TEACHING ENGLISH

AS FOREIGN
LANGUAGE
L E C T U R E R : D r . A B D U L S YA H I D , M . P d .
Member of the group :
-ERI NURIANTI
-RATRI NUR ISLAMIARTI
-WINDY NUR AINI

CLASS
 LANGUAGE
TEACHING
METHODOLOGY
CHAPTER 1

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Please pay attention to this presentation.
Today’s contents will be very important.

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AGENDA

1 INTRODUCTION 4 Communicative
Curriculum, syllabus, methodology, evaluation. Language Teaching

Grammar-
2 Translation 5 Task-Based
Language Teaching

3 Audiolingualism 6 Question & Answer

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Syllabus is a teacher’s Curriculum is the lessons
guide to a course and and academic content
what will be expected of taught in a school or in
teacher in the course a course or program

Methodology is the
systematic, theoretical
analysis of the methods
applied to a field of
study Assessment is concerned with
how well our learners have
done, while evaluation is much
broader and is concerned with
how well our program or course
has served the learners.
TEACHING LANGUAGE
METHODS

TRADITIONALS TEACHING
Grammar-Translation, Audiolingualism
METHODS
NEW TEACHING METHODS
Communicative Language Teaching, Task-Based
Language Teaching

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 G R A M M A R - T R A N S L AT I O N
According to the teachers who use the Grammar-Translation Method, a
fundamental purpose of learning a language is to be able to read literature written
in the target language. To do this, students need to learn about the grammar rules
and vocabulary of the target language. In addition, it is believed that studying
another language provides students with good mental exercise, which helps
develop their minds.
Classwork is highly structured, with the teacher controlling all activities.
Consequently it tends to be very much text-based. Typically, the teacher gives
instructions and grammatical explanations in the mother tongue. Little or no
attempt is made to teach pronunciation.
The language that is used in class is mostly the students’ native
language. 8
 TEACHER : MS. ERI
STUDENTS : RATRI & WINDY
 The Audio-Lingual Method is an oral-based
approach. the Audio-Lingual Method drills
students in the use of grammatical
sentence patterns. It was thought that the
way to acquire the sentence patterns of
AUDIO- the target language was through
conditioning— helping learners to respond
LINGUAL correctly to stimuli through shaping and
reinforcement, so that the learners could
overcome the habits of their native
language and form the new habits required
to be target language speakers.

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 TEACHER : MS. ERI
STUDENTS : RATRI & WINDY
 E
LANGUAGE TEACHING

(CLT) is an approach to language teaching that emphasizes learning a language first and
foremost for the purpose of communicating with others.
The goal is to enable students to communicate in the target language. To do this, students
need knowledge of the linguistic forms, meanings, and functions. They need to know that
many different forms can be used to perform a function and also that a single form can often
serve a variety of functions.
The teacher facilitates communication in the classroom. In this role, one of his
major responsibilities is to establish situations likely to promote communication.
 TEACHER : MS. WINDY
STUDENTS : RATRI & ERI
 TASK-BASED
LANGUAGE TEACHING

(TBLT) focuses on the use of authentic language and on asking students

to do meaningful tasks using the target language.
The teacher’s role is to choose tasks, based on an analysis of students’ needs, that are
appropriate to the level of the students and to create pre-task and task follow-up phases that
are in line with the abilities and needs of the students. The teacher also monitors the students’
performance, and intervenes as necessary. The role of the students is to communicate with
their peers to complete a task.
The goal of teachers is to facilitate students’ language learning by engaging them
in a variety of tasks that have a clear outcome.
 Ta s k C Y C L E
Students are actively engaged with the task, with
the teacher monitoring their performance and PRE-TASK
intervening when necessary. The task has clear
The aim of the pre-task is to set up the learners
outcomes so that both students and teachers can
tell if the task has been successfully completed. for the learning task proper. A teacher can
introduce the students to the language
TASK they will need to complete the task.
The tasks are meaningful
and relevant so that the
students see the reason for
FOLLOW-UP
doing the task and can see
Finally, there is the follow-up, which may also
how the task relates to
take various shapes and forms: to get the
possible situations in their
student to reflect and self-evaluate, to give
lives outside the classroom.
feedback, to correct errors, and so on.
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 TEACHER : MS. RATRI
STUDENTS : WINDY & ERI
THANK YOU!
ANY QUESTIONS?
F LY H I G H , W H E R E N O B O D Y C A N T O U C H Y O U !