1. APPROACH AND METHOD
YANUARTI APSARI, MPD

2. APPROACH,METHOD & TECHNIQUE
Approach: assumption: is a set of asumption about the nature of language learning
Method: plan for presenting the language material to be learned and should be based on selected approach
Technique: trick to complete the objective

3. MENTION KINDS OF APPROACH
Deductive Approach
Inductive Approach
Direct Approach
Genre Based Approach
Scientific Approach
Communicative Approach
Students Centered Approach

4. Deductive APPROACH
In this approach, students are given explanation or grammar rules, for example, and then based on this explanation of rules; they make phrases and sentences using the new language (Nunan, 1991: 156)
ESA: (engage-study-activate)
e.g Show picture, say contructions, repeat, cue repetition (saying verbs)
Jhonson (2001) names this; three Ps (PPP) :
Presentation – Practise - Production

5. Inductive APPROACH
We go to the examples and the student tries to figure out the rules.
(engage-activate-study)
Students read a text.
Ask them to find the different/frequent construction
Get them to find how and why is it used

6. Direct approach
This approach was developed initially as a reaction to the grammar- translation approach in an attempt to integrate more use of the target language in instruction.
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 used. There is no translation.

7. Genre based APPROACH
Based on the idea that learning language successfully comes through learning focuses on the understanding and production of selected genres of texts.

8. STAGES IN GBA BUILDING KNOWLEDGE MODELING JOINT CONSTRUCTION
INDEPENDENT CONSTRUCTION

9. STAGES IN GBA
1. Building Knowledge of field This is the stage where the focus is on building understanding through sharing experience on the text. The discussion focuses on relevant vocabularies and grammatical patterns of the particular genre. 2. Modeling of text This stage focuses on introducing a particular genre though a model of text. Through the model text, the teacher and students work together to explore the cultural context, social function, schematic structure, and linguistics features of the text using spoken language to focus on written text. 3. Joint construction of text In this stage, teacher and students work together to develop texts based on what they have discussed and learnt in the previous stages. In developing the text, teachers and students should pay attention to the schematic structure, linguistic features and knowledge of the field of the text. 4. Independent construction of text In this final stage, students develop their own text. Teachers are required to minimize their support and interference towards their students’ learning. This will give students the chance to show their ability in constructing a passage that has schematic structure, linguistic features and knowledge of the field in accordance with the genre that is being studied.

10. SCIENTIFIC APPROACH
Based on the idea that learning language successfully comes through several steps such as:
Observing
Questioning
Exploring
Associating
Communicating

11. Student centered APPROACH
Based on the idea that learning language eill be effective if the students are involved actively in teaching and learning process

12. METHOD?

13. A Plan for presenting the language material to be learned and should be based on selected approach

14. GRAMMAR TRANSLATION METHOD
In this method, classes are taught in the students' mother tongue, with little active use of the target language.
Vocabulary is taught in the form of isolated word lists.
Elaborate explanations of grammar are always provided.
Grammar instruction provides the rules for putting words together; instruction focuses on the form and inflection of words.
Drills are exercises in translating disconnected sentences from the target language into the mother tongue, and vice versa.
Little or no attention is given to pronunciation.

15. AUDIOLINGUAL METHOD
New material is presented in the form of a dialogue.
Based on the principle that language learning is habit formation, the method fosters dependence memorization of set phrases and over-learning.
Structural patterns are taught using repetitive drills.
Skills are sequenced: Listening, speaking, reading and writing are developed in order.

16. TOTAL PHYSICAL RESPONSE
Understanding the spoken language before developing the skills of speaking.
Imperatives are the main structures to transfer or communicate information.
The student is not forced to speak, but is allowed an individual readiness period and allowed to spontaneously begin to speak when the he/she feels comfortable and confident in understanding and producing the utterances.

17. INQUIRY-BASED LEARNING
Inquiry-based learning is a constuctivist approach, in which students have ownership of their learning.
A student-centered, active learning approach focusing on questioning, critical thinking, and problem- solving.
It's associated with the idea "involve me and I understand.“

18. WHY MUST INQUIRY?
Inquiry-based learning approaches when correctly implemented can help develop higher-order, information literacy and critical thinking skills. They can also develop problem- solving abilities and develop skills for lifelong learning

19. INQUIRY AND SCIENTIFIC APPROACH
Inquiry Based Learning
Scientific Approach
Observing
Question
Questioning
Hyphotesis
Experiment
Exploring
Data collection
Analyzing the data
Associating
Conclusion
Sharing
communicating

20. PROBLEM BASED LEARNING
HOW & WHY???

21. PROBLEM BASED LEARNING
1. Basic Concept
2. Brainstorming
3. Self Learning
4. Exchange Knowledge
5. Assessment

22. HOW? 1. Basic Concept (The Importance of English)
2. Brainstorming (defining the problem)
3. Self Learning (How to Improve our English)
4. Exchange Knowledge
5. Assessment

23. HOW? 1. Basic Concept (The condition of Indonesia)
2. Brainstorming (The problem of Over population)
3. Self Learning
4. Exchange Knowledge
5. Assessment

24. WHY? 1. Basic Concept (Background of Ujian Nasional)
2. Brainstorming (The problem)
3. Self Learning (UN good or bad, Why?)
4. Exchange Knowledge
5. Assessment

25. GOAL
SYLLABUS
METHOD
CURRICULUM
1975
Enable students to create the language correctly
Grammatical syllabus
Grammar Translation Method
1994
Enable students to talk about something
Situational syllabus
Audiolingual
Method
2004
Enable students to use the language
Skill based Syllabus & Functional Syllabus
Communicative teaching Approach
2006
Enable students to communicate in various genre
 syllabus developed by a teacher based on a rule by permendiknas
Genre Based Approach
2013
Enable students to acquire the four competences: spiritual, social, knowlege and skill
Skill Syllabus, Functional Syllabus & Task Based Syllabus
Scientific Approach