Name: Arin Dwi Oktarinda

NIM: 1611230003
Class: TBI 5A (C4.5)

TEACHING ENGLISH AS A FOREIGN LANGUAGE

A “METHODICAL” HISTORY OF LANGUAGE TEACHING

A. Approach, Method and Technique

In learning and teaching language, we know three important things;

approaches, methods and techniques. Edward Anthony said the concept of
“method” was the second of three hierarchical elements, namely approach,
method, and technique. An approach, according to Anthony, was a set of
assumptions dealing with the nature of language, language and teaching. Method
was described as an overall plan for systematic presentation of language based
upon a selected approach. Techniques were the specific activities manifested in
the classroom that were consistent with a method and therefore were a harmony
with in approach as well.
According to Richards, J. C. and Rodgers, T.S. said that terms such as
approaches, methods, and techniques were changed sequentially into approaches,
designs and procedures. Approaches are defined as assumptions, beliefs about
the basic theory of language and language teaching. More specifically the design
is the relationship between the theory of teaching in the classroom related to
material and activities. Procedures are techniques and exercises that support the
application of approaches and designs.

B. CHANGING WINDS AND SHIFTING SANDS

According to Albert Marckwardt, he said saw these “changing winds
and shifting sands” as a cyclical pattern in which a new method emerged about
every quarter of a century. Each new method broke from the old but took with it
some of the positive aspects of the previous practices. For example, cyclical
nature of methods is found in the “revolutionary” Audiolingual Method (ALM)
(a description Follows) of the mid-twentieth century. The ALM borrowed tenets
from its predecessor the Direct Method by almost half a century while breaking
away entirely from the Grammar Translation Method. Within a short time,
however, ALM critics were advocating more attention to thinking, to cognition,
and to rule learning, which to some smacked of a return to Grammar Translation.
C. The Grammar Translation Method

According to Diane Larsen dan Freeman, the Grammar-Translation Method

is not new. It has had different names, but it has been used by language teachers
for many years. At one time it was called the Classical Method since it was
first used in the teaching of the classical languages, Latin and Greek. As other
languages began to be taught in educational institution in the eighteenth and
nineteenth centuries, the Classical Method was adopted as the chief means for
teaching foreign languages. In the nineteenth century the classical method came
to be known as the Grammar Translation Method.
Jack Richard and Theodore Rodgers said that the principal characteristics
of the Grammar Translation Method were these:
1. The goal foreign language study is to learn a language in order to read
its literature or in order to benefit from the mental discipline and
intellectual development that result from foreign language study.
2. Reading and writing are the major focus.
3. Vocabulary selection is based solely on the reading text used, and
words are thought through bilingual word lists, dictionary study, and
memorization.
4. The sentence is the basic unit of teaching and language practice.
5. Accuracy is emphasized.
6. Grammar is taught deductively.
7. The student's native language is the medium of instruction
 According to Prator and Celce Murcia (1979, p. 3), they said that the major
characteristics of Grammar Translation are:
1. Classes are taught in the mother tongue, with little active use of the
target language
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long, elaborate explanations of the intricacies of grammar are
given.
4. Grammar provides the rules for putting words together, and
instruction often focuses on the form and inflection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts, which are treated as
exercises in grammatical analysis.
7. Often the only drills are exercises in translating disconnected
sentences from the target language into the mother tongue.

