RANGKUMAN MATERI METODE PEMBELAJARAN

 

A language teaching method is a single set of procedures which teachers are to follow in the classroom. Methods are also usually based on a set of beliefs about the nature of language and learning. For many years, the goal of language pedagogy was to “find the right method” - a methodological magic formula that would work for all learners at all times (Brown, 2002).

1.     DIRECT METHODE

The Direct Method, also known as the Natural Method or the Berlitz Method, is an approach to language teaching that emerged in the late 19th and early 20th centuries as a reaction against the Grammar-Translation Method. It emphasizes the direct teaching of the target language without the use of translation or the learners' native language. Instead, instruction is conducted entirely in the target language, with an emphasis on real-life communication and contextualized learning. Similar to the Audio-Lingual Method and the Grammar-Translation Method, the Direct Method has faced criticism and evolved over time, but it continues to influence language teaching practices today, particularly in communicative language teaching approaches.

The center of the Direct Method lies in its emphasis on oral communication and real-life language use to facilitate language learning. This method places significant importance on developing speaking and listening skills, with an emphasis on natural language acquisition and meaningful communication In the Direct Method, learners are immersed in the target language from the beginning of instruction, with the teacher using gestures, visuals, and context to convey meaning. Grammar and vocabulary are taught inductively through exposure to authentic language use rather than through explicit instruction or translation.

The Direct Method is characterized by its learner-centered approach, with a focus on student participation and active engagement in the learning process. Teachers in this approach act as facilitators, guiding students through communicative activities and providing opportunities for authentic language use.

2.     GRAMMAR TRANSLATIONS METHODE

The Grammar-Translation Method, also known as the Classical Method, is a historical approach to language teaching that originated in the 19th century. It was primarily used for teaching classical languages such as Latin and Ancient Greek, but later adapted for modern languages. Rooted in traditional pedagogy and linguistic analysis, this method emphasizes the explicit teaching of grammar rules and translation exercises as the primary means of language learning. Similar to the Audio-Lingual Method, the Grammar-Translation Method has faced criticism and decline over time, particularly due to its limited focus on communicative competence and real-life language use. However, it continues to be utilized in some educational contexts, particularly for teaching classical languages or as a supplement to other methodologies.

The center of the Grammar-Translation Method lies in its emphasis on grammatical analysis and translation exercises to facilitate language learning. This method places significant importance on written skills, particularly reading and writing, and utilizes translation as a primary technique to reinforce language structures and vocabulary. In the Grammar-Translation Method, learners are expected to engage in the systematic study of grammar rules and vocabulary lists, often through memorization and rote learning. Translation exercises, both from the target language to the native language and vice versa, are commonly used to practice language comprehension and production.

3.     AUDIOLINGUALISM METHODE

The Audio-Lingual Method, also known as the Army Method, was a significant approach to language teaching that emerged in the mid-20th century. Rooted in behaviorist theory and heavily influenced by the needs of World War II-era military personnel, it emphasized repetition, imitation, and drills as the primary means of language learning. However, despite its initial popularity, the method eventually faced criticism and decline, particularly due to challenges to its theoretical foundations and its limited focus on communicative competence.

While the Audio-Lingual Method continues to be used in some capacity today, particularly in individual lessons or as part of hybrid approaches, it has largely been replaced by more communicative and learner-centered methodologies. Critics argue that its emphasis on rote memorization and mechanical practice restricts learners' ability to develop authentic language skills and meaningful communication. Additionally, the passive role of the learner and the dominance of the teacher in this method have been cited as further limitations. The center of the Audio-Lingual Method lies in its emphasis on repetition, imitation, and drilling to facilitate language learning. This method places significant importance on oral skills, particularly listening and speaking, and utilizes pattern drills as a primary technique to reinforce language structures and grammatical patterns.

4.     COMUNICATIVE LANGUAGE TEACHING (CLT)

Communicative Language Teaching (CLT) is an approach to language teaching that emerged in the late 20th century as a response to the limitations of traditional methods such as the Grammar-Translation and Audio-Lingual Methods. CLT places a strong emphasis on communication as the primary goal of language learning, focusing on real-life language use and meaningful interaction.

