Approach

An approach is a way of looking at teaching and learning. Underlying any language teaching
approach is a theoretical view of what language is, and of how it can be learnt. An approach
gives rise to methods, the way of teaching something, which use classroom activities or
techniques to help learners learn.
Example
The communicative approach is the best-known current approach to language teaching. Taskbased teaching is a methodology associated with it. Other approaches include the cognitivecode approach, and the aural-oral approach (audiolingual method).
In the classroom
Learners in the modern language classroom often learn through techniques drawn from a
variety of methods/approaches in what has been labelled an eclectic approach'. Teachers
select techniques from various approaches according to the different needs of their learners.
Most coursebooks mix methods and techniques in this way.
TASK BASED INSTRUCTION
The goal: To provide learners with a natural context for language use.
The rule of teacher:
1. The teacher give facility of language acquisition as learners have to work to understand
each other.
2. The teacher give facility to express their own meaning
The rule of student: As learners work to complete a task, they have abundant opportunity to
interact.
Basic of rule:
1. The student get to reason to language which maybe beyond their present ability.
2. The languages is corcerned with is language learning.
3. Object = task
References: Candlin and murphy(1987:1)
Class observation: 40 students, fifth grade in Elementary School in Southern India
Time: -

Learning strategies:
1. Experience 1
a. The teacher draw the coloumns and rows of timetable on the blackboard.
b. The teacher ask the students to complete the timetable by speaking.
c. The teacher ask student to write on that timetable
2. Experience 2
a. The teacher divides the class into eight groups of five students.
b. Each students in a group receives a card with the schedule for one day.
c. The teacher reminds the class to speak in English.
d. The first group finish that is finished comes to the blackboard and write the
schedule.
3. Experience 3
a. The teacher collects each groups timetable and return it to them the next day.
b. The teacher ask the student to find out the three most favorite subject.
c. The teacher ask the student to discuss by make a questionnaire or interviewing other
students.
d. The student make a result and summary for exampl, they may use percentages , a bar
graph, a pie chart or some visual display.
Learner-Centered Instruction - Diane Harkins
Overview
The term learner-centered instruction is used frequently to describe efforts to move
away from instructional methods that rely on mass transmission of knowledge (Paris &
Combs, 2006, p. 571) toward a more constructivist, inquiry-based approach. Although
various definitions and descriptions of learner-centered instruction are used in the field, the
approach generally implies a focus on individual learners (and all that they bring to the
learning situation), combined with an emphasis on effective teaching practices. Principles
consistent with learner-centered instruction include:
1) The student is the starting point for curriculum design;
2) Teachers and students are co-participants in the learning process; and
3) Teachers promote intense student engagement with the curriculum.
Proponents of learner-centered instruction have challenged didactic methods of
teaching, citing that the exclusive use of lectures and assigned reading material promote rote

learning of facts instead of critical analysis and problem-solving skills. Learner-centered

instruction reportedly benefits students acquisition, retention, and transfer of knowledge,
self-awareness, critical thinking, and motivation (Malone, 2008).
Implications for Teaching
A variety of teaching methods are used within a learnercentered approach, including:
Case method instruction
Team-based learning
Project-based instruction, including the Personal Learning Plan method
Observation
Dialogue and reflection
COOPERATIVE LEARNING
A. The Goal
1. The teacher helps students how to learn more effectively.
2. Teacher teach students collaborative or social skills so they can work together
more effectively.
B. The Role
1. The Teacher as a fasilitator or monitor
a) Teacher ask the students to make a group
b) Giving help if student dont understand about the new vocabulary
c) Explain the criteria for success in the test
d) Teacher give feedback
2. The Student
a) The students are to make a group
C. Basic Rules
1. Object : using handouts
2. Monitoring preinstructional decisions.
3. Explaining the instructional task and cooperative structure.
4. Monitoring students learning and interventing to provide assistance.
5. Assessing students learning and helping students process how well their groups
functioned.
D.
E.
F.
G.

