How to manage the

language Classroom
As for the parts of this :

 ContrastiveAnalysis
Hipotesis (CAH)
 Language inteference first and second
language (L1-to L2)
 Students characteritsic students

background
 Morphology, structure, pronunciation,

vobulary
manage classroom
 Make them learn
 Appersepsi (absen, motivate),
 Action, the mastery of material, teacher

attitude, voice, variation, motivation

 Evalution:
Identification Of Language
Learner
By Group 3
Risna Juliana ( A1M217052)
Intan Komalasari ( A1M217078)
Risti Harianti ( A1M217090)
Wa Ode Saltina ( A1M217100)
As for the parts of this :

 Contrastive Analysis Hipotesis (CHA)

 Until the late 1950s, people tended to see second
language learners' speech simply as an incorrect version of
the target language. According to the Contrastive Analysis
Hypothesis (CAH), errors were often assumed to be the
result of transfer from learners first language. As we saw
in “ however, not all errors made by second language
learners can be explained in terms of first language
transfer alone”. A number of studies show that many
errors can be explained better in terms of learners
developing knowledge of the structure of the target
language rather than an attempt to transfer patterns of
their first language.
A simplified version of the CAH would predict that,
where differences exist, errors would be bi-
directional.

As a result of the finding that many aspects of

learners' language could not be explained by the
CAH, a number of researchers began to take a
different approach to analysing learners' errors. This
approach, which developed during the 1970s,
became known as 'error analysis' and involved
detailed description and analysis of the kinds of
errors second language learners make. The goal of
this research was to discover what learners really
know about the language.
 • Language Learning Strategies (LLS)

The purpose of this study is to explore

the language learning strategies (LLSs)
which university students of different
languages use to develop their
communicative competence.

LLSs are plans, routines, and operations

used by the learner to facilitate the
obtaining, storage, retrieval, and use of
information. They suggest that the
objective for using LLSs is memorizing
language information, recalling that
information, and using it in a different
situation.
•Findings The findings will be reported
task by task,
beginning with an overview of different.

1. Grammar–learning activities.
2. Oral presentations,
3. Witten compositions,
4. Listening tasks,
5. and finally, Reading tasks.
Conclussion
 In conclusion, there is a need for more
research on the use of CHA or LLSs and the
factors that affect the student’s choice of
strategies such as student gender, age,
cultural background, beliefs, etc. The
identification and exploration of CHA or LLSs
is critical for helping students have a more
effective learning process. In view of this,
research which will broaden the theories of
CHA or LLSs will also make current language
education practices more effective
Thank you