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Dogme Elt: the Possibility to Use the Approach to Students in Higher Education DOGME ELT: THE POSSIBILITY TO USE THE APPROACH TO STUDENTS IN HIGHER EDUCATION Gina Selvira Yanti Sekolah Tinggi Bahasa Asing Pontianak Email: [email protected] Abstract Despite the changes in language teaching approach from years ago until this day, it seems that students’ low capability to use English communicatively has been a crucial issue for most EFL students. Thus, this phenomenon still encourages educators and researchers to keep on searching for a language teaching approach that can be called as a perfect approach. In the search of so- called perfect language teaching approach, there have been many teaching approaches such as grammar-translation method, audio lingual method, and communicative language teaching that have been used and implemented by teachers/educators around the world. Even until today, those teaching approaches are still considered as teachers’ / scholars’ favorite. Then, in the early 2000, Scott Thornbury presented his own innovation of a teaching approach that called Dogme approach. He emphasized that teaching language is not as effective as before because most of teachers, nowadays, have been strictly attached to course books or textbooks in their teaching that makes the main goal to set up a real communicative atmosphere among learners is not achieved. He claims that in a classroom, there should be only teacher and learners. Then, this paper aims to describe about what is Dogme in ELT, its application, its criticism and the possibility to use this approach in Indonesian context. Keywords: Dogme, Approach, ELT, Communication, Higher Education INTRODUCTION popular in many contexts up to now is The role of English language as the Communicative Language Teaching or international language is an undeniable factor that Communicative approach. This approach shifted the the change of teaching approach is still cycling from pedagogy of teaching language from translating years ago until today. The changes phenomenon of language to be more focused on the developing of teaching methods/approaches is seen by Markwardt learners’ communicative competence coined by ( as cited in Brown, 2000) as cyclical pattern in Hymes in 1971 as cited in Savignon 1991: 264). which a new method emerged about every quarter Unfortunately, despite the changes that have been of a century. The paradigm of teaching method was done to enhance learners learning progress; most of started back in the nineteenth century when learners still lack of the target language skills in Grammar Translation Method emerged but it was terms of their capability in using the language soon criticized by some educators because this orally. teaching method could not offer a communicative The cause of the phenomenon was claimed by teaching learning process in which learners was Thornbury, who noted that the problem emerged only focused to memorize rules and being dictated. from an over-reliance on textbooks and material And in 1880, the second cycle of teaching method aids in the classroom. The market of such textbooks called Direct Method. Audio-lingual Method was has been grown rapidly through the years in the the third cycle, it was popular in 1950s. In 1970s, shape of communicative activities. Thus the Community Language Learning Method was classroom interaction during teaching learning recognized along with Silent Way (1972), process which is being controlled by such texts Suggestopedia (1979) and Total Physical Response makes the main goal to set up a real communication (1977). A teaching method that is still considered atmosphere among learners is not achieved Jurnal Pembelajaran Prospektif Volume 3 Nomor 1, Februari 2018 Yanti, GS (Meddings and Thornbury, 2009:1). In addition, the concept of language teaching. It was also his textbooks such as student book; teacher book; CD response to over-reliance usage on course and downloadable materials believed as authentic book/textbook in the classroom by most teachers. materials slowly bury the real communication He coined that due to the massive use of textbooks proposed in the teaching foreign language. The talk and material aids in the classroom, the students’ or communication should be focused on people in “inner” character, it means that the students’ chance the classroom locally and relevantly (Thornbury, to use the target language in real communication is 2000). In 2000, Thornbury, in IATEFL conference buried by those supplementary materials that in the proposed a teaching approach called Dogme end failed students to be able to communicate in the approach. Since its commencement, the approach target language (Thornbury, 2000, p.1). In Dogme called Dogme received some criticisms from other ELT theory, Thornbury described that the process scholars but many teachers also challenge, discuss of teaching and learning in the classroom is and share about this approach by means of some supported enough by what teacher and students online forums and academic works published up bring to the classroom. The learning process focuses until now. Although it