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Discovery Learning Approach

 Discovery Learning Approach Discovery Learning, introduced by Jerome Bruner, is an approach rooted in constructivist learning theory that emphasizes active engagement and hands-on experiences. According to Bruner, learners construct understanding through a coding system, encouraging students to explore and discover concepts independently. This method promotes critical thinking and diverges from traditional, teacher-centered instruction. The effectiveness of the discovery approach has sparked extensive research and debate. Scholars like Rachel Adelson and Alfieri et al. have explored its impact on learning outcomes, questioning whether it genuinely enhances understanding. In contrast, researchers such as Kirschner, Sweller, and Clark advocate for more structured teaching methods, challenging the idea of minimal guidance during instruction. Proponents like John S. Bruner and Mandrin and Preckel argue that the discovery approach fosters a deeper understanding of concepts and promotes cri
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Total Physical Response

 Total Physical Response Total Physical Response (TPR), developed and pioneered by James J. Asher, is regarded as a revolutionary approach to second language acquisition. TPR, which dates back to the 1960s, emphasizes the importance of physical actions in the process of acquiring language and uses kinesthetic sensory input to support learning. The underlying principle is that teachers give directions, and pupils respond physically in kind. This process mimics how children naturally acquire language. Known for its flexibility, TPR works for a variety of learner types, including those who are blind or visually challenged. Because of its adaptability, TPR has been acknowledged as an innovative method of instruction that promotes a communicative environment for language acquisition and involves students in active activities. Famous writers such as Larsen-Freeman and Richards and Rodgers place Total Physical Response (TPR) in relation to other language teaching philosophies, emphasizing its
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Audio-Lingual Method

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  Audio-Lingual Method Source :  Cudoo | Languages, Lifestyle, & Skills Courses The Audio-Lingual Method (ALM) originated in the 1940s and 1950s as a response to the need for rapid foreign language acquisition during and after World War II. ALM was influenced by behaviorist psychology and structural linguistics, particularly B.F. Skinner's work, ALM focused on habit formation through repetitive practice and conditioning. It emerged as an alternative to the Grammar-Translation Method, emphasizing oral proficiency, practical usage, and pronunciation. Despite its adoption by the United States Army, ALM faced criticism, notably from Noam Chomsky, and its popularity declined as educators sought more communicative and holistic approaches. ALM's central principles involve behaviorist foundations, prioritizing oral skills, and repetitive drills. Its objectives include achieving conversational proficiency, mastering pronunciation and grammar, and integrating cultural nuances. Re
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Grammar Translation Method (GTM)

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  Grammar Translation Method (GTM) Image Source : fluentu.com      Grammar Translation Method (GTM) has a general instructional objective, namely to develop students' in-depth understanding of grammar and so that students master the grammar structure rules, especially in the target language. According to Fadhly (2023), the objective goal of this method is so that students are able to understand grammar in depth, and students also have the ability to translate texts from the first language into the target language properly and correctly.      GTM also has several specific instructional objectives, according to Fadhly (2023), the first objective is so that students are able to understand grammatical structures. With this method, students are not only able to understand but are also able to identify various grammatical structures or grammar rules in the target language. For example, students are able to understand and identify the use of tenses, agreements, prepositions, etc.     
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Direct Method

Direct Method is a method that aims to ensure that learners can speak the target language fluently. Learners can practice their language using the Direct Method because here lerners are emphasized on speaking the target language and avoiding using the first language. According to (Fadhly, 2023), the Direct method has a general instructional objective, namely to develop learners' speaking and listening skills in the target language. This goal is to bridge the learners so that the learners are able to use the target language fluently and are able to understand oral speech effectively. Apart from that, there are several specific instructional objectives in the Direct Method, especially in developing learners' language skills so that learners can master and use the target language well. According to (Fadhly, 2023), there are several specific instructional objectives in the Direct Method, the first objective is to achieve speaking skills, by using the Direct Method it is hoped tha
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