Paper assignment approaches

Paper Assignment
Approaches and Methods in TESOL
“THE TRADITIONAL METHODS”
Lecture : Aprilia Riyana Putri M.Pd,
1. Afida Fristanti ( 141320000078 )
2. Ulfatun Sariroh ( 141320000080 )
3. Fajrin Afri Azhari ( 141320000087 )
4. Anisa Rachman ( 141320000094 )
5. Kiki Arinda Saputri ( 141320000095 )
Class : 5 PBI A1
English Education Department
Faculty of Tarbiyah and Science Teacher
Islamic University of Nahdlatul Ulama’
2016/2017

DIRECT METHOD
1. Introduction
English Language Teaching has been subjected to a tremendous change,
especially throughout twentieth century. Perhaps more than any other discipline,
this tradition has been practiced, in various adaptations, in language classroom all
around the world for centuries. While the teaching of Maths or Physics, that is the
methodology of teaching Maths or Physics, has to a greater or lesser extent,
remained the same, this is hardly the case with English or language teaching in
general.
2. Definiton
Direct Method is a method of teaching language directly establishing a direct or
immediate association between experience and expression, between the English
word, phrase or idiom and its meaning through demonstratio, dramatization
without the use of the mother tongue.
3. The History of Direct Method
In the western world back in the 17th
, 18th
and 19th
centuries, foreign language
learning was associated with the learning of Latin and Greek, both supposed to
promote their speakers’ intellectuality. At the time, it was of vital importance to
focus on grammatical rules, syntactic structures, along with rote memorization of
vocabulary and translation of literary text. There was no provision for the oral use
of the languages under study; after all, both Latin and Greek were not being
taught for oral communication but for the sake of their speakers’ becoming
“scholarly?” or creating an illusion of “erudition.” Late in the nineteenth century,
the classical Method came to be known as Grammar Translation Method, which
offered very little beyond an insight into the grammatical rules attending the
process of translating from the second to the native language.
It is widely recognized that the Grammar Translation Method is still one of the
most popular and favorite models of language teaching, which has been rather
stalwart and impervious to educational reforms, remaining standard and sine qua
non methodology. With hindsight, we could say that its contribution to language
learning has been lamentably limited, since it has shifted the focus from the real

language to a “dissected body” of nouns, adjectives and prepositions, doing
nothing to enhance a student’s communicative ability in the foreign language.
The last two decades of the nineteenth century ushered in a new age. In his the Art
of Learning and Studying Foreign Languages (1880), Francouis Gouin described
his “harrowing” experiences of learning German, which helped him gain insights
into the intricacies of language teaching and learning. Living in Hamburg for one
year, he attempted to master the German language by dint of memorizing a
German grammar book and a list of the 248 irregular German verbs, instead of
conversing with the natives. Exulting in the security that the grounding in German
grammar offered him, he hastened to go to the university to test his knowledge but
he could not understand a word. After his failure, he decided to memorize the
German roots, but with no success. He went so far as to memorize books, translate
Goethe and Schiller, and learn by heart 30.000 words in a dictionary, only to meet
with failure. Upon returning to France, gouin discovered that his three-year-old
nephew had managed to become chatterbox of French-a fact that made him think
that the child held the secret to learning a language. Thus, he began observing his
nephew and came to the conclusion that language learning is a matter of
transforming perceptions into conceptions and then using language to represent
these conceptions. Equipped with this knowledge, he devised a teaching method
premised upon these insights. It was against this background that the series
method was created, which taught learners directly a “series” of connected
sentences that are easy to understand. For instance, I stretch out my arm. I take
hold of the handle. I turn the handle. I open the door. I pull the door. Nevertheless,
this approach to language learning was short-lived and, only a generation later,
gave place to the Direct Method, posited by Charles Berlitz. The basic tenet of
Berlitz’s method was that second language learning is similar to first language
learning. In this light, there should be lots of oral interaction, spontaneous use of
the language, no translation, and little if any analysis of grammatical and syntactic
structures.
4. Underlying Principles
In short, the principles of the Direct Method are as follows:
 Classroom instruction was conducted in the target language.