The center of Communicative Language Teaching lies in its emphasis on communicative competence, which encompasses not only grammatical accuracy but also the ability to use language effectively in various social and cultural contexts. This method places significant importance on developing all language skills—listening, speaking, reading, and writing—through meaningful and authentic communication activities. CLT encourages a communicative approach to language teaching, where learners are encouraged to use the target language creatively and flexibly to convey meaning and accomplish communicative goals. Error correction is viewed as a natural part of the learning process, with a focus on helping learners communicate effectively rather than on correcting every mistake.

   TASK BASED LANGUAGE LEARNING (TBLT)

Task-Based Language Learning (TBLL) is an approach to language teaching and learning that focuses on the completion of meaningful tasks as the central unit of instruction. This method emphasizes the use of language in authentic, real-world contexts, with a focus on communication and problem-solving.

The center of Task-Based Language Learning lies in its emphasis on task accomplishment, where learners engage in activities that require them to use the target language to achieve a specific goal or outcome. These tasks are designed to be relevant to learners' needs and interests, and they often simulate real-life situations that learners may encounter outside the classroom.

In TBLL, language is learned through the process of completing tasks rather than through explicit instruction or memorization of grammar rules. Learners are encouraged to use the language creatively and flexibly to communicate and accomplish the task at hand, with a focus on meaning rather than on grammatical accuracy.

TBLL encourages a communicative approach to language teaching, where learners are engaged in authentic communication and language use to achieve real-world goals. Tasks may vary in complexity and can include a wide range of activities, such as problem-solving tasks, role-plays, information gap activities, and project-based learning.

6.     COOPERATIVE LEARNING

Cooperative Learning is an instructional approach that involves students working together in small groups to achieve common goals. This method is based on the principle that collaboration and interaction among peers can enhance learning outcomes and promote social and cognitive development. The center of Cooperative Learning lies in its emphasis on collaboration, communication, and mutual support among students. This approach encourages active participation and engagement from all group members, fostering a sense of shared responsibility for learning and achievement.

In Cooperative Learning, tasks and activities are structured to promote interdependence among group members, where each student's success is tied to the success of the group as a whole. Students work together to solve problems, complete projects, or accomplish learning objectives, often through discussions, debates, role-plays, or collaborative projects.

Teachers play a facilitative role in Cooperative Learning, providing guidance, support, and feedback to student groups as they work towards their goals. Teachers may also design tasks and activities that promote positive interdependence, individual accountability, equal participation, and simultaneous interaction among group members.

1. Small Groups: Small groups typically consist of 3 to 5 students working together on a task or activity. These groups allow for close collaboration, active participation, and individual contributions to the group's success.

2. Pairs: Pair work involves two students working together as a team. This configuration promotes peer interaction, communication, and cooperation, allowing students to share ideas, solve problems, and support each other's learning.

3. Jigsaw Groups: Jigsaw groups are larger groups that are subdivided into smaller teams, with each team focusing on a specific aspect of a topic or task. After mastering their assigned area, students from different teams come together to share their expertise and collaborate on the larger goal.

4. Base Groups: Base groups consist of a  stable group of students who work together over an extended period, providing support, encouragement, and accountability to each other. These groups foster a sense of community and belonging, promoting social cohesion and academic success.

5. Mixed-Ability Groups: Mixed-ability groups comprise students with diverse skill levels, backgrounds, and abilities. By working collaboratively in heterogeneous teams, students can support each other's learning, benefit from peer tutoring, and develop a deeper understanding of the subject matter.

   PROJECT BASED LEARNING

Project-Based Learning (PBL) is a student-centered instructional approach that engages students in complex, real-world projects to promote deep learning, critical thinking, and problem-solving skills. In PBL, students work collaboratively to investigate and respond to authentic, open-ended challenges or questions, leading to the creation of tangible products or presentations.

