paper of English Learning Strategy

CHAPTER I
INTRODUCTION
Language Learning Approach and Methodology 1
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

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.

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.

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.

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
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;

 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.

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.

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.

5. The Direct Method helps the child to think in English wi thout 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.

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

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

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

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.

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.

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

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

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.

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

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.

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.

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.

BIBLIOGRAPHY
http://www.linguatics.com/methods.htm
http://moramodules.com/ALMMethods.htm
http://www.perloccidente.it/approaches-strategies-methods-techniques-and-models-
of-learning/
http://www.preservearticles.com/2012010920310/features-of-the-direct-method-
of-teaching-language.html
http://www2.uni-wuppertal.
de/FB4/anglistik/multhaup/methods_elt/4_direct_method.htm
http://esl.fis.edu/teachers/support/method.html
http://www.angl.hu-berlin.de/sec/fle/module-concepts-1/ling_mod_intro-en
www.jstor.org
www.samuelgordonllc.com/info.html
http://www.integral-planning.org/Approach/AQAL/Integral_approach.html
http://dheadjah.wordpress.com/2010/01/13/definisi-ragam-fungsi-dan-unsur-unsur-
bahasa-indonesia/
http://id.lernu.net/kursoj/puzlo/lingvoelementoj.php

paper of English Learning Strategy

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (6)

Similar to paper of English Learning Strategy

Similar to paper of English Learning Strategy (20)

More from Novy Yuliyanti

More from Novy Yuliyanti (14)

paper of English Learning Strategy