METHODS IN LANGUAGE TEACHING I
Lecturer :
Dr. Hermayawati, M.Pd.
Name :
Ridwan Sulistianto
(09004353)
Heryan Ardhi Kusuma
(09004358)
A. Prasetya Naharudin
(090043 )
Agung Sri Hidayat
(09004372)
Wahyu Budi Utomo
(09004385)
Elham Syahrul Ramadhan (09004365)
CLASS : F
ENGLISH EDUCATION STUDY PROGAM
FACULTY OF TEACHER TRAINING AND EDUCATION
AHMAD DAHLAN UNIVERSITY
YOGYAKARTA
2011
INTRODUCTION
Language teaching came into its own as a proffesion in the twentieth century. The
whole foundation of contemporary language teaching was developed during the early part of
twentieth century, as applied linguist and others sought to develop principles or procedures
for the design of teaching methods and materials, drawing on the developing fields of
linguistic and psychology to support a succesion of proposals for what were thought to be
more effective and theorytically sound teaching methods. Language teaching in the twentieth
century was characterized by frequent change and inovation and by the development of
sometimes competing langage teaching ideologies. Much of the impetus for change in
approaches to language teaching come about from changes in teaching methods. The method
concept in teaching – the notion of a systematic sets of teaching practices based on a
particular theory of language and language learning- is a powerfull one and the quest for
better method was a preocupation of many teachers and apllied linguist throughout the
twentieth century. Common to each method is the belief that the taeching practices is support
provide a more effective and theoritically sound basis for teaching than the methods that
preceeded it. We introduce a model or framewroke for the describsion of methods, one that
identifies three levels of organisation underlying approaches and methode thad we refer to us
Approach, Design, and Procedure. This material describe approach and methode that have
attractive support and the different time and the different places, but have generally not been
widely accepted or, in some casses, have not maintained subtancial following. The material
on The Oral Approach and situational language Teaching,The Audilingual, Total Phsycal
Responce, the Silent way, Community Language learning are shorter version of material.
DISCUSSION
The Oral Approach and Situational Language Teaching
Palmer, Hornby, and other British applied linguist from the 1920s onward developed
an approach to methodology thatinvolved sustematic principles of selection ( the procedures
by which lexical and grammatical contentwas chosen), gradation ( principles by which the
organization and sequencdeing of content were determined), and presentation ( techniques
used for presentation and practice of items in a course ). Althoug all of Palmer, Hornby, and
other english are english specialist and had different views on the specific procedures in
teaching english, their general principles were reffered to as the Oral Approach to language
learning. The oral approach was the accpeted British approach to english language teaching
by 1950s.
An oral approach should not be confused with the obsolete Direct Mtehod, which meant only
that the learner was bewildered by a flow of ungraded speech, suffering all difficulties he
would have encountered in picking up the language in its normal environment and losing
most of the compensating benefits of better contextualization in those circumtances. (Pattison
1964:4).
One of the most actice proponents of the oral approach was the Australian George Pittman.
Pittman and his colleagues were responsible for developing an influential set of teaching
material based on situational approach. These were published for worlwide use in 1965 as the
series Situational English. The main characteristics of the approach were :
1. Language teaching begins wit the spoken language. Material is taught orally before it
is presented in witten form.
2. The target language is the language in the classroom.
3. New language points are introduced and practiced situationally.
4. Vocabulary slection procedures are followed toensure that an essential general service
vocabulary is covered.
5. Items of gramma are graded following the principle that simple forms should be
thaught before complex ones.
6. Reading and writing are introduced once a sufficient lexical and grammatical basis is
established.
it was then that the term Situational was used increasingly in reffering to the oral Approach.
Later the terms Structural Situational Approach and Situational Language Teaching came
into common usage. To avoid further confusion, we will use the term Situational Language
Teaching to include structural-situational and Oral approach. How can Situational Language
Teaching be characterized at the levels of approach, design, and procedure?