Reference : Jacobs (1998)

Class Observation : In the English class in Alexandria, Virginia, USA (24 people)
Time : Learning Strategy
1. Jigsaw Technique :
a. Teacher give announces the days vocabulary lesson will be done in
cooperative groups.
b. Teacher explain the lesson.
c. Teacher writes the criteria of the score on the board.
d. Teacher points out in which part of the room the groups are to sit.
e. Teacher distributes handouts with a different part of the story to each group.
f. Teacher tells the students to stop and for three students to leave their group
and to join another group.

2.
3.
4.
5.
6.
7.
8.

g. Students return to their original groups and work on putting the parts of the
story together and teaching each other the new vocabulary.
Students take the vocabulary test individually.
Students put their groups scores on each paper.
Teacher ask the groups how they did on the social skill of encouraging others and
to complete two statements, which written on the board.
Teacher give suggest for students.
Students start to discuss the statement.
Teacher ask each groups reporter to share their groups responses.
Teacher give feedback.

Whole Language and Phonics: Can They Work Together?

The debate still rages among educators, parents, and experts. Whole language? Or
phonics? Which approach to teaching reading works best? Is the pendulum swinging?
Whole language? Phonics? A combination of the two? Which is the best approach?
Proponents of each maintain their particular approach is the key to engaging children in
reading. As arguments over methods -- arguments often based on politics as well as education
-- intensify, the ability to read well is more critical than ever.
Indeed, the ability to read is vital! Children who don't succeed at reading are at risk of doing
poorly in school. That's why teachers and administrators are under increasing pressure to
raise students' reading test scores. But actually guiding students to improve reading strategies
and performance can be more difficult than simply recognizing the need. And then the
haunting question remains: Which approach is best?
Simply stated, supporters of the whole language approach think children's literature, writing
activities, and communication activities can be used across the curriculum to teach reading;
backers of phonics instruction insist that a direct, sequential mode of teaching enables
students to master reading in an organized way.
Emerging from the conflict over whole language and phonics is the increasingly widespread
view that each approach has a different but potentially complementary role to play in the
effective teaching of reading. Many educators now look for ways to use phonics as part of
whole language instruction, striving to teach meaningful phonics in the context of literature.
In a recent International Reading Association (IRA) position statement -- a statement that
shocked many in the reading community who, rightly or wrongly, had seen the IRA as a
bastion of the whole language movement -- the organization took a stance supporting phonics
within a whole-language program. In "The Role of Phonics in Reading Instruction," the IRA
maintains that:

"The teaching of phonics is an important aspect of beginning reading instruction.

Classroom teachers in the primary grades do value and do teach phonics as a part of
their reading programs.

Phonics instruction, to be effective in promoting independence in reading, must be

embedded in the context of a total reading/language arts program."

