Download 1 Introduction In the light of conditioning teaching and learning

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I.
Introduction
In the light of conditioning teaching and learning activities runs beyond
communication settings, teachers must equip themselves by updating their knowledge
and skill in order to fulfill students’ needs of leaning as the reward of their willing and
motivation to take part in every learning process. According to Shuell, as cited in Jung
and Orey (2008:1), “learning is an enduring change in behavior; or in the capacity to
behave in a given fashion which results from practice or other forms of experience”.
The definition needs teachers’ high interpretation in creating learning really occurs for
students; then creating factors which influences students learning; and in
understanding
the principles of this theory to be relevant to their instructional
designs.
Sugihartono, at all (2001: 4) contended that teacher and student are two human
beings in the education process. In this order, teachers are also demanded to facilitate
the teaching and learning instruction to be well- structured. For this reason, the first
theory that is relevant to the discussion in this essay laid on behaviorism theory in the
purpose of highlighting teachers’ mastery on students as the subjects as well as the
objects in their learning.
By reading in the literatures on the development of education practices, one
may have in mind that teacher must have high capability to cope with his or her
student backgrounds before engaging them into the teaching and learning processes
(Harmer, 2007: 107-135). However, teaching is not end since its goal does not meet to
students’ learning purposes after gaining more knowledge and skills. For this reason,
Nunan (1988: 13) outlined a typical warning to teachers that “learners purposes will
vary according to how specific they are…” Given that teachers want to lead the
students achieve their goals in the education process, then, it is worthwhile for
updating one’s comprehension on the theories of learning.
Orderly, this essay is addressed to become a highlight in the theorists’
concepts from theory to practice. The object of the discussion will rest heavily on the
depth understanding on the history, definition, and principles of the behaviorism
learning theory. After that, there would be the next section which supports the
application of behaviorism theory into the English Language Teaching. It is expected
that the English language teachers have new paradigm in viewing the behaviorism
theory of learning as a glance before running the educative mission. Thus, this might
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be preliminary knowledge towards students’ backgrounds and characteristics where
education processes serve to be behavioral changes.
II.
History
On her web of psychology, Cherry provided short information on Watson, Pavlov,
and Skinner’s biography.
First is John B. Watson is often referred to as the "father of behaviorism." He was
born January 9, 1878; then, died on September 25, 1958. He is the one who
introduced the behaviorism based on the psychological perspectives. Of his amazing
ideas, the following experts supported him on experimenting kinds of stimuli and
response concepts.
Second, Ivan Petrovich Pavlov who was born on September 14, 1849, then, died on
February 27, 1936. He is the one who derived the term “classical conditioning”. There
are two main sub topics on this term, namely: stimulus which consists of
Stimulus >>>>>>>>>>>>>>>>>>>>>>>>>> Response
Unconditioned stimulus (meat: UC) >>>>> Unconditioned response (bell: UR)
Conditioned stimulus (salivation: CS)>>>> Conditioned response (salivation: CR).
Third is B. F. Skinner. He was born on March 20, 1904, then, died August 18, 1990.
He is known for resulting two supporting concepts in the behaviorism theory, namely
operant conditioning and schedules of reinforcement. Both concepts are presented in
the section of definition.
III.
Definition
Different sources provided their definition on Watson, Pavlov, and Skinner’s
concepts on behaviorism. However, there are some concepts which directly taken
from the authentic materials from the major thinkers in behaviorism. In this term, the
discussion on this paper is corresponded to deal with Watson, Pavlov, and Skinner’s
definitions of the behaviorism as one of the learning theories.
Let’s start with the first thinker named Watson,
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“Behaviorism, also known as behavioral psychology, is a theory of learning
based upon the idea that all behaviors are acquired through conditioning….”.
(Cherry, February 2008)
The next concept of behaviorism theory of learning is given by Pavlov. Pavlov
believes that there is no difference between humans and animals because both one
may be treated using positive and negative stimuli.
Pavlov is one of the developers who introduced the classical conditioning.
