English Language In Teaching

Methodology

Suaibatul Aslamiah
Sekolah Tinggi Ilmu Tarbiyah Tanah Grogot, Kalimantan Timur
[email protected]

Abstract
This paper contains an English learning methodology that focuses on learning strategies and
learning activities. This article uses the literature study method to reveal the leaning strategies and
activities of learning English with using a variety of English teaching methods that can be used to
teach at school or on campus. The methods that can be used are Multiple Intelligences, Situational
Language Teaching, Audio lingual, CLT, Total Physical Respond, Communicative Language
Learning, Natural approach, and Suggestopedia method. All methods are combined in English
teaching activities designed to develop students’ multiple intelligences and improve English skills
together with easy and fun activities.
Key words: English, Teaching, and Methodology

Abstrak
Tulisan ini berisikan tentang metodologi pembelajaran bahasa Inggris yang fokus pada strategi
pembelajaran dan aktifitas belajarnya. artikel ini menggunakan metode studi literatur untuk
mengungkap tentang strategi pembelajaran dan aktifitas belajar bahasa Inggris dengan
menggunakan berbagai macam metode pengajaran bahasa Inggris yang bisa digunakan untuk
mengajar di sekolah maupun di kampus. Adapun metode yang bisa digunakan adalah Multiple
Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physycal Respon,
Communicative Language Learning, Natural approach, and Suggestopedia method. Semua metode
yang dikombinasikan dalam aktivitas pengajaran bahasa Inggris yang dirancang untuk
mengembangkan kecerdasan majemuk siswa serta meningkatkan English skill secara bersama
sama dengan kegiatan easy and fun.
Kata Kunci: Bahasa Inggris, Pengajaran, dan Metodelogi.

A. Introduction
The importance of the role of English in the teaching and learning
process requires an appropriate method to improve students' English skills with
learning activities that are fun and interesting for students. The ability of teachers
to create various learning activities that can interact with objects and the
environment around them to improve their thinking and language skills and can
encourage students' willingness to learn becomes an important role in the teaching
and learning process. According to Piaget “young learner’s foundation of
thinking, language, vision, attitudes, and other characteristics develop through the
direct interaction with things and environment around them”. This is also in line
with David 2000 said that program and curriculum statements, duration learning,
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techniques and activities used. In this case, English language learning must
consider with character and student’s need in order to be successful in learning.
Various learning methods offer learning activities that can accommodate students'
needs in interacting with objects, friends and the environment around them with
student’s characters different. Based on the explanation above the writer is
interested in studying more deeply about English language teaching and the
methodology.

B. Discussion
1. Language Teaching Methodology Defined
Methodology in language teaching has been characterized in a variety
of ways. A more or less classical formulation suggests that methodology is
that which links theory and practice. Theory statements would include theories
of what language is and how language is learned or, more specifically,
theories of second language acquisition (SLA). Such theories are linked to
various design features of language instruction. These design features might
include stated objectives, syllabus specifications, types of activities, roles of
teachers, learners, materials, and so forth. Design features in turn are linked to
actual teaching and learning practices as observed in the environments where
language teaching and learning take place.
This whole complex of elements defines language teaching methodology.
Theories of Instructional Observed
Language Design Teaching
and Features Practice
Learning

LANGUAGE TEACHING MEHTODOLOGY

2.Schools of Language Teaching Methodology
Within methodology a distinction is often made between methods and
approaches, in which methods are held to be fixed teaching systems with
prescribed techniques and practices, whereas approaches represent language
teaching philosophies that can be interpreted and applied in a variety of
different ways in the classroom. This distinction is probably most usefully
seen as defining a continuum of entities ranging from highly prescribed
methods to loosely described approaches.
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 The period from the 1950s to the 1980s has often been referred to as
"The Age of Methods," during which a number of quite detailed prescriptions
for language teaching were proposed. Situational Language Teaching evolved
in the United Kingdom while a parallel method, Audio-Lingualism, emerged
in the United States. In the middle methods period, a variety of methods were
proclaimed as successors to the then prevailing Situational Language Teaching
and Audio Lingual methods. These alternatives were promoted under such
titles as Silent Way, Suggestopedia, Community Language Learning, and
Total Physical Response.
In the 1980s, these methods in turn came to be overshadowed by more
interactive views of language teaching, which collectively came to be known
as Communicative Language Teaching (CLT). Communicative Language
Teaching advocates subscribed to a broad set of principles such as these:
 Learners learn a language through using it to communicate.
 Authentic and meaningful communication should be the goal of classroom
activities.
 Fluency is an important dimension of communication.
 Communication involves the integration of different language skills.
 Learning is a process of creative construction and involves trial and error.
However, CLT advocates avoided prescribing the set of practices
through which these principles could best be realized, thus putting CLT
clearly on the approach rather than the method end of the spectrum.
Communicative Language Teaching has spawned a number of off-
shoots that share the same basic set of principles, but which spell out
philosophical details or envision instructional practices in somewhat diverse
ways. These CLT spin off approaches include The Natural Approach,
Cooperative Language Learning, Content-Based Teaching, and Task-Based
Teaching.
It is difficult to describe these various methods briefly and yet fairly,
and such a task is well beyond the scope of this paper. However, several up to
date texts are available that do detail differences and similarities among the
many different approaches and methods that have been proposed.

