Model
and Method of Language Learning
By
: Ridha Rinaldi
A.
Introduction
1.
Background
Learning
Indonesian aims to improve language skills and compose and to improve the
ability to think and reason as well as the ability to broaden their horizons.
In addition , it is also directed to sharpen students feelings. Students are
not only expected to be able to understand the information conveyed in a
straightforward or indirectly, but also delivered covertly or indirectly.
Students are not only good at reasoning, but have skills in social interaction
and can appreciate the differences in the relationship between individuals balk
as well as in social life, which is set in the various cultures and religions (MONE
: 2003: 4). So that students are able to communicate. Indonesian language
learning should be geared to equip students communication skills both orally and
in writing. Students need to be trained more use language to communicate, not
only about the knowledge required to master the language. Success in achieving
the goal of learning the language. determined by several factors. among them:
the teacher, students, media, models and methods.techniques, learning
atmosphere and learning technologies. Each of these elements are interrelated
and together will collaborate in the achievement of learning objectives. Yet one
of the elements that need attention is the ability of teachers to adopt the
model, method techniques and innovative strategies, so that learning is more
directed and in accordance with the purpose of language learning.Teachers must have the
courage to collaborate with a variety of methods. techniques, and innovative
instructional media-clicking "create"- in order to create an exciting
learning and matnpu membelajarkan students. In addition, teachers also have to
abandon the model of learning-oriented language usage. Because it takes students
sebenarnva is language use Contextual use of language, the language in the
environment students will be much more meaningful. While the decision on the
selection of models, methods. techniques, and teaching materials. which will be
used as long as it is fully the rights of teachers according to student
characteristics, teaching materials, media and objectives to be achieved,
according to SK and KD.
2.
Problem
Formulation
a.
How is the difference : the approach .
method . techniques and strategies in learning Indonesian
b.
What are the models that can be applied
in learning Indonesian
c.
How practical steps in the models and
methods in learning Indonesian
3.
Destination
a.
Explains the difference : approaches ,
methods , techniques , strategies in learning Indonesian
b.
Explaining models of learning that can
be applied dalarn Indonesian
c.
Explain the practical steps the
application of models and methods in learning Indonesian
B.
Assessment
Theory
The
Nature of Language Learning
Learning language is
learning to communicate. This thinking arises from the facts in language usage.
Language of every individual to perform activities of communicating between people.
This kind of thinking has emerged in the real-MONGIN Structural linguistics
Ferdinand de Saussure. Saussure says that language is a language of social
institutions is a social Fast ( Saussure, 1971: 15 ). Saussure 's thinking was
much influenced by the ideas sociologist Emile Durkheim (Samsuri. 1988:11).
Thus , attention to aspects kernanusiaan place in language teaching.The applied
linguist was thinking patterns berwawas development of language teaching
humanity that was born Definition Definition called humanistic ( Stevik , 1991
) . This spawned Definition Community Language Learning ( CLL ) developed by
Charles A. Curran , Total Physical Response ( TPR ), which was developed by
James Asher . The Natural Approach ( NA ) developed by Tracy Terrell , The
Silent Way developed by Caleb Gattegno . and Suggestopedia developed by Georgi
Lozanov vang . Definition berwawas the humanistic development aimed more at
teaching or teaching a second language and foreign language .
In the implementation of
the teaching situation Indonesian as a second language is not easy because of
various technical problems is often the main reason , for example , the number
of students in the classroom . medium of instruction , and Dava human resources
( teachers ) who are not professional . Besides various atasmeskipun Definition
at keterandalannya tested with various trials and research - teaching difficult
to apply in the Definition Indonesian because more students applied to the
first language backgrounds different ( not cognate ) in English lessons. The
above case is difficult to apply in teaching Indonesian , because of the
position of the first Indonesian language that dominated the child is still in
a clump . With a situation like this bilingualism . Definition humanistic above
all is still a constraint to be applied . Are more likely to be implemented in
Indonesia is a communicative Definition . Definition Chomsky is still making
use of the mind . terutarna concept of competence and its performance . For
Chomsky , competence is the speaker - hearers knowledge of his language and
performance is the actual use of language in concrete situation ( Chomsky.
1969:4 ).
