APPROACH, METHOD, STRATEGY AND TECHNIQUE

TEACHING ENGLISH AS FOREIGN LANGUAGE

A PAPER
In partial fulfillment of the assignment of
Teaching English as Foreign Language
that is supervised by Asep Hardiyanto, S.Pd., M.Pd.

by
CINDY VANESSA
NPM. 2288203001

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH EDUCATIONAL DEPARTEMENT
UNIVERSITAS MUHAMMADIYAH KOTABUMI
2024
 CHAPTER I

INTRODUCTION
Teaching English as a Foreign Language (TEFL) involves a multifaceted approach that
encompasses various strategies, methods, and techniques to effectively impart linguistic
knowledge and skills to learners whose first language is not English. In the realm of language
teaching, the terms "approach," "method," "strategy," and "technique" are often used
interchangeably but carry distinct meanings and implications. Since, Teaching is not just
about delivering course materials; rather, teaching is a process of shaping students' behavior
in line with the intended goals. In line with that, the approach comes as idea or belief that
outlining method, guiding in creating engaging, as well as addressing the learner needs.
Therefore, in the teaching process, there are activities to guide students in developing
according to their developmental tasks as known, Technique, which has proposes to train
skills, both intellectual and motoric skills, so that students can live confidently in a rapidly
changing and competitive society, to motivate students to solve various life challenges in a
society full of challenges and obstacles, to shape students who have innovative and creative
abilities, among others.
Teaching professions have often centered on issues such as the role of grammar in the
language curriculum, the development of accuracy and fluency in teaching, the choice of
syllabus frameworks in course design, the role of vocabulary in language learning, teaching
productive and receptive skills, learning theories and their application in teaching,
memorization and learning, motivating learners, effective learning strategies, techniques for
teaching the four skills, and the role of materials and technology (Moussu & Llurda, 2008)
cited in Anabokay & Suryasa (2019).
This paper aims to delve into the intricate relationship between approaches, methods,
strategies, and techniques in the context of teaching English as a foreign language. By
exploring the nuances of each component and their interplay in language instruction, we aim
to shed light on how language educators can create engaging, effective, and learner-centered
English language learning environments. This examination will provide insights into the
dynamic landscape of TEFL pedagogy, offering a comprehensive understanding of the
multifaceted nature of language teaching and learning processes.
 CHAPTER II