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 Perhaps it is possible to get a sense of the range of method proposals
by looking at a synoptic view of the roles defined for teachers and learners
within various methods. Such a synoptic (perhaps scanty) view can be seen in
the following chart.

TEACHING METHODS AND TEACHER & LEARNER ROLES

Method Teacher Roles Students Roles
Situational Language Teaching Context Setter Imitator
Error Corrector Memorizer
Audio-lingualism Language Modeler Pattern Practicer
Drill Leader Accuracy
Enthusiast
Communicative Language Needs Analyst Improvisor
Teaching Task Designer Negotiator
Commander Order Taker
Total Physical Response
Action Monitor Performer
Counselor Collaborator
Community Language Learning
Paraphraser Whole Person
Actor Guesser
The Natural Approach
Props User Immerser
Auto-hypnotist Relaxer
Suggestopedia
Authority Figure True-Believer

As suggested in the chart, some schools of methodology see the

teacher as ideal language model and commander of classroom activity (e.g.,
Audio-Lingual Method, Natural Approach, Suggestopedia, Total Physical
Response) whereas others see the teacher as background facilitator and
classroom colleague to the learners (e.g., Communicative Language Teaching,
Cooperative Language Learning).
There are other global issues to which spokespersons for the various
methods and approaches respond in alternative ways. For example, should
second language learning by adults be modeled on first language learning by
children? One set of schools (e.g., Total Physical Response, Natural
Approach) notes that first language acquisition is the only universally
successful model of language learning we have, and thus that second language
pedagogy must necessarily model itself on first language acquisition. An
opposed view (e.g., Silent Way, Suggestopedia) observes that adults have
different brains, interests, timing constraints, and learning environments than

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do children, and that adult classroom learning therefore has to be fashioned in
a way quite dissimilar to the way in which nature fashions how first languages
are learned by children.
Another key distinction turns on the role of perception versus
production in early stages of language learning. One school of thought
proposes that learners should begin to communicate, to use a new language
actively, on first contact (e.g., Audio-Lingual Method, Silent Way,
Community Language Learning), while the other school of thought states that
an initial and prolonged period of reception (listening, reading) should precede
any attempts at production (e.g., Natural Approach).

What's Now, What's Next?

The future is always uncertain, and this is no less true in anticipating
methodological directions in second language teaching than in any other field.
Some current predictions assume the carrying on and refinement of current
trends; others appear a bit more science fiction like in their vision.
Outlined below are 10 scenarios that are likely to shape the teaching of
second languages in the next decades of the new millenium. These
methodological candidates are given identifying labels in a somewhat tongue-
in-cheek style, perhaps a bit reminiscent of yesteryear's method labels.
a. Teacher/Learner Collaborates
Matchmaking techniques will be developed which will link learners
and teachers with similar styles and approaches to language learning. Looking
at the Teacher and Learner roles sketched in Figure 2, one can anticipate
development of a system in which the preferential ways in which teachers
teach and learners learn can be matched in instructional settings, perhaps via
online computer networks or other technological resources.
b. Method Synergistic
Crossbreeding elements from various methods into a common program
of instruction seems an appropriate way to find those practices which best
support effective learning. Methods and approaches have usually been
proposed as idiosyncratic and unique, yet it appears reasonable to combine

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practices from different approaches where the philosophical foundations are
similar. One might call such an approach "Disciplined Eclecticism."

c. Curriculum Developmentalism
Language teaching has not profited much from more general views of
educational design. The curriculum perspective comes from general education
and views successful instruction as an interweaving of Knowledge,
Instructional, Learner, and Administrative considerations.
From this perspective, methodology is viewed as only one of several
instructional considerations that are necessarily thought out and realized in
conjunction with all other curricular considerations.
d. Content-Basics
Content-based instruction assumes that language learning is a by-
product of focus on meaning on acquiring some specific topical content and
that content topics to support language learning should be chosen to best
match learner needs and interests and to promote optimal development of
second language competence. A critical question for language educators is
"what content" and "how much content" best supports language learning. The
natural content for language educators is literature and language itself, and we
are beginning to see a resurgence of interest in literature and in the topic of
"language: the basic human technology" as sources of content in language
teaching.
e. Multi Intelligence
The notion here is adapted from the Multiple Intelligences view of human
talents proposed by Howard Gardner (1983). This model is one of a
variety of learning style models that have been proposed in general
education with follow up inquiry by language educators. The chart below
shows Gardner's proposed eight native intelligences and indicates
classroom language rich task types that play to each of these particular
intelligences. The challenge here is to identify these intelligences in
individual learners and then to determine appropriate and realistic
instructional tasks in response.
INTELLIGENCE TYPES AND

