Grammar Translation, Direct Method, and Audio-lingualism Teaching Method
Presented to
M. Syaichul Muchyidin, M.Pd
For Language Teaching Method
By:
WiwinAfrilia 16020230015
Oky Kurniawan 16020230020
Giga Cipta Novelia 16020230074
UNIVERSITY OF ISLAM KADIRI
Faculty of Teacher Training and Education
English Department
2018
PREFACE
Praise to God who has helped his servant finish this paper with great ease. Without helping we may not be able to complete well.
The paper is organized so that the readers can learn about code switching, code mixing, and Iterference. This paper set up by compiler with various obstacles. Whether it comes from self constituent or who comes from outside, but with patient and especially the help of God finally this paper can be resolved.
We thank to lecturer who has helped us to make this paper. Hopefully this paper can help the readers to increase their knowledge.
Kediri, 16th of September 2018
Author
TABLE OF CONTENT
PREFACE
i
TABLE OF CONTENT
ii
CHAPTER I
1
INTRODUCTION
1
1.1
Issue Background
1
1.2
Problem identification
1
1.3
The purpose of the paper
1
CHAPTER II
2
DISCUSSION
2
2.1
Grammar Translation
2
2.2
Direct Method
5
2.3 Audiolingualism Method
8
CHAPTER III
11
CLOSING
11
3.1
Conclusion
11
REFERENCES
12
CHAPTER I
INTRODUCTION
1.1 Issue Background
In advancing and improving the quality of education many efforts continue to be developed by various related parties. This is done through innovations that will be carried out or those that have been implemented. There are many innovations that to date have participated in enlivening education reform.
Learning is a mandatory activity for everyone. Learning can help someone to get what he wants or reach a bright future because with diligent learning someone will have a broad insight. The quality of learning greatly influences the results that will be obtained. Looking at the benefits of learning that are very important, then apply an effective and efficient method.
Especially in English. English is the international language. With the existence of globalization students are now required to speak English. Teachers as facilitators must prepare the material well including giving grammar lessons and also what methods are applied. Therefore, this paper discusses grammar translation, direct method and also audiolingualism.
1.2 Problem identification
- What is Grammar Translation Method?
- What is Direct Method?
- What is Audiolingualism Method?
1.3 The purpose of the paper
- The writes are able to know what Grammar Translation is.
- The writes are able to know what Direct Method is.
- The writes are able to know what Audiolingualism Method is.
CHAPTER II
DISCUSSION
2.1 Grammar Translation
In nineteenth century, foreign-language learning was made into curriculums. This gave rise to the grammar translation method. This method gives explanations of individual points of grammar and the students were given sentences which exemplified these points. These sentences had to be translated from the target language (L2) back to the student’s first language. In the first place, language was treated at the level of sentence only, with little study, certainly at the early stages, of longer texts. Secondly, there was little if any consideration of the spoken language. And thirdly, accuracy was considered to be necessity.
2.1.1 Experience
As we enter the classroom, the class is in the middle of reading a passage in their textbook. The passage is an excerpt entitled “The Boy’s Ambition” from Mark Twain’s Life on the Mississippi. After the students have finished reading. They are asked to translate into Spainsh the few lines they have just read. When the student have finished reading and translating the passage, the teacher asks them in Spainsh if they have any questions. Then the teacher explains the passage in Spainsh. If there are some questions while the explanation, the teacher will tell them in Spainsh. After that, the teacher asks them to write the answers to the comprehension questions in English.
After one-half hour, the teacher, speaking in Spainsh, asks the students to stop and check their work. One by one student reads the questions and the responses. If the answer the answer is correct the teacher calls another students to read the next question. If the student is incorrect, the teacher select different student to supply the correct answer, or the teacher herself gives the right answer.
On the next page, there are some vocabularies. The teacher asks the student to give the Spainsh translation and the antonym for each of them. Then students are given grammar rule for the use of a direct object with two word verbs and apply it. To help their mental exercise, the teacher asks to apply grammar rule. They are also asked to memorize vocabulary, present tense, past tense, and past participle forms of one set of irregular verbs.