DISCUSSION
1. Relation Among Approach, Method, Strategy, And Technique in TEFL
The field of foreign language teaching has long grappled with defining and
categorizing its foundational principles. Initially, Edward Anthony (1963) as quoted in
Asra et al. (2022) proposed a hierarchical model consisting of approach, method, and
technique. This model positioned "approach" as the philosophical foundation, guiding
the selection of teaching methods, which in turn, dictated the specific techniques
employed in the classroom. In other words, An approach in TEFL refers to the overall
principles and beliefs that underpin how language should be taught, it consists origin
of language, process of language comprehension, and language acquisition.
Along with that, The method then provides a structured framework, guiding the
overall instructional plan. As the concept of method in the view of Richards and
Rodgers (2001) As already stated in Asra et al. (2022) refers to a specific
instruc-tional model or system based on a particular theory of language and language
learning.
Within this framework, Strategies can be assessed in a variety of ways, such as
diaries, think-aloud procedures, observations, and surveys. Research both outside the
language field (McDonough, 1995; Nunan, 2010). specific strategies are employed to
achieve defined learning goals, utilizing a range of techniques as the practical tools
for implementation. This interplay ensures a cohesive and purposeful approach to
language teaching, where theoretical principles are translated into concrete actions
within the classroom. The effectiveness of this system relies on a deep understanding
of each element and their interrelationships, allowing teachers to adapt and refine
their instruction to meet the diverse needs of learners.
1. English Teaching Approaches
An effective approach to English language learning will vary depending on the
learning objectives, learning context, as well as the preferences and needs of the
students. A holistic approach, which combines elements from several approaches,
often can provide the most diverse and comprehensive learning experience for
students. Here are several types of approaches in TEFL ;
● Oral Approach and Situational Language Teaching
The Oral Approach takes content and structure into consideration, with a focus
on reading abilities. Using a variety of examples of sentences meant to be
repeated aloud, the technique used the inductive teaching method to help
students understand structure. Similar to the DirectMethod, the technique only
used the target language and used communication scenarios and demonstration
to support oral recitation of sentences. Since term explanations were
disallowed, pupils had to infer vocabulary word meanings from given
contexts.
In contrast to the GTM, which needed explanations of grammatical patterns
and structure, SLT used visuals, action, mime, and real items in
demonstrations to assist students understand new vocabulary. This approach
emphasizes the teaching of language in specific situational contexts or
settings, aiming to prepare learners to communicate effectively in everyday
life situations. In this way, listening practice, choral imitation, individual
imitation, sound isolation, inductive sentence pattern construction, eliciting
phrases and questions, substitution-drilling, question and answer drilling, and
error correction made up the sequence of activities. Notably, when students
provided incorrect answers, teachers corrected inaccuracies in a kind manner
by shaking their heads. Additionally, by encouraging learners to listen to one
another, they enabled them to correct one another (Richards & Rodgers, 2001)
as pointed in Omar & Amel (2021).
● Communicative Language Teaching (CLT) Approach
Because it highlights the value of meaningful conversation and engagement in
language learning, CLT can be seen as an approach. This approach places a
strong emphasis on using language as a communication tool, student-centered
learning, and genuine language use. One of the most well-known learning
theories of CLT is "People learn language best when using it to do things
rather than through studying how language works and practicing rules," which
means Brown in Omar & Amel (2021) suggests specific practices for use in
the CLT classroom. Task-based language learning exercises are frequently
used in CLT, where students complete worthwhile tasks like ;
★ Informаtion Gаp Activities
The actions derives from the reality that people frequently ask others
for information that they do not have acquired. In order for them to
communicate when they are asking each other for information. The
usage of media, such as a list, picture, or series of pictures, frequently
facilitates this activity.
★ Jigsаw аctivities
The purpose of this activity is to divide the pupils into groups. Every
group possesses specific information. Each group is tasked with
informing the other groups of the information they possess. The
interaction process resembles jigsaw puzzles when information is
exchanged.
★ Task completion activities
This activity requires students to use their own language resources to
finish tasks including games, puzzles, and map reading. Through this
activity, students are able to use their own language resources to
complete tasks.
★ Opiniоn shаring
This is the аctivity in which students are engаge to compаre vаlues,
opinions, beliefs, and ideas from their perspective about the topics
which are given by the teacher.
★ Informаtiоn trаnsfer аctivities
This аctivity engаge studеnts to takе informаtion thаt is prеsentеd in
one form, and represent in a different form. For exаmple, students аre
given tаsk to read a travel experience. After thаt, they are аsked to
draw a mаp of it.
★ Reаsoning gаp-аctivities
This task requires students to use processes of inference, practical
reasoning, conclusion, and other techniques to extract new information
 from source material. Developing a teacher's schedule based on a
certain class schedule, for instance.

