CHAPTER I

INTRODUCTION

1.1 Background

In the context of learning, we would be familiar with the terms of

approaches, strategies, methods, techniques, and learning models. But

many of the students education (prospective teachers) and even the

teachers who do not understand in depth, so it can not explain what

exactly the similarities and differences of these terms. Most of them

understand each of those terms. Others think differently too.

The differences between learning approaches, learning

strategies, learning methods, learning techniques, and learning models.

Each of these terms can be explained as follows:

Learning approach is the way teachers view the learning

process. Learning approaches can be divided into two approaches are

student-centered learning (student centered approach) and learning-

centered approach the teacher (teacher centered approach). Of the two

learning approaches are then lowered into the learning strategies.

Learning strategy is a teacher of learning activities undertaken

with the aim of the learning process that takes place in the classroom

can achieve (goals) to effectively and efficiently. Inside there is a

learning strategy-planning planning created teachers. Viewed from the

side of the strategy, can be grouped into two general categories:

exposition-discovery and group learning, individual learning. Meanwhile,

in terms of how the presentation and the way of processing, can be

divided into two learning strategies are the inductive and deductive

learning strategies. Learning strategy is still conceptual, necessary for

the implementation of certain teaching methods.

Method can be considered as a way of learning that must be

taken to realize the plan that has been a teacher in a real and practical

activities in the classroom to achieve learning objectives. Thus, the

Language Learning Approach and Methodology 1

strategy is “a plan for Achieving Goals” while the method is “a way for

Achieving Goals”. There are many methods of learning that can be

used to achieve these learning strategies include: (1) lecture, (2)

demonstration, (3) discussion, (4) simulation, (5) laboratory, (6) field

experience, (7) brainstorming; (8) debates, (9) symposium, and so forth.

Meanwhile, there are techniques in the teaching methods of learning.

Learning techniques is the way in which the teacher in carrying

out the method of learning.

Learning model is a frame from the application of an approach,

strategy, methods, and techniques of learning. Learning model is a

series of strategies, methods, and techniques of learning in a single

unified whole. Thus, the learning model is basically a form of learning

which is reflected from start to finish is typically presented by the

teacher.Therefore, teachers need to master and apply specific learning

model in which there are approaches, strategies, methods, and

techniques of learning.

1.2 Problem Formulation

Based on the background we can conclude the Problem Formulation of this paper are:

1. What is the meaning of Approach?2. What are part of Approach?

3. What kind of learning method which include to Functional

Approach?

1.3 Purpose of Writing

Based on the Problem Formulation, we can conclude the Purpose of Writing are:

1. To know what is the meaning of Approach.2. To know part of Approach.

3. To know kind of learning method which include to Functional

Approach.

Language Learning Approach and Methodology 2

CHAPTER II

THEORIES

2.1 Approach

The approach is a set of assumptions regarding the nature of

language and language learning. The experience of learning in the

process of learning second language will be more fun, full of motivation

and to be successful if approach used in accordance with the learning

characteristics, both the characteristics of the material being taught,

students will learn, and the learning environment that surrounds them. The

approach is designed to plan activities and techniques. But equally

important is that the teacher must be able to evaluate the teaching and

learning activities to make progress (progress) in learning.

According to Wahjoedi opinion (1999), that the learning approach is

away of managing the learning activities and behavior of students, in order

they can doing learning task, so they can get the optimal result from their

learning. Learning approach can be interpreted as a starting point or a

point of view of the learning process, viewed from his approach, there are

two types of learning approaches, namely:

(1) learning approach oriented or student-centered (student centered

approach) and

(2) approach-oriented learning orteacher-centered (teacher centered

approach). Function Approach Learning is as general guidance in

preparing their teaching methods will be used.

A language learning approach consist of the following three elements:

1. Views about the nature of language,

2. Beliefs about language learning, and

3. Ideas about how the above should be applied practically to

language learning and teaching.

Language Learning Approach and Methodology 3

Approach and methodology of language learning can be divided

into two form : Formal Approach and Functional Approach.

CONCLUSION:

We can conclude that the approach is way of teachers view to the

learning process. The teacher should doing this approach to make

learning process more succesful. Learning approach can be interpreted as

a starting point or a point of view of the learning process. The approach is

designed to plan activities and techniques. But equally important is that

the teacher must be able to evaluate the teaching and learning activities to

make progress (progress) in learning.

