TEACHING ENGLISH AS A FOREIGN

LANGUAGE
The Methods Era
Florentina Suharjati, S.Pd, M.Pd

Prepared By :
LIA KARTIKA PUTRI 201312500194

ARYANNARASWARI 201312500902

VERA LUSIANA DEWI 201312500208

LUKMAN NULHAKIM 201312500186

ADITYANA SURYA 201312570028

BERNARD 201412570008

INDRAPRASTA PGRI UNIVERSITY

EDUCATION OF ENGLISH LANGUAGES
2016
THE METHODS ERA :
1. AUDIO LINGUAL METHOD
2. SILENT WAY
3. COMMUNITY LANGUAGE
LEARNING
4. SUGGESTOPEDIA
5. WHOLE LANGUAGE
6. TEACHING PYSHCAL RESPONSE
1. AUDIO LINGUAL METHOD
The definition of Audio Lingual Method (ALM)

Technically, the Audio Lingual Method (ALM) was supported by the

appearance on the market of a large variety of mechanical aids, such as
tape recorder and language laboratories. Theoretically, the Audio Lingual
Method (ALM) was based on the findings of the structural linguists, who
developed a psychology of language learning different from traditional
methods.

In Audio Lingual Method language learners are equipped with the knowledge
and skill required for effective communication in a foreign language. The
language learners also required to understand the foreign people whose
language they are learning and the culture of the foreign people. The
language learners have to understand everyday life of the people, history of
the people and their social life.

The advocates of the ALM believe that learning is essentially the process of
change in mental and physic behavior induced in a living organism by
experience. This principle was much influenced by a theory of psychology
known as behaviorism. Formal experience can be gained at formal schools
and the aim of learning is habit. Learning is simply habit formation. To learn
a new language means to acquire another set of habits. The speech habit
can be formulated through the observance of rules. Therefore, successful
language learners are those who finally become spontaneous in
communication and the rules have been forgotten.

The method, which was originally introduced to prepare people to master

foreign language orally in a short time, emphasizes oral forms of language.
However, the method still considers the other language skills. The method
considers that the oral forms: speaking and listening should come first, and
reading and writing come later. The advocates of the method believe that
language learners learn foreign language as a child learns his/her mother
tongue. First, he hears sound and tries to understand the sound; he/she then
attempts to reproduce the sounds. Next, he/she learns to read the written
forms. The phases can be described that learning a foreign language there
are the passive or receptive phase and the active or reproductive phase.

2. The principles of Audio Lingual Method (ALM)

The principles of the method derive from the aims of learning a foreign
language. The aims of method include some aspects of language learning.
The linguistic aims of the ALM are:

Language learners are able to comprehend the foreign language when it is

spoken at normal speed and concerned with ordinary matters,

Language learners are able to speak in acceptable pronunciation and

grammatical correctness,

Language learners have no difficulties in comprehending printers materials,

Language learners are able to write with acceptable standards of correctness

on topics within their experience.

Besides the linguistics aims above the method also has culture aims. The
cultural aims of the method are:

Language learners understand daily life of the people, including customs,

works, sports, play, etc,

Language learners know the main facts concerning the geography, history,
social and political life of the people,

Language learners appreciate the art and science of the people,

Language learners understand the value of the language as the main factor
in their culture.

These cultural aims will accompany the linguistics aims and these will
motivate language learners to learn the target language. By knowing all
aspect of the people, language learners will have better understanding of
the language used by the people and increase their motivation. Motivation is
important in learning the target language since effective learning will take
place when language learners are eager to acquire the target language.

In short, Johnson (1968) states that the principles of the ALM are:

Language is system arbitrary vocal symbol used for oral communication,

Writing and printing are graphic representations of the spoken language,

Language canbe broken down into there major component parts: the sound
system, the structure, and the vocabulary,

The only authority for correctness is actual use of native speakers,

One can learn to speak and understand a language only being exposed to
the spoken language and by using the spoken language,

Language can be learned inductively far more easily than deductively,

Grammar should never be thought as an end itself, but only as a means to

the end of learning the language,

Use of the students native language in class should be avoided or kept to a

minimum in second language teaching,

The structures to which the students are exposed to should always sound
natural to native speakers,

All structural material should be presented and practiced in class before the
students attempt to study it at home.