According to Papalia, Feldman, & Olds (2007) cited in the Asiaeuniversity
web, classical conditioning is “a type of learning which based on the
association of a stimulus that does not ordinarily elicit a particular response
with another stimulus that elicit the response”. From this concept, one may
sum up that there would be associating response if two stimuli are again and
again experienced together.
Then, the third concept of behaviorism theory of learning is given by concept by
Skinner. His concepts are influenced by Watson. For Skinner, behavior is measured
by responses. He found behavior as operant or conditioning. According to him,
positive reinforcement ultimately forms people behaviors. Then, behaviors would be
released if the response were negative. He believed that behaviour is sustained by
reinforcements or rewards, not by free will.
Writing on his paper entitled “The evolution of behavior” (1984: 5), he maintained
that “imitation and modeling play important roles in transmitting the results of
exceptional contingencies of reinforcement”.
This concept support off what he pointed out that "the consequences of behavior
determine the probability that the behavior will occur again" (cited in Cherry, 2008).
Then, he derived the term operant conditioning to account human learning and
behavior. In this order, Brown (…..88) delineated that “operant behavior is behavior
in which one “operates” on the environment; within this model the importance of
stimuli is deemphasized.” In so doing, creating the stimuli is the great part for every
teacher.
Furthermore, Skinner elaborated operant conditioning to consist of reinforcement and
punishment. Positive reinforcement offers a rewarding factor to increase a response;
meanwhile, negative reinforcement relinquishes a negative factor to increase a
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response. In other way round, both positive and negative punishment could decrease
the behavior.
Relating to the schedules of reinforcement, he categorized two types of which,
namely:
First, Continuous Reinforcement, the term on which the desired behavior is reinforced
in every single time when the reinforcement occurs,
Second is partial reinforcement, the term on which the desired behavior is reinforced
solely in the part time when the reinforcement occurs.
Based on the concepts proposed by the three thinkers, then, there are two major types
of conditioning which theoretically stands for behaviorism as a learning theory,
namely:
1. Classical conditioning
Classical conditioning is a technique used in behavioral training in which a
naturally occurring stimulus is paired with a response. Next, a previously
neutral stimulus is paired with the naturally occurring stimulus. Eventually,
the previously neutral stimulus comes to evoke the response without the
presence of the naturally occurring stimulus. The two elements are then known
as the conditioned stimulus and the conditioned response.
2. Operant conditioning
Operant conditioning (sometimes referred to as instrumental conditioning) is a
method of learning that occurs through rewards and punishments for behavior.
Through operant conditioning, an association is made between a behavior and
a consequence for that behavior.
(Adapted from Cherry, February 2008, and Sugihartono, et al, 2007: 107-108)
Of the description, the behaviorists believe that learning is the establishment of
associations on particular process of behavior and consequences of that behavior.
This indicates the process of learning to include response as the realization of the
consequences of having the behavior itself.
Furthermore, one may find behaviorists place great emphasis on environmental
conditions. They identify which reinforcers are most effective for learners. Therefore,
the most important factor in behaviorism is the arrangement of stimuli and
consequences within the environment.
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IV.
Principles of learning according to behaviorism
Demirezen (1988: 3) outlined principles which illustrate the operating principles of
behaviorism in their relevancy to the language learning:
1. The behaviorist theory dwells upon spoken language.
This item realizes the sequence of one’s language development.
2. Behaviorist theory is the habit of formation theory of language teaching and learning.
In this second item, we are reminded on the view learning a language on the way of
structuralism.
3. The stimulus – response chain which is a pure case of conditioning.
This line has its relevancy to the way teaching and learning is derived from a
perspective that there would be simplest conditioned response to get to more complex
behaviors.
4. All learning is the establishment of habits as the result of reinforcement and result.
This indicates that a good reinforcement will result good habit.
5. The learning, due to its socially–conditioned nature, can be the same for each
individual.
This concept emphasizes on the value of modeling and imitation.
By underlining these five items, one may suggest that teachers are good
designers for an effective learning, then, the principles of behaviorism can be useful
in facilitating learning within the classroom.
V.
The application for English Language Teaching (ELT)
Brown (2007: 90) illustrated on the impact of Skinner’s psychological concept
on the foreign language teaching that “language as a system of verbal operants”. In
this sense, he (Pg. 89) described in Skinner’s concepts and their relevancies to the
teaching implications.
