Language Teaching Method

LANGUAGE TEACHING METHOD

LanguageTeaching
Methodology

Theories of Language Observed
and Learning TeachingPractices

Instructional
Design Features

Objectives
Syllabus
Activities

Roles of Teachers
Roles of Learners

Materials

WHAT IS EFL?
EFL: English as studied by people who live in places where English is not the first language
of the people who live in the country. For examples such as In Italy, Saudi Arabia, Korea.
ESL: English as studied by people who speak other languages as their first language but live
in places where English is the first language. For examples, such as Australia, USA, England

EFL VS ESL
EFL: The primary goal for children studying in the educational system is to pass English
entrance exams to enter good high schools and universities not necessarily at preparing them
to communicate in English.
ESL: The goal is for child to use English as does as a native speaker so he or she can
assimilate into the main-stream English speaking population.

EFL THEORIES
1. BEHAVIORISM THEORY (BF.SKINNER)
Behavioral psychology, also known as behaviorism, is a theory of learning based
upon the idea that all behaviors are acquired through conditioning. Conditioning
occurs through interaction with the environment. According to behaviorism, behavior
can be studied in a systematic and observable manner with no consideration of
internal mental states.
THERE ARE TWO MAJOR TYPES OF CONDITIONING:
 Classical conditioning
Is a technique used in behavioral training in which a naturally occurring
stimulus is paired with a response
 Operant conditioning
Is a method of learning that occurs through rewards and punishments for
behavior.
2. CONSTRUCTIVISM THEORY
Is a theory of knowledge that argues humans generate knowledge and meaning from
an interaction between their experiences and their ideas

JEAN PIAGET’S THEORY
It is primarily known as a developmental stage theory, but in fact, it deals with the nature of
knowledge itself and how humans come gradually to acquire it, construct it, and use it.

LEV VYGOTSKY
According to Vygotsky’s theory, children can do more with the help and guidance of an adult
or other person more experienced person than they can do by themselves.

VYGOTSKY'S PRINCIPLES OF LEARNING
 What the learner can do independently Actual development
 What the learner can do in the future with the help of others Potential development

VYGOTSKY'S THEORY (INTERACTION HYPOTHESIS)
o Learning happens through interaction.
o Interaction and negotiation of meaning were seen as central to learning through tasks
that require attention to meaning, transfer of information that require pushed output.
o Learning is a social process as well as a cognitive one.

ZONE OF PROXIMAL DEVELOPMENT

 Focuses on the gap between what the learner can currently do and the next stage of
learning - the level of potential development – and how learning occurs through

negotiation between the learner and a more advanced language user during which a

process known as scaffolding talk occurs.
 To take part in the processes, the learner must develop interactional competence, the

ability to manage exchanges despite limited language development.

WHAT ARE THE GOALS OF TEACHING ENGLISH?

THEN NOW

English as cultural enrichment English as a practical tool
English is the language of English speaking English a world commodity
countries
Teachers seen as cultural informants English Learning not necessarily linked to
US or British cultural value
Literature an important dimension of lg. Engl. Teaching linked to national value
learning
NS accent the target Mother-tongue influenced accent
acceptable as well as NS accent
NS-like fluency the target Comprehensibility the target

THE ROLE OF THE LEARNER NOW
THEN Learner-centered teaching
Diversity a strength
Teacher-centered teaching Learning controlled by the learner
Uniform views of learners
Learning controlled by the teacher and the Emphasis of individual difference
method Training of learner strategie
Humanistic methods appear New versions of humanistic approaches
Role motivation examined
Individual differences emphasized

WHAT IS THE BEST WAY TO TEACH A LANGUAGE?

