Approach,
Method,
Technique,
and Strategy
Farida Hanim Saragih, S.Pd.,
M.Hum.
The Kinds of Teaching Method
A. The Grammar-Translation Method
• Grammar Translation Method dominated foreign
language teaching for over century 1840 to 1940 and is
still present in one form or the other in many parts of the
world.
• With increased opportunities for communication that
demanded oral proficiency the GTM was questioned and
rejected as an effective method of teaching a foreign
language.
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1. Students found the method frustrating as they had to
memorize words and rules.
2. The use of L1 in the classroom prevented the learner from
developing confidence to communicate in English.
3. The learner found it very difficult to free themselves from
the liberal use of the mother-tongue.
4. As the language of literature is quite different from the
language of everyday communication.
5. This was further aggravated by the fact that method
focused on written.
6. The excessive obsession with accuracy and completeness
inhibited learner’s communication.
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The Direct Method
The principles of Direct Method are :
1. This method was introduced in France and Germany.
2. It demanded high proficiency in spoken language and
native like fluency in non-native teachers.
3. Its procedures and techniques were difficult.
4. Learning second language in the same way in which
first language was acquired is not practically feasible as
there was less time and opportunity available in
schools.
5. No selection and grading of vocabulary and structures
were carried out which bewildered the pupils.
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A. The Bilingual Method
The principles of Bilingual Method are:
1. Foreign/ second language can be learned with the help of L1
2. L1 is not used as translation but as a means to achieve the communicative end.
3. Words and sentences in the target language are presented with L1 equivalents.
4. Sentence is the unit of teaching, not word.
5. The use of L1 is restricted to the teacher only.
6. Once the students develop a sufficient command of the target language, mother-tongue
is completely withdrawn.
B. The S-O-S (Structural Oral Situational Approach)
Approach
The basic assumptions of this approach are as follows.
1. Learning a language is not only learning its words but also the syntax.
2. Vocabulary is presented through graded vocabulary lists.
3. Skills are presented in the following order; listening, speaking, reading
and writing (LSRW)
4. Sentence patterns exist and can form the basis of a language course
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II. Approach
An approach according to Anthony, was a set of assumption
dealing with the nature of language, learning and teaching.
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III. Strategy
Strategy are specific methods of approaching a problem or task, modes of
operation for achieving a particular end, planned designs for controlling and
manipulating certain information.
Typically, strategies were divided into three main categories which are :
1. Metacognitive
2. Cognitive Strategy
3. Socio Affective Strategy
4. Communication Strategy There are some few strategies of
communication strategy :
a. Avoidance Strategies
a common communication strategy can be broken down into several
subcategories.
b. Compensatory Strategies
Describing or exemplifying the target object of action.
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IV. Technique
The natural approach is designed to develop basic
communication skills.
The development stages are:
1) Comprehension (preproduction)
2) Early production
3) Speech Emergence
This approach to teaching language has been proven to be
particularly effective with limited English proficient students.
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Exercise
Make summary (in PPT) clearly with
your own words and understanding
about Method, Approach, Strategy,
Model and Technique in teaching.
Give the examples if necessary to
support your answer.
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Thank You
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