According to Chomsky .
language learning is the process of establishing rules (role formation process )
, instead of the formation of habits ( habit formation process ) ( Sumardi ,
1992: 99 ) . Thus , Chomsky wants to tell the world of language teaching that
competence should be developed in learners so that they are able to
rnenggunakan language grammatically . Definition communicative actually closer
to functional grammar studies that have been carried out by linguists , for
example , the Prague school linguists , the Vilem Mathesius . Trubetzkoy ,
Andre Martinet , and Roman Jakobson ( Sampson. 1980:103-129 ) . Definition
communicative raised in respect of the slogan 's den - learning is learning to
communicate . With a slogan that teachers are expected to realize the nature of
language learning for the students , that is, they must be directed in learning
the language to communicate . Thus , the existence of language function rnulai
attention .
Finocchiaro and Brumfit
try to provide a contrast between the Definition Communicative Audiolingual
method , which is related to the concept of linguistic diaajarkan Finocchiaro
and Brumfit the targeted linguistic system it- ill he learned best through the
process of struggling to communicate . As for the emphasis of this
communicative Definition is communicative competence , linguistic variation .
and fluency and acceptable language ( Richards and Rodgers, 1993:67-68 ). In
the implementation of learning there is no term ' method is good or bad methods
' . That there is a suitable method ( right ) . It is necessary to put up an
interesting set of methods . attractive . normative tactical . reliably . and
practical . If we look at the national standards of education , the learning
process and implement an interactive . cooperative . inspiring , fun ,
challenging , motivating the students to participate actively . and provide
enough space for innovation, creativity , and kernandirian according to their
talents, interests , and physical and psychological development of students (
National Education Standards Chapter IV Article 19 ) .
Language
Learning Methodology
The methodology can be
briefly defined as " the science of the rnetode " . Assessment
methodology of language teaching bersurnber of : 1 ) the description of the
language generated by linguistic urnum , 2 ) learning theory studied by
psychology , 3 ) the theory of language learning disurnbangkan by
psycholinguistics : and 4 ) the theory of language use in society are taken
from sociolinguistics . Anthony ( 1963). Anthony ( 1963) which gave birth to
the term approach ( approach ) . method ( rnetode ) and technique ( technique )
: Approach is " a set of assumptions related to the nature of language ,
learning , and teaching . " Method is " a comprehensive plan language
regarding panyajian systematic approach based on certain . Technique is "
special activities are realized in the classroom that are consistent with the
method , and by him was also in line with the approach . While Richards . et al
. ( 1985:177 ) . Provide restrictions on language teaching methodology as the
study practices and procedures used in the teaching , and the principles and
underlying beliefs. The methodology includes : assessment of the nature of
language skills ( ie listening, speaking , reading and writing ) and teaching
procedures , Studies on preparation of lesson plans , teaching materials ,
textbooks for teaching language skills , evaluation and comparison of language
teaching methods ( eg Audiolingual method) . In line with this opinion is
Richards . et al . ( 1985:177 ) . Methods in language teaching according to
Richards . et al . ( 1985:176 ) is a way mengaiarkan vane language based on the
principles and procedures vane systematic teaching purposes , ( d ) the type of
syllabus is used ; ( e ) the role of teachers , students , and learning
materials . and ( f ) the techniques and procedures used . Richards &
Rodgers (1982 , 1986) , submit the results of their study that redefined the
concept of method . Anthony term , approach , method and technique become
labeled approach , design and procedure successively with umbrella term that
describes the method of three - step process . Meanwhile, According to Richards
& Rodgers ( 1982:154 ) . The method is " an umbrella term
specification and the relationship between theory and practice . "
Approach is the assumption , beliefs , and theories about the nature of
language and language learning . And , Procedures and practices a technique
derived from the approach and design .
C.
Discussion
Learning
Model
1. Reading
Learning Model
a. Models
Directed Reading Thinking Activity ( DRTA ) ( Reading Thinking Activity
Directed ) Step - step of
) Phase
Prabaca
) Survey
the text . looking for clues about the content ( titles , illustrations .
subtitles, illustrations )
) Make
a prediction
) Write
a prediction on the prediction sheet
·
The prediction contains a classification
, like- kolorn terbukti.tidak proven , true - false , not enough information ,
or other.
