Talking about some metods of education language created by Nurul Rizky Amaliah, Sumayya, Zian Aji Pratama, Naili Ismatun Nisa and Ika Dwi Hartiningsih. Unisnu Jepara.

1. THE DESIGNER
METHODS
NOVEMBER 4, 2016

2. Total Physical
Response
Background
Total Physical Response is one of designer method are used in the second or
foreign language teaching are proposed by James Asher (1988), a professor of
Psychology at San Jose State University, California.
According to Asher, TPR is based on the premise that the human brain has a
biological program for acquiring any natural language in the world. The
acquisition process is visible when we observe how children acquire their mother
tongue. Communication between parents and children combines both verbal and
physical aspects. Children respond physically to their parents’ speech. The
responses are in turn positively reinforced by the parents’ speech.
According to Richards J in his book “Approaches and Methods in Language
Teaching”, TPR is “A language teaching method built around the coordination of
speech and action, it attempts to teach language through physical (motor)
activity.”
This method is very easy in utilizing language aspect and contains game
movements element. So, it can allay the student’s stress because of the problem in
their study, especially study in the foreign language and it can be make the student
feel happy and easy to understanding the material deeply.
In this methods, the teacher as a play director and students as an actor.
Teacher decide what is the story, how to play and what is the material. Its mean
that the instructor gives commands in the target language, demonstrates the
corresponding action, and directs the student to perform the same action. Learners
respond the commands through physical movement. This instructional strategy
does not only make a second language learnable for most people but also
enjoyable.

3. Asher claims that second language acquisition, Asher views, follow the
same process to child first language acquisition, that is, the speech addressed to
children usually consists primarily of commands which they respond to
physically. Adults, therefore, could follow the way children successfully acquire
their mother tongue. In other words, Asher’s TPR is a ‘Natural Method’ in a sense
that second language learning follows the naturalistic process of first language
learning.
Underlying Principles
Asher’s TPR is basically based on behaviorist psychologist for its learning
theory. Learning is the result of stimulus-response sequence. However, he
elaborates this theory by adding some tenets to account for what facilitates or
inhibits learning. There are three hypotheses are Asher’s draw about learning from
different scholars as follow as:
1. Bio-Program
There exists a specific innate bio-program for language learning,
which defines an optimal path for first and second language development.
The brain and the nervous system are biologically programmed to acquire
language with the individual’s body (Asher, 1988: 4).
2. Brain-Lateralization
Is the division of function within the brain: different learning function
in the left right brain hemispheres.Students should develop language
mastery through right brain motor activities, while the left brain learns.
When a sufficient amount of right brain learning has taken place the left
brain will be triggered to produce language.
3. Reduction of Stress
An important condition for successful language learning is stress free.
The key to stress-free learning is to strike into the natural bio-program for
language development and this can bring back the relaxed experiences
during first language learning.
Classroom Techniques and Procedure
Imperative drills are the major classroom activity in TPR. They are used to
elicit physical actions and activity on the part of the learners. Learners have the
primary roles as listeners and performers. They listen attentively and respond
physically to commands from the teacher. Where the teacher plays an active and

4. direct role, the director of a stage plays in which students are the actors (Asher,
1988: 43). There is no basic text in Total Physical Response course. Asher has
also developed TPR student kits that focus on specific situation, such as the home,
the super market, the beach, etc.
In Asher’s TPR teaching procedures which comprise of six stages. This
course was adult immigrants and consisted of 159 hours of classroom instruction.
The procedures as follows:
1. Review
This is a fast-moving warm-up in which individual students were
moved with commands.
2. New Commands
This is a stage where new teaching materials are introduced.
3. Other Items Introduced
4. Physical Response
The instructor asked simple question which student could answer with
gesture such as pointing.
5. Role Reversal
Students readily volunteer to utter commands that manipulate the
behavior of the instructor and other students.
6. Reading and Writing
The instructor wrote on the chalkboard each new vocabulary item and
sentence to illustrate the item. Then he/she spoke each item and acted out
the sentenace. The students listened as the teacher read the material. Some
copied the information in their notebooks. (Asher 1988: 54-55; Richards
and Rodgers, 1999: 95-97).
Closing
Total Physical Response develops on the basis of the observation and
interpretation of how children acquire mother tongue then Asher sees second
language learning should be similar in process. TPR give emphasis on the
existence of action in its teaching technique.it also gives emphasis on the role of
comprehension in second language acquisition. Asher sees that performing
physical action in the target language as a means of making input more
comprehensible and minimizing stress. This method became popular in the 1970’s
and attracted the attention or commitment of some teachers, but it has not received
generalized support from mainstream language educators.

