Methodology in language teaching

CHAPTER I
INTRODUCTION

A. Background of study
In this chapter focus on methodological in teaching learning. On methods as the
characteristics of a century of modern language teaching efforts. The word
methodology is frequently used when method would be more accurate. Methodology
refers to more than a simple set of methods. It is the rationale and the philosophical
assumptions that underlie a particular study. In language teaching, methodology means
the study of pedagogical practices in general, including theoretical implications and
related research. It includes what is involved in how to teach.
Approach is the level at which assumptions and beliefs about language and
language learning are specified. It also includes ways to apply these assumptions and
beliefs to language teaching. Method is the level at which theory is put into practice and
at which choices are made about the particular skills to be taught, the content to be taught
and the order in which the content will be presented. It is the plan for organizing the
presentation of language material. It is a plan whose parts do not contradict and which
relies on an approach. Syllabus is simply put syllabus is a language program. This
includes objectives of linguistic materials and how they are sequenced to meet the needs
of learners. Technique is the level at which classroom procedures are described. This
includes practices and behaviors that operate in teaching a language according to a
particular method.
So, the methodological is approach to students by efforts teacher to make class
alive and enjoy describing method according to Edward Anthony (1963) his concept of
method was the second of three hierarchical elements, namely approach, method and
technique.

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Methodology in language teaching

B. The formulation of study
1. What does the methodological in language teaching is?
2. What does GTM is?
3. What does direct method is?
4. What does CLT (Communicative language teaching) is?
5. What does CTL (Contextual language learning is?
6. What does suggestopedia is?
7. What does silent way is?
8. What does TBM (task based method) is?
9. What does PPP (presentation, practice, production)is?
10. What does TPR (total physical response)?
C. The purpose of study
1. To know the methodological in language teaching
2. To know GTM
3. To know the direct method
4. To know CLT (Communicative language teaching)
5. To know CTL (Contextual language learning
6. To know suggestopedia
7. To know silent way
8. To know TBM (task based method)
9. To know PPP (presentation, practice, production)
10. To know TPR (total physical response)

CHAPTER II
DISCUSSION

A. Definition of Methodological in language teaching

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Methodology in language teaching

The following definitions are mainly based on works by H. Douglas Brown (1987)
and Richards and Rodgers (1986)
Methodology

The word methodology is frequently used when method would be more accurate.
Methodology refers to more than a simple set of methods. It is the rationale and the
philosophical assumptions that underlie a particular study. In language teaching,
methodology means the study of pedagogical practices in general, including
theoretical implications and related research. It includes what is involved in how to
teach.
Approach

The level at which assumptions and beliefs about language and language learning are
specified. It also includes ways to apply these assumptions and beliefs to language
teaching.
Method

The level at which theory is put into practice and at which choices are made about the
particular skills to be taught, the content to be taught and the order in which the
content will be presented. It is the plan for organizing the presentation of language
material. It is a plan whose parts do not contradict and which relies on an approach.
Syllabus

Simply put syllabus is a language program. This includes objectives of linguistic

materials and how they are sequenced to meet the needs of learners.
Technique

The level at which classroom procedures are described. This includes practices and
behaviors that operate in teaching a language according to a particular method.
B. Definition of GTM (grammar translation method)
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Methodology in language teaching

In the nineteenth century the classical method came to be known as Grammar
Translation Method there was little to distinguish grammar translation from what had
gone on in foreign language the grammar-translation method originated from the
practice of teaching Latin. In the early 1500s, Latin was the most widely-studied
foreign language due to its prominence in government, academia, and business.
However, during the course of the century the use of Latin dwindled, and it was
gradually replaced by English, French, and Italian. After the decline of Latin, the
purpose of learning it in schools changed. Whereas previously students had learned
Latin for the purpose of communication, it came to be learned as a purely academic
subject.
The Grammar Translation Method is an old method which was originally used
to teach dead languages which explains why it focuses mainly on the written form at
the expense of the oral form. It was designed according to the faculty psychology
approach which was very popular during the 18th and 19th century. It contended that
mental discipline was essential for strengthening the powers of the mind. The way
to do this was through learning classical literature of the Greeks and Romans.
The characteristic of GTM
Prator and Gelce Murcia (1979:3) listed the characteristic of Grammar Translation
1. Classes are thought in the mother tongue, with little active use of the target
language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the intricacies of grammar are given.
4. Grammar provides the rules for putting words together, and instruction often
focuses on the form and inflection of words.
5. Reading of difficult classical text is begun early.
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6. Little attention is paid to the content of the texts which are treated as exercises in
grammatical analysis
7. Often the only drills are exercises in translating disconnected sentences from the
target language into the mother tongue.
8. Little or no attention is given to pronunciation.
Advantages

Translation is the easiest and shortest way of explaining meaning of words and
phrases.

Learners have no difficulties to understand the lesson as it is carried out in the

mother tongue.

It is a labor-saving method as the teacher carries out everything in the mother

tongue.

Disadvantages

What the method is good at is teaching about the language, not teaching the
language.

Speaking or any kind of spontaneous creative output was missing from the
curriculum.

Students lacked an active role in the classroom.

Very little attention is paid to communication.

Very little attention is paid to content.

Translation is sometimes misleading.

