Journal: Using Innovative Teaching Methods to Enhance English Language Learning

 

by Nursayani Maru’ao

Institute of Education and Science, Mount Sitoli

Email: maruao.nursayani@gmail.com

SUMMARY - The purpose of this study is to determine how innovative learning might enhance the study of English. Library research is research that is based on the opinions of professionals in the field of English learning. Learning that is innovative is capable of probing and growing self-potencies that are aware of media use and vision. In order for the learning and teaching process to be successful, the choice of tactics is crucial. So, one way to do this is by using the media. due to the ability of the media to create student knowledge online. Students can communicate more effectively by using media as a tool. Additionally, the activities of the learning and teaching process greatly benefit from the integration of media communication and information technologies with social and personal learning. Effective English language instruction requires the use of innovative learning techniques, media, and learning strategies.

Keywords: Innovative learning and English

INTRODUCTION

English is crucial for communication activities and serves as a link to the outside world. English has a crucial function in the sphere of primary education. The effectiveness of education will be determined by how well learning and teaching are done. Qualified human resources should assist accurate and good English learning. To put it another way, raising the standard of human resources can benefit English language instruction. To achieve this, a variety of learning approaches that can boost English language motivation and interest must be developed.

Given that learning English is now seen as crucial and necessary from a young age, the learning experience should be of higher quality. It's important to develop and study English learning models that can help young children with their language development. You may be sure that your abilities will be put to use in the following level of study if you start learning the English language early and correctly. Particularly in this era of globalization, where English is one of the languages used for international communication and every person is expected to be able to speak and write English as a result of the advancements in science, technology, and communication. 

The outcome of the learning process necessitates the presence of invention or innovation at all times so that the student is constantly considering the best course of action to take in various settings and circumstances. This is so that every scenario and circumstance can be handled differently. The learning and teaching processes are useless and inefficient when used with the same approach. The learner is required to think continuously in order to develop novel innovations in each learning and teaching process. Therefore, it is true to say that innovative learning is crucial to the teaching process.

Literature Review

1. Innovative Learning

Innovative is derived from the word innovate, which means to modify or introduce new things (ideas or procedures) in order to advance. Innovative is used to refer to new ideas or techniques. The word "learning" can be translated to indicate either learning or learning. Therefore, innovative learning is the learning that a student packages based on the inspiration of his original ideas and which is a byproduct of knowing how to study in a step-by-step manner in order to improve learning outcomes (Arifuddin, 2013). 

Additionally, innovative learning refers to instruction that has been packaged by teachers or other instructors and incorporates fresh concepts or methods to help students advance in their learning and achieve their goals.

The literal definition of this innovative learning suggests that it contains the concept of renewal. When a person detects anomalies or crises in the paradigm he used to address learning issues, the idea of renewal emerges. A new paradigm is therefore required in order to address these issues, according to theory. Despite the fact that people are inherently more vulnerable to common infections, alterations are frequently perceived as a disruptor of self-comfort. 

The word "learning" itself derives from the idea of a process, way, or act by which a person or learner picks up and learns science. Learning is the process of attempting to gain insight or knowledge. (KBBI, 1989). Therefore, the term "learning" refers to the process of teaching (PBM), which combines the activities of teachers as teachers and students as students such that there is mutual contact between both parties in settings that are instructional. 

As can be inferred from the definition and idea of learning given above, the learning model is a representation of the teaching-learning process that entails the strategies that instructors employ in order for students to comprehend the lessons being taught. Presenting concepts or definitions of approaches, methods, and strategies is required in relation to such learning concepts. A learning strategy that regularly and technically specifies the learning processes is therefore required for the teaching in the classroom to learn process to go smoothly. According to Dick and Carey (1978:162), an instructional strategy explains the fundamental elements of the collection of materials and the methods utilized to present those materials in order to achieve desired learning outcomes for students.

According to Nunan, a learner's approach to learning and using the target language is their thought process. 2011 (Iskandarwassid). A child will go through the process of learning a second language through what is known as language learning after obtaining his or her first language. 

In fact, routine employment tends to be uninspiring, outdated, and will endanger the survival of the nation in the battle and competition of life, as many circles in education have acknowledged. There are a variety of elements that are thought to stifle creativity that can result in routine performance. The benefits of innovation are factors that can be characterized as obstacles to innovation. Complexity innovation tempts people to stick with the status quo, is generally difficult to explain and prove, is frequently thought to be time- and money-consuming, implementation is frequently only partial, and the simplification of paradigms in innovation dissemination may lessen practitioners' belief in and understanding of innovation. 2011 (Iskandarwassid dkk). 

