GROUP 1

APPROACHES IN TEACHING ENGLISH

(To fulfill the assignment of PKM Course)

Lecturer:
Ika Handayani, M.Pd.

Arranged by:

Husna Nadia (2223180021)

Nisa Alviani (2223180006)

Nova Rosaliana (2223180018)

Risa Rizkita Putri (2223180132)

Class: 6-C

English Education Department

Education and Teacher Training Faculty
Sultan AgengTirtayasa University
2021
 PREFACE

Thanks to Allah SWT. who has given the bless and guidance, so that the writer
could complete this paper with title “Approaches in Teaching English” on time and without
significant obstacle. The writer would say thank you Ika Handayani, M.Pd. as the lecturer
of “Pembinaan KompetensiMengajar (PKM)” for giving this assignment, so that the writers
could improve their competences and knowledge about English Teacher Competence.

The writer realized that this paper still has imperfection in arrangement and the
content, but the writer would like to thank to all those who helped us in the making of this
paper.

Serang, March 2021

Writer

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 TABLE OF CONTENT

PREFACE-------------------------------------------------------------------------------------i

TABLE OF CONTENT--------------------------------------------------------------------ii

Chapter I Introduction---------------------------------------------------------------------1

1.1.----------------------------------------------------------------------------------------------Backgro
und------------------------------------------------------------------------------------------1
1.2.----------------------------------------------------------------------------------------------Formulat
ion of Problem----------------------------------------------------------------------------1
1.3.----------------------------------------------------------------------------------------------Purpose
of Writing----------------------------------------------------------------------------------1

Chapter II Discussion-----------------------------------------------------------------------2

2.1.----------------------------------------------------------------------------------------------What is
Approach----------------------------------------------------------------------------------2
2.2.---------------------------------------------------------------------------------------------- How the
Different Approaches Differ------------------------------------------------------------4
2.3.----------------------------------------------------------------------------------------------10 Tried,
Tasted and Trusted Language Teaching Approach----------------------------------5

Chapter III Closing-------------------------------------------------------------------------8

3.1. Conclusion--------------------------------------------------------------------------------8

References-------------------------------------------------------------------------------------9

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 CHAPTER I

INTRODUCTION

1.1 Background

In the process of teaching and learning, teachers should have various

approaches. An approach would give a method in classroom activities. For different
characters of students, teachers must approach them with different methods.

There are many approaches to be applied in teaching and learning process.

Perhaps, teachers could use the aural-oral approach (audio-lingual method) or
cognitive-code approach. They contain a bunch of hypothetical standards about
educating.

A methodology offers ascend to 'strategies', the method of showing language

things, e.g., through homeroom exercises or procedures. A strategy is the manner by
which a language is instructed. Teachers select techniques from various approaches
according to the different needs of their learners.

1.2 Formulation of Problems

1. What is the concept of approach in teaching English?
2. How the Different Approaches Differ?
3. What is 10 Tried, Tasted and Trusted Language Teaching Approach?

1.3 Purpose of Writing

1. To understand the concept of approach in teaching English.
2. To identify the type of approaches in teaching English.
3. To find out the difference between method and approach.

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 CHAPTER II

DISCUSSION

2.1 What is an Approach ?

An approach is a way of looking at teaching and learning. Underlying any language

teaching approach is a theoretical view of what language is, and of how it can be learnt. An
approach gives rise to methods, the way of teaching something, which use classroom
activities or techniques to help learners learn.

An approach is a theory about language learning or even a philosophy of how people

learn in general. They can be psychologically focused such as behaviorism or cognitivism.
They can also be based on older philosophies such as idealism or realism.

Example: The communicative approach is the best-known current approach to language

teaching. Task-based teaching is a methodology associated with it. Other approaches include
the cognitive-code approach, and the aural-oral approach (audio lingual method).

Teaching approach is like the form or the way we teach or how we do it. There are
various approaches which are used in teaching learning process. The following are the main
approaches of teaching learning:

1. Teacher centered approach: Teacher centered approaches are more traditional in

nature, focusing on the teacher as instructor. They are sometimes referred to as direct
instruction ,deductive teaching or expository teaching, and are typified by the lecture
type presentation. In these methods of teaching, the teacher controls what is to be
taught and how students are presented with the information that they are to lean.
2. Student centered approach: Student centered approaches (sometimes referred to as
discovery learning, inductive learning, or inquiry learning) place a much stronger
emphasis on the learner’s role in the learning process. When you are using student-
centered approaches to teaching, you still set the learning agenda but you have much
less direct control over what and how students learn.

2.2 How the Different Approaches Differ?

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 The different teaching approaches in this post can be classified into four theoretical
orientations: structural, cognitive, psychological and functional.

Let’s look at each perspective briefly.