5. SILENT WAY
METHOD
Background
The silent way (SW) is the name of a method of language teaching proposed by
Dr. Caleb Categono from Alexandria, Egypt who dedicate his life to education,
especially adult literacy and mathematic. Based on his experience he believe tha
good teaching ust alway conform to the demands of learning. He criticized the
traditional teaching a being too concered with feeling memories rather than
educating learners’ awareness for learning.
Silent way represent Gattehno’s venture into the field of foreign language
teaching. It is based the premise that the teacher should be silent as much as
possiblein the clasroom and the learner houl be encouraged to produce much as
language as posible (Ricards and Rodgers,1999:99). Gatttegno design a number
“tools” used to raise learners awareness such as colored wooden stick/rods called
cuitenaire rods, series words in color.
Gttegno claim that the pro from cess of learning a second language are
“radically different” from those involved in learning a first language. The second
language learner “cannot learn another language in the same way because of what
he now knows” (Gattegno 1978:11) about his mother tongue.
The commitment of the self consist of two systems, namely: learning and
retaining. The learning system is activated only by way of intellegent awareness.
The learner must cinstantly test his power to abstract, anlyze, and integrate.
Silence is the best vehicle for learning, because in silence students concentrate on
the task to be acomplished. The retaining systemallows us to recall the lingistic
element and their grammatical rules which make linguistic communication
possibble. Retention system through mental awareness and thoughfulness is

6. effecient than through repetition. Retention links are in fact formed in the most
silent moment. Thus, silence is a way to retention.
Underlying Principles
Vocabulary is also central in language learning and the choice of vocabulary is
crucial. He ditinguishes vocabulary into two classes: the semi-luxury and the
luxury vocabulary. The “semi-luxury vocabulary” consist of expression common
in the daily life of the target language culture such as food, clothing, travel, family
life,etc. The “luxuy vocabulary” is the one used in communicating more
specialized ideas such as political or philosophical opinions. (Ricards and
Rodgers,1999:101).
Language is seen as groups of sounds arbitrarily with specific meanings and
organized into sentences or strings of meaningful units by grammar rules.
Language is separated from its social context and taught through artificial
situation (the use of colored wooden rods).
The sentence is the basic unit of teaching, and the teacher focuses on
propositional meaning, rather than communicative value. Students are presented
with the structural patterns of the target language and learn the grammar rules of
the language through inductive proceses. (Ricards and Rodgers, 1999:104)
The silent way draws its learning theories form various educatioal psy
Chologists such as Bruner and Stevick. In general, the learning theories
underlying the SW method could be stated as follows: (1) learning is facilitated if
the learner discovers or creates rather than remembers and repeats what is to b
learned; (2) learning is facilitated by accompanying (mediating) physical object;
(3) learning is facilitated by problem solving involving the material to be learned.
(Ricards and Rodgers: 1999:99-100) which follows is the explanation of each.
1. Bruner (an educational psychologist) talks about two modes of teaching:
expository and hypothetical modes. In the expository mode the teacher center of
the class; the teacher as expositor and the student is the listener. In the hypotetical
mode the teacher and the student are in a more cooperative position.
2. The colored rods and the coded pronounciation chart (fidel charts) provide
physical for student learning and also create memorable images tio facilitate
remembering. These visual devices serve as associative mediators for student
learning ad remembering.
3. The SW uses the “problem-solving aproaches to learning.” The words of
Benjamin Franklin: “Tell me and I forget, teach me and I remember, and involve

