CHAPTER I

INTRODUCTION

1.BACKGROUND

Basically, teaching is commonly understood as a profession that can

produce something great when the methods and ideas are correctly and accurately
presented and implemented in the classroom.the purpose of teaching generally
lies in getting students to truly understand the concepts and methods being
taught. Teaching is also known as a series of activities organized to support the
learning process.with teaching English learning method, we may be
able to teach our students in learning English easier. In the chapter one we are just
starting in the early elementary teaching and learning and this is just
the definitionof English learning method.The task of methodology is to enhance
the process of teaching English by empowering and facilitating teachers to work
proficiently. Teaching involves a continuous analysis of ones own work, the
experiences of other teachers and the search for new means to improve
teaching.When teaching a foreign language a teacher must think about the specific
qualities offered to students of a certain mother tongue. That means that the
methodology of teaching English has to take into account the problems posed by
the English language for the students who will learn it.
The methodology of teaching English stands in relation with several challenges or
problems:
1.What to teach? That means the amount of knowledge, skills and habits that
students have to obtain within the process of learning the language.

2.What are the aims of teaching? When a teacher is sure of the aim of teaching,
he/she will have the easiness of reaching the intended goal.

3.How to teach? In this case one can call to mind the principles upon which
teaching of English is based, the means, methods, fashion and tactics used in
teaching in order to achieve the required final completion.

The answers to these questions define the echelon of methodology as a science.

As a consequence it determines the nature of the problems to be dealt with.for
successful teaching, teachers are required several initiatives. The teacher has:
1.To awaken and develop the potentiality and ability of students for studying.to
help students develop habits through frequent repetition.

2.To inspire, to kindle the interest of the student in studying.

3.Also, the teacher should know how to go from easy stages to more difficult
ones.
 CHAPTER II

METHOD OF ENGLISH TEACHING

1.Direct Method

According to Webster's New International Dictionary, "Direct Method is a method of

teaching a foreign language, especially a modern language through conversation,
discussion and reading in the language it self without use of the pupil's language,
without translation and without the study of formal grammar. The words are first taught
by pointing to object or picture or by performing action."

The general goal of the Direct Method is to provide learners with a practically useful
knowledge of language. We know that knowledge of language is very useful for student.
In this method, we should use direct teaching to the student about knowledge of
language with doing something practice. They should learn to speak, discussion and
understand the target language in every situations.

The basic reason of the Direct Method that teacher should attempt to learn a
second language in much the same way as children learn their first language. The
method emphasised oral interaction, spontaneous use of language, no translation
between first and second languages, and little or no analysis of grammar rules.

The Direct Method is a method of teaching a foreign language directly. It emphasises

language learning by direct contact with the foreign language in meaningful situations.
The principle underlying this method is to establish a direct bond between English word,
phrase or idiom, and its meaning. It is clear that the mother-tongue does not come
between the foreign word and the meaning it conveys.
 For the successful working of the Direct Method, the following means are used:

1. Oral work.

Speech is very important. The Direct Method lays tress on the oral aspect of English.
The child should first listen and speaks. This will develop a language sense among the
children. Oral teaching will also form the basis of reading and writing.

2.Minimum use of the mother-tongue.

Make as little a use of the mother-tongue as possible. The sounds of the mother-
tongue should not interfere with English sounds. This will ensure the direct bond
between experience and expression between word and meaning. Use mother-tongue
only when it is most essential to use it.

3.The sentence and not the word becomes the unit of speech.

The Direct Method follows the principle that the unit of speech should be sentence
and not the word. We talk and think in sentences or "sense-group". We do not think in
single words. So, sentence is made the unit of speech. The teachers make use of
different types of sentences such as affirmative, negative, interrogative, exclamatory,
etc.

Advantages the Direct Method

1. English is taught in the medium of English and not in the medium of the mother-
tongue.

2. The child gets many opportunities to listen to spoken English. This is very important
for language mastery.

3. The Direct Method follows the natural way of learning a language. The child listens
and speaks. He acquires fluency in English speech.
 4. The Direct Method lays stress on oral work. The child gets to improve his speech
habits, including pronunciation.