The principles above are only some of the principles that people may believe
to belong to the ALM. The principles of the ALM also deal with the theories of
languages and language learning, which will presented below.

3. The techniques of the Audio Lingual Method (ALM)

The ALM has a relatively complete procedure of presenting language

materials. The method has a set of procedures of teaching each language
skill. The following is the first produce of teaching the target language. This
procedure is a set of the typical steps in teaching the target language
through the ALM. Since the listening and speaking ability is the first skill to
consider, the first procedure of teaching is more related to listening and
speaking ability (Huebener, 1969: 17). The procedure can be as follows:

The language teacher gives a brief summary of the content of the dialogue.
The dialogue is not translated but equivalent translation of key phrases
should be given in order for the language learners to comprehend the
dialogue.

The language learners listen attentively while the teacher reads or recites
the dialogue at normal speed several times. Gestures and facial expressions
or dramatized actions should accompany the presentation.

Repetition of each line by the language learners in chorus is the next step.
Each sentence may be repeated a half dozens of times, depending on its
length and on the alertness of the language learners. If the teacher detects
an error, the offending learner is corrected and is asked to repeat the
sentence. If many learners make the same errors, chorus repetition and drill
will be necessary.
Repetition is continued with groups decreasing in size, that is, first the two
halves of the class, then thirds, and then single rows or smaller groups.
Groups can assume the speakers roles.

Pairs of individual learners now go to the front of the classroom to act out of
the dialogue. By this time they should have memorized the text.

Types of pattern drills of Audio Lingual Teaching Method (ALM)

In order for language learners to practice listening and speaking, there are a
number of different types of pattern drills that can be used. Language
teachers may use one or more than one pattern drill, depending on what
patterns learners have to learn. In the following session T represents
teacher and S represent students.

Repetition drill. This drill is the simplest drill used in learning language
patterns. It is used at the very beginning of language class. Language
learners merely repeat what the teacher says or the tape recorder produces.
This may be used for the presentation of new vocabulary and will be useful
for pronunciation class.

Examples:

T : Im going to the post office

S1 : Im going to the post office

T : Im going to the market

S2 : Im going to the market

T : Im going to the bank

S3 : Im going to the bank

Substitution Drill. Language learners are required to replace one word with
another. The may replaced a word on the model sentence with a pronoun,
number, or gender and make some the necessary change.

Examples:

T : Im going to the office

T : market
S1 : Im going to the market

T : bank

S2 : Im going to the bank

T : restaurant

S3 : Im going to the restaurant

Transformation Drill. Language learners are required to change sentence

from negative to positive, from positive to interrogative, or from simple
present tense to simple past tense, depending on the instruction from the
teacher.

Example:

T : The book is new

S1 : Is the book new?

T : We are in the class.

S2 : are we in the class?

The strengths and weaknesses of Audio Lingual Method (ALM)

The Audio Lingual Method is not perfect method. The strengths and
weaknesses of Audio Lingual method will be explained as follows:

The strengths of Audio Lingual Method (ALM)

All the students are actives in the class

The circumstance class are more interesting and life

The speaking and listening skill are more drilled, so the pronunciation skill
and listening skill are more controlled

The weaknesses of Audio Lingual Method (ALM)

For the smart students this method is bored, because the procedure of the
ALM method is majority repeat the sentence.

Sometimes the students are confused because the teacher explain the
material in simple way not in detail way.
The grammar skill is not more drilled
2. SILENT WAY
Background

The Silent way (SW) is a method of language teaching, originated in the

early 1970s, introduced by Caleb Gattegno ( an Europe eductor ). Teacher as

an expositor and students are the listening. This method described learning

as a problem solving where the learners must be active and creative to

produce their activities. Teacher should be silent as much as possible.

As Gattegno says, the student works with the student; the student works on

the language.

