THE POSTMEYHOD ERA: TOWARD INFORMED APPROACHES

THE DYSFUNCTION OF THE THEORY-PRACTICE DICHOTOMY

AN ENGLIGTHENED, ECLECTIC APPROACH

COMMUNICATIVE LANGUAGE TEACHING

        AUDIO LINGUAL METHOD

       COMMUNICATIVE APPROACH

       TASK-BASED LANGUAGE TEACHING

       LEARNER-CENTERED INSTRUCTION

       COOPERATIVE LEARNING

       INTERACTIVE LEARNING

WHOLE LANGUAGE EDUCATION

CONTENT-BASED INSTRUCTION

OTHER CANDIDATES FOR CLT APPROACHES

To days approaches and method of English teaching is the spirit essence of post method era of language teaching, a concept that continues to be used in pedagogical circle or pedagogy of particularity. As the depicted in previous chapter a concept of approaches, method, techniques popularized by Rodgers and Anthony, but it can be summed up nicely that there will not be a method for all multiple learners around the world, and the focus for today’s teaching perspective is the improvement of classroom task and activities related to our experience in SLA and the dynamic graph of the classroom it self.

THE DYSFUNCTION OF THE THEORY-PRACTICE DICHOTOMY

         The relationship in analyzing “dysfunction” of theory and practice relationship (Marked Clark 1994) and others offers strong argumentation against perpetuating this “misleading dualism” (Hedgcock, 2002,p.308). Not only does such an understanding promote the notion of “a privileged class of theorist and an underprivileged class of practitioners and teachers. Furthermore, teachers are researcher and are charge with responsibility of reflecting on their own practice.    

AN ENGLIGTHENED, ECLECTIC APPROACH

Your approach to language teaching methodology is the global understanding of teaching and learning includes the principle of teaching and learning inspired by the interconnection of all your readings and observing mean while your approach to language pedagogy is a dynamic composite of energies within you that change your experience in your own learning and teaching.

COMMUNICATIVE LANGUAGE TEACHING

     The progression of method in teaching and learning history: in 1940s and 1950s behaviorist mean while in 1960 generative grammar, and now days is communicative language teaching. Characteristics of CLT as follows: (1). Grammatical, discourse, functional sociolinguistic, and strategic become the focus of classroom goals. (2). Language technique is designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.(3) fluency and accuracy are seen as complementary principles underlying communicative technique, etc. further more, the recent perspective about communicative language teaching should fulfill the following prerequisite: (1) Learner Centered Instruction includes technique that focus on or account for learner’s need style,  goals and give some control to the students, allow for students’ creativity and innovation, and improve students sense of competence and self worth. (2). Cooperative and Collaborative learning. Cooperative learning builds a cooperative curriculum not competitive involving the learner centered characteristics which can promote the intrinsic motivation, heightening self esteem, and lowering anxiety whereas collaborative learning has been improved with in the social constructivist in which the learner engage “with more capable others who provide assistance and guidance. (3). Interactive Learning in which its theoretical basic is interaction hypothesis is second language acquisition. (4) Whole language education is an educational way of life which helps to build meaningful connection between everyday learning and school learning. (5). Content-Based Instruction is the integration of content learning with language teaching aims. Clearly, it refers to concurrent study of language and subject matter, with the form and sequence of language presentation dictated by material content (Brinton, Snow, and Wesche 1989).

            According to the recent research and new material of CBI, Snow, 1998, Brinton and Master 1997 & Snow and Brinton 1997) explained content-based classroom may raised up in intrinsic motivation and empowerment.

OTHER CANDIDATES FOR CLT APPROACHES                  

The keynote of all teaching methodology is our approach to language teaching. There are some other approaches which correlate to the general principles of CLT. It depends on how we narrow down our qualification such as Rodger (2001) included Multiple Intelligence, Neurolinguistic Programming, the lexical approaches,etc.    

  Notes:

1.      What is actually learning?

2.      What is the indication of learning occur?

3.      Learnin occur in mind

4 pilar mngajar

1.      Learning to know

2.      Learning to do

3.      Learning to gather

4.      Learning to be

Ajarkan 3 hal

1.      Mind Set                             

2.   Scientific Thinking

3.       

Declectics become Post Method

 

                                                           

Ferdinand de sauser: Lang and Parrol

Comsky: Basic and Competence

Audio Language: refers to Language as a form not language as seen from function

The implication :

1.      we se the language from simple sentence ,compound and complex etc.

2.      to make it easier we have to simplify the language or material.

3.      Comparasi antar L1 dan L1 dari learner, ajarkan konsep yang memiliki kesamaan atar L1 and L1 supaya bias lebih dipahami oleh pebelajar.

CLT (The Term for CLT)  

Authenticity: the real use of language/ Language occur in real life situation

Meaningful: Functional has function to the learner  

Real word simulation:

Focus on all of the components (grammatical, discourse, functional, sociolinguistic, and strategic/Strategy of communication/ how to open, end, and interrupt the communication) of communicative competence. So that must intertwine the organizational aspect of language with the pragmatics. 

CLT harus pada SLA.

“ketika berbicara yang di respons adalah Speech act/ tindak tutur.

Traditional Metdoh : learn language explicit (diternagkan dulu form x) karena approach x berbasis pada form/ aka nada monitoring.

Implicit learning/Natural learning: belajar yang berbasis pada function of the language contoh x pada belajar bahasa pertama kita tidak belajar grammar x tapi lam kelamaan kita bias.