1. The document discusses teachers' perceptions and practices of post-method pedagogy in online English language teaching. 2. It provides an overview of post-method pedagogy, which emphasizes teachers' autonomy and experiences over rigid adherence to methods. 3. The strategies encourage considering students' needs and contexts. They are more flexible than traditional methods and allow teachers to innovate.

1. Teachers’ Perceptions and Practices
of Post Method Pedagogy
in EFL Online Learning
Novi Dyah Arisanti
20716251028

2. Table of Contents
01 Introduction
Conclusion
03
Literature Review
02
References
04

3. Teaching English is Complex
Appropriate Method Reflection
Renewing of Mehod
Coming from:
Disadvantages of Mehod
designing and delivering the
materials in the learning
process
Teachers' Role
a reason for the teacher
applies a particular teaching
approach
Teachers' Perception
supporting teachers' roles
Teachers’ Understanding

4. –Someone Famous
A great deal of attention has been
paid to the conceptual shifting of the
absence of the method as a reflection
of the various uses of each method.
Allwright R. L, (1991)

5. What happened in Pandemic Covid-19?
The movement from face-to-face learning into distance-learning (online learning)

6. Post Method Pedagogy
Method vs Post
Method
Post Method
Condition
Pedagogic
Parameters
Post Method
Strategic
Framework

7. Method
Nunan (2003) mentions, a method can be an idea and
a series of perspectives about the nature of language
and learning.
According to Brown (2000), method is defined as the
generalized and prescribed classroom requirements
for the implementation of the linguistics objectives
used to generalize across various contexts and
audiences.

8. Post Method Pedagogy
Post Method Pedagogy is crucial for teacher growth involving
teachers’ constructing “classroom-oriented” theories of practice
(Kumaravadivelu, 1994) and values teachers’ potential by
emphasizing their experiences as teachers (Prabu, 1990).
Post Method Pedagogy states that none of the traditional
strategies or approaches is complete or individually absolute for
second or foreign language teaching.
Post Method Pedagogy argues that EFL learning is a complex
process and various factors should be considered. Rather than
relying on a specific method, it is suggested that language
teachers can create their own method.

9. Second
Teachers' autonomy
Kumaravadivelu states post
method condition recognizes
teachers’ potentials to know not
only how to teach but also how
to act as autonomous teachers
Third
Theory of
Pragmatism
focused on teachers’
intuitive decisions.
how classroom can be
shaped and re-shaped by
teachers.
Post Method is more guided
and advised by certain
principles and frameworks
upon which to base teachers’
choice of methods, procedure,
and approach.
First
It signifies a search for an
alternative to method
rather than a search for
an alternative method.
Top-down -> Bottom up
Post Method Condition

10. Pedagogic Parameters
Particularity, practicality, and
possibility
Particularity, it comes from a particular
teacher’s experience, purpose, and social
context (known as situational understanding)
Practicality is linked to the way teacher
combines methodological theory and practice.
Possibility concerns the way the teacher faces
the complexity or diversity of students’
background or identity.
These three criteria emphasized learners or
students, teachers, and teacher educators to
look at their own context (Benages, 2014).

11. Post Method Strategic Framework
Macro strategies Micro strategies

12. 1. maximize the learning process
2. minimize perceptual mismatches
3. facilitate negotiated interaction
4. promote learners or students autonomy
5. foster language awareness
6. activate intuitive heuristics
7. contextualize linguistic input
8. integrate language skills
9. ensure social relevance
10. raise cultural consciousness
Kumaravadivelu (2003) describes macro strategies as guide principles. They are
derived from historical, theoretical, empirical, and experiental insights relate to second
or foreign language learning and teaching.
Macrostrategies,
General guiding principles for classroom teaching and are to be applied in the classroom.

13. Microstrategies,
Micro strategies belong to classroom procedures that are
designed to realize the objectives of particular macro-
strategies.
Any type of micro strategy depends on the local learning
and teaching situation.
It mentions that micro-strategies is connected to different
local circumstances and conditioned by the national,
regional, or local language policy and planning
It also relates to curricular objectives, institutional
resources, and students’ condition.
10 microstrategies:
opportunities outside of the classroom, students’ training and students’
perception, insensitivity of teacher-students communication, students’
autonomy and learning preferences , language use and language
awareness, contextualizing linguistic input, utilizing all sorts of raw
materials, ensuring social relevance, and cultural relevance

14. Teachers should think:In addition,
Online Learning
Koohang and Harman (2005)
online learning as the delivery of education (all
activities related to instructing, teaching, and
learning) through various electronic media
Learning through online media not only
offers the content or the material in
written form, but may also be diverse,
such as adding a video or audio
Sahlstrom et al., 2019
The design of online learning
should be followed by careful
planning from the school,
teachers, students, and
parents
In addition, the learning objectives such
as the distribution of the content, the
question and answer process, and
assessment activities must also be
carried out entirely.