THEN NOW

Method seen as the key to successful LT Post-methods era
Top-down approaches to teaching Communicative approaches
Prescriptivism in teaching Bottom up approaches to teaching
Schools and institutions installing language Exploratory and reflective approaches to
labs teaching
Teaching and learning took place in the Lab converted to multimedia center
classroom (video, computers, the Internet etc.) an
integral part of the curriculum
The teacher was the primary source of input Not necessarily face to face
Teaching largely book and paper-based

TEACHER-CENTERED LEARNING

GRAMMAR TRANSLATION METHOD
Grammar translation method is a teaching method commonly used to teach grammar with the
main characteristics focusing on translation and memorize forms of verbs, when teaching,
teachers usually explain the material using the local language. The main skills that are the
focus of this method are reading and writing.

TOTAL PHYSICAL RESPONSE
According to Richards J in his book Approaches and Methods in Language Teaching, TPR is
defined:
"A language teaching method built around the coordination of speech and action; it attempts
to teach language through physical activity ".
So the TPR (Total Physical Response) method is a method of language learning that is
arranged in the coordination of commands, speech and motion; and trying to teach language
through physical activity.

SUGGESTOPEDIA
Suggestopedia comes from the word suggestology, which is the science of nonrational and /
or nonconscious influences on humans (Ricards, 1999: 142). Lozanov believes that the
human brain is capable of processing large amounts of material if given the right conditions
for learning, including relaxation and giving control and authority to the teacher. The
hallmark of this method is that it creates an "suggestive" atmosphere. An example of this
application creates an atmosphere that is with a gentle light, faint music, cheerful room
decorations, pleasant seating and dramatic techniques used by teachers in the presentation of
learning materials.

COMMUNICATIVE LANGUAGE TEACHING
Communicative language teaching is a language teaching approach based on the
linguistic theory of communicative competence.

COOPERATIVE AND COLLABORATIVE LEARNING
Cooperative and Collaborative Learning is a teaching and learning strategy where
students are grouped together to scrutinize a particular assignment or topic to maximize their
own and each other learning.

DIRECT METHOD
Direct method aims the students learn how to communicate using target language. Therefore
students should learn to think in target language.
Steps of Teaching Using Direct Method:

 The teacher enters the class then greets students.
 The teacher tells what material they will learn.
 Then the teacher asks students to see a picture.
 Then the teacher explains about the picture, for example a picture about the map the

teacher explains the map.
 Then the teacher asks students to practice, just as students are asked to repeat after

what the teacher said.

 After students repeat the words said by the teacher, the teacher gives praise.
 Students ask questions about what they do not understand. (If students ask in their

mother tongue, the teacher reprimands and students ask again using the target
language).
 Then the teacher answers the student's question.
 If there are no more questions, the teacher asks students to make a reflection and end
the class.

AUDIO LINGUAL METHOD
Audio Lingual Method is an oral-based approach to drills students in the use of grammatical
sentence patterns.
In ALM: No native language in classroom. Actions, pictures or realia are used to give
meaning otherwise. Emphasizes spoken language. The use of language is a 'habit that needs a
lot of practice.
The Goal of Teacher:

 Able to use the target language communicatively
 Learn to use language automatically without stopping to think using this method
 Students are supposed to form new habits in target language.
The Role of Teacher
Teacher in ALM method as "ORCHESTRA LEADER" which aims to directing and
controlling the language behavior of students.
The Tole of Students
Students in ALM method as “ IMITATORS” to following the teacher's direction and
respond acurately and as rapidly as possible.
Characteristies of Learning Process
o Dialog
o Learing through imitation
o Learning through repotition
o Reading and written work based on the oral-work

INTERACTIVE LEARNING
Interactive Learning is a pedagogical approach that incorporates social networking and

urban computing into course design and delivery. Interactive Learning has evolved out of the

hyper-growth in the use of digital technology and virtual communication, particularly by

students.

TASK-BASED INSTRUCTION
While there is a good deal of variation among experts on how to describe or define

tasks, Peter Skehan's (1998a: 95) concept of task seems to capture the essentials.