·
Determine the reading purpose ( whether
proven or not predictions )
·
Continued
) Phase
reading
) Read
the text ( diarn / loud )
) Providing
mark ( X ) on the sheet clarification on the prediction sheet and determine how
much of the suitability of the content of the readings predicted results
) Post
Mernbaca
) comparing
the contents of the predictions with the actual text content
) Analyze
the list of predictions and assess how much of the suitability of the content
of the reading result predictions .
b. Model
K - W – L
KWL
strategy is a learning strategy that emphasizes the importance of reading the
background knowledge of the reader . ( D. Ogle . , 1986, Via Tierney 1990: 283
) . KWL strategy consists of three steps , namely the step K - What I Know (
what I know ) . step W - What I Want to Learn ( what I want to learn ) , and
step L - What I Learned ( what has been learned saga ) . KWL is developed and
diujiterapkan framework to determine the ability of teachers to determine
students.
c. Model
PORPE
)
PORPE ( Predict. Organize , Rehearse ,
Practice . Evaluate ) is a learning strategy developed by Simpson (1986 ) is
designed to assist students in ( 1 ) actively plan . monitor , and evaluate
their learning of the content of the reading ; ( 2 ) study processes dalarn
convoluted essay exam preparation . and ( 3 ) using the writing process to
learn the content of reading .
) Stages
Strategy Porpe
a) Predict
( make predictions in the form of essay questions ) ,
b) Organize
( organizing concept dalarn form of mind mapping ) ,
c) Rehearse
( train again by mepresentasikan in front ) ,
d) Practice
( practice ; wrote back with its own language
e) Evaluate
( ie answering essay questions evaluation made by the teacher ) .
f) The
Ocean Model ( Concept trought Extending Language Activities )
The steps :
) Determine
tuluan communication ( students discussed to determine The objective of reading
. Expected Life Skills
) Love
to read
) Quickly
find the idea . concept , and the actual information
) Critical
reasoning - skilled questioning and questioning
) Skilled
analyze
) Skilled
summarizes
f) Able
to evaluate
) Growing
personality and a strong sense of confidence .
) The
tradition of reading
·
First , the good Reading
Reading is a skill that aims to
understand the language of ideas , ideas . and feelings in the text . Readers
who balk will notice when reading speed and comprehension
·
Second , Selecting reading material
Recognizing the importance of
reading , language is easy to understand , there is a message that is conveyed
, educate , entertain . and easily obtained
·
Third , provide Time
In order to be good reading skills
one way to do is mencediakan regular time to always reda
·
Fourth , Critical Reading
After making the understanding of
the content / information , the reader will experience the process of analysis
and evaluation of the text being read .
2. Listen
Learning Model
a. retelling
stony
) Teachers
prepare reading materials .
) One
of the students reading by reading aloud.
) Students
listen carefully .
) Students
are assigned to retell the content of reading with their own language .
b. whispered
Chain
) The
teacher whispers a message to a student .
) The
students whisper the message to the second student .
) Students
both whisper the message to the third student . And so on .
) Students
last mentioned it in a clear voice message in front of the class .
) The
teacher checks if the message is really sarnpai the last student or not .
c. Menvimak
Models Direct / DLA ( Direct Listening Activities )
Teachers suggested
learning objectives , read the header text gathering , ask and answer with
students on matters relating to the title of the gathering in an effort to
generate student element . The teacher mengernukakan major issues that need to
be understood in the listening students
d. Keyword
Identification
)
Each sentence . paragraph , or discourse
always has a number of words that can express the entire content of a sentence
, paragraph or discourse . The words that can represent the entire contents of
the so-called keyword ' key word ' .
)
content Menyirnak long sentences or
paragraphs and short discourses do not need to catch sernua words . Simply keep
in mind a few key words that are at the core pernbicaraan . Through assembling
keywords into phrases intact until the brief content material gathering .
)
Teacher : Listen carefully ! Search
keywords following sentences .
)
Man , both primitive and modern . always
tend to live in groups .
)
Students : Listening . Determining
keywords . Humans live in Group.
e. Expanding
Sentences
1 ) The teacher says a
sentence . Students say the phrase . Back utter teacher repeats this sentence .
Then teacher say another word or group of words . Students complete the
sentence before the group said last mentioned by the teacher . The result is an
extended sentence .
2 ) Continued
f. Menvelesaikan
story
)
Classes are divided into several groups
. Each group consists of 3-4 people . Mernanggil members of the first group of
teachers . eg group 1 . forward to the front of the class . Concerned told to
tell , sometimes kadanb free titles diitentukan by the teacher . After the
storytelling is concerned , for example, a quarter of new teachers is welcome
to sit.