 Structural
Structural approaches believe that language can be reduced to a learnable set of building
blocks. There are rules, known as grammar and syntax, that govern how to combine
these basic elements. These rules can be memorized to achieve a high level of
proficiency in a language.
Some proponents would even go so far as saying that there’s a predetermined sequence
in which a language should be learned. Grammar textbooks are the most commonly
used material in this category.
 Cognitive
The cognitive perspective in learning a language puts the learner smack in the center of
everything. Cognitive approaches look to answer questions like: How can a language be
effectively learned? How does one make a set of vocabulary words memorable and get
them embedded in the long-term memory?
According to this kind of approach, the techniques, strategies and even the sequence of
lessons are learner-led and can’t be predetermined. Learning a language is a conscious,
rational, information-processing event.
 Psychological
language learning is seen through issues like learner motivation and predisposition, a
location’s conduciveness to learning, teacher-student dynamics, stress levels, etc. Is the
teacher supportive enough to the students? Is the classroom dynamic facilitating or
inhibiting the acquisition of the language?
Many of the insights in this category are borrowed from counseling and social
psychology.
 Functional/Communicative
Functional approaches often emphasize spoken language over written language, and
profess that language isn’t a set of grammar rules but rather a tool for communication.
This has tremendous implications for the types of activities or the materials employed.

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 Anything that lies outside the ambit of passing on meaningful information is just
unneeded complication. Communicative approaches often eschew grammar textbooks
in exchange for speaking drills and question-and-answer interactions where students get
a feel for what speaking the language in conversation is really like.

2.3 10 Tried, Tasted and Trusted Language Teaching Approach

1. Grammar Translation Approach

Grammar and vocabulary are memorized rote. Plenty of written examples and drills
are given where grammar rules are elegantly observed:

 The dog is black.

 The cats are cute.

The approach has strong structural underpinnings and the emphasis is on the correct
use of grammar, regardless of the substance or context. The Grammar-translation
Approach is best when the goal is for the students to read/write the target language, as
well as appreciate its literature.

2. Direct Approach

Grammar isn’t taught explicitly but is learned inductively by the students through
repeated exposure to the spoken language. Activities like pantomiming, word-picture
association, question-answer patterns, dialogues and role playing give the students the
chance to figure out the rules for themselves.

3. Reading Approach

In the Reading Approach, learning a language is employed as a means to a higher

end.

4. Audiolingual Approach
This approach is also known as “The Army Method.” At the height of the events in
World War II, military personnel needed to learn the languages of allies and enemies
alike as they swept through the fields of Europe and Asia.

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 The approach, which blossomed in the 50s and 60s, is all about structural patterns.
Proponents believe that a language can be reduced to a basic set of sounds. Combine
them and you have spoken words. Those words, when phonetically joined, become
phrases and later become sentences.
Unlike the Reading Approach, the Audio lingual Approach gives higher priority to
the spoken form than the written form. Classes are generally held using the target
language.

5. Communicative Approach
Communication is essentially the rationale for language and the Communicative
Approach seeks to develop those skills that enable students to meaningfully engage with
each other.
Interactive activities are the hallmark of this approach. As the teacher, your
responsibility is to give the students as much opportunity to give and receive meaningful
communication as possible. For example, you can let students introduce themselves,
share their hobbies using the target language. Instead of just presenting the language,
you’re giving them a task that can only be accomplished by using the target language.

6. The Silent Way

The Silent Way uses silence as a teaching tool. Your students might feel you’re
giving them the silent treatment if you don’t keep things friendly and explain the process
to them. You’re really encouraging them to do the talking themselves.

7. Community Language Learning

It’s called Community Language Learning because the class learns together as one
unit. Not listening to the same lecture, but interacting in the target language. The
teacher’s role is that of a counselor, a guide, an encourager.
In this approach, the students work as a community—learning together and negotiating
the lessons. Your role as a teacher is to encourage them to open up, participate in the
discussion and contribute to the whole process.

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8. Functional-notional Approach
The Functional-notional Approach recognizes language as purposeful
communication. That is, we talk because we need to communicate something. There’s
purpose and meaning behind the sounds that come out of our mouths.
When we speak, we do it to inform, persuade, insinuate, agree, question, request,
evaluate and perform other “functions.” We do it to talk about concepts (“notions”) like
time, events, action, place, technology, process, emotion, etc.
So a teacher’s first stop when using this approach is to evaluate how the students
will be using the language.

9. Natural Approach
The Natural Approach takes its cues from how first language is naturally learned by
children. That process is then simulated for teaching adults a second language.

10. Total Physical Response (TPR)

Total Physical Response is an approach to language teaching where gestures,
actions and movements play a vital role in language acquisition.

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 CHAPTER III

CLOSING

3.1. Conclusion

An approach is a way of looking at teaching and learning. An approach gives rise to

methods, the way of teaching something, which use classroom activities or techniques to
help learners learn. The different teaching approaches in this post can be classified into
four theoretical orientations: structural, cognitive, psychological and functional. 10 tried,
tasted and trusted language teaching approach: Grammar Translation Approach, Direct
Approach, Reading Approach, Audio lingual Approach, Communicative Approach, The
Silent Way, Community Language Learning, Functional-notional Approach, Natural
Approach, and Total Physical Response

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 References

Approach, Method, Procedure, and Techniques In Language Learning. (2015, March 16).
Retrieved from educational research techniques:
https://educationalresearchtechniques.com/2015/03/16/approach-method-procedure-and-
techniques-in-language-learning/
BBC. (n.d.). Approach. Retrieved from British Council:
https://www.teachingenglish.org.uk/article/approach#:~:text=An%20approach%20is
%20a%20way,techniques%20to%20help%20learners%20learn

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