1. INTRODUCTIONIt has been for a lo

1. INTRODUCTION
It has been for a long time that the existence of linguistics and applied linguistics in a teacher education programme is debated. Many teacher educational designers avoid to put these disciplines in the programme. They think that these subjects are not helpful and not relevant to the preparation of language teachers. On the other hand, it is only some who try to include these disciplines independently in the programme of teacher education for language teachers. This writing attempts to discuss about what the place of linguistics and applied linguistics is in a teacher education programme for language teachers. Before coming to the main discussion, it is necessary to look at the role of linguistics and applied linguistics in language teaching. And then we see whether these subjects are needed in a teacher education for language teachers or not.

2. THE ROLE OF LINGUISTICS AND APPLIED LINGUISTICS IN LANGUAGE TEACHING
It would be useful to begin the discussion by considering what Pit Corder has said (1968: 74) that a teacher can not teach a language by any of current technigues without linguistics knowledge, and that he does make constant use of what are basically linguistic concepts in this teaching.” This quotation tells us that linguistics has a great role in language teaching. Further, the points out that it is mistaken when someone claims that he has been teaching English for years but he knows nothing about linguistics. What actually he does not know is the meaning of the word linguistics itself. Then, what is the role of linguistics and applied linguistics in language teaching? To get the answer of this question, it is wise if we see some views which talk about it. Halliday, (1964: 166) points out that the role of linguistics and phonetics in language teaching is not to tell the teacher how to teach. The teacher of the language is as much a specialist in the field as the linguist is in his, and will remain so. He is not teaching linguistics. But he is teaching something which is the object of the study of linguistics, and is described by linguistic method. Further, he also says that the main contribution that linguistic sciences can make to the teaching of languages, to provide good descriptions. Any descriptions of a language implies linguistics, that is, a definite attitude to language, a definite stand on how language work and how it is to be accounted for. As soon as the teacher uses the work ‘sentence’ or ‘verb’ in relation to the language he is teaching, he is applying linguistics. While Wilkins (1972: 216) points out that it is hard to imagine that languages can ever be taught without reference to the avaibale language descriptions. It means that linguistics will always be a field of study relevant to language teaching. Further, he comments that the main role of linguistics in language teaching is to produce good descriptions of languages. Then these descriptions of language serve as the input to language teaching materials.
Corder (1973: 10) points out that linguistics provides a growing body of scientific knowledge about language which can guide activity of the language teacher. Linguistics gives us a framework for describing what we mean by skill in, and knowledge of, a language and consequently makes it possible in principle to show that one way of teaching or one set of teaching materials is more effective than another for achieving a particular aim with a particular group of learners. There can be no systematic improvement in language teaching without reference to the knowledge about language which linguistics gives us. From this quotation, we can see that linguistics provides a theory to language teaching. Pit Corder (1973: 30) also points out that the role of linguistics in language teaching is to provide the most detailed and comprehensive description of language. We all will agree that it is an important contribution to language teaching, because language teachers need to have better understanding of the subject they teach.
Therefore, it is expected that language teachers who have been exposed to linguistics will be more aware of the nature of language and how it works. As Wilkins (1972: 229) says that the real contribution of linguistics is to increase one’s understanding of the nature of language. Anyone who has studies linguistics is sensitized to language and thereby to complexity of language learning. They will be better able to exercise critical judgement of attractive innovation in language teaching. Further, Halliday (1964: 187) and Wilkins (1972: 226) state out that linguistics can be more directly applied in language teaching, such as in the teaching programme, and in the preparation of the teaching material of all kinds (that make use in the classroom).
Linguistics is also one of the disciplines which contributes to the theory of language teaching. As Brumfit (1983: 155) says that teaching is not simply something that can be intuitively picked up by unconstructed contact, for a lot of our teaching is highly conscious and thought out, and requires careful analysis if we are to be fully effective and of course there are also a large number of contributions to be made to language teaching by disciplines like linguistics which are not primarily concerned with teaching at all.
While Lim Kiat Boey (1975: 7) says that the language teaching profession today has become more and more complex, and it has three main strands: a. theoretical contributions from linguistics, psychology and social theory. b. methodology and teaching techniques. c. aids and equipment. From these views, we can see that linguistics gives contribution to the theory of language teaching which is one of the knowledge that the language teachers have to have. Further, Pit Corder (1968: 86) says that linguistics has largely to do with what we teach. It has less to say directly about how we teach. It is, of course, true that theories about learning, and particularly about language learning, are more concerned with this, and it is perhaps to them that must turn for description and explanations how we learn languages. But this does not mean that linguistics must be wholly silent on the subject. From all views that have been pointed out, we can make a conclusion that linguistics and applied linguistics give a great contribution in language teaching in broad sense. As David S. Taylor (1987: 8) says that linguistics and applied linguistics must be seen as making their most effective contribution to language teaching within this broader educational perspective.

