C.

principles of learning and language learning strategies in the post method era

Based on chapter 1, point 1 constitution No. 20/2003 towards the national education system that
teacher is considerable to serve student as the subject of learning by conducting environment and
learning processes in a way that they are actively developing all of their potential. From this point,
teacher should apply good principles, using macro strategy relevant technique, encourages good
language learners' behavior and helps student to develop effective learning strategies.

1. principles of language learning

12 points are proposed by Brown (2007b) in order to make optimal learning to help the students, as
follows; (i) automaticity, (ii) meaningful learning, (iii) anticipation of reward, (iv) intrinsic motivation,
(v) strategic investment, (vi) language ego, (vii) self-confidence, (viii) risk-taking, (ix) the language-
culture connection, (x) the native language effect, (xi) interlanguage, and (xii) communicative
competence. In i-v are categorized as cognitive principles, vi-ix are affective principles, and x-xii are
linguistic principles. These principles of language teaching are also close to macro strategy where
formulated by Nation and Macalister (2009), they mention 20 principles.
Content and sequencing
Frequency
Strategies and autonomy
Spaced retrieval
Language system
Keep moving forward
Teach ability
Learning burden
Interference
Format and presentation
Motivation
Four strands
Comprehensible input
Fluency
Output
Deliberate learning
Time on task
Depth of processing
Integrative motivation
Learning style
Monitoring and assessment
Ongoing needs and environment analysis
Feedback
As a result, Language teacher can take the advantages from the whole principles and strategies
mentioned before.

2. Macrostrategic of language teaching

At the higher level of teaching, teachers should consider the use of macrostrategic initiated by
Kumarafadivelu (2003) as follow:
 Maximize learning opportunities
Minimize perceptual mismatches
Facilitate negotiated interaction
Promote learner autonomy
Foster language awareness
Activate intuitive heuristics
Contextualize linguistic input
Integrate language skills
Ensure social relevance
Raise cultural consciousness
The basic insights for the macrostrategic are drawn mostly from theoretical, empirical, and
experiential knowledge grounded in classroom-oriented research.

3. Encourage the behavior of "good language learners"

As Brown (2007b: 259-260) said that the good language learners commonly do the following things:
Find out their own way of learning, responsible for their own learning
Organize the information of language
Creative to try and practice the target language
Create the opportunity to practice the target language
Stay focus
Using mnemonic and another strategy to recall that have been taught
Learn from the mistake instead of resist
Use the knowledge of language, including their mother tongue in learning target language
Use contextual sign to help them understanding
Learn to guess intelligently
Find the ways how to keep maintain the conversation
Learn some speaking styles, writing and how to variate the target language based on situation
Moreover, Brown (2007b: 268) also proposes ten commandments as follow:
No Teacher version Student version
1 Lower inhibition Not fear
2 Encourage risk-taking Drive in
3 Build self-confidence Believe in yourself
4 Develop intrinsic motivation Seize the day
5 Engage cooperative learning Love your neighbor
6 Use right brain process Get the BIG picture
7 Promote ambiguity tolerance Cope with the chaos
8 Practice intuition Go with your hunches
9 Proses error feedback Make mistake work for you
10 Set personal goals Set your own goals
4. Technique how to cope cognitive problems
there are five techniques how to cope cognitive problems based on Brown (2007b) as follows:
Cognitive problems
1. low tolerance of difference
2. excessive logic
3. Excessive caution
4. the dominance work of right brain
5. the dominance work of left brain
technique
Sharing opinion, retell the story, role-play,
paraphrase, find the synonym, jigsaw
technique, skimming
Making inference, find the information through
scanning, generalize inductively
Small group technique, role-play, sharing
Searching by the help of syntactic and semantic
sign, find the information by scanning, reading
to finalize the text, categorizing and grouping
The language technique is integrated, fluency,
retell, scanning

5. Choosing textbook
Teacher shall consider some criteria to evaluate the books as Brown (2007b) suggests:
Lesson objectives
Student background
Approach
Language competency
General content
Quality of material practice
Sorting
Vocabulary
General socio-linguistic
The format
Companion material
Teachers guide