The center of Project-Based Learning lies in its emphasis on authentic, inquiry-based learning experiences that mirror real-world contexts. Projects in PBL are often interdisciplinary and may involve research, investigation, experimentation, and creativity. Students have the opportunity to explore topics of personal interest or relevance, fostering intrinsic motivation and ownership of their learning.

8.     DIFFERINTITED LEARNING

Differentiated Learning, also known as Differentiated Instruction, is an instructional approach that acknowledges and accommodates the diverse learning needs, interests, and readiness levels of students within a classroom. It involves modifying instruction, content, process, and products to meet the individual needs of students, ensuring that all learners have opportunities to succeed and grow

The center of Differentiated Learning lies in its recognition of the unique strengths, preferences, and challenges of each learner. This approach aims to create inclusive learning environments where all students can access, engage with, and master the curriculum at their own pace and in ways that are meaningful to them.

In Differentiated Learning, teachers employ a variety of strategies to address the diverse needs of students, including:

1.Varied Content:Teachers provide multiple representations of content to accommodate different learning styles and preferences. This may involve using visual aids, hands-on activities, multimedia resources, or alternative texts to present information in diverse formats.

2. Flexible Process:Teachers offer different pathways for students to engage with and explore content, allowing for flexibility in how learning objectives are achieved. This may include offering choices in learning activities, incorporating small-group instruction, or providing individualized support and scaffolding.

3. Adaptive Assessment: Teachers use a range of assessment methods to gather information about students' progress and understanding. Assessments are designed to be fair, valid, and accessible to all learners, allowing students to demonstrate their knowledge and skills in ways that align with their strengths and abilities.

4. Varied Products: Teachers encourage students to demonstrate their learning through a variety of products or artifacts, such as written essays, multimedia presentations, artistic creations, or real-world applications. This allows students to showcase their talents and interests while meeting learning objectives.

What You Rather Read The Physical Book of Digital Book

What You Rather Read The Physical Book of Digital Book

In an era dominated by technology, the debate between physical books and digital books is increasingly becoming prominent. The tactile and sensory experience of reading a physical book remains unmatched. The act of physically turning the pages, listening for the subtle rustle, increases overall engagement, allowing the reader to enjoy each moment as the story unfolds. This multisensory experience deepens the experience, making the narrative not only a mental journey but also a physical one. In a world filled with screens, the tangible nature of physical books offers a welcome break and a chance to escape the digital books are more efficient because they are closely related to the digital era, physical books offer a multisensory and reduce the frequency when we use screens in everyday.

Reading a physical book is a captivating multisensory experience that unfolds much more than simply consuming the written word. The subtle scent of paper and ink, the different textures of each page under the fingertips, and the weight of the book in the hand create a symphonic sensation that digital reading cannot replicate. The act of turning the physical page, the subtle sound it produces, and the visual feast of the well-designed cover contribute to holistic engagement with the content. Moreover, this multisensory dimension not only deepens the connection with the narrative but also turns reading into a truly immersive and memorable adventure (Jeong, 2012). In a world increasingly dominated by digital screens, the tangible and sensory aspects of physical books testify to the enduring appeal of the printed page.

Additionally, in this digital era we can't just ignore developments over time. All aspects of our activities require smartphones so that our eyes' capacity to be exposed to more light radiation. Therefore, reading physical books can relieve eye strain that often accompanies long periods of screen time. Unlike digital devices whose screens are backlit, physical books do not emit harsh artificial light that can cause visual fatigue(Jones et al., 2011). The reflective nature of the paper and the absence of electronic glare provide a more natural and comfortable reading environment. This aspect of physical books has become increasingly important in an era where screens dominate our daily lives. Whether placed in a cozy corner or bathed in natural light, the printed page offers a soft, eye-friendly alternative, making the reading experience not only a mental retreat but also a physical one. Allowing readers to immerse themselves in the narrative without tension and  associated with digital screens.

