A teacher can employ a number of methods in teaching English.

However, there are only some methods highlighted in this paper. The methods are as follow: a. The Grammar-Translation method As this method formerly applied, it is not a new one. Celce-Murcia-Murcia (2001:6) states that the grammar-translation method is an extension of approach used to teach classical languages to teaching of modern languages. At the beginning, this method was used for the purpose of helping students to read and appreciate foreign language literature. It was hoped that through the study of target language grammar, students would become familiar with the grammar of their native language and this familiarity would help them to read and write their native language. (Larsen, 2000). The grammar-translation method has principles such as: Instruction is given in the native language of the students There is little use of the target language for communication Emphasis is on grammatical parsing, i.e., the form and inflection words There is early reading difficult texts A typical exercise is to translate sentences from the target language into the mother tongue (or vice versa) The result of this approach is usually an inability on the part of the student to use the language for communication The teacher does not have to be able to speak the target language

Since the purpose of this method is to enable students to read and write the target language literature, the type of material which can be used is text from the target language literature. The teacher may either write the texts or use an authentic literary text. (Larse, 2000)

b. The Direct Method According to Celce-Murcia-Murcia (2001:6), the direct method was developed as a reaction to Grammar Translation Method and its failure to generate learners who could communicate in foreign language they had been studying). Since the grammartranslation method was not very effective in preparing students to use target language communicatively, the direct method became popular (Larsen, 2000). The principles of the direct method are: No use of the mother tongue is permitted (i.e., the teacher does not need to know the students native language)

Lessons begin with dialogues and anecdotes in modern conversational style Actions and pictures are used to make meaning clear Grammar is learned inductively Literary texts are read for pleasure and are not analyzed grammatically The target culture is also taught inductively The teacher must be a native speaker or have nativelike proficiency in target language

The proper materials which are used for this method are reading passages, dialogues, and plays.

c.

Audiolingual Method Unlike the previous methods that focus on the vocabulary acquisition through exposure, Audiolingual method concerns with the drill of grammar itself. It drills students in the use of grammatical sentence patterns (Larsen, 2000). Celce-MurciaMurcia (2001:7) says that Audiolingual method was developed as a reaction to the Reading Approach and its lack of emphasis on oral-aural skills. This approach became dominant in the United States during the 1940s, 1950s, 1960s. The principles of Audiolingual Method are: Lessons begin with dialogues Mimicry and memorization are used, based on the assumption that language is habit formation Grammatical structures are sequenced and rules are taught inductively Skills are sequenced: listening, speaking. Reading and writing are postphoned Pronunciation is stressed from the beginning Vocabulary is severely limited in initial stages A great effort is made to present learner errors Language is often manipulated without regard to meaning or context The teacher must be proficient only in the structures, vocabulary, etc. that he or she is teaching since learning activities and materials are carefully controlled. In applying the Audiolingual Method, a teacher can use dialogues as the material.

d. The Silent Way The silent way was developed by Caleb Gattegno. This method is a reaction to Audiolingual Method which did not allow students to communicate effectively in the

target language. Larsen (2000: 52) states that although people learn a language through Audiolingual Method, one problem with it was students inability to readily transfer the habits they had mastered in the classroom to communicate use outside the class. The principles of the silent way are as follow: Culture is inseparable part of language Vocabulary is taught by means of visual aids and word charts. It is restricted at the beginning There is a focus on the structures of language. structures are taught implicitly Errors are natural and inevitable. The teacher uses students error to decide whether further work is necessary Students should be able to use the target language for self expression (to express their thought, feeling, and ideas) The materials that can be used for this method are Sound Color Charts (For teaching pronunciation; one color represents one sound), Color Rods (for cognitive coding of grammatical patterns), 8 Fidel Charts (used for sound spelling association).

e.

Suggestopedia Suggestopedia is a method developed by the Bulgaria physiatrist-educator, Georgi Lozanov. Larsen (2000:73) defines the suggestopedia as an approach in which there is respect for students feeling. Celce-Murcia (2001:7) calls this method as AffectiveHumanistic Approach which is a reaction to the general of affective considerations in both Audiolingulism and the Cognitive Approach. The principles of this method are: Respect is emphasized for the individual (each student, the teacher) and for his or her feelings Communication that is meaningful to leaner is emphasized Instruction involves much wok in pairs and small groups Class atmosphere is viewed as more important than materials or methods Peer support and interaction are viewed as necessary for learning Learning a foreign language is viewed as a self-realization experience The teacher is a counselor or facilitator The teacher should be proficient in the target language and the students native language since translation may be used heavily in the initial stages to help students feel at ease; later it is gradually phased out

The suitable materials of this method are dialogues with their translations in L1 on the opposite side. Texts with literary value are used. The textbook posters are used for peripheral learning. Posters, lists, charts, texts, paintings, and graphs are hung on the walls of the classroom. Students learn from these although their attentions are not directly on these materials. f. Community Language Learning According to Rodgers and Richards (1999:113), CLL is the name of the method developed by Charles A Curran and his associates. CLL advocates a holistic approach to language learning. "True human learning" is both cognitive and affective. This is termed "whole person learning". A group of ideas concerning the psychological requirements for successful and "non-defensive learning are collected under the acronym (SARD).

