Creative Arts In English Language

ARRANGED BY :

1. Anjelita Simanjuntak
2. Devia Tarigan
3. Kristina Sianturi
4. Nabila Ramadhani
5. Nazli Amelia
6. Nur Azizah
7. Raymondo Tarigan
8. Rizky Panggabean
9. Siti Nurhaliza Lubis

Class : DIK E 2020

Lecturer : Nora Ronita Dewi, S.S., M.Hum

Faculty of Language And Art

English Language Education

2022/2023
 TEACHING METHODS

A. Teaching Methods For Speaking

1. Direct Method

The basic principle of this method is that the second language must be studied like someone
learning the first language which means there will be many oral interactions, spontaneous use of
language, there is no translation between the first and second language, and there is almost no
analysis of grammar patterns. This means that only the target language must be used in class. In
the natural way to learn foreign languages, direct links are built between words and their
meanings without mother tongue interference. However, the main object that is interesting from
this method is still a sentence and accuracy, although take -off in the direction that is almost
different from the grammar method

2. Audio-Lingual Method

Audio-lingual method is a method of teaching foreign or second language that emphasizes

teaching speaking and listening before reading and writing, this method uses dialogue and
exercise in its implementation. In its implementation, this method will prevent the use of mother
tongue in the classroom, besides this method often uses contrast analysis. Because audio-lingual
theory relies on drilling and repetition, it makes students not recommend taking initiatives in the
learning process because they may make mistakes which are then strictly corrected by the
teacher. Therefore, in audio-lingual teaching, the use of language in all types of real life contexts
is limited and discouraged.

3. Community Language Learning

Community language learning is a 'counseling' learning application for second or foreign

language learning. This method suggests techniques developed in group counseling to help
students in learning both psychologically and emotionally. It utilizes small or large groups that
are treated as a community. In addition, this focuses on the personal feelings of students and their
reactions to language learning. Students can speak freely about what they want in their mother
tongue. In this method the teacher acts as an advisor who then translates student punishment into
a foreign language and they repeat their translation to other group members

4. Silent Way

The most remarkable characteristic of Silent way is the behavior of the teacher who says as little
as possible in the classroom instead of initiating a conversation with the students in the
classroom. In other words, the students should be the one who lead the process of the learning.
Harmer (2007: 68) claims, based on Caleb Gattegno’s idea as the founder of the method, that
they need to create and explore the language by themselves rather than just repeating and
memorizing what has been taught.

5. Communicative Language Teaching (CLT)

This method is used by teachers in different ways for each person. One aspect that covers all
different concepts is the concept of how the language is used. Explicitly explains how students
use language to create meaningful communication to find out:

 How to use language for different purposes and functions

 How different language use based on settings
 How to understand and produce various types of texts
 How to continue to use language despite having limited language knowledge.

In addition CLT offers seven characteristics, namely:

 CLT focuses on all communicative aspects of competence

 Forms and functions are two important components of language
 This focuses both about smoothness and accuracy
 This focuses on the use of real life contexts
 Promoting students' autonomous learning
 The teacher acts as a facilitator and guide in the classroom
 Students at CLT Classroom are active participants in their own learning process.

B. Teaching Methods For Listening

1. Video

Video can convey messages that are factual (important events/events, news) or fictitious (such as
stories), can be informative, educative or instructional. Video has several features that are very
useful for use in the learning process. A video that is displayed can be a film or a video clip of a
song. The video is shown using a projector, then instructs students to listen carefully and if
necessary make notes for difficult words. The teacher distributes paper containing incomplete
transcripts of the film or video clip of the song, and directs students to fill in and complete the
transcript of the film or song. That way, students will be able to practice their listening skills
well.

2. Film Media

Film is an audio-visual medium that has beautiful sound effects and moving images. This raises
students’ interest to actively see and pay attention to something that is displayed. Which movie
Used In the form of animation that can improve students’ listening skills.In this activity Students
are directed to Watch movies that have been Chosen by the teacher. Screening of the film
displayed using the LCD and existing equipment such as audibles and headsets to train students’
listening skills.

Learning to use videos or films is more effective in explaining abstract information in a short
time and can improve students’ listening skills during the learning process. The shorter the
duration of the video, the more meaningful learning can be, because participants can understand
more easily with videos that are short but include all the information, compared to long duration
videos which tend to be boring. This tutorial is also easy to understand. Videos or films for
learning are made with realistic images, supported by graphic designs and minimal text so that it
makes it easier for participants to understand the information conveyed. Students observe the
pictures shown, assimilate the value of knowledge and absorb the skills presented more easily.

C. Teaching Methods For Reading

1. SQ4R Method
This SQ4R Method is very practical to help students keep studying organized and efficient. The
steps to SQ4R are Survey, Question, Read, Recite, Record, Review. These steps are explained in
the steps below.

a. Survey
Students should skim and scan the chapter. The purpose of surveying the chapter is to get the
general idea of the content, structure, organization, and plan of the chapter. Surveying the
chapter gives the “big picture” a framework of the main ideas, which will help to hold the details
together later (Richardson & Morgan, 1997).