 There is an inductive approach to grammar
 Only everyday vocabulary is taught
 Concrete vocabulary is taught through pictures and objects, while abstract
is taught by association of ideas
 The learner is actively involved in using the language in realistic everyday
situations
 Students are encouraged to think in the target language
 Speaking is taught first before reading or writing
 This method states that the printed word should be kept away from the
second language learner for as long as possible
 Translation is completely banished from any classroom activity.
Classroom activities are carried out only in the target language
 Use of chain activities accompanied by verbal comments like: I go to the
door. I open the door. I close the door. I return to my place. I sit down.
(called the Gouin series)
 Grammar is taught inductively (i.e. having learners find out rules through
the presentation of adequate linguistic forms in the target language)
 Emphasis is put on correct pronunciation and grammar.
5. Classroom Techniques
The principles above are see in the following guidelines for classroom practice,
which are still employed by contemporary Berlits school as follows :
1) Never translate ; demonstrate
2) Never explain ; act
3) Never make a speech ; ask question
4) Never imitate mistake ; correct
5) Never speak with single word ; use sentences
6) Never speak too much ; make students speak much
7) Never use the book ; use your lesson plan
8) Never jump around ; follow your plan
9) Never go to fast ; keep the pace the student
10) Never speak too slowly ; speak normally
11) Never speak too quickly ; speak naturally

12) Never speak too loudly ; speak naturally
13) Never be impatient ; take it easy.
6. The teaching techniques rely mostly on:
 Reading Aloud : the students take turn reading sections of a
passage, play or a dialogue aloud.
 Question and Answer Exercise : the teacher asks questions of any
type and the student answers.
 Getting Student to Self-correction : when a student makes a
mistake the teacher offers him/her a second chance by giving a
choice.
 Conversation Practice : the students are given an opportunity to
ask their own questions to the other students or to the teacher. This
enables both a teacher-learner interaction as well as a learner-
learner interaction.
 Dictation : the teacher chooses a grade-appropriate passage and
reads it aloud.
 And Paragraph Writing :the students are asked to write a passage
in their own words.
7. Advantages and Disadvantages
Advanteges :
Probably the biggest advantage of this method of teaching Enghlish is taht it
actually teaches the language and doesn’t teach about language. Furthermore, due
to its emphasis on speech, it is better for student who have a need of real
communication in Enghlish. Finnaly, this method introduced the use of teaching
vocabulary using realia, which is still widely used today when teaching Enghlish
to speakers of other languages.
Disadvantages :
One major disadvantages for this method is taht is workmon assumption that a
second language is learnt exactly the same way as the first. Second language
acquisition varies considerably from first language acquisition. Another critism of
the direct method is that it was hard for public schools to integrate it. In his book,
R. Brown (1994 : 56) explains that the direct method wasn’t sucessful in public

schools beacuse of “constraints of budget, classroom size, time, and techer
background (native speakers or native like fluency) made such a method difficult
to use).
8. Picture of Direct Method
Showing something LIKE the picture, can make them easy to understand about
the materials. Make them more active and so long to remember. (. (When you
show me, I’ll remember ).

Showing and practising LIKE the picture, make them enjoy in the class. This is
effective method to make easier us( especially for student in Kindergarden and
Elementary School).

