Teaching Strategy
a.
Definition
Teaching strategy is a generalized plan for a lesson which includes
structure, instructional objectives and an outline of planned tactics,
necessary to implement the strategies (Stone and Morris, in Issac, 2010).
Furthermore, Issac (2010) explains that teaching tactics are that behavior
of the teacher which he manifests in the class i.e., the developments of
the teaching strategies, giving proper stimulus for timely responses,
drilling the learnt responses, increasing the responses by extra activities
and so on.
The use term strategy to imply thoughtful planning to do something. When we
use the term method, it implies some orderly way of doing something. Thus,
we use the terms technique and procedure as synonyms to signify a series of
steps that one takes to employ any general model being used in the
classroom. Each of these aspects emanate from a broader and more
encompassing model (
Orlich, Harder, Callahan, Trevisan, & Brown, 2010:4
). Furthermore, the following are the difference between teaching method
and teaching strategy in more detail:
Teaching Method: (1) it is limited to the presentation of subject matter;
(2) methods come under strategy; (3) it is a micro approach; (4) teaching
as an art; (5) effective presentation of subject matter; (6) classical
Theory of human organization; (7) work is important.
Teaching Strategy: (1) when we try to achieve some objectives by any method
it becomes strategies; (2) strategy is actually a combination of different
method; (3) for E.g. Lecture or textbook or question answer method can be
never be used separately; (4) it is a macro approach; (5) it considers
teaching as science; (6) its purpose is to create conducive learning
environment; (7) it is based on modern theories of organization; (8) (pre
determined objectives, becomes strategy); (8) behavior of students and
teachers and their mutual relationship.
Lawton define, “teaching strategy is a generalized plan for a lesson which
include structure desired learner behavior in terms of goals of
instructions and an outline of planned tactics necessary to implement the
strategy”. Teaching strategies refer to methods used to help students learn
the desired course contents and be able to develop achievable goals in the
future. Teaching strategies identify the different available learning
methods to enable them to develop the right strategy to deal with the
target group identified.
b.
Types of Teaching Strategies
1. D
ifferentiated Instruction
, allows teachers to adjust lessons to the range of skill level present in
a class, while also supporting progress. Teachers observe students and use
formative assessment methods
in order to make sure class experiences can be adjusted to individual skill
and ability levels as appropriate.
2. Active Learning,
encourages student agency in the learning process; active learning
incorporates elements of project-based and inquiry-based learning in order
to allow students to pursue their own learning paths. Activities for active
learning can include think-pair-share strategies as well as kinesthetic
learning environment.
3.
Project-Based Learning,
experiences allow students to engage in learning about a topic over a
period of time, and may help the development of deep understanding.
Project-based learning can also incorporate a variety of skills and
strengths as students work independently or together to make a video, book,
or website.
4.
Inquiry-Based Learning
, emphasizes the importance of effective questioning and thinking skills in
the learning process. Students consider key questions that need to be
answered to understand a given topic, then follow through to collect
information, make hypotheses, participate in activities, and pursue answers
in an open environment.
5.
Blended Learning
, allows students to do part of their learning in an independent digital
environment, and part of it in a face-to-face classroom setting. This
technique combines the strengths of both settings to create a well-rounded
experience that gives students opportunities to pursue learning in their
own time, and to have in-person interactions to consolidate what they've
learned.
6.
Flipped Classrooms
, invert the traditional teaching model. In flipped classrooms students are
assigned pre-learning before class, so that classroom time can be given
over to problem-solving, one-to-one feedback and student collaboration.
Flipping a classroom may allow students to make more effective progress
during class-time, having prepared for the lesson beforehand and receiving
more focused support and feedback from teachers and peers alike.
7.
Cooperative Learning
, encourages structuring classes into groups to foster communication and
working together in smaller units. Instructors can strategically form
groups around students with varying skill levels and learning styles to
promote collaboration, communication, and social skills.
Wehrli (2003) explained the teaching strategies as follow.
1. Brainstorming
Brainstorming is a process for generating multiple ideas/options in which
judgment is suspended until a maximum number of ideas has been generated.
Al-maghrawy in Al-khatib (2012: 31) also defines that brainstorming as a
group creativity forum for general ideas.
Moreover, Sayed in Al-khatib (2012: 31) purposed some importance of
brainstorming for the students. Those are: (a) helping students to solve
problems; (b) helping students to benefit from the ideas of others through
the development and build on them; and (c) helping the cohesion of the
students and building relationships among them and assess the views of
others.
In addition, brainstorming has some advantageous, they are: (a) actively
involving learners in higher levels of thinking; (b) promoting peer
learning and creates synergy; (c) promoting critical thinking; and (d)
helping groups reach consensus.
On the other hand, there are some disadvantageous of brainstorming. (a)
requiring learners discipline; (b) may not be effective with large groups;
and (c) can lead to “group think”.
2. Case-based Small-group Discussion
In this teaching strategy, small groups of 5-10 address case-based tasks,
exchanging points of view while working through a problem-solving process.
In this teaching strategy process, Srinivasan, Wilkes, Stevenson, Nguyen,
and Slavin (2007) explained that the group focuses on creative problem
solving, with some advance preparation. Discovery is encouraged in a format
in which both students and facilitators share responsibility for coming to
closure on cardinal learning points.
