1. Method is the overall plan for the proper presentation of language material.

It is based on selected
approach and procedure.
A method is an organized, orderly, systematic, and well-planned procedure aimed at
facilitating and enhancing students’ learning. It is undertaken according to some rule, which is
usually psychological in nature. That is, it considers primarily the abilities, needs, and interests of
the learners.

Technique is a procedure or skill for completing a specific task.

These are the tricks that can be taught to another teacher. Also a lot of the in-services and
workshops all teachers attend offer little tidbits of games, activities, and actions that teachers
can use to achieve certain goals in the classroom.

2. Complete the table below

No Technique/method/strategy/approach Purpose Teacher’s Student’s role

role
1. Grammar translation method to learn a In GTM, The students
language in teachers read
order to read teach the comprehensive
its literature to grammar texts and try to
benefit from rules then find
mental gives information,
discipline and examples. make
intellectual Teachers inferences and
improvement. teach in the relate to
As far as skills mother personal
are concerned tongue with experiences.
reading and little active They find
writing skills are use of the synonyms and
more focused targeted antonyms for
than listening language. words that
and speaking. Teachers and occur in the
learners text.
maintain
traditional
roles of
knowledge
transmitter
and
knowledge
receiver.
2. Direct method The direct the role of The students'
method was the teacher is role in direct
developed in to direct the method is the
response to the class active learner.
grammar activities, They are active
 translation encourage in exploring
method, which students to new words,
involved very participate in expression,
little spoken class by etc. in target
communication asking them language. The
and listening questions students are
comprehension. constantly, also the
The primary and corrects observer and
objective of the their practitioner
direct method mistakes
was to teach L2 immediately.
learners how to
use language
for
communication
purposes
3. Audio lingual method The goal of the Teacher In the Audio-
Audio- Lingual Roles: In the lingual method
method is, via Audio-lingual the students
teaching Method the play a passive
vocabulary and teacher has role as they
grammatical an active role don't have any
patterns as he is the control over
through sole the content or
dialogues, to authority to the method of
enable control and learning. The
students to direct the students are
respond quickly whole mere imitators
and accurately learning of the
in spoken program. He teacher's
language. monitors and model. Their
corrects the sole objective
students' is to follow the
performance. teacher's
direction and
respond as
precisely and
as promptly as
possible.
4. Total physical responses TPR was "The Learners in
developed in instructor is Total Physical
order to reduce the director Response have
the stress of a stage the primary
people feel play in which roles of
when studying the students listener and
foreign are the performer.
languages and actors". It is They listen
thereby the teacher attentively and
 encourage who decides respond
students to what to physically to
persist in their teach, who commands
study beyond models and given by the
the beginning presents the teacher.
level of new Learners are
proficiency. materials, required to
and who respond both
selects individually
supporting and
materials for collectively.
classroom
use.
5. Competency based language teaching having students role of the will learn are
master specific teacher in a clearly defined
skills that are competency- and present in
related to real based the public, the
world task. framework is students have
not defined to stay in the
by specific actual program
terms. The until they
teacher has improve.
to provide
positive and
constructive
feedback in
order to help
the students
to improve
their skills

3. Complete the table below

No Technique/method/strategy/approach Characteristics Language skill focused

1. Cooperative language learning Five essential To develop critical
elements or strategies thinking skills and
of cooperative communicative
learning are face-to- competence through
face interaction, socially structured
positive interaction activities
interdependence,
individual
accountability, group
processing, and
collaborative skills
2. Communicative language teaching  CLT CLT aims to make
 emphasizes to “commnicative
engage the competence” the goal
learners in of language teaching
real-life and to develop
situations in procedures for
the classroom teaching the four
so that they language skills,
can including listening,
understand speaking, reading, and
how to writing.
communicate
in the real
world.
 It gives the
importance of
the necessity
of the learners
and attempts
to explain it.
 In
communicativ
e language
teaching,
errors are
considered in
a natural
phenomenon.
 Normally CLT
focuses on the
fluency of the
learners
rather than
the accuracy
of the
grammar and
learners
acquire their
accuracy
gradually and
naturally.
 CLT also
believes that
communicatio
n is the
fundamental
objectives of
language and
the learners
 need to
develop all the
skills of
language
(reading,
writing,
listening and
speaking).
 It offers the
opportunity to
join in
teacher-
learner and
learner-
learner
interaction in
the classroom.
 It focuses on
the use of
techniques
which
encourage the
learners in
participating
in the natural
environment,
for instance,
group and pair
work etc.
 CLT agrees
with the
perception of
individual
work.
 In
communicativ
e language
teaching,
grammar is
the second
option of the
learners and
they discover
and internalize
the
grammatical
rules and
functions
 themselves.
 It uses
authentic
language
materials so
that the
students find
the similarity
between the
classroom
activities and
the real world.

3. Task based language teaching The characteristics Task Based Language

are: 1) It gives an Teaching (TBLT)
emphasis on learning focuses on direct
to communicate approach and indirect
through interaction in approach. It
the target language, emphasizes on the
2) It introduces aspect of speaking skill
authentic texts into especially grammar,
the learning situation, vocabulary and
3) It provides content. Students
opportunities for achieve their target
learners to focus, not based on
only on language, but understanding,
also on the learning producing or
process itself. interacting in the
target language.
4. Genre based approach -individuals enre-based approach
progressively learn is an approach which
different forms of is also known as text
writing (e.g. stories, based instruction.
letters, recipes, etc) While, Feez & Joyce
over time; (1998), Genre-based
- each form of writing approach is a
reflects particular methodology which is
language convention designed to support
and purposes; language learning as a
- each form/genre social process
helps us achieve
different social and
learning practices;

4. Explain clearly the table below

No Words Meaning (use ypur own words)

 1. Teacher The teacher is a professional educator who educates, teaches a
science, guides, trains, provides assessments, and evaluates
students.

The definition of a teacher is someone who has devoted

himself to teaching a science, educating, directing, and training
his students to understand the knowledge he teaches.

In this case, the teacher not only teaches formal education, but
also other education and can be a role model for his students.

2. Learner A learner is someone who studies from elementary, middle,

high school, to college. student can also be interpreted as a
gainer of knowledge

3. Teaching Teaching is a combination of two activities, namely teaching

activities and learning activities. Teaching activities involve the
role of a teacher in the context of seeking to create a
harmonious communication network between teaching itself
and learning.

4. Learning learning is an effort made to help a person or group of people

in such a way with the intention that in addition to creating a
learning process, at the same time the learning process
becomes more efficient and effective

5. The right class management for teenagers is

Make the classroom area more attractive and pleasing to the eye so that learning feels very fun
and easy. Make sure every student is monitored by his teacher, create harmony in the classroom.
Keep frequently used learning instruments and student equipment easily accessible. Be a good
team work with each other's students, because the class needs a team working with each other in
order to create good work results..