7. me and I learn”. In the Silent Way the learner has to struggle with the problem of
forming an appropiate and meaningful utterance in a new language and this leads
the aacquisition of the language.
Classroom Techniques and Procedure
Classroom activities in the SW function encourage and shape student oral
response without direct inatruction fro and modeling by the teacher. A learner also
must be a teacher, a studnt, part of a support system, a problem solver, and a self-
evaluator.
The sample lesson that follows (taken from Larsen freeman,1986: 52-26)
illustrates a typical lesson format:
1. Pronouncition/sound practice: The silent way teacher comes into the classroom
carrying with him a box of colored rod and places them on his desk. The student
have attentively noted the events and heard some noises.
2. Structure and Vocabulary Practice: The teacher ask two students to come
forward and stand near him. He turns to one student and says in the foreign
language. The students make action as a reponse.
3. Visual and Oral Dictation: To promote the students’ awareness, a new tool and
new technique are used.
There are also different kinds of materials with different types of uses in the
SW classroom:
1. Ad hoc Drawing: it is a material in the form of picture which can be used in
such a way that functional vocabulary already met can br practiced in new
situation.
2. Transparences: These can be prepared for general presentation. The series will
serve as an apportunity for widening of experience og the countres whose
languages are being studied and for oral work with te whole class.
3. Workheets: These can be given to students for use the transparances. The
worksheet are used to capture most of the vocabulary (from the transparances and
pictures)which will bring the words back to into use.
4. Films and television Programs: These can be used for material presentation.
There are different types of film to be used for this purpose such as films
especally made for this approach and films made for public. Such film can be ued
for linguistic education.

8. 5. Printed texts: Texts can be used as bridgehead to extend the teority already
conquered. There are several types of texts: (1) a collection of sentences whic are
to be read separately. Each sentence should contain more than one new word and
serve as a support to convey its meanin; (2) a collection of sentences, which is to
be read consecutively; (3) a book of stories, which are intended to start the
student working on a text in order to analyze it.
Closing
Silent Way seems quite well known for its unique characteristics-the silence of
its teacher and its teaching materials. Silence can raise the learner’s
awareness,concentration, and mental organization. The materials are designed for
manipulation by the teacher and the students to promote language learning. The
SW also has a strong focus on accurate repetition of sentences modeled initially
by the teacher and movement through guided eliciation exercises to free
commmunication. The unnovations in the SW method are pramirily seen in the
manner in which classroom activities are organized, the indirect role the teacher in
directing and monitoring learner performance.

9. Natural Approach
Method
Background
The natural approach was originally created in 1977 by Terrell, a Spanish teacher
in California, who wished to develop a style of teaching based on the findings of
naturalistic studies of second-language acquisition. After the original formulation,
Terrell worked with Krashen to further develop the theoretical aspects of the
method. Terrell and Krashen published the results of their collaboration in the
1983 book The Natural Approach.
The natural approach was strikingly different from the mainstream approach in the
United States in the 1970s and early 1980s, the audio-lingual method. While the
audio-lingual method prized drilling and error correction, these things disappeared
almost entirely from the natural approach. Terrell and Krashen themselves
characterized the natural approach as a "traditional" method and contrasted it with
grammar-based approaches, which they characterized as new inventions that had
"misled" teachers.
The natural approach shares many features with the direct method (itself also
known as the "natural method"), which was formulated around 1900 and was also
a reaction to grammar-translation. Both the natural approach and the direct
method are based on the idea of enabling naturalistic language acquisition in the
language classroom; they differ in that the natural approach puts less emphasis on
practice and more on exposure to language input and on reducing learners' anxiety
Main Outline
The aim of the natural approach is to develop communicative skills, and it is
primarily intended to be used with beginning learners. It is presented as a set of