Case-based Small-group Discussion has some advantageous. They can be (a)
actively involves participants and stimulates peer group learning; (b)
helps participants explore pre-existing knowledge and build on what they
know; (c) facilitates exchange of ideas and awareness of mutual concerns;
and (d) promotes development of critical thinking skills.
On the other hand, Case-based Small-group Discussion has some
disadvantageous. It (a) can potentially degenerate into off-task or social
conversations; (b) can be a challenge to ensure participation by all,
especially in larger groups; and (c) can be frustrating for participants
when they are at significantly different levels of knowledge and skill.
3. Demonstration
Demonstration means performing an activity so that learners can observe how
it is done in order to help prepare learner to transfer theory to practical
application. Moreover, demonstration strategy involves the teacher showing
learners how to do something (Adekoya and Olatoye, 2011).
The advantageous of demonstration are to (a) help people who learn well by
modelling others; (b) promote self-confidence; (c) provide opportunity for
targeted questions and answers; and (d) allow attention to be focused on
specific details rather than general theories.
The disadvantageous of demonstration: (a) is of limited value for people
who do not learn best by observing others; (b) may not be appropriate for
the different learning rates of the participants; and (c) requires that
demonstrator have specialized expertise if highly technical tasks are
involved.
4. Games
Games are used to bring competition, participation, drills, and feedback
into the learning experience as a motivator and opportunity for application
of principles. Carefully planned uses of games in the classroom (e.g., for
practicing certain verbs, tenses, questions, locatives, etc.) add some
interest to a classroom (Brown, 2000: 146).
The advantageous of game: (a) actively involves learners; (b) can add or
regenerate motivation; (c) promotes team learning and collaborative skills;
(d) provides a challenge that can lead to confidence in knowing and
expressing the material; (e) provides feedback; and (f) can create a “fun”
learning environment.
The disadvantageous of game: (a) can create in-group/out-group feelings;
(b) can demotivate students who are not competitive by nature; (c) can
create feelings of inadequacy in those not as skilled or forceful; and (d)
can discourage creativity if the format is very rigid and the focus is
strongly on winning.
5. Independent Study
Independent study is a teaching strategy designed to enhance and support
other instructional activities. Learning activity is typically done
entirely by the individual learner (or group of learners) using resource
materials. It may be done using computer/web-based technology. Alberta
Learning (2002: 73) also defines independent study as an individualized
learning experience that allows students to select a topic focus, define
problems or questions, gather and analyze information, apply skills, and
create a product to show what has been learned.
The advantageous of independent study: (a) fosters independent learning
skills; (b) allows learners to progress at their own rate; and (c) enhances
other learning experiences.
The disadvantageous of independent study: (a) may be disconnected from
immediate objectives; and (b) may be difficult to identify/access
appropriate materials.
Teaching Methods
Teaching method is a process or procedure that successfully completes
learning or serves as an effective teaching tool. It is a formal structure
of a series of actions. The term "method" covers teaching strategies and
techniques, and different strategies can be used when following the method.
This method involves the nature of the content of the subjects to be
taught. The teaching method is a way of presenting content in the
classroom. Methods refer to the formal structure of a series of actions
usually represented by instructions. This involves choosing what to teach
and in what order. Every learning process requires a method to increase
learning effectiveness. Likewise with the subject of English as Foreign
Language which studies several methods of how a teacher teaches English to
students who use English as a foreign language, such as in Indonesia.
A.
Definition of Teaching Method
Teaching methods are needed by educators as a supporting element of the
learning process and to make it easier to achieve the goals of the learning
process itself.
a. Definition of Method
Some experts interpret the method as follows
According to RosadyRuslan (2008), the notion of a method is a scientific
activity that is related to how to work in understanding a research object
in an effort to find scientific answers and their validity from something
being researched.
Furthermore, in psychology, MuhibbinSyah (2011) says that method means a
systematic procedure (sequential procedure) which is usually used to
investigate psychological phenomena (symptoms) such as clinical methods,
experimental methods, and so on
So, after understanding some expert opinion it can be concluded that the
notion of a method is an orderly method used to carry out a job in order to
achieve what is desired; a systemized way of working to facilitate the
implementation of an activity in order to achieve the specified goals.
b. Definition of Teaching
Some experts interpret the teaching as follows
According to Dariyanto S.S (1997), Teaching is an activity carried out by
the teacher in conveying knowledge to students. Teaching is also defined as
learning and teaching interactions. Teaching takes place as a process of
mutual influence between teachers and students.In other words, teaching is
a process, action, way of teaching or teaching about teaching, everything
about teaching, warnings (about experiences, events that they experience or
see)
Furthermore Nasution (in Muhibbin, 2004) argues that "teaching is an
activity to organize or organize the environment as best as possible and
relate to children, so that the learning process occurs, the environment in
this sense is not only the classroom (learning room) but also includes
teachers, tools displays, libraries, laboratories and so on that are
relevant to student learning activities ".
So from some of the expert opinions above, it can be concluded that
teaching is an activity carried out by an educator or teacher in delivering
lessons to students.
c. Definition Of Teaching Method
Every teaching and learning activity must certainly use the learning method
with the aim of making it easier to achieve the learning objectives itself
to be achieved. And as prospective teachers, we must have effective
teaching methods to facilitate the delivery of learning and produce the
learning process.
Some experts interpret the teaching method as follows
Tardif (in MuhibbinSyah, 2011) said "the teaching method is a method that
contains standard procedures for carrying out educational activities,
especially the activities of presenting subject matter to students".
