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aspects, it can be classified as second language in Indonesia. Moreover, H.H. Stern 1983:9 in his book, Fundamental Concepts of Language Teaching,
tabulates the two sets of first language L1 and secondary language L2 terms as follows:
L1 L2
First Language Second language
Native Language Non-native language
Mother Tongue Foreign Language
Primary Language Secondary Language
Stronger Language Weaker Language
Considering the two terms above, it is clear that English is foreign language for Indonesian. It can be concluded that second language means
languages, which is not native languages, mother tongue nor stronger language. In other words, people in Indonesia, actually young learner are weak in
English. It can be concluded that to teach English to young learner, teachers need to master some ability in teaching young learner. In addition, teachers need to
facilitate the learner. Teachers do not only give material but also interactto the students to encourage them understand the material by giving some activities,
such as games, song or question-answer session.
E. English Teaching Methods
There are many methods of teaching languages. According to Richard and Rodgers in their book “Approaches and method in language teaching”, there are
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ten methods in teaching language. They are: 1.
Grammar translation method. According to Richard and Rodgers 1986:3, Grammar translation
is a way a studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this
knowledge to the task of translating sentences and texts into and out the target language.
The grammatical analysis of sentences constitutes the objective of the teaching of grammar at the school. Its practice makes it possible to
recognize a text as a coherent whole and conditions the training of a foreign language. Grammatical terminology serves this objective.
Grammar makes it possible for each one to understand how the mother tongue functions, in order to give him the capacity to communicate
its thought 2.
Direct method Franke stated in Richard and Rodgers’s book1986:9 state that
language must be thought by using it activity in classroom rather than using analytical procedures that focus on explanation of grammar rule in
classroom teaching, teacher must encourage direct and spontaneous use of the foreign language in the classroom.
According to this method, printed language and text must be kept away from second language learner for as long as possible, just as a first
language learner does not use printed word until he has good grasp of
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speech. Learning of writing and spelling should be delayed until after the printed word has been introduced, and grammar and translation
should also be avoided because this would involve the application of the learners first language. All above items must be avoided because they
hinder the acquisition of a good oral proficiency. 3.
The oral approach and situational language teaching According to Richard and Rodgers 1986:34, the oral approach uses
spoken language before presenting in written form, started from the simple grade to the complex ones. It means this process emphasize on giving
material to the students in oral language, then develop it to reading and writing gradually.
4. The audio-lingual method
According to Richard and Rodgers 1986:44, The audio-lingual method is the method that the students listen to or view tapes of language
models acting in situations. Students practice with a variety of drills, and the instructor emphasizes the use of the target language at all times. The
audio-lingual method was used by the United States Army for crash instruction in foreign languages during World War II. Despite the
documented success of these programs, audio-lingual methods are no longer common.
5. Communicative language teaching
According to Richard and Rodgers 1986:64, Communicative language teaching CLT is an approach to the teaching of languages that
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emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms, it continues to
be popular, particularly in Europe, where constructivist views on language learning and education in general dominate academic
discourse. 6.
Total physical response According to Richard and Rodgers1986:87, Total physical response is a
language teaching method built around the coordination of speech and action; it attempts to teach language through physical motor activity.
7. The silent way
According to Richard and Rodgers1986:99, The silent way is the English teaching method that the teacher should be silent as much as possible in
the classroom and the learner should be encouraged to produce as much language as possible. Element of the silent way, particularly the use of
color charts and the colored cuisenaire rods. 8.
Communicative language learning According to Richard and Rodgers 1986:113, Communicative language
learning CLL draws on counseling metaphor to redefine the rule of the teacher the counselor and learners the clients in the language
classroom. Counseling is one person giving advice, assistance, and support to another who has a problem or some way in need.
9. The natural approach
Based on Krashen and Terrell in Richard and Rodgers’s book 1986:128,
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they have identified the natural approach with they call “traditional” approach language teaching. Traditional approaches are defined as based
on the use language on communicative situation without recourse to the native language, - and perhaps, needless to say, without reference to
grammatical analysis, grammatical drilling, or to a particular theory of grammar.
10. Suggestopedia
According to Richard and Rodgers 1986:142, Suggestopedia is a specific set of learning recommendation derived from suggestology. Suggestopedia
tries to harness these influences and redirect them so as to optimize learning. The most conspicuous characteristics are the decoration,
furniture, and arrangement the classroom, the use of music, and authoritative behavior of the teacher.
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CHAPTER III DISCUSSION
