Not Available or Not-Reported

105 be an effective way to make English learning more alive. Not only because technology has been a part of students’ everyday lives, but also because it offers many ways to develop student s’ skills to compete in the 21 st century. This is supported by the report written by Saavedra Opfer 2012: 16 that says: “Technology offers the potential to provide students with new ways to develop their problem solving, critical thinking, and communication skills; transfer them to different contexts; reflect on their thinking and that of their peers; practice addressing their misunderstandings; and collaborate with peers —all on topics relevant to their lives and using engag ing tools”. Regarding to the results of the investigated learning-teaching techniquesstrategies, they are mostly used techniquesstrategiesactivities which emphasize on the implementation of cooperative learning and collaborative learning. They are One Stays the Rests Stray, Lockstep, Collaborative Writing, Collaborative Strategic Reading SCR, Drama Parody, Snowballing, Jigsaw, Group Work, Numbered Heads Together, etc. From the results of this category, it can be interpreted that there is a tendency to conduct research related to cooperative learning. Regarding to the emerging of dissatisfaction of postmethod era which try to go beyond methods and more about “classroom-oriented” rather than “knowledge-oriented” like what Kumaravadivelu 1994, 2001, 2003b say about the two concept of postmethod: one emphasizes the need to go beyond the limitations of the concept of method with a call to find an alternative way of designing effective teaching strategies Clarke, 1994; Kumaravadivelu, 1994; Prabhu, 1990, and another emphasizes the need to go beyond the limitations of 106 the transmission model of teacher education with a call to find an alternative way of creating efficient teaching professionals Freeman Johnson, 1998; Johnson, 2000; Woods, 1996. However, in fact, the term ‘method’ is still used in some research report that I found around 110 research reports. They are Whole Language Approach, Cooperative Learning, Project-Based Learning, Task-Based Language Teaching TBLT, and Total Physical Response. Therefore, Islam 2017: 545 gives an opinion in his research that the focus of ELT should not centre on discussing methodological issues in a sporadic way, but on the ways how teachers can implement those issues in classroom practices or how they can go beyond the prevailing methods. He further gives explanation that in fact, postmethod pedagogy does not “imply the end of methods but rather an understanding of the limitations of the notion of method as it is narrowly defined and a desire to transcend those limitations ” Bell, 2007: 143 by empowering educators towards developing a standardized system of language teaching. Efforts in developing a standard method of teaching were very much apparent during the method era but they were sporadic and ultimately resulted in failures. But postmethod pedagogy has tried to string together these diverse, piecemeal efforts in a harmonious way so that it can overcome the limitations of method. Richards and Rodgers 2014: ix highlight “and despite the belief that contemporary approaches to language teaching rely less on standard approaches and methods and more on post-method conception of teaching – new teaching proposals continue to appear such as Content and Language Integrated Learning, text- and task- based teaching as wheel as the Common European Framework of Reference.” Therefore, familiarity with the new teaching proposals as well as