10. principles that can apply to a wide range of learners and teaching situations, and
concrete objectives depend on the specific context in which it is used. Terrell
outlines three basic principles of the approach:
 Focus of instruction is on communication rather than its form.
 Speech production comes slowly and is never forced.
 Early speech goes through natural stages (yes or no response, one- word
answers, lists of words, short phrases, complete sentences.)
These principles result in classrooms where the teacher emphasizes interesting,
comprehensible input and low-anxiety situations. Lessons in the natural approach
focus on understanding messages in the foreign language, and place little or no
importance on error correction, drilling or on conscious learning of grammar
rules. They also emphasize learning of a wide vocabulary base over learning new
grammatical structures. In addition, teachers using the natural approach aim to
create situations in the classroom that are intrinsically motivating for students.
Terrell sees learners going through three stages in their acquisition of speech:
comprehension, early speech, and speech emergence. In the comprehension stage
Terrell focuses on students' vocabulary knowledge. His aim is to make the
vocabulary stick in students' long term memory, a process which he calls binding.
Terrell sees some techniques as more binding than others; for example, the use of
gestures or actions, such as in Total Physical Response, is seen to be more binding
than the use of translation.
According to Terrell, students' speech will only emerge after enough language has
been bound through communicative input. When this occurs, the learners enter the
early speech stage. In this stage, students answer simple questions, use single
words and set phrases, and fill in simple charts in the foreign language. In the
speech emergence stage, students take part in activities requiring more advanced
language, such as role-plays and problem-solving activities.

11. Precepts of the Natural Approach
1. Comprehensible input.
Students acquire language when it is understandable to them. You can make
language more comprehensible by using picture, costume, music, body language,
gesture
2. Low affective filter.
Students acquire language when they are relaxed and having fun. Student will
enjoying the class when they are having fun.
3. Meaningfull Communication.
Students acquire language when they use it for real purposes. When students work
partners on small groups on projects(reasearch questions or working their
assignment)they will have good reasons to communicate each other.
Key Strategies
 Always begin with comprehensible input, speaking slowly and clearly. A
picture, story, song, or chant will set the stage for what you want your
students to learn.

12.  Provide visual aids and hands-on objects when introducing vocabulary.
 Encourage students to participate in music, chants, and stories as you
introduce concepts and vocabulary.
 Use body gestures to illustrate meaning.

13.  Model activities for students.
 Encourage students to follow simple direction, by pointing, touching, or
drawing.
 Provide opportunities for roleplay. Students can act out scenes without
producing speech.
 Check comprehension frequently.

14. Suggestopedia
Method
Stimulated the whole person
Undoes blocks
Give creative solution
Encourages relaxation
Strengthens self-image
Talks to all the sense
Optimize learning
Propagetes talent
Enhances learning
Dramatises material
Includes pictures, music and movement
Addresses the whole person
Background
Suggestopedia is a method of teaching developed by Georgi Lazanov (a
Bulgarian psychiatrist educator) in the 1970s. It is a teaching method which is
based on a modern understanding of how human brain works and how we can
learn most effectively. The term ‘Suggestopedia’ is derived from suggestion and
pedagogy which implies the application of the power of “suggestion” to the field
of pedagogy. Suggestology is the science of suggestion which concerns “with the
systematic study of the national and/or conscious influences that human beings are
constantly responding to” (Stevick, 1976: 42). Suggestopedia tries to use
conscious influences and redirect them so as to optimize learning.

15. Suggestopedia promised great results if we use our brain power and inner
rapacities since Lazanov (1979) believed that we are capable of learning much
more than we think. Lazanov (1978: 27) claims that “memorization in learning by
suggestopedic method sees to be increased 25 times over that in learning by
conventional method”.
Drawing on Soviet psychological research, yoga, and extrasensory perception,
Lazanov came up with a method of learning that is used relaxtation as a means of
retaining new knowledge and material. The teacher has a complete control and
authority of the learners. He at times can appear to be some kind of “instructional
hypnotist”. Lazanov chose a ritual placebo system (in medical field, placebo
means power which one does not know he has to cure himself). Lazanov also
acknowledges that he has borrowed techniques of yoga as well as rhythmic
breathing for altering states of consciousness and concentration. As he believes
that most learning takes place in a relaxed but focused state. That’s why a quiet
learning environment is very important.
Underlying Principles
Lazanov does not discuss a lot about language theory used in Suggestopedia.
Through what he has recommended on the classroom activities, he apparently
views that vocabulary is central in a language and the grammar rules are used for
organizing vocabulary.
The learning theory which underlies Suggestopedia is as follows:
1. Learning involves the unconscious as well as the conscious functions of
the learner. This means that when one studies a particular vocabulary. The
best learningtakes place when what is happening on each of these two
levels supports what is happening on the other. Lazanov (1980) refers to
this as double planeness.
2. People can learn much faster than they usually do under certain condition.
The term for this phenomenon is hipermnesia or super memory.
3. Learning is often hindered by absent of psychic relaxation.
The purpose is to make student reach communicative competence which is the
goal of students of second language . The classroom set-up on suggestopedia
is
 Armchair
 Light is comfortable
 Everything is bright and colorful
 Poster
 Music