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The activity
Grammar-translation classes are usually conducted in the students native
language. Grammar rules are learned deductively; students learn grammar rules by
rote, and then practice the rules by doing grammar drills and translating sentences to
and from the target language. More attention is paid to the form of the sentences
being translated than to their content. When students reach more advanced levels of
achievement, they may translate entire texts from the target language. Tests often
consist of the translation of classical texts.
There is not usually any listening or speaking practice, and very little attention
is placed on pronunciation or any communicative aspects of the language. The skill
exercised is reading, and then only in the context of translation.
C. Definition of Direct method
The direct method of teaching, which is sometimes called the natural method, and
is often (but not exclusively) used in teaching foreign languages, refrains from using the
learners' native language and uses only the target language. It was established in
Germany and France around 1900 and contrasts with the Grammar translation method
and other traditional approaches, as well as with C.J.Dodson's bilingual method. It was
adopted by key international language schools such as Berlitz and Inlingua in the 1970s
and many of the language departments of the Foreign Service Institute of the U.S. State
Department in 2012.
In general, teaching focuses on the development of oral skills. Characteristic
features of the direct method are:

teaching concepts and vocabulary through pantomiming, real-life objects and other
visual materials

teaching grammar by using an inductive approach (i.e. having learners find out rules
through the presentation of adequate linguistic forms in the target language)
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centrality of spoken language (including a native-like pronunciation)

focus on question-answer patterns

Principles
1. Classroom instructions are conducted exclusively in the target language.
2. Only everyday vocabulary and sentences are taught during the initial phase; grammar,
reading and writing are introduced in intermediate phase.
3. Oral communication skills are built up in a carefully graded progression organized
around question-and-answer exchanges between teachers and students in small, intensive
classes.
4. Grammar is taught inductively.
5. New teaching points are introduced orally.
6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract
vocabulary is taught by association of ideas.
7. Both speech and listening comprehensions are taught.
8. Correct pronunciation and grammar are emphasized.
9. Student should be speaking approximately 80% of the time during the lesson.
10. Students are taught from inception to ask questions as well as answer them.
Example Activities

Reading aloud

Question answer exercise

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Self-correction

Conversation practice

Fill-in-the-blank exercise

Dictation

And paragraph writing

Methodology
The direct method of learning English is fairly simple. In consists, primarily, of just five parts.

Show The student is shown something so that they understand the word. For example,
they might be shown realia or other visual aids such as flash cards for nouns. The teacher
might use gestures to explain verbs, and so on.

Say The teacher verbally presents the word or sentence, taking care to pronounce the
word correctly.

Try The student then tries to repeat what the teacher is saying.

Mould The teacher corrects the students and ensures that they are pronouncing words
correctly.

Repeat Finally, the students repeat the word a number of times. Here the teacher uses a
number of methods for repetition, including group repetition, single student repetition
and other activities designed to get the students to repeat the word.

The advantages and disadvantages

The Advantages

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Clearly the Direct Method is a shift away from the Grammar Translation Method.
One of its positive points is that it promises to teach the language and Not about the
language. More advantages can be listed as follows:
1.

It is a natural method. It teaches the second/foreign language in the same way

as one learns ones mother tongue. The language is taught through
demonstration and conversation in context. Pupils, therefore, acquire fluency
in speech. They are quick at understanding spoken English. They can converse

in English with felicity and ease.

2. There is no gap between active and passive vocabulary. This method does not
differentiate between active and passive vocabularies. According to this
method whatever is required for understanding through English is also
required for expressing through it. If English is taught through the mother
tongue, the gulf between the active and passive vocabularies is widened. The
learner acquires more of passive vocabulary because he concentrates on
understanding English rather than expressing through it.
3. This method is based on sound principles of education. It believes in
introducing the particular before general, concrete before abstract and practice
before theory.
1. Its emphasis on speech made it more attractive for those who have needs
of real communication in the target language.
2. It was one of the first methods to introduce the teaching of vocabulary
through realia.
The Disadvantages
1.

Major fallacy of Direct Method was belief that second language should be learned in
way in which first language was acquired by total immersion technique. But obviously
far less time and opportunity in schools, compared with small child learning his mother
tongue.

2.

Is first language learning process really applicable to second foreign language learning at
later stage
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Methodology in language teaching

3. First language learning is essential part of childs total growth of awareness of world
around him. He starts off with blank sheet, then starts collecting/selecting organizing the
experience of a totally new world, perceived through his senses, by formulating a variety
of pre-verbal concepts.
4. Subsequently part of the process of learning how to live is the acquisition of skills to
verbalize his desires and aversions and to label his concepts, so as to make living more
sufficient and secure.
5. Effectiveness of these verbalizing skills depends on maturation level of the child / on type
of environment on intelligence.
6. Language is part of an intrinsic process through which child learns to recognize/ deal
with new situations.
7. Compare learning of second language
The direct method enjoyed considerable popularity at the beginning of the
twentieth century. It was most widely accepted in private language schools were students
were highly motivated and where native-speaking teachers could be employed.
D. Definition of CLT (communicative language teaching)
Longman Dictionary of Language Teaching & Applied Linguistics defines the
Communicative Approach or Communicative Language Teaching as an APPROACH
to foreign or second language teaching which emphasizes that the goal of language
learning is COMMUNICATIVE COMPETENCE. (Richards et al 1992:65)
According to the same dictionary, the approach which has been developed by British
applied linguists as a reaction away from grammar-based approaches
a) Teaches the language needed to express and understand different kinds of
functions

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b) Is based on a NOTIONAL SYLLABUS or some other communicatively
organized syllabus
c) emphasizes the process of communication, such as using language
appropriately in different types of situations; using language to perform different
kinds of tasks, e.g. to solve puzzles, to get information , etc.; using language for
social interaction with other people.
Communicative language teaching rose to prominence in the 1970s and
early 1980s as a result of many disparate developments in both Europe and the
United States.[1] First, there was an increased demand for language learning,
particularly in Europe. The advent of the European Common Market led to
widespread European migration, and consequently there was a large population of
people who needed to learn a foreign language for work or for personal reasons.
At the same time, children were increasingly able to learn foreign languages in
school. The number of secondary schools offering languages rose worldwide in
the 1960s and 1970s as part of a general trend of curriculum-broadening and
modernization, and foreign-language study ceased to be confined to the elite
academies. In Britain, the introduction of comprehensive schools meant that
almost all children had the opportunity to study foreign languages.
This increased demand put pressure on educators to change their teaching
methods. Traditional methods such as grammar translation assumed that students
were aiming for mastery of the target language, and that students were willing to
study for years before expecting to use the language in real life. However, these
assumptions were challenged by adult learners who were busy with work, and by
schoolchildren who were less academically able. Educators realized that to
motivate these students an approach with a more immediate payoff was necessary.
Definitions:

Communication is the activity of expressing ideas and feelings, or of giving

people information.
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Methodology in language teaching

Language is the system of communication in speech and writing that is used

by people.

