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Goal
Emphasize
Role
Teaching learning process: syllabus (what to teach), culture view, how to teach, language in
class, how grammar, reading, listening, writing.
5. Evaluation reading, listening, writing
6. Response
1. Grammar translation method
The grammar translation method (classical method) is a method that has goal to emphasized
students in skill reading and writing. To do this, students need to learn grammar rules and have
many vocabularies. The teacher' role is that the teacher has authority and students' role is do what
teacher ask. In the class, the teacher teaches by the students' native language. The teaching learning
process is that teacher teaches students grammar rules then they practice it in translating text from
target language to students' native language. In this case, students will be able to understand reading
comprehension after they learn grammar roles and have many vocabularies. In evaluation, students
will be asked to translate text from their native language to the target language. In this case, students
will practice their vocabularies and grammar rules. They will have good writing after they learn
grammar roles and have many vocabularies. Teacher responses to the students errors are very
important because they have to know the correct form and it must be supplies by teacher (Freeman,
2000).
2. Direct Method
Direct method is a method that has goal to emphasize students to communicate in the target
language. Therefore, the skill which is emphasized is speaking. The role of both teacher and students
are as partner. In the teaching learning process, the teacher syllabus is based on situation such as at
bank, going shopping or topic such as geography, money or weather. Culture view is the target
languages cultures such as people, country, or daily activity. The teacher teaches the meaning of the
new target language words by demonstrating it in reality, pictures, or pantomime and never translate
it to their native language. Both teacher and students speak the target language from the beginning
of the class. Grammars are taught inductively and explicit grammars are never given. In evaluation,
teacher may interview students orally or asked to write and read what they have communicated first.
Teacher pays attention to the students pronunciation but the teacher has to be nice to make student
feel self-correct whenever possible. It means that teacher may not get students down by his way of
correction (Freeman, 2000).
3. Audio-Lingual Method
Audio-Lingual Method is same as Direct Method, an oral based approach. The difference is direct
method emphasizes in vocabulary but Audio-Lingual Method drills students in the use of
grammatical sentence patterns. Audio- Lingual Method is a method that emphasizes to communicate
in the target language automatically without stopping to think by forming new habits in the target
language and overcoming it. The teacher roles as an orchestra leader, directing and controlling the
language behavior of the students and responsible for providing her students with a good model of
imitations then students are as imitator that follow the teachers directions and response as
accurately and as rapidly as possible. In the teaching learning process, new vocabulary and
structural pattern are presented through dialog then it is learned through imitation and repetition.
Grammar is induced from the example given. Explicit grammar rules are not provided. Student
reading and writing work is based upon the oral work did earlier. The language view is comprised of
several different levels such as phonological, morphological, and synthetic. The culture view is the

culture of the target language for example the everyday behavior and lifestyle of the target language
speaker. Are of language emphasizes in sound system and grammatical pattern. The skill
emphasized is oral or aural. Pronunciation is taught from the beginning. The target language is used
in the classroom. In evaluation, there is no formal test during the teaching learning process but
students may be asked to distinguish minimal pair. The teacher pays attention in student error in
pronunciation (Freeman, 2000).
4. Silent Way
Silent way is a method that emphasizes students to use the language for self expression. They
develop independently from the teacher and rely on themselves to develop own inner criteria for
correctness. Therefore, the teacher only gives them what they absolutely need to promote their
learning. The students role is to make use what they know to free themselves from any obstacle
because no one can learn from others and to learn is personal responsibility. For much of the
student-teacher interaction, the teacher is silent but he is still active and pays attention to the
students. When students interfere, the teacher tries to find ways for the students to overcome.
Pronunciation is worked on from the beginning. There is also focus on grammar although explicit
grammar rules may never be supplied. The syllabus develops according to learning need. The
student of native language is allowed to help student to improve their pronunciation and can be used
to give instruction when necessary. Although the teacher doesnt give formal test, he assesses
students all the time. Students errors are seen as a natural since the students are encouraged to
explore the language (Freeman, 2000).
5. Desuggestopedia
Desuggestopedia is a method that emphasizes to tap the students mental power. The teacher is the
authority in the classroom and the students must trust and respect her in order to feel more secure
and can be more spontaneous and less inhabited. One of the fundamental is to give student feeling
feel relax, confident in order to they will not need to try hard to learn the language and it will come
naturally and easily. Vocabulary and speaking are emphasized and errors are corrected gently using
soft voice. Evaluation is not through formal test and but on students normal in-class performance
(Freeman, 2000).
6. Community Language Learning (CLL)
CLL is a method that teacher wants their students to learn how to use the target language
communicatively, learn about their own learning, to take increasing responsibility for it and to learn
from one to another. The teacher role is as a counselor, how threatening a new learning situation can
be for adult learner, so he skillfully understands and support his students in their struggle to master
the target language. In stage I , II, and III, teacher focus not only on the language but also being
supportive, then focus on accuracy and finally in fluency and in class, Students interact with one
another. Community language learning method is neither student-centered nor the teacher-centered
but rather teacher-student-centered, with both being decision makers in the class. At the beginning of
the process, the focus is on sharing and belonging between persons through the language task in
group. Particular grammar points, pronunciation patterns and vocabulary are worked with, based on
the language the students have generated. Initially, the purpose of using the native language is to
provide a bridge from the familiar to the unfamiliar. Conversations have meaning in the native
language for some words but meaning is often in picture, pantomime, synonym and others. The
teacher response to the students errors is by repeating correctly what students have said incorrectly
(Freeman, 2000).
7. Total Physical Response

