The document discusses four language teaching methods: Total Physical Response (TPR), The Silent Way, Suggestopedia, and the Natural Approach. TPR uses physical movements and actions to teach language. The Silent Way relies heavily on silence and gestures from the teacher. Suggestopedia aims to enhance learning through suggestion and a rich sensory environment. The Natural Approach models how humans naturally acquire their first language through a focus on communication over language structures.

1. APPROACHES AND METHODS IN LANGUAGE TEACHING
The Designer Methods
Presented by
Lian Afiftyanto
Aishia Nur Khalimatun S
Avinda Meidzul Qoidah
Rohmatun Nisa’

2. A. Total Physical Response (TPR)
Total Physical Response (TPR) is a language teaching method built around
the coordination of speech and action; it attempts to teach language
through physical (motor) activity
Procedures includes :
• Review. This was a fast-moving warm-up in which individual students
were moved with commands.
• New commands. These verbs were introduced.
• Role reversal. Students readily volunteered to utter commands that
manipulated the behavior of the instructor and other students.
• Reading and writing. The instructor wrote on the chalkboard each new
vocabulary item and a sentence to illustrate the item. Then she spoke
each item and acted out the sentence. The students listened as she read
the material. Some copied the information in their notebooks.

3. Total physical response (TPR) is a language teaching method developed by James
Asher, a professor emeritus of psychology at San José State University. It is based
on the coordination of language and physical movement. In TPR, instructors give
commands to students in the target language, and students respond with whole-
body actions.
Adventages
It is fun and easy
It does not require a great deal of preparation on the part of the teacher
It is a good tool for learning vocabulary
Class size does not need to be a problem
There is no age barrier
Disadvantages
It is not a very creative method. Students are not given the opportunity to express
their own views and thoughts in a creative way
It is easy to overuse TPR
It is limited, since everything cannot be explained with this method. It must be
combined with other approaches

4. B. The Silent Way
Silence is used as a tool to achieve this goal; the teacher uses a
mixture of silence and gestures to focus students' attention, to
elicit responses from them, and to encourage them to correct
their own errors.
The Silent Way is a language-teaching method created by Caleb
Gattegno that makes extensive use of silence as a teaching
method.
You can start with something simple like colors. Listing off the
colors, and then building up to a sentence like, "It´s a blue block"
or "This is a blue block". You can add some actions into it, like
"Pick up the blue block", or "Take the blue block", and have the
students instruct each other or the teacher. Then, you start
building simple objects with the blocks (example: a chair), and
introduce "It´s a chair". You can point at the color charts to
remind the student.

5. Advantages :
1. Students interact not only with teachers but also with each other.
2. Students correct the errors themselves and teachers view these errors as the responses to
the teaching and give students some hints and help.
3. Because Silent Way teachers speak so little, they are free to observe their students carefull
y and be available to them.
Disadvantages :
1. Teachers must know their teaching objectives clearly and make use of the teaching aidseff
ectively.
2. Students may be confused with the symbols of the colored wooden rods if use it in this me
thod.
3. Students waste too much time struggling with a concept that would be easily clarified by t
he teachers’ direct guide.
4. It is difficult for teachers to evaluate students’ progress in their learning process.
5. It is criticized as being too focused on building structure, and misses out on cultural input t
hrough the language.
6. The silence of the teacher can prevent students from hearing many active models of correc
t usage that they may find useful.
7. In trying to create a less teacher-orientated classroom, many say that the Silent Way goes t
oo far to the opposite extreme.
8. Other problems are a little more practical in nature.

6. C. Suggestopedia
Suggestopedia is a teaching method which is based on a modern understanding of
how the human brain works and how we learn most effectively. It has been called
an affective-humanistic approach because there is respect for students’ feelings
Some of the key elements of Suggestopedia include a rich sensory learning
environment (pictures, colour, music, etc.),
The intended purpose of Suggestopedia was to enhance learning by tapping into
the power of suggestion.
The types of activities that are more original to suggestopedia are the listening
activities, which concern the text and text vocabulary of each unit. These activities
are typically part of the “pre-session phase”, which takes place on the first day of a
new unit
Teacher will find different situation and different types of students in learning.
Therefore, teacher should be creative and smart in choosing and using different
types of methods in teaching different skill of language. Teacher can use
suggestopedia as teaching method in their teaching. Using suggestopedia is very
interesting but challenging to do. It can be seen from some considerations. In one
side it has some benefits, but on the other side it also has some weaknesses

7. Advantages of Suggestopedia
A comprehensible input based on
dessugestion and suggestion
principle
Authority concept
Double-planedness theory
Peripheral learning
Disadvantages of Suggestopedia
Environment limitation
The use of hypnosis
Infantilization learning

8. D. Natural Approach
The natural approach developed by Tracy Terrell and supported by
Stephen Krasen, is a language teaching approach which claims that
language learning is a reproduction of the way humans naturally
acquire their native languange. The approach adheres to a
communicative approach to language teaching and rejects earlier
methods such as the audiolingual method and the situasional language
teaching approach which krasen and Terrell (1983) believe are not
based on”actual theories of language acquistion but theories of the
structure of language.
Krasen and Terrel view communication as the primary function of
language, and adhere to a communicative approach to language
teaching, focusing on teaching communicative abilities rather than
sterile language structures.
Krashen grounded the Natural approach on a number of theory of
learning tenets.
The Acquisition-Learning Hypothesis