)
The story was followed by a second
member . The third member was developed to continue the story . The last part
was completed by members of the fourth story . Classes may also not grouped .
All students must be invoked to slap bercerita.Sementara yet come forward to be
listening to this right - benarjalan cerita.Cara mernbuat class being seriously
listened to stories told.
)
Teacher : Now the mother has a story .
But no title yet ? Still sought / untitled . This story will be composed by
four students . Piece by piece will be displayed in front of the class .
Children should be prepared and menvinak tell the story . Let us begin , Udin
please forward the class !
)
Udin : value mathematics pelaharan my
eyes 8 . I learned almost every saat.Saya not want my grades dropped .
) The
teacher : Good . Udin . please sit down . The story will be continued by Anggi
.
) Teacher
: Anggi lanjtkan Udin story earlier .
) Anggi
: Yes regret the time of the test because it could not nggarap , better now
mimic Udin studious .
) Teacher
: Good . nice ! Anggi be seated . The story will be continued by Elma ( and so
on up to the teacher to stop the story . , And students asked to determine the
title .
3. Writing
Learning Model
Writing skills
correlated with reading ability . but very writing tends to be ignored in the
learning.
a. Brainstorming
models ,
Step-by- Step :
)
Students are formed into groups
heterogeneous .
)
Each group discussion topic posts may
determine based central theme of the teacher or teachers choose a theme that is
given .
)
After finding the terra papers in the
group , they brainstorm to redefine the topic of posts per student ( individual
) .
)
Brainstorming continued in prewriting
stage , particularly in terms of excavation and collection of written materials
.
)
The students were given the opportunity
to write independently ( on their own )
)
Once completed . they are grouped again
in the group stage and performed original pascamenulis ( editing and revising )
. The students brainstorm other friends in the watch posts .
)
The students fix his back .
)
Each group presents few or one that is
considered the best posts in the group ( chosen by a group of students who
hersangkutan ) orally.
)
Teachers and other students reflect (
respond and evaluation ) writing Ternan presented.
)
Posts are collected and evaluated by the
teacher .
b. Brain
Model writing, Steps:
)
Students and teachers discuss terra
posts will be written .
)
Students are given the opportunity to
make the process of prewriting individually or in groups . Balk indoors and
outdoors . If the group . matters discussed ( discussion ) and various friends
suggestion ideas must be stated in the card / sheet idea ( should outline).
Findings students in prewriting activities outlined in the sheet / card idea .
)
Students are given the opportunity to
write independently ( on their own ) .
)
When you finish writing the draft .
writing students exchanged with other students , in pairs / random and they do
pascamenulis stage ( editing and revising ) . The students perform brain
writing to edit posts other friends .
)
Students are asked to provide advice ,
kornentar , ideas . and such over writing friends who read written in the sheet
/ card idea .
)
Once the card is returned with the idea
of writing , the students refine writing back .
)
Some students requested orally present
writing .
)
The teacher and other students reflect (
respond and evaluation ) writing friends who served .
)
Posts are collected and evaluated by the
teacher
c. Model
Roundtable
This
model is developed on the basis of cooperative and contextual approach .
Untukjenis most appropriate writing is creative writing ( poetry cerpen. .
Drama ) and some factual writing ( narasi. descriptions . , And others ) . This
model emphasizes a partnership in the group to make the posts together . Will
san ( - Iat good if it was competed in the class . Following steps to write the
Roundtable models :
)
The teacher gives guidance and
procedural modeling roundtable introduction dalarn directed learning
competencies .
2)
Students are grouped into several groups
denganjumlah balanced members (4-5 people)
3)
Students and teachers determine the
topic and purpose ( genre ) a paper together .
4)
If it is determined a topic for all
students preparing rnenulis then each group simultaneously . Each siswva write
apiece each with certain restrictions agreed with ( a certain number of sentences or the
period in which difasilitatori by the teacher ) . Cue start and stop controlled
by the teacher .
5)
If the declared cease the activity
stopped writing . Plainly instructed teachers swivel / sliding . That is ,
sheets of paper for each student is shifted to the student next to him ( in the group ) . When teachers began
voicing then they should continue his writing . Similarly, until the paper work
back to the owner again .
