APPROACH AND METHOD YANUARTI APSARI, MPD

APPROACH,METHOD & TECHNIQUE Approach: assumption: is a set of asumption about the nature of language learning Method: plan for presenting the language material to be learned and should be based on selected approach Technique: trick to complete the objective

MENTION KINDS OF APPROACH Deductive Approach Inductive Approach Direct Approach Genre Based Approach Scientific Approach Communicative Approach Students Centered Approach

Deductive APPROACH In this approach, students are given explanation or grammar rules, for example, and then based on this explanation of rules; they make phrases and sentences using the new language (Nunan, 1991: 156) ESA: (engage-study-activate) e.g Show picture, say contructions, repeat, cue repetition (saying verbs) Jhonson (2001) names this; three Ps (PPP) : Presentation – Practise - Production

Inductive APPROACH We go to the examples and the student tries to figure out the rules. (engage-activate-study) Students read a text. Ask them to find the different/frequent construction Get them to find how and why is it used

Direct approach This approach was developed initially as a reaction to the grammar- translation approach in an attempt to integrate more use of the target language in instruction. Lessons begin with a dialogue using a modern conversational style in the target language. Material is first presented orally with actions or pictures. The mother tongue is NEVER used. There is no translation.

Genre based APPROACH Based on the idea that learning language successfully comes through learning focuses on the understanding and production of selected genres of texts.

STAGES IN GBA BUILDING KNOWLEDGE MODELING JOINT CONSTRUCTION INDEPENDENT CONSTRUCTION

STAGES IN GBA 1. Building Knowledge of field This is the stage where the focus is on building understanding through sharing experience on the text. The discussion focuses on relevant vocabularies and grammatical patterns of the particular genre. 2. Modeling of text This stage focuses on introducing a particular genre though a model of text. Through the model text, the teacher and students work together to explore the cultural context, social function, schematic structure, and linguistics features of the text using spoken language to focus on written text. 3. Joint construction of text In this stage, teacher and students work together to develop texts based on what they have discussed and learnt in the previous stages. In developing the text, teachers and students should pay attention to the schematic structure, linguistic features and knowledge of the field of the text. 4. Independent construction of text In this final stage, students develop their own text. Teachers are required to minimize their support and interference towards their students’ learning. This will give students the chance to show their ability in constructing a passage that has schematic structure, linguistic features and knowledge of the field in accordance with the genre that is being studied.

SCIENTIFIC APPROACH Based on the idea that learning language successfully comes through several steps such as: Observing Questioning Exploring Associating Communicating

Student centered APPROACH Based on the idea that learning language eill be effective if the students are involved actively in teaching and learning process

METHOD?

A Plan for presenting the language material to be learned and should be based on selected approach

GRAMMAR TRANSLATION METHOD In this method, classes are taught in the students' mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists. Elaborate explanations of grammar are always provided. Grammar instruction provides the rules for putting words together; instruction focuses on the form and inflection of words. Drills are exercises in translating disconnected sentences from the target language into the mother tongue, and vice versa. Little or no attention is given to pronunciation.

AUDIOLINGUAL METHOD New material is presented in the form of a dialogue. Based on the principle that language learning is habit formation, the method fosters dependence memorization of set phrases and over-learning. Structural patterns are taught using repetitive drills. Skills are sequenced: Listening, speaking, reading and writing are developed in order.

TOTAL PHYSICAL RESPONSE Understanding the spoken language before developing the skills of speaking. Imperatives are the main structures to transfer or communicate information. The student is not forced to speak, but is allowed an individual readiness period and allowed to spontaneously begin to speak when the he/she feels comfortable and confident in understanding and producing the utterances.

INQUIRY-BASED LEARNING Inquiry-based learning is a constuctivist approach, in which students have ownership of their learning. A student-centered, active learning approach focusing on questioning, critical thinking, and problem- solving. It's associated with the idea "involve me and I understand.“

WHY MUST INQUIRY? Inquiry-based learning approaches when correctly implemented can help develop higher-order, information literacy and critical thinking skills. They can also develop problem- solving abilities and develop skills for lifelong learning

INQUIRY AND SCIENTIFIC APPROACH Inquiry Based Learning Scientific Approach Observing Question Questioning Hyphotesis Experiment Exploring Data collection Analyzing the data Associating Conclusion Sharing communicating

PROBLEM BASED LEARNING HOW & WHY???

PROBLEM BASED LEARNING 1. Basic Concept 2. Brainstorming 3. Self Learning 4. Exchange Knowledge 5. Assessment

HOW? 1. Basic Concept (The Importance of English) 2. Brainstorming (defining the problem) 3. Self Learning (How to Improve our English) 4. Exchange Knowledge 5. Assessment

HOW? 1. Basic Concept (The condition of Indonesia) 2. Brainstorming (The problem of Over population) 3. Self Learning 4. Exchange Knowledge 5. Assessment

WHY? 1. Basic Concept (Background of Ujian Nasional) 2. Brainstorming (The problem) 3. Self Learning (UN good or bad, Why?) 4. Exchange Knowledge 5. Assessment

GOAL SYLLABUS METHOD CURRICULUM 1975   Enable students to create the language correctly Grammatical syllabus Grammar Translation Method 1994 Enable students to talk about something Situational syllabus Audiolingual Method 2004 Enable students to use the language Skill based Syllabus & Functional Syllabus Communicative teaching Approach 2006 Enable students to communicate in various genre  syllabus developed by a teacher based on a rule by permendiknas Genre Based Approach 2013 Enable students to acquire the four competences: spiritual, social, knowlege and skill Skill Syllabus, Functional Syllabus & Task Based Syllabus Scientific Approach