12 February 2025

Name: Salsabila
NIM: 2310117320003
Teaching English as a Foreign Language A3

1. Understanding the Terms:

What do you think the difference is between an approach, a

method, and a technique in language teaching?

Approach: This refers to the theoretical foundation or philosophy

behind language teaching. It includes the beliefs about language
and language learning that guide a teacher's overall strategies. An
approach defines the principles and the goals of language
instruction. For example, the communicative approach emphasizes
real-life communication and the interaction of students in
meaningful contexts. Method: A method is the specific way in
which the approach is put into practice. It includes a structured plan
for teaching that follows the principles of the approach. Methods
define the organization and the structure of lessons, including the
role of the teacher, the materials used, and how learning is
delivered. For example, in the communicative approach, methods
might include task-based learning or group discussions. Technique:
Techniques are the specific activities or tasks that teachers use to
implement the method. These are the practical steps or actions
within a lesson that help achieve the learning objectives.
Techniques are more flexible and can be adapted to different
classroom settings. Examples include role plays, pair work, or using
flashcards to teach vocabulary.

If you were going to teach someone how to cook, what different

ways could you do it? How might this relate to the different ways
people teach languages?

If I were teaching someone how to cook, I could take several

different approaches, each relating to a specific philosophy or
method. Here’s how it might break down and relate to language
teaching:
1. Hands-on, Experiential Approach (Learning by Doing):
Cooking: The learner would jump right in and start cooking with
guidance along the way. You might show them basic techniques,
like chopping, stirring, or measuring, and then let them try these
tasks themselves while you're there to offer tips.
Language Teaching: This relates to the communicative
approach, where students engage in real-life
language use, focusing on communication and
practice. The teacher encourages learners to use
the language in meaningful contexts (e.g., role
plays, group conversations) from the very start,
rather than focusing solely on grammar rules or rote
memorization.
2. Theory-Based (Exploring the Science or Culture Behind
Cooking): Cooking: Instead of just following recipes, you could
teach someone the "why" behind cooking methods—why searing
meat helps develop flavor, or how different cooking techniques
affect texture. This gives learners an understanding of the
principles behind cooking, so they can adapt and experiment on
their own. Language Teaching: This mirrors an inductive
approach in language learning, where students learn grammar
and vocabulary through exposure to authentic language use and
begin to internalize rules and structures by seeing them in
context. This contrasts with the deductive method, where rules
are explicitly taught first.
3. Structured, Step-by-Step Approach (Following
Recipes):Cooking: You could teach someone to cook by guiding
them through a series of recipes, explaining each ingredient and
step. They would follow a clear process to make a specific dish,
which is like learning the foundational skills required for more
complex cooking.Language Teaching: This is similar to
a grammar-translation method in language teaching, where
students follow a structured process of learning vocabulary,
grammar rules, and translations. There’s a clear roadmap of what
comes next, and the learner builds language skills step by step.
4. Exploratory, Creative Approach (Free Cooking with
Guidance):Cooking: This would involve encouraging the learner
to experiment with ingredients and flavors, offering broad
 guidance but allowing for freedom to create unique dishes. The
learner might explore cooking based on personal preferences and
creativity, guided by some foundational knowledge. Language
Teaching: This is akin to task-based learning in language
teaching, where learners are given tasks (such as writing a letter,
organizing a meeting, or describing an event) and use language
creatively to complete the task. There’s a focus on using language
in real, meaningful ways, allowing for more freedom and
exploration.
5. Visual and Demonstrative Teaching (Watching and
Imitating): Cooking: You might show the learner how to cook
by preparing the dish yourself, narrating what you're doing, and
then asking the learner to replicate it. This allows them to observe
the techniques first-hand before trying them on their
own.Language Teaching: This relates to the direct method,
where the teacher uses the target language as much as possible,
demonstrating how to use it in context and guiding learners
through imitation. The focus is on listening and speaking in the
target language, much like the emphasis on watching and copying
techniques in cooking.

2. Exploring "Approach" (General Beliefs About Language Learning):

Some people believe language should be learned by memorizing

rules; others believe it should be learned by using it in real
communication. Which one do you agree with more? Why?

I lean more toward the idea that language should be

learned through real communication, as opposed to
strictly memorizing rules.
Here's why:Contextual Understanding: In real communication,
language is used in context, and this helps learners understand how
words, phrases, and structures fit into natural conversations.
Grammar and rules make more sense when learners see them used
in real situations. Memorizing rules in isolation might make it harder
to apply them in spontaneous conversations. Practical Use:
Learning through communication focuses on getting the message
across, which is the ultimate goal of language. It encourages
learners to experiment, make mistakes, and improve through
practice, just as one would learn to speak naturally by interacting
with others. This approach is more engaging and leads to faster
language acquisition since the learner is immediately involved in
using the language, rather than just processing abstract rules.
Fluency over Accuracy: While accuracy is important, fluency (the
ability to use language smoothly and effectively in real-time) is often
prioritized in communication-based learning. When learners
practice using language in real contexts, they become more
comfortable and confident, making it easier to focus on refining
accuracy over time. Cognitive Science: Research in language
acquisition shows that humans naturally learn languages through
exposure and interaction. Just as children acquire their first
language through listening, speaking, and being immersed in a
social context, second language learners can benefit from similar
immersion and real communication.

Do you think all students should learn English the same way, or
should it depend on their age, culture, and goals? Explain your
opinion.