Look at:

 Titles, headings, and subheadings

 Caption under pictures, charts, graphs or maps
 Review questions or teacher-made study guides
 Introduction and conclusion
 Bold or italicized print
 First and last sentences in paragraphs
 Summary and Footnotes (www. reading/sq3r.html)

After surveying the entirely text, the next is to focus to a particular information in a particular
place in the writing. Survey each chapter. Survey a chapter assignment before the students
actually read it. Survey should tell the scope of the content, how different topics are organized,
and what the author’s purpose and point of view are. The chapter survey will also give the
students sufficient background information for class notes.

b. Question

Having students develop questions gives them a purpose for reading. Reading for specific
purposes positively influences comprehension. Setting a purpose also aids the student in
recalling information. Developing questions prior to reading results in spontaneous attempts to
answer the questions based on information already known, increased concentration and attention
while reading to find an answer to the question, and increased comprehension due to the mind in
its attempt to find an answer to the question.

c. Read

Reading promotes an active search for answers to the specific questions that students have
developed. It forces the student to concentrate for better comprehension and aids in lengthening
attention span. Students should read each section of the text to answer questions that were
developed in the step above. If a word meaning is not clear through its use in the selection,
reread. If it is still unclear, underline the word or jot it down and look it up when students finish
reading. Examples : Question in mind: What is the writer’s purpose? What is he trying to get the
reader to think or do? Is he giving facts or his opinions?

d. Recite

Recite the main ideas, in other words, aloud or to the students, after finishing a page. Check the
comprehension and make sure the students have the correct information. Do the same for the
major points after reading each section or chapter. By reciting what the students’ read, the
students are able to see how much information the students absorbed, areas the students didn’t
understand and need to review, and answers to the questions the students generated for the
students. If the students cannot answer the questions, go back to the material and reread.

e. Record

Marking the textbook increases understanding of the material for the present and for future
reference. The process of selecting and marking requires the students to find the main ideas.
Later, when the students evaluate the text for exam purposes, the students will find that the
textbook markings and highlights enable the students to grab the essential points without having
to read whole paragraphs and chapters again.

2.  Choral Reading (CR) Method

Choral method provides many opportunities for repeated readings of a particular piece, and gives
practice in oral reading. Choral reading is particularly suitable to poetry and rhymes. There are
four principles for selecting materials that are planned to read in chorus or together. The
principles are:

1) Try to take short selection of stories or poems.

2) Select the material that every student can read easily.
3) Look for something with an attractive title that will make imaginations work.
4) Select a poem or story that will come alive when it’s read aloud, words with charming
sounds, contrast of some sort that can be interpreted, mood that can be improved through
verbal interpretation or dialogue that draws personality.

To prepare, each student reads the whole selection that is going to be chorally read. One can read
it aloud with the other person following along silently. Then the readers read the piece together.
A few repetitions are necessary to fix the piece in the students’ thought. Next comes the hottest
part. An almost infinite number of possibilities exist for choral reading. Try to decide on the
most fitting voice elements to strengthen the sense of the selection. Dissimilarity is the key. Use
one or two simple classifications for the voices for example, high and low, as well as strong and
soft. Here are just a few of the possible strategies.

1) Alternate slow and fast lines, stanzas, or paragraphs.

2) Alternate loud and soft lines.
3) Alternate low and high voices.
4) Emphasize key words and phrases by reading them in a louder or softer voice.
5) Pause for a specified number of silent “beats” before the students join in and
continue reading.
6) Clap or make a certain sound at the end of certain lines, stanzas, or paragraphs.

D. Teaching Methods For Writing

1. Grammar-Translation Method

This method focuses teaching and learning activities, especially grammar and translation
practices. Very little attention given to speaking and listening as mainly focus is reading and
writing. The instructions involved translated the target language and from the target language.
The language of the instructions used in class is usually the original language of students,
therefore, when students can understand these two forms, this means that their language
awareness will increase and simultaneously their ability to learn language independently will
also increase

2. Cluster Mapping

Cluster mapping also called idea webbing , is a good way to show the relationship between ideas.
Cluster mapping is also part of the generation of ideas and some organizations, so students will
know exactly how to group their ideas as soon as they are ready to write. This can be done by
writing the main topic in the middle of the paper page. Then, developed by making several
questions, written in a circle. After that, the question was answered by connecting the circle of
questions to the answer circle. With this method, students will more easily connect the main
topic to subtopic when you want to write.

3. Brainstorming

Brainstorming is an activity that is commonly known to most people. The object in

brainstorming is to compile a list as big as possible from potential examples for certain
topics. This is a good activity to do in small groups or with the whole class. Naturally, one
idea will trigger another, so it is very helpful to have students working together when doing
brainstorming. Give permission to your students to be creative as they like. Whatever
happens with brainstorming. Challenge your students to make as many examples as possible
they might get for whatever topics you give to them.