Approach
Theory of language
The theory of language underlying Situational Language Teaching can be characterized as
type of British “structuralism”. “word order, structural words, the few inflections of English,
and Conten Words, will form the materialof our teaching” (frisby 1957: 134). The Britis
theoreticians, however, had a different focus to the version of structrualism with the
american. The notion of “situation”. “our principal classroom activity in the teaching of
English Structure will be the oral practice of structures. This oral practice of controlled
sentence patterns should be given in situations designed to give the greatst amount of practice
in English speech to the pupil” (Pittman 1963: 179)
Theory of learning
The theory of learning underlying Situational language teaching is a type of behaviourist
habit-learning theory. It adresses primarily the processes rather than the conditions of
learning. Frisby, for example, cites Palmer’s views as authoritative :
As palmer has pointed out, tjere are three processses in learning a language- receiving the
knowledge or materials, fixing it in memory by repetition, and using it in actual practice until
it becomes a personal skill.
French likewise saw language learning as habit formation:
The fundamental is correct speech habits.. the pupils should be able to put the words, without
hestitation and almost without thought, into sentence patterns wich are correct. Such speech
habits can be cultivated by blind imitative drill.(1vol 3:9).
Situational Language Teaching adopts an inductive approach to the teaching grammar. The
meaning of words or structures is not to be given through explanation in either the native
language or target language but is to be induced from the way the form is used in a situation.
“ if we give the maning of new word, either language, as soon as we introduce it, we weaken
the impression which the word makes on the mind” (Billoows 1961: 28). This is how child
language learning is believed to take place, and the same processes are thought occur in
second and foreign language learning, according to practicioners of Situational Language
Teaching.

Design
Objectives
The objective of the Situational Language Teaching method are to teach a practical command
of the four basic skills of language, goals it shares with most methods of language teaching.
But the skill are approached through structure. Automatic control of basic structures and
sentence patterns is fundamental to reading and writing skills, and this is achieved through
speech work. “befpre our pupils read new structures and new vocabulary, we shall teach
orally bot the new structures and new vocabulary”
The sylabus
Basic to the teaching of English in Situational Language Teaching is a structural syllabus and
a word list. In situational language teaching, structures are always taught within sentences,
and vovabulary is chosen according to how well it enables sentence pattern to be taught.
Frisby gives an example of the typical structural syllabus around which situational teaching
was based:
1st lesson
this is ....
That is ....
2nd lesson
these are ....
Those are ....
book, pencil, ruler,
desk
chair, picture
wondow
Rather, situation reffer to the manner of presenting and practicing sentence pattern, as we
shall see later.
Types of learning and teaching activities
The situation will be controlled carefully to teach the new language material. In such way that
there can be no doubt in the leraner’s mind of the meaning of what he hears. Almost all the
vocabullary and structurestaught in the first four five yeatrs and even later can be placed in
situation in which the eaning is quite clear.
By Situation, Pittman means the use of concrete objects, pictures and realia, which together
with action and gesture can be used to demontrate the meaning of new language. The
practice techniques employed generally consist of guided repetition and substition activities,
including chorus repetition, dictation, drills, and controlled oral based reading and writing
task. Other oral practice techniques are somtimes used, including pair practice and group
work.
Learner roles
In the initial stages of learning, the learner is required to simply listen and repeat what the
teacher says and to respond to question and commands. For example, learner forget
something they have gotten such as incorrect vocabulary, etc. This includes learner
initiating responses and asking each other questions, although teacher controlled
intruduction and practice of new language is stressed throughout.
Teacher roles
The teacher function is therefold.the teacher serve the model, setting up situation in which the
need for the target structure is created and then modeling the new structures for students to
repeat. Organizing review is a primary task for the teacher, according to Pittman (1963), who
summarizes the teacher’s responsibilities as dealing with
a.
b.
c.
d.
e.
f.
Timing
Oral practice
Revision
Adjusment to special needs of individuals
Testing
Developing language activities
The role of instructional materials
Situational language teaching is dependent on both a textbook and visual aids. The textbook
contain tightly organized lessons planned around diffrent grammatical structures. Visual aids
may be produced by the teacher or may be comercially produced. In principle, the textbook
should be used “only as guide to the learning process. The teaher is expected to be master of
his textbook.” (Pittman 1963: 176).

Procedure
Classroom procedures in situational Language Teaching vary according to he level of the
class, but procedures at any lavel aim to move from controlled to free practice of structures
and form oral use of sentence pattern to their automatic use in speech, reading, and writing.
Pittman gives an example of a typical lesson plan :
The first part of the lesson will be stress and intonation practice..the main body of the
lesson should then follow. This might consist of the teaching of a structure. If so, lesson
would then consist of four parts :
1.
2.
3.
4.
5.
Pronounciation
Revision
Presentation
Oral practice
Reading of material on the new structure.
The Audiolingual Method

