English, just like other languages spoken in the world, is used orally more often than for written communication. This fact should affect the teaching method used by English teachers at schools, especially in countries where English is not the first language (English as the second language/ L2), such as in
As we know that children learn a language through some phases. They learn by listening and trying to speak (mumbling) first before they are able to speak, and learn to read and write. So, in the early years of learning L2 (English), like in Elementary schools, children should get enough chances to ”experience” the simple forms of it. Let them play with it, and give them more encouragement to explore it further. In the other words, teachers should deliver the Target Language (explain the lesson) in L2. By using this strategy, students will be able to use English in more meaningful communication or in any situation.
It will be much different if the English teaching and learning process only emphasizes more on students’ writing skill. Moreover if the teachers deliver the lesson in L1 (Bahasa Indonesia), students will find difficulties when they are asked to use English in the real communication. It will obviously give them hard time.
Every level should also get different method of assessment. For them in Elementary Schools, they shouldn’t get English test with papers full of question which they have to write down the answer like what they have got in Math or Science. The English “test” (maybe it’s better called as assessment) for children or young learners ought to be focused on oral/ speaking skill, especially the vocabularies and the exactness of the diction. Of course, this type of assessment doesn’t need any formal occasion like Mid-Term or Final Test when they have to spend long time in front of their note books to study before the test. It has to be simple, and is done daily right every time after the students get the TL. It must resemble the fun of the class activities so that students don’t realize that their progress is assessed.
In Junior High Schools, Grammar is introduced. However, Teaching and Learning Process is still in interactive way: Teacher → Students, Student → Student, and Students → Teacher. Written tests can be given to this level, but still, it must be in the right portion.
At the level of Senior High School, especially in Vocational Schools, advanced English like ESP, TOEFL, etc. can be given to those “speaking” students.