Gattegnos original sound-color chart for English. This type of chart is used

right from the beginning stages to teach pronunciation and word stress.
The studensts begin their study of the language by studying its sound

system. The sounds are associated to different colors using a sound-color

chart that is specific to the language being learned. The teacher first elicits

sounds that are already present in the students native language, and then

progresses to the development of sounds that are new to them. These

sound-color associations are later used to help the students with spelling,

reading, and pronunciation.

Evaluation in the silent way is carried out primarily by observation. Teachers

may never give a formal test, but they constantly assess students by

observing their actions. It mean that students should learn independently.

The silent way general purpose is to teach learners how to learn a language,

and skills are develoved through a process of learning a foreign language or

a second language can be used to study everything else that is not yet

known. A silent way in the classroom also makes extensive use of peer

correction. Students are encouraged to help their classmates when they

have trouble with any particular feature of the language. This help should be

made in a cooperative fashion, not a competitive one.

A word chart. Its color-coding enables the teacher to remain silent while

students work out pronunciation by themselves.

The silent way uses a structural syllabus. The teacher will typically introduce

one new language structure at a time, and old structures are continuously

reviewed and recycled. The teacher will set up learning situations for the

students which focus their attention on each new structure. In this way,

learners learn the grammar rules through a process of introduction.

The Characteristics Of The Silent Way

Students are encouraged to produce the language

Emphasis on problem solving
Vocabulary, dealing with functional as a control dimension of language

learning
Its called functional vocabulary
Students have a basic practical knowledge of the grammar
3. COMUNNITY LANGUAGE LEARNING
Background
Community Language Learning (CLL) is the name of a method developed
by Charles A. Curran and his associates. Curran was a specialist in
counseling and a professor of psychology at Loyola University, Chicago.
His application of psychological counseling techniques to learning is
known as Counseling-Learning. Community Language Learning
represents the use of Counseling-Learning theory to teach languages.
Within the language teaching tradition Community Language Learning is
sometimes cited as an example of a "humanistic approach." Links can
also be made between CLL procedures and those of bilingual education,
particularly the set of bilingual procedures referred to as "language
alternation" or "code switching. Let us discuss briefly the debt of
Community Language Learning to these traditions.
As the name indicates, CLL derives its primary insights, and indeed its
organizing rationale, from Rogerian counseling. Counseling, as Rogerians
see it, consists of one individual (the counselor) assuming "insofar as he
is able the internal frame of reference [of the client], perceiving the world
as that person sees it and communicating something of this empathetic
understanding" (Rogers 1951). In lay terms, counseling is one person
giving advice, assistance, and support to another who has a problem or is
in some way in need. Community Language Learning draws on the
counseling metaphor to redefine the roles of the teacher (the counselor)
and learners (the client?) in the language classroom. The basic
procedures of CLL can thus be seen as derived from the counselor-client
relationship.
Consider the following CLL procedures: A group of learners sit in a circle
with the teacher standing outside the circle; a student whispers a
message in the native language (LI); the teacher translates it into the
foreign language (L2); the student repeats the message in the foreign
language into a cassette; students compose further messages in the
foreign language with the teacher's help; students reflect about their
feelings. We can compare the clientcounselor relationship psychological
counseling with the learnerknower relationship in Community Language
Learning.

A. CLASS SITUATION
- Teacher -> Counseler
- Students -> Client
- There is also room for actual counseling in CLL
- A text book is not considered a necessary component
- Relationship between teacher and students
( Dependency -> Independency)
- CLL doesnt use conventional language syllabus
- CLL Learners are typically grouped in a circle of six totwelve
learners
B. LEARNING AND TEACHING ACTIVITIES
Translation : - Students form a circle
-A student speak out in his/her mother tongue
-Teacher translate it into the target language
Group Work : - Tasks like discussion of a topic , preparing
a
conversation are given
-Students work in a small groups to complete the
task
-Present it to the rest of the class
Recording : - Students speak out in their mother tongue
Transcription
Analysis
Reflection & Observation
Listening
Free Convertation

C. THE CHARACTERICTIC OF CLL

A. Group of learners sit in circle, teacher is own side the circle
B. Its called humanistic technique
C. Help the students to become themselves that sharing in the foreign
language class
D. Using Learning & Teaching activities
E. A techer is a counselor, students is a client
F. Communicative competence is the desire goal
G. To enable the students to use the target language
communicatively
H. Language is for communication

