PART I

FOUNDATIONS FOR CLASSROOM PRACTICE

The outlines

Chapter 1 Getting Started

Classroom Observation

Beneath The Lesson

Topics for Discussion Action and Research

For Your Further Reading

GETTING STARTED

Becoming an English teacher lead us to answer some perplexing questions in relation to English teaching context, about how students will learn foreign language successfully and what sort of teachers you are going to be. To cope with the questions the teacher should come in to the class room to investigate the problem and note the how the teacher conduct start teaching, during teaching, and after teaching.

A. CLASSROOM OBSERVATION

           The classroom took place at a private English language school at metropolitan area in the US furthermore; there are 15 students who come from different countries. The students came to US to work so they have to learn English as their capital to survive in US.  

In accordance with the text written on the book, the writer describes an effective classroom atmosphere which integrates the four English skills (listening, speaking, reading, and writing) at the time of teaching and learning occurred. In addition, the teacher designs the learning step well and use interesting text book to dedicate appropriate and joyful learning for the students, last but not least, as long as ten weeks the students involved in the course they are improved, for they can negotiate in small business conversation correlated with the institution where they will work and have worked.

BENEATH THE LESSON

As a teacher we have to consider deeply a bout what, why, and how the teaching media selected and applied in the classroom. The theories, the principles, research, and the factual conditions have to be integrated when design the teaching planning for the class. This is what teaching by principles mean.

Finally, the successfulness of teaching and learning process reached well if the driver of the class can apply the teaching principles in to the class room. They can build a very joyful and strong academic atmosphere in their class room.    

  

    

PART II

A METHODOLOGICAL HISTORY OF LANGUAGE TEACHING

Approach, Method, and Technique

Changing Winds and Shifting Sands

The Grammar Translation Method

Gouin The Series Method

The Direct Method

The Audio lingual Method

Cognitive Code Learning

“Designers” Method of the Spirited Seventies

            Community Language Learning

            Suggestopedia

            The Silent Way

            Total Physical Response

            The Natural Approaches

Beyond the Method: Notional Functional Syllabuses

                                  

A very famous Indonesian proverb says “Jangan lupakan Jas Merah”. The first step in enhancing language teaching method, the learner has to turn back to the history of English language teaching some century’s goo. Due to the existence of history the present day exist now days. Moreover, there are some sub titles becoming the priority to be discussed in this chapter. First is the further meaning of method which tends to characterize the history, the way methods reflect various trends of disciplinary thought, and the way current research on language learning and teaching is helped to distinguish in our history between the passing fads and the good stuffs.

APPROACH, METHOD, AND TECHNIQUE

There are two different perspectives explained to us the correlation and difference between approach, method, and technique. The concepts were popularized by Edward Anthony (1993) and Jack Richards and Theodore Rodgers (1982, 1986). Anthony’s concept explained to us that those terms are the second three hierarchical elements namely approach, method, and technique.

APPROACH

METHOD

TECHNIQUE/       Strategy

 

  

In accordance with the terms above, Anthony defined each terms as follows:

Ø  Approach: was a set of assumptions dealing with the nature of language, learning, and teaching.

Ø  Method: was an overall plan for systematic presentation of language based upon a selected approach. 

Ø  Technique: were the specific activities manifested in the classroom that were consistent with the method and therefore were in harmony with an approach as well.

On the other hand, Richard and Rodgers (1982, 1986) proposed a new formulation to show to us the different and the correlation between all of the terms.

Method

Procedure

Design

Approach

 

 

The Grammar Translation Method

            The approach was generalized to teaching modern languages. The Classes are taught in the students' mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists. Elaborate explanations of grammar are always provided. Grammar instruction provides the rules for putting words together; instruction often focuses on the form and inflection of words. Reading of difficult texts is begun early in the course of study. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue, and vice versa. Little or no attention is given to pronunciation.

 Direct Method/Approach

            This approach was developed initially as a reaction to the grammar-translation method in an attempt to integrate more use of the target language in instruction. Lesson is started with a dialogue using a modern conversational style in the target language. Material is first presented orally with actions or pictures. The mother tongue is NEVER, NEVER used. There is no translation. The preferred type of exercise is a series of questions in the target language based on the dialogue or an anecdotal narrative. Questions are answered in the target language. Grammar is taught inductively--rules are generalized from the practice and experience with the target language

The Audio lingual Method

            This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach. The class room activities are conducted in the form of a dialogues, drills, repetition, memorization, pattern practice in relation with language learning is habit formation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the target language and to disregard content and meaning.

Communicative Language Teaching

CLL is one of example for affective classic based method which views the language as the system for the expression of meaning, and direct the students in order to communicate fluently using the English. Further more, the kind of the activities can be Sharing, negotiating meaning, interaction, and authentic tasks.