AUDIO LINGUAL METHOD
Background
The method is the product of three historical circumstances. For its views
on language, it drew on the work of American linguists such as Leonard
Bloomfield he prime concern of American linguists in the early decades of the
20th century had been to document all the indigenous languages spoken in the US.
However, because of the dearth of trained native teachers who would provide a
theoretical description of the native languages, linguists had to rely on
observation. For the same reason, a strong focus on oral language was
developed.By the 1920s, The goal of teaching conversation skills was considered
impractical for several reasons: 1. The restricted time available for foreign
language teaching in formal schools, 2. The limited conversation skills of
teachers, and 3. The irrelevance of conversation skills in a foreign language for
average American college-students who need more reading rather than speaking
skill.
After World War II America had emerged as a major international power. It
attracted students all over the world to enter this country for further study. As a
result, the demand for foreign expertise in the teaching of English was going
rapidly. These students required English program before they could really begin
their studies in universities. These factors led the emergence of the American
Approach to the teaching of English as a second or foreign language. By the mid-
fifties this American Approach had become known as Audio Lingual Method
(ALM).
The audio lingual methodis a style of teaching used in teaching foreign
language. 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 the direct method, the 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 the direct method,
the audio-lingual method did not focus on teaching vocabulary. Rather, the
teacher drilled students in the use of grammar.
Oral drills
Drills and pattern practice are typical (Richards, J.C. et-al. 1986):
 Repetition: the student repeats an utterance as soon as he hears it.
 Inflection: one word in a sentence appears in another form when repeated.
 Replacement: one word is replaced by another.
 Restatement: the student rephrases an utterance.
Examples
Inflection:
Teacher: I ate the sandwich.
Student: I ate the sandwiches.
Replacement:
Teacher: He bought the car for half-price.
Student: He bought it for half-price.
Restatement:
Teacher: Tell me not to smoke so often.
Student: Don't smoke so often!
The following example illustrates how more than one sort of drill can be
incorporated into one practice session:
Teacher: There's a cup on the table ... repeat
Students: There's a cup on the table
Teacher: Spoon
Students: There's a spoon on the table
Teacher: Book
Students: There's a book on the table
Teacher: On the chair
Students: There's a book on the chair

In practice
As mentioned, lessons in the classroom focus on the correct imitation of
the teacher by the students. The students expected to produce the correct output,
but attention is also paid to correct pronunciation. Although correct grammar is
expected in usage, no explicit grammatical instruction is given. Furthermore, the
target language is the only language to be used in the classroom. Modern
implementations are more lax on this last requirement.
Main features
 Each skill like listening, speaking, reading, writing is treated and taught
separately.
 The skills of writing and reading are not neglected, but the focus
throughout remains on listening and speaking.
 Dialogue is the main features of the audio lingual syllabus.
 Dialogues are the chief means of presenting language items. They provide
learner an opportunity to practice, mimic and memorize bits of language.
 Patterns drills are used as an important technique and essential part of this
method for language teaching and learning.
 The language laboratory was introduced as an important teaching aid.
 Mother tongue was not given much importance, similar to the direct
method, but it was not deemphasized so rigidly.
Aims
1. Oral Skills are used systematically to emphasize communication.The
foreign language is taught for communication, with a view to achieve
development of communication skills.
2. Practice is how the learning of the language takes place. Every language
skill is the total of the sets of habits that the learner is expected to acquire.
Practice is central to all the contemporary foreign language teaching
methods. With audio-lingual method, it is emphasized even more.

3. Oral learning is emphasized. Stress is put on oral skills at the early year of
the foreign language course and is continued during the later years. Oral
skills remain central even when, later, reading and writing are introduced.
Learners are asked to speak only what they have had a chance to listen to
sufficiently. They read only the material used as part of their practice.
They have to write only that which they have read. Strict order of material,
in terms of the four skills, is followed.

COGNITIVE CODE LEARNING (CCL)
Story of CCL :
The cognitive-code approach of the 1970s emphasized that language learning
involved active mental processes, that it was not just a process of habit formation
(the assumption underlying the audio-lingual method that came before it). Lessons
focused on learning grammatical structures but the cognitive code approach
emphasized the importance of meaningful practice, and the structures were
presented inductively. The rules came after exposure to examples. There was,
however, little use of examples from authentic material.
In my Opinion about CCL :
This method is language actively involved the process of mental, not only the
process of the habit of formations ( assuming that underlie audio-lingual method ).
A lesson is focused on learning grammatical structure code cognitive approached
the pressure the importance of the practice and structure served in inductive.
The rules come after came example there. However, a bit of an example of
authentic material.
The purpose of the class of learning with a method Cognitive Code Learning is to
understand the ability of the students with the rules of the rules.
The clear and structural with the use of the concept of questions to help learners
of identifying what in code’s a teacher.
Example :
The aim of the class is for learners to understand the ‘rule of the day', which that
the past form of regular verbs is made using -ed. The teacher elicits a dialogue
that includes clear examples of the structure. The learners practice it, and the
teacher uses it to elicit the rules.
In the classroom :
The approach included the clear and structured use of concept questions to help
learners identify the limits of use of structure and lexis, and teachers still find this

useful. The PPP methodology (Presentation, Practice and Production),through
which learners gain a clear understanding of a grammatical rule before they
practice it in meaningful contexts, may still suit some learning contexts and
teachers.