Approach
Theory of language
The theory of language underlying Audiolingualism was derived from a view proposed by
American linguists in the 1950s-a view that came to be known as structural linguistics. As
linguists discovered new sound types and new pattern of linguistic invention and
organization, a new interest in phonetics, phonology, morphology, and syntax developed. The
term structural referred to these characteristics:
a. Elements in a language were thought of as being linearly produced in a rule-governed
(structural) way.
b. Language sample could be exhaustively described at any structural level of
description (phonetic, phonemic, morphological, etc)
c. Linguistic levels went thought of a systems within system
Theory of learning
The language teaching theoreticians and methodologist who developed Audiolinguism not
only had a convincing and powerful theory of language to draw upon but they were also
working in a period when a prominent school of American psychology. The occurrence of
these behaviors is dependent on three crucial elements in learning :
Reinforcement
(behavior
likely to
occur
again and became a habit)
↗
Stimulus→ organism→ Response behavior
↘
No
reinforcement/negativereinforcement
(behavior not likely to occur again)
Reinforcement is a vital element in the learning process, because it increases the likelihood
that the behavior will occur again and eventually become a habit. Among the more central are
the following:
1. Foreign language learning
2. Language skill
3. Analogy provides
4. The meanings

DESIGN
Objective
Brooks distinguishes between short-range and long-range objectives of an audiolingual
program. Short-range objectives include training in listening comprehension, accurate
pronunciation, recognition of speech symbols as graphic sign on the printed page, and ability
to reproduce these symbols in writing. Long-range objectives must be language as the native
speaker use it.
The syllabus
The syllabus audiolingualism is a linguistic, or structure – based , approach to language
teaching. The language skills are taught in the order of listening, speaking, reading and
writing
Types of learning
Dialogues and drills form the basis of audiolingual classroom practice. Dialogues provide the
means of contextualizing key structures and illustrate situations in which structures might be
used as well as some cultural aspect of the target language. The use Drills and pattern
practice is distinctive feature of the Audiolingual Method. Various kinds of drill are used.
Includes the following:
1. Repetition. The student repeats an utterance aloud as soon as he has heard it. He does
this without looking at a printed text. The utterance must he brief enough to be
retained by the ear. Sound is as important as form an order.
2. Inflection. One word In an utterance appears in another form when repeated.
3. Replacement. One word in an utterance is replaced by another.
4. Restatement. The student rephrases an utterance and addresses it to someone else,
according to instruction.
5. Completion. The student hears an utterance that is complete except for one word,
then repeats the utterance in completed form.
6. Transposition. A change in word order is necessary when a word is added.
7. Expansion. When a word is added it takes a certain place in the sequence.
8. Contraction. A single word stands for a phrase or clause.
9. Transformation. A sentence is transformed by being made negative or interrogative
or through changes In tense, mood, voice, aspect, or modality.
10. Integration. Two separate utterances are integrated into one.
11. Rejoinder. The student makes an appropriate rejoinder to a given utterance. He is
told in advance to respond in one of the following ways.
12. Restoration. The student is given a sequence of words that have been culled from a
sentence but still bear its basic meaning. He uses these words with a minimum of
changes and additions to restore the sentence to its original form. He may be told
whether the time is present, past, future.
Learner roles
Learners are viewed as organism that can be directed by skilled training techniques to
procedure correct responses.
Teacher roles
In audiolinguism , as in situational language teaching, the teacher’s role is central and active;
it is a teacher-dominated method. The teacher models the target language, controls the
direction and pace of learning, and monitors and corrects the learners’ performance. Brooks
argue that the teacher must be trained to do the following:
Introduce, sustain, and harmonize the learning of the four skills in this order: hearing,
speaking, reading, and writing.
Use-and not use-English in the language classroom.
Model the various types of language in dialogue form.
Teach spoken language in dialogue form.
Direct choral response by all or parts of the class.
Teach the use of structural through pattern practice.
Direct choral response by all or parts of the class.
Teach the use of structure through pattern practice.
Guide the student in choosing and learning vocabulary.
Show how words relate to meaning in the target language.
Get the individual student to talk.
Reward trials by the student in such a way that learning is reinforced.
Teach a short story and other literary forms.
Establish and maintain a cultural island.
Formalize on the first day the rules according to which the language class is to be conducted,
and enforce them.
(Brooks
1964:143)
The role of instructional materials
Instructional materials in the Audiolingual Method assist the teacher to develop language
mastery in the learner. Tape recorder and audiolingual equipment often have central roles is
an audiolingual course.

