TEACHING METODOLOGY

I. LANGUAGE TEACHING APPROACHES

Nine approaches which have known and used during the 19th
to 20th century are Grammar-Translation Approach, Direct Approach,
Reading Approach, Audiolingualism, Situational Approach, Cognitive
Approach, Affective- Humanistic Approach, Comprehension-Based
Approach, and Communicative Approach.

II. CORNERSTONES OF METHOD AND NAMES FOR THE PROFESSION

There are three “cornerstones” that are parts of the

foundation in the development of the teaching methodology. The
first one is The Language teaching and linguistics which involves the
nature of language in general, and also the English language and
the languages of the learners in particular. The second one is The
Language teaching and psychology which clarifies that the nature of
the learner, the nature of the teaching/ learning process. The last
one is the aims of language instruction which describes the things
which should be able to be done in English by the learner.
Besides, there are various names as professional labels are
discussed here. (1) TEFL is used in educational situation where
instruction in other subject is not normally given in English. (2)TESL
is used in educational situations where English is the partial or
universal medium of instruction for other subjects. (3)TEAL is used
in parts of Canada in lieu of TESL to stress the benefits of first-
language maintenance. (4)TESOL is a cover-term for teachers
working in any of the above situation

III. INOVATIVE APPROACH

Many innovative approaches have been developed to support

the teaching and learning process. There are two types of
approaches according to the focus of skill target. The first is
Comprehension- Based Approaches (CBA) that focuses on
generating receptive skill first, and do not try specifically to practice
oral production. There is several teaching method involve in CBA.
(1) Total Physical Response (TPR); teaching by modeling the actions.
(2)Delayed Oral Response; teaching language through problem
solving task with multiple choice responses. (3) Draw the Picture;
teaching Language by giving instructions for drawing a simple
picture. (4) Optimal Habit Reinforcement and “The Learnable”; a
self-instructional program consisting of audiocassettes with
accompanying picture books. (5)The Natural Approach; the
approach which supplies a high amount of input made
comprehensible through pictures, actions, and situational,
grammatical, and lexical transparency. (6) Diglot- Weave Input is an
approach which involves code switching in its pedagogical
application.

The second type is The Production-Based Learning which

consists of three innovative approaches that emphasize production
skill from the first and thus go against a basic principle of CBA. (1)
Silent Way Learning; can be done through providing verbal input
while eliciting and subtly verbal output from the learners. (2)
Sheltered Initiation Language learning; the learners learn the target
language through ingeniously contrived, grammatically progressive,
planed interlanguage levels of the language. (3) Outreach learning;
learning Language on their own through interaction with native
speaker by following the principles describe in the books.