Chapter Report 3: A Methodical History of Language Teaching

In language teaching and learning, we recognize three important terms; approach, method, and technique. Those terms are important to be known by teachers because they will be applied in planning and conducting teaching and learning activity. Basically, approach refers to the theoretical frameworks and beliefs underlying the nature of language, the nature of language learning, and the pedagogical implications. Meanwhile, method is a systematic presentation of language based on the selected approach. It usually deals with how to reach the objectives or goals of language learning itself. In addition to that, we also recognize the technique in language learning. Technique refers to the specific activities applied in the classroom which are related to the approach and method used with the purpose to realize the lesson objectives. The activities include exercise or tasks used in the language classroom (Brown, 2001: 14-16).

There are many well-known methodologies in language learning; the grammar translation method, Gouin and the series method, the direct method, the audiolingual method, cognitive code learning, designer method, etc (Brown, 2001). Some of them would be seen as a traditional one, or some would be a modern one. In fact, the methodologies in language teaching and learning developed as the world changed. The new methodologies appear based on a research or the needs of the language itself. Based on that reason, probably, there is no best methodology to be applied in the classroom since both traditional and modern methodologies could be used depending on the students’ needs and teachers’ preference. Besides, they also have their own advantages and disadvantages. In this case, this is the teachers’ job to decide the most possible methodology to be applied in their classroom by considering students’ needs and the nature of language and language learning.

The grammar translation method is a very classical language learning methodology in the world. According to Brown (2001: 18) this method emphasize on the studying of grammar (language structures), vocabulary memorization, translation a text, and writing exercise. Teachers who applied this methodology tend to teach the grammar explicitly without explaining any context in which such grammar should be used. In addition to that, the classroom is often not communicative since teachers would give a long explanation on grammar. It is ironic because teachers did not teach the nature of language – the communicative competence. Although this method, old school method, is not effective to build up students’ communicative competence, still there are many teachers who applied it in the classroom. For instance, when I was in Junior High School, my English teacher often explained the vocabulary and grammatical structure during the classroom activity. He gave a very limited chance to students to speak up. As a result, even though I mastered the grammatical structures, I still have a difficulty in delivering my ideas orally. It happened when I took the English practical test at the end of third grade in Junior High School. In line with this, Brown (2001: 19) said that the grammar translation method does virtually nothing to enhance a student communicative ability in the language.

In the view point of the series method and the direct method, the second or foreign language learning should be set as natural as the first language (Brown, 2001: 19-21). It is important since naturally human learn a language in sequence: from the easiest to the most difficult one. Based on the statement above, teachers tend to avoid the explicit explanation of grammar since it is too complex to be understood. For instance, teachers should provide the activity which stimulates students to communicate. Besides, they should also create the classroom situation which allows students to get many exposures in TL.

Meanwhile, the community language learning developed by Charles Curran (1972), emphasize on the affective domain of the learners. This method focused on the social dynamic between teacher and student in the classroom activity since he believed that language was essentially used for social communication tool (Brown, 2001: 25). Teacher who apply this method will position himself to be a counselor. Through this role, teacher facilitated students with a close understanding so that students would be more comfortable during the lesson. I experienced this kind of activity when I was in the High School. Mostly, teacher grouped students into small groups consisting of 4-5 people. We were asked to discuss certain topics dealing with the materials delivered. When we were facing the difficulty to reach a conclusion, she actually facilitated us by giving some explanation and the analogy of similar case, of course, with a friendly gesture and expression.

The most debatable method in language teaching and learning is the communicative language teaching. This method is a little bit similar with the community language learning on the focus point of language use. According to Brown (2001: 34) this method views the language as a system for the expression of meaning; primary function – interaction and communication. Teachers can provide a rich activity through this method. Generally, they will provide the activity which drills students’ ability in communication; discussion, problem-solving, etc. Besides, teachers also provide as many authentic materials as possible. These authentic materials will relate what students have learned in classroom to the reality of using language in real-life situations. The explanation of grammar or structure of the text will also be accommodated by this method, but, of course implicitly after students have understood the contexts to use it. It could be applied even for the young learners. As I observed on the teaching demonstration presented by Ibu Ika, she (teacher) could simplify the explanation on grammar through an easy way: relating it to the context and students’ prior knowledge. Besides, she also provided many activities to stimulate students to speak up. In fact, by a well classroom management, she also gave the equal opportunity to almost students to speak up. It was important since she, as a teacher, could stimulate students to learn more in order to achieve the objectives – the communicative competence. Besides, in communicative language teaching, teachers also have to consider to what their students’ needs and wants (Brown, 2001: 34). For instance, if teachers are teaching mechanical engineering students, they should provide the materials which is suitable for them; how to read a manual, how to handle customer, etc. Such materials will probably be used for their future working situation so that teachers, in this case, also support students’ to achieve not only the objectives of the course, but also their future career.