15. Convenience,
students can carry out
learning process from
their own places
There are three benefits of
online learning;
The Benefits of Online Learning
Sterns (2020)
Learning enhancement,
Students can enhance their
technical skill and mastering
the theory by using internet
Outreach,
Encourage students and
teacher can attend online
learning without spending
too much time

16. teaching presence
Teachers must ensure that
students feel that the
teacher still with them in
their learning
cognitive
presence
the learning materials
presented by the teacher
often help students to
develop their knowledge
and thinking skills
social presence
Teachers should be able to
interact with each other
Garrison, Anderson, and Archer (2009)
There are three primary teaching presences that teachers must have either in face-to-face teaching or online
teaching as mentioned

17. Think about
Teachers' perception Students' perception
Teachers' perception vs Students' perception
three primary teaching presences
The differences of students’ condition will
make students see the online learning from
different perspective
urban environment rural environment
they prefer online learning look interesting &
able to accommodate their learning needs.
Lee at al. (2014) and Ulfa et al. (2017)
visual appearance is also very influential on
students’ acceptance in utilizing the platform
chosen by the teacher as a distance
learning tool
some students really feel that the teacher
is only oriented towards some task by
using WhatsApp class group
(Churiyah et al, 2020)
Students hope the teacher not only give
assignment, but also explain via Voice
note in WAGroup

18. Conclusion
Facing some problems in EFL online learning, especially in the pandemic era, it can be
achieved by thorough Post Method Pedagogy.
Post Method Pedagogy allows teacher to take more chance to make learning process
suitable with the students’ need and students’ condition. It is an alternative so that
teachers can innovate their teaching practices which taken from their teaching
experiences.
Surprisingly, the study about Post Method Pedagogy is rarely used in Indonesia. Some
journals about Post Method Pedagogy in the Indonesian context are hard to find.
● To know the effect of Post Method Pedagogy in Indonesian context, we need some
research to prove it.
● This study aims to discuss EFL Teachers’ Perceptions and Practices of Post Method
proposed by Kumaravadivelu (1994; 2003; 2006).
● As suggestion, further studies should be carried out by another researcher to other
English teachers in all levels to know the teachers’ perceptions through the
implementation of Post Method Pedagogy in Indonesia

19. REFERENCES
Allwright, R. L. (1991). The death of the method. The Exploratory Practice Center, The University of Lancaster, England.
Benages, D. L. (2014). Of Methods and Postmethods.: A view from Argentina.
Federation Argentina de Asociation de Profesores de Ingles (FAAPI). 15-27.
Brown, D. (2002). English language teaching in post-method era: Toward better diagnosis, traetment, and assessment. In
J. C. Richards & W., Renandya (Eds.), Methodology in language teaching, 9-18. Cambridge, England:
Cambridge University Press.
Chen, M. (2014). Postmethod pedagogy and Its Influence on EFL Teaching Strategies. English Language Teaching, 7, 17-
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Churiyah, M., Sholikhan, S., Filianti, F., Sakdiyah, A. D., (2020). Indonesia Education Readiness Conducting Distance
Learning in Covid-19 Pandemic Situation. International Journal of Multicultural and Multireligious
Understanding, 7, no 6. http://dx.doi.org/10.18415/ijmmu.v7i6.1833
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Freeman, D. (1991). Mistaken constructs. Re-examining the nature and the assumptions of language teacher education.
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Garrison, D. R., Anderson, T., & Archer, W. (2009). Criical Thinking, cognitive presence, and computer conferencing in
distance education. American journal of Distance Education, 15 (1), 7-23.
Harmer, J. (2007). The Practice of English Language Teaching: Malaysia: Pearson Education Limited.
Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/ foreign language teaching.
TESOL Quarterly, 28.

20. Kumaravadivelu, B. (2001). Toward postmethod pedagogy. TESOL Quarterly, 35.
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Kumaravadivelu, B. (2003). Beyond Method: Macrostrategies for Language Teaching. New Haven, CT: Yale University Press.
Kumaravadivelu, B. (2006). Understanding Language Teaching From Method to Post Method. Mahwah: Erlbaum.
Lee Y.-H., Hsiao, C., & Ho, C.-H. (2014). The effects of various multimedia instructional materials on students’ learning
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Prabhu, N. S. (1990). There is no best method. Why? TESOL Quarterly, 24.
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a.m . 24th November 2020.
REFERENCES

21. Q & A?
Thanks!