6)
Each student is looking at the results
of the existing posts .
7)
Each group assesses writing in the boat
kelornpoknya and writing sequence from best to less good .
8)
All of the students' displayed on the
board in accordance ungrouped .
9)
All students see and read the writing
classmates .
10)
Teachers and students reflect the
results of the writing .
d. Model
Brown
This model is based on
the understanding that learning is a part of the media have great influence on
the learning effectiveness . Moreover, the media and learning tools are
becoming more varied and interactive . Media that can be used in the teaching
of writing can be a visual media , audio , motion project , etc. . of which is
Fig , maps , charts , graphs . photos, posters , advertisements . stamps .
video . OHP , etc. . The following steps will dipaparan learning to write with
the media glow puzzle picture . The steps :
1) The
teacher prepares a picture puzzle glow of a problem .
2) The
teacher divides the students into groups and suggests competencies to be
achieved students .
3) Teachers
share the same picture puzzle to all groups .
4) Each
group is expected to sort the images beamed appropriate logic puzzles and arguments
respectively .
5) Each
group presents the results .
6) Do
the above discussion and the reasons for the student's work . Teachers convey
all relevant material .
7) Then
each student in the group tasked with making posts based on the arrangement of images
in the group with the development of their imagination .
8) Posts
in groups alternately edited and corrected .
9) Do
reflect on the learning that has been done .
10) collected
paper products to be evaluated by the teacher .
e. Model
Suggestion - Imagination
This model is based on
writing as a process that needs stimulation interesting to bring up the idea of
writing it is still using the basic writing as a process . The stimuli (
suggestions ) are used in the activity may vary depending on the condition of
the school . Some of them are songs . music , poetry readings . impressions
staging drama , soap opera footage , advertising . movies , etc. . The
following procedural with a media track . The steps :
1) The
teacher will deliver the competencies achieved by students .
2) Teachers
pick songs that fit the theme of the material and learning .
3) Students
preparing to listen to a song and make a note of the writing material ( step up
to make a writing frame ) .
4) Students
make paper - based suggestion of the imagination .
5) Students
exchange sating his writings to edit posts .
6) Students
receive back results and their writing and improve writing edits .
7) Do
the writing assessment by the student / teacher .
8) Teachers
and students reflect the overall learning
4. Speaking
Learning Model
Learning is learning
language skills that require a long time , especially if the bill skills will
be assessed in person . Learning becomes boring and sometimes the teacher
" considers learning speaking skills do not need " . Therefore,
teachers must design learning becomes interesting .
a. Listening
Team . Step-by- Step
1)
Students are divided into groups of 4-5
members
2)
Explain to each group that they have an
obligation to explain the learning material presented by the teacher
3)
Divide the group into groups of
presenters , answering , pro , contra groups , concluding . Describe each of
the task group
4)
The task of the presenter , presenting
the lessons are delivered teacher . This group may make a quick remarks
materials provided by the teacher , however the focus is on aspects of orally
delivered material .
5)
The task group is to answer the question
answering questioner group
6)
The task of the counter is recorded and
reveal things that are not approved
7)
A description of the things that are not
approved may be done when asked to explain
8)
concluding Group , concluded the results
were discussed and explained verbally to all Group.
b. Models
In The News , Step - ingkah :
1) Students
are divided into groups of 4 or 5
2) Students
in each group were asked to read 4 or 5 different articles
3) While
reading the students were asked to write the contents of the article which
reads
4) After
reading , students are asked to exchange the articles read by friends of other
kelornpok
5) Each
group was asked to re- assemble the headlines or articles read their own
language
6) The
group also provides a rebuttal . if there is a description of other groups that
do not fit
7) Principles
of rebuttal be discussed in each group
8) All
groups must present the conclusion of the oral
c. Models
Who and What Sava
This model . can be
used for listening skills . can also be used for speaking skills . The steps :
1) Divide
groups of 2 or 3 large groups
2) Teachers
prepare bebera issues related to character , profession , events
3) Write
down on a piece of paper about the characters , events or profession prepared ,
students are asked to take the paper roll
4) After
receiving a hard rolls , satay ask one team member to act in accordance with
the contents of the paper roll is obtained .