2.1.1 Formal Approach

According to Semi(1993) that Formal Approach is clasic approach

and traditional approach in language learning. This approach assume that

language learning as a routine activity. In formal approach we follow the

method which commonly used according to experience. Learning

procedure only based on influece from teachers and what is considered

good by the community.

Learning begin with theoretical formula and applied with example

and use. This approach usually called informative approach, because

tendency to inform other about language without attention to practical

knowledge or language knowledge.

There are two learning method in Formal approach:

A. Grammar-Translation

Priority to pattern-grammatical with translite examples used. This

method tend to produce graduates who know about language but not

able to use in communication.

Learning is majority using translating from and to target language.

Grammatical should be memorized and vocabulary save in our heart.

So we always remember it.

Language Learning Approach and Methodology 4

B. Methods of reading

This method use written language as facility of learning language.

So analysis doing with reading text, finally can decrease the

motivation of student, because they feel bored and this method not

mostly used.

CONCLUSION:

We can conclude that Formal Approach is clasic approach and

traditional approach in language learning. That usually using as an

approach for students by the teachers. This approach assume that

language learning as a routine activity. As a teacher we should use

different method in every meeting so this approach called routine activity.

The tendency of formal approach is to inform other about language without

attention to practical knowledge or language knowledge. There are two

learning method in Formal approach: Grammar-Translation and Methods

of reading.

2.1.2 Functional Approach

According to Spring (1993) that for learning language we should do

direct contact with the people who used the target language. So, directly

facing native language teachers and try to use like the purpose of

communication. From this method will appear language learning method,

such as Direct Method, Method Restrictions, Intensive methode, Audio-

Visual Method, Linguistics Method, and Integral Approach.

CONCLUSION:

We can conclude from the method above that functional approach

is language learning by facing native language, it means if the students

learn about english, the teachers should invite the students to have direct

Language Learning Approach and Methodology 5

contact with the poeple who use the target language, such as

communicate each other to make them them self know about the target

language. This approach is suitable to apply to students who want to learn

and understand about the language it self.

1) Direct Method

According to Webster's New International Dictionary, "Direct

Method is a method of teaching a foreign language, especially a modern

language through conversation, discussion and reading in the language it

self without use of the pupil's language, without translation and without the

study of formal grammar. The words are first taught by pointing to object

or picture or by performing action."

The general goal of the Direct Method is to provide learners with a

practically useful knowledge of language. We know that knowledge of

language is very useful for student. In this method, we should use direct

teaching to the student about knowledge of language with doing

something practice. They should learn to speak, discussion and

understand the target language in every situations.

The basic reason of the Direct Method that teacher should attempt

to learn a second language in much the same way as children learn their

first language. The method emphasised oral interaction, spontaneous use

of language, no translation between first and second languages, and little

or no analysis of grammar rules.

Richards and Rodgers summarized the principles of the Direct

method as follows (2001: 12):

Classroom instruction was did exclusively in the target language;

Only everyday vocabulary and sentences were taught;

Language Learning Approach and Methodology 6

Oral communication skills were built up in a carefully traded

progression organized around questions-and-answer exchanges

between teachers and students in small intensive classes;

Grammar was taught inductively;

New teaching points were taught through modelling and practice;

Concrete vocabulary was taught through demonstration, objects,

pictures; Abstract vocabulary was taught through association of

ideas;

Both speech and listening comprehension were taught;

Correct pronunciation and grammar were emphasized.

Grammar learning became inductive in nature without overt

explanations given the pupil. Teacher/student interaction became fuller,

guessing of context or content, completing fill-ins, Accuracy in

pronunciation and oral expression became vital.

Lessons begin with a dialogue using a modern conversational style

in the target language. Material is first presented orally with actions or

pictures. The mother tongue is NEVER, NEVER used. There is no

translation. The type of exercise is a series of questions in the target

language based on the dialogue or an anecdotal narrative. Questions are

answered in the target language. 

(a) Main Features of the Direct Method.

The main features of the Direct Method have been described by

H.E. Palmer. These are:

1. Translation in any shape or form is banished from the classroom,

including the use of the mother-tongue and of the bilingual dictionary.

2. Grammar, when it is taught, is taught inductively.

3. Oral teaching precedes any form of reading and writing.

Language Learning Approach and Methodology 7

4. The use of disconnected sentences is replaced by the use of connected

texts.

5. Pronunciation is to be taught systematically on more or less phonetic

basis. The meanings of new words and forms are taught by means of

direct objects, actions or in natural contexts.

6. The vocabulary and structures of the language are inculcated to a large

extent by questions asked by the teacher and answered by the pupils.