Nevertheless, digital books represents a paradigm shift in the way we consume literature, in line with the efficiencies afforded by the digital era. Due to the rapid advancement of technology, digital books have emerged as a practical and convenient solution for modern readers. Its accessibility transcends the limitations of physical space, allowing readers to carry an entire library in the palm of their hands(Larson, 2010). The search and navigation features inherent in digital formats empower readers to quickly find specific passages, references, or definitions, thereby increasing overall reading efficiency. Additionally, the integration of multimedia elements, such as hyperlinks, audio, and interactive content, adds depth to the reading experience. As we navigate an era defined by instant access and information at our fingertips, digital books emerge as a natural evolution, redirecting the reading process and meeting the fast-paced, interconnected nature of the digital age.

 

In conclusion, the difference in views between physical books and dynamic digital books reflects the relationship between tradition and innovation in an era dominated by technology. The multisensory and nostalgic appeal of a physical book, with the tactile interaction and respite of a screen, offers a timeless and satisfying reading experience. However, recognizing the efficiency and convenience of digital books in the rapidly developing digital era is very important. The shifted paradigm towards digital formats is in line with the demands of modern life, providing accessibility and improved technology. Ultimately, the choice between physical and digital books is a matter of personal preference, and the coexistence of both media enriches the literary landscape, catering to a wide range of reading preferences and lifestyles. Whether the joy of the printed page or using the efficiency of digital formats, the essence of this incident lies in the adaptability of the written word into writing that no longer uses paper but digital screens which makes humans continue to develop.

 

Bibliography

Jeong, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. Electronic Library, 30(3), 390–408. https://doi.org/10.1108/02640471211241663

Jones, T., Prof, A., Brown, C., & Prof, A. (2011). READING ENGAGEMENT: A COMPARISON BETWEEN E-BOOKS AND TRADITIONAL PRINT BOOKS IN AN ELEMENTARY CLASSROOM. In International Journal (Vol. 4, Issue 2). www.e-iji.net

Larson, L. C. (2010). Digital Readers: The Next Chapter in E‐Book Reading and Response. The Reading Teacher, 64(1), 15–22. https://doi.org/10.1598/rt.64.1.2

 

Approach, Methode, Strategy, Technique in Language Teaching

 

1.   

 Approach

An approach refers to the general assumptions about what language is and about how learning a language occurs (Richards and Rodgers, 1986). It represents the sum of our philosophy about both the theory of language and the theory of learning. In other words, an approach to language teaching describes:

·       The nature of language,

·       How knowledge of a language is acquired,

·       And the conditions that promote language acquisition.

1. Communicative Language Teaching (CLT)

In the 1990s, Communicative Language Teaching (CLT) quickly became the most popular approach and is now the central paradigm in English language teaching. CLT emphasizes the engagement of learners in classroom activities that replicate real-life situations, so they can practice how to communicate in the real world outside the classroom. To improve communication skills for use in the outside world, the teacher engages learners in the pragmatic and functional use of language, with a focus on meaning and fluency, rather than form and accuracy – very much a practical rather than theoretical way of learning.

The primary goal of CLT is for learners to develop communicative competence which involves linguistic competence, sociolinguistic competence, discourse competence and strategic competence. Features of CLT include communication through interaction (cooperative and collaborative learning), the use of authentic texts and students contributing personal experiences. Classroom activities, such as role plays, interviews, games and surveys are completed in pairs and small groups, requiring debate, negotiation and compromise.

2. Task-based Teaching (TBT)

Task-based Teaching (TBT) [and Task-based Learning (TBL)] is the approach that TESOL Advantage advocates as best practice when it come to English language teaching. While TBT’s basic principles are derived from CLT, there are some important differences. Critics of CLT have raised the following concerns:

·       Teachers can struggle with the non-specific requirements of CLT.

·       Teachers are often worried about giving up too much control during a CLT exercise.

·       Many learners have low intrinsic motivation to communicate in a foreign language and so struggle with CLT student-centric exercises.

·       Because CLT is a meaning-focused approach, learners may struggle with grammar issues.

