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Pendekatan di dalam Pembelajaran
ENG | 19 July 2012 | 12:51 Dibaca: 3123 Komentar: 0 Nihil

THE APPROACHES, METHODS, TECHNIQUES IN LANGUAGE LEARNING

A. DEFINITION OF APPROACHES, METHODS AND TECHNIQUES

1. APPROACHES

An approach describes how language is used and how its constituent parts interlock. In other
words it offers a model of language competence. An approach describes how people acquire
their knowledge of the language and makes statements about the condition which will
promote successful language learning.

2. METHODS
A method is the practical realization of an approach. The originators of a method have arrived
at decisions about types of activities, roles of teachers and learners, the kind of material
which will be helpful, and some model of syllabus organization. Methods include various
procedure and techniques as a part of their standard fare. When methods have fixed
procedure, informed by a clearly articulated approach, they are easy to describe. The more all
embracing they become, however, the more difficult it is to categories them as real methods
in their own right.

3. TECHNIQUES

A way of carrying out a particular task, especially the execution or performance of an artistic
work or a scientific procedure.

B. KIND OF APPROACHES

1. CONTENT BASED INSTRUCTION

The focus of a CBI lesson is on the topic or subject matter. During the lesson students are
focused on learning about something. This could be anything that interests them from a
serious science subject to their favorite pop star or even a topical news story or film. They
learn about this subject using the language they are trying to learn, rather than their native
language, as a tool for developing knowledge and so they develop their linguistic ability in
the target language. This is thought to be a more natural way of developing language ability
and one that corresponds more to the way we originally learn our first language.

There are many ways to approach creating a CBI lesson. This is one possible way.

· Preparation

o Choose a subject of interest to students.

o Find three or four suitable sources that deal with different aspects of the subject. These
could be websites, reference books, audio or video of lectures or even real people.

· During the lesson

o Divide the class into small groups and assign each group a small research task and a source
of information to use to help them fulfill the task.

o Then once they have done their research they form new groups with students that used
other information sources and share and compare their information.

o There should then be some product as the end result of this sharing of information which
could take the form of a group report or presentation of some kind.

2. TASK BASED APPROACH

Task -based learning offers an alternative for language teachers. In a task-based lesson the
teacher doesn’t pre-determine what language will be studied, the lesson is based around the
completion of a central task and the language studied is determined by what happens as the
students complete it. The lesson follows certain stages.

Pre-task

The teacher introduces the topic and gives the students clear instructions on what they will
have to do at the task stage and might help the students to recall some language that may be
useful for the task. The pre-task stage can also often include playing a recording of people
doing the task. This gives the students a clear model of what will be expected of them. The
students can take notes and spend time preparing for the task.

Task

The students complete a task in pairs or groups using the language resources that they have as
the teacher monitors and offers encouragement.

Planning

Students prepare a short oral or written report to tell the class what happened during their
task. They then practice what they are going to say in their groups. Meanwhile the teacher is
available for the students to ask for advice to clear up any language questions they may have.

Report

Students then report back to the class orally or read the written report. The teacher chooses
the order of when students will present their reports and may give the students some quick
feedback on the content. At this stage the teacher may also play a recording of others doing
the same task for the students to compare.

Analysis

The teacher then highlights relevant parts from the text of the recording for the students to
analysis. They may ask students to notice interesting features within this text. The teacher can
also highlight the language that the students used during the report phase for analysis.

Practice

Finally, the teacher selects language areas to practice based upon the needs of the students
and what emerged from the task and report phases. The students then do practice activities to
increase their confidence and make a note of useful language.

The advantages of Task Based Approach

 the students are free of language control. In all three stages they must use all their
language resources rather than just practising one pre-selected item.
 The students will have a much more varied exposure to language with TBL. They will
be exposed to a whole range of lexical phrases, collocations and patterns as well as
language forms.
  The language explored arises from the students’ needs. This need dictates what will be
covered in the lesson rather than a decision made by the teacher or the course book.
 It is a strong communicative approach where students spend a lot of time
communicating.
 It is enjoyable and motivating.

3. PARTICIPATORY APPROACH

Participatory approach started being widely discussed in the language teaching literature. In
some ways the participatory approach is similar to the content based approach in that it
begins with content that is meaningful to the students and any forms that are worked upon
emerge from that content. It is not the content of subject matter texts, but rather content that is
based on issues of concern to students.

The Principles of Participatory Approach :

 What happens in the classroom should be connected with what happens outside that
has relevance to the students.
 The curriculum is not a predetermined product, but the result of an ongoing context
specific problem posing process.
 Education is most effective when it is experience centered, when it relates to students’
real needs.
 Student learn to see themselves as social and political beings.
 Language skills are taught in service of action for change, rather than isolation.
 A goal of the participatory approach is for students to be evaluating their own learning
and to increasingly direct it themselves.