Hasil (Bahasa Indonesia) 1:

1. PENDAHULUANSudah untuk waktu yang lama bahwa keberadaan linguistik dan Linguistik terapan dalam program pendidikan guru yang diperdebatkan. Banyak guru pendidikan desainer menghindari menempatkan disiplin ilmu ini dalam program. Mereka berpikir bahwa subyek-subyek tidak berguna dan tidak relevan dengan persiapan guru bahasa. Di sisi lain, ini adalah hanya beberapa orang yang mencoba untuk memasukkan disiplin ilmu ini secara independen dalam program pendidikan guru guru bahasa. Tulisan ini berusaha untuk mendiskusikan tentang apa tempat linguistik dan Linguistik terapan adalah dalam program pendidikan guru bagi guru bahasa. Sebelum datang ke diskusi utama, hal ini diperlukan untuk melihat peran linguistik dan Linguistik terapan dalam pengajaran bahasa. Dan kemudian kita melihat apakah mata pelajaran ini diperlukan dalam pendidikan guru untuk guru bahasa atau tidak. 2. PERAN LINGUISTIK DAN LINGUISTIK TERAPAN DALAM PENGAJARAN BAHASAIt would be useful to begin the discussion by considering what Pit Corder has said (1968: 74) that a teacher can not teach a language by any of current technigues without linguistics knowledge, and that he does make constant use of what are basically linguistic concepts in this teaching.” This quotation tells us that linguistics has a great role in language teaching. Further, the points out that it is mistaken when someone claims that he has been teaching English for years but he knows nothing about linguistics. What actually he does not know is the meaning of the word linguistics itself. Then, what is the role of linguistics and applied linguistics in language teaching? To get the answer of this question, it is wise if we see some views which talk about it. Halliday, (1964: 166) points out that the role of linguistics and phonetics in language teaching is not to tell the teacher how to teach. The teacher of the language is as much a specialist in the field as the linguist is in his, and will remain so. He is not teaching linguistics. But he is teaching something which is the object of the study of linguistics, and is described by linguistic method. Further, he also says that the main contribution that linguistic sciences can make to the teaching of languages, to provide good descriptions. Any descriptions of a language implies linguistics, that is, a definite attitude to language, a definite stand on how language work and how it is to be accounted for. As soon as the teacher uses the work ‘sentence’ or ‘verb’ in relation to the language he is teaching, he is applying linguistics. While Wilkins (1972: 216) points out that it is hard to imagine that languages can ever be taught without reference to the avaibale language descriptions. It means that linguistics will always be a field of study relevant to language teaching. Further, he comments that the main role of linguistics in language teaching is to produce good descriptions of languages. Then these descriptions of language serve as the input to language teaching materials.Corder (1973: 10) points out that linguistics provides a growing body of scientific knowledge about language which can guide activity of the language teacher. Linguistics gives us a framework for describing what we mean by skill in, and knowledge of, a language and consequently makes it possible in principle to show that one way of teaching or one set of teaching materials is more effective than another for achieving a particular aim with a particular group of learners. There can be no systematic improvement in language teaching without reference to the knowledge about language which linguistics gives us. From this quotation, we can see that linguistics provides a theory to language teaching. Pit Corder (1973: 30) also points out that the role of linguistics in language teaching is to provide the most detailed and comprehensive description of language. We all will agree that it is an important contribution to language teaching, because language teachers need to have better understanding of the subject they teach.Therefore, it is expected that language teachers who have been exposed to linguistics will be more aware of the nature of language and how it works. As Wilkins (1972: 229) says that the real contribution of linguistics is to increase one’s understanding of the nature of language. Anyone who has studies linguistics is sensitized to language and thereby to complexity of language learning. They will be better able to exercise critical judgement of attractive innovation in language teaching. Further, Halliday (1964: 187) and Wilkins (1972: 226) state out that linguistics can be more directly applied in language teaching, such as in the teaching programme, and in the preparation of the teaching material of all kinds (that make use in the classroom).Linguistics is also one of the disciplines which contributes to the theory of language teaching. As Brumfit (1983: 155) says that teaching is not simply something that can be intuitively picked up by unconstructed contact, for a lot of our teaching is highly conscious and thought out, and requires careful analysis if we are to be fully effective and of course there are also a large number of contributions to be made to language teaching by disciplines like linguistics which are not primarily concerned with teaching at all.While Lim Kiat Boey (1975: 7) says that the language teaching profession today has become more and more complex, and it has three main strands: a. theoretical contributions from linguistics, psychology and social theory. b. methodology and teaching techniques. c. aids and equipment. From these views, we can see that linguistics gives contribution to the theory of language teaching which is one of the knowledge that the language teachers have to have. Further, Pit Corder (1968: 86) says that linguistics has largely to do with what we teach. It has less to say directly about how we teach. It is, of course, true that theories about learning, and particularly about language learning, are more concerned with this, and it is perhaps to them that must turn for description and explanations how we learn languages. But this does not mean that linguistics must be wholly silent on the subject. From all views that have been pointed out, we can make a conclusion that linguistics and applied linguistics give a great contribution in language teaching in broad sense. As David S. Taylor (1987: 8) says that linguistics and applied linguistics must be seen as making their most effective contribution to language teaching within this broader educational perspective.