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 APPROPRIATE EDUCATIONAL ACTIVITIES
Intelligence Type Educational Activities
Linguistic lectures, worksheets, word games, journals,
debates
Logical puzzles, estimations, problem solving
charts, diagrams, graphic organizers,
Spatial
drawing, films
Bodily hands-on, mime, craft, demonstrations
Musical singing, poetry, Jazz Chants, mood music
reflection, interest centers, personal values
Interpersonal
tasks
field trips, show and tell, plant and animal
Naturalist
projects

f. Total Functional Response

Communicative Language Teaching was founded (and floundered) on
earlier notional or functional proposals for the description of languages. Now
new leads in discourse and genre analysis, schema theory, pragmatics, and
systemic or functional grammar are rekindling an interest in functionally
based approaches to language teaching. One pedagogical proposal has led to a
widespread reconsideration of the first and second language program in
Australian schools where instruction turns on five basic text genres identified
as Report, Procedure, Explanation, Exposition, and Recount. Refinement of
functional models will lead to increased attention to genre and text types in
both first and second language instruction.
g. Strategopedia
"Learning to Learn" is the key theme in an instructional focus on
language learning strategies. Such strategies include, at the most basic level,
memory tricks, and at higher levels, cognitive and metacognitive strategies for
learning, thinking, planning, and self monitoring. Research findings suggest
that strategies can indeed be taught to language learners, that learners will
apply these strategies in language learning tasks, and that such application
does produce significant gains in language learning. Simple and yet highly
effective strategies, such as those that help learners remember and access new
second language vocabulary items, will attract considerable instructional
interest in Strategopedia.

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h. Lexical Phraseology
The lexical phraseology view holds that only "a minority of spoken
clauses are entirely novel creations" and that "memorized clauses and clause-
sequences form a high proportion of the fluent stretches of speech heard in
every day conversation." One estimate is that "the number of memorized
complete clauses and sentences known to the mature English speaker probably
amounts, at least, to several hundreds of thousands" (Pawley & Syder, 1983).
Understanding of the use of lexical phrases has been immensely aided by
large-scale computer studies of language corpora, which have provided hard
data to support the speculative inquiries into lexical phraseology of second
language acquisition researchers. For language teachers, the results of such
inquiries have led to conclusions that language teaching should center on these
memorized lexical patterns and the ways they can be pieced together, along
with the ways they vary and the situations in which they occur.
i. O-zone Whole Language
Renewed interest in some type of "Focus on Form" has provided a
major impetus for recent second language acquisition (SLA) research. "Focus
on Form" proposals, variously labeled as consciousness-raising, noticing,
attending, and enhancing input, are founded on the assumption that students
will learn only what they are aware of. Whole Language proponents have
claimed that one way to increase learner awareness of how language works is
through a course of study that incorporates broader engagement with
language, including literary study, process writing, authentic content, and
learner collaboration.
j. Full Frontal Communicatively
We know that the linguistic part of human communication represents
only a small fraction of total meaning. At least one applied linguist has gone
so far as to claim that, "We communicate so much information non-verbally in
conversations that often the verbal aspect of the conversation is negligible."
Despite these cautions, language teaching has chosen to restrict its attention to
the linguistic component of human communication, even when the approach is
labeled Communicative. The methodological proposal is to provide
instructional focus on the non-linguistic aspects of communication, including

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 rhythm, speed, pitch, intonation, tone, and hesitation phenomena in speech
and gesture, facial expression, posture, and distance in non-verbal messaging.

Conclusion
Method is very important for all of the English teacher at school and
university. When teach at school, the teacher can use some variation of methods
that matched of the lesson will teach at classroom activities. Such as, Situational
Language Teaching, Audio-lingualism, Communicative Language Teaching,
Total Physical Response, Community Language Learning, The Natural Approach,
and Suggestohedia.
Beside that, English teacher must know, what language is and how
language is learned. Known the theories of second language acquisition (SLA)
can help the teacher. The design SLA features might include stated objectives,
syllabus specifications, types of activities, roles of teachers, learners, materials,
and so on.
Moreover, the teacher known variation of method and theory of teaching
English will easier to teach, more interesting, and can explain the material clearly
at the process teaching and learning English.

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