(b) The Principle of the Direct Method.

The Direct Method is a method of teaching a foreign language

directly. It emphasises language learning by direct contact with the

foreign language in meaningful situations. The principle underlying this

method is to establish a direct bond between English word, phrase or

idiom, and its meaning. It is clear that the mother-tongue does not come

between the foreign word and the meaning it conveys.

(c) For the successful working of the Direct Method, the following

means are used:

1. Oral work.

Speech is very important. The Direct Method lays tress on the oral

aspect of English. The child should first listen and speaks. This will

develop a language sense among the children. Oral teaching will also form

the basis of reading and writing.

2.Minimum use of the mother-tongue.

Make as little a use of the mother-tongue as possible. The sounds

of the mother-tongue should not interfere with English sounds. This will

ensure the direct bond between experience and expression between word

and meaning. Use mother-tongue only when it is most essential to use it.

Language Learning Approach and Methodology 8

3.The sentence and not the word becomes the unit of speech.

The Direct Method follows the principle that the unit of speech

should be sentence and not the word. We talk and think in sentences or

"sense-group". We do not think in single words. So, sentence is made the

unit of speech. The teachers make use of different types of sentences

such as affirmative, negative, interrogative, exclamatory, etc.

4.The teaching of descriptive grammar.

Grammar is not taught for the sake of grammar. The Direct Method

aims at teaching the grammar of language-or the grammar that describes

the language in action. The grammar taught is not the "grammar of rules"

but the "grammar of use". Grammar is taught indirectly.

5.Progressive teaching of new vocabulary.

The Direct Method stresses the need of using only limited words

and phrases. The words and phrases are taught at definite stage through

spoken language. Thus teaching of vocabulary is progressive."

(d) Advantages the Direct Method

1. English is taught in the medium of English and not in the medium of the

mother-tongue.

2. The child gets many opportunities to listen to spoken English. This is

very important for language mastery.

3. The Direct Method follows the natural way of learning a language. The

child listens and speaks. He acquires fluency in English speech.

4. The Direct Method lays stress on oral work. The child gets to improve

his speech habits, including pronunciation.

Language Learning Approach and Methodology 9

5. The Direct Method helps the child to think in English without the aid of

the mother-tongue. This strengthens his ability of self-expression.

6. There is an ample scope for the use of audio-visual aids. These aids

make the teaching work easy, interesting and more concrete.

7. The method is the quickest way of getting started in English.

8. The Direct Method prepares an easy ground for written English.

9. There is good scope for activity. The teaching work becomes

interesting.

10. It is the method of a living language, not of a dead one.

(e) Limitations of the Direct Method

1. The method is no doubt, very useful for the early stage. It does not work

well in higher classes. Certain aspects of language-study are neglected.

It is an incomplete method.

2. Speech is given importance at the cost of reading and writing.

3. Every teacher cannot be expected to teach with the Direct Method. It

requires teachers who are skilled in handling language material.

4. It is an expensive method. Aids have an important place in this method.

But many schools cannot afford to buy such aids as projector,

linguaphone, etc.

5. The method is more suitable for small-sized classes. In Indian schools,

we have over-crowded classes. The use of the method may give out

undesirable results.

Language Learning Approach and Methodology 10

6. All vocabulary items cannot be taught through direct association. The

teacher may feel some difficulty when he wants to explain the difference

between, say, 'beautiful' and 'pretty'.

7. The success of the Direct Method depends upon Direct Method

Readers. But such Readers are not available.

8. It is likely to prove a time-consuming method. Indian students have

weak language sense or weak background. They will pose to have

understood what is taught when actually they have not.

9. It lays stress on student's command on language without systematic

reading lessons and written work.

CONCLUSION:

We can conclude that Direct Method is method that directly use by

the teacher in teaching foreign language. We should use direct teaching to

the student about knowledge of language with doing something practice.

They should learn to speak, discussion and understand the target

language in every situations. So the direct method will succesful to

implement. In this mehod, we teach the students to directly mention what

the answer or what the question, what they want to talking about, etc.

In this method, grammar learning became inductive in nature

without overt explanations given the students. The mother tongue is never,

never used. And also there is no translation. For the successful working of

the Direct Method, we can use: Oral work, Minimum use of the mother-

tongue, The sentence and not the word becomes the unit of speech, The

teaching of descriptive grammar, Progressive teaching of new vocabulary.