5. The Direct Method helps the child to think in English without the aid of the mother-
tongue. This strengthens his ability of self-expression.

6. There is an ample scope for the use of audio-visual aids. These aids make the
teaching work easy, interesting and more concrete.

7. The method is the quickest way of getting started in English.

8. The Direct Method prepares an easy ground for written English.

9. There is good scope for activity. The teaching work becomes interesting.

10. It is the method of a living language, not of a dead one.

Limitations of the Direct Method

1. The method is no doubt, very useful for the early stage. It does not work well in
higher classes. Certain aspects of language-study are neglected. It is an incomplete
method.

2. Speech is given importance at the cost of reading and writing.

3. Every teacher cannot be expected to teach with the Direct Method. It requires
teachers who are skilled in handling language material.

4. It is an expensive method. Aids have an important place in this method. But many
schools cannot afford to buy such aids as projector, linguaphone, etc.

5. The method is more suitable for small-sized classes. In Indian schools, we have over-
crowded classes. The use of the method may give out undesirable results.
 CONCLUSION:

We can conclude that Direct Method is method that directly use by the teacher in
teaching foreign language. We should use direct teaching to the student about
knowledge of language with doing something practice. They should learn to speak,
discussion and understand the target language in every situations. So the direct method
will succesful to implement. In this mehod, we teach the students to directly mention
what the answer or what the question, what they want to talking about, etc.

In this method, grammar learning became inductive in nature without overt

explanations given the students. The mother tongue is never, never used. And also
there is no translation. For the successful working of the Direct Method, we can use:
Oral work, Minimum use of the mother-tongue, The sentence and not the word
becomes the unit of speech, The teaching of descriptive grammar, Progressive teaching
of new vocabulary.

2.Audio-Visual Method

Audio lingual strategy is an approach to language learning that based on

behaviouris ideology in our daily. This method was similar with direct method that has
explained before it is learning directly and the same as audio visual method.

The difference between audio visual method and direct method, the first is focus
on teaching language grammar it self and the second one is focus on vocabularies. But
all of this method is important to use in teaching language learning, because those are
part of the strategy.

By using audio visual method, the teacher should be prepare many words to
share all of his students and ask them to repeat the words and memories it to increase
students vocabularies it must become their behaviours to make the learner will learn
habitually. Because according with this method that focus on vocabularies insist to
speaking and practicing than writing anymore.
Characteristics:
There are so many characteristic in language learning strategy by using audio visual
method:
New material is presented in dialogue form.
There is dependency on mimicry, memorization of set phrases.
Structural patterns are taught using drills.
There is little or no grammatical explanation
Vocabulary is strictly limited to pronunciation.
There is much use of tapes, language labs, and visual aids.
Great importance is attached to pronunciation.

Teaching Process:

We have three teaching process, there are :

The first is presentation using oral, dialogue, little explanation. The purpose
of this stage is accurate repetition and memorization of the dialogue.
The second is practice using pattern drills and emphasizing fluency.
The third teaching process is application and here we talk about the use of
structure in different concepts.

All interaction and learn strategy given by using studied language. And one of
these method is Dialog Memorizing. First, the students giving a short dialog to each other
by using a good spelling ang body language because of it they sould be interest and
easily to understand and also increase their language each other. And the second one
using drills or learn tranformation by providing questions and tranformed into statement. It
was learned the students how to select the word became simple sentence.

In conclusion, the Audio-lingual Method focuses on speaking and listening

competence stressing repetition and habit formation to learn a second or a foreign
language. This method was frequently used during the first half of the twentieth century
and though it lost its scientific credibility which led to its decline, it is still used today.
 CONCLUSION:

Audio-visual method that focus on vocabularies insist to speaking and practicing

than writing anymore. This method push the students enjoy studying by behaviouris in
their daily. The theory behind this method is that learning a language means acquiring
habits. There is much practice of dialogues of every situations.