2013 CURRICULUM

CONCEPT OF APPROACH SCIENTIFIC
 Learning material based on facts or phenomena that can be explained with certain
logic or reasoning; not limited to guesswork, fantasy, legend, or fairy tale.
 Teacher explanations, student responses, and teacher-student educational interactions
are free from instant bias, subjective thinking, or reasoning that deviates from the
logical thinking flow.
 Encourage and inspire students to think critically, analytically, and precisely in
identifying, understanding, solving problems, and applying learning material.

LEARNING STEPS
The learning process touches three domains, namely attitudes, knowledge, and skills.
Learning outcomes create students who are productive, creative, innovative, and affective
through strengthening integrated attitudes, skills and knowledge.

LEARNING STEPS
Scientific approach to learning:
Observing,Questioning,Associating,Experimenting

There are three major/suitable methods, seen from the principle of Scientific approach. Here
are the materials:
1.DISCOVERY LEARNING
Discovery Learning has the same principles as inquiry and Problem Solving. Discovery
Learning places more emphasis on finding concepts or principles that were not previously
known. The difference with discovery is that the discovery of problems faced by students is
a kind of problem that is engineered by the teacher. In applying the Discovery Learning
method the teacher acts as a guide by providing opportunities for students to learn actively, as
the teacher's opinion must be able to guide and direct student learning activities in accordance
with the objectives.
ADVANTAGES

 This method allows students to develop quickly and at their own pace.
 Causing students to direct their own learning activities by involving their own

intellect and motivation.
 Helping students get rid of skepticism because it leads to the final and certain or

certain truth.
 Assist and develop memories and transfer to new learning situations;
 Providing decisions that are intrinsic; The situation of the learning process becomes

more aroused;
 The learning process includes fellow aspects of students towards the formation of a

whole person;
DISADVANTAGES

 Discovery teaching is more suitable for developing understanding, while developing
aspects of concepts, skills and emotions as a whole do not get much attention.

 In some scientific disciplines, for example IPA lacks facilities to measure ideas
expressed by students

 Does not provide opportunities for thinking that will be found by students because
they have been chosen in advance by the teacher.

STEPS
Preparation Steps:

 Determine learning objectives

 Identifying student characteristics (initial ability, interests, learning styles, etc.)
 Choose subject matter.
 Determine the topics students must learn in a manner inductive (from generalization

examples)
 Develop learning materials in the form of examples, illustrations, assignments and so

on for students to learn
 Arrange lesson topics from simple to complex, from the concrete to the abstract, or

from the enactive stage, iconic to the symbolic
 Assessing students' learning processes and outcomes
Implementation:
 Stimulation
 Problem statement
 Data collection
 Data Processing
 Verification
 Generalization

SCORING SYSTEM
Using test or non test. The assessment used can be in the form of cognitive assessment,
process, attitude, or assessment of student work. If the form of assessment is in the form of
cognitive assessment, in discovery learning models can use written tests. If the form of
assessment uses the assessment process, attitude, or assessment of student work, then the
implementation of the assessment can be done by observation.

PROBLEM BASED LEARNING
Problem-based learning is a learning approach that presents contextual problems that
stimulate students to learn. In classes that apply problem-based learning, students work in
teams to solve real world problems
ADVANTAGES

 With PBL meaningful learning will occur.
 In PBL situations, students integrate knowledge and skills simultaneously and apply

them in relevant contexts.
 PBL can improve critical thinking skills, foster student initiative in work, internal

motivation to learn, and can develop interpersonal relationships in group work.
STEPS:

1. Basic Concept
2. Defining the Problem
3. Self Learning
4. Exchange knowledge
5. Assessment
EXAMPLES OF DEPLOYMENTS
Phase 1 (Orientation of students to the problem)
 Explain the purpose of learning, explain the logistics needed
 Motivate students to be actively involved in solving selected problems
Phase 2 (Organize students)
 Helping students define and organize learning tasks related to the problem
Phase 3 (Guide individual and group investigations)
 Encourage students to gather appropriate information, carry out experiments to get

explanations and problem solving
Phase 4 ( Develop and present the work)