D. THE ADVANTAGES
CLL help the client or learners
Students can share their difficulties in language learning
Students learning L2 without the feeling of intimodation and
insecure
Teacher encourages the students to interact one another
Creative thinking and self evaluation
Students use target language community
 E. THE DISADVANTEGES
Grammar control vocabulary selection was not focus on the gramatical
content of the pattern
No grammar explanation
Language is primarily spoken, no written
The teacher should attempt counseling without special training
Syllabus is not designed yet

4. SUGGESTOPEDIA
A. DEFINITION
Suggestopedia is a teaching method which is based on a modern
understanding of how the human brain works and how we learn most
effectively.
B. KEY ELEMENT

Some of the key elements of Suggestopedia include a rich sensory learning

environment (pictures, colour, music, etc.), a positive expectation of success
and the use of a varied range of methods: dramatic texts, music, active
participation in songs and games, etc.

Suggestopedia adopts a carefully structured approach, using four main stages

as follows:

a. Presentation.
b. First Concert - "Active Concert".
c. Second Concert - "Passive Review.
d. Practice.

C. PURPOSE

Theintended purpose of Suggestopedia was to enhance learning by tapping

into the power of suggestion. Lozanov claims in that suggestopedia is a
system for liberation; liberation from the preliminary negative concept
regarding the difficulties in the process of learning that is established
throughout their life in the society.

D. TYPES OF LEARNING TEACHING ACTIVITES

The types of activities that are more original to suggestopedia are the
listening activities, which concern the text and text vocabulary of each unit.
These activities are typically part of the pre-session phase, which takes
place on the first day of a new unit.
The students first look at and discuss a new text with the teacher. In the
second reading, students relax comfortably in reclining chairs and listen to the
teacher read the text in a certain way. During the third reading the material is
acted out by the instructor in a dramatic manner over a background of the
special musical form described previously.

E. TEACHERS ROLES
1. Show absolute confidence in the method.

2. Display fastidious conduct in manners and dress.

3. Organize properly, and strictly observe the initial stages of the teaching
process-this includes choice and play of music, as well as punctuality.

4. Maintain a solemn attitude towards the session.

5. Give tests and respond tactfully to poor papers (if any).

6. Stress global rather than analytical attitudes towards material.

7. Maintain a modest enthusiasm.

Advantages of Suggestopedia

There are some benefits in utilizing suggestopedia:

1. A comprehensible input based on dessugestion and suggestion principle

By using this suggestopedia method, students can lower their affective filter.
Suggestopedia classes, in addition, are held in ordinary rooms with
comfortable chairs, a practice that may also help them relaxed. Teacher can
do numerous other things to lower the affective filter.

2. Authority concept

Students remember best and are most influenced by information coming from
an authoritative source, teachers.

3. Double-planedness theory

It refers to the learning from two aspects. They are the conscious aspect and
the subconscious one. Students can acquire the aim of teaching instruction
from both direct instruction and environment in which the teaching takes
place.
 4. Peripheral learning

Suggestopedia encourages the students to apply language more

independently, takes more personal responsibility for their own learning and
get more confidence.

Disadvantages of Suggestopedia

Suggestopedia also has limitation since there is no single teaching method

that is categorized as the best based on some consideration such as: the
curriculum, students motivation, financial limitation, number of students, etc.

1. Environment limitation
2. The use of hypnosis
3. Infantilization learning

CONCLUSION

Teacher will find different situation and different types of students in learning.
Therefore, teacher should be creative and smart in choosing and using
different types of methods in teaching different skill of language. Teacher can
use suggestopedia as teaching method in their teaching. Using suggestopedia
is very interesting but challenging to do. It can be seen from some
considerations. In one side it has some benefits, but on the other side it also
has some weaknesses.