In addition, Prof. Dr. Wimarno Surakhmad (in B. Suryosubroto, 1997) also
emphasized that teaching methods are methods of implementation rather than
the teaching process, or a matter of how technically a lesson material is
given to school students.
Sudjana (2000) explains that the teaching method is the method used by the
teacher in making relationships with students during teaching.
Furthermore, MuhibbinSyah (2004) said that the teaching method is a method
that contains procedures for carrying out educational activities,
especially the activities of presenting material to students.
Looking at some of these opinions, it can be concluded that the teaching
method is a method used by educators or teachers in delivering material or
lessons to students in order to get efficient and effective learning. As
prospective educators we need to know and learn teaching methods in order
to deliver material and be understood well by students. Therefore, choosing
a learning method to practice when teaching is very important, we must make
or choose a teaching method as attractive as possible in order to achieve
maximum goals.
According to Djamarah and Aswan (2006) various learning methods consist of
project methods, experimental methods, assignment or recitation methods,
discussion methods, sociodrama methods, demonstration methods, problem
solving, field trips, questions and answers, exercises, and lectures.The
following will describe several kinds of teaching methods:
1. Lecture Method
The teaching method is by lecturing or conveying information verbally to
students. This method is the most practical and economical method, it does
not require many tools.
2. Demonstration Method
The demonstration method is used in teaching with the process of using
objects or teaching materials at the time of teaching. Teaching materials
will provide a real view of what will be learned, it can also be through
the form of practicum.
3. Question and Answer Method
This method is a method of using questions from students to ask the teacher
or vice versa
4. Discussion Method
Usually this method is carried out in groups and this method is very
closely related to problem solving methods
5. Field Trip Method
Field trips are usually related to visiting several interesting places and
take longer than field trips. Field trip activities aim to observe
situations, observe activities or practices, or bring groups to meet
someone or an object that cannot be brought to class
6. Experimental Method
The experimental method is a way of teaching in which students conduct an
experiment about something by experiencing, observing, and proving the
process themselves, then writing down the results of the experiment or
observation which will be conveyed to the class and evaluated by the
teacher.
7. Training Method
The training method is a teaching method or method used to instill certain
habits, increase knowledge and skills, gain dexterity, accuracy and
opportunity, and change the attitudes of participants specifically.
8. Assignment Method
This method is like students are required to do assignments from the
teacher
9. Inquiry Method
The inquiry method is a method or method used in which the teacher divides
the task to research or observe a problem so that students are aware of
what has been obtained during learning as a learning subject.
10. Sociodrama Method
An article on Media Pendidikan (2009) states that sociodrama is a
role-playing learning method to solve problems related to social phenomena,
problems related to human relationships such as juvenile delinquency
problems, drugs, images of authoritarian families, and so on. Sociodrama is
used to provide understanding and appreciation of social problems and
develop students' abilities to solve them.
11. Project Method
The project method is a teaching method in which the subject matter is a
problem that asks students to design a project that will be studied or
researched to be solved as a whole and meaningfully.
12. Problem Solving Method
Problem solving method is a teaching method with mental and intellectual
processes in finding problems and solving them based on accurate data and
information so that it can train students to face various problems, be it
personal or individual problems or group problems to be solved alone or
collectively.
13. Discovery Method
Discovery method is a teaching method that uses discovery techniques in
which students assimilate a concept or principle and teach investigating
and problem solving skills as a tool for students to achieve their
educational goals.
14. Team Teaching Method
A teaching method in which the educator consists of two or more people to
teach together according to the number of children who have plural
potential.
B.
How Will Teaching Methods Implement in EFL Classroom In Indonesia
a.
Grammar Translation
In the Grammar method students learn grammar rules together with lists or
vocabulary groups. In this method mastery of the rules takes precedence
over their application. Verbal skills, such as pronunciation, were not
practiced. This method is easy to implement because the teacher does not
have to speak the language that has to be learned fluently, while the
evaluation and supervision are also not difficult. Translation method
contains text translation activities carried out from easy to difficult
things. Text translation is done by translating word by word or idea by
idea including idiomatic expressions. The combination of the two methods
above gave the Grammar-Translation (the Grammar Translation Method / GTM)
method which has the following characteristics: Teaching begins with the
provision of grammar rules and refers to the formal grammar framework.
1. The vocabulary that is taught depends on the selected text so that there
is no continuity between groups or vocabulary lists with another.
2. Memorization and translation are prominent characteristics of
activities, namely memorizing and translating vocabulary and grammar rules.
3. Pronunciation is not taught or is very limited to only a few aspects.
4. More emphasis on reading and writing skills rather than listening and
speaking.
From the description above, GTM can be defined as a method of teaching
language through analysis of language rules in detail and followed by the
application of knowledge of these rules for the purpose of translating
sentences and texts, either from the target language to the mother tongue.
Techniques in the Grammar Translation Method:
1. Translation of a literary passage.
2. Fill-in-the-blanks.
3. Reading comprehension questions.
4. Memorization.
5. Antonyms / Synonyms.
6. Use words in sentences.
7. Deductive application of rule.
b.