Procedure
Since Audiolingualism is primarily an oral approach to language teaching, it is not surprising
that the process of teaching involves extensive oral instruction. There are five procedures in a
typical audiolingual lesson.
1. Students first hear a model dialogue containing the key structures that are the focus of
the lesson.
2. The dialogue
3. Certain key structures from the dialogue
4. The students may refer to their textbook, and follow up reading, writing, or
vocabulary.
5. Follow up activities
The decline of Audiolingualism
Audiolingualism reached its period of most widespread use in the 1960s and was applied both
to the teaching of foreign languages in the United States and to the teaching of English as a
second or foreign language. The theoretical on audiolingual beliefs resulted from changes in
American linguistic theory in the 1960s.
TOTAL PHYSICAL RESPONSE

Approach :
Theory of language and learning
TPR reflects a grammar-based view of language. Most of the grammatical structure of
the target language and hundreds of vocabulary items can be learned from the skillful use of
the imperative by the instructor. TPR can also be linked to the ‘Trace heory’ of memory in
psycology, wich holds that the more often or the more intensively a memory cnnection is
traced, the stronger the memory association will be and the more likely it will be recalled.
Three rather influential learning hypotheses :
1. The Bio-program
There exists a spesific innate bio-program for language learning, wich defines an
optimal path for frst and second language development.
2. Brain lateralization
Brain lateralization defines different learning functions in the left- and right-brain
hemispheres.
3. Reduction of strees
Strees (an affective filter) intervanes between the act of learning and what is to be
learned; the lower the strees, the greater the learning.

DESIGN:
OBJECTIVES, SYLLABUS, LEARNING ACTIVITIES, ROLES OF LEARNERS,
TEACHERS, AND MATERIALS






The general objectives of total physical response are to teach oral proficiency at a
beginning level. Comprehension is a means to an end, and the ultimate aim is to teach
basic speaking skills.
The type syllabus can be inferred from an analysis of the exercise types employed in
TPR classes. This analysis reveals the use of asentence-based syllabus, with
grammatical and lexical criteria being primary in selecting teaching items.
Imperative drills are the major classroom activity in TPR. They are typcally used to
elicit physical actions and activity on the part of the learners.
Learners in TPR have the primary roles of listener and performer. They listen
attentively and respond physicallyto commands given by teachers.
The teacher’s role is not so much to teach as to provide opportunities for learning.
The teacher has the responsibility of providing the best kind of exposure to language
so that the learner can internalize the basic rules of the target language.
For absolute beginners, lesssons may not requaire the use of materials, since the
teacher’s voice, actions, and gestures may be a sufficient basis for classroom
activities. Later, the teacher may use common classroom objects, such as books, pens,
cups, furniture.

PROCEDURE
Asher (1977) provides a lesson-by-lesson account of a course taught according to TPR
principles, which serves as a course of information on the procedures used in the TPR
classroom. The course was for adult immigrans and consisted of 159 hours of classroom
instruction.
The Silent Way

Approach:
Theory of language and learning
Gattegno takes an openly skeptical view of the role of linguistic theory in language
teaching methodology.considerable discussion is devoted to the importance of grasping the
“spirit” of the language,and not just its component form. By the “spirit” of the language
gattegno is referring to the way each language is composed of phonologycal and
suprasegmental elements that combine to give the language its unique sound system and
melody.the learner must gain a “feel” for this aspect of the target language as soon as posible.
the sentence is the basic unit of teaching,and the teacher focuses on propinsitional
meaning,rather than communicative value.students are presented with the structural patterns
of the target language and learn the grammar rules of the language through largely inductive
processes.
Gattegno vocabulary as a central dimension of language learning and the choice of
vocabulary as crucial. The most important vocabulary for the learner deals with the most
functional and versatile word of the language,many of which may not have direct equivalents
in the learner’s native language.
In elaborating a learning theory to support the principles of silent way,like many other
method proponents gattegno makes extensive use of his understanding of first language
learning.
Having referred to these processe,however,gattegno states that the processes of learning a
second language are”radically different” from those involved in learning.the second language
learner is unlike the firt language learner anf”cannot learn another language in the same way
because of what he now knows”(gattegno 1972;11). The “natural” or “direct” approaches to
acquiring a second language are thus misguided,says gattegno,and a succesful second
language approach will”replace a’natural’ approach by that is very ‘artificial’ and,for some
purpose stricly controlled”(1972;12)
The “artifical approach” that gattegno proposes is based on the principle that succesful
learning involves commitment of the self to language acquisition through the use of silent
awareness and then active trial. The self,we are told, consists of two systems- a learning
system and retaining system.
Awareness is educable. As one learn “in awareness,” it is this capacity for self-awareness that
the silent way calls upon a capacity said to be little appreciated or excercised by first
language learners.

