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WHY DO PEOPLE BOTHER TO LEARN ENGLISH?

a) For educational reason
Some people learn English for educational reason, such as to get
scholarship for studying abroad. They also need to learn English since most
of their academic resources are set in English.
b) For instrumental motivation
Some people learn English to integrate themselves within their mates
culture. In the other word, English is need in cross cultural marriage.
c) For Lingua franca to be used as a means of communication between
speakers of other language
d) To learn the target language culture
e) To facilitate intercultural communication
APPROACH, METHOD, AND TECHNIQUE
What is method? About four decades ago Edward Anthony (1963) gave us
concept that method was the second of the three hierarchical elements,
namely approach, method, and technique.
An approach is a set of assumptions dealing with the nature of language,
learning, and teaching. Method is described as an overall plan for systematic
presentation of language based upon a selected approach, while techniques are
the specific activities (include exercises and tasks) manifested in the classroom
that were consistent with a method and therefore were in harmony with an
approach as well.
Changing Winds and Shifting Sands
Albert Marckwardt (1972:5) looks at changing winds and shifting sands as a
cyclical pattern in which a new method emerge about every quarter of a century.
Each new method broke from the old but took with it some of the positive aspect
of the previous practices
The Grammar Translation Method
The grammar translation method was firstly known as The Classical Method
which focuses on grammatical roles, memorization of vocabulary, and a various
declensions and conjugations, translation of a text, doing written exercise. Prator
and

Celce-Murcia

(1979:3)

listed

the

major

characteristics

of

grammar

translation:
1. Classes are thought in the mother tongue, with little active use of the target
language.
2. Much vocabulary is taught in the form of list of isolated words.

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3. Long elaborate explanations of the intricacies of grammar are given.

4. Grammar provides the rules for putting words together, and instruction often
focuses on the form and inflection of words.
5. Reading of difficult classical text is begun early.
6. Little attention is paid to the content of text, which are treated as exercises in
grammatical analyses.
7. Often the only drills are exercises in translating disconnected sentences from
the target language into the mother tongue
8. Little or no attention is given to pronunciation
Gouin and the Series Method
This method emphasizes that language learning is primarily a matter of
transforming perceptions into conceptions. Language is a means of thinking, of
representing the world to oneself. This method taught learners directly (without
translation) and conceptually (without grammatical rules and explanation) a
series of connected sentences that are easy to perceive.
The Direct Method
This method emphasizes that language learning should be more like first
language learning- lots of oral interaction, spontaneous use of the language, no
translation between first and second languages, and little or no analysis of
grammatical rules. Richards and Rodgers (1986:9-10) summarizes the principles
of the direct method:
1. Classroom instruction was conducted exclusively in the target language
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully traded progression
organized around question and answer exchanges between teachers and
students in small, intensive classes.
4. Grammar was taught inductively.
5. New teaching points were thought through modeling and practice.
6. Concrete vocabulary was thought through demonstration, object, and
pictures; abstract vocabularies were thought by association of ideas.
7. Both speech and listening comprehension were thought.
8. Correct pronunciation and grammar were emphasized.
The Audiolingual Method
Characteristic of this method was a great deal of oral activity pronunciation and
pattern drills and conversation practices with virtually none of the grammar and
translation found in the traditional classes. This method was known as the Army
Method. There are several characteristic of this method, such as new material is

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presented in dialogue form, there is dependence on mimicry, memorization of set

phrases, and over learning.
Cognitive Code Learning
It was an approach that emphasized a conscious awareness of rules and their
applications to second language learning. It was a reaction to the strictly
behaviorist practices of the ALM, and ironically, a return to some of the practices
to the grammar translation method.
Designer Methods of the Spirited 1970s
1. Community Language Learning
This method of learning involves the whole person. It is a social process of
growth from the childlike dependence to self-direction and independence.
2. Suggestopdeia
Suggestopdeia learning occurs through suggestion, when learners are in
deeply relaxed state. Baroque music is used to induce this state.
3. The Silent Way
This method emphasizes that process of learning a second language are
fundamentally different from L1 learning. L2 learning is an intellectual,
cognitive process. Surrender to the music of the language, silent awareness
the active trial.
4. Total Physical Response
L2 learning is the same as L1 learning; comprehension before production, is
imprinted through carrying out commands (right brain functioning);
reduction of stress.
5. The Natural Approach
There are two ways of L2 language developments; acquisition a natural
subconscious process. Learning chance leads to acquisition.
Beyond Method: Notional Functional Syllabuses
The distinguishing characteristic of the NFS were its attention to functions as the
organizing elements of English language curriculum, and its contrast with a
structural syllabus in which sequenced grammatical structures serves as the
organizer.
References
Brown, H.Douglas. 2001. Teaching by Principles. An Interactive Approach to
Language Pedagogy. Englewood Cliffs: Prentice Hall.
Johnson, Keith. 2001. An Introduction to Foreign Language Learning and
Teaching. England: Pearson Education Limited.