Direct Method
Direct teaching is a revision of the Grammar Translation Method because
this method is considered unable to enable children to communicate using
the foreign language being learned. In the learning process, translation is
prohibited from being used. The learning process with DM, the teacher asks
Student to read aloud. Then, the teacher asks questions in the language
being studied. During the learning process, objects such as maps or real
objects can be used. Teachers can draw or demonstrate. Techniques in Direct
Method:
1. Reading aloud.
2. Question and answer exercise.
3. Getting students to self-correct.
4. Conversation practice.
5. Fill-in-the-blanks.
6. Map drawing.
7. Paragraph writing
c.
Silent Way
Cognitive psychologists and transformative-generative language experts
believe that language learning does not need to be through repetition. They
believe that learners can create phrases that have never been heard.
Furthermore, they argue that language learning is not only imitation but
language rules can help them use the language being learned.
In the learning process, the teacher only points to a chart containing
consonant vowels. The teacher pointed several times silently. After a while
the teacher only gave examples of how to pronounce it. Then appoint
students to pronounce until it is correct. In the learning process the
teacher is silent a lot, he only directs / points to the learning material.
[8]
The Silent Way techniques:
1. Sound-Color Chart.
2. Word Chart.
3. Teacher's Silence.
4. Fidel Chart.
5. Peer Correction.
6. Structured Feedback.
7. Rods.
8. Self-Correction Gestures.
d.
Total Physical Response
There are several kinds of methods that are commonly used by a teacher or
instructor in improving the learning abilities of their students, such as
the method of discussion, lectures, and others. One method is the TPR
(Total Physical Response) method as one of the presentation techniques in
teaching, especially in learning foreign languages, be it English,
Japanese, French, and others. The learning method is a science that talks
about ways of conveying learning material, so that it is controlled by
students, in other words, the knowledge of teaching teachers and students
learning.
This method is also called 'the comprehension approach' which brings close
to the importance of 'listening comprehension'. A child speaks when he is
ready to do so.
In the Natural Approach (developed by Krashen & Terrel), students
listen to teachers who communicate using a foreign language from the
beginning of the learning process. The teacher can help students to
understand the material by using pictures and some words in their mother
tongue. In Total Physical Response (TPR), students listen to and respond to
the teacher's verbal instructions. The form of instructions given such as
'Turn around', 'Sit down', 'Walk', 'Stop', 'Jump', etc.
In the teaching and learning process using the TPR method, there are many
activities that teachers and students can do, including:
1. Exercises using commands (imperative drill), are the main activities
that teachers do in the classroom using the TPR method. Exercise is useful
for obtaining physical movement and activity from students.
2. Dialogue or conversation (conversational dialogue).
3. Role play (role play), can be focused on daily activities such as in
schools, restaurants, markets, etc.
4. Presentation with OHP or LCD
5. Reading and writing activities to increase vocabulary and also train on
tense-based sentence structure and so on.
The TPR language learning theory applied for the first time by Asher
reminds us of some of the views of psychologists, for example Arthur Jensen
who once proposed a seven-step model to describe the development of
children's verbal learning. This model is very similar to Asher's view of
children's language acquisition. Asher presents three influential learning
hypotheses, namely: There is a specific built-in bio-program for language
learning that describes an optimal pathway for first and second language
development. Brain lateralization describes the different learning
functions of the left and right brain. Stress affects learning activities
and what students will learn, the lower the stress capacity, the better
learning
Techniques in the Total Physical Response Method:
1. Using Commands to Direct Method.
2. Role Reversal.
3. Action sequence.
e.
The Audio - Lingual Method
The term audio-lingualism was first put forward by Prof. Nelson Brooks in
1964. This method claims to be the most effective and efficient method of
foreign language learning and claims to be a method that has transformed
language teaching from just a trick to a science. Audio-Lingual Method
(ALM) is the result of a combination of views and principles of structural
linguistics, contrastive analysis, aural-oral approach, and behavioristic
psychology.
ALM's rationale regarding language, teaching and language learning is as
follows:
1. Language is spoken, not written
2. Language is a set of habits
3. Teach language and not about language
4. Language is as spoken by native speakers
5. Language is different from one another
Richards & Rodgers (1986; 51) and Prayogo (1998: 9) add several
principles of learning that have become the basis of audi-legalism
psychology and their application as follows: "Foreign language learning is
basically a process of forming habits in which the mechanistic target
language is presented in the form of oral before being seen in written
form. The forms of analogy provide a better basis for the learner of
language than the better forms of analysis, generalization, and
distinctions than the explanation of rules.
C.
Example of Each Method
1.
Lecture Method
It can also be said to be a teaching technique, a teaching method used to
convey information or information or dictate topics and questions. It is
also a way of teaching teachers through monologue and one-way
communication. The lecture method can also be said to be the most
economical way to convey information. In addition, this method is also
considered as the most effective way to overcome the lack of literature or
references in students' purchasing power and understanding. Teaching
methods are naturally adopted in the following situations:
The teacher will convey facts or opinions.
ü The teacher must convey the facts to many students, so that no other
method is possible.
ü The teacher wants to speak with enthusiasm to motivate students to do
something.
ü The teacher will summarize the points that have been learned to clarify
the relationship between students by looking at other important things.
ü The teacher will introduce new things in the framework of the previous
lesson.
2.
Demonstration Method
A teaching method that uses props or demonstrations to demonstrate
something that aims to clarify understanding and show how to do something
to students directly or through the use of learning media related to the
material or topic presented. This demonstration method is suitable for use
in the following situations:
When will provide certain skills.
ü To make it easier as a type of explanation, because the use of language
is more limited.
ü To avoid verbalism (regarding obscurity of knowledge).