A shift in learning paradigms leads to innovations in learning. Reflecting on the existence of an odd old paradigm and moving toward a new paradigm that is assumed to be able to solve difficulties results in a paradigm shift in learning. In relation to college teaching, the learning paradigm is thought to have experienced abnormalities, including (1) professors' propensity to act more as knowledge transmitters and mahatahu, (2) Lectures must adhere to rigid timetables; (3) Learning is governed by curriculum; (4) Learning tends to be based on facts, lesson content, and theory; (5) More tolerance is shown for the habit of practicing memory; (6) tends to be competitive, (7) classes take center stage, (8) computers are viewed more as objects, (9) static media usage is more prevalent, (10) communication is restricted, and (11) evaluations are more normative. The paradigm is thought to be insufficient for preparing students to enter society.

The new idea has resulted in a new paradigm for learning that includes: (1) teachers playing a greater role as facilitators, guides, consultants, and fellow learners; (2) flexible schedules; (3) student-driven learning; (4) problem-based, project-based, real-world, action, and reflection; (5) planning and research; (6) creation and investigation; (7) collaboration; (8) community focus; (9) computer as a tool; (10) dynamic media presentation; and (11) comprehensive performance assessment. These educational models are thought to help pupils become more socially adept and build life skills. 

Educators need to be familiar with a number of terminology related to innovation in the field of education, including discovery, invention, and innovation. (innovation). Discovering something that already exists but is unknown to others is known as discovery. A human-made creation, an invention is the creation of something wholly new. Innovation is defined as an idea, item, event, or procedure that a person, group of people, or society perceives or observes as being novel. 

A lot of people are talking about innovative learning right now, from teachers to educational specialists to the federal and municipal governments.The word for innovation, which signifies renewal, is innovative (innovative), which denotes fresh ideas or processes. A new habit, institution, behavior, value, or piece of information technology that is used or adopted by the majority of people but is not well known can be considered innovative. 

The word "learning" can be translated to indicate either learning or learning. Learning innovation then refers to the application of novel concepts, approaches, or processes to the learning process in order to advance toward the achievement of desired learning outcomes. It has the meaning of renewal based on the literal definition of innovative learning. A shift in learning paradigms leads to innovations in learning. Reflecting on the existence of an outdated paradigm and moving toward a new paradigm that is anticipated to be able to solve difficulties is the first step in a paradigm shift in learning.

The way that learning is perceived in educational institutions has changed as a result of, among other things: the tendency of teachers to act more as transmitters, sources of knowledge, and mahatahu; lectures constrained by rigid schedules; learning directed by curricula; tendencies to facts, lesson content, and theory as the basis of learning; greater acceptance of training habits of memorization; more prevalent use of static media; and restricted communication.

The learning paradigm that results from the new idea emphasizes student-driven learning, problem-based projects, real world, real action, and reflection, planning and research, computers as a tool, and dynamic media presentations. It also features flexible schedules that are open as needed. 

The new paradigm of learning as a result of innovation offers a procedure to bring students back to reality as human beings with the full potential to go through the process of creating their identity. Therefore, any facilities built to assist students and any facilitator who walks with them while they learn should be understanding and focused on the objectives of the students. Priority should be given to creating learning environments that can inspire students to rediscover their passion for studying.

      2. Innovative learning in the learning and teaching process

When it helps the student achieve the specified learning objectives, learning is deemed effective. To do this, the instructor must devise a plan that takes into account the characteristics of each student and can help them achieve the competence outlined in the learning objectives. the creation of instructional methods that teachers might use to set up learning scenarios that assist the acquisition of established competencies. In light of this, innovative learning is tremendously beneficial to the teaching and learning processes. The stages of creating educational strategies are listed below. The time media method's instructional activities are presented in this order: brief introduction, relevance, Special Instructional Purpose (SIC), presentation of descriptions, examples, and exercises, closing of formative testing, feedback, and follow-up.