2.1.2 The Principles
The principles of the Grammar-Translation Method will be mentioned and explained below
The goals of using Grammar-Translation Method
When the teachers use this method, a fundamental purpose of learning a foreign language is be able to read a literature written in the target language. To do this, students need to learn about the grammar rules and vocabulary of the target language. It is believed that studying a foreign language provides students with good mental exercise which helps develop their minds.
The role of the teachers and students
In the Grammar-Translation Method, the teacher is the authority in the classroom. The students do what the teacher says so they can learn the target language.
The characteristics of teaching and learning process
Students have to translate from language to another after the teacher taught them and they study grammar deductively such as the teacher given the grammar rules and example, memorize them, and then apply the rules to other examples. They also learn about verb conjugations and vocabulary words.
The nature of student-teacher interaction and student-student
interaction.
Most of the interaction in the classroom is from the teacher to the students. There is little student-student interaction.
The area of language are emphasized
Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on and much less attention given to speaking and listening.
The role of student’s native language
The meaning of the target language is made clear by translating it into the student’s native language. Mostly student’s native language that is use in the class.
The evaluation
Written tests are asked the students to translate from their native language to the target language or vice versa. Questions that ask the students to apply grammar rules are also common.
The teacher respond to students errors
To teach the student get correct answer is important. The teacher will supply the correct answer to the students if they make errors or don’t know an answer.
2.1.3 The Techniques
There are some useful techniques associated with Grammar-Translation Method. They are will be explained below.
Translation of a Literary Passage
Students translate a reading passage from the target into their native language. The reading passage provides the focus for several classes: vocabulary and grammatical structures. The translation may be written or spoken or both.
Reading Comprehension Questions
After reading passage students will answer the questions in the target language bas on their understanding. The question divided into three groups. The first group of questions ask for information contained within reading passage. To answer the second group of questions, students will have to make inferences based on their understanding of the passage. The third group of questions requires students to relate the passage to their own experience.
Antonyms/Synonyms
Students are given one set of words and are asked to find antonyms or synonyms in the reading passage. Or the students might be asked to define a set of words based on their understanding.
Cognates
Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. This technique, of course, would only be useful in languages that share cognates.
Deductive Application Rule
Grammar rules presented with examples. Students are asked to apply it into some different examples.
Fill-in-the-blanks
Teachers give a series of sentences with words missing. Students have to fill it with vocabulary, preposition, or verb with different tenses.
Memorization
Students are given a list of target language vocabulary words and asked to memorize them. They are also required to memorize the grammatical rules.
Use Word in Sentences
In order to make students more understand. teacher gives them new vocabulary. They have to make sentences with new vocabulary.
Composition
The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of reading passage of the lesson.
Direct Method
Direct method is not a new method in teaching English. Direct method is a method of presenting foreign language lesson material where the teacher directly uses the foreign language as the language of instruction, and without using the language of the students in teaching. If there are words that are difficult for students to understand, then the teacher can interpret using teaching aids, demonstrate, illustrate and others. In direct method has a basic rule that is no translation is allowed.
This method is based on the understanding that teaching foreign languages is not the same as teaching natural science. If teaching exact science, students are required to be able to memorize certain formulas, think, and remember, so in language teaching, students are trained in the direct practice of saying certain words or sentences in a foreign language. Even if the words or sentences are still unfamiliar and not understood by students, but little by little the words and sentences can be pronounced and can also interpret them.
We will try to come an understanding of the Direct Method by observing an English teacher using it in a scuola media (lower-level secondary school) class in Italy.