has been nearly twenty years on about what happens and what will happen of the approach introduced by the Thornbury, it around the students’ life; the contexts concern about seems that the approach still has little recognition people in the classroom (Meddings and Thornbury, among teachers in Indonesia. Having the same issue 2009, p. 3). Thus, Dogme ELT is discussed by that has been pointed out above, our students is one many practitioners and scholars as a new language of EFL students who have been struggling to show teaching approach. There are ten principles of the their capability in using English orally. approach concluded by Meddings and Thornbury Furthermore, there has been a liitle of written works (2009: 7-8) as follow. conducted on this teaching approach, particularly in 1. The route to learning is a direct route which is the setting of Indonesia. With this in mind, this located in the interaction between people in the paper aims to highlight the philosophy and the classroom: teachers to learners and among principles of Dogme approach, previous studies on learners themselves. this approach, and the possibility to implement this 2. The content used in this approach is supplied by approach in Indonesian context. Those topics will people in the classroom. It engages and triggers be discussed in the sections below. learners in the process of learning. 3. Instead of being inputted and/or guided LITERATURE REVIEW knowledge from teacher/textbook, learners In this section, the writer first highlights the learn or acquire the knowledge in social and theory and the core principles noted by its initiators dialogic process. of Dogme: Meddings and Thornbury. Second, 4. Talking is a mediator in learning process which descriptions about some activities of Dogme ELT is supported/scaffold by teachers. approach proposed by them as written in their 5. The language (grammar) emerges in a learning published book in 2009, entitled: “Teaching process; it is not taught explicitly. Unplugged: Dogme in ELT”. 6. Besides being a promoter in promoting learning process in dialogic and emergent language, The Theory of Dogme ELTApproach teacher is responsible for affording the language It has been more than ten years now, since learning, i.e., directing attention to features of Thornbury proposed a new language teaching the emergent language. approach in IATEFL conference back in 2000s. 7. The space for leaner’s voice is provided to Adopting the name of the approach from a film with accept their knowledge, beliefs, ideas, and the same not too same name (Dogma), Thornbury experiences that those things are appreciated as was inspired from a Danish film maker in 1995 who valid content in the language classroom. considered that the film making needed to be 8. Freeing the over-reliance on the imported cleaned out of unnecessary and obsessive usage of materials empowers both teachers and learners artificial and techniques in which it could decrease in which both of “players” in the classroom are the inner life of characters in the film. Thornbury being forced to be more creative, attentive and then transformed this belief/principle into the talkative during the process. 2 Jurnal Pembelajaran Prospektif Volume 3 Nomor 1, Februari 2018 Yanti, GS 9. The relevancy and authenticity of the text that is generated material is suggested in order to trigger suitable for learners could be used in the learners to be able to relate some topic that is being classroom. discussed into their own prior knowledge and 10. Both teachers and learners need to be critical in experiences. choosing the English language teaching materials such as textbooks to be used in their Emergent language teaching-learning process. The third core principle of Dogme approach is Moreover, three core tenets of the approach a clear differentiator between traditional teaching are summarized: 1) conversation-driven, 2) and a Dogme teaching classroom. Instead of materials-light, and 3) emergent language. Hence, transmitting the language, Dogme provides learners the descriptions of the three core tenets are as with sufficient opportunities or conditions to use the follow. language in their talks when the language emerges. This is not seen as the weaknesses or mistakes are Conversation-driven done by learners but rather seen as the provider for It is stated by the founder of the approach that learners to engage the process of reflecting and Dogme ELT is a state of mind in which teacher and improving their language. Meddings and Thornbury learner shift their attitude in being teacher and (2009: 20) then listed ten strategies to avoid the learner (Meddings and Thornbury, 2009, p. 21). emerging language from being neglected and less This means that both teacher and learners are the powerful, five of them are: 1) reward, 2) retrieve, 3) speakers and negotiators in the teaching and repeat, 4) recast, and 5) recycle. The language that learning process by using the target language. It is emerges from learners is rewardedfor showing that lead to the first summarized principle of Dogme teacher appreciates their effort or output.
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