A. KIND OF METHODS

1. THE GRAMMAR-TRANSLATION METHOD

The grammar-translation method also called The classical method. This method was used for
the purpose of helping students read and appreciate foreign languages literature. Students
would become more familiar with the grammar of their native language better. Foreign
language learning would help students grow intellectually, it was recognized that students
would probably never use the target language, but the mental exercise of learning it would be
beneficial anyway.

a. The Principles of Grammar-Translation Method

The principles of the Grammar Translation Method are organized bellow by answering the
ten question. The question are addressed by The Grammar Translation Method.

· What are the goals of teachers who use The Grammar Translation Methods?

A fundamental purpose of learning foreign language is to be able to read literature written in

the target language. Students need to learn about the grammar rules and vocabulary of the
target language. It is believed that studying a foreign language provides students with good
mental exercise witch help develop their minds.
· What is the role of the teacher? What is the role of the students?

The roles are very traditional the teachers is the authority in the classroom. The students do as
she says so they can learn was she knows.

· What are some characteristic of the teaching / learning process.

Students study grammar deductively ; that is, they are given the grammar rules and examples,
are told to memorize them, and than are asked to apply the rules to other examples. They also
learn grammatical paradigms. They memorize native language equivalents for target language
vocabulary words.

· What is the nature of student-teacher interaction? What is the nature of student-student

interaction?

Most of the interaction in the classroom is from the teacher to the students. There is little
students initiation and little student-student interaction.

· How are the feelings of the students dealt with?

There are no principles of the method which relate to this area.

· How is the language viewed? How is culture viewed?

Literary language is considered superior to spoken language and is therefore the language
that students study. Culture is viewed consisting of literature and the fine arts.

· What areas of language are emphasized? What language skills are emphasized?

Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the
students work on. There is so much less attention given to speaking and listening.
Pronunciation receives little, if any attention.

· What is the role of students’ native language?

The meaning of target language is made clear by translating it into the students’ native
language. The language that is used in class is mostly the students’ native language.

· How is evaluation accomplished?

Student are asked to translate from their native language to the target language or vice versa
are often used.

· How does the teacher respond to student errors?

Having the students get the correct answer is considered very important. If students make
errors or do not know an answer, the teacher supplies them with the correct answer.

b. The Techniques of Grammar-Translation Method

· Translation of a literary passage

Students translate a reading passage from the target language into their native language.
Students should not translate idioms and the like literally, but rather in a way that shows that
they understand their meaning.

· Reading comprehension questions

Students answer question in the target language based on their understanding their meaning.

· Antonyms/ Synonyms

Students are given one set of words and are asked to find antonyms in the reading passage.

· Cognates

Students are taught to recognize cognates by learning the spelling or sound patterns that
correspond between the language.

· Deductive Application of Rule

Grammar rules are presented with examples. Students understand a rule, they are asked to
apply it to some different examples.

· Fill in The Blanks

Students are given a series of sentences with word missing.

· Memorization

Students are given lists of target language vocabulary words and their native language
equivalents and are asked to memorize them.

· Using Words in Sentences

In order to show that students understand the meaning and use of a new vocabulary item, they
make up sentences in which they use the new words.

· Composition

The teacher gives the students a topic to write about in the target language.

2. THE DIRECT METHODS

Since the Grammatical Translation Method was not very effective in preparing students to use
the target language communicatively, the Direct Method become popular. The Direct Method
has one basic rule : No translation is allowed.

a. The Principles of Direct Method

· What are the goals of teacher who use the Direct method?

Teacher who use the Direct Method intend that students learn how to communicate in the
target language. In order to do this successfully, students should learn to think in the target
language.

· What is the role of the teacher? What is the role of the students?

The students role is less passive than in the Grammatical Translation Method. The teacher
and the students are more like partners in the teaching/learning process.

· What are some characteristic of the teaching /learning process?

Students need to associate meaning and the target language directly. When the teacher
introduces a new target language word or phrase, he demonstrates the meaning. He never
translate into the students’ native language.

· What is the nature of students-teacher interaction? What is the nature of student-student

interaction?

The initiation of the interaction goes both ways, from teacher to students and from students to
teacher, although the latter is often teacher directed. Students converse with one another as
well.

· How is language viewed? How is culture viewed?

Language is primarily spoken, not written. Therefore, students study common, everyday
speech in the target language. They also study culture consisting of the history of the people
who speak the target language, the geography of the country where the language is spoken,
and information about the daily lives of the speakers of the language.

· What areas of language are emphasized? What language skills are emphasized?

Vocabulary is emphasized over grammar. Although work on all skills occurs from the start,
oral communication is seen as basic.

· What is the role of the students’ native language?

The students’ native language should not be used in the classroom.

· How is evaluating accomplished?

In the Direct Method students are asked to use the language, not to demonstrate their
knowledge about the language. They are asked to do so using both oral and written skills.

· How does the teacher respond to students errors?

The teacher, employing various techniques, tries to get students to self correct whenever
possible.
b. The Techniques of Direct Method

· Reading aloud

Students take turns reading sections of a passage, play, or dialog, out loud.

· Question and answer exercise

This exercise is conducted only in the target language. The students are asked questions and
answer in full sentences so that they practice new words and grammatical structures.