Through the Direct Method has a number of drawbacks, yet it is a

useful method. Its use has shown very good results, especially in case of

Language Learning Approach and Methodology 11

beginners. Start with oral work, exercise and graded structures and you

prepare a sound language background for the learner.

2) Method Restrictions

Method restrictions are all things that need to be restrictions in

language learning. Language teaching by using Method which directly

studied to student,which be adapted with the condition of the student. In

method restriction not all of method can be used in class, but we should

choose which one is important and suitable with the condition of the

student.

Like we know, if we teach the student who in yunior high school is

very different with student who in senior high school. Because they have

something restriction which should and should not to learn.

Same case with student who in first grade have their lesson which

different with second, third, or four grade. Because in the teaching

language they have each level in learning. So, method restriction is very

useful to make student directed to what they need and what they should

learn. So it is not out of the context and out from the rule.

CONCLUSION:

From this method we can conclude that Method restrictions are all

things like method , style or material that need to be restrictions in

language learning. As a teacher we should know the situation of our

students. So, with this method we can do what should we do. We can

teach which one is siutable and which one is not suitable with the

condition of our students.

If we teach different level in school, we should use our method

which suitable with the level of the students it self. But, when we teach

Language Learning Approach and Methodology 12

another level, we should use different method rather than method in the

other level. Because every level has their own rule in learning process.

What should they learn and what should not they learn in learning

process.

3) Intensive Method

Intensive method is a strategy of intensive study how the students

improve their language. Intensive methods are very supportive and help

the students in the language tutorials.

Intensive method can be done with the course. By using course it

self students not only get the lessons at school. Because the courses can

improve the students on learning mindset. And desire of them to be able to

improve their ability to learn languages.

In the fact that teachers do not just teach at school, but also guiding

the course in advance the childrens abilities starting from read,

understand, speak and write what they was saying.

This method like push the student in language learning, by doing

some exercise with continue and intensive, to reach their purpose in

learning language. So they can get good result.

CONCLUSION:

We can conclude that intensive methode is one of some strategies

to improve students ability in learning process. Based on this

understanding students can get more information from some ways, such

as following the courses at education institution like depend on guide , and

course by using teachers ability like held in school.

Intensive method helped students to increase their mindset on

learning procces. By using this method students can learning from easier

Language Learning Approach and Methodology 13

to difficult and more, teach students depend on their basic step by step to

develop a good infuence.

4) Audio-Visual Method

Audio lingual strategy is an approach to language learning that

based on behaviouris ideology in our daily. This method was similar with

direct method that has explained before it is learning directly and the same

as audio visual method.

The difference between audio visual method and direct method, the

first is focus on teaching language grammar it self and the second one is

focus on vocabularies. But all of this method is important to use in

teaching language learning, because those are part of the strategy.

By using audio visual method, the teacher should be prepare many

words to share all of his students and ask them to repeat the words and

memories it to increase students vocabularies it must become their

behaviours to make the learner will learn habitually. Because according

with this method that focus on vocabularies insist to speaking and

practicing than writing anymore.

Characteristics:

There are so many characteristic in language learning strategy by using

audio visual method:

New material is presented in dialogue form.

There is dependency on mimicry, memorization of set

phrases.

Structural patterns are taught using drills.

There is little or no grammatical explanation

Vocabulary is strictly limited to pronunciation.

There is much use of tapes, language labs, and visual aids.

Great importance is attached to pronunciation.

Language Learning Approach and Methodology 14

Teaching Process:

We have three teaching process, there are :

The first is presentation using oral, dialogue, little explanation.

The purpose of this stage is accurate repetition and

memorization of the dialogue.

The second is practice using pattern drills and emphasizing

fluency.

The third teaching process is application and here we talk

about the use of structure in different concepts.

All interaction and learn strategy given by using studied language.

And one of these method is Dialog Memorizing. First, the students giving a

short dialog to each other by using a good spelling ang body language

because of it they sould be interest and easily to understand and also

increase their language each other. And the second one using drills or learn

tranformation by providing questions and tranformed into statement. It was

learned the students how to select the word became simple sentence.

In conclusion, the Audio-lingual Method focuses on speaking and

listening competence stressing repetition and habit formation to learn a

second or a foreign language. This method was frequently used during the

first half of the twentieth century and though it lost its scientific credibility

which led to its decline, it is still used today.

CONCLUSION:

Audio-visual method that focus on vocabularies insist to speaking

and practicing than writing anymore. This method push the students enjoy

studying by behaviouris in their daily. The theory behind this method is

that learning a language means acquiring habits. There is much practice

of dialogues of every situations.

