Name : Novita Sari

Npm : 1763 10556

Class : 6C

Summary “Comparing & Evaluating Approaches in Language Teaching”

Simply, approach is limited as a way of doing or doing something. Approach

is axiomatic. It means that possible to describe the nature of the subject or problem
taught in different ways from each person. According to (Anthony, 1963) the
approach states the ideas, ideas, views, philosophies, beliefs, norms, values, and
whatever is believed even though it does not need to be proven. Thus, approach is
an assumption, view or philosophy regarding the nature of language and language
teaching. Next, (Anthony, 1963) limited the method as a whole plan. Whole in the
sense that the whole language material can be taught in a row, none of the parts of
the presentation are contradictory and the whole set of presentations is based on a
selected approach. So, method refers to the application of concepts, theories,
principles, and language abstraction and language teaching. Furthermore, technique
(Gerlach, 1971: 17) is defined as the practice or procedure used to achieve the goal
of language teaching. Language teaching technique must be consistent with the
teaching method and therefore the technique must also be in accordance with the
approach. Therefore, approaches, methods, and techniques are three different but
inseparable. The types of approaches, methods and techniques are as follows:

1. 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 ability to use the language for oral communication.
Characteristic of Grammar Translation Method :
a). Classes are taught in the mother tongue, with little active use of the target
language.
b). Much vocabulary is taught in the form of lists of isolated words.
c). Long elaborate explanations of the intricacies of grammar are given.
d). Grammar provides the rules for putting words together and instruction often
focuses on the form and inflection of words.
e). Reading of difficult classical texts is begun early.
f). Little attention is paid to the content of texts, which are treated as exercises in
grammatical analysis.
g). Often the only drills are exercises in translating disconnected sentences from
the target language into the mother tongue.
h). Little or no attention is given to pronunciation.

2. Direct Method
This approach, also known as the ‘oral‘ or ‘natural‘ method, originated around
the 1900s as an alternative to the traditional grammatical translation method. At this
time teachers were starting to experiment with teaching and educational models as
previous techniques were failing to improve spoken communication. Direct Method
is based on the direct involvement of the student when speaking, and listening to,
the foreign language in common everyday situations. Consequently, there is lots of
oral interaction, spontaneous use of the language, no translation, and little if any
analysis of grammar rules and syntax. The focus of the lessons is on good
pronunciation, often introducing learners to phonetic symbols before they see
standard writing examples. Direct Method continues to provoke interest and
enthusiasm today, but it is not an easy methodology to use in a classroom situation.
It requires small classes and high student motivation and in the artificial environment
of a classroom. It is difficult to generate natural situations of understanding and
guarantee sufficient practice for everyone. However, variants of this method have
been developed where the teacher allows limited explanations in the student’s native
language and explains some grammar rules to correct common errors a student may
make when speaking.
Some characteristics of this method are:
a). Lessons are in the target language.
b). There is a focus on everyday vocabulary.
c). Visual aids are used to teach vocabulary.
d). Particular attention is placed on the accuracy of pronunciation and grammar.
e). A systematic approach is developed for comprehension and oral expression.

3. Audio-Lingual Method (ALM)

Audio-lingual method, Army Method, or New Key, is a method used in
teaching foreign languages. It is based on behaviorist theory, which postulates that
certain traits of living things, and in this case humans, could be trained through a
system of reinforcement. The correct use of a trait would receive positive feedback
while incorrect use of that trait would receive negative feedback. This approach to
language learning was similar to another, earlier method called the direct
method. Like direct method, audio-lingual method advised that students should be
taught a language directly, without using the students' native language to explain
new words or grammar in the target language. However, unlike direct method,
audio-lingual method did not focus on teaching vocabulary. Rather, the teacher
drilled students in the use of grammar.
Some characteristics of this method are:
a). Lessons are in the target language.
b). Drills are used to teach structural patterns.
c). Set phrases are memorized with a focus on intonation.
d). Grammatical explanations are kept to a minimum.
e). Vocabulary is taught in context.
f). Audio-visual aids are used.
g). Focus is on pronunciation.
h). Correct responses are positively reinforced immediately.
 4. Communicative Approach
Communicative approach is based on the idea that learning language
successfully comes through having to communicate real meaning. When learners are
involved in real communication, their natural strategies for language acquisition will
be used, and this will allow them to learn to use the language. For example,
practicing question forms by asking learners to find out personal information about
their colleagues is an example of communicative approach, as it involves meaningful
communication. Communicative approach emphasizes the ability to communicate
the message in terms of its meaning, instead of concentrating exclusively on
grammatical perfection or phonetics. Therefore, the understanding of the second
language is evaluated in terms of how much the learners have developed their
communicative abilities and competencies. In essence, it considers using the
language to be just as important as actually learning the language.
Communicative Language Teaching method has various characteristics that
distinguish it from previous methods:
a). Understanding occurs through active student interaction in the foreign
language.
b). Teaching occurs by using authentic English texts.
c). Students not only learn the second language but they also learn strategies for
understanding.
d). Importance is given to learners’ personal experiences and situations, which
are considered as an invaluable contribution to the content of the lessons.
e). Using the new language in unrehearsed contexts creates learning opportunities
outside the classroom.