The relationship between language and communication:

1

Language is communication.

Communicative acts do not always need words.

Our aim is to develop the ability and the skills to communicate through
language.

The stages in designing on CLT activity

1. Task Explanation and Review
The teacher first explains the activity and reviews any vocabulary
potentially needed.
2. Modeling
Next, the teacher focuses learners attention on the information gap itself
so they understand what is expected of them. This is often accomplished by the
teacher modeling the activity in front of the class.
3. Performing the Task
Students are divided into pairs or groups and then left to complete the task.
The task is designed so that each participant plays an important role and the task
cannot be accomplished without everyone's participation.
4. Teacher Monitoring
During this time it is the teachers responsibility to monitor student
practice and provide feedback.
Example Activities

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o Describing picture
The technic of this activity is for students to find out the differences
between pictures A and B then tell to the all students and the purpose of this
activity are to increase the vocabulary, and speaking skill, then increase brave of
student and drill communication of student.
A more advanced information gap task could involve students having a
discussion to solve a problem. For example, students can find out the different it
means that they can distinguished the picture.
o Debates. When introducing the concept of 'modularity', talk about it for a bit,
and then get the students to discuss in small groups what they think the most
important advantages and disadvantages might be. And get them to rank these
and then let them compare their rankings with another group and then
eventually report back to the whole group. Or split the class into two groups
and tell one of them to defend modularity while the other attacks it. And give
them 5 minutes to prepare, which means they'll need to discuss it together
first. (Maybe do that on the second day as a kind of revision.)
o Role play
Refers to the changing of one's behavior to assume a role, either
unconsciously to fill a social role, or consciously to act out an adopted role.
1. One who assumes or acts out a particular role.
2. One who engages in role-playing?
3. Sports a team athlete who plays mainly in specific situations.
The advantages and disadvantages
The advantages

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Methodology in language teaching

Learning becomes more meaningful and real.

learning more productive and able to foster the strengthening of the

concept to the students

Excess Learning becomes more meaningful and real. This means that
students are required to grasp the relationship between the experiences of
studying in school to real life. It is very important, because with can
correlation material found with real life, not only for the students the
material that will work functionally, but the material learned will be

embedded firmly in the memory of students, not be easily forgotten.

Learning more productive and able to foster the strengthening of the
concept to the students because the learning method adopted CTL flow
constructivism, in which a student is led to find his own knowledge.
Through the foundation of philosophical constructivism students are

expected to learn through "experience" instead of "memorizing".

CLT can be adapted to any level

The disadvantages
a. Although it can be successfully argued that the communicative language teaching
(CLT) approach does enable learners to interact, it is possible that the activities
undertaken in the classroom may be perceived by learners as being too abstract.
Despite teachers best efforts, classroom activities are not actually real-life, and it can
be difficult to reproduce truly authentic language use and to facilitate genuine
interaction.
b. It may also be a difficult method to use in very large classes, where it may be easier
to monitor and guide students by adopting a more didactic approach.
c. Students with low levels of proficiency in the target language may find it difficult
to participate in oral communicative activities and, if the exams used by an institution
are grammar based, communicative fluency may not be appropriate.
d. It is also worth considering that CLT may not be appropriate in EFL classrooms
where English is rarely heard or used outside of the classroom where all the situations
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in which English is used in the classroom are pretend and are therefore difficult to
place in any authentic context.
e. Some people believe that with CLT there is a danger of focusing too much on oral
skills at the expense of reading and writing skills, and that there may be too much
focus on meaning at the expense of form. It is felt that there is not enough emphasis
on the correction of pronunciation and grammar errors.
f. Li (2001) also cites the difficulties faced by teachers and EFL students in Korea
when attempting to introduce a communicative approach. Difficulties reported
included: students lack of motivation for developing communicative competence,
low

English

proficiency, and

resistance

to

class

participation,

teachers

misconceptions and lack of training in CLT combined with deficiencies in

sociolinguistic

competence

and

little

time

for

developing

materials

for

communicative classes and large classes. Other difficulties cited included grammar
based examinations, insufficient funding and lack of support.
E. Definition of TBM(task based method)
Task based learning is a different way to teach languages. It can help the student
by placing her in a situation like in the real world. A situation where oral
communication is essential for doing a specific task. Task based learning has the
advantage of getting the student to use her skills at her current level. To help develop
language through its use. It has the advantage of getting the focus of the student
toward achieving a goal where language becomes a tool, making the use of language
a necessity.
The stages and application
The core of the lesson or project is, as the name suggests, the task. Teachers
and curriculum developers should bear in mind that any attention to form, i.e.
grammar or vocabulary, increases the likelihood that learners may be distracted from
the task itself and become preoccupied with detecting and correcting errors and/or
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looking up language in dictionaries and grammar references. Although there may be
several effective frameworks for creating a task-based learning lesson, here is a basic
outline:
Pre-task
In the pre-task, the teacher will present what will be expected of the students
in the task phase. Additionally, in the "weak" form of TBLL, the teacher may prime
the students with key vocabulary or grammatical constructs, although this can mean
that the activity is, in effect, more similar to the more traditional present-practiceproduce (PPP) paradigm. In "strong" task-based learning lessons, learners are
responsible for selecting the appropriate language for any given context themselves.
The instructors may also present a model of the task by either doing it themselves or
by presenting picture, audio, or video demonstrating the task.