· Getting students to self-correct

The teacher has the students self correct by asking them to make a choice between what they
said and an alternative answer he supplied.

· Conversation practice

The teacher ask students a number of questions in the target language, which the students
have to understand to be able to answer correctly.

· Fill in the blank exercise

This technique has already discussed in the Grammar Translation Method, but differs in its
application in the Direct Method. All the items are in the target language ; furthermore, no
explicit grammar rule would be applied.

· Dictation

The teacher reads the passage three times. The firs time the teacher reads it at normal speed,
the second time the teacher reads the passage phrase by phrase, the last time the teacher again
reads at a normal speed.

· Map drawing

The class included one example of a technique used to give students listening comprehension
practice. The students were given a map with the geographical features unnamed and the
teacher gave the students directions.

· Paragraph writing

The teacher in this class asked the students to write a paragraph in their own words. The
could have done this from memory, or they could have used the reading passage in the lesson
as a model.

3.The Audio Lingual Method

The Audio Lingual method drills students in the use of grammatical sentence pattern. It was
thought that the way to acquire the sentence patterns of the target language was through
shaping and reinforcement. Learners could overcome the habits of their native language and
form the new habits required to be target language speakers.

a. The Principles of Audio Lingual Method

· What are the goals of teachers who use the Audio Lingual Method?

Teachers want their students to be able to use target language communicatively. Their
students achieve this by forming new habits in the target language and overcoming the old
habits of their native language.

· What is the role of the teacher ? what is the role of the students?

The teacher is like an orchestra leader, directing and controlling the language behavior of her
student. Students are imitators of the teacher’s model or the tapes she supplies of model
speakers. They follow the teacher’s directions and respond as accurately and as rapidly as
possible.

· What are some characteristic of the teaching / learning process?

New vocabulary and structural patterns are presented through dialogs. The dialogs are learned
through imitation and repetition.

· What is the nature of student-teacher interaction ? what is the nature of student-student

interaction?

There is student-to-student interaction in chain drills or when students take different roles I
dialogs, but this interaction teacher is directed. Most of the interaction is between teacher and
students and is initiated by the teacher.

· How is the language viewed? How is the culture viewed?

The view of language has been influenced by descriptive linguists. Every language is seen as
having its own unique system. The system is comprised of several different levels. The
culture consists of the everyday behavior and lifestyle of the target language speakers.

· What areas of language are emphasized? What language skills are emphasized?

Vocabulary is kept to a minimum while the students are mastering the sound system and
grammatical patterns. The natural order of skills presentation is adhered to : listening,
speaking, reading, writing.

· What is the role of the students’ native language?

The habits of the students’ native language are thought to interfere with the students’ attempts
to master the target language.

· how does the teacher respond to the student error?

Student errors are to be avoid ed if at all possible through the teacher’s awareness of where
the students will have difficulty and restriction of what they are taught to say.

b. The Techniques of Audio Lingual Method

· Dialog memorization

Dialogs or short conversation between two people are often used to begin a new lesson.
Students memorize the dialog through mimicry ; students usually take the role of one person
in the dialogue, and the teacher the other.

· Backward build-up (expansion ) drill

The drill is used when a long line of dialog is giving students trouble. The teacher breaks
down the line into several parts. The students repeat a part of the sentence, usually the last
phrase of the line. Then, following the teacher’s cue, the students expand what they are
repeating part by part until they are able to repeat the entire line. The teacher begins with the
part at the end of the sentence (and works back ward from there) to keep the intonation of the
line as natural as possible.

· Repetition drill

Students are asked to repeat the teacher’s model as accurately and as quickly as possible.

· Chain drill

Chain drill get its name from the chain of conversation that forms around the room as
students, one-by-one, ask and answer questions of each other. A chain drill also gives the
teacher an opportunity to check each student’s speech.

· Single-slot substitution drill

The major purpose of the drill is to give the students practice in finding filling in the slots of a
sentence.

· Multiple-slot substitution drill

The teacher gives cue phrases, one at a time, that fit into different slots in the dialog line. The
students must recognized what part of speech each cue is, or at least, where it fits into the
sentence and make any other changes, such as subject-verb agreement. Then they say the line,
fitting, the cue phrase into the line where it belongs.

· Transformation drill

The teacher gives students a certain kind of sentence patter, an affirmative sentence for
example. Students are asked to transform this sentence into a negative sentence..

· Question and answer drill

 The drill gives students practice with answering questions. The students should answer the
teacher’s questions very quickly. This gives students practice pattern.

· Use of minimal pairs

The teacher works with pairs of words which differ in only one sound : for example,
‘ship/sheep’. Students are first asked to perceive the difference between the two words and
later to be able to say the two words. The teacher selects the sound to work on after she has
done a contrastive analysis, a comparison between the students’ native language and the
language they are studying.

· Complete the dialog

Selected words are erased from dialog students have learned. Students complete the dialog by
filling the blanks with the missing words.

· Grammar game

The games are designed to get students to practice a grammar point within a context. Students
are able to express themselves, although it is rather limited in this game. Notice there is also a
lot of repetition in this game.

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