6. Taxonomy of language teaching techniques

Teacher can refer to Brown (2007b) who offer Taxonomy techniques as follows:
CONTROLLED TECHNIQUES
Warm-up: Mimes, dance, songs, jokes, play. This activity gets the students stimulated, relaxed,
motivated, attentive, or otherwise engaged and ready for the lesson. It does not necessarily
involve use of the target language.
Setting: Focusing in on lesson topic. Teacher directs attention to the topic by verbal or
nonverbal evocation of the context relevant to the lesson by questioning or miming or picture
presentation, possibly by tape recording of situations and people.
Organizational: Structuring of lesson or class activities includes disciplinary action, organization
of class furniture and seating, general procedures for class interaction and performance,
structure and purpose of lesson, etc.
Content explanation: Grammatical, phonological, lexical (vocabulary), sociolinguistic, pragmatic,
or any other aspects of language.
 Role-play demonstration: Selected students or teacher illustrate the procedure(s) to be applied
in the lesson segment to follow. Includes brief illustration of language or other content to be
incorporated.
Dialogue/Narrative presentation: Reading or listening passage presented for passive reception.
No implication of student production or other identification of specific target forms or functions
(students may be asked to "understand").
Dialogue/Narrative recitation: Reciting a previously known or prepared text, either in unison or
individually.
Reading aloud: Reading directly from a given text.
Checking: Teacher either circulating or guiding the correction of students' work, providing
feedback as an activity rather than within another activity.
Question-answer, display: Activity involving prompting of student responses by means of display
questions (.e., teacher or questioner already knows the response or has a very limited set of
expectations for the appropriate response). Distinguished from referential questions by the
likelihood of the questioner's knowing the response and the speaker's being aware of that fact.
Drill: Typical language activity involving fixed patterns of teacher prompting and student
responding, usually with repetition, substitution, and other mechanical alterations. Typically,
with little meaning attached.
Translation: Student or teacher provision of L1 or L2 translations of given text.
Dictation: Student writing down orally presented text.
Copying: Student writing down text presented visually.
Identification: Student picking out and producing/labeling or otherwise identifying a specific
target form, function, definition, or other lesson-related item.
Recognition: Student identifying forms, as in Identification (i.e., checking off items, drawing
symbols, rearranging pictures), but without a verbal response.
Review: Teacher-led review of previous week/month/or other period as a formal summary and
type of test of student recall performance.
Testing: Formal testing procedures to evaluate student progress.
Meaningful drill: Drill activity involving responses with meaningful choices, as in reference to
different information. Distinguished from Information exchange by the regulated sequence and
general form of responses.

SEMICONTROLLED TECHNIQUES
Brainstorming: A special form of preparation for the lesson, like Setting, which involves free,
undirected contributions by the students and teacher on a given topic, to generate multiple
associations without linking them; no explicit analysis or interpretation by the teacher.
Story telling (especially when student-generated): Not necessarily lesson-based, a lengthy
presentation of story by teacher or student (may overlap with Warm-up or Narrative recitation).
May be used to maintain attention, motivate, or as lengthy practice.
Question-answer, referential: Activity involving prompting of responses by means of referential
questions (i.e., the questioner does not know beforehand the response information).
Distinguished from Question-answer, display.
Cued narrative/Dialogue: Student production of narrative or dialogue following cues from
miming, cue cards, pictures, or other stimuli related to narrative/dialogue (e.g., metalanguage
requesting functional acts).
 Information transfer: Application from one mode (e.g., visual) to another (e.g., writing), which
involves some transformation of the information (e.g., student fills out diagram while listening
to description). Distinguished from Identification in that the student is expected to transform
and reinterpret the language or information.
Information exchange: Task involving two-way communication as n information-gap exercises,
when one or both parties (or a larger group) must share information to achieve some goal.
Distinguished from Question-answer, referential in that sharing of information is critical for the
task.
Wrap-up: Brief teacher- or student-produced summary of point and/or items that have been
practiced or learned.
Narration/exposition: Presentation of a story or explanation derived from prior stimuli.
Distinguished from Cued narrative because of lack of immediate stimulus.
Preparation: Student study, silent reading, pair planning and rehearsing, preparing for later
activity. Usually a student-directed or -oriented project.

FREE TECHNIQUES
Role-play: Relatively free acting out of specified roles and functions. Distinguished from Cued
dialogues by the fact that cueing is provided only minimally at the beginning, and not during the
activity.
Games: Various kinds of language game activity not like other previously defined activities (e.g.,
board and dice games making words).
Report: Report of student-prepared exposition on books, experiences, project work, without
immediate stimulus, and elaborated on according to student interests. Akin to Composition in
writing mode.
Problem solving: Activity involving specified problem and limitations of means to resolve t;
requires cooperation on part of participants in small or large group.
Drama: Planned dramatic rendition of play, skit, story, etc.
Simulation: Activity involving complex interaction between groups and individuals based on
simulation of real-life actions and experiences.
Interview: A student is directed to get information from another student or students.
Discussion: Debate or other form of grouped discussion of specified topic, with or without
specified sides/positions prearranged.
Composition: As in Report (verbal), written development of ideas, story, or other exposition.
A propos: Conversation or other socially oriented interaction/speech by teacher, students, or
even visitors, on general real-life topics. Typically, authentic and genuine.
In this point, teacher should use some suitable techniques in teaching material, level of
development, age and level of learning.

7. principles of designing techniques of teaching macro language skills

In post method era, teacher is encouraged to design their own technique based on their learning
situation to make practice and successful. As Brown (2007b) presents some principles to develop
language skill; listening, speaking, reading, and writing.
8. communicative competence as target competence
teachers should help students to learn communicative competence by some activities which is
categorized as skill-getting and skill-using and to make the process of learning more effective and
efficient, students need to be involved in activity of post method. Every lesson must be arranged,
planned, implemented, and evaluated.

9. The importance of teaching grammar, vocabulary, pronunciation, writing

In order to make communicative treatment in teaching vocabulary, Brown (2001: 436-437) gives
guide as follow:
Allocate special time for vocabulary
Help students to study vocabulary in context
Reduce dependence on bilingual dictionaries
Encourage students to develop strategies to determine the meaning of words
engage students in unplanned vocabulary teaching
teaching vocabulary can include some activities, such as word formation, definition marker,
inferential marker.

10. Four strands of language teaching

Nation & Newton (2009: 1-2k) and Nation (2009) mentions four frameworks to develop
communicative language competence:
Learning through intake focused on meaning
Learning through outcomes is focused on meaning
Learning through special attention to language grains and language features

Development uses fluent grains of language that have been learned through listening, speaking, reading,
and writing.