ü To help the child clearly understand the course of a process with full
attention, because it is more interesting.
3.
Question and Answer Method
It is a method of speaking or teaching in the form of questions, which must
be answered by teachers and students as well as students and teachers.
Questions can be a tool for teachers to stimulate students to think about
activities. Teachers can also use students' answers to check the
effectiveness of their continuing teaching. Questions can act as
"regulators" and can help students focus on what matters most. The question
and answer method is used when:
ü Conduct apperception
ü Engaging students in the learning process
ü Directing the attention of students on the material presented.
4.
Discussion Method
A method of presenting the teacher's theme, providing opportunities for
students (groups of students) to carry out scientific dialogue to gather
opinions, draw conclusions, or formulate alternative solutions (problem
solving) of various problems. the steps for using the discussion method
include:
ü The teacher suggests a problem to be discussed and provides direction as
needed on ways of solving it. It can also be that the subject matter to be
discussed is jointly determined by the teacher and students. The important
thing is that the title or problem to be discussed must be clearly
formulated so that it can be understood properly by every student.
ü With the teacher's leadership the students form discussion groups, elect
the discussion leader (chairman, secretary (note-taker), reporter (if
necessary), arrange seating, rooms, facilities, and so on).
ü Students discuss in their respective groups, while the teacher goes
around from one group to another (if there is more than one group)
maintaining order and giving full encouragement and assistance so that each
group member participates actively and so that the discussion runs
smoothly. Each member of the group must know exactly what will be discussed
and how to discuss it. Discussions must run in a free atmosphere, each
member must know that the right to speak is the same.
ü Then each group reports the results of its discussion. All students
responded to the reported results (especially from other groups). The
teacher provides a review or explanation of these reports.
ü Finally, the students recorded the results of the discussion, and the
teacher collected the discussion reports from each group after the students
wrote them down for the class "file".
5.
Field Trip Method
A teaching method used to teach students to a place or object outside the
school that takes a long time, and aims to study, investigate, or observe
objects that cannot be brought into the classroom or meeting place. Like
going to historical tourist places and so on.
6.
Experimental Method
A teaching method where students experiment on certain things through a
process of experience, observation and self-verification, then write down
the results of the experiment or observation which will then be
communicated to the whole class and evaluated by the teacher. the
experimental method includes the following stages:
ü initial experiment, learning begins with doing experiments demonstrated
by the teacher or by observing natural phenomena. This demonstration
displays problems related to the physics material to be studied.
ü Observation, is a student activity when the teacher conducts an
experiment. Students are expected to observe and record these events.
ü initial hypothesis, students can formulate a provisional hypothesis based
on the results of their observations.
ü verification, an activity to prove the truth of the initial allegations
that have been formulated and carried out through group work. Students are
expected to formulate experimental results and make conclusions, then the
results can be reported.
ü application of concepts, after students formulate and find concepts, the
results are applied in their lives. This activity is a strengthening of the
concepts that have been learned.
6. evaluation, is the final activity after completing a concept.
7.
Training Method
A teaching method used to instill certain habits, increase knowledge and
skills, gain dexterity, accuracy and opportunity, and specifically change
the attitudes of participants. Such as getting students to do good things,
cleaning the class, arriving on time, working together at school, and so
on.
8.
Assignment Method
Is a teaching method that presents material or topics, the teacher can
perform certain tasks to facilitate student learning activities. In
accordance with the goals to be achieved, many types of assignments can be
given to students. For example, research assignments, report preparation
assignments (oral / written), sports assignments (sports work), laboratory
assignments, etc. the steps that must be followed in using the assignment
or recitation method, namely:
ü The assignment phase
ü Steps to carry out tasks
ü Responsibility phase
9.
Inquiry Method
A method used by the teacher to divide the task of researching or observing
a problem so that students know the knowledge gained as a learning topic in
the learning process. An example of inquiry is:
ü The teacher provides explanations, instructions or questions on the
material to be taught.
ü Give assignments to students to answer questions, whose answers can be
obtained in the learning process experienced by students.
ü The teacher provides an explanation of problems that might confuse
students.
ü Recitation to impart previously learned facts.
ü Students summarize in the form of a formula as an accountable conclusion.
10.
Sociodrama Method
A learning method plays a role (drama) of behavior related to social
problems. This method aims to solve problems related to social phenomena,
interpersonal problems related to juvenile delinquency, drugs, images of
authoritarian families, etc. Examples of this method are:
ü To appreciate and appreciate the feelings of others.
ü Learn how to shade responsibilities.
ü Learn how to make decisions in group situations spontaneously.
11.
Project Method
A teaching method in which learning material is a problem, requires
students to design a project to be studied or researched so that it can be
meaningfully completed as a whole. For example, introducing a subject from
the starting point of the problem, then discussing all relevant aspects, so
that the solution is integrated and meaningful.
12.
Problem Solving Method
It is a teaching method with thought and intellectual processes, which can
find and solve problems based on accurate data and information, so that
students can be trained to face various problems, both individual and group
problems or collective solutions. problem. Examples such as learning
activities by training students to face various problems, be it personal or
individual problems or group problems to be solved alone or collectively.
13.
Discovery Method
That is, the teaching method that uses discovery technology, in this method
students absorb a concept or principle, and teach investigative and
problem-solving skills as a tool for students to achieve their educational
goals. For example, such as students assimilating a concept or a principle.