ORAL APPROACH / SITUATIONAL LANGUAGE TEACHING
(SLT)
Background
The oral approach and/or Situational Language teaching is an approach to
language teaching developed by the British linguistics from the 1930s to the
1960s. its draws from reform movement and the direct methods but adds some
features from prominent figures in applied linguists such as Palmer and Hornby.
They developed basic methodology, intending to developed a more scientific
foundation for oral approach to language teaching that than of Direct Methods.
Their teaching presentation used oral procedure. Therefore, it was often referred
to as Oral Approach to Language Teaching.
The first aspect of method design was the role of vocabulary since it was
regarded as one of the most important aspects of foreign language learning. The
second more important aspect of method design was the grammatical content of a
language course. Palmer made several studies in order to develop classroom
procedures suited to teaching basic grammatical patterns through an oral
approach. His view on grammar was different from that of traditional grammar.
The oral approach was established and accepted as British approach to English
language teaching by the 1950s and one of its most active proponents was George
Pittman, an Australian. Situational approach according to Pittman, was an
approach in which various teaching aids were used such as concrete objects,
pictures and realia. Since 1960s the term situational was used increasingly to refer
to the oral approach.
Principles
The theory of language with underlines Situational Language Teaching comes
from British structuralism ( J.R. Firth and M.A.K Halliday) who view that
meaning, context, and situation have place in language. The notion of “situation”
in this respect means that the principle classroom activity in the teaching of
English structure is the oral practice of structure. This oral practice of controlled

sentence patterns should be given in situations designed to give the greatest
amount of practice in English speech to the learner.
The theory of learning underlying situational language teaching derives from
skinner’s behaviorism which view language learning as habit formation. It focuses
more on the process learning rather than the conditions of learning. Situational
language teaching employs a situational approach to present teaching items. These
situations combined with actions and gestures are used to demonstrate the
meaning of new language items. Richards and Rodgers mention some main
principles of the approach as follows:
1. Language teaching begins with the spoken language. Material is taught
orally before it is presented in written form;
2. The target language is the language of the classroom;
3. New language points are introduced and practiced situationally;
4. Vocabulary selection procedures are followed to ensure that an essential
general service vocabulary is covered;
5. Items of grammar are graded following the principle that simple forms
should be taught before complex ones;
6. Reading and writing are introduces once a sufficient lexical and
grammatical basis is established.
The objectives of the situational language teaching are to teach a practical
command of the four basic language skills (listening, speaking, writing, and
reading) and these skills are developed through structure. Accuracy in both
pronunciation and grammar is very important.
Classroom techniques and Procedure.
Situational language teaching generally consist of guided repetition and
substitution activities which include chorus repetition, dictation, drills, and
controlled oral-based reading and writing tasks. Pair practice and group work are
also sometimes used. Such practice are based on the concept of behaviorist habit-
learning theory which focuses primarily on the processes rather than the
conditions of learning. The learner has a passive role in the classroom, in initial
stages of learning, the learner is simply required to listen and repeat what the

teacher says and to respond to required to questions and commands. The learner
has no control over the content of learning. Through, later more active
participation is encouraged. This includes learners initiating responses and asking
each other questions. The teacher in other hand, has dominant function.
Classroom procedures in situational language teaching vary according to the
level of the class. The classroom procedures at any level move from controlled
practices to frees practice of structures and from oral use of sentence patterns to
the automatic use in speech, reading, and writing.
Pittman give an example of a typical plan.
1. Pronunciation,
2. Revision (to prepare for new work if necessary)
3. Presentation of new structure of vocabulary,
4. Oral practice (drilling),
5. Reading of , material on the new structure, or written exercises.
Davies et al. give sample lesson plans for use with situational language
teaching. The structure being taught in the following lesson are “this is a …” and
“that is a …. “. In this case, the teacher can use a box which full object to create
situation. Situation is this respect means the use of concrete objects, pictures, and
realia to demonstrate concrete meaning of a new language item (structure). The
sequence of activities propose consists of :
1. Listening practice in which the teacher obtains this student’s attention and
repeats an example of the patterns or a word in isolation clearly, several
times, probably saying it slowly at least once ( where… is.. the.. pen?),
separating the words.
2. Choral imitation in which students all together or in large group what the
teacher has said.
3. Individual imitation in which the teacher asks several individual students
to repeat the model she has given in order to check their pronunciation.
4. Isolating in which the teacher isolates sounds, words or groups of words
which cause trouble and goes through techniques 1-3 with them before
replacing them in context.

