What about TEFL without Method ?

In EFLT settings CLT is now criticized due to the difficulties in its implementation. This article presents the criticisms on CLT and suggests alternative ways for TEFL, especially in Indonesia.

this period as the post-method era.This article proposes alternative ways for TEFL in Indonesia in this post-method era.Before presenting the pro- posal, a description of the criticisms of CLT will be presented first.

CRITICISMS ON CLT
There are two kinds of criticisms, namely the criticisms relating to CLT itself and those relating to the implementation of CLT.
CLT is not a unified method.It has a number of different syllabuses.In relation to the CLT itself, we can see that the earlier forms of CLT syl- labuses, i.e. the notionaVfunctional and situational syllabus, were criticized as merely replacing one kind of list, such as a list of grammar items (in structural syllabus) with another, e.g.a list of notions and functions, and therefore lacking a communicative process (Richards and Rodgers,L986:74).They are referred to as Type A syllabus or a slmthetic syllabus.A synthetic syllabus is one in which elements of the tatget language are separated into pieces and taught step by step; and then, it is the learners' tasks to synthesize the pieces when they want to use them for communication (Long and  Crookes, 1992:28).
The content-based syllabus, which emphasizes the use of the target language the students are learning in all the subject-maffers in their school, is difficult to be implemented in EFL setting such as Indonesia.'fhe application of content-based syllabus will be considered to endanger the existence ofthe national language (Indonesian).
The emphasis on meaning-focused activities and the rejection of lbrm-focused activities in task-based syllabuses, as experimented in Ban- rlalore, India (Prabhu, 1987), seems to be workable only in ESL settings, rvlrere the target language is still found by the learners outside the class- Ioom.The existence of the target language in the leamers' environment Irclps enable the process of acquisition.
Concerning the implementation of CLT, Li (l99tt-6130-681) surnma- rizes the reports about the hindrances and the objcctions of teachers and students to use CLT in various EFL countries in Asia.Thcy are as follows.Teachers in China (Burnaby and Sun, 1989) had difficulties in using CLT among others because of their big class size, lack of sociolinguistic and strategic competence, and weakness in oral English.Teachers in Hong Kong (Chau and Chung, l9S7) did not use CLT frequently because they felt that CLT required too much time to prepare the lessons.In Japan (Sano, 1984), students felt that they did not need communicative compe- tence in English.In Vietnam (Ellis, 1994), the constraints to use CLT were big class size, grammar-based examination, and lack of exposures to authentic language.In Pakistan (Shamin, 1996), leamers' resistence was found as a barrier for the attempt to use cLT.In the Philippines (Gonza- les, 1985), people in rural areas did not feel the need to have English in- struction since they seldom used it.Thompson (1996) adds that CLT ex- pects too much of the teacher.In CLT classroom, the teacher should be ready with unpredictable student responses, should interact with the stu- dents in as natural way as possible, should have wide knowledge of class- room management skills, and should have high mastery of the target lan- guage as they are required to use it in their teaching and learning activi- ties.It is due to the demand that teachers should be ready with unpredict- able student responses that teachers in South Korea (Li, 1998), for exam- ple, reject the use of CLT.In Korea, when a teacher cannot answer stu- dents' questions right away, he/she cannot be a teacher.
Studies of CLT outside Asia show sirnilar findings.Research with EFL teachers in Greek secondary schools (Karavas-Doukas, 1996:192- 193) shows that the teachers had positive attitudes towards CLT, but their classroom practices seemed to favour a combination of traditional and communicative approach, with greater frequency of the use of the tradi- tional approach.Efforts to use CLT in KwaZulu, South Africa, according to Chick (1996( , in Li, 1998:681):681), met with pervasive reluctance on the part ofteachers and students.
A similar condition occurs in lndonesia.At the beginning of the in- troduction of CLT in Indonesia, Nababan (1985:16l) stated that many EFL teachers in Indonesia might feel disoriented, in that they might per- ceive that they did not function as teachers, if their culture of teacher- Fachntrrazy, Ilhat about TEFL without Method?fnvote) 245 fronted classes was to be changed.The change of teacher roles to become the facilitator, resourse person, guide, and classroom manager in cLT, re- sulted in less acceptance of CLT.Ten years later, Sadtono (1995:16) ex- pressed his doubts of the EFL teachers'competence to use CLT- Sadtono's statement may relate to Thompson's (1996:14) argument that: 'It is cer- iui'ty aim"uli ... to ignore the charge that CLT is an approach developed UV anO for native [English] speaker teachers'' It may also be diffrcult to implement CLT in EFL ."ttittgtwhen teachers may not believe-their stu- dents to be capable of succeeding in this approach.In addition, Thombury (1998) concludes that there are three reasons for the resistence to use bLT, namely, (a) the constrainst due io the fact that structural syllabus is still widely'ur"i, (b) the novice teachers' attitude to avoid high-risk teaching sirategies due to the high demand on the teachers, and (c) the learners who aie knowledge-oriented and demand immediate learning re- sults.
In the beginning of the emergence of CLT some of the difficulties in the implem.ntrtionif Clf were considered as due to teachers' misper- ceptions or their unreadiness to use cLT.However, the problems such as big class size, lack of teacher's competence, or traditional teaching culture, seem to remain unsolved and then be considered as the weaknesses of CLT.