These mental processes include observing, classifying, making assumptions,
explaining, measuring, making conclusions, and so on.
14.
Team Teaching Method
An example is teaching where the educator consists of two or more people to
teach together according to the number of children who have plural
potential.
D.
Exercises of Teaching Methods
1. What is teaching method
Answer:
teaching method is a method used by educators or teachers in delivering
material or lessons to students in order to get efficient and effective
learning. As prospective educators we need to know and learn teaching
methods in order to deliver material and be understood well by students.
2. Explain more about definition of discussion method!
Answer:
discussing methode is learning by grouping student, so after define a group
the teacher can give some lesson, and than it should be discussed by
students and present their result.
3. What do you think problem in using discussion method?
Answer:
the biggest problem in this method is, there are students who are
embarrassed to express their opinions, so they look inactive, even though
they have extraordinary ideas in their brain.
4. What method should be apply in teaching learning process?
Answer:
all methods have their respective functions, so we can't just rely on one
method, but we need to combine these methods to create effective learning
outcomes.
5. What do you think about question and answer method?
Answer:
Question and answer in teaching gives the student the opportunity to
reflect his inquiries and needs for further information. At the same time,
by soliciting answers to key questions the teacher gains some insight into
the class’ progress.
6. How shoud teacher be, during question and answer session?
Answer:
firstly first, teacher can keep an eye on her students. And The teacher
should response to student questions is also important. Unless it
is apparent that the student is deliberately trying to disrupt the class (a
situation which is rarely the case), the teacher should recognize each
question as one of serious consequence to the student who raised it and
treat it with respect. Under no circumstances should a student be made to
feel inferior or stupid because of a question or an answer which he offers
in class.
7. Can you show the values of question an answer method?
Answer:
Although the use of questions does not automatically result in effective
teaching, the use of an adequate question and answer method will greatly
facilitate communication. Along with satisfying the need for involvement,
this teaching approach calls for feedback as well. By asking questions, we
can determine whether people understand what we teach and whether the
message of the Scriptures is properly applied in contemporary life.
8. In your opinion what method that most implement in EFL Indonesia?
Answer:
Demonstration methode, question and answer method, experimental method,
assignment method, and so on.
9. What do you think about team teaching method?
Answer:
in my opinion, teaching method is one of the good method in teaching. But
as my experience team teaching make me confuse about the course, besouse
there are some misscommunication between the lecturer. So i think, its a
good methode if there is a good corelation of eachother.
10. How you manage your class based on those method?
Answer:
First of all, maybe I will combine the demonstration method with the method
question and answer method. Because in my opinion, by combining the two
methods, it can produce good learning correlations, so that teachers and
students can achieve their learning goals well
Approach of Learning
A.
What is a Approach of Teaching and Learning ?
Approach is something that is used as a basis for achieving a predetermined
goal. According to Edward Anthony the approach was a group of hypothesis
that dealt with the type of language learning and language teaching. that
means the approach is a temporary answer to the problem that is still being
suspected because it still needs proof in its application in the teaching
and learning process.
In the term can be interpreted as how to get started in learning. In a
larger sense, the approach refers to a set of assumptions about how
teaching and learning. Approach is the starting point of looking at things,
the philosophy or belief that is not always easy to prove. Thus, the
approach is axiomatic (Badudu 1996:17).
According to anthony's terminology approach is a set of correlative
assumptions dealing with the nature of language teaching and learning. An
approach is axiomatic describes the nature of the subject matter to be
taught. in that sense, an approach is an opinion or opinion that has
reciprocity in influencing the axiomatic nature of learning and teaching or
a statement system that can be accepted without any evidence in explaining
the nature of the material being taught.
Teaching is a process of providing information to one another and having a
set of predetermined goals and objectives. Teaching is an arrangement and
manipulation of a situation in which there are gaps and obstructions which
an individual will seek to overcome and from which he will learn in the
course of doing so (John Brubacher, 1939). This means that teaching is a
series of activities carried out with gaps and challenges by people who do
it with the intention and purpose of providing the information needed.
Teaching is a system of actions intended to produce learning needed smith,
1960.
Teaching is defined as an interactive process, primarily involving
classroom talk which takes place between teachers and pupils and occurs
during certain definable activities (Edmund Amidon, 1967). According to
this understanding, teaching is a process of interaction carried out by
teachers and students inside and outside the classroom to provide each
other with information or learning needed.
Learning is a process or journey that a person takes to be better in his
life, this process also produces output in the form of value and knowledge
that can be applied. While Henry E. Garrett believes that learning is a
process that lasts for a long time through practice and experience that
leads to change and the way in responding to a certain stimulus change.
This view argues that learning is a process carried out to gain various
experiences and stimuli or responses through various behaviors after the
learning is carried out, then Lester D. Crow suggests learning is an
attempt to acquire the habits, knowledge and attitudes. Learning is
successful when a person is able to repeat the material they have learned,
then "memorization" learning called. Then, when they have learned, it is
able to come and to be expressed in their own language, it is called "over
learning", in the other language, learning is defined as a process that
produces output in the form of more knowledge, habits and attitudes better
than before. Approach of teaching and learning is a process or initial view
of planning related to the teaching and learning process carried out by
determining previous goals.