This method helped the students to easier them self in learning language, by
repeatation of the words in the daily, so they can memorize it. It can become habitual for
students and could develop students vecabularies. Firtsly to apply this method is forcing
students to be focus on the material to make them to be friendly with many words. So,
students can learn it habitually.

3.Grammar Translation Method

Sometimes also known as the Classical Method, this is a traditional teaching technique that
was used to teach Latin and Greek and was particularly in vogue during the 16th Century.

The focus at this time was on the translation of texts, grammar, and rote learning of
vocabulary. There was no emphasis on speaking and listening comprehension because Latin and
Greek were taught more as academic subjects rather than a means of oral communication.

This teaching method is still common in many countries and institutions around the world, and
still appeals to those interested in languages from an intellectual or linguistic perspective.
However, it does little to improve your ability to use the language for oral communication.
 4.The Silent Way
The Chomskyan criticism of the theories upon which the audiolingual method was founded led
to an interest in not only the affective factors but also in the cognitive factors.
While Community Language Learning, drawing from Carl Rogers philosophy, focused on the
importance of the affect, new methods were developed in the 70s to highlight the cognitive
domain in language learning. The Silent Way is one of these innovative methods. In Fact, Caleb
Gattegno, the founder of the Silent Way,devoted his thinking to the importance of problem
solving approach in education. He contends that the method is constructivist and leads the
learners to develop their own conceptual models of all the aspects of the language. The best way
of achieving this is to help students to be experimental learners.
Features

The Silent Way is characterized by its focus on discovery, creativity, problem solving and the
use of accompanying materials. Richards and Rodgers (1986:99) summarized the method into
three major features.

1. Learning is facilitated if the learner discovers or creates. The Silent way belongs to the
tradition of teaching that favors hypothetical mode of teaching (as opposed to expository
mode of teaching) in which the teacher and the learner work cooperatively to reach the
educational desired goals. (cf Bruner 1966.) The learner is not a bench bound listener but
an active contributor to the learning process.
2. Learning is facilitated by accompanying (mediating) physical objects. The Silent Way
uses colorful charts and rods (cuisenaire rods) which are of varying length. They are used
to introduce vocabulary ( colors, numbers, adjectives, verbs) and syntax (tense,
comparatives, plurals, word order )
3. Learning is facilitated by problem solving involving the material to be learned. This
can be summarized by Benjamin Franklins words:
Tell me and I forget
Teach me and I remember
Involve me and I learn
A good silent way learner is a good problem solver. The teachers role resides only in
 giving minimum repetitions and correction, remaining silent most of the times, leaving the
learner struggling to solve problems about the language and get a grasp of its mechanism.
Disadvantages

The Silent Way is often criticized of being a harsh method. The learner works in isolation
and communication is lacking badly in a Silent Way classroom.
With minimum help on the part of the teacher, the Silent Way method may put the learning
itself at stake.
The material ( the rods and the charts) used in this method will certainly fail to introduce
all aspects of language. Other materials will have to be introduced.
Advantages

Learning through problem solving looks attractive especially because it fosters:

creativity,
discovery,
increase in intelligent potency and
long term memory.
The indirect role of the teacher highlights the importance and the centrality of the learner
who is responsible in figuring out and testing the hypotheses about how language works. In
other words teaching is subordinated to learning

5.Suggestopedia Method

Suggestopedia is a teaching method, which focuses on how to deal with the

relationship between mental potential and learning ability and it is very
appropriate to use in teaching speaking for young language learners (Xue,
2005). This method was introduced by a Bulgarian psychologist and educator,
George Lazanov in 1975. Maleki (2005) believed that we are able of learning
much more than we think, provided we use our brain power and inner
capacities. In addition, DePorter (2008) assumed that human brain could
process great quantities of material if given the right condition for learning in
a state of relaxation and claimed that most students use only 5 to 10 percent
 of their mental capacity. Lazanov created suggestopedia for learning that
capitalized on relaxed states of mind for maximum retention material.

