There is no best method

1.      The importance of teaching methods is role of educator and teacher in promoting the curiosity of knowledge and exploration of the child and exploited to increase the mental cognitive and imaginative;  and come this deal with him in concert and harmony naturally with the senses, and not in line with the methodology of indoctrination is confined within the data and knowledge formulated to restrict and limit his mind and energies of creativity.

There is no best method in language teaching, because language is complex and language teaching is correspondingly complex. It is difficult to make any statement which always true about language teaching. Different situation call for different materials, different methods, different activities, and different strategies. The main principle for teachers to remember, however, in deciding on the suitability of an approach or method is wheter it will be helpful to their particular students in that class. 

Teching Method

A teaching method comprises the principles and methods used for instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these. The choice of teaching method or methods to be used depends largely on the information or skill that is being taught, and it may also be influenced by the aptitude and enthusiasm of the students.

Teaching English as a foreign language (TEFL) refers to teaching English to students whose first language is not English. TEFL usually occurs in the student's own country, either within the state school system, or privately, e.g., in an after-hours language school or with a tutor. TEFL teachers may be native or non-native speakers of English.

Teaching English is a process to convey knowledge of English from teachers to students in some ways. First, teaching English as a first language. Second, teaching English as a foreign language. In indonesian, English is taught as a foreign language, because Indonesians do not speak English in their daily activities.

In an English course, there are four skills that must be taught by teachers, namely: reading, writing, speaking and listening. Reading activities needs accuracy to understand words in each paragraph so they know true information. Learners needs accuracy structure in arranges words in writing skills. listening needs accuracy in analyse what native speaker’s say. Speaking needs accuracy in pronounce English words and intonation. Reading is one of language skills. Teachers have to teach reading words, phrases, sentences, or texts in English. Reading skill is taught by teachers to make students have a lot of understanding of vocabulary.

National graduation exam criteria

1.        Students passed the US / M SMP / MTs, SMPLB, SMA / MA, SMALB, and SMK if students  have met the graduation criteria established by the education units based on the acquisition score of S / M.

2.       Score  of S / M as mentioned in number 1 is obtained from:

a.       Combination of score of US / M and the average score of report cards semester 1, 2, 3, 4, and 5 for SMP / MTs and SMPLB with weighting of 60% for the US / M and 40% for the average score of report cards.

b.      Combination of score of US / M and the average score of the semester report cards 3, 4, and 5 for SMA / MA, and SMALB with weighting of 60% for the US/ M and 40% for the average score of report cards.

c.       Combination of score of US / M and the average score of the semester report cards from 1 to 5 to SMK with a weighting of 60% for the US/ M and 40% for the average report card.

3.       Graduation of students from the UN is determined based on the NA.

4.      Vocational Skill Competency score are:

a.       Combination of score and Vocational Skills Practice Exam Test the Theory Vocational evaluations, 70% for the Practice Exam Skills Vocational and 30% for the Vocational Skills Test Theory;

b.      Competence Vocational Skills Graduation criteria are minimum 6.0;

5.       NA as referred to in point number 3 is obtained from the combined score of S / M of subjects with UN score, with weighting 40% for the value of S / M from National exam subjects and 60% for UN score.

6.      Rounding the score of the combined score of S / M and grades are expressed in the form of two decimal, if the third decimal ≥ 5 then rounded up.

7.       Rounding the final score is expressed in the form of a decimal, if the decimal both ≥ 5 then rounded up.

8.      Students passed the examination if the average score of all NA as referred to in item number 5 to achieve the lowest 5.5 (five point five) and the score of each subject at a low 4.0 (four point zero).

9.      Graduation of students of the educational unit established by the educational unit through teachers' council meeting graduation criteria.

VI. Completion of EDUCATION UNITS

Graduation of students of the educational unit is determined by the educational unit

based on the Master Board meetings by using the following criteria:

A. complete the entire program of learning;

2. obtain the minimum value either on the final assessment for all subjects

group of religious subjects and noble character, a group of subjects

nationality and personality, the subject of aesthetics, and

physical subject groups, exercise, and health;