"Early, systematic, explicit phonics instruction is an essential part, but only part, of a
balanced, comprehensive reading program," maintains John J. Pikulski, IRA President. The
organization's position is that no one approach to teaching reading and writing is best for
every child.
Pendekatan Whole Language
Whole language adalah suatu pendekatan pembelajaran bahasa yang menyajikan
pembelajaran bahasa secara utuh atau tidak terpisah-pisah. (Edelsky, 1991; Froese, 1990;
Goodman, 1986; Weafer, 1992, dalam Santosa, 2004). Para ahli whole
language berkeyakinan bahwa bahasa merupakan satu kesatuan (whole) yang tidak dapat
dipisah-pisah (Rigg, 1991). Oleh karena itu, pengajaran keterampilan berbahasa dan
komponen bahasa seperti tata bahasa dan kosakata disajikan secara utuh bermakna dan dalam
situasi nyata atau otentik. Pengajaran tentang penggunaan tanda baca, umpamanya, diajarkan
sehubungan dengan pembelajaran keterampilan menulis. Demikian juga pembelajaran
membaca dapat diajarkan bersamaan dengan pembelajaran berbicara, pembelajaran sastra
dapat disajikan bersamaan dengan pembelajaran membaca dan menulis ataupun berbicara.
Selain itu, dalam pendekatan whole language , pembelajaran bahasa dapat juga disajikan
sekaligus dengan materi pelajaran lain, umpamanya bahasa-matematika, bahasa-IPS, bahasasains, bahasa-agama. Pendekatan whole language didasari oleh paham konstruktivisme yang
menyatakan bahwa anak membentuk sendiri pengetahuannya melalui peran aktifnya dalam
belajar secara utuh (whole ) dan terpadu (integrated ) (Robert dalam Santosa, 2004:2.3). Anak
termotivasi untuk belajar jika mereka melihat bahwa yang dipelajarinya memang bermakna
bagi mereka. Orang dewasa, dalam hal ini guru, berkewajiban untuk menyediakan
lingkungan yang Metodologi Pembelajaran menunjang untuk siswa agar mereka dapat
belajar dengan baik. Fungsi guru dalam kelas whole language berubah dari fungsi
desiminator informasi menjadi fasilitator (Lamme & Hysmith, 1993).
Ciri-ciri Kelas Whole Language
Ada tujuh ciri yang menandakan kelas whole language
a. Kelas yang menerapkan whole language penuh dengan barang cetakan. Barang-barang
tersebut kabinet dan sudut belajar. Poster hasil kerja siswa menghiasi dinding dan bulletin
board. Karya tulis siswa dan chart yang dibuat siswa menggantikan bulletin board yang
dibuat oleh guru. Salah satu sudut kelas diubah menjadi perpustakaan yang dilengkapi
berbagai jenis buku (tidak hanya buku teks), majalah, koran, kamus, buku petunjuk dan
berbagai barang cetak lainnya.
b. Siswa belajar melalui model atau contoh. Guru dan siswa bersama-sama melakukan
kegiatan membaca, menulis, menyimak, dan berbicara.
c. Siswa bekerja dan belajar sesuai dengan tingkat perkembangannya.
d. Siswa berbagi tanggung jawab dalam pembelajaran. Peran guru di kelas whole language
hanya sebagai fasilitator dan siswa mengambil alih beberapa tanggung jawab yang biasanya
dilakukan oleh guru.

e. Siswa terlibat secara aktif dalam pembelajaran bermakna. Dalam hal ini interaksi guru
adalah multiarah.
f. Siswa berani mengambil risiko dan bebas bereksperimen. Guru tidak mengharapkan
kesempurnaan, yang penting adalah respon atau jawaban yang diberikan siswa dapat
diterima.
g. Siswa mendapat balikan (feed back) positif baik dari guru maupun temannya. Konferensi
antara guru dan siswa memberi kesempatan pada siswa untuk melakukan penilaian diri dan
melihat perkembangan diri. Siswa yang mempresentasikan hasil tulisannya mendapatkan
respon positif dari temannya. Hal ini dapat membangkitkan rasa percaya diri. Dari ketujuh
ciri tersebut dapat terlihat bahwa siswa berperan aktif dalam pembelajaran. Guru tidak perlu
berdiri lagi di depan kelas meyampaikan materi. Sebagai fasilitator guru berkeliling kelas
mengamati dan mencatat kegiatan siswa. Dalam hal ini guru menilai siswa secara informal.
Penilaian dalam Kelas Whole Language
Dalam kelas whole language guru senantiasa memperhatikan kegiatan yang dilakukan oleh
siswa. Secara informal selama pembelajaran berlangsung guru memperhatikan siswa menulis,
mendengarkan siswa berdiskusi baik dalam kelompok maupun diskusi kelas. Ketika siswa
bercakap-cakap dengan temannya atau dengan guru, penilaian juga dilakukan. Bahkan, guru
juga memberikan penilaian saat siswa bermain selama waktu istirahat. Kemudian, penilaian
juga berlangsung ketika siswa dan guru mengadakan konferensi. Walaupun guru tidak terlihat
membawa-bawa buku, guru menggunakan alat penilaian seperti lembar observasi dan catatan
anekdot. Dengan kata lain, dalam kelas whole language guru memberikan penilaian pada
siswa selama proses pembelajaran berlangsung. Selain penilaian informal, penilaian juga
dilakukan dengan menggunakan portofolio. Portofolio adalah kumpulan hasil kerja selama
kegiatan pembelajaran. Dengan portofolio perkembangan siswa dapat terlihat secara otentik.
Sumber : Modul MGMP BERMUTU Bahasa Indonesia SD
Interactive Learning
Interactive learning is a hands-on approach to help students become more engaged and retain
more material. With or without a form of technology, interactive learning helps students
strengthen problem solving and critical thinking skills.
In the Classroom
Education seems to be constantly changing. Students are no longer expected to sit at a desk
and take notes on a lecture. Lessons are much more engaging and interactive.
Interactive learning is a hands-on, real-world approach to education. According to Stanford
University School of Medicine, 'Interactive learning actively engages the students in
wrestling with the material. It reinvigorates the classroom for both students and faculty.
Lectures are changed into discussions, and students and teachers become partners in the
journey of knowledge acquisition.'