TBT addresses all of these concerns. It gives teachers a specific requirement to focus on – getting the students to complete a task. Teachers worried about their classes becoming chaotic because of a lack of structure in the lesson now have clear steps that create guidelines and boundaries – a pre-task, task and post-task. Students become more empowered and motivated when they complete tasks because they ‘own’ the language and control the task response. While TBT definitely has a greater focus on meaning than form, teachers can add an optional language focus at the end of a task to cover any grammatical issues that the task highlighted.

2.     Methode

A method is a practical implementation of an approach. A theory is put into practice at the level of a method. It includes decisions about:

·       The particular skills to be taught,

·       The roles of the teacher and the learner in language teaching and learning,

·       The appropriate procedures and techniques,

·       The content to be taught,

·       And the order in which the content will be presented.

It also involves a specific syllabus organization, choices of materials that will boost learning, and the means to assess learners and evaluate teaching and learning. It is a sort of organizing plan that relies on the philosophical premises of an approach.

1. Grammar Translation

This is a traditional teaching style that originated in the late 19th century. Students analyse the grammatical rules of English and then practice translating discourse from their mother tongue into English and vice versa. To achieve this, students are expected to memorize long vocabulary lists and complex grammatical paradigms. A usual approach with regard to a classroom activity would be to provide a student with an item of grammar, show how it is used in a text and then practice using the item through writing paragraphs, essays or summaries in the target language. The method emphasizes accuracy over fluency. Learners develop reading and writing skills, with little opportunity to practice listening and speaking. This means that students learning English through the Grammar Translation method often have trouble communicating in the real world.

2. Audiolingualism

This way of teaching was originally called the Army Method because in World War II, it was used to teach soldiers to be orally proficient in the languages of the enemy. This method was a reaction to what was seen as the failures of the Grammar Translation method, with the major differences being the prioritizing of speaking and listening over reading and writing, and the banning of the mother tongue in the classroom. Audiolingualism drew on Skinner’s Behaviourism theory, very much in vogue at the time, that asserts that anything can be learned through conditioning. Correct answers by students receive praise, whereas students who supply incorrect answers get negative feedback.

Lesson materials focus on oral-pattern drills where teachers verbally present new structural patterns and learners are expected to repeat the teacher’s words with the same intonation and pronunciation. After class, students listen to tapes through headphones in language labs and follow the same process – the voice on the tape presents language that the learner orally repeats.command. They respond physically, which activates the right side of the brain, thus allowing them to be able to internalize language immediately.

3.     Strategy

In the context of English learning and curriculum development, a "strategy" refers to a plan of action or method employed by learners to achieve specific language learning goals. Strategies are cognitive, metacognitive, or socio-affective processes that students use to enhance their language skills. Here are some examples of language learning strategies in the context of English education:

1. Metacognitive Strategies:

·       Strategy:Planning and setting goals for language learning.

·       Example:Before starting a reading assignment, a learner might set a goal to identify and underline key vocabulary words.

2. Cognitive Strategies:

·       Strategy: Rehearsing and practicing language skills.

·       Example:A student learning English may repeatedly practice pronunciation by listening to and imitating native speakers.

3. Compensation Strategies:

·       Strategy: Using alternative methods to overcome language gaps.

·       Example: When a learner doesn't know a specific word, they might use synonyms or gestures to convey meaning.

4. Memory Strategies:

·       Strategy: Employing techniques to aid in the recall of language elements.

·       Example: Creating flashcards with English words on one side and their meanings in the learner's native language on the other.

5. Social Strategies:

·       Strategy: Interacting with others to practice language skills.

·       Example: Engaging in conversation with English speakers, joining language exchange programs, or participating in language clubs.

4.     Technique

Implementing a procedure necessitates certain practices and behaviors that operate in teaching a language according to a particular method. These practices and behaviors are the techniques that every procedure relies on. Techniques, in this sense, are part and parcel of procedures. They are the actual moment-to-moment classroom steps that lead to a specified outcome. Every procedure is realized through a series of techniques. They could take the form of an exercise or just any activity that you have to do to complete a task. For instance, when using videos, teachers often use a technique called “silent viewing” which consists of playing the video without sound and asking students to figure out what the characters were saying.