16.  The teacher speaks confidently
 The teacher lead the class in various activities involving the dialog, for
example, question and answer, repetition and translation
 The teacher should integrate indirect positive suggestion (there is no limit
to what you can do ) into the learning situation.
Classroom Techniques and Procedure
Suggestopedia adopts a carefully structured approach. The procedure of classroom
presentation use four stages as follws:
1. Pre-Session Phasei
It is a preparatory stage in which students are helped to relax and move
into a positive frame of mind, whit the feeling that the learning is going to
be easy and fun. Then the teacher tells them that they will get new name or
identity.
2. Explicative Reading
This involves the active presentation of the material to be learnt, for
example, a dramatic reading of a piece of text, accompanied by classical
music.

17. 3. Intonational Reading
The teacher reads the text the second time, but this time without comment.
4. The Séance Session
This is the one by which suggestopedia is well known, since this is the
heart of the method. After a short break, the students are supposed to put
away their dialogues, reclined on their seats, closed their eyes but not sleep
and enjoy the concert of music that is played from a tape recorder. After a
few minutes of musical introduction, the entire dialogue is read through in
expressive form, without translation, but with accompaniment of the
classical music. The teacher’svoice is modulated in harmony with the
musical phrases. The students follow the text in their textbooks. At the
end, the students silently leave the room. There is no homework to do,
only they are expected to read the lesson cursorily once before going to bet
and once again before getting up in the morning. (Larsen-freeman, 1987:
73-77; Richards and Rodgers, 1999: 151).
The advantages of suggestopedia
 The student feel more relaxed.
 Language learning comes more effective than method
 They learn more 3 or 4 time quick than conventional method
 There is an affective atmosphere
 Actives mental potential and student feel responsible for their own language
The disadvantages of suggestopedia
 Some can find classical music boring and irritating than stimulting.
 Exaggeration of rhythm may be perceived odd and illogical, there may be
physical.
 Financial and environtment limitations.

18. Community
Language Learning
(CLL)
Community language learning (CLL) is a language-teaching method in
which students work together to develop what aspects of language they would like
to learn. It is based on the Counselling-approach in which the teacher acts as a
counselor and a paraphraser, while the learner is seen as a client and collabolator.
Community language learning is sometimes cited as an example of a “humanistic
approach.” Links can also be made between CLL procedures and those of
bilingual education, particularly the set of bilingual procedures referred to as
“language alternation” or “code switching”.
Types of Learning and Teaching Activities
As with most methods, CLL combines innovative learning tasks and
activities with conventional ones. They include :
1. Translation
Learners form a small circle. A learner whispers a message or
meaning he or she wants to express, the teacher translates it into (and may
interpret it in) the target language, and the learner repeats the teacher’s
translation.
2. Group Work
Learners may engage in various group tasks, such as small-group
discussion of a topic, preparing a conversation, preparing a summary of a

19. topic for presentation to another group, preparing a story that will be
presented to the teacher and the rest of the class.
3. Recording
Students record conversations in the target language.
4. Transcription
Students transcribe utterances and conversations they have
recorded for practice and analysis of linguistic forms.
5. Analysis
Students analyze and study transcriptions of target language
sentences in order to focus on particular lexical usage or on the
applications of particular grammar rules.
6. Reflection and Observation
Learners reflect and report on their experience of the class, as a
class or in groups. This usually consists of expressions of feelings-sense of
one another, reactions to silence, concern for something to say.
7. Listening
Students listen to a monologue by the teacher involving elements
they might have elicited or overheard in class interactions.
8. Free Conversation
Students engage in free conversation with the teacher or with other
learners. This might include discussion of what they learned as well as
feelings they had about how they learned.