Task
During the task phase, the students perform the task, typically in small groups,
although this is dependent on the type of activity. And unless the teacher plays a
particular role in the task, then the teacher's role is typically limited to one of an
observer or counselorthus the reason for it being a more student-centered
methodology.
Review
If learners have created tangible linguistic products, e.g. text, montage,
presentation, audio or video recording, learners can review each other's work and
offer constructive feedback. If a task is set to extend over longer periods of time, e.g.
weeks, and includes iterative cycles of constructive activity followed by review,
TBLL can be seen as analogous to Project-based learning.
The advantages
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Task-based learning is advantageous to the student because it is more studentcentered, allows for more meaningful communication, and often provides for
practical extra-linguistic skill building. Although the teacher may present language in
the pre-task, the students are ultimately free to use what grammar constructs and
vocabulary they want. This allows them to use all the language they know and are
learning, rather than just the 'target language' of the lesson. Furthermore, as the tasks
are likely to be familiar to the students (eg: visiting the doctor), students are more
likely to be engaged, which may further motivate them in their language learning.
The Disadvantages
There have been criticisms that task-based learning is not appropriate as the
foundation of a class for beginning students. Others claim that students are only
exposed to certain forms of language, and are being neglected of others, such as
discussion or debate. Teachers may want to keep these in mind when designing a
task-based learning lesson plan.
F. Definition PPP(presentation, practice, production)
PPP is a simplified methodology to language teaching. The language is presented
in small units or stages such as presentation, practice and production. Teacher targets
a determined syllabus and use a deductive way of explanation, which is based on the
intuition of the writers of the course books (Frost , n.d.). The various TEFL books are
based on the same syllabus where the intuition of the writers plays an important role
and only focuses on the target language.
According to Ellis (1988) the presentation stage helps the learner to acquire
linguistic knowledge as well as to restructure it. In the next lessons, new language is
presented related to the appropriate taught earlier. It is believed that learners will learn
effectively in order (Skehan, 1998).
The stage and application of PPP (Presentation, Practice, Production)
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In a practice stage, there are two sections such as controlled and freer. Students
have to repeat the target items through gap filling match halves of sentences, choral
and individual drilling where the learner uses the language correctly and get
comfortable with it. On the other hand, in the freer section, only the student decides to
the use of the target language. The students are assumed to understand the form and
only need to practice the structure (Frost, n.d.). The productions stage through
communicative task like role play helps the learner to use the learnt structure. It is
uncertain that this stage is communicative. However, the PPP teacher illustrates that
the learner has learnt the language through natural context or either by an activity.
The advantage and disadvantage
Disadvantages of PPP
1. Firstly, the amount of teacher talking time is disproportionately high compared to
the amount of student talking time, certainly in the first part of the lesson.
2. It encourages accuracy over fluency, and this is not always the desired outcome of
a course.
3. Thirdly, it does not allow for recap, or movement between the different stages.
Advantages
1. Straightforward for (novice) teacher
2. Logical approach
3. Easy format for course book
G. Definition of TPR(total physical response)
Total physical response (TPR) is a language teaching method developed by James
Asher, a professor emeritus of psychology at San Jos State University. It is based on
the coordination of language and physical movement. In TPR, instructors give
commands to students in the target language, and students respond with whole-body
actions.