 Help students plan and prepare appropriate work such as reports, models and share
assignments with friends

Phase 5 ( Analyze and evaluate the problem solving process)
 Evaluate the results of learning about the material that has been learned / ask the
group to present their work

SCORING SYSTEM
o Assessment is done by combining three aspects of knowledge (knowledge), skills
(skills), and attitudes (attitude).
o Learning assessment with PBL is done with authentic assessment. Assessment in the
PBL approach is carried out by self-assessment and peer-assessment.

PROJECT BASED LEARNING
Project Based Learning (Project Based Learning = PjBL) is a method of learning that uses
projects / activities as a medium. Learners explore, evaluate, interpret, synthesize, and
information to produce various forms of learning outcomes.

ADVANTAGES
o Improve problem solving skills.
o Make students become more active and successful solve complex problems.
o Increase collaboration.
o Encourage students to develop and practice communication skills.
o Improve students' skills in managing resources.

DISADVANTAGES
o Requires a lot of time to solve the problem.
o Requires considerable costs
o Many instructors feel comfortable with traditional classes, where the instructor holds
the main role in the class.
o The amount of equipment that must be provided.
o Students who have weaknesses in the experiment and information gathering will
experience difficulties.

STEPS:
1. DETERMINING FUNDAMENTAL QUESTIONS
2. PROJECT PLANNING
3. SETTING UP A SCHEDULE
4. EXPERIENCE EVALUATION
5. TESTING THE RESULTS
6. MONITORING

SCORING SYSTEM
In project appraisal there are at least 3 things to consider, namely:
▪ Management capabilities
The ability of students to choose topics, find information and
manage the time of data collection and report writing.
▪ Relevance
Conformity with subjects, taking into account the stages
knowledge, understanding and skills in learning.
▪ Authenticity
Projects undertaken by students must be the result of their work, taking into account teacher
contributions in the form of instructions and support for student projects.

STUDENTS-CENTERED LEARNING STAGES

NO TECHNIQUE •) Use Single Words or Uncomplicated
1. MIND MAPS Phrases – Keep things simple. In Mind Maps,
single strong words and short, meaningful
(A mind map is a visual way to organize phrases can convey the same meaning more
and learn information. potently. Excess words just clutter a Mind
Mind maps can help you to break down Map.
complex information, memorize •) Print Words – They will be easier to read
information, and see the connections than joined-up or indistinct writing.
between different ideas.) •) Use Color to Separate Different Ideas –
Color can help to show the organization of
Presented by Kumala the subject. It can also make your Mind Map
a more appealing document, and help you to
visualize the different sections of your Mind
Map for future recall.
•) Use Symbols and Images – Pictures can
help you to remember information more
effectively than words, so use symbols or
pictures that mean something to you, use it.
•) Using Cross-Linkages – Information in
one part of a Mind Map may relate to
another part, so draw lines to show these
cross-linkages. This will help you to see how
one part of the subject affects another.

(Mind Maps are useful for:
•Brainstorming – individually, and as a
group.
•Summarizing information.
•Taking notes.
•Consolidating information from different
sources.
•Thinking through complex problems.
•Presenting information clearly.
•Studying and memorizing information.)

NO TECHNIQUE STAGES

2. ACTION LEARNING Stages action learning:
1.Explanation of tasks
(Action lerning means that educational
process where the participants study their 2.Make a group
own actions and experiences to improve 3.Identify problem
performance. In this learning method, the 4.Setting goals
teacher gives students the opportunity to 5.Set the action
experience of the topic and content the 6.Do the action
material learned or discussed at classroom 7.Make a report
in real life situations. This method is a way 8.Presentation
to convey ideas through the process of
( So this method has a function, such as for
finding.) students:

•Training students to find analysis and

resolve problems
•Training leadership
Presented by Lilian Salsabila •Practicing the creativity of students

•Instill students courage
For teacher:
•Helping teachers activate students
•Inviting teachers to be more creative in

finding discussion topics
•Inviting teachers to use student oriented
learning models

•Teachers not only as informants of subject
matter, but teachers can also play a role as a
facilitator and counselor for students.)