Language Learning Approach and Methodology 15

This method helped the students to easier them self in learning

language, by repeatation of the words in the daily, so they can memorize

it. It can become habitual for students and could develop students

vecabularies. Firtsly to apply this method is forcing students to be focus on

the material to make them to be friendly with many words. So, students

can learn it habitually.

5) Linguistic Method

Linguistics method is will enable you to explore language on a

sound theoretical basis and to apply these linguistic skills in foreign

language teaching. Within the framework of theoretical linguistics you will

study the grammatical properties of the English language. In addition, you

will take a comparative view on other languages and relate, in a systemic

way, core theoretical concepts to applied issues, such as those pertaining

to language acquisition, comprehension and language change. You will

thus familiarise yourselves with a set of analytic tools enabling you to

examine the English language from different scientific perspectives and to

use this competence in foreign language teaching. One seminar in

linguistics for students taking English as a major subject and two seminars

for students taking English as a minor subject, respectively, as well as of a

(more practically oriented) English-language course.

According to The Breidner Linguistic Method permits English

readers to identify the sounds of letters, in this case the Hebrew, morphed

into English words, without study or memorization. BLM uses English to

decode Hebrew letters by reading the Psalms, as a first step toward

acquiring a Hebrew vocabulary for comprehension. After learning how to

use Hebrew letters to easily read English words, Hebrew words are slowly

substituted intuitively in a sentence, beginning the process of developing a

Hebrew vocabulary. English speakers have learned to read Hebrew

Language Learning Approach and Methodology 16

effortlessly using BLM. The Breidner Linguistic Method uses the

individual's native language to learn a new language.

CONCLUSION:

From this method we can concluded that with this method we can

explore language on a sound theoretical basis and to apply these linguistic

skills in foreign language teaching. This method teach the students to

compare between one and another language, such as in English language

UK and US. So they will know about the understanding and language

changing.

6) Integral Approach

Integral approach is reveals the interior side of life, sees

developmental stages, and recognizes and respects the individual and

collective domains. Reveals the interior side of life is retains the existing

practices that focus on the "exterior" components of life, such as biological

systems, economic initiatives, social organizing, governance and

sustainability, and also works with the interior components, such as

worldviews, value-systems and epistemologies. These interior parts of

society inform our opinions and decision-making, essentially guiding the

ways we make meaning of our surroundings and interactions. Sees

developmental stages is working with environmental or social issues is

working with the on-going process of change. Deep, fundamental shifts in

our ways of thinking foster visible changes in society, such as new

institutions, management plans, laws and economic systems. This deeper

aspect to change acknowledges the emergence of new world views and

value systems. These emerging world views and values unfold in nested,

developmental stages, moving towards more and more complexity modes,

through childhood, adolescence and adulthood. Recognizes and respect

the individual and collective doamins is Integral theory sees individuals

Language Learning Approach and Methodology 17

and the group as two concurrent vehicles of growth. Neither focusing on

purely individual ends nor purely on collective action will solve today's

global issues. Rather, solutions to eco-social concerns reside in the

combination of "I" and "we". Finding long-lasting solutions will involve self-

development, personal growth and individual innovation, and it will also

include collective process, a common vision and collaborative action.

Integral theory can be applied in various ways, across various disciplines.

An understanding of interiority and developmental unfolding in individuals

and the group provides for better organizational design, more appropriate

strategic planning and superior problem solving.

What follows is an overview of three key tenets of integral theory:

1. the integral approach reveals the interior side of life

2. the integral approach sees developmental stages

3.the integral approach recognizes and respects the individual

and collective domains.

CONCLUSION:

We can conclude that Integral approach is hole of language

approach. Every step of effort that the students learn or equire the lesson.

Basically, this method focus to use language skills. Called integrative

skills. Integral approach use of the sategy to improve language skils in one

moment. In in tegral approach not only looking at internal / external. But,

looking at the holistic one. Every step of effort that the students learn or

equire the lesson.

Language Learning Approach and Methodology 18

CHAPTER III

DISCUSSION

In this presentation, our team use Microsoft Power Point as our

media of presentation. In the Power Point we just type a general material

of our presentation. And then one by one of our member tell about the

materials. We read the text on the Power Point and then explain it with our

own words. So, the audience can easy to understand what we mean.