Key Features of Suggestopedia

1. Comfortable environment
In suggestopedia method, the classroom is not the same as common
classrooms. In the classroom, the chairs are arranged semicircle and faced the
black or white board in order to make the students pay more attention and get
more relaxed. In addition, the light in the classroom is dim in order to make
the students mind more relaxed (Xue, 2005).

1. The use of music

One of the most uniqueness of this method is the use of Baroque music during
the learning process. Baroque music, with its 60 beats per minute and its
specific rhythm, created the kind of relaxed states of mind for maximum
retention of material. It is believed that Baroque music creates a level of
relaxed concentration that facilitates the intput and retention of huge
quantities of materials. Baroque music helps the students to reach a certain
state of relaxation, in which the receptivity is increased (Radle, 2008). The
increasing of learning potential is put down to the increase of alpha brain and
decreasing of blood preasure and heart rate. The use of music also depends on
the expected skill of the students: listening, grammar, pronunciation,
discussion, etc.

1. Peripheral Learning
The students learn English not only from direct instruction but also from
indirect instruction. It is encouraged through the presence in the learning
environment of posters and decoration featuring the target language and
various grammatical information. They are changed everyday. By doing this,
the students can learn many things undirectly in the classroom or outside
classroom. For example, students can produce simple sentence by using the
posters or grammatical information on the wall.

1. Free Errors
In the teaching learning process, students who make mistakes are tolerated,
for example in pronouncing the word. The emphasis is on the content not the
structure. Grammar and vocabularies are presented and given treatment from
the teachers, but not dwelt on.
Advantages of Suggestopedia
There are some benefits in utilizing suggestopedia:
1.A comprehesible 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|
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. Peripheral information can also help
encourage students to be more experimental, and look to sources other than
the teacher for language input. For example, the students can make some
sentences using the grammatical structure placed on the classrooms wall,
describe a particular place in an English speaking country by looking at the
poster on the wall, etc. When the students are successful in doing such self-
activities, they will be more confident.

Disadvantages of Suggestopedia
The main disadvantages of suggestopedia are as follow:
1.Environment limitation
Most schools in developing countries have large classes. Each class consists of
30 to 40 students. One of the problems faced in utilizing this method is the
number of students in the class. There should be 12 students in the class
(Adamson, 1997).
|2.The use of hypnosis
Some people say that suggestopedia uses a hypnosis, so it has bad deep effects
for human beings. Lazanov strongly denied about it.
3.Infantilization learning
Suggestopedia class is conditioned be child-like situation. There are some
students who do not like to be treated like this as they think that thay are
mature.
 6.Community Language Learning (CLL

Community Language Learning (CLL) is one of the designer methods of language acquisition
that arose in the 1970s (along with The Silent Way, Suggestopoedia and TPR) and forms part
of the Humanistic Approach to language learning. The key features of these methodologies is
that they flout orthodox language teaching, they have a guru (regarded by devotees of the
method with something approaching religious awe), and they all developed from outside
language teaching. Additionally they are all rigidly-prescriptive and emphasise the learners
responsibility for their own learning.

The founder figure of CLL was Charles Curran, an American Jesuit priest, whose work in
Counselling Learning (a general learning approach based on Rogerian counselling ideas and
practices) was applied to language learning.

The key idea is that the students determine what is to be learned, so the teacher is a facilitator
and provides support. In the basic form of CLL, a maximum of 12 students sit in a circle. There
is a small portable tape recorder inside the circle. The teacher (who is termed the Knower )
stands outside the circle. When a student has decided they want to say something in the foreign
language, they call the Knower over and whisper what they want to say, in their mother tongue.
The teacher, also in a whisper, then offers the equivalent utterance in English (or the target
language). The student attempts to repeat the utterance, with encouragement from the Knower,
with the rest of the group eavesdropping. When the Knower is satisfied, the utterance is
recorded by the student. Another student then repeats the process until there is a kind of
dialogue recorded. The Knower then replays the recording, and transcribes it on the board. This
is followed by analysis, and questions from students. In a subsequent session, the Knower may
suggest activities springing from the dialogue. Gradually, the students spin a web of language.