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The method is an example of the comprehension approach to language teaching.
The listening and responding (with actions) serves two purposes: It is a means of
quickly recognizing meaning in the language being learned, and a means of passively
learning the structure of the language itself. Grammar is not taught explicitly, but can
be learned from the language input. TPR is a valuable way to learn vocabulary,
especially idiomatic terms, e.g., phrasal verbs.
Asher developed TPR as a result of his experiences observing young children
learning their first language. He noticed that interactions between parents and
children often took the form of speech from the parent followed by a physical
response from the child. Asher made three hypotheses based on his observations: first,
that language is learned primarily by listening; second, that language learning must
engage the right hemisphere of the brain; and third, that learning language should not
involve any stress.
Total physical response is often used alongside other methods and techniques. It is
popular with beginners and with young learners, although it can be used with students
of all levels and all age groups.
The steps of TPR
There are seven steps for the TPR instructional process:
1. Introduction
The teacher introduces a situation in which students follow a set of commands
using actions. Usually props such as pictures or real objects accompany the actions.
Some actions may be real while others are pretend.
2. Demonstration
The teacher demonstrates or asks a student to demonstrate this series of
actions. The other students are expected to pay careful attention. At first, students are
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not expected to talk or repeat the commands. But soon they will want to join in
because the commands are easy to follow and the language is clear and
comprehensible. For example, the teacher gives a command such as "Take out a piece
of bread" and the students say the sentence and do the action. "Now, spread peanut
butter on it", and so on until a make-believe sandwich is made and eaten.
3. Group action
Next, the class acts out the series while the teacher gives the commands.
Usually, this step is repeated several times so that students internalize the series
thoroughly before they will be asked to produce it.
4. Written copy
Write the series on the chalkboard or chart paper so that students can make
connections between oral and written words while they read and copy (or even
substitute ingredients of their choice).
5. Oral repetitions and questions
After students have made a written copy, they repeat each line after the
teacher, taking care with difficult words. They ask questions for clarification, and the
teacher points out grammatical features such as "Yesterday we ate half a sandwich.
Today we will eat a whole sandwich. Did you notice the difference between ate and
eat? Yesterday we spread grape jelly; today we will spread orange jelly. Did you
notice that the verb spread didn't change? Let's say the words soap and soup. Let's say
the words cheap and sheep."
6. Student demonstration
Students can also take turns playing the roles of the reader of the series and
the performer of the actions. Meanwhile, the teacher can check on individual students
for comprehension and oral production.
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7. Partner activities
Finally, students work in pairs or teams of four to tell or read the series. In
teams of four, two students give commands and two respond physically. Meanwhile,
the teacher monitors each team and suggests ways to elaborate on the vocabulary by
adding new words.
Here is one example of the process:
1. Let's go to the zoo. Open the door and get in your car.
2. Turn on the engine in your car.
3. Drive to the zoo.
4. Park the car.
5. Get out of the car.
6. Buy your ticket with a $5.00 dollar bill.
7. Hold out your hand for your change.
8. Walk to the entrance.
9. Give your ticket to the person at the gate.
10. Open the gate and go in.
11. Wave at the giraffes.
12. Walk like a giraffe.
13. Wave at the monkeys.
14. Laugh like a monkey.
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15. Wave at the elephants.
16. Wave your trunk like the elephants.
Application
Asher himself points out that TPR should be used in combination with other
techniques and methods (Richards & Rodgers, 2001, p. 79). Many teachers nowadays
like to do this and TPR usually does not show any apparent conflict with other
approaches (Richards & Rodgers, 2001, p. 79). An example for including an element
of TPR in a lesson is to include the game 'Simon says' in which the teacher gives the
students commands starting with the phrase 'Simon says'. The students then have to
do what the teacher said. Whenever he/she leaves out the phrase, the command,
however, is considered as not valid. Any student that reacts and performs the action in
spite of this is out of the game.
Description
The first goal of a teacher using TPR is to help the students develop listening
fluency (Asher: 1969, p. 5). The other language skills, speaking and writing, are
supposed to be learned in a later stage as Asher believes that the ability to understand
a language by listening to it would later have a positive effect on building the other
skills (Asher, 1969, p. 5).
In TPR, students learn by reacting to commands given either by the teacher or
their fellow students. Therefore, students learn only by hearing sentences in which the
imperative is used. The imperative is so prominent as Asher regards language as
"grammar-based" with the verb - especially the verb used in the imperative - being
the "central motif" (Richards & Rodgers, 2001, p. 73). Asher in fact believes that
"most of the grammatical structure of the target language and hundreds of vocabulary
items can be learned from the skillful use of the imperative by the instructor" (Asher,
1977, p.4).
Advantages:
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Methodology in language teaching

It is fun and easy

It does not require a great deal of preparation on the part of the teacher.

It is a good tool for learning vocabulary.

Class size does not need to be a problem.

There is no age barrier.

Disadvantages:

It is not a very creative method. Students are not given the opportunity to
express their own views and thoughts in a creative way.

It is easy to overuse TPR.

It is limited, since everything cannot be explained with this method. It must be

combined with other approaches.

H. Contextual Teaching and learning

Background of the Study
Language is used for communication between individuals, wherever human exist,
language exist, thats why all of us learn some language. There are any way to learn the
language, someone can take a course or join at school.
English as we know, is one of the most important subjects that studied seriously in our society.
Every sector needs a person who has capability and skill in English that is why people concern a
lot to study English.

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In this case, students are having tendencies to have difficulties in their process of learning
English. Those become the problem of English teachers to be aware of giving effective and
appropriate way of teaching English as a foreign language.
English teachers should be aware of some factors that support students to learn English
efficiently. One of the factors is choosing and applying the strategy of teaching English.
There are some Teaching strategies, Translation Grammatical Method, Direct Method,
Communicative Approach, total Physical respond, Contextual Teaching and Learning and any
others.

Definition of Contextual Teaching and Learning

CTL was developed by The Washington State Concortium for Contextual Teaching and Learning
that involved 11 university, 20 school and some of institutes that active in education in United
State. One of its activity is training and giving a chance for teachers in Indonesia to learn the
approach of Contextual in United States, through Direktorat SLTP Depdiknas.

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The philosophy of CTL was rooted from progressivisms of John Dewey. John Dewey, an expert
of classical education proposed the theory of curriculum and teaching methodology related to the
students experience and interest.
Principally, the students will learn effectively if they can make a connection between what they
are learning with the experience they had, and also they actively involve in learning process in
the classroom. John Dewey, as quoted by Donald freeman, said that, what an individual has
learned in the way of knowledge and skills in one situation becomes an instrument of
understanding and dealing effectively with the situation which follows. The process goes on as
long as life and learning continue.
The theory of Cognitivisme also influenced the philosophy of CTL. The students will learn so
well if they actively involve in the classroom activities and have a chance to inquiry it by their
selves. Students will show their learning achievement through the real things that they can do.
Learning is regarded as an effort or intellectual activity for developing their idea through
introspection activity.
Based on two theories above, the CTL philosophy was developed. CTL is a proven concept that
incorporates much of the most recent research in cognitive science. It is also a reaction to the
essentially behaviorist theory that have dominated American education for many decades. CTL is
promoted as the alternative for the new learning strategy. CTL emphasize the learning process
through constructing not memorizing and teaching is interpreted as an activity of inquiring
process not only transferring knowledge to the students. In CTL, student are expected to develop
their own understanding from their past experience or knowledge (assimilation). It is important