Design:
object, syllabus,learning activities,roles of learners, teachers,and materials
An immediate objective is to provide the learner with a basic practical knowledge of the
grammar.
The silent way adopts a basically structural syllabus, with lessons planned around
grammatical items and related vocabulary.gattegno does not,however,provide detalis as to the
precise selection and arrangement of grammatical and lexical items to be covered.
Learning tasks and activities in silent way have the function of encouraging and shaping
student oral response without direct oral in struction from or unnecessary modeling by the
teacher. Basic to the method are simple linguistis tasks in which the teacher models a
word,phrase,or sentence and then elicts learner responses.
Learners have only themselves as individuals and the group to rely on, and so must learn to
work cooperatively rather than comperatitively. They need to feel comfortable both
correcting one another and being corrected by one another.
Teacher silence is, perhaps, the unique and,for many traditionally trained language
teachers,the most demanding aspect of the silent way. Teachers are exhorted to resist their
long-standing commitment to model,remodel,assist,and direct desired student responses.
Stevick defines the silent way teacher’s task as (a) to teach, (b) to test, and (c) to get out of
the way (stevick 1980; 56).
By “teching” is meant the presentation of an item once,typically using nonverbal clues to get
across meanings.
The teacher uses gestures,charts,and manipulatives in order to elicit and shape student
responses and to must be both facile and creative as a pantomimist and puppeteer. In sum,
thesilent way teacher, like the complete dramatist, writes the script,chooses the props,set the
mood,models the action,designates the players, and is critic for the performance.
Silent way materials consist mainly of a set of colored rods,colorcdedpronounciation and
vocabulary wall charts,a pointer,and reading,writing exercises, all of which are used to
illustrate the relationships between sound and meaning in the target language. The materials
are designet for manipulation by the student as well as by the teacher, independently in
promoting language learning by direct association.

Procedure
At the beginning stage, the teacher will models the appropiate sound after pointing to a
symbol on a chart. The teacher models an utterances while creating a visual realization of it
with the colored rods. The teacher will have a student attempt to produce the utterance and
will indicate its acceptibility. The teacher will create a situation in which the studenyt can
practice the structure through the manipulation of the rods.
Community Language Learning

Approach:
Theory of language and learning
Curran himself wrote little about his theory of language. His student La Forge (1983)has
attempted to be more explicit about this dimension of Community Language Learning theory.
La Forge accepts that language theory must start, though not end, with criteria for sound
features, the sentence, and abstract models of language (La Forge 1983: 4) The foreign
language learners’ tasks are “to apprehend the sound system, assign fundamental meaning,
and to construct a basic grammar of the fpreign language.” La Forge elaborates an alternative
theory of language, which is referred to as Language as Social Process. This social-process
view of language is then elaborated in term of six qualities or subprocesses. La Forge also
elaborated on the interactional view of language underlying Community Language Learning :
“language is people; language is persons in contract; language is persons in response” (1983:
9). CLL interactions are two distinct and fundamental kinds: interactional between learners
and interactional between learners and knowers. Interactional between learner are
unpredictable in content but typically are said to involve exchanges of affect. Interactional
between learners and knowers is initially dependent. Curran’s counseling experience led him
to conclude that the techniques of counseling could be applied to learning in general (this
became Counseling-Learning) and to language teaching in particular (Community Language
Learning). The CLL view of learning is a holistic one, since “true” human learning is both
cognitive and affective.
The process is divided into five stage and compared to the ontogenetic development of
the child
1. Birth stage, feeling of security and belonging are established.
2. As the learner’s abilities improve, the learner, as child, begins to achieve a measure of
independence from the parent.
3. The learner “speaks independently” and my need to assert his or her own identity,
often rejecting unasked-for advice.
4. The fourth stagesees the learner as secure enough o take criticism.
5. Last stage, the learner merely works on improving style and knowledge of linguistic
appropriateness. By the end the process, the child has become adult.
A relationship characterized by convalidation is considered essencial to the learning
process and is a key element of CLL classroom procedures. A group of ideas concerning the
psychological requirement for successful learning are collected under to acronym SARD
(Curran 1976: 6) :
S stands for security.
A stands for attention and aggression.
R stands for retention and reflection.
D denotes discrimination.
These central aspects of Curran’s learning philosophy address not the psycholinguistic
and cognitive procesee involved in second language acquisition, but rather the personal
commitments the learners need to make before language acquisition processes can operate.