I believe that the way students learn English should definitely

depend on their age, culture, and goals. Because Language
learning is not a one-size-fits-all approach. The way
students learn English should be tailored to
their age, cultural background, and personal goals. By
adapting teaching methods to these factors, teachers
can provide a more effective, engaging, and
meaningful learning experience that aligns with each
student's unique needs and aspirations.

Some people say that children learn languages more naturally

than adults. Do you think adults should learn in a different way
than children? Why or why not?

I agree,both children and adults have the capacity to

learn languages, adults typically need a
more structured, goal-oriented, and analytical approach to
language learning, whereas children learn more
 naturally and holistically through immersion and social
interaction. Both methods have their strengths, and
the key is to tailor the approach to the learner’s
cognitive abilities, goals, and environment. So, while
adults can certainly learn languages, they often need
a different strategy that incorporates their adult
learning styles and experiences.

3. Exploring "Method" (The Plan for Teaching)

If you were teaching a beginner English class,

how would you structure your lessons? Would
you focus on speaking first, or would you start
with grammar and writing? Why?

If I were teaching a beginner English class, I

would focus on speaking and listening first,because Starting
with speaking and listening makes the learning process
more engaging and practical from the outset. It
creates an immersive environment where students can
see the immediate value of their learning, which is
crucial for building confidence and
motivation. Grammar and writing can be integrated later,
once the foundational communication skills are in
place. This approach mirrors how we naturally learn
our first language—by speaking and listening first,
with grammar and writing skills developing alongside.

Imagine you have two language classes:

1. One where students listen and repeat
sentences exactly as the teacher says
them.
2. One where students have conversations and
learn from their mistakes. Which one do you
think would help students learn faster? Why?
 I believe that the second class, where students have conversations
and learn from their mistakes, would help students learn faster.
Because with repetition can be useful for reinforcing
basic sentence structures and
vocabulary, conversational practice is far more effective
for fostering deeper learning. It promotes real-world
language use, allows for immediate feedback, and
builds the confidence needed to communicate
effectively in various situations. Therefore, the second
class, with its focus on conversation and learning from
mistakes, is more likely to help students learn faster in
the long run.

What are some advantages and disadvantages of learning

English mainly through textbooks and worksheets versus
learning through real-life conversations and activities?

Learning English through textbooks and worksheets

and learning through real-life conversations and
activities each offer distinct advantages and
disadvantages.

 Textbooks and Worksheets: Offer a structured, comprehensive

foundation, ideal for understanding grammar and formal language
rules but may lack real-world application and fluency practice.
 Real-Life Conversations and Activities: Provide practical
experience and engagement, improving communication skills and
cultural understanding, but might not always focus on grammar or
offer systematic learning.

The best approach often combines both methods—using textbooks

and worksheets for building foundational knowledge and real-life
interactions for practicing and applying that knowledge.

4. Exploring "Technique" (Specific Classroom Activities)

Think about your past English classes. What activities did you
do that helped you the most? Would you use those activities if
you were a teacher? Why?
Reflecting on past English classes, some activities
tend to stand out for being particularly helpful in
fostering learning. Here are a few activities that are
often most effective, along with why I would use them
if I were a teacher:

1. Group Discussions and Debates. It promotes

critical thinking, enhances communication skills,
and allows students to practice language in a
realistic, conversational setting.
2. Role-playing Activities. role-playing is one of the
best ways to simulate real-world situations where
students need to communicate in English.
3. Listening to Podcasts or Watching Videos.
Listening exercises with diverse accents and
content types are critical for developing listening
comprehension and vocabulary.
4. Vocabulary Games (e.g., Word Search, Scrabble,
Pictionary). Games are great for reinforcing
vocabulary, building confidence, and making
language learning enjoyable.
5. Writing Prompts and Creative Writing. Writing
prompts help students develop their creativity
and improve both writing structure and language
skills.

The teacher asks students to work in pairs and

describe a picture. What skill does this
technique help develop?

The technique of having students work in pairs to describe a picture

primarily helps develop speaking and communication skills. Here's
how it supports those areas:

1. Speaking Fluency: By describing a picture, students are

encouraged to express their thoughts in English, which helps
them become more comfortable speaking spontaneously and
fluently. They practice forming sentences, using descriptive
vocabulary, and talking about visual details.
 2. Vocabulary Development: Describing a picture requires
students to recall and use vocabulary related to objects, colors,
actions, locations, and emotions. This helps expand their
lexicon and reinforces word usage in context.
3. Listening Skills: In pairs, students must also listen carefully to
their partner’s description to understand and potentially add to
or ask questions about what the other person says. This
improves their ability to understand spoken English.
4. Collaborative Interaction: Working in pairs encourages
students to engage in real communication, exchange ideas, and
support each other in the learning process. It also boosts their
confidence in using English in conversation.
5. Descriptive Language Practice: Describing a picture requires
students to use specific language structures, such as adjectives,
prepositions, and action verbs, to paint a clear image with
words. This enhances their ability to describe scenes or objects
effectively.

Some teachers use games, role-plays, or songs in their lessons.

Do you think these are useful for learning English? Why or why
not?

Yes, I believe that games, role-plays, and songs are

highly useful for learning English. Games, role-plays,
and songs offer valuable, interactive ways to learn
English that engage students in a meaningful way.
They not only improve language skills but also make
learning more enjoyable and effective by encouraging
real-world application, reinforcing language patterns,
and building confidence. If I were a teacher, I’d
definitely incorporate them into lessons to create a
dynamic, supportive environment.