Space does not permit me to describe in detail the psychological system on which CLL is
based, but essentially, the learner is supposed to move from a stage of total dependence on the
Knower at the beginning to a stage of independent autonomy at the end, passing through 5
developmental stages along the way. It is the Knowers job to provide the supportive and secure
environment for learners, and to encourage a whole-person approach to the learning.
 There are clearly some major problems with CLL. It can only be done with small numbers of
students. The students have to share a single mother tongue. The teacher (Knower) has to be
highly proficient in the target language and in the language of the students. The teacher also
has to have enormous reserves of energy both physical and psychic. (I have used CLL to
teach French and Italian in the beginner stages, and I can assure you I was exhausted after
each session!). Arguably, too, it is unwise to undertake CLL as a teacher without some
counselling training.

It has also been pointed out that this is a methodology exclusively suitable for adult learners,
not for children. Also, most descriptions of it in action focus on the early stages of learning the
new language. What do teachers do after that? As for many methods, it gets more difficult to
distinguish between one method and another the more advanced the learner becomes.

7.LEARNING STRATEGY TRAINING, COOPERATIVE LEARNING, AND

MULTIPLE INTELLIGENCES

INTRODUCTION
The Learning Strategy Training, Cooperative Learning and Multiple Intelligences are
methodological innovations that focus on the language learner and the training they
need in order to learn a language. These are not Language Teaching Methods, but
rather complement Language Teaching methods and not challenge them. These
innovations are to enhance learning effectiveness.

THEORY
In 1975, Joan Rubin investigated what good language learners did to facilitate their
learning and from the investigation, she discovered the techniques or devices which a
learner may use to acquire knowledge (p.43) According to her, good language leaners
are willing and accurate guessers who have a strong urge to communicate and would
go to the extreme to do so. Language educators also realised the need for training in
language strategies in order to increase learners potential and contribute to their
autonomy
DESIGN
Objectives Short-term objectives: To equip language learners with learning strategy
skills so as to effectively learn the language.
To increase the potential and contribute to the autonomy of language learners. o To
teach learners the spirit of team work and to sharpen their social skills in order to work
together more effectively.
TYPES OF ROLES

ROLE OF THE TEACHER ROLE OF THE STUDENT

Teaches learners how to learn using a Students are expected to practice the learning
particular learning strategy per the needs of the strategies they learn in class.
students
Students must encourage each other using
Examines the progress and understanding of social skills.
students

Gives criteria for how well students perform

Students are expected to express themselves
and bring out their concerns to be address by
the teacher.
He delegates roles to some students during Students are encouraged to work together in
group work sessions groups more effectively.
The teacher inculcates the spirit of students are expected to become independent
teamwork in students learners.
 In conclusion, the Learning Strategy Training, Cooperative Learning and Multiple
Intelligences are strategies that do not only guide the learner to learn but also help them
appreciate learning independently and more efficiently, interdepending on one another and
sharpening their social sills. Moreover, we can also say that it makes a good combination when
merged with language teaching methods to ensure a positive outcome.

The different of all the method

What are the Differences?

Each method has a different focus or priority, so lets look at what this means in practical terms
in the classroom.

The more common methods have a link to a separate page with more details and an
explanation of how they work, including the most common method currently used
Communicative Language Teaching:

Method Focus Characteristics

Translate from English into

Grammar Translation Written literary texts your native language

Direct Method (also called Student learns by associating

Natural Method) Everyday spoken language meaning directly in English

Listening and speaking drills

and pattern practice only in
Audio-Lingual Method Sentence and sound patterns English
 Teacher is silent to allow
Student interaction rather student awareness of how
The Silent Way than teacher English works

Relaxed atmosphere, with

Meaningful texts and music; encourages subliminal
Suggestopedia vocabulary learning of English

Understanding of English
Community Language through active student
Learning Student interaction interaction

Teach learning strategies,

Learning Strategy Training, cooperation; activities vary
Cooperative Learning, and according to different
Multiple Intelligences How to learn intelligences