3. pass the school / madrasah for a group of science subjects

and technology, and

4. pass the National Exam

L1 is needed when we teach L2

The students use the mother tongue in class because a principal cause of the L1 use is required by the activity, if students are linguistically incapable of activating vocabulary for a chosen task. Another reason is that translation is a natural thing to do in language learning, and code-switching between languages is regarded as naturally developmental. The amount of L1 use by particular students may well have to do with differing learner styles and abilities. The real usefulness of translation in English classes lies in exploiting it in order to compare grammar, vocabulary, word order and other language points in English and the student’s mother tongue. if students are aware of the differences, language interference (transfer) and intervention from their own language are likely to be reduced. The most effective teaching materials are those which are based on the systematic comparison between the language of the learner (L1) and the target language (L2 or the language to be acquired by the students). Foreign language learners tend to transfer the system of their native language (vocabulary, grammar, pronunciation, and accent) into the target language when they communicate both in spoken and written form. Consequently, foreign language teachers must be able to present their teaching materials in such a way that the learners can really understand and master the rules of the target language as to how to express their ideas and feelings (which are usually made in L1). Based on the comparison between L1 and L2, there will be similarities and differences. Similarities will bring easiness, whereas the differences will bring problems or difficulties. Problems or difficulties must be solved and solving problems needs time (teaching hours). There is another assumption that the degree of difficulty will vary among the learners of English in the world. Moreover, the learners of English in the world have different cultural backgrounds. As an illustration, the difficulty of Indonesian learners of English will be different from that of German, French, Dutch, or Italian learners of English. Conversely, Indonesian students will find it easier to study Malay language than the German, the Dutch, the French or the Italian do. Indonesian is close to Malay language because the two languages came from the same source.

The characteristic of quantitative and qualitative research

A. The characteristic of quantitative research: -Emphasizes quantification in the collection and analysis of data - Entails a deductive approach to the relationship between theory and research, in which the accent is placed on the testing of theories - Has incorporated the practices and norms of the natural scientific model (today, however, connected more to critical realism) - Embodies a view of social reality as an external, objective reality B. The characteristic of qualitative research: -Usually emphasizes words rather than quantification in the collection and analysis of data - Predominantly emphasizes an inductive approach to the relationship between theory and research, in which the emphasis is placed on the generation of theories - Has rejected the practices and norms of the natural scientific model in preference for an emphasis on the ways in which individuals interpret their social world - Embodies a view of social reality as a constantly shifting emergent property of individuals creation (processes)

Types of educational research

1. Historical research generates descriptions, and sometimes attempted explanations, of conditions, situations, a nd events that have occurred in the past. For example, a study that documents t he evolution of teacher tra in ing programs si nce the turn of the century, with the ai m of expla in ing the histor ical or igins of the content and processes of current prog rams. 2. Descriptive research provides information about conditions, situations, and events that occur in the present. For example, a survey of the physical condition of school buildings in order to establish a descriptive profile of the facilities that exist in a typical school. 3. Correlational research involves the search for relationships between variables through the use of various measures of statistical association. For example, an investigation of the relationship between teachers’ satisfaction with their job and various factors describing the provision and quality of teacher housing, salaries, leave entitlements, and the availability of classroom supplies. 4. Causal research aims to suggest causal linkages between variables by observing existing phenomena and then searching back through available data in order to try to identify plausible causal relationships. For example, a study of factors related to student ‘drop out’ from secondary school using data obtained from school records over the past decade. 5. Experimental research is used in settings where variables defining one or more ‘causes’ can be manipulated in a systematic fashion in order to discern ‘effects’ on other variables. For example, an investigation of the effectiveness of two new textbooks using random assignment of teachers and students to three groups – two groups for each of the new textbooks, and one group as a ‘control’ group to use the existing textbook. 6. Case study research generally refers to two distinct research approaches. The first consists of an in-depth study of a particular student, classroom, or school with the aim of producing a nuanced description of the pervading cultural setting that affects education, and an account of the interactions that take place between students and other relevant persons. For example, an in-depth exploration of the patterns of friendship between students in a single class. The second approach to Case Study Research involves the application of quantitative research methods to non-probability samples – which provide results that are not necessarily designed to be generalizable to wider populations. For example, a survey of the reading achievements of the students in one rural region of a particular country. 7. Ethnographic research usually consists of a description of events that occur within the life of a group – with particular reference to the interaction of individuals in the context of the sociocultural norms, rituals, and beliefs shared by the group. The researcher generally participates in some part of the normal life of the group and uses what he or she learns from this participation to understand the interactions between group members. For example, a detailed account of the daily tasks and interactions encountered by a school principal using observations gathered by a researcher who is placed in the position of ‘Principal’s Assistant’ in order to become fully involved in the daily life of the school. 8. Research and development research differs from the above types of research in that, rather than bringing new information to light, it focuses on the interaction between research and the production and evaluation of a new product. This type of research can be ‘formative’ (by collecting evaluative information about the product while it is being developed with the aim of using such information to modify and improve the development process). For example, an investigation of teachers’ reactions to the various drafts and redrafts of a new mathematics teaching kit, with the information gathered at each stage being used to improve each stage of the drafting process. Alternatively, it can be ‘summative’ (by evaluating the worth of the final product, especially in comparison to some other competing product). For example, a comparison of the mathematics achievement of students exposed to a new mathematics teaching kit in comparison with students exposed to the established mathematics curriculum.