I combine three approaches in taching english

There are five approaches in teaching English (Brown, 1995 p. 5):
1. Classical approach
2. Grammar-translation approach
3. Direct approach
4. Audio lingual approach
5. Communicative approach
When I teach my english subject I use many techniques but I use mostly discussion in small group. According to Brown (1995), there are eight techniques that we can apply to our teaching activities, such as: bridging activities, discussion, idea frame, object-centered lesson, directed dialogue, grammar demonstration dialogue, and lecture on rules of language. When you teach in remote area you have to consider many things like students' ability, technological support, limited books and other tools. It is very important because students only have teachers and books as their sources.
Before I write my teaching experience in combining the three approaches (grammar-translation approach, direct approach, and audiolingual approach), I will give short explanation about the approaches according to Brown (1995): 
1. Classical approach: Humanism: students need to read the classics
2. Grammar-translation approach: students need to learn with economy of time and effort
3. Direct approach: students need to learn community so they should use only second language in class
4. Audiolingual approach: students need operant conditioning and behavioral modification to learn language
5. Communicative approach: students must be able to express their intentions; they must learn the meanings that are important to them.

I teach my students in grade seven at remote area school, I use three approaches that I mentioned before and use  discussion technique. I will emphasize reading comprehension skill and the genre of the text is procedural text and the specific theme is "How to make fried rice". Here are my activities:

I entered my classroom and said good morning to students and so did the students. I began to call the roll and it did not take a long time to check because in grade seven only have seven students (four boys and three girls). I asked about our lesson last day and reminded them to study at home. Now my students were ready to learn new material and based on my lesson plan it was time to teach them procedural text.
  • Firstly I taught my students based on grammar translation approach, so to make the material clear I used our mother tongue, I gave them list of vocabulary about making friend rice and explained the grammar that would be used in the lesson specially for simple present tense and the words like first, second, third, fourth, and so forth. 
  • Secondly I used direct approach, in this approach I used oral interaction and spontaneous use of language (without translation), I also used my students prior knowledge about their experience in making friend rice and made them engaged in the lesson with making simple questions like:
          #Do you like friend rice?
          #Have you ever made fried rice
          #Do you usually have your breakfast with fried rice?
          #Can you tell me the steps of making friend rice?
           I expected their response from them; in this approach we must be patient to wait their response.
  • Thirdly I used audiolingual approach, to make students more engaged in the lesson I prepared a conversation that still related to the topic. The conversation would be practiced by the students in pairs, but before they acted it, I would be the model to show the way through drilling, and the students followed the pronunciation. After the activities the students must practice it in front of the class. Here are the conversation: 
         Student A  : Hello, do you know how to make a friend rice?
         Student B  : Hi ... yes I do, I usually make it with my mother.
         Student A  : Could you please tell me the steps?
         Student B  : Certainly, ... here are the steps:
         First heat oil and saute garlic until the smell of garlic comes out
         After that add chicken, stir briefly until slightly cooked
         Next add the eggs, stir until cooked eggs cracked
         And then enter the white rice, tomato sauce, and salt, stirring until blended with herbs
         Finally serve with decorated accordingly.

The conversation will be acted by all students in pairs and the as the teacher I always notice all their acting, if they make mistake in pronunciation, I will drill it again until they can act it well.
This approach is simple and we can modify it become more interesting ... Hopefully my experience will be useful for all of us ... thanks a lot.
First Heat oil and saute garlic until the smell of the garlic comes out. - See more at: http://bassombear.blogspot.com/2013/05/contoh-procedure-text-how-to-make-fried.html#sthash.Ji3OtlUB.dpuf

3 comments:

  1. Replies
    1. Jigsaw itu salah satu metode dalanm cooperative learning, sangat banyak di terapkan di Indonesia, salah satu cirinya adalah adanya "kelompok ahli".
      Kalau approach yang saya gunakan diatas hanya menkombinasikan tiga approach yang ada, dan tehnik yang digunakan pun yang sangat common yaitu diskusi. bedanya di approach saya tidak ada kelompok ahli..

      Delete
  2. Jigsaw itu salah satu metode dalanm cooperative learning, sangat banyak di terapkan di Indonesia, salah satu cirinya adalah adanya "kelompok ahli".
    Kalau approach yang saya gunakan diatas hanya menkombinasikan tiga approach yang ada, dan tehnik yang digunakan pun yang sangat common yaitu diskusi. bedanya di approach saya tidak ada kelompok ahli..

    ReplyDelete