● Participatory Approach
Participatory teaching can be defined as a teaching method that involves
students in the learning process in order to understand and learn (Slavin,
2011). This approach actively engages students in their own learning process,
encouraging collaboration and interaction amongst peers (Cobb, 1994;
Greeno, 1998; as cited in Neda Fatehi Rad and Rahman Sahragad (2019).
Research indicates numerous benefits, including improved attitudes towards
learning, enhanced social relations, and increased self-esteem. Studies by
Fatehi Rad and Sahragad (2019) demonstrate the successful implementation of
participatory techniques like role-playing, problem-solving activities, and
group work, leading to improved oral language skills, grammar, vocabulary,
and overall comprehension.
● Task Based Learning Approach
The source by Soleh (2020), As defined by Richards and Schmidt (2010),
task-based learning is a method that involves students in productive
conversation and interaction while enabling them to acquire grammar through
actual language use. Task-based learning (TBL) is a communicative approach
that emphasizes authentic language use through meaningful tasks. It
encourages learners to actively engage in communication and interaction,
fostering the development of language skills and knowledge. According to
Hashemi et al. (2012), TBL follows a three-phase structure: pre-task
(preparation and motivation), during-task (task completion and teacher
support), and post-task (reflection and extension activities). Furthermore,
Willis and Willis (2007) stated implementing TBL offers several advantages,
including increased student autonomy, natural language use, exposure to
diverse vocabulary and structures, and a learner-centered approach.
Ultimately, TBL promotes engaging and effective language learning
experiences.
● Electic Approach
An eclectic approach is an approach which integrates the good side of various
teaching techniques. It has some salient features, such as providing much
 exposure toward the target language with less pressure, integrating the good
sides of various teaching techniques, using real-life situation to make learning
more comprehensible, considering the students' needs, teaching and
introducing contextual grammar and vocabulary, and integrating all language
skills (Fachrurazy, 2011; Kumar, 2013) cited in Kurniasih and Henny
Rahmawati (2018).
Kurniasih and Henny Rahmawati (2018) accommodated the principles of
eclectic approach in the process of designing the writing materials, such as
integrating some language skills in one unit, using contextual examples,
providing grammar focus and vocabulary exercise, and employing various
techniques. As the results, the writing skills are developed by considering
students' needs, levels, suggestions, and feedback from experts. It also made
used of the principles of Eclectic approach to lower their anxiety.

