Name : Almira Hadita

Class : 4.2 English PBIG

Course : Speaking For Formal Setting

METHOD IN LEARNING ENGLISH

The method according to Sudjana is a way that has been organized and thought
well to achieve a purpose. The method contains elements of procedures that are
arranged regularly and logically and set forth in an activity plan to achieve the
objectives. Thus, the elements of the method include procedures, systematic logics,
planned and activities to achieve goals.
English has a very important role in efforts to communicate and as a bridge with
the outside world. In relation to the field of basic education, english has a strategic role.
To determine the success of education, the quality of learning and teaching must be
improved. Good and correct learning of english must be supported by quality human
resources. For this reason, it is necessary to develop various choices of learning
methods that can increase motivation and interest in speaking English. At present
english learning is necessary and important at an early age, so the quality of learning
must be improved. In this globalization era where english is one of the languages of
international communication and requires every individual to be able to speak English
well and correctly verbally and in writing following developments in science,
technology and communication. Therefore, so that the teaching and learning process in
the classroom runs effectively, it requires a method of learning English.
The first is grammar translation method. In the grammar method, students learn
the grammatical rules together with lists or vocabulary groups. These words are used as
phrases or sentences based on the rules that have been learned. In this method the
mastery of the rules takes precedence over their application. Translation method
contains activities for translating text from easy things to difficult things. First from the
target language to mother tongue and vice versa. Text translation is done by translating
words per word and idiomatic phrases. The characteristics of the teaching and learning
process in the grammar translation method are translating from one language to another.
Often what they translate is reading material in the target language. Students learn
grammar deductively ie they are given grammar rules and examples then told to
memorize them and are asked to apply these rules to other examples. They also study
the grammar paradigm as a conjugate verb, they memorize their native language as well
as memorize the target language.
The second is direct method. The learning process with direct method, the
teacher tells students to read aloud. Then, the teacher gives a question in the language
being studied. During the learning process, objects such as maps or objects can actually
be used. The teacher can draw or demonstrate. Direct methods can be used such as
reading aloud, question and answer exercises, getting students to self-correct,
conversation practices, fill-in-the-blanks, map drawing, and paragraph writing. This
method is good for applying in teaching english, students can develop their abilities and
enrich them through the vocabulary they get from everyday conversation with the
original language, without having to open a dictionary, because the language used in
this method is the target language.
 The third is the silent way. Cognitive psychologists assume that language
learning is not necessary through repetition. They believe that learners can create
expressions that have never been heard. Furthermore, they argue that language learning
is not only imitating, but language rules can help them use the language learned. In the
learning process, the teacher only points to a chart that contains vowel consonants. The
teacher pointed several times in silence. After a while the teacher just gives an example
of how to pronounce it. Then appoint students to pronounce it right. In the learning
process the teacher is silent, he only directs or points to the learning material. The
teacher's goal is to use the sillent way, because students must be able to use language for
self-expression, to express thoughts, perceptions and feelings. To be able to do this, they
need to increase the freedom of the teacher, to improve the criteria in themselves to
correct it, by relying on themselves they will be more free. The teacher must give them
what they really need to support their learning.
The fourth is totally physical response. The total physical response method as
one of the presentation techniques in teaching, especially in learning foreign languages,
both English, Japanese, French, and others. This method is also called the
comprehension approach which draws closer to the importance of 'listening
comprehension'. In the early stages of foreign language learning focused on listening
comprehension. This is based on observations of how children learn mother tongue. In
Total Physical Response, students listen and respond to the teacher's verbal instructions.
The forms of instruction given are 'Turn around', 'Sit down', 'Walk', 'Stop', 'Jump', etc.
The English language introduction activity with this method is expected to be
continuous and gradual, especially with interesting learning so that children can be
happy and cheerful will be able to maximize the language learning skills of the two
children, so that Indonesian children will be able and fluent in the future English.
The fifth is the audio-lingual method. The term audio-lingualism was put
forward by Prof. Nelson Brooks in 1964. This method states itself as the most effective
and efficient method in learning foreign languages. and also methods that have changed
language teaching from just a trick to science. The rationale of the audio-lingual method
regarding language, teaching, and language learning. Language as oral, not writing,
language is a set of habits, and language is as spoken by native speakers. This method is
good for practicing in language teaching because this method views language
thoroughly and in a more complete way, because this method takes into account all
language skills (listening, speaking, reading and writing).
The sixth is community language learning. This method believes in the principle
of 'whole persons', which means that the teacher not only pays attention to the feelings
and intelligence of students but also relationships with fellow students. According to
Curran (1986: 89) students feel uncomfortable in the new situation. By understanding
the feelings of fear and sensitivity, teacher students can eliminate students' negative
feelings into positive energy for learning. In community language learning can be used
such as tape-recording student conversation, reflective listening, reflection on
experience, and small group tasks.
The seventh is suggestopedia. Suggestopedia is a suggestion application in
pedagogy where the learner's feeling of failure can be eliminated. In the suggestopedia
learning model, learners' psychological constraints can be overcome. In applying this
learning model, classrooms are arranged in such a way that they are different from
ordinary classes. Students sit in a semicircular shape with dim lighting. Some posters
related to learning materials were installed on the wall. Teachers greet in mother tongue
then convince learners that they do not need to try to learn but learning will take place
naturally. The teacher playing classical music then directs the learner to relax by taking
a deep breath. Next the teacher invites the learners to imagine the material being
studied. When they open their eyes, they play roles. After that, the teacher reads while
playing music. The teacher does not give homework.
The eighth is the communicative approach. Communicative approach originated
from a change in the tradition of language teaching in England in the late 1960s and its
emergence was confirmed by the audio-lingual method failure which produced fluent or
fluent speakers of foreign languages or second languages but were unable to use the
language learned in meaningful interactions. Communicative approach aims to make
communicative competence the purpose of language teaching and develop teaching
techniques and procedures for language skills based on interdependent aspects of
language and communication. Communicative competencies include grammatical,
sociolinguistic and strategy competencies. Language communicative skills include
knowledge or competence and skills in applying these competencies in the use of
communicative, contextual, and appropriate languages.
Learning English from an early age had a positive impact as the stage of
introducing foreign languages before they went on to further basic and tertiary
education. In the implementation of learning English can use the whole language
method, communicative, and process skills. But educators can apply the method of
learning English that is currently developing which we know there are eight models,
namely: grammar translation method, direct method, the audio-lingual method, totally
physical response, the silent way, suggestopedia, community language learning, and the
communicative approach.