THE ALTERNATIVE WAY IN EFL METHODOLOGY

THE ALTERNATIVE WAY IN EFL METHODOLOGY

By: Hendra

In compliance with the demands of English as a foreign language which applied in every field of science, many methods and approaches are formulated to make it simple and easy to learn. For many years, linguists attempted to find out and elaborate many methods and approaches. In the early beginning of Grammar-Translation Method from the 1840s to the 1940s, the search was commenced (Richards and Rodgers 1986). Henceforward, year by year the new methods emerged and were applied to meet the demands and the needs at that time, various attempts have been made to conceptualize the nature of methods and to explore more systematically the relationship between theory and practice within a method. Still, people have been searching a good and comprehensive methodology in teaching English as a foreign language.  

In the Longman Dictionary of Applied Linguistics, methodology is defined as follows:

(1)               ….the study of the practice and procedures used in teaching, and the principles and beliefs that underlie them.

Methodology includes:

(a)              study of the nature of LANGUAGE SKILLS (e.g. reading, writing, speaking, listening) and procedures for teaching them

(b)              study of preparation of LESSON PLANS. Materials, and textbooks for teaching language skills

(c)               the evaluation and comparison of language teaching METHODS (e.g. the AUDIOLINGUAL METHOD)

(2)               such practices, procedures, principles, and beliefs themselves. One can, for example, criticize or praise the methodology of a particular language course.

(Richards: 1985)

While Nunan in his book Language Teaching Methodology (1991) considered Methodology from the perspective of the classroom. The major focus is on classroom tasks and activities and the management of learning.

After defining the terms of methodology above, it can be concluded that teaching absolutely needs methodology to gain the goal of learning and teaching and to meet the demands and needs.

Nowadays, there are several methods and approaches to be taken and applied. Some questions then appeared in teaching-learning process. Is there the best and comprehensive methodology for all? What kind of methodology should be applied in teaching learning English as a foreign language? Should all methodologies be taken and applied or should it be taken and applied only one of them?

In fact, there is no the best, comprehensive and perfect methodology. Since each method has its own advantages and drawbacks, it depends on the needs and the goal of what the teachers want to gain and achieve. Moreover, there is no standardization of resource room model (Barton and Tomlinson 1981). For this reason, teachers are free to choose one of the available methods and approaches or combine among them which suit their students’ needs, their preferences, and the constraints of the school or educational setting (Richards and Rodgers 1986). While there is no the best way to teach a subject, it is advisable to analyze the lesson content before starting the lesson and go to the instructional situation with sort plan (Walklin 1982: P.297).  

As an EFL teacher, he or she should be able to combine insight from the past with options for the future to become “prudently eclectic,” (Bowen, J. Donald. Madsen, Harold and Hilferty, Ann 1985). He or she should know more everything about methodology then take benefit from it. Today, many teachers are adopting an eclectic approach to language learning teaching, believing that the age-old search for the “one true way” can be futile and frustrating (Hadley 2001). This means that to find out the true and the best method is likely complicated.

Before attempting to teach, the teacher must know what he/she intends to teach. He/she must have a clear idea of objective around which his/her teaching plan has been developed. According to Bloom that educational or instructional objectives have been classified into three domains, or sphere: (a) affective – feeling or valuing (b) cognitive – knowing or thinking (c) psychomotor – practical or physical skill (Walklin 1982). So the teacher has to cover previous three aspects categories in his/her teaching. He/she must also know what the students are already able to do, and pitch his instruction at the right level. A teacher is responsible for the management of instruction and for the deployment of resources to the best effect. His/her aim should always be to arrange things so that students may learn effectively (Walklin 1982).

Having analyzed and described, then it can be concluded that:

1.      There is no the best, ideal, comprehensive and perfect methodology for all. It depends on the needs and demands as well as context. It is hard to find out the best method and approach for all circumstances. Thus a teacher should be more active and dynamic in formulating his/her teaching.

2.      Since there is no the best methodology for all, a teacher is demanded to be eclectic, pragmatic, and creative in his/her teaching. He/she should choose a method and approach or combine among them to meet the needs and demands.

3.      The teacher must be innovative. A good teacher will be never satisfied with the available methodology; he/she always elaborates and searches for something new and takes the best methodology that suits his/her students’ needs, his/her preferences, and the constraints of the school or educational setting.    

References:

Barton, Len and Tomlinson, Sally. 1981. Special Education: Policy, Practices and Social Issues. London: Harper & Row, Publishers

Bowen, J. Donald. Madson, Harold and Hilferty, Ann. 1985. TESOL Techniques and Procedures. Singapore: Newbury House Publisher.

Hadley, Alice Omaggio. 2001. Teaching Language in Context. USA: Heinle & Heinle Publisher.

Nunan, David. 1991. Language Teaching Methodology. Great Britain: Prentice Hall International (UK) Ltd.

Richards, Jack C and Rodgers, Theodore S. 1986. Approaches and Methods in Teaching . Australia: Cambridge University Press.

Walkin, L. 1982. Instructional Techniques and Practice. England: Stanley Thornes (Publishers) Ltd.