5) Participants
who mernerankah figures in the paper are rolled into a mystery for another
group
6) Give
5 minutes for group members to anticipate and answer questions from the group
who played a mystery
7) Select
the first group will be the guest for the mystery figure ( all groups should
get a turn )
8) Ask
guests to mention one of the mysteries of identity in accordance with the roll
of Paper advanced
1) Before
the mystery guest said that one group laindiminta be identified 2 groups of
panelists to ask questions to the mystery guest in turn. Mystery guests can
only answer with a "Yes . Did not , " or yes , not " until one
of the group of panelists to find the answer
2) After
finding answers to tame the identity of the mystery . penelis group can deduce
and clarify and guess the identity of the mystery guest . And so on for other
groups and professions or other figures .
4. Method
Method of language
learning is language learning plan , which includes pernilihan . determination
, and preparation is sisternatis material to be taught , as well as procurement
kernungkinan bagairnana rernedi and development. Pernilihan . determination ,
and preparation of teaching materials systematically teaching materials are
intended to be easily absorbed and mastered by students . Everything was based
on the approach adopted . Looking at it . clear that a method is determined
based on the approach adopted ; in other words, the basic approach is the
determinant of the method used . The method includes determining the selection
and teaching materials , as well as the possibility of undertaking remedial
preparation and development of teaching materials . The method can be used in
the Indonesian language learning include: methods of grammar / translation ,
reading method , audiolingual method , the method receptive / productive ,
direct method , communicative method , the method of integrative , thematic
method , quantum methods , constructivist methods , participatory methods ,
contextual method .
5. Technique
Hurtful way teachers
deliver instructional materials that have been prepared ( the method ) , based
on the approach adopted . The technique used by teachers depends on the
teacher's ability to find a way or strategy to the learning process can run
smoothly and work well . In determining the instructional techniques ,
classroom teachers need to consider the situation . environment , the condition
of the student , student characteristics , and other conditions . Thus .
Learning techniques used by the teacher may vary once . For the same method can
be used learning techniques vary , depending on various factors . From the
above discussion it can be said that the learning technique is the way made
by teachers in the implementation of learning activities to obtain optimum
results . Learning techniques are determined based on the method used , and the
method adopted compiled based approach . In other words . approach is to base
the determination of learning techniques . From an engineering approach can be
applied to different learning anyway .
The following are
techniques commonly used in learning Indonesian .
a. Listened
learning techniques : ( 1 ) re - consider the said , ( 2 ) see - write (
dictation ) , ( 3 ) see - do , ( 4 ) see - guess , ( 5 ) extend the sentence ,
( 6 ) complete the story , ( 7 ) makes a summary , ( 8 ) found the object , ( 9
) whispered chain , ( 10 ) continues the story . ( 11 ) paraphrasing , ( 12 )
keywords ,
b. Speaking
learning techniques : ( 1 ) re - said , ( 2 ) look - say , ( 3 ) describe the ,
( 4 ) to answer questions , ( 5 ) ask , ( 6 ) explore the question , ( 7 )
resume , ( 8 ) recounted , ( 9 ) conversation ( 10 ) paraphrasing , ( 11 )
their picture story , ( 12 ) played a role , ( 13 ) interviews ( 14 ) show and
tell .
c. Techniques
of learning to read : ( 1 ) read the survey , ( 2 ) to read at a glance , ( 3 )
superficial reading , ( 4 ) reads loud , ( 5 ) reads in the liver , ( 6 )
critical reading , ( 7 ) read carefully , ( 8 ) reading comprehension ,
d. Learning
writing techniques : ( 1 ) copying a sentence , ( 2 ) make a sentence , ( 3 )
mimic the model , ( 4 ) write a story with images beamed , ( 5 ) keeping a
diary , ( 6 ) wrote based on photographs , ( 7 ) summarizes , ( 8 )
paraphrasing , ( 9 ) completes the sentence , ( 10 ) sentences , ( 11 ) develop
keyword
D.
Conclusion
knot
Learning Indonesian
implemented in scrutinize to provide skills , speaking , reading and writing .
The fourth skill has different characteristics . Therefore, in the
implementation of learning must use the approach , method . models . adequate
techniques and strategies in order to obtain optimal results. Many approaches .
method . models . techniques and strategies that can be selected according to
the characteristics and learning objectives . None of the models . method .
techniques . and the best strategy . that there is compliance with the
conditions of students . environment and teaching materials .