A PROPOSED ALTERNATIVE FOR TEFL IN INDONESIA
As stated earlier in this article, in this globalization era, English will still play an important role as an international language.The Indonesian government also considers that English is important in Indonesia' This is evidenced in the laulch of a program to teach English at the elementary school in addition to the compulsory English teaching at secondary school lcvel.
Seeing the weaknesses of CLT as described above, it is important to lind an altemative way for the TEFL in Indonesia.The following pro- ltosed alternative is addressed to the practicing teachers and the educa- tional institution which produces English teachers' The practicing teaihers and the prospective teachers should know not only the communicative approach but also various current approaches to rcaching, teaching techniques, research findings, and teaching media' which can be used for TEFL in Indonesia.ln addition to the mastery of language skills and components, teachers should also familiarize them- selJes -*lttt t oo*ledge of language learners, and classroom action re- search.The purpose of having all this knowledge is so that they have a wide range of alternatives to be selected.They may select any one or combination of them which is considered to be most appropriate for them (teachers), for their students, and for their existing school condition.By ihir, t"u"ii"rs will be empowered.They will be responsible with their own decision.Different teachers may develop different sets of techniques and procedures which are used equally successfully.They may also want to share their success by writing their unique or specific teaching tech- niques/procedures in a journal or presenting them in a seminar.Hence, we develop teacher autonomy which, according to Kumaravadivelu (1994:i0),'recognizes the teachers'potential to know not only how to teach but also know how to act autonomously within the academic and adrninistrative constraints imposed by institutions, curricula, and text- books.' This proposed way out is not an eclectic method, in which teachers often unsystematically put together various techniques and label them eclectic.Rather, it is, as Kumaravadivelu (1994:30) calls it, a 'principled pragmatism', which relates theory and practice, idea and implementation' *d.fo"rr"s on how classroom leaming can be shaped and managed by teachers as a result of informed teaching and critical appraisal' (Kumara- vadivelu, 1994:31).
The proposed knowledge and skills to be possessed by teachers and prospective teachers are discussed below.
Current Teaching-Learning Approaches Teachers need to be equipped rvith knowledge of various current ap- proaches to teaching and learning, such as, constructivist, contextual, or quantum teaching and learning.Constructivist approach is based on the view that learning process is not an accumulation of facts or development of skills, but a process in which leamers actively construct their under- standing of the world based on their experience.Constructivist approach is different from objectivist approach in that the latter emphasizes knowl- edge as object, *h"r"u.the former emphasizes the process of thinking to get meaning.This approach is widely used for science teaching, but can itso be appl-icable to-inpL.An attempt to apply constructivist approach in the teaching of reading has been made by Flood and Lapp (1989) with the idea of learnr., u, *"Ling makers and the emphasis on instructional scaf- folding in the teaching and learning process' Contextual appr6ach has some bases from corrstructivist approach.This approach emphasizes teachers' efforts to relate learning contents to the leamers' environment, and learners' knowledge to its application in real life.As shared with constructivist approach, this approach also sug- gests the use of problem solving activity.This approach is being tried out Ior TEFL in five provinces in Kalimantan and Sulawesi' euantum teiching-learning approach is also derived from construc- tivist approach.Quantum approach focuses on efforts to create conducive, cheerful, and dynamic teaching-learning process.This approach attempts to maximize the leamers' leaming potentials.one of its principles is to lead us (teachers) to enter the learners' world and bring the learners to our rvorld.This approach has similarities with Suggestopedia in TEFL, and is now becoming widely known in Indonesia' Methods of TEFL Teachers are not necessarily introduced to only CLT' They have also to know other methods, such as granmar-translation method, direct method, audiolingual method, counseling-learning metho-{' natural method, total physical response, suggestopedia' or silent way' Knowledge of these methods will benefit teachers in having a wide range of choices in their teaching.Teachers should not stick to any one method T.v are free to choose an-y method or any part of a method.Therefore, they need to have abilities to apply them when needed.However, teachers should also know the strengthi and weaknesses of each method, so that when they use them, they kno-w their positive and negative consequences.Teachers may ,,se the oid method, .uihur grammar-translation method, rvhen they con- sider that it is the best method for certain purpose of their teaching.