Main Factor Action Learning:
Task: Task is not a task that can be
completed by standard procedures that
already exist but requires the creation and
application of new approaches.
Team: Action learning is carried out by a

team of 4 to 8 people. Team members
should describe the different tasks, culture,
personality, and way of thinking also
learning styles.
Thoughtful Action: Effective action learning
activities should be balanced between
teamwork and team learning. This process
requires adequate time and various tools.



NO TECHNIQUE STAGES

3. LEARNING JOURNALS •) Write down things that are interesting

(Learning journal is a document that is and want to be followed up more deeply

continually growing and developing, from a book or article that is read.

usually written by a learner to record any •) Record the questions that come to mind

progress in learning.) around the topic of the material being read

or studied.

•) Take notes about the main things that

have just been known from the material

Presented by Arina Riskonah that has been learned.

•) Record relevant material from other

sources that have been read, such as

articles in newspapers.

•) Take notes about anything that has been

found related to the material being studied

or read.

•) Noting about reflection on what has been

learned,to what extent has been able to

meet their learning needs.

•) Take notes about the way learning is

done relating to what is learned in different

ways.

Noting the thoughts that have not been fully

satisfied and want to be improved further.

(So learning journal is a kind of document
that explain or tell about our progress when
we learn something. In this method, we
don't write about the whole material that
we learn, but we write about our
knowledge, our understanding, and our
opinion about the material.
For example, the topic that we learn is about
Grammar. So, in our learning journal, we can
write some points like;
I already knew....
(it tells about general knowledge that we
have previously known about Grammar)
I learned....
(it tells about what knowledge that we get
after we learn about Grammar)
I still want to know....
(it tells about what knowledge that we want
to learn more about Grammar)

NO TECHNIQUE STAGES

4. EVERYONE IS A TEACHER HERE •) The teacher give reading material and ask
students to read the material.
(“Everyone Is A Teacher Here” learning
method is one of the methods in the active •) Then the teacher distribute a piece of
paper to all students.
learning model. •) The teacher ask students to make
"Everyone is a teacher here” learning
method is a learning method used by questions from the material and write it
down on paper.
educators with the intention of asking •) After that the teacher ask students to
students to all play a role as resource
persons to all their friends in the learning collect written questions.
class".) •) Next the teacher shake the question
sheet, then share it with all students.
•) Then the teacher ask students to read

silently while thinking about the answers to
these questions.
•) Next the teacher call alternately each
Presented by Rina Riskiana student to read each question and answer.

•) Then the teacher ask other students to
give responses.

(So the objective of implementing this
method is to get students to learn actively
individually and to cultivate the nature of
asking questions, not being inferior and not
afraid of being wrong.
This method also make increase class
participation both overall and individuals,
activating students, and generating student
responses.)

NO TECHNIQUE STAGES

5. SEEING HOW IT IS •) The teacher determines a condition,
("Seeing How It Is” is a learning method
that gives each student the opportunity to event, character or that can be played.
act initiatively by seeing, feeling, and •) Then the teacher appoints a student to
responding to a condition that are play seriously with the style or attributes of
different from usually to making it as a the real character to express feelings, views,
learning material.) etc.
•) Then the teacher asks students to ask

questions or respond to the role that has

Presented by Fikrotul Amna Salsabila just been demonstrated by inviting other
students to understand, feel, and identify

problems and find solutions to problems.

(So the target of learning by this method is
to increase the ability to express feelings,
views and as a character in that story and
can conclude opinions of various learning
materials.)