Design: Objectives, syllabus, learning activities, roles of learners, teachers, and
materials
Since linguistic or communicative competence is specified only in social terms, explicit
linguistic or communicative objective are not defined in CLL. CLL does not use a
conventional language syllabus, which sets out in advance the grammar, vocabulary, and
other language item to be taught and the order in which they will be covered. CLL syllabus
emerges from the instruction between the learner’s expressed communicative intentions and
the teacher’s reformulation of these into suitable target-language utterances. Specific
grammatical point, lexical patterns, and generalization will sometimes be isolated by the
teacher for more detailed study and analysis, and subsequent specification of these as a
retrospective account of what the course covered could be a way of deriving a CLL language
syllabus.
As with most method, CLL combines innovative learning task and activities with
conventional ones. They include:
1. Translation
5. Analysis
2. Group work
6. Deflections and Observation
3. Recording
7. Listeng
4. Transcription
8. Free conversation
Learner roles in CLL are well defined. Learners become members of a community-their
fellow learner and the teacher-and learn through interacting with the community. Learner
roles are keyed to the five stage of language learning outlined earlier. The view of the learner
is an organic one, which each new role growing developmentally out of the one preceding.
These role changes are not easily or automatically achieved.
The teacher’s role derives from the functions of counselor in Rogerian psychological
counseling. More specific teacher roles are, like those of the students, keyed to the five
developmental stages. The teacher’s role is initially likened to that of a nurturing parent. The
student gradually “grows” in ability, and the nature of the relationship changes so that the
teacher’s position becomes somewhat dependent on the lerarner.
A textbook would impose a particular body of language content on the learner, thereby
impeding their growth and interaction. Materials may be developed by the teacher as the
course develops and conversations may also be transcribe and distributed for study and
analysis and learner may work in group to produce their own material, such as acripts for
dialoques and mini-dramas.

Procedure
Because each Community Language Learning course is in a sense a unique experience,
description of typical CLL procedures in a class period is problematic. The following
description attempts to capture some typical activities in CLL classes. Generally, the observer
will see a circle of learners all facing one another. The learners are linked in some way to
knowers or a single knower as teacher. The first class (and subsequent classes) may begin
with a period of silence. In later classes, learner may sit in silence while they decide what to
talk about (La Forge 1983: 72). The knower may encourage learners to address questions to
one another or to the knower. The teacher might then form the class into facing lines for 3minutes pair conversations. The summary of the group discussion may be presented to
another group, who in turn try to repeat or paraphrase the summary back to the original
group. In intermediate or advanced class, a teacher may encourage groups to prepare a paper
drama for presentation to the rest of the class. Finally, the teacher asks learners to reflect on
the on the language class.
Dieter Stroinigg (in Stevick 1980: 185-186) presents a protocol of what a first day’s CLL
class covered, which is outlined here:
1. Informal greeting and self-introductions were made.
2. The teacher made a statement of the goals and guidelines for the course.
3. A conversation in the foreign language took place.
4. Students then participated in a reflection period.
5. From the materials just recorded the instructor chose sentences to write on the
blackboard that highlighted elements of grammar, spelling, and peculiarities of
capitalization in the L2.
6. Students were encouraged to ask questions about any of the items above.
Students were encouraged to copy sentences from the board with notes on meaning and
usage. This became their “textbook” for home study.
CONCLUSION OF METHOD IN FOREIGN LANGUAGE TEACHING
1. The Oral Approach
The oral approach method is need the teacher to be a skillful manipulator, using
question, commands and other cues to elicit correct sentences from the learners.
Besides teacher giving presentation, an instruction or command, and question, learner
s is required to listen, repeat and to respon to question and command.
2. The Audiolingual Method
This method is said to result in rapid acquisition of speaking and listening skills. The
audiolingual method drills students in the use of grammatical sentence patterns. When
this method was developed it was thought that the way to acquire the sentence
patterns of the second language was through conditioning or helping learners to
respond correctly to stimuli through shaping and reinforcement.
3. Total Physical Response
Total Physical Response is stressed on the coordination of speech and action, it
attempt to teach language through physical ( motor ) activity.
4. The Silent Way
It is called the silent way because the teacher usually silent, leaving room for the
students to talk and explore the language.The students are responsible for their own
learning and are encouraged to interact with one another.The role of the teacher is to
give clues to the students, not to modal the language.
5. Community Language Learning
This method was designed for monolingual conversation classes where the teacher
would be able to speak the learners.This method is use by the teacher to consider
their students as ‘whole persons’.