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because our brain or human mind functioned as the instrument for interpreting knowledge so that
it will have a unique sense.
Meanwhile, several attempts have been made to define the meaning of CTL method. In the
process of searching the meaning of CTL, writer has found several definitions about it from
different resources.
Johnson defines CTL as follows:
CTL is an educational process that aims to help student see meaning in the academic subject with
the context of their daily lives, that is, with the context of their personal, social, and cultural
ircumstances. To achieve this aim, the system encompasses the following eight components:
making meaningful connections, doing significant work, self-regulated learning, collaborating,
critical and creative thinking, nurturing the individual, reaching high standards, and using
authentic assessments
In addition, Berns and Errickson stated that,
Contextual teaching and learning is a conception of teaching and learning that helps teachers
relate subject matter content to real world situations and motivates students to make connections
between knowledge and its applications to their lives as family members, citizens, and workers
and engage in the hard work that learning requires.
Meanwhile, The Washington State Consortium for Contextual Teaching and Learning, as cited in
Nurhadi, formulate the definition of CTL as follows,

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Contextual teaching is teaching that enables students to reinforce, expand, and apply their
academic knowledge and skills in a variety of in-school and out-of school settings in order to
solve the stimulated or real-world problems.
Based on the previous definitions, can be concluded that CTL is the way or the concept of
teaching that help teacher and students to relate subject matter to the real life situation and
motivate student to connect and apply all aspect of learning into their role in real life. When we
talked about context, most people say that it related to their social life. In the classroom teaching,
CTL means teacher should present the student real world inside the classroom.
Characteristics of Contextual Teaching and Learning
Johnson, as quoted by Nurhadi, characterizes CTL into eight important elements as follows:
1. Making Meaningful Connections
Students can organize themselves as learners, who learn actively in improving their interest
individually, person who can work individually or collectively in a group, and a person who can
do learning by doing.
2. Doing Significant Work
Student can make relationship among schools and the various existing contexts in the real world
as business maker and as a citizen .
3. Self-Regulated Learning

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Students do the significant work; it has purpose, it has connection with others, it has connection
with decision making and it has the concrete results or products.
4. Collaborating
Students are able to work together. The teacher helps students in order to work effectively in a
group and teacher helps them to understand the way how to persuade and communicate each
others.
5. Critical and Creative Thinking
Students are able to apply higher level thinking critically and effectively. They are able to
analyze, to synthesize, to tackle the problem, to make a decision and to think logically.
6. Nurturing the Individual
Students carry on their selves, understand, give attention, possess high wishes, motivate and
empower themselves. Students cannot get the success without the support from adult people.
Students should respect their companion and adult person
7. Reaching High Standards
Students know and reach the high standard. It identifies their purposes and motivates them to
reach it. Teacher shows to students how to reach what called excellent.
8. Using Authentic Assessments

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Students use academic knowledge in the real world context to the meaningful purposes. For
example, students may describe the academic information that have learnt in subject of science,
health, education, math, and English subject by designing a car, planning the school menu, or
making the serving of human emotion or telling their experience.
These eight characteristics make CTL different from other methods. These Characteristics
became the main components in applying CTL method. It is also clearly seen that these eight
characteristics asks the students for actively involving in classroom activity. Collaborating,
nurturing the individual and creative and critical Thinking ask the students to responsible for
their own learning. The role of teacher in CTL is to facilitate student to find the fact or the
meaning, concept, or principles for their selves. Once these eight characteristics applied in
classroom, it will help both student and teachers in creating a good atmosphere where the
learners have a great responsibility in achieving their success in leaning.
The principle of Contextual Teaching and Learning.
Constructivism
Constructivism is the foundation of CTL. The basic premise is that an individual learner must
actively build knowledge and skills. However, all advocates of constructivism agree that it is
the individuals processing of stimuli from the environment and the resulting cognitive structure
that produce adaptive behavior rather than the stimuli themselves. In the classroom teaching
learning process, the application of constructivism are applied in five step of learning that are
activating knowledge, acquiring knowledge, understanding knowledge, applying knowledge and
reflecting on knowledge. The constructivism paradigm has led us to understand how learning can
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be facilitated through certain types of engaging, constructive activities. This model of learning
emphasizes meaning making through active participation in situated context socially, culturally,
historically, and politically.

Inquiry
Basically, inquiry is a complex idea that means many things to many people in any contexts.
Inquiry is asking, asking something valuable that related to the topic discussed. Inquiry is
defined as a seeking for truth, information or knowledge- seeking information by questioning.
in applying inquiry activity in the classroom teaching, there are several steps that should be
followed that are formulating problem, collecting data through observation, analyzing and
presenting data (through written form, picture, report and table) and finally, communicating and
presenting the result of data to the readers, classmates, and the other audients.
Questioning
Questioning is the mother of contextual teaching and learning, the beginning of knowledge, the
heart of knowledge and the important aspect of learning. Sadker and Sadker, as quoted by
Nurhadi, mentioned the important of questioning technique in classroom teaching. They said,
To question well is to teach well. In the skillful use of the question more than anything else lies
fine art of teaching; for in it we have the guide to clear and vivid ideas, and the quick spur of
imagination, the stimulus to thought, the incentive to action. Whats in a question, you ask?