We begin to expalin about kinds of methods. All of methods are

important to use in learning process because every student has different

ways to learn. Teachers is the important role in learning process and they

should prepare their self to teach the students with the suitable method

according to the material. Then students can get it easily. There are many

methods that we want to deliver,in teaching language. first direct methods,

second method restriction, third intensive methods, fourth audio-visual

methods, fifth linguistic methods, and sixth integral approach.

The presenter will expalin the materials one by one. firstIy the

presenter tell about direct methods. Direct methods is method which use

in teaching foreign language. We should use direct teaching to the student

about knowledge of language with doing something practice. They should

learn to speak, discussion and understand the target language in every

situations. In this method, we teach the students to directly mention what

the answer or what the question, what they want to talking about, etc. For

the successful working of the Direct Method, we can use: Oral work, it

means that when we do something we should directly said with second

language or target language it self. Then, Minimum use of the mother-

tongue, in learning foreign language should doing continously. In school,

we should doing communication with using target language. The sentence

and not the word becomes the unit of speech. Try to always make a

Language Learning Approach and Methodology 19

sentence directly not word by word. The teaching of descriptive grammar.

Gramamar teach generally, because grammar should learn in indirect

learning cannot teach in direct method. Progressive teaching of new

vocabulary. With using direct method, we can increase our vocabulary,

because we always try to speak with using the target language it self.

And the second one about method restrictions. Method restriction is

method that using by the teacher that should suitable with the condition

and the situation of the students it self. As a teacher, we should know the

abilitry of our students. As example is: when we teach senior high school,

it has different level and different ability rather than in junior high school,

so we should make it suitable with the method and the material that we

want to teach. We should choose what method that suitable and match

with the situation and the condition of the students it self.

The next material is intensive method. Intensive method is one of

many methods that should be appy in learning process. Especially for

students who want to learn more about the lesson. So they should though

by using this method more and more to help students mindset in getting

the core of language learning. Students can develop their self by using this

method habitually because this method very very push them to reach the

goals easily. This method though them to more learn, practice the

material, and doing many excercise, these are the ways to teach them to

be more active and improve their skill.

The next material is about audio visual method. the Audio-visual

Method is one of many methods in language learning that based on

behaviouris in our daily environment. This approach emphasizes the

speaking and listening competence rather than reading and writing

competence, it is the development of language skills is a matter of habit

formulation through the use of structured dialogue and repetitive

excercise. The Audio-visual Method is said to be the best for beginning

level foreign language classes. This method supported the students to be

more active in oral language.

Language Learning Approach and Methodology 20

The fifth method is Linguistic methods is an aproach that could be

apply in language learning for students can explore and comparing

between two language, to know about the differenses. From the

theoretical linguistics they will study the grammatical properties of the

English language.

And the last method is Integral approach is hole of language

approach. Every step of effort that the students learn or equire the lesson.

Basically, this method focus to use language skills. Called integrative

skills. Integral approach use of the sategy to improve language skils in one

moment. In integral approach not only looking at internal or external. But,

looking at the holistic one. Every step of effort that the students learn or

equire the lesson.

In our discussion we open the opportunity for asking question.

Related with our materials, there are some questions which asked by

participant. The presenter provide an opportunity for some questions. And

we limit just for 3 participant.

After finished the discussion, presenter delivered the conclution

about the material in front of the class

At the end of our presentation, we give some questions to the

participants. This questions was given to check if they focus to our

presentation or not, whether they understand or notabout the materials.

Language Learning Approach and Methodology 21

CHAPTER IV

CONCLUSION

We would be familiar with the terms of approaches, strategies,

methods, techniques, and learning models. But many of the students

education (prospective teachers) and even the teachers who do not

understand in depth, so it can not explain what exactly the similarities and

differences of these terms. So, as a teacher we should understand in

depth what is similarities and differences about approaches, strategies,

methods, techniques, and learning models. So, we can applied it. And can

explain clearly to our student. That’s very important for us as a teacher.

The approach is a set of assumptions regarding the nature of

language and language learning. The approach is designed to plan

activities and techniques. Formal Approach is clasic approach and

traditional approach in language learning. Functional Approach that for

learning language we should do direct contact with the people who used

the target language. Functional Approach will appear language learning

method, such as Direct Method, Method Restrictions, Intensive methode,

Audio-Visual Method, Linguistics Method, and Integral Approach, equally

important is that the teacher must be able to evaluate the teaching and

learning activities to make progress in learning.

Language Learning Approach and Methodology 22

BIBLIOGRAPHY

http://www.linguatics.com/methods.htm

http://moramodules.com/ALMMethods.htm

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