PARTICAPATORY APPROACH

v  Participatory approaches are a product of long lasting interaction between researchers, development workers, government agents and local populations.

v  History of Participatory Approach

In the early 1960s, Freire developed a native-language literacy program for slum dwellers and peasants in Brazil. Freire engaged learners in dialogues about problems in their lives. These dialogs not only became the basis for literacy development, but also for reflection and action to improve students' lives.

Freire believed that 'education is meaningful to the extent that it engages learners in reflecting on their relationship to the world they live in and provides them with a means to shape their (Freire and Macedo 1987 in Auerbach 1992).

v  The goal of the participatory approach is

to help students to understand the social, historical, or cultural forces that affect their lives, and then to help empower students to take action and make decisions in order to gain control over their lives (Wallerstein 1983).

v  Conclusion

Learning to communicate by communicating, rather than by preparing to do so through practicing the various pieces of language, is a different way to approach the goal of developing students' communicative competence.

NOUROLINGUISTIC PROGGRAMING

v  Neurolinguistic programming (NLP) is a collection of techniques, patterns, and strategies for assisting affective communication, personal growth and change, and learning.     

v  Four key principles lie at the heart of NLP (o’ connor and McDermott 1996; Revell and Norman 1997).

-       Out comes

-       Rapport

-       Sensory acuity

-    Flexibility

v  Procedure

—  Students are told that they are going on

—  Check that they understand vocabulary

—  Students are asked relax

—  Imagine biscuit

—  Ask the students to describe

—  Ask them to say again the sentence

—  Put a large pieces of paper

—  On other pieces of paper

—  Ask students to stand

—  Students write on the paper

v  Conclusion

NLP ( Neurolinguistic Programming)  is not a language teaching method. It does not consist of a set of techniques for teaching a language based on theories and assumptions at the levels of an approach and a design. NLP  practitioners believe that if language teachers adopt and use the principles of NLP, they  will become more effective teachers.

NATURAL APPROACH

v  Natural approach is a method for beginners basedon observation and interpretation on how a personacquires his first language .It emphasizes on communication rather then on grammar.

v Theory of learning

¨  the acquisition learning hypothesis

¨   the monitor hypothesis

¨   the natural order hypothesis

¨   the input hypothesis

¨   the affective filter hypothesis

v  Conclusion

The natural approach belongs to a traditional of language teaching method based on observation and interprestation of how learners acquire both firts and second language in nonformal setting. Such methods reject the formal ( grammatical ) organization of language as prerequisite to teaching. 

MULTIPLE INTELLIGENCES

v  Theory Multiple Intelligences was first developed by Dr. Howard Gardner, a professor of science in Education from Harvard University in 1983.

o   Intelligence is capacity for learning reasoning, understanding and similar form of mental activity; aptitude in grasping, truths, relationship, fact, meaning etc.

o   Multiple intelligences according to Prof. Howard Gardner, an American research, say that every person has a variety of intelligence, but with the development level of different.

v  CONCLUSION

All children have different intelligence and intelligence is not something that can be fixed but in flower in performance by a child's and children will solve a problem able contained in life.

LEXICAL APPROACH

v Approach = target of language with language principle which is through for student.

v Lexical = science of word or vocabulary from grammar meaning in the language structure

So, lexical approach is understanding vocabulary ideas of grammar in language structure with lexis in learning and in communication.

v  Teaching technique

-       The student must learn vocabulary.

-       Students should known the grammatical structure of language.

-       Teacher explain about collocation until student how to use vocabulary in collocation.

v  Purpose :

It is based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases an unanalyzed whole or “chunks” and that these chunk become the raw data by which leaners perceive patterns, of language traditionally thought of as grammar.

v        Conclusion :

•    The status of lexis in language teaching has been considerably enhanced by developments in lexical and linguistic theory, by work in corpus analysis and by recognition of the role of multiword units language learning and communication.

•    It remains to be convincingly demonstrated how a lexically based theory of language and language teaching, suggesting that it is still an idea in search of an approach a methodology.

INQUIRY BASED LEARNING

v  INQUIRY BASED LEARNING is a learning process through questions generated from the interests, curiosities, and perspectives/experiences of the learner.

v  FIVE GENERAL COMPONENTS

1.  Question
2.  Student Engagement
3.  Cooperative Interaction
4.  Performance Evaluation
5.  Variety of Resources

v  FOUR LEVELS

1.  Confirmation Inquiry
2.  Structured Inquiry
3.  Guide Inquiry
4.  Open Inquiry

v  STEPS :

1.  Questioning
2. Collecting Information
3.  Planning and Predicting
4.  Investigating
5. Collecting and Analyzing    the data
6.  Recording and Reporting
7.  Conclusion

v ADVANTAGE

1.   Students can find out the answer from their own research results so that more meaningful.

2.   This method is consistent with    modern psychological study that assumes that learning is a      process.

3.   Teaches problem-solving and critical thinking.

v DISADVANTAGE

1.  Teacher difficult to control the activities and student success.
2.  This method requires a long time to       research.

GRAMMAR TRANSLATION METHOD

v  Grammar-Translation Method

-       traditional method of second language teaching in schools

-       Most common language teaching method

-       Stressed the literacy development

-       Method is two-fold

-       Teacher centered

v       Objectives of GTM

-       To be able to read literature written in  the target language

-       To be able to translate from one language to another

-       To develop reading and writing skill

v  Characteristics of Grammar-Translation

-       Learners need grammar and vocabulary

-       Taught deductively

-       Learned for passing English written Exams

-       Extensive memorization of

o  Rules

o  Grammatical paradigms

o  Verb conjugations

v  Teacher’s Role

-       Requires little training

-       Control of classroom

-       Follows text book format

-       Little interaction with students

v  Student’s Role

-       memorize vocabulary

-       verb declensions

-       learn rules of grammar

-       take dictation

-       translate written passages

-       Right answers are expected

-       Little interaction with teachers and other students

v  Techniques

-       Translation of literary passage

-       Reading comprehension questions

-       Use of antonyms/synonyms

-       Use of cognates

-       Deductive application of a rule

-       Fill-in-the-blanks

-       Memorization

-       Use words in sentences; and

-       composition

v  Advantages

•      Easiest for teachers to use

•      Does not require teachers to speak good English or make good lesson preparations.

•      Only uses the textbook

•      Least stressful for students-teaching occurs in the first language

•      Students learn the new language without contact with native speakers.

v  Disadvantages

-          Students lack comprehension-only translating word-for-word

-          Does not allow students to create meaning in English

-          Students do not learn to read.

-          Extensive memorization

-          Very little student/teacher and student/student interaction

v  Conclusion

The Grammar Translation Method was developed for the study of “dead” languages and to facilitate access to those languages’ classical literature.