Approach of teaching and learning is anchored in the philosophical concept
and the didactic method of teaching and learning strategies. This manifests
the learning objectives and their orientation that includes furthering
knowledge, repetition and reconstruction, application, understanding,
observation from a different perspective and shaping thought (Dart,
Burnett, Purdie, Boulton-Lewis, & et al., 2000). In this discussion,
the teaching and learning process approach is a basic concept that shows
what is the teaching material. .
According to Watkins, The Aproach of teaching and learning orientation
aimed to motivation - learning aimed towards achieving results or learning
for its own sake. The starting point of product-directed learning is that
the ability leads to success while emphasizing competitiveness and outside
assessment encouraging the student to prove his ability. The starting point
of learning is that the effort itself can lead to success while preferring
challenging assignments and self-assessment, with the emphasis on improving
the learner's ability (Watkins, 2010).
Teaching approach is wisdom in the approaches or initiate and carry out the
teaching of a field of study / subjects and styles that give direction to
teaching methods and are based on related assumptions. (Badudu, 1996: 17)
The learning approach according to Milan Rianto, is a way looking at
learning activities making it easier for teachers for its management and
for students will get ease of learning.
According to Ermidayani, 2011. The teaching and learning approach is a
perspective and real action taken to solve learning problems, learning
resources, and how students learn so that basic competencies can be
achieved by students optimally. The duties and roles of teachers in shaping
teaching and learning patterns in the classroom are not determined by the
method of "what will be learned" students, but on "what students can do".
In this discussion, approach learning is a process of action related to the
nature, attitudes, behavior and some of the outputs to be obtained and also
how to achieve goals for what is desired.
B. Approach of Teaching and Learning implement in EFL classroom in
Indonesia.
Based on some references that we got, the process of approach of teaching
and learning in Indonesia is a little bit different and done into pieces.
In class, the students were taught some various about tenses or
the grammar without knowing the word class division. The students
were taught the arrangement of the sentences without knowing the meaning
and the use of sentences. They were asked for some exercises without the
implementation of speaking in daily activity. The teaching activities must
be taught from the basic learning in basic level, so it will not make the
imbalance between the level and the material.
The teaching process in Indonesia is mostly about memorizing without
implementing and understanding. It only give litte support to prepare the
students use English in conversation. In
Problematic Approach to English Learning and Teaching: A Case in
Indonesia
by Himpun Panggabean, it said that the problem of English teaching and
learning is because the misleading conception on nature or basic of English
and the process of acquiring it. The two approches of teaching and learning
English are grammar-free and stritc grammar approach. For the first
approach, it matches or recommended for early age because they have to know
the basic of English such as the alphabet, word class division, etc and
should learn English for fun. Meanwhile, for the strict grammar approach,
it maches to the high school students. Indonesian learners find the
difficulties and take a long tim to acquire English is because they do not
practice it in daily life or as a habit.
According to (Panggabean, 2007, p. 160), a native speaker acquires his
language because he keeps learning by thinking, listening, and speaking in
the language he is learning, meaning he learns the language continuously.
Based on the writers’s experience, the reading approach is one of the most
use in teaching and learning approach. According to this approach, the
minimal focuses are attention in pronunciation or gaining conversation
skills. Vocabulary is expanded as quickly as possible, since the
acquisition of vocabulary is considered more important that grammatical
skill.
C. Various Approaches and the examples
There are various approaches which are used in teaching learning process.
The following are the main approaches of teaching learning
1.
Teacher Centered Approach
Teacher centered approaches are more traditional in nature, focusing on the
teacher as instructor. For example, the teacher gives an instruction/ rules
to the students. The students must follow the instruction. There is no
chance to students to ask/ give their opinion. The teacher has all the
control. It usually happens when teachers do a presentation. The learning
and teaching process is passive. For example: flipped classroom
2.
Child Centered Approach
The teacher can set up the students’ activities but has less control of
students. It can be discovery learning. The function of teacher is as
facilitator so that the students become more active and enjoy learning by
their own way. According to Darling (1944), this approach encourages
students become the center of the learning. For example, the teacher asked
the students to
3.
Inductive and Deductive approach
We can use this approach while teaching grammar. A deductive approach to teaching language
starts by giving learners rules, then examples, then practice. It is a teacher-centered approach to presenting
new content. For example: the teacher gives a material, explain it
obviously then give the examples so that students understand it easily.
This is compared with an inductive approach, which starts
with examples and asks learners to find rules, and hence is more
learner-centered. But for me, inductive approach is more interesting and
challenging.
4.
High Tech Approach to Learning
In revolution 4.0, there is no doubt about advances in technology.
Technology has an important role in our life, especially education.
Teachers can use this approach in this pandemic situation or normal
situation. For example: do the teaching and learning process through the
online learning by using computer and etc.
There are a lot of technology that can be used. Additionally, students
interested if they learn using technology. For example: while teaching
pronunciation, we can using computer and headphone. It can create a good
learning environment.
5.
Low Tech Approach
Many educator still doubt the technology. Additionally, some research has
shown that low-tech classrooms may boost learning. For example,
students who take handwritten notes have remembered better than
students who take typed notes
. Here are the example of low tech approach, such as: students do some
practical learning. It can be experiment or other so that students
participate in learning process. And it is more fun if students do some
practical activity. Students really like to move.
6.
Herbartian Approach
This approach generally known as Herbartian Five steps approach in the
procedure of the Herbartian School of pedagogy propagated by J.F. Herbart (1776-1841) and his followers. He stated that
teaching should be organized, prepared well. The formal steps involved in
the approach as below:
1) Introduction/ Motivation: it means that teacher prepared the lesson, it
can be by previous lesson then give some questions to the students.