2. English Teaching Method

Featured in Anabokay & Suryasa (2019), Larsen-Freeman (1986; 2008) describes
seven methods of teaching EFL namely Grammar Translation Method (GTM), The
Direct Method, The Audio-Lingual Method, The Silent Way, Suggestopedia,
Community Language Learning (CLL), and The Total Physical Response (TPR).
● Grammar Translation Method (GTM)
Richards et al.,(2014) describes the principles characteristics of the Grammar
Translation Method are (1) the goal of foreign language study is to read its
literature and translate the language into the target language. Therefore,
grammar rules aspects are analyzed in detail; (2) reading and writing are the
major focus. Speaking and listening get only little focus; (3) vocabularies are
taught through bilingual word list; (4) the sentence is the basic unit of teaching
and language practice; (5) accuracy is emphasized as a high standard in
translation; and, (6) grammar is taught and be practiced by translating foreign
text.
● The Direct Method
The Direct Method is also known as the oral method due to its principles
where the learners are expected to learn the target language directly as they
learn their mother tongue. Furthermore, Larsen-Freeman (1986: 18), states that
the name itself “Direct Method”, is given due to the fact that in
 teaching-learning a foreign language meaning is directly connected to the
target language without any translation to the learner’s mother tongue.
Principles of this method are (1) mother tongue and translation are not used in
the teaching-learning situation; (2) meaning should be communicated directly
using actions and pictures to clarify meanings; (3) lesson begins with
dialogues and anecdotes in conversational style; (4) reading and writing are
taught after speaking; (5) literary text is read for pleasure; (6) no need to
analyze the grammar of target language; and (7) the teacher must be able to
speak like a native learners, for whom foreign language learning meant a
tedious experience of memorizing endless lists of unusable grammar rules and
vocabulary and attempting to produce perfect translations of stilted or literary
process.
● The Audio-Lingual Method
This method puts more emphasis on mechanical repetition, the use of tape
records, film strips, etc. Next, the principles of The Audio-Lingual Method, as
written by Larsen-Freeman (1986: 43-45), namely (1) the goal of teaching is
to use language communicatively; (2) the teacher is to lead, control and direct
the students’ behavior; and the students should follow the directions and
respond as accurately, as rapidly as possible; (3) new vocabularies and
structures are presented through dialogue (imitation, repetition, drill); (4)
explicit grammar rules are not provided and culture information is
contextualized in the dialogue; (5) most interaction is between teacher and
students initiated by teacher; interaction between students is directed by the
teacher; (6) the level of complexity of the speech is graded; selected from
simple to more complicated and then put into habit forming; (7) pronunciation
is taught from the beginning; (8) target language is used in the classroom; and
(9) students’ errors are to be avoided.
● The Silent Way Method
The Silent Way is a method of teaching foreign language using gestures,
mime, visual aids, wall charts and wooden sticks of different lengths and color
called Cuisenaire rods (Richards et al., 2014). Through this method, the
learners are expected to become independent in learning a foreign language.
The Silent Way has more principles than other methods (Larsen-Freeman,
1986: 58-62). The principles are as follows;
 [1] The students should start with something they have already known
[2] The teacher should give only what is needed
[3] Language is not learned by repeating after a model
[4] Students’ actions can tell the teacher whether or not they have learned
[5] Students should learn to rely on each other and themselves
[6] The teacher works with the students while the students work on the other
[7] The teacher makes use of what students already know
[8] Learning involves transferring what one knows to a new context
[9] Reading is worked on from the beginning but follows from what students
have learned to say
[10] Silence is a tool. It helps to exercise initiative. It also removes the teacher
from the center of attention so the teacher can listen to and work with students
[11] Meaning is made clear by focusing on students’ perceptions, not through
translation
[12] Students can learn from one another; the teacher’s silence encourages
group cooperation
[13] When the teacher praises or criticizes students, it will impact students’
development
[14] Errors are important and necessary for learning. They show the teacher
what things are unclear
[15] Students need to learn to listen to themselves
[16] In the beginning, the teacher needs to look for progress, not perfection.
Learning takes place in time. Students learn at different rates
[17] A teacher’s silence frees the teacher to closely observe the students’
behavior
[18] Students attention is the key to learning
● Suggestopedia
Suggestion teaching method was put forward by psychotherapist George
Lozano in the 1960s, which provides a new idea for the development of
English reading teaching. Suggestive media points out that people are
suggestive and positive suggestions can put people's bodies in a relaxed state
and minds in an active state (Yinghan Sun, 2023)) additionally, Bancroft
believes that suggestiveness is the use of psychology, physiology and other
knowledge to inspire students' subconsciousness, and develop their perception