       3. The use of media in innovative learning

Innovative learners must employ media to keep learning from becoming routine. According to Franzoni (2009), research indicates that various teaching pedagogies and electronic media will be able to support the teaching and learning process as long as there is development of taxonomic integration paired with teaching styles. The taxonomy that has been demonstrated is also a very helpful tool for knowledge acquisition. So that we can engage in innovative learning, we will be aware of the best learning approach for a mataplearning.

Zheng (2006) also argues that to maximize the effectiveness of multimedia use, the medium's design and implementation must be taken into consideration. 2. The student's spatial and demographical abilities, including age, education, ethnicity, and hobbies, must meaningfully connect with multimedia use. 3. Quick utilization of multimedia will also hasten a subject's or a mathematician's knowledge. As a result, the time needed for the comprehension process will be brief.

RESEARCH METHOD

Research on the subject of learning English is conducted using the library research approach, which is research based on expert opinions.

RESULT FINDINGS AND DISCUSSION

Although it's not impossible, learning English is not as simple as rotating your hand. Willpower and tenacity are important. Effective learning will result from the novel English learning principle. H. Douglas Brown, an English professor, identified the following five guidelines for learning English well.living style: Because you are constantly exposed to English from the moment you get up to the moment you go to bed, learning English in a country where it is spoken as a first language will usually help you pick it up more quickly. This is due to the fact that English has become a necessary component of our daily life. 

Similar to Indonesia, learning English well requires integrating it into daily life. In other words, you ought to strive to use it each day. For this to be possible, you must always be able to read, listen to, or speak English. For instance, you should schedule time each day to read one English article. A single paragraph or sentence per day is not problematic if a single article is unsuccessful. Spend some time getting used to hearing anything in English, whether it's music, the news, or conversational tapes. This can be accomplished by playing cassettes in the car while traveling from home to work or vice versa. These can be songs, talks, presentations, or English language instruction cassettes.

You should also strive to write in English (writing memo, short story, or write a plan of work that we will do for a week or the next day). In essence, surround live activities with English that topics we like or need. To make English an intrinsic part of life, you must have a commitment to engage English in life physically, psychologically, and emotionally. Physically, can try to hear, read, write, and practice pronunciation in English, continually and repeatedly. Mentally or cognitively, you can try to think in English every time you use English. For example, in understanding English, not word by word, but meaning as a whole. We can try to detect certain expressions in English that have more or less the same meanings, for example: How’s you?, How's life? (Don't get hung up on just one phrase). The most important thing is to be emotionally involved with English, that is, to have a high motivation to study English, and to look for “positive things” that can be, or that can benefit you if you are able to master English.

Everyone has a different learning style. This learning style is molded by our everyday environment and behaviors. If we know the learning style, then everyone should be able to adopt an effective learning method, which is personalized to their particular learning style.”Auditory learners: If you include folks who are easier to learn through listening, then the learning method chosen is “auditory”. This can be done by listening to English instructional cassettes, favorite music, or news, talks in English. It can also be done by listening to discussions in English in preferred movies that we watch in theaters, television, or VCD. Listen to speech, expressions used, pay attention to the context or situation in which the words or expressions are employed.

There are various ways to learn English. One of them is learning online. According to the study (Birch, 2007) indicated that there was a rise in communication and engagement of students from a distance (on-line) involving social and collaborative expansion to practice the vocabulary and develop the linguistic flexibility of English. The procedure used was 70 subjects out of 161 pupils. Methods with computerized questionnaires at the end of semester 1, 2005. 55% of responses were English as their first language. 80% women 20% men. 73% of responses were part-time workers. 40% on shore and 60% off shore Students were asked about the benefits of online media in terms of reaching learning outcomes, such as understanding content, building learning networks, and requesting guidance on assessment questions. Students are then requested to report on-line discussion assessments on subjects. So they highlight the benefits of learning outcomes and build the skills of graduates. In addition, students are asked to describe their attitude towards online assessment questions in a number of areas. Their perceptions were tested on five developed scales.

As for the findings of the survey, past student engagement was: 62% every four days, 29% each month, and 88% of students their access. Non-participants were projected to be 38% and time-limited usage was 26%. 2) Get feedback: 94%, research student perspectives: 93%, study other student experiences: 93 %, engagement with instructors: 93 %, social attributes: 90 %, connecting with others: 85 %, learning communities: 84 %, and interactions with other students: 86 %. 3) Social and cognitive perception findings, feedback from instructors 92%, with other students 76%, exchanging opinions 85%, with others 80%, possibilities of meeting 42%, and tighter connections 29%. 3) Perceptual capacity to develop graduate skills in groups utilizing contrary languages. 5) Student attitude towards active online conversation. These internet media are quite useful and advantageous for students who have a busy and job besides studying. This will match the intensity of meetings of professors and other pupils. Thus, these media should be created and utilised in educational institutions.