NO TECHNIQUE STAGES

6. PEER LESSONS •) The teacher divides students into several

(Peer Lessons is a learning strategy that groups as much as the material segment to

invite students to participate actively in be delivered.

the learning process by providing •) Then each group member has the

opportunities for students to teach responsibility to explain the material to

subject matter to other students in the other groups according to the material sub

class.) topics they have obtained.

•) The teacher asks each group to prepare a

strategy to deliver the material to

classmates.

Presented by Hilda Andriyani •) The teacher can give some suggestions to

students such as using visual aids, preparing

the necessary instructional media or using

relevant examples, Involve fellow students

in the learning process through discussions,

games, quizzes, case studies, etc., as well as

providing opportunities for others to ask

questions.

•) Before doing a presentation, students

are given sufficient time to plan and prepare

presentations both in the classroom and

outside the classroom.

•) After that each group presents the

material according to the tasks that have

been given. After all groups have done their

work, the teacher give conclusions and

clarification if there is something that needs

to be straightened from the understanding

of students.

NO TECHNIQUE STAGES

7. STUDENT CREATED CASE STUDIES A teacher tells / writes a successful

(case study is a research method involving experience or an interesting problem that

an up-close, in-depth, and detailed arises during learning with a specific subject

examination of a particular case.) or topic. The experience narrated / written

down illustrates the teacher's thoughts

about why the problem or experience is

Presented by Ditafia Adinianda interesting.

•) It must be written as soon as possible so

it is not forgotten.

•) As input in writing, the narrative writer

can guide the comments of other teachers

(partner teachers) who participate in

observing the learning process.

Steps:
•) Case selection: selected by making objects
of people, the environment, programs,
processes, and communities or social units.
•) Data collection: techniques in data
collection, in case studies are observation,
interviews, and documentation analysis.
•) Data analysis: after the data is collected
researchers can begin to aggregate,
organize, and classify data into manageable
units. Aggregation is the process of
abstracting specific things into general
things in order to find general patterns of
data.
•) Refinement: even though all data has
been collected, in the case study approach it
is necessary to improve or reinforce new
data to the categories that have been found.
New data collection requires researchers to
return to the field.
•) Report writing: reports should be written
communicatively, easily, read and clearly,
describe a symptom or social unity.

(So case studies intended to discuss the
object being studied. However, unlike other
research, case study research explains and
understands the object of study specifically
as a 'case'. Related to this matter)

NO TECHNIQUE STAGES

8. IN THE NEWS •) The teacher ask students to bring articles,
(In The News Method is a learning method pictures, or headlines that correlate with
that makes students involved and fosters the material to be delivered.
•) Then teacher divide the class into sub-
their interest in the topics to be
discussed. This method will also enrich the groups.
material and information for students. For example: divide students into 4 groups
This method is also interpreted as learning where each group has been assigned to look
that invites students to learn actively and for pictures, articles, and headlines.
aims that students have a spirit of •) Next the teacher ask them to discuss the

independence in learning and foster material and choose a friend's
representative to explain going forward.
creativity) •) Draw Conclusion

When the representative has submitted the
teacher's task is to draw conclusions and
Presented by M.Syahrul Ardiansyah the results that have been displayed.

(So in this method is to train students to
critical thinking because by seeing other
students express information they can
indirectly train students to think critically
and criticize the information other students
get. And to Express opinion because
students are trained to dare to express what
they understand in their own language. Not
only that, this method also make students
more active, the formation of group
collaboration, and the existence of small
competition between groups. However, the
most important thing is that the material
can be conveyed properly and in accordance
with the learning objectives.)

NO TECHNIQUE STAGES

9. POSTER SESSION •) The teacher divide students into groups
(A poster session is a venue in which •) The the teacher create a discussion topic

researchers have the opportunity to •) The teacher ask each group to prepare a
share their work with a wide audience in visual image of their concept on a piece of
the form of a poster presentation. cardboard

On occasion, poster sessions are •) Next during the session, the teacher ask
displayed digitally on large monitors and students to put up a presentation of the
this allows for features such as embedded presentation
videos, narrations and external links.) •) The last is a drawing session with

discussion using several visuals.