S A R D

Security

Attention & Aggression

Retention & Reflection Discrimination

Security: Students should feel secure to enter into a successful learning experience. Classroom atmosphere, students' relations with each other, teacher's attitude to students all affect students' feelings of security. Attention: Attention is the learner's involvement in learning. Aggression: is to show what has been learnt for "self-assertion like a child who tries to show what he/she has learnt. The child tries to prove the things he/she has learnt. Retention: If the "whole person" is involved in the learning process, what is retained is internalized and becomes a part of the learner's "new persona" in the foreign language. The material should neither be too old nor be too new or conversely too familiar. Retention will best take place somewhere in between novelty and familiarity. Reflection: Students need quiet reflection time in order to learn. The teacher reads the text for three times and the students relax and listen for reflection. Students also listen to their own voice from the tape for reflection. Discrimination: Students should discriminate the similarities and the differences among target language forms by listening to themselves and the teacher carefully.

They should also listen to discriminate if what they say is similar or different from what the teacher says. Larsen (2000:102) asserts that the two basic principles underlie the kind of learning in CLL method are (1) Learning is persons which means that whole-person learning of another language takes place best in a relationship of trust, support, and cooperation between teacher and students and among students; and (2) Leaning is dynamic and creative which means that leaning is living and developmental process. The principles of CLL are: Initially, the teachers role is as a counselor Language is for communication Particular grammar points, pronunciation patterns, and vocabulary are worked with, based on the language the students have generated The teacher should work with what the students have produced in a nonthreatening way Students' security is initially enhanced by using their native language

When employing this method, a textbook is not considered necessary. Materials may be developed by the teacher as the course develops. Materials depend on students' needs. Conversations are generated by the students depending on what they want to say in the target language

g.

The Total Physical Response Method Richard and Rodgers (1999:87) define Total Physical Response (TPR) as a language teaching method built around the coordination of speech and action. It attempts to teach language through physical (motor) activity. This method was developed by James Asher, a professor of psychology at San Jose State University, California. Larsen (2000:113) points out the principles of TPR are as follow: Language is primarily oral Culture is the lifestyle of people who speak the language natively. Daily habits, social life traditions should be learned Initially the teacher is the director of all student behavior Vocabulary is introduced through imperatives Imperatives play an important role. Multi-word chunks, single-word chunks are used with imperatives. The teacher uses his/her creativity to introduce various grammatical patterns with the accompaniment of imperatives.

The teacher should not force the students to speak The method is introduced in the students' L1. After the introduction, rarely would the mother tongue be used. Meaning is made through body movements Objects around in the classroom, visuals, written texts, tasks for kinesthetic learning can be used as material.

h. Communicative Language Teaching CLT is simply defined as the way of teaching a language in a communicative way. Larsen (2000:120) states that CLT aims broadly to apply the theoretical perspective of the Communicative Approach by making communicative competence of the goal of language teaching and by acknowledging the interdependence of language and communication. The principles of CLT are: It is assumed that the goal of language teaching is learner ability to communicate in the target language It is assumed that the content of a language course will include semantic notions and social functions, not just linguistic structures Students regularly work in groups or pairs to transfer meaning in situations in which one person has information that the others lack Students often engage in role play or dramatization to adjust their use of the target language to different social contexts Skills are integrated from the beginning; a given activity might involve reading, speaking, listening, and also writing The teachers role is primarily to facilitate communication and only secondarily to correct errors The teacher should be able to use target language fluently and appropriately

The materials that can be used in applying this method are authentic materials. Articles from magazines or newspapers, songs, short stories, advertisements etc., which are used by native speakers in real life are used as class materials. Communicative activities (information gap, opinion gap activities) are used to promote students' communication in classes. Pictures, and other visual aids and realia are very important to support meaning. Task based activities are also used to promote students' involvement in classes.

References Celce-Murcia, M. (2001). Language Teaching Approaches. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language. (pp.6-8). Boston, Massachusetts: Heinle & Heinle Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Hong Kong: Oxford University Press. Richards, J. C. & Rodgers, T. S. (1999). Approaches and Methods in Language Teaching: A description and analysis. New York: Cambridge University Press.