Methods of Language Teaching

2.3.2.2 Grammar Translation Method This method is way studying languages that approach the language first through detailed analysis of its grammar rules, followed by application of his knowledge to be task of translating sentences and texts into and out of the target language Richards and Rodgers, 1986:3. It is simply a combination of activities of teaching grammar and translation. The teaching begins with English rules, isolated vocabulary items, paradigms, and translation. The teacher explains the rules in student‟s first language and then put the sample into the slot of grammatical rules. The grammar rules are memorized as units. The teacher provides the class with other words and translation. Then, the students practice using the rule by using the word provided. The texts usually are translated in classics; this type of texts is used to have the students practice understanding the literature in the target language. 2.3.2.3 Audio-lingual Method In this method, the teacher‟s role in central and active; it is a teacher who dominated method. Tape recorder and audiovisual equipment often have central role in Audio-lingual Method. The types of learning and teaching activities within this method are mostly using dialogue and drills. The students play a reactive role by responding the stimuli and by listening to the teacher, imitating accurately, and responding to and performing controlled task they are listening a new form of verbal behavior. Whereas, in this method, the teacher roles is central and active, in which the teachers models the target language, control the direction and pace of learning, and monitors and corrects the learners performance. 2.3.2.4 Total Physical Response The idea of focusing on listening comprehension during early foreign language instruction comes from observing how children acquire their mother tongue. The teacher helps the students to understand her by using pictures and occasional words in the students‟ native language and by being as expressive as possible. 2.3.2.5 Communicative Language Teaching The method makes the use of the languages as social usage. It means that through the communicative method language is managed to be used actively. The teacher should know the procedure of teaching in the classroom. It makes the teaching and learning process more effective.

2.3.3 Techniques in Language Teaching

The statement from Larsen that, “a method is a coherent set of such links in the sense that there should be some theoretical or philosophical compatibility among the links”. If a teacher believes that language is made up of a set of fixed patterns, it makes little sense for him or her to use techniques which help learners discover the abstract rules underlying a language to enable them to create novel patterns. When the teacher are exposed to methods and asked to reflect on their principles and actively engage with their techniques, they can become cleaner about why they do and what they do. They become aware of their own fundamental assumptions, values, and beliefs. Diane Larsen – freeman, 2000: 5. The techniques that proposed by Larsen in there are: 2.3.3.1 The Direct Method There are some techniques of the Direct Method that adapt to the approach of teaching. The following expanded review of techniques provides you with some details which will explain the techniques clearly Diane Larsen, 2000: 11 1. Reading Aloud Students take turns reading sections of a passage, play, or dialog out loud. At the end of each students turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear. 2. Question and Answer Exercise This exercise is conducted only in the target language. Students are asked questions and answer in full sentences so that they practice new words and grammatical structures. They have the opportunity to ask questions as well as answer them. 3. Getting Students to Self-Correct The teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternative answer he supplied. There are, however, other ways of getting students to self-correct. For example, a teacher might simply repeat what a student has just said; Using a questioning voice to signal to the student that something was wrong with it. Another