Interactive learning can take many different forms. Students strengthen their critical thinking
and problem-solving skills using a much more holistic approach to learning. Interactive
learning can take place across the curriculum with or without technology. Let's look at both.
With Technology
As schools advance and add technology to the classroom, lessons also become more engaging
for students. In the area of math, for example, there are hundreds of interactive programs for
students to use in elementary and secondary school. Generally, students ask for more
technology based, engaging activities, but that is not the case with math worksheets!
Historical interactive activities are available online to engage the history or social studies
students. Some activities ask students to become involved and learn more about journeying to
a new world. There is a variety of science activities available as well. Students can learn
about astronomy or animals and the environment. One interactive program has students
pretend they are inventors, and they invent something new.
Language arts also has many interactive options available. For younger or beginning English
students, there are numerous websites to review parts of speech, grammar, or vocabulary.
Word games such as hangman, crosswords, or word scrambles are also easy to find.
If available in the classroom, smartboards are an excellent tool to allow students to interact
with the material and each other. A smartboard is a large interactive board attached to the
classroom wall similar to a whiteboard. The main difference is that the smartboard uses touch
detection to create a much more interactive lesson.
Technology has brought the world into the classroom. Interactive lessons are at a student's,
parent's or teacher's fingertips.
CONTENT BASE APPROACH
A. The Goal:

to integrate the teaching of reading and writing into all other subject areas

B. The Role of Teacher:

1. The teacher focus on helping students process the language in order to
understand the academic content presented by the subject teacher
2. The teacher also help students to complete academic task (writing term
papers, improving their note taking abilities, reading academic text
book)
C. Basic Rule:

1. Object: map, globe, and video

2. Vocabulary should be given in the passage
3. The teacher teaches grammar during the lesson based on context
4. Language instruction in a second language
D. Reference: Gloria Cristelli (1994)
E. Class Observation: sixth grade class in an international school in Taipei
F. Time: G. Learning Strategy:
1. Experience 1
a. The class is studying geography by using globe.

The teacher asks the students about what is globe?

The teacher shows a globe

The teacher writes the students answer on the blackboard.

b. The teacher supplies the missing language when the students have a
trouble to explaining concept
2. Experience 2
a. The teacher distributes a handout to the students

the handout contains new vocabularies and cloze passage

the teacher reads aloud the new vocabularies

the teacher asks the students to fill in the blanks of cloze passage by using new
vocabularies.

3. Experience 3
a. The teacher shows a videos

the students compare their answer as watching video

after the video is over, the students pair up to check their answers

4. Experience 4
a. The teacher teaches about present passive
b. The present passive based on the passage
5. Experience 5
a. The students play guessing game based on map or globe
6. Experience 6
a. For homework the students are given a map and description of
Australia

The students have to read it and label the major cities and points of
interest of the maps.