 and potential, which is conducive to students overcoming tension and
depression in learning and adjusting the pace of learning. Thus, by giving
positive psychological hints, create a relaxed learning environment, so as to
promote students' unconscious learning mechanism, develop their learning
potential, and ultimately improve their learning ability in an all-round way.
After suggestionstopedia became a new l type of educational theory, three
closely related principles also emerged, which are interrelated and
indispensable.
[1] To create a relaxed and cheerful classroom atmosphere, so as to stimulate
students' positive emotions
[2] Takes students' unconscious minds as the main object of research.
[3] Teachers can keep good communication with students and encourage
students to build self-confidence, also students can learn to respect their
teachers in this process. Guided by the three basic principles of
suggestiveness,Yinghan Sun (2023) showed a variety of suggestive methods in
line with the actual teaching situation in the English classroom have entered
the public's vision and complement each other . such as having the warm and a
light tone classroom, not to overemphasize and exaggerate the difficulty of
learning, use music sources, having positive suggestion, childishness, and
Double communication.
● Community Language Learning (CLL)
Community Language Learning is a method of teaching a foreign language in
order to help learners use the target language communicatively (La Forge,
1971) mentioned in Anabokay & Suryasa (2019). The learning and teaching
activities suggested in using this method are a translation, group work,
recording, transcription, analysis, reflection, and observation, listening and
free conversation. The principles underlying Community Language Learning
are as follows:
[1] Building a relationship with and among students is very important
[2] Students will feel secure because their ideas of learning activities can be
accepted. Here, students learn best when they feel secure
[3] Language is for communication
[4] This fosters interaction among students, rather than from student to teacher
 [5] The teacher should be sensitive to students’ limitations and not overwhelm
them with more than they can handle
[6] Students feel secure when they know the limits of an activity
[7] Teacher and students are whole persons
[8] The teacher creates an accepting atmosphere
[9] The teacher should be a “counselor” to students. Teacher shows them that
s/ he is really listening to them and understands what they are saying
[10] Students’ native language is used in order to make the meaning clear
because students will feel more secure when they understand everything
[11] The teacher should take responsibility for clearly structuring activities
[12] Learning at the beginning stage is facilitated if students attend to one task
at a time
[13] The teacher encourages students’ initiative and independence
[14] Students need quiet reflection time in order to learn
[15] Students learn best when they have a choice in what they practice
[16] Students need to learn to discriminate like perceiving the similarities and
differences among the target language form
[17] In groups, students can begin to feel a sense of community. Cooperation,
not competition is encouraged
[18] The teacher should work in a non- threatening way with what the learner
has produced
[19] Developing a community among the class members builds trust and can
help to reduce the threat of the new
learning situation
[20] Learning tends not to take place when the material is too new or,
conversely, too familiar
[21] In addition to reflecting on the language, students reflect on what they
have experienced
[22] In the beginning stages, the “syllabus” is designed primarily by the
students because they are more willing to learn when they have created the
material themselves.
● The Total Physical Response (TPR)
The Total Physical Response is a method of learning a foreign language due to
its emphasis on listening comprehension which lets the learner responses to
 the TPR commands. Through orders and request, the students do whatever
they are asked to do such as stand up, open the door, close the window, etc.
According to Richards et al.,(1086: 87), this method is a link to the “trace
theory” of memory in psychology, which holds that the more often or the more
intensively a memory connection is traced, the stronger the memory
association will be and the more likely it will be recalled. In other words, this
method helps the student to memorize the chunks of sentences of the target
language by doing it in physical activity and producing verbal respond later
on.
Principles of teaching underlying The Total Physical Response are (1)
meaning in the target language can often be told through actions; (2) memory
is activated through learner response; (3) students can initially learn one part
of the language rapidly by moving their bodies; (4) the imperative is powerful
linguistic device through which the teacher can direct student behaviors; (5)
student can learn through observing actions as well as by performing the
actions themselves; (6) it is very important that students feel successful; (7)
students should not be made to memorize fixed routines; (8) corrections
should be carried out in an unobtrusive manner; (9) students need to
understand more than the exact sentences used in training; (10) language
learning is more effective when it is fun; (11) spoken language should be
emphasized over written language; (12) students will begin to speak when
they are ready; and (13) students are expected to make errors when they first
begin speaking and teacher should be tolerant of them.