Additionally, the teacher will know how far the student’s ability is. So
that, they can continue the next material.
2) Presentation: Here the aims of the lesson should be stated clearly. .
Therefore simple language is used. Appropriate and specific examples and
illustrations of the concepts will make the understanding better. The
interest of the students on the subject matter should be maintained
continuously by the way of asking questions from time to time in this
stage. The teacher should carefully and skillfully arrange his material so
that his pupils may clearly and readily grasp it. The teacher should make
proper use of questions, charts, graphs, pictures, models and other
illustrative for demonstration and explanation.
3) Comparison and association: The students are encouraged to give new
suitable examples for the concept instead of the examples given in the book
to make them think in an innovative manner.
4) Generalization: in this step the teacher guide the students and give
some necessary correction.
5) Application: in this step, the teacher may ask the students to apply
their understanding in daily life or others unfamiliar situations.
6) Recapitulation: it means that teachers have evaluated whether the
students have understood or not. Teacher may do some reviewing by asking
some questions
7.
Evaluation Approach or Bloom’s Approach
The concept of evaluation approach is given by B.S.Bloom. His main emphasis
was that testing should be based on teaching and both these activities
should be objectives centered. Today teaching is organized by using the
evaluation approach. Under this approach yearly plan and unit plan are
prepared. It has three main steps: a) Formulating Educational Objectives
b) Creating Learning Experiences
c) Evaluating the Change behavior.
D. Exercices of Teaching and Learning Approach
A. Multiple Choice
1. Teacher as the center is an approach that is often referred to as the
...
a. Traditional approach
b. Modern approach
c. Teacher approach
d. Expecto-Patronum approach
2. The approaches that complement each other with the development of the
industrial revolution 4.0 are ...
a. High Stakes Approach
b. Child Centered
c. Technology Centered
d. High Tech Approach
3. People who have patience as vast as an ocean, guide sincerely directly
in the field and take many approaches so that the teaching process is
successful for students is ...
a. Professor
b. Teacher
c. Ministry of Education and Culture
d. School Staff
4. Practicing, experimenting, sensory activities for students is an example
of an approach …
a. High Teach Approach
b. Sensory Approach
c. Low Tech Approach
d. Direct Approach
5. For Teaching and Learning, which approach during the COVID-19 pandemic
like now that we feel is suitable for the teaching and learning process is
the approach ...
a. High Tech
b. High Stakes
c. High Quality
d. High and Sigh
B. Essay
1. Based on your opinion, what is the defenition of Approach of Teaching
and Learning?
2. What is the definition of Approach of Teaching and Learning based on one
of the expert?
3. Explain about Inductive and Deductive approach!
4. Technology is an approach that has always been used in the era of the
industrial revolution 4.0, therefore mention some examples of activities
between teachers and students in the learning process by using the products
of technology!
5. To elucidate this matter, let’s define the teaching process of EFL in
Indonesia!
KEYWORDS
Multiple Choice:
1. a
2. d
3. b
4. c
5. a
Essay:
1. The Teaching and Learning Approach is a tool used by teachers in
developing and implementing teaching and learning activities. The goal is
to align the stragetry properly and correctly, because the teacher must
choose several approaches that are suitable for situations and conditions
such as the pandemic caused by COVID-19, as a result, all online learning
and teachers take the High Tech Approach that uses technology products.
2. Approach of teaching and learning is anchored in the philosophical
concept and the didactic method of teaching and learning strategies. This
manifests the learning objectives and their orientation that includes
furthering knowledge, repetition and reconstruction, application,
understanding, observation from a different perspective and shaping thought
(Dart, Burnett, Purdie, Boulton-Lewis, & et al., 2000)
3. We can use this approach while teaching grammar. A deductive approach to teaching language
starts by giving learners rules, then examples, then practice. It is a teacher-centered approach to presenting
new content. For example: the teacher gives a material, explain it
obviously then give the examples so that students understand it easily.
This is compared with an inductive approach, which starts
with examples and asks learners to find rules, and hence is more
learner-centered. But for me, inductive approach is more interesting and
challenging.
4. - While teaching pronunciation, we can using computer and headphone. It
can create a
good learning environment.
- Use the internet through each student's cellphone or computer in finding
as many learning resources as many as possible.
- When we want to teaching or presenting material to students, it is better
to use a projector so that the material presented is more interesting.
- Using a language laboratory to create a conducive learning atmosphere.
5. Based on some references that we got, the process of approach of
teaching and learning in Indonesia is a little bit different and done into
pieces. In class, the students were taught some various about tenses or the grammar without knowing the word class
division. The teaching process in Indonesia is mostly about memorizing
without implementing and understanding. It only give litte support to
prepare the students use English in conversation. In
Problematic Approach to English Learning and Teaching: A Case in
Indonesia
by Himpun Panggabean, it said that the problem of English teaching and
learning is because the misleading conception on nature or basic of English
and the process of acquiring it. The two approches of teaching and learning
English are grammar-free and stritc grammar approach. For the first
approach, it matches or recommended for early age because they have to know
the basic of English such as the alphabet, word class division, etc and
should learn English for fun. Meanwhile, for the strict grammar approach,
it maches to the high school students. Indonesian learners find the
difficulties and take a long tim to acquire English is because they do not
practice it in daily life or as a habit.
