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THE POSTMETHOD ERA :

TOWARD INFORMED APPROACHES

Group Members :

1. Faustia Kartikasari

2. Fadiah Adlina

3. Bahrudin Nur A.

4.

Siti oniatul !". Sur#ati

$. Bellatri%ta Ne&ara

'. (indra )rmanin& *utri

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!an&ua&s+tea,hin& pra,ti,es has been de-eloped

up the end o the 1/0s. n this era the e%pert

had learned to be ,autiousl# ele,ti, in makin&

enli&htened ,hoi,es o tea,hin& pra,ti,es.

n the 1/'s and earl# 1/0s there as a &ood

deal o hoopla about the desi&ner methods. nthis era there is su,h kind o mas s,ramble to

in-ent a ne method.

n 1//s it as readil# apparent that e didn5t

need a ne method. 6e needed instead to &eton ith the business o uni#in& our approachto

lan&ua&e tea,hin&.

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But the spirit o those times as best

,aptured b# the notion o a postmethodera

o lan&ua&e tea,hin&.

Method as a uniied inite set o desi&neatures is no &i-en onl# mirror attention.

7he notion o Methodology n-ertheless

,ontinues to be -iable as it is in an# other

beha-ioral s,ien,e as the s#stemati,appli,ation o -alidated prin,iples to

pra,ti,al ,onte%t.

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THE DSF!NCTION OF THE

THEOR"PRACTICE DICHOTOM Theory : proessional 8ournals and books

sometimes implied a ,reator or theorist

ho ,arried out resear,h and proposed the

rudiments o an or&ani9es set o h#pothesesand sometimes then urther proposed a

methodolo&i,al appli,ation.

Pract#ce :part o ormula as thou&ht to be

the pro-in,e o ,lassroom tea,hers ho alltoo &ladl# a,,epted the theorist5s

pronoun,ements hi,h ,ame in the orm o a

method.

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7he relationship beteen the theorist and

pra,titioner as similar to that o a produ,er

o &oods and a ,onsumer or ,ustomer.

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Mark larke ar&ued in anal#9in& the

d#sun,tion o theor#+pra,ti,e relationship.

;e oer stron& ar&uments a&ainst

perpetuatin& this misleadin& dualism. Not onl# does su,h an understandin& promote

the notion o a pri-ile&ed ,lass o theorists

and an underpri-ile&ed ,lass o pra,titioners

but also ,onnotes a separation o resear,hesand tea,hers.

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7ea,hers are resear,hers and are ,har&ed

ith the responsibilit# o rele,tin& on their

on pra,ti,e.

More tea,hers are en&a&in& in the pro,ess os#stemati, obser-ation e%perimentation

anal#sis and reportin& o their on

e%perien,es in ,lassroom around the orld.

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AN ENLIGHTENED,

ECLECTIC APPROACH

Approach to language-teachingmethodologies is a theoretically well-informed global understanding of the

process of learning and teaching. By the interconnecting of reading and

observing and discussing and teaching,and underlies everything that you do in

the classroom.

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Approach to language pedagogy is a dynamiccomposite of energies within you that change,or should change, with your experiences inyour learning and teaching.

The interaction between the approach and theclassroom practice is the key to dynamicteaching.

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SECOND LANGUAGE

ACQUISITION AND THE

PEDAGOGICAL PROCESS

Potential choices in designing a lesson. nethe basis of what you know and for a

particular context you are familiar with!a. "hich side of a continuum of possibilities

you would generally lean toward,

b. "hy you lean that way,

c. "hat contextual variables mightin#uence a change away from yourgeneral inclination.

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$our approach is guided by a number of factors!

%. &xperience as a learner in classrooms

'. (lassroom observations

). Books you have read

*. Previous course in the +eld.

But importantly, if you found that in almostevery choice you wanted to add something thenyou are on the way toward an enlightened

approach to language learning and teaching.

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Three reasonsfor variation at the approachlevel!

An approach is by de+nition dynamic andtherefore subect to alternations andmodi+cation as a result of ones observationand experience

/esearch almost always yields +ndings thatare not conclusive, but are subect tointerpretation and

"e are constantly making new discoveries

about language learning and teaching, as ourprofessional stockpile of knowledge andexperience builds.

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COMM!NICATI$E %AN&!A&E

TEACHIN& 7he tea,hers are ,on-in,ed to beha-iorall#

set some pro&rams hi,h is laid ordered

lin&uisti, stru,ture to the students mind

throu&h ,onditionin&. t is dii,ult to e%plain or deine about !7

term. t is a uniied but broadl# based it

used to pra,ti,e the natur o lan&ua&e

learnin& and tea,hin&.

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CHARACTERISTICS OF C%T

APPROACH1.

2. (elationship o orm and un,tion7ake the o,us onl# on important ,omponent

3. Fluen,# and a,,ura,#

)mphasi9in& on en,oura&ement both a,,ura,# and

luen,#4. Fo,us on real+orld ,onte%ts

lassroom tasks must e?uip students skill in order to

be a,ti-e in ,ommuni,ation

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". Autonom# and strate&i, in-ol-ement(aisin& the aareness o students learnin& pro,,es to

de-elope their appropriate strate&ies

$. 7ea,her (oles

7ea,her is still a a,ilitator and &uider. t is a ,oa,hor the students to -alue their lin&uisti, de-elopment

'. Student (oles

Students are a,ti-e parti,ipants. 7he# are

,ooperati-e and ,ollaborati-e in learnin&. t is not

tea,her ,entered.

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7he eakness o !7 is that some o the

,hara,teristi,s o !7 make it dii,ult or a

nonnati-e+speakin& tea,her that mi&ht not

be -er# pro-i,ient in the se,ond lan&ua&e toea,h ee,ti-el#.

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in a

,omparison o audiolin&ual methodolo ith

hat the# then ,alled the ommuni,ati-e

Approa,h.

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NOTICES Beare o &i-in& lip ser-i,e to prin,iples o

!7.

A-oid o-erdoin& ,ertain !7 eatures:

en&a&in& in real+lie authenti, lan&ua&e inthe ,lassroom to the e%,lusion o an#

potentiall# helpul ,ontrolled e%er,ises.

(emember that there are numerous

interpretations o !7.