3. English Teaching Strategies

Research indicates that successful language learners employ a variety of learning
strategies tailored to their individual needs, goals, and learning stage (Chamot et al.,
1996). Based on Oxford (2011) strategies can be categorized into six main types:
* Metacognitive: planning, monitoring, and evaluating learning progress.
* Affective: managing emotions and maintaining motivation.
* Social: collaborating and communicating with others.
* Cognitive: processing and organizing information.
* Memory: storing and retrieving information effectively.
* Compensation: using alternative methods to overcome language gaps.
 While learners at all levels use strategies, more proficient learners tend to utilize a
wider range and are more aware of their effectiveness. Providing learners with
explicit strategy instruction can empower them to become more self-directed and
enhance their language learning outcomes.

4. English Teaching Techniques

● Mapping Technique
"Concept maps are visual aids that underline key concepts and depict the
linkage of concepts or facts within a passage and help students generate
questions about the content and understand better,” claims Novak (2001). The
last characteristic of concept maps are particular instances of things or
occasions that aid in deciphering the meaning of a certain concept.
Novak (2001) states that there are various uses for concept mapping.
• To come up with ideas (brainstorming);
• To create complex frameworks (long texts, hypermedia, big websites);
• To explain intricate concepts
• To evaluate comprehension or provide a diagnosis; to facilitate learning by
clearly integrating new and old information;
● Cooperative Learning Technique
Slavin (2014, p. 785) delineated it as “teaching methods in which students
work together in small groups to help each other learn academic content”.
Furthermore, Slavin (2014, pp. 786-789) explains CL based on four theoretical
perspectives. In addition, basic CL elements. Slavin’s (1990) three central
concepts for team learning are team reward, individual accountability, and
equal opportunities. Those are the motivational perspective to achieve
personal's goal, the social cohesion perspective to help each other to be
bonded, the cognitive perspective helps the processing information effectively,
and developmental perspective. One example of a cooperative learning
technique is the Jigsaw method. In this technique, students are divided into
small groups, each of which is responsible for learning one aspect of a larger
topic. After mastering their assigned material, students then regroup with
members from other groups who are responsible for different aspects of the
topic. They then teach their peers what they have learned. This method
encourages collaboration, communication, and group problem-solving skills.
● Graphic Organizers Technique
As previously stated by Nabilah et al. (2022) "The graphic organizer is a
technique that uses by organizing structural knowledge in the form of
diagrams, maps, or charts". It is visual tool that help students organize and
visualize information In TEFL (Teaching English as a Foreign Language).
Overall, it can be used to help students organize their thoughts and better
understand the structure of the English language. The example of a graphic
organizer technique in TEFL is using a Venn diagram to compare and contrast
two different topics or concepts. For example, students could use a Venn
diagram to compare and contrast the characters in a story, the features of two
different countries, or the similarities and differences between two tenses in
English grammar. This visual representation can help students understand the
relationships between ideas and concepts, and better organize their thoughts in
English. The use of graphic organizers in TEFL provides several advantages
for language learners, including: to represent and organize information,clarify
their thinking and see the relationships between different elements, to interact
with the language in a more dynamic and hands-on manner, and prompt
students to produce language as they fill in the organizers, encouraging them
to express their thoughts and ideas in English.
● Brainstorming Technique
Isaksen (1998) cited in Meilinda (2018) asserts that one of the most common
techniques for productive thinking is brainstorming. It works by encouraging
group discussions or solitary thought processes that result in the generation of
concepts, ideas, or solutions. Based on Simon & Schuster (2003:21), there is a
formula for brainstorming that involves writing the topic and the assignment's
purpose at the top of a sheet of paper, listing all related topics using basic
words and phrases, allowing creativity in the ideas, choosing the best ideas,
and grouping the ideas. To enhance the unusual ideas emerging, this process
frequently occurs in a cooperative, nonjudgmental setting. Neil Patrick lists
the benefits and drawbacks.Among the many advantages and benefits of
brainstorming are the following:
• You don't have to be a highly qualified expert or highly paid consultant to
use it
• Easy to understand - it's not a complicated technique
• It is inexpensive
• If controlled properly it is a quick way of generating ideas
• Encourages creative thinking and thinking "out of the box"
• Generates ideas and solutions that can be used elsewhere
• Provides an opportunity for widespread participation and involvemen
However, if we are to consider disadvantages, they may include:
• Can take too much time if the group is not properly controlled and is
allowed to run for too long
• Raising expectations of the brainstorming group by considering ideas that
will never be implemented
 CHAPTER III
CONCLUSION
In conclusion, the effective teaching of English as a foreign language requires a
comprehensive understanding of various approaches, methods, strategies, and techniques.
These components form a framework that shapes the learning experiences of students and
influences their language acquisition. Educators must be aware of different approaches such
as communicative language teaching, task-based language learning, electic approach,
participatory approach, Oral Approach and Situational Language , and be able to apply them
in classroom settings. Moreover, the selection and implementation of appropriate methods,
including the grammar translation method (GTM), the direct method, the audio-lingual
method, suggestopedia, community language learning (CLL), and the total physical response
(TPR) play a crucial role in facilitating language acquisition. Additionally, the use of specific
strategies such as metacognitive techniques, affective strategies, social strategies, cognitive
strategies, and memory strategies empower educators to create supportive and inclusive
learning environments that cater to the diverse needs of English language learners.
Furthermore, the incorporation of various techniques such as cooperative learning, graphic
organizers, brainstorming technique, mapping technique enhances student engagement,
comprehension, and language production. Ultimately, a balanced and informed integration of
these approaches, methods, strategies, and techniques is essential in ensuring the successful
and holistic teaching of English as a foreign language
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