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Everything. It is the way of evoking stimulating response or stultifying inquiry. It is in essence,
the very core of teaching. The art of questioning is the art of guide learning.
Sometimes, the teacher asks to the students before, during and after the lesson. At other times,
they are posed effectively by the students to focus their own lesson, keep them engaged and help
them monitor their understanding of what was learned. In a productive teaching learning,
questioning activity are useful for checking students comprehension, solving problem faced by
students, stimulating responses to the students, measuring students curiosity, focusing student
attention, and refreshing students prior knowledge.
Learning Community
In learning community, the result of learning can be gotten from gathering others and also can be
taken from sharing with friends, other groups, and between make out person and not. Actually,
learning community has the meaning as follows:
1).Group of learning which communicate to share the idea and experience,
2).Working together to solve the problem and
3).The responsibility of each member of learning group.
It is sometimes forgotten that language classes operate as communities, each within its own
collection of shared understandings that have been build up over time. The overall character or
each language class is created, developed, and maintained by everyone in room. Each class
member has a specific role to play, even those with ostensibly low profile such as onlooker or

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observer (noticing what is going on), knower (being privy to shared class understanding) and
follower (reacting in the same way as everyone else to certain teacher or student initiatives).
Modeling
Basically, modeling is verbalization of ideas, teacher demonstrates to students to study and
acting what the teacher need to be implemented by students. Modeling activity can be
summarized into demonstrates the teachers opinion and demonstrates how does the teacher want
the student to learn.
Reflections
Reflection is the ways of thinking about what the students have learned and thinking about what
the students have done in the past. Reflection is figuration of activity and knowledge that just
have received. Teacher need to do the reflections in the end of teaching learning process. In the
end of teaching learning process, teacher spends a little time and ask student to do the reflection.
The realization of reflection can be done by giving direct statement about the information that
acquired in the lesson, some notes or journal on student book, some impression and suggestion
from students about the learning process and discussion.
Authentic Assessment
Authentic assessment is a procedure of achievement in the CTL. Assessments of students.
performance can come from the teacher and the students. Authentic assessment is the process of
collecting the data that can give the description of student learning development. In the process
of learning, not only the teacher that can be placed to provide accurate assessments of students.
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performance, but also students can be extremely effective at monitoring and judging their own
language production. They frequently have a very clear idea of how well they are doing or have
done, and if we help them to develop this awareness, we can greatly enhance learning.
Meanwhile, authentic assessment has some characteristics that are :
(a) Involves real world experience,
(b) Allows access to information,
(c) Encourages the use of computer, dictionary and human resources,
(d) Engages the students by relevance,
(e) Uses open-ended format,
(f) Includes self-assessment and reflection,
(g) Warrant effort and practice,
(h) Identifies strength to enable students to show what they can do and
(i) Make assessment criteria clearer to students
Essentially, the question that needs to answer by authentic assessment is Does the students learn
something? not What have they already known?. So, the students are assessed through many
ways, not only assessed their examination test.
The Procedure of Contextual Teaching and Learning.

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Seven main components of CTL that explained above are the main requirements in classroom
teaching learning process. Below are the procedures how to apply CTL, including speaking class
activity, in the classroom teaching learning process.
1. Improve the understanding that student will learn more effectively through self-learning,
self- inquiring, and self-constructing using their own knowledge and experience. First,
Teacher need to encourage student to actively involve in learning process and use the
student.s idea and xperience to conduct the learning and whole learning unit.
1. Do the inquiring activity to achieved desired competences in speaking activity In this
step, the teacher presents the speaking material (e.g in the form of certain pictures or
visual aid that describes some ctivities) in which the student need to analyze it by their
self. Try to challenge the students with their own ideas and conceptions to interpret it.
Allow them to present their own idea and encourage them to apply their own ideas,
experience and interest to direct learning process.
1. Create learning community or learning in groups This step will help student to improve
their leadership and their cooperation among the student. In this step, the students discuss
the material with their friends and then they present it in front of the class. To make the
learning process more effective, teacher need to encourage the students to express their
own ideas before the teacher did it.
1. Questioning as a learning tool. it is useful for improving students curiosity The teachers
allow the students to ask something related to the material after the discussion and
presentation session finished. It will give them more understanding in material discussed.
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5. Do the reflection in the end of learning to make student feel that they have learned something.
Provide enough time to reflect, analyze, and respect all ideas that are expressed by all students.
Teacher need to engage the students in searching the information that can be applied in solving
the problem in their own life. So, the learning process will give them many benefits in their real
life.
The purpose of Contextual Teaching and Learning.
The purpose of Contextual Teaching Learning helps the student to comprehend their subject and
correlate it with their life, so the own knowledge of student is dynamic and flexible to
construction in their real life well.
The strength of Contextual Teaching and Learning.
The strength of Contextual Teaching and Learning lay in opportunity which passed to all
students to look after the expectation to go forward , to developing talent that hidden ,and also
know the newest information , so the student can exist in their society environment.
The weaknesses of Contextual Teaching and Learning.
The weaknesses of Contextual Teaching and Learning is in applying this strategy in class,
because it needs the resource, facilities , labs and others that some school have not it.
CONCLUSSION
Based on the previous explanation, we can conclude that:

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Contextual teaching and learning is a conception of teaching and learning that helps
teachers relate subject matter content to real world situations; and motivates students to
make connections between knowledge and its applications to their lives as family
members, citizens, and workers and engage in the hard work that learning requires.

The task of teachers in contextual teaching and learning is to provide convenience to

students, by providing various facilities and learning resources are adequate. Teachers not
only to deliver learning materials in the memorize form, but set the environment and
learning strategies that enable learners to learn. A conducive environment is very
important and very supportive contextual learning, and learning success overall.

I. Suggestopedia method
definition
Suggestopedia is a teaching method which is based on a modern understanding
of how the human brain works and how we learn most effectively.

Key Elements
Some of the key elements of Suggestopedia include a rich sensory learning
environment (pictures, colour, music, etc.), a positive expectation of success and the

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use of a varied range of methods: dramatic texts, music, active participation in songs
and games, etc.
Suggestopedia adopts a carefully structured approach, using four main stages as
follows:
a.
b.
c.
d.

Presentation.
First Concert - "Active Concert".
Second Concert - "Passive Review.
Practice.