TPR is a method that gives listening comprehension and the goal is to communicate in foreign
language. The role is teacher as director and students as imitators. In the teaching learning process,
the teacher gives command often in humorous in single word and multi-word chunks then the
meaning is performed by the students with action funnily. It is to reduce the stress people feel when
studying foreign language. One of the primary ways this is accomplished is to allow learner to speak
when they are ready. When student begins to speak, perfection should not be expected. The teacher
interacts with the whole group of students and with the individual students. Speaking, vocabulary
and grammatical structure are emphasized over other language areas. Formal evaluation can be
conducted simply by commanding individual students to perform series of action. The teacher
tolerates the students errors and only correct major error (Freeman, 2000).
8. Communicative Language Teaching
The goal is to enable student to communicate in target language by having knowledge of linguistic
forms, meanings, and functions through games, role plays, problem-solving tasks, authentic
materials, scrambled sentences and picture strip story. The teacher is as facilitator who facilitates the
students communication and establishes situation. Besides, he is an adviser and sometimes
communicator. Evaluation is accuracy and fluency in student performance and in formal evaluation,
the teacher can use an integrative test. Errors are tolerated during fluency-based activities and seen
as natural outcome (Freeman, 2000).
9. Content-based approach
It integrates the learning language with the learning some of other contents, often academic subject
matter such as the content of a language course for airline pilots and computer scientist. Language
objectives are as well as content learning objectives because the language objectives are directed by
the texts (Freeman, 2000).
10. Task-based instruction
This is same as content-based approach to provide learner with natural context for language use.
As the learners work to complete a task, they have abundant opportunity to interact. By doing so,
they have to check to see if they have comprehended correctly and it emphasizes learners to seek
clarification. Task is often in a problem solving negotiation between knowledge that the learner
holds and new knowledge (Freeman, 2000).
11. Participatory approach
In some ways the participatory approach is similar to content based approach that it begins with the
content but the difference is it is not the content of subject matter texts rather than the content are
based on issues of concern to students (Freeman, 2000).
12. Natural approach
BACKGRUND
APPRAOCH
Theory of language:
- The primary function of language is communication
- Vocabulary and meaning is stressed

Theory of learning:
Acquisition and learning hypothesis
Monitor hypothesis: Learn knowledge to correct ourselves. Obstacle: time, focus on form, and
knowledge on rules
Natural order hypothesis: the acquisition of grammar proceeds in predictable order
Input hypothesis
The affective filter hypothesis

DESIGN
Objectives:
- For beginner to help them to be intermediate
- To develop basic communication skill both oral and written
- Material based on student need, interest and level being taught
- Structures are not emphasized in the goal of communication
- Understand the speaker of the target language
- Understand their production
- Able to make clear meaning but not detail grammar
- Able to communicate to monolingual native speaker
- Read most ordinary text
- Know enough about the target language
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Syllabus:
Basic personal communication skill: oral (listening to announcement in public place)
Basic personal communication skill: written (reading and writing personal letters)
Academic learning skill: oral(listening to lecture)
Academic learning skill: written (taking note in class)

Types of learning and teaching activities:

- Emphasize on input of target language
- Minimize stress, anxiety and maximize learner self-confidence. so learners are not required to
say anything until they feel ready but they are expected to response to teacher command in
other ways. When students are ready to talk, teacher provides simple comprehensible language
and simple response opportunity.
- The teacher talk very slow to response students
- There is gradual from yes/no question
- Focus on meaningful communication rather than language form
- Pair or group may be allowed and led by the teacher
- Common-based on activity, mime, gesture and context are used to elicit question and answer.
- Sharing information to complete task is emphasized

Learners roles:
Learn in unusual sense
Input is beyond his current level of competence
As a processor of language input
Learner as decision maker on what to be learn

Provide information about their specific goal

Take an active role in ensuring comprehensible input
Decide when to start producing speech
Where learning exercise
Participate in communicative activities

Teachers roles:
- As primary source of comprehensible input in the target language: generate a constant flow of
language input while providing multiplicity of nonlinguistic clues to assist student interpreting
the input
- Create a classroom atmosphere is interesting, friendly: not demanding student to speak before
they are ready for it, not correct student errors, provide subject matter of high interest to
students
- Chose material based on the student need and interest.
Role of instructional material:
- To make the classroom as meaningful as possible
- Promote comprehension and communication: schedules, games, brochures, advertisements,
maps and books at the level appropriate to the students.
Procedures:
- Use TPR
- Gesture and picture to introduce vocabularies
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