Presented by Hesti Indrasari (In using this poster session it can make

people interested in your research. Receive
feedback to improve your work. Network -
find future collaborators, advisors, or job
opportunities.

Not only that but students can channel their
talents or skills in drawing and designing.
Students can develop thoughts or ideas

from agreed topics through group
discussions.
Every student can participate in learning.)

NO TECHNIQUE STAGES

10. IMAGINE •) The placement test determines separate
starting points in vocabulary instruction,
(Imagine is the ability to imagine or
create an image of an event based on literacy instruction, and oral language
development.
reality or experience. •) The Imagine Language & Literacy
Imagine Language & Literacy provides
opportunities to listen to and to read program itself regulates or sequences
content area selections, providing practice instruction based on students’ performance.
with academic language.) If, for example, a student has
mastered a set of vocabulary words three

Presented by Hana Khoirunisa lessons in a row, the program will
accelerate instruction, streamlining
activities. On the other hand, if a student is

not mastering a concept, the program will
reteach it.
•) The student can receive first-language
support that is strategically withdrawn as

they become more familiar with each
activity.
•) Students receive informative feedback

tailored to their responses.

( So imagine learning is the concept of
learning by using the strategy imagine
means that students will be trained to open
their minds and be guided by teachers, so
that they will create fantasies that they will
build for themselves to be poured or
written.
Imagine can help a student to find objects,
dig, and put ideas in his or her mind and
feelings and thus create a good, maximum
writing.
The characteristics of the method imagine
are more focused on student activities.)

NO TECHNIQUE STAGES

11. BILLBOARD RANKING •) The teacher divide the class into several
small groups of 4-6.
(The Billboard Ranking Method is the
right strategy used to stimulate reflection •) Then the teacher provide a list of values
that were considered important.
and discussion of values, ideas and •) Next the teacher handed out a piece of
choices in society. Method Billboard
Ranking learning is included in one part paper and asked students to write the
values.
of active learning strategies.) •) The the teacher asks students to create an

Presented by Nur Azizah order of values deemed essential to

nonessential.
•) created a kind of "billboard" where the
group showed the rankings of that value

list.
•) compare all of these value sequences in
front of the class.
•) commented by explaining each of the

18th questions

(The disadvantages of the billboard ranking
method:
• The forum is only controlled by
participants who like to talk / want
self-assertion.
• Lack of breadth in opinion because it is
limited by the cards given.
• There are passive participants.
The advantages of the billboard ranking
method:
• Familiarize students with deliberation to
solve problem.
• Stimulate students in expressing opinions.
• Develop the nature of respecting the
opinions of others.)

NO TECHNIQUE STAGES
12. WHAT? SO WHAT? NOW WHAT?
What?
Presented by Yafi Task: Describe in detail the experience
•Potential prompts:
•What happened?
•What did you observe?
•What was your role?
•What issue is being addressed or
population is being served?
What were your initial expectations?
•What was good/bad about the experience?
•What did you learn from the experience?
•What part of your experience was most
challenging?
•What part did you find surprising?

So What?
•Task: Describe why this experience was
significant
•Potential prompts:
•What conclusions can you draw from the
experience?
•How were you different when you finished
this experience?
•How were you different/similar to other
people involved? How did being different
help/hinder?
•What values, opinions, decisions have been
made or changed through this experience?
•What new skill did you learn?

Now What?
Task: Describe next steps
•Potential prompts:
•How will you apply what you learned from
your experience?
•What would you like to learn more about,
related to this project or issue?
•What follow-up is needed to address any
challenges or difficulties?
•What information can you share with your
peers or the community?
•Have your career options been expanded
by your service experience?
•How can you continue your involvement
with this group or social issue?