5. WHOLE LANGUAGE
The whole language theory was created in the 80s By a group of american
educators to help children lear n how to read,but it was extended to foreign
language learning.This theory is based on the principle that a forEign language
mus be taught as a whole,without beingDevided into its components,such as
grammar and vocabulary,emphasizing that students must learn how To read and
write in natural way,the same way they learn their native language,and giving
mor importance to activities wich are relevant to the students.
There has been lots of discussion if this theory is an approach,a method,a
philosopy, or a belief. A research sh ow that it is considered more as an
approach,but each theacher implement the theory in their classroom according
to their interpetation and their students charac teristics.

Approach
Language theory: Language is seen through an interac Tional perspective,i
e.,it is considered a vehicle of pers Onal relation. It is always used in a social
context and Applied in real situations wich are relevant to the students.
 Learning theory: there is an amphasis on learning aute nticity,bcause only
applying what has been larned in aReal situation,the subject or topic will be
intrnalized.learning in whole languagemust be authentic,personal Ized,studen
directed and collaborative. Student experi Ences,their needs,interests and
aspiration are also important

Design

Objective : to learn applying the language in areal coNtext.

Syllabus/curriculum : Always using what was larned inreal situation.
Content is organized according to the students needs
to communicate.
Activities : Reading authentic texts,writing to a real
auDience,using
texts produced by the students and always
interactwriting, reading and other skills
Students roles : learners are collaborators and also evaluators of their
own and others learning,with the help Of the
teacher.They select learningmaterials and activit Ies

Theachers roles : as it a student-centered approach, the Teacher

is seen
as facilitator and an active participant in The learning
community rather than an expert passing Knowledge.
The teacher has the responsibility of negot Iating a
plan
of work with the learners.Whole language instruction
advokates the use of real wOrd material rather than
commercial text
Materials : literature pieces,newspapers,signs,handbills,Story
books
--brought to class by the students.

6. TPR
Total physical response (TPR) is a language teaching
method developed by James Asher (1977), a professor emeritus
of psychology at San Jose State University. It is based on the coordination of
language and physical movement. In TPR, instructors give commands to
students in the target language, and students respond with whole-body actions.

The method is an example of the comprehension approach to language

teaching. The listening and responding (with actions) serves two purposes: It is a
means of quickly recognizing meaning in the language being learned, and a
means of passively learning the structure of the language itself. Grammar is not
taught explicitly, but can be learned from the language input. TPR is a valuable
way to learn vocabulary, especially idiomatic terms, e.g., phrasal verbs.
 Asher developed TPR as a result of his experiences observing young
children learning their first language. He noticed that interactions between
parents and children often took the form of speech from the parent followed by a
physical response from the child. Asher made three hypotheses based on his
observations: first, that language is learned primarily by listening; second, that
language learning must engage the right hemisphere of the brain; and third, that
learning language should not involve any stress.

Total physical response is often used alongside other methods and

techniques. It is popular with beginners and with young learners, although it can
be used with students of all levels and all age groups.

BACKGROUND
James Asher developed the total physical response method as a result
of his observation of the language development of young children. Asher saw
that most of the interactions that young children experience with parents or
other adults combine both verbal and physical aspects. The child responds
physically to the speech of the parent, and the parent reinforces the childs
responses through further speech. This creates a positive feedback loop
between the parents speech and the childs actions. Asher also observed
that young children typically spend a long time listening to language before
ever attempting to speak, and that they can understand and react to
utterances that are much more complex than those they can produce
themselves.

INTODUCTION OF PRINCIPLES

Total physical response is an example of the comprehension

approach to language teaching. Methods in the comprehension approach
emphasize the importance of listening on language development, and do not
require spoken output in the early stages of learning. In total physical
response, students are not forced to speak. Instead, teachers wait until
students acquire enough language through listening that they start to speak
spontaneously. At the beginning stages of instruction students can respond to
the instructor in their native language.

While the majority of class time in total physical response is spent on

listening comprehension, the ultimate goal of the method is to develop oral
fluency. Asher sees developing listening comprehension skills as the most
efficient way of developing spoken language skills.