5. Building up to a new model in which the teacher gets the students to ask
and answer questions using patterns they already know in order to bring
about the information necessary to introduce the new model.
6. Elicitation in which the teacher using mime, prompt words, gesture, etc.
Gets students to ask questions, make statements, or give new example of
the pattern.
7. Substitution drilling, in which the teacher uses cue words to get individual
student to mix the examples of the new pattern.
8. Question-answer drilling, in which the teacher gets one student to ask a
question to answer until most students in the class have practiced asking
and answering the new question form.
9. Correction, in which the teacher indicates by shaking his head, repeating
the error etc., that there is a mistake and invites the student or a different
student to correct it.
Strengths
1. Oral approach develops students' speaking skills, along with grammar
control.
2. With-habit behaviorist learning theory, students will practice constantly
over and over and it can be a personal skill which can be applied outside
the classroom.
3. With the emphasis on grammar control, students can automatically set the
basic sentence structure and patterns not only in speaking skill but also on
writing skills.
4. By using a situational syllabus, the teachers will develop their creativity
by looking at the situation in the classroom.
5. Oral technique drills greatly assist students in visualizing something, so
they are easier to remember new word (vocabulary) in the learning
process.
Weaknesses
1. It will be boring if the learning process performed repeatedly.
2. Writing was limited to the grammatical structure and reading was limited
to new vocabulary

3. It will not be a guarantee that students who exercise repeatedly could
develop language skills outside the classroom when environment only
using the mother tongue
4. It takes quite a long time to learn one material because they have done
repeatedly until the material is actually capable of being personal skills.
5. Students will be afraid to argue because they are required to avoid the
pronunciation and grammar errors.
6. Students who are less able to use the target language will be limited in
issuing his opinion.
Example of Situational Language Teaching
By giving a new word in an situation approach in which various teaching aids
were used such as concrete objects, pictures and realia.
The structure being taught in the following lesson are “this is a …” and “that is a
…. “. In this case, the teacher can use a bag which full object to create situation.
Like in the picture use there is a bottle, (or pen/book etc) in the bag.

Grammar Translation Method
History of Grammar Translation Method
The Grammar Translation Method is an old method which was originally used to
teach dead languages which explains why it focuses mainly on the written form at
the expense of the oral form. It was designed according to the faculty psychology
approach which was very popular during the 18th and 19th century. It contended
that ” mental discipline was essential for strengthening the powers of the mind”.
The way to do this was through learning classical literature of the Greeks and
Romans.
Method
 Use of mother tongue.
 Vocabulary items are taught in the form of word lists.
 Elaborate explanations of grammar.
 Focus on the morphology and syntax.
 Reading of difficult texts early in the course.
 Practice focuses on exercises translating sentences or texts from mother
tongue to the target language and vice versa.
It is surprising to see that the Grammar Translation Method was still in use in
some classrooms during the late decades of the 20th century. May be, it’s because
it bears some advantages.
Advantages
 Translation is the easiest and shortest way of explaining meaning of words
and phrases.
 Learners have no difficulties to understand the lesson as it is carried out in
the mother tongue.
 It is a labor-saving method as the teacher carries out everything in the
mother tongue.
Criticism
 What the method is good at is “teaching about the language” , not
“teaching the language”.
 Speaking or any kind of spontaneous creative output was missing from the
curriculum.
 Students lacked an active role in the classroom.
 Very little attention is paid to communication.
 Very little attention is paid to content.
 Translation is sometimes misleading.

Example :
Example
EAT = MAKAN
GIVE = MEMBERI
BANANA = PISANG
I give you banana = Saya memberikanmu pisang

Because of all these disadvantages, instructors tried to find better ways to remedy
the pitfalls of the grammar translation method.

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