8. Little or no attention is given to pronunciation.

D. Gouin and Series Method
Particularly outstanding is Gouin (1880), a French teacher of Latin who
decided to study German as a foreign language. He followed the same Grammar-
translation methodology he had applied in his lessons. He studied the grammar
rules and a great amount of vocabulary, and even translated literary works. But
he could not understand a single word when he took part in conversations. The
failure made him search for the reason underlying those negative and frustrating
results. To make things worse, after going back home, he observed how his
three-year-old nephew had acquired his mother tongue and was able to speak
without any problem. These sorts of observations took him to the insights that,
after listening, children conceptualize meanings and develop a capacity of
thinking and speaking in that language. Thus, importance was attached to the
exclusive use of the target language as a direct methodology and an easy
sequence of concepts to present and practice the content. Gouin created the series
method, where sequenced actions as such concepts are taught step by step.
Learners will associate each sentence to the specific movement to which it refers.
E. The Direct Method
The basic premise of the Direct Method was similar to that of
Gouin’s Series Method, namely, that second language learning should be
more like first language learning-lots of oral interaction, spontaneous use of
the language, no translation between first and second language, and little or no
analysis of grammatical rules.
The Direct Method enjoyed considerable popularity at the beginning
of the twentieth century. It was most widely accepted in private language
schools where students were highly motivated and where native-speaking
teachers could be employed. One of the best known of its popularizers was
Charles Berlitz (who never used the term Direct Method and chose instead to
call his method the Berlitz Method).
F. The Audioligual Method
Audioligual Method is adaptasion of army method who has the
caracteristic of these course was a great deal of oral activitywith virtually none
of the grammar and translation found in traditional classes. ALM can be uses
in many years even adaptation of the ALM are found in contemporary
methodologies. The ALM was frimly established in respectable theoritical
point of view of the time. The ALM strategy succes could be clearly
understanding by understudy as they rehearsed their exchange in off-hour.
G. Cognitive Code Learning
Teaching Cognitive Code is not so much practiced. This method is an
approach method that emphasizes the awareness of the rules and applications
of students to learn a second language. This method is a reaction to the strict
behavioristic practice of the ALM method, and ironically, returns to some of
the grammatical translation practices.
H. DESIGNER" METHODS OF TIIE SPIRITED 1970S
A. Community Language Learning (CLL)
 This method is the same as learning community language in the focus of
language use. According to Brown this method shows language as a
system for meaning; main function - interaction and communication. The
teacher can provide activities through this method. In general, they will
provide activities that repeat the ability of students to communicate;
discussion, problem solving and so on. In addition, the teacher also
provides as much authentic material as possible.
B. Suggestopedia
Suggestopedia, also known as Desuggestopedia, is a method
developed by the Bulgarian psychiatrist-educato Georgi Lozanov.
Suggestopedia is a teaching method based on a modern understanding of
how the human brain works and how we learn most effectively. A
concept that presents a view that humans can be directed to do something
by giving suggestions.
C. The Silent Way
This method builds on the hypothesis that the teacher class must be as
calm as possible, while students / learners must be encouraged to
produce as much language as possible, participate actively in the
classroom and in this way. being an independent learner. The Silent Way
technique "allows teachers to say less and less as advanced lessons,
while students say more and more use their own inner criteria developed
in this approach".
D. Total Physical Response
Total Physical Response (TPR) is a language teaching method
built around the coordination of speech and action; it attempts to
teach language through physical (motor) activity. This TPR method
is very easy and light in terms of language usage and also contains
elements of game movement so that it can relieve stress on students
because of the problems encountered in the lesson, especially when
learning a foreign language, and also can create a positive mood for
 students who can facilitate learning so that it can increase student
motivation and achievement in the lesson.
E. The Natural Approach
The Natural Approach refers to communication as the primary function
of language, and since their approach focuses on teaching
communicative abilities, as an example of a communicative approach.
The Natural Approach "is similar to other communicative approaches
being developed today".
I. Functional Syllabuses
In this type of syllabus, it contains the same teaching materials as traditional
syllabus but organizes them in different way such as around uses or functions.
Therefore, a notional-functional syllabus is a kind of communicative syllabus
which organize units with the foundation of some functions such as asking
question, expressing opinions, expressing wishes, making suggestions,
complaining, and apologizing rather than including units instructing noun
gender or present tense ending. The following functions are found in the first
few lessons of the developing beginner's severe reading book:
1. Introduce yourself and others
2. Exchange someone's information
3. Ask how to spell someone's name
4. Give orders
5. Apologize and thank you
6. Identify and describe someone
7. Request information
 REFERENCES
Brown, H. Douglas. (2007). Teaching by Principle and Interactive Approach to
language pedagogy (3rd Edition). New York: Pearson Long man.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd
Edition). Oxford: Oxford University Press.
Prator, C.H. and Celce-Murcia, M. 1979. An outline of language teaching
approaches. In Celce-Murcia, M. and McIntosh, L. (Ed.), Teaching English as a
Second or Foreign Language. New York: Newbury House.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language
teaching (2nd ed.). Cambridge: Cambridge University Press.