,
images, or imitations.
 Learners tend to translate with mental effort,
 Learners have trouble in explaining words,
 The reading lessons are improved slowly as learners have to listen to the
language target that emphasized on the spoken language,
 Burdening teachers.
2) Audio Visual Method
Audio Visual Method is a modern instructional medium that is suitable with the
times (science and technology progress), including visible and audible media
"(Rohani 1997: 97-98). Audio visual method is an intermediary media or the use
of materials and its absorption through visual and audio so it can build conditions
that make students able to acquire knowledge, skills, or attitudes. In this discussion
will be presented some of the form of audio visual media that can be classified into
eight classes, namely:
 Motion visual audio media. For example, television, video tape, film and audio
other media such as program tapes, disks, and so forth.
 Static visual audio. Examples, , sound slides, comics with sound.
 Semi-motion audio media. For example, media board.
 Motion visual media. Example, silent film
 Audio media. Example, radio, phone, tape, disk and so on
Above is a description of the media as a source of learning, providing an alternative in
choosing and using teacher media in accordance with the characteristics of students.

16
Media as teaching aids is recognized as an auditive, visual and audio visual aid. The
three types of learning resources are not arbitrary, but they must be tailored to the
instructional objectives and of course with the teacher.
3.3.1 Application of Functional Approach

Following Awang Mohammad Amin (Kamarudin, 2001: 56) says in the first
process of acquisition, a child acquires listening skills and speech proficiency from
people around. The second important case is that oral is more likely to be mastered
than other things learned. In addition, oral proficiency is the peak of all other skills.
This means the ability to hear and speak is the basis for writing and reading skills.

Teaching materials should be selected, arranged, guarded and enhanced.

1) Selection of teaching materials

Selection of teaching materials is the process of finding materials that produced

from appropriate materials for language teaching. Selection is influenced by the
purpose, effectiveness and level of attainment of the learners.

2) arrangement of teaching materials

Teaching materials must be structured in order the development is progressing step

by step and ordered from ranking beginning to final ranking. The composition of
teaching materials can avoid the teachings deviat.

3) Control of teaching materials

It is intended that language learning materials can be delivered in a balanced

manner. This means that teachers should be able to escort the time and materials to be
conveyed in accordance with one-on-one specified teaching time.

17
3.3.2 Advantages and Disadvantages of Functional Approach
1) Advantages:
 Language is treated as a tool of conveying and understanding (transmit)
the intention of speech.
 Language speakers are prominent preferably verbal and contextual.
 The process of communication is going if speakers mutually understand
the meaning of speech based on the existing context, which involves the
location (where), time (when), and to whom speech is intended (whom).
 Moreover, functional theory is more concerned with social factors than
complex psychological processes in language. Thus, language has a
dependence on the language-speaking community and is not at all
dependent on the system contained in it.
2) Disadvantages
 The belief that the language is simply a means to communicate using the
functions of the language target, it is not universal, because it is unable to
penetrate the sign language target required by the deaf. This type of
language does not require the mastery of the language sounds and its
pronunciation;
 the use of the language is limited to the use of spoken language for the
beginner-level speakers;
 The language is not only allow one to communicate, but also has the
mental functions that are indispensable for understanding as well as
reflecting the environment around. Therefore, its learning performance is
inconsistent with the guidance of the latest language learning, which is the
mastery of four language skills;
 The speaker's speech is limited to the interests of oral communication.

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19
 CHAPTER IV

CLOSING

4.1 Conclusion

Humans are social beings who need to interact, need to communicate with others.
Interaction feels increasingly important when humans want to display self-existence
and the main thing used by human is language. Children should be taught language
early so that he can communicate well. There are various theories of language learning
proposed by experts. There are behavioristic, nativist and functional theories. From
each of these theories have different learning approaches.

Success or failure of a teacher in teaching the language it can be seen from the
method of teaching used by the educator and how the response of the students. If an
educator uses a certain method well and correctly when teaching, his or her students
will respond to the message or information provided by the educator well or the other
way around.

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Lambert, S. (2010). Psychological Nativism. London: Betascript.

Leahey, T. H. (2000). Control: A history of behavioral psychology. The Journal of

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Rezeau, J. (2001). Médiatisation et médiation pédagogique dans un environnement

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Schopenhauer, A. (1819). The World As Will and Idea. German.

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