Besides, he interpreted operants as classes of responses. This set of responses
is emitted and governed by the consequences they perform. In turn, respondents are
the realization of stimulus. In so doing, teachers are expected to judge any kinds of
punishment because it can cause any disadvantages of reinforcers. As the result,
Skinner maintained the term “extinction” which indicates the absence of any
reinforcement.
Next, he systematized Skinner’s model into education practices, as follow:
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“Any subject matter can be taught effectively and successfully by a carefully
designed program of step-by-step reinforcement. Programmed instruction had
its impact on the foreign language teaching, though language is such complex
behavior, penetrating so deeply into both cognitive and affective domains that
programmed instruction in language was limited to very specialized subsets of
language”.
Furthermore, he argued on teachers and researchers who are often misinterpret
the theories of learning that “all of language learning can be so simply classified”.
Accordingly, he proposed that “methods of teaching, in recognizing different levels of
learning, need to be consonant with whichever of language is being taught at a
particular time while also recognizing the interrelatedness of all levels of language
learning”. (Pg. 102)
Of the concepts above, I attempt to assemble the behaviorism principles into
the application of ELT primarily in student’s L2 learning. There is an important key
element in term of the Classical Conditioning which might be considered before the
ELT teachers would take an approach into the account of students L2 learning. The
key element is association, where teachers are encouraged to associate variety of
positive and pleasant events with learning and classroom activities.
The following examples are addressed to a teacher
 Use attractive learning aids.
 Decorate the classrooms.
 Encourage students to work in small groups for difficult learning tasks.
 Greet the students and smile at them when he comes to the classroom.
 Inform the students clearly and specifically the format of quizzes, tests, and
examinations.
 Make the students understand the rules of the classrooms.
 Give ample time for students to prepare for and complete the learning tasks.
Next, when teachers will apply Operant Conditioning in the classroom, they
need to recognize reinforcement and punishment as two key terms. Both ones might
cause consequences of behavior, then, produce changes in the probability that the
behavior will occur.
Here are the examples when teachers will apply the operant conditioning:
 Recognize and
accomplishments.
reinforce
positive
behaviors
and
genuine
task
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 Use various types of reinforcement such as teacher approval (praise, smiles,
attention, and pats on the shoulder), concrete reinforcement (cookies, candies,
and stationeries) and privileges (longer recess time and more time with
friends).
 Reinforce good behaviors and punish bad ones consistently.
 Use schedule of reinforcement, such as surprise rewards, to encourage
persistence.
 Use positive punishment as the last option. Use negative punishment, such as
detention class, instead.
 Punish students’ behavior, not their personal qualities.
 Tell the students which behavior is being punished.
(The two sections of examples are quoted from asiaeuniversity, chapter 4,
page 95).
VI.
Conclusion
Behaviorism theory makes use of one or both of two principal classes of
explanations for learning: those based on contiguity (simultaneity of stimulus and
response events) and those based on the effects of behavior (reinforcement and
punishment). Given that we have an understanding in the behaviorists’ concepts and
outlines on the theory of learning, the English language teachers will run their
teaching and learning processes objectively. Since the students’ learning is developed,
teacher may integrate positive and negative reinforcements, modeling, and imitation
in order that they could follow up the sequence on instruction by nature. In this
context, habits and other undesirable responses can be broken by removing the
positive reinforcers connected with them. Conversely, conditioning immediate,
consistent, and positive reinforcement increases the speed of learning. In summary,
teachers may find that once an item is learned, reinforcement will promote benefit for
students’ learning advances.
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References
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Brown, D. H. 2007. Principles of Language Learning and Teaching. Fifth Edition. Pearson
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K.
2008.
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Watson
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Avalaible
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B.
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Pavlov.
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Reinforcement.
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Essay on Behaviorism Theory of Learning
By
Name : Yakob Metboki
NIM : 2003512039
ENGLISH STUDY PROGRAM
POST GRADUATE PROGRAM
SEMARANG STATE UNIVERSITY
2012