The ability to speak English is one of the most crucial abilities in acquiring a job these days. This occurrence is the foundation for the establishment of a range of English language courses across Indonesia. Regardless of how genuinely the quality of English courses in Indonesia existing, there is a serious scenario that is the absence of quality of the English language education in schools.

Problems that hinder the learning of English are: 

a) Rarely instructors speak English in the classroom. This was considered impeded by the pupils since, according to them, they were not accustomed to listening to other people speaking English. 

b) Lessons are disproportionately centered on grammar (and not on dialogue), yet students are seldom informed on how and what functions of the grammatical parts they learn. 

c) The terms presented are not particularly helpful in regular talks. Many students say that the vocabulary taught by English professors at school are too technical, for example regarding industrialisation, re-forestation, etc., while students still have difficulties comprehending the phrases that are commonly used in movies, periodicals, and English-language websites. Even occasionally, students are quite acquainted with English phrases for political subjects (such as reformation, globalization, etc.) but are unable to name items they use everyday in English. (misalnya celengan, selokan, dan lain-lain). Some students even remark that with the terminology learnt in school it is hard for them to start a conversation with strangers using English. Per there is also the fact, it is not conceivable that we suddenly invite individuals we know to discuss industrialisation, for example.

d) English language lessons in basic and upper secondary schools are not continuous. Students remarked that there are repeated repetitions of information (such as tensions) that have been taught at the SMU level, but nonetheless their functions and applications in everyday life are less evident.

According to Laborda (2007) English teaching should also pay attention to the use of technology in the learning and teaching process such as computer learning. Computer and language teaching go hand in hand in the teaching process. Computer as a tool in the second language class. Computers and technology are a resource for instructors throughout the world that as a way to run the internet in it may be developed blogs, websites, wikis, language teaching technique, journals, and so on. From the backdrop may be proved that there is a favorable influence in the integration of computers in language instruction. Many of the teachers are challenged to master computers to be exploited in the learning and teaching process. The use of computers is not just as typing for a writing, sending messages, membrowsing the internet, but computers can be used as a teaching tool so that it can motivate and instruct teachers to incorporate computers and ICT in their lessons. 

Technology in a learning classroom is highly crucial to ICT in the language curriculum, but in practice many teachers are reluctant to use computers. The employment of computers in teaching will yield text and graphics. Computers can also be utilized for the design, operation and utilization of websites thus it is used to produce and find the information needed.Internet based project work refers to task-based learning and cooperative language learning. It also refers to wikis, blogs, and poadcasts, online reference resources, and e-learning.

CONCLUSION

Innovative learning is capable of digging and building self-potencies that pay attention to the vision and use of the medium. The choosing of tactics in the learning and teaching process is vital because so it can be effective. So the use of media as an option to do so is one possibility. Because the media may construct student knowledge online. Media is a tool so that pupils may converse focused. In addition, the integration of media communication and information technologies with social and personal learning is highly vital in the activities of the learning and teaching process. Innovative learning incorporating learning methodologies as well as the utilization of media is crucial to producing effective English learning.

REFERENCES

Arifuddin. 2013. Neuropsikolinguistik. Jakarta: PT Rajagrafindo Persada. 

Birch, D. & V. Michael. 2007. Assessment of online reflections: engaging English Second language (ESL) students. Australian Journal of educational Technology, 23 (3), 291-306. 

Franzoni, A. L., & S. Assar. 2009. Student Learning Styles Adaptation Method Based on Teaching Strategies and Electronic Media. Educational Technology & Society, 12 (4), 15-29. 

Iskandarwassid dkk. 2011. Strategi Pembelajaran Bahasa. Bandung: PT Remaja Rosdakarya Offset. 

Pitrik, R. M. & A. Holzinger. 2002. Student-Centred Teaching Meets New Media: Concept and Case Study. Educational Technology & Society 5 (4). 2002. ISSN 1436-4522 

Zheng R. & B. Zhou. 2006. Recency Effect on Problem Solving in Interactive Multimedia Learning. Educational Technology & Society, 12 (4), 107- 118.