ENGLISH TEACHING

STRATEGY
OLEH
YUWIN R. SALEH, M.Pd
 THE MEANING OF LANGUAGE, LEARNING, AND TEACHING

a. The Meaning of Language

b. The Meaning of Learning

Learning is acquiring or getting of knowledge

of a subject or a skill by study, experience, or
instruction (Brown, 2007: 7)
Learning is more succinctly as a change in an
individual caused by experience (Slavin in
Brown, 2007: 7)
 Breaking down the components of the definion of
learning, we can extract, aswe did with language,
domains of research and inquiry.
1. Learning is acquisition or "getting."
2. Learning is retention of information or skill.
3. Retention implies storage systems, memory,
cognitive
4. Learning involves active, conscious focus on and
acting or inside the organism.
5. Learning is relatively permanent but subject to
forgetting.
6. Learning involves some form of practice, perhaps
reinforced
7. Learning is a change in behavior
c. The Meaning of Teaching
Teaching cannot be defined apart from learning.
Teaching is guiding and facilitating learning, enabling
the learner to learn, setting the conditions for
learning.
Teaching defined as showing or helping someone to
learn how to do something, giving instruction, guiding
in the study of something, providing with knowledge,
causing to know or understand. (Brown: 2007: 8)
 APPROACH, METHOD, AND TECHNIQUE

Antony (1963) was perhaps the first in modern times

to articulate a framework for understanding the
constituents of method. He proposed a three-way
distinction: approach, method, and technique.

a. The Meaning of Approach

Approach defined as a set of correlative
assumptions dealing with the nature of language
and the nature of language teaching and learning.
b. The Meaning of Method
A method, however, is an overall plan for the
orderly presentation of language material, no part
of which contradicts, and all of which is based
upon, the selected approach. A method is
procedural.

Within one approach there can be many methods.

Methods are implemented in the classroom
through what are called techniques.
c. The Meaning of Technique

A technique is defined as a particular trick,

strategem, or contrivance used to accomplish
an immediate objective. The tripartite
framework is hierarchical in the sense that
approach informs method, and method
informs techniques. (Antony in
Kumaravadivelu, 2006: 85)
To rectify some of the limitations of the
Antony framework, Richards and Rodgers
(1982) attempted to revise and refine it. They
proposed a system that is broader in its scope
and wider in its implications. Like Antony, they
too made a three-part distinctionapproach,
design, and procedurebut introduced new
terms to capture the refinements
Approach, Design, and Procedure
Approach, defines those assumptions, beliefs, and
theories about the nature of language and the nature
of language learning.

Design, specifies the relationship of theories of

language and learning to both the form and function
of instructional materials and activities in instructional
settings.

Procedure, comprises the classroom techniques and

practices which are consequences of particular
approaches and designs. (Richards & Rodgers in
Kumaravadivelu, 2006: 86)
 THE METHODS OF LANGUAGE TEACHING

a. Grammar Translation Method

b. The Direct Method
c. The Audio-Lingual Method
d. The Silent Way
e. Dessugestopedia
f. Community Language Learning
Method
g. Total Physical Response
h. Communicative Language
Teaching
 LEARNING STRATEGIES
A strategy is contrast with a skill which is a skill

is something you do automatically without

thinking about it. You do it the same way every

time. A strategy is a plan. You reason when you

do it, and you often adjust the plan as you go

along. (Duffy, 2009: 130)

Strategies are specific methods of

approaching a problem or task, modes of

operation for achieving a particular end,

planned design for controlling and

manipulating certain information (Oxford and

Ehrman in Brown, 2007: 119)

Brown divided learning strategies into theree
main categories, namely: (1) metacognitive is a
term used in information processing theory to
indicate an executive functions, strategies that
involve planning for learning, thinking about the
learning process as it taking place, monitoring of
ones production or comprehension, and
evaluating learning after an activity is completed;
(2) cognitive strategies are more limited to

specific learning tasks and involve more

direct manipulation of the learning material

itself; and (3) socioaffective strategies have to

do with social-mediating activity and

interacting with others. (Brown, 2001: 134)

 OMalley and Chamot in Amato (2003: 84)

described three major categories of learning

strategy:

1. Metacognitive strategies. Self regulatory

strategies that help studenets to plan,

monitor, and self evaluate.

2. Cognitive strategies. Task appropriate
strategies that help students to actively
manipulate the content or skills they are
learning.
3. Social and affective strategies.
Communicative and self-control strategies
that help students to interact with others to
enhance learning or control their own
affective states