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CHAPTER IDISCUSSIONA. METHODAccording to oxford dictionary Method is quality of being well planned and organized. Method is describing as an overall plan for systematic presentation of language based upon a selected approach.Method may mean different things to different people (Mackey, 1975:155). It means a set of teaching procedures; for others, the avoidance of teaching procedures. Different meaning of method can be inferred from the names of the methods.According to Joseph C. Mukalel, methods are guidelines that lead the teacher to teach in the classroom. Teacher behaves in the classroom and organizes the teaching activities in accordance to a set of proximate principles which are either the teacher's own mental construct or are based on recommendations by experts. These proximate guidelines on the one hand highlight the language behavior in the classroom, while on the other indirectly control the teachers classroom performance as known as approaches. The unity of a method makes the method distinctive. To mention some, the methods that are commonly used for the presentation of language materials, they are:a. Audio Lingual Methodb. Direct Method c. Silent Way d. Total Physical Responsee. Community Language Learning andf. Suggestopedia.Kinds of Method1. Method of Approach :a. A theory of native language A description of the nature of language proficiency A description of the basic units of language structureb. A theory of the nature of language learning A description of the psycholinguistic and cognitive processes involved in language learning A description of the conditions that allow for successful use of these processes

2. Method of Design :a. The general and specific objectives of the method.b. A syllabus model Criteria for the selection and organization of linguistic and or subject-matter contentc. Types of learning and teaching activities Kinds of tasks and practice activities to be employed in the classroom and in materialsd. Learner roles Types of learning tasks set for learners Degree of control learners have over the content of learning Patterns of learner groupings that are recommended or implied Degree to which learners influence the learning of others The new of the learner as processor, performer, initiator, problem solves, etc.e. Teacher Roles Types of functions teachers fulfill Degree of teachers influence over learning Degree to which teacher determines the content of learning Types of interaction between teachers and learnersf. The role of instructional materials Primary function of materials The form materials to other input Assumptions made about teachers and other learners

3. Method of Procedure :a. Classrooms techniques, practices and behaviors observed when the method is used Resources in terms of time, space and equipment used by the teacher Interactional pattern observed in lessons Tactics and strategies used by teachers and learners when the method is being used.

B. TECHNIQUEAccording to oxford dictionary Technique is way of doing something, especially one that needs special skills. Techniques were the specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well.Before Anthony (1963) discussed and defined the term, the language teaching literature widely accepted technique as a super ordinate term to refer to various activities that either teachers or learners perform in the classroom. In other words, techniques include all tasks and activities.A technique is implementation, meaning that a technique is something that actually takes place in language teaching or learning in the classroom. All activities that take place in a language class are techniques. The following are some examples of techniques[footnoteRef:1]: [1: http://www.celt.iastate.edu/creativity/techniques.html, Last Update: June 7, 2011]

1. BrainstormingWhat: Brainstorming, a useful tool to develop creative solutions to a problem, is a lateral thinking process where the students are asked to develop ideas or thoughts that may seem crazy or shocking at the beginning. Participants can then change and improve them into original and useful ideas. Brainstorming can help define an issue, diagnose a problem, or possible solutions and resistance to proposed solutions.How: Define the problem clearly lay out any criteria to be met. Keep the session focused on the problem, but be sure that no one criticizes or evaluates ideas during the session, even if they are clearly impractical. Criticism dampens creativity in the initial stages of a brainstorming session. Ideas should be listed, rather than developed deeply on the spot; the idea is to generate possibilities. Accordingly, participants should be encouraged to pick up on ideas offered to create new ones. One person should be appointed as note-taker, and ideas should be studied and evaluated after the session.2. Concept MappingWhat: Concept maps represent knowledge graphic form. Networks consist of signs, that represent concepts, as well as links, which represent relationships between concepts.Benefits: Concept maps can aid in generating ideas, designing complex structures, or communicating complex ideas. Because they make explicit the integration of old and new knowledge concept maps can help instructors assess students' understanding.How: Create a focus question specifying the problem or issue the map should help resolve. List the key concepts (roughly 20-25) that apply to the area of knowledge. Put the most general, inclusive concepts at the top of the list, and most specific at the bottom.Build a categorized organization of the concepts, using postit can be on a wall or whiteboard, large sheets of paper, etc. Revision is a key element in concept mapping, so participants need to be able to move concepts and reconstruct the map. Seek cross links between concepts, adding linking words to the lines between concepts. Example:

Adapted from Novak, J. & Caas, A. (2006). The theory underlying concept maps and how to construct and use them.3. Role-playingWhat: In most role-playing exercises, each student takes the role of a person affected by an issue and studies an issue or events from the perspective of that person. How: Role plays should give the students an opportunity to practice what they have learned and should interest the students. Provide concrete information and clear role descriptions so that students can play their roles with confidence. Once the role play is finished, spend some time on debriefing.4. Story-boardingWhat: Story-boarding can be compared to spreading students' thoughts out on a wall as they work on a project or solve a problem. Story boards can help with planning, ideas, communications and organization. Benefits: This method allows students to see the interconnections, how one idea relates to another, and how pieces come together. Once the ideas flow, students become immersed in the problem and hitch-hike other ideas. How: Use a cork board or similar surface to pin up index cards, or use software such as Cork Board. Begin with a set of topic cards, and under each place header cards for general points, categories, etc. Under these, place sub-heading cards that will be contain ideas and details generated that support the headers. During a story board session, consider all ideas relevant, no matter how impractical they appear.5. Decision TreeWhat: A decision tree is a visual and analytical decision support tool, often taught to undergraduate students in schools of business, health economics, and public health.Benefits: They are simple to understand and interpret, have value even in the absence of hard data, and can be combined with other decision techniques. Example: A decision tree used in a finance class for deciding the better investment strategy.

6. FishboneWhat: The fishbone technique uses a visual organizer to identify the possible causes of a problem. Benefits: This technique discourages partial or premature solutions and demonstrates the relative importance of, and interactions between, different parts of a problem. How: On a broad sheet of paper, draw a long arrow horizontally across the middle of the page pointing to the right. Label the arrowhead with the title of the issue to be explained. This is the "backbone" of the "fish." Draw "spurs" from this "backbone" at about 45 degrees, one for every likely cause of the problem that the group can think of; and label each. Sub-spurs can represent subsidiary causes. The group considers each spur/sub-spur, taking the simplest first, partly for clarity but also because a simple explanation may make more complex ones unnecessary. Ideally, the fishbone is redrawn so that position along the backbone reflects the relative importance of the different parts of the problem, with the most important at the head. Example:

Adapted from Mycoted wiki.To be concluded, techniques are any of a wide variety of exercises, activities, or tasks used in the language classroom for realizing lesson objectives.The differences between method and technique are:METHOD ==> PLAN: A method is a plan for presenting the language material to be learned and should be based upon a selected approach.TECHNIQUE ==> TRICK: A technique is a very specific, concrete stratagem or trick designed to accomplish an immediate objective.STRATEGY a plan that is intended to achieve a particular purpose.

CHAPTER IICONCLUSION

Based on the above explanation, it can be concluded that:1. Method is described as on overall plan for systematic presentation of language based upon a selected approach. Kinds of method are; 1). Method of approach 2). Method of design 3). Method of procedure.2. Technique is trick. A technique is implementation, meaning that a technique is something that actually takes place in language teaching or learning in the classroom. All activities that take place in a language class are techniques.

REFERENCES

Brown, H Douglas, 2000. Teaching by Principles, San Francisco University: Longman Oxford Learner Dictionary: Oxford Press.http://www.celt.iastate.edu/creativity/techniques.html