Lessons in TPR are organized around grammar, and in particular

around the verb. Instructors issue commands based on the verbs and
vocabulary to be learned in that lesson. However, the primary focus in
lessons is on meaning, which distinguishes TPR from other grammar-based
methods such as grammar-translation.
 Grammar is not explicitly taught, but is learned by induction. Students
are expected to subconsciously acquire the grammatical structure of the
language through exposure to spoken language input, in addition to decoding
the messages in the input to find their meaning. This approach to listening is
called codebreaking.

Total physical response is both a teaching technique and a philosophy

of language teaching. Teachers do not have to limit themselves to TPR
techniques to teach according to the principles of the total physical response
method.

Because the students are only expected to listen and not to speak,
the teacher has the sole responsibility for deciding what input students hear.

TEACHING MATERIALS

Total physical response lessons typically use a wide variety of realia,

posters, and props. Teaching materials are not compulsory, and for the very
first lessons they may not be used. As students progress in ability the teacher
may begin to use objects found in the classroom such as furniture or books,
and later may use word charts, pictures, and realia.

There are a number of specialized TPR teaching products available,

including student kits developed by Asher and an interactive CD-ROM for
students to practice with privately.

THE CHARACTERISTICS OF TPR

1. The coordination of speech and action
2. Learners roles of listener and performer
3. Learners monitor and evaluate their own progress
4. Reading and writing is taught after grammar and vocabulary
5. Grammar is taught inductively
6. Grammar and vocabulary selected according to the situation
7. Learning language by gesture (body movements)
8. The teacher and the students are the actors
9. Students should be more active and talkactive
10. Motorist student.

APPLICATIONS OF TPR
Reading : predicting skills and reading the text
Writing : making dialogue, picturing.
Vocabulary : reality, demonstration, conversation.
Structure : reality, demonstration.
(Learning keywords. . . Understanding sentences. . . Listening to instructions. . .
Imitating actions)
 BASIC PRINCIPLES OF TPR
1. Listening ability and vocabulary must be developed first.
2. There must not be any stress in the class.
3. Regular repetition.
4. Action verbs are the core of TPR.
5. TPR is also technique of teaching vocabulary.
6. No forcing but exploit the students errors for exposing others structure
points.
7. Expose the natural use of language. Create an artificial English community
in the
classroom.
8. The more often we trace memory and the more intensively we repeat, the
stonger the
memory associations are and the more likely it will be recalled.

THE ADVANTAGES OF TPR

1. It is fun, easy, and memorable It is a good tool for building vocabulary.
2. It can facilitate students with the meaning in real context.
3. It does not require a great deal of preparation.
4. Help the students immediately understand the target language.
5. TPR is inclusive and works well a class with mixed ability levels.
6. Helps learners achieve fluency faster in learning language It benefits the
Struggling
students.
7. Creates positive thinking.

THE DISADVANTAGES OF TPR

1. Students are not generally given the opportunity to express their own
thoughts in a
creative way.
2. It can be a challenge for shy students.
3. It is not a very creative method.
4. Overusing TPR causes someone easily bored.
5. Certain target languages may not be suited to this method.
6. It is limited, since everything cannot be explained with this method .
THE DIFFERENCES BETWEEN TRADITIONAL METHOD AND TPR TRADITIONAL METHOD TPR
METHOD

TRADITIONAL METHOD TPR METHOD

Teachers centered Students centered
Too much spoon feeding Active learning by the students
Non communicative Plurally communicative
Neglects students creativity Stress on students creativity
Output is more than input Input must be used as best of creativity
Error as a sin Error is part of studying
Threatening Relaxing and non frightening
The teacher explains everything Teacher give motivation and
encouregement
Sometimes the teachers explanation is not clear The teachers role as stage
manager
Students are listeners Students are actors and actor

CONCLUSION
Total Physical Response (TPR) is one of the teaching methods that emphasize active
learning through actions. It means that learners speaking skill through listening to their
teacher and before requiring them to speak, and asking them to practice using verbal
communication accompany by physical actions. Three basic steps that used in this method
are to listen, watch, and imitate repeatedly.

SUGGESTION
Total Physical Response (TPR) should be used in association with other methods and
techniques because certain target languages may not be suited to this method. Do not
overuse this method because people will tire of it.