Purpose
Theintended purpose of Suggestopedia was to enhance learning by tapping into
the power of suggestion. Lozanov claims in that suggestopedia is a system for
liberation; liberation from the preliminary negative concept regarding the difficulties in
the process of learning that is established throughout their life in the society.
Types of Learning and Teaching Activities
The types of activities that are more original to suggestopedia are the listening
activities, which concern the text and text vocabulary of each unit. These activities are
typically part of the pre-session phase, which takes place on the first day of a new unit.
The students first look at and discuss a new text with the teacher. In the second
reading, students relax comfortably in reclining chairs and listen to the teacher read the
text in a certain way. During the third reading the material is acted out by the instructor
in a dramatic manner over a background of the special musical form described
previously.

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Teachers Roles
1.

Show absolute confidence in the method.

2.

Display fastidious conduct in manners and dress.

3.

Organize properly, and strictly observe the initial stages of the teaching process-this
includes choice and play of music, as well as punctuality.

4.

Maintain a solemn attitude towards the session.

5.

Give tests and respond tactfully to poor papers (if any).

6.

Stress global rather than analytical attitudes towards material.

7.

Maintain a modest enthusiasm.

Advantages of Suggestopedia
There are some benefits in utilizing suggestopedia:

1.

A comprehensible input based on dessugestion and suggestion principle

By using this suggestopedia method, students can lower their affective filter.
Suggestopedia classes, in addition, are held in ordinary rooms with comfortable chairs, a
practice that may also help them relaxed. Teacher can do numerous other things to
lower the affective filter.

2.

Authority concept
Students remember best and are most influenced by information coming from an
authoritative source, teachers.
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3.

Double-planedness theory
It refers to the learning from two aspects. They are the conscious aspect and the
subconscious one. Students can acquire the aim of teaching instruction from both direct
instruction and environment in which the teaching takes place.

4.

Peripheral learning
Suggestopedia encourages the students to apply language more independently,
takes more personal responsibility for their own learning and get more confidence.

Disadvantages of Suggestopedia

Suggestopedia also has limitation since there is no single teaching method that
is categorized as the best based on some consideration such as: the curriculum,
students motivation, financial limitation, number of students, etc.
1.
2.
3.

Environment limitation
The use of hypnosis
Infantilization learning

Silent way Method

Theory and Characteristics

As the name already suggests, the method is built upon the hypothesis that inside the
classroom the teacher should be as silent as possible, whereas the students/learners should be
encouraged to produce as much language as possible, participate actively in class and in this way
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become autonomous learners. Silence is regarded as the best instrument for learning in the
classroom, because in silence students concentrate on the task to be accomplished and the
potential means for its accomplishment (Richards & Rodgers 2001: 83). The techniques of the
Silent Way made it possible for the teacher to say less and less as the lessons advanced, while
the pupils were saying more and more and using their own inner criteria developed in this
approach (Gattegno 1972: preamble). In general, there are three basic theories on which
Gattegnos work is founded:
1. Learning is regarded as a problem-solving, creative, discovering activity(Richards &
Rodgers 2001: 81), in which the learner rather acts and participates actively than just being
passive and doing nothing but listening to the teacher. If the learner is involved directly, he
automatically benefits from the so called discovery learning.
2. The use of special physical objects such as colored wooden rods or color -coded wall charts
facilitates learning. These physical objects provide physical foci for student learning and also
create memorable images to facilitate student recall (Richards & Rodgers 2001: 81).
3. Learning is facilitated by involving the learners and letting them solve problems on their own
with the help of the provided materials

TEACHER and LEARNER ROLES

Teacher Roles

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The Silent Way is not a teacher- centred approach. While the teacher uses mainly gestures and
facial expressions to address the learners, his/her main task is the teaching of the language by
letting the students test out grammatical forms, etc. and getting out of their way, so that they can
discover these things on their own.
Learner Roles
The learners are expected to participate in class actively. They should be willing to make
mistakes, to test out the basic language elements via the usage of the materials provided and
generally be highly motivated. As a learner, it is important not to get frustrated in case the Silent
Way lesson sometimes may be a little tricky and the meaning of the materials is not always clear
at first sight. Therefore, it is important to be able and willing to think in a rather abstract way so
that the meaning of the provided material can be detected.
ADVANTAGES AND DISADVANTAGES

Advantage
-

The use of the Silent Way enables a very high degree of interaction as well between the

teacher and the students as between the students themselves and additionally raises the
participation of the students in class.
-

The self-esteem of the students will be increased and this will enhance learning.

It embodies a new approach to education in general, a respect for the individual and an

awareness of the individuals extraordinary cognitive powers.

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Disadvantage
-

The Silent Way is a very abstract way of learning a language, the learners have to engage

themselves with the artificiality of the approach, which is extremely different from more
commonly used methods of language learning.
-

This method can be benefited by the teacher only in small groups of students. The teacher

can gain ability in this method by trying. The teacher is expected to enrich the materials on
his/her own.
-

For some learners, one limitation is the approach to language basics which begins with

seemingly irrelevant discussions about rods and which involves silence and concentration and
games with the teacher about meaning. Students expectations and need for immediately relevant
language learning may force teachers to abandon the approach (Celce-Murcia 1979).

CHAPTER III
CLOSING
A. Conclusion
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Language education may take place as a general school subject, in a specialized
language school, or out of school with a rich selection of proprietary methods online and
in books, CDs and DVDs. There are many methods of teaching languages. Some have
fallen into relative obscurity and others are widely used; still others have a small
following, but offer useful insights. There are some methodology in TEFL they are GTM,
direct method, CLT, CTL, suggestopedia, silent way, TBM, PPP, and TPR.

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