Teaching Techniques
These include any techniques derived from any method, for example translation, pattern drill, task-based activity, lecturing or explanation, pairlgroup work, question-answer, jigsaw, problem-solving, discovery leaming, puzzlelgame, pcem/song, oral/rvritten exercise, role play, dramatization, etc. Teachers may have their own belief in the use of certain techniques for the success of their students, or teachers may be more comfortable in using certain techniques rather than the others.However, teachers need to be trained to use as many techniques as possible so that when they use one technique instead of another, it is not because they know only that teachnique, but because it is really useful for them and their students.

Instructional Media
Media are aids in teaching-leaming activities.The use of media is important for motivating students, for attracting their attention, or for clarifying certain concepts of the teaching materials.Teachers should be encouraged to use any media they consider helpful in their teaching.It should not be difTerent whether the media are the traditional ones (e.g.pictures, drarving, charts, flash-cards, realia, real objects), or electronic rnedia (e.g.cassette-tape, OHP, computer, internet, electronic dictionary).Any media will be useful when they help to attain certain teaching pur- poses.Teachers should not hesitate to use them.In addition, teachers are also advised to be able to create simple media, such as clipping or drawing simple pictures or stick figures.

Knowledge of Learners
As a consequence of the shift to student-centered instruction, learner characteristics, e.g.personality, attitude, interest, motivation, learning strategies, and learner age, should become the focus of attention.Teachers need to know all these characteristics and take them into consideration when they determine the technique(s) to be used for their teaching prac- tice.
Research shows that learners' personality and attitude lead to different learners' learning styles.Interest and motivation rvhcn trcatod properly Fa chntrrazy, I|/ha t ab oul'l' tj l " L w i t l t ou t lt l e l l uxl? ( l' r t vt t t c ) 2tlt ) can enhance learning.Research into leaming strategies and learner agc produces findings on characteristics of good language learners and their iearning preference, which in turn can be used by teachers to direct their teachin!-iearningactivities to meet the needs of the learners (Lightbown and Spada, 1993 :33-50).

Research Findings
Teachers need to have access to research findings in TEFL area.
They should have time to go to the library, so that they can read books, joumals, or other library materials containing current information about rprr, this witl widen ieachers' knowledge, keep them up with the latest development in TEFL, and make them grow professionally'

Classroom Action Research
This kind of research is becoming more important in language edu- cation.The characteristics ofthis research are that: (a) it is conducted by the teachers, nOt outside researchers, Concerning their own classroom, (b) it is carried out collaboratively, and (c) it aims at improving teaching and lcaming (Nunan, L992:19).A simple procedure (i.e.planning, action, ob- sorvation, and reflection) and the use of teacher's own class makes it easy to conduct.It can be done in several cycles with different focus for each cycle and continued as routine activities.This research gives immediate ,,ivantages to the teacher's own classes.[t also leads to grow teacher's self confidence in his/her teaching practices.l,'inal Rcmarks Several factors (i.e.teaching-leaming approaches, methods and technitltrcs for TEFL, instructional media, knowledge of learners, research lirr<Iings, and classroom action research) have been proposed to prepare Ir.echcrs to become autonomous in their teaching profession.These factors rrr:ry bo added with some other factors when they are considered impor- t:r,ri.llowever.the above-mentioned factors are felt to be sufficient as rrrrnirnal rcquircments for a TEFL teacher.lrr prcparing English teachers, the department of English education at universities may need to review its teaching coursesJl"t?:ltherole of teachers in the post method era.The department of.English education should prepare teachers to become 'cooks' provided with_various ingredi- "no uni recipes, and let them cteate their own menus' In this way it is hoped that teachers are empowered, more creative, have self confidence' and grow professionallY.