2.2.1 Experience
The teacher asks students to sit behind facing the blackboard. The teacher has placed a large map from United States. The teacher asks students to open a book on a particular page containing the title "Looking at Map". Students read the passage that is in the book one by one. The teacher marks several parts of the passage after all students have finished reading. The passage begins:
We are looking at map o the United States. Canada is the country to the north of the United States, and Mexico is the country to the south of the United States. Between Canada and United States are the Great Lakes. Between Mexico and the
United States is the Rio Grande River. On the East Coast is the Atlantic Ocean, and
on the West Coast is the Pacific Ocean. In the east is a mountain range called the Appalachian Mountains. In the West are the Rocky Mountains.
After students finish reading, they ask for some unknown vocabulary. they ask what is the mountain range. The teacher directly faces the blackboard and describes it to illustrate this. Then the student nods and says “I understand”, the other students ask what is meant by "between". The teacher replies, "You are connecting between Maria, Pia and Geovani. Then the teacher asks "Now, do you understand the mean of" between"? The student answers, "Yes, I understand ".
After all the questions have been answered, the teacher asks some of his own. “Class, are we looking at a map of Italy?”
The class replies in chorus, “No!”
The teacher reminds the class to answer in a full sentence.
“No, we aren’t looking at a map of Italy”.
In teaching using Direct Method. The teacher also teaches pronunciations and also has little knowledge about part of speech, one of which is prepositions. For example the teacher gives a question which in the sentence is missing, and the missing word is in the form of prepositions.
2.2.2 Techniques
In observing the class or teaching in the class there are several techniques used, namely;
Reading Aloud
Students take turns reading section passage, play or dialog out loud. After that, the teacher uses gesture, pictures or other means to make the meaning of the section clear.
Question and Answer Exercise
In this exercise focuses on the target language. Students ask in full sentences so that they get new words and grammar arrangements correctly.
Getting Students to Self-Correct
The teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternative answer he supplied.
Conversation Practice
The teacher asks questions in target language which students can understand. The question contains grammar structure. Then, students can ask questions with other friends using grammatical structure.
Fill in-the-blank Exercise
The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of lesson.
Dictation
The teacher reads the passage three times. For the first, teacher reads at normal speed, and students just listen. The second, the teacher reads the phrase by phrase, give the space to give students time to write what they hear. Finally, the teacher reads at normal speed again, and the students check their work.
Map Drawing
The teacher gives a map with the geographical features unnamed to the students. Then the teacher gives the students direction such as following, “Find the mountain range in the West”. The students then instructed the teacher to do the same thing with a map he had drawn on the blackboard and other students give label.
Paragraph Writing
The teacher asks students to make paragraphs about geographical features of the united States in their own words.
2.3 Audiolingualism Method
Teaching style of languages based on behaviorist theory, which postulates that certain traits of living things, and in this case humans, could be trained through a system of reinforcement. The Audio-Lingual method, like the direct method we have just examined, has a goal very diffferent from that of the Grammar Translation Method. As we have seen, The Grammar Translation Method did not prepare people to use the target language. While communication in the target language was the goal of the Direct Method, there were at the time exciting new ideas about language and learning emanating from the disciplines of descriptive linguistics and behavioral phychology.
Audiolingualism relied heavily on drill to form these habits, substitution was built into these drills so that, in small steps, the student was constantly learning and, moreover, was shielded from the possibility of making mistakes by the design of the drill.
FOR EXAMPLE :
In the classroom teacher draw 2 picture, the teacher explain that picture about dialogue between salesman and mother. Then teacher play these two roles. When teacher play the role all student must listen carefully, do listen carefully watch teacher do and try to understand. Everybody no speak, please!!!
Teacher (salesman)
: Push the ring bell of woman’s house. (ring ring ring ring)
Teacher (woman)
: Good morning.
Teacher (salesman)
: Good morning madam, would you like to have the cleanest house in town ?
Teacher (woman)
: Yes of course, I would
Teacher (salesman)
: Then madam, you need the amazing Hoover vacuum cleaner.
Teacher (woman)
: No, I don’t.
Teacher (salesman)
: What, why not???
Teacher (woman)
: Because my husband does the cleaning in our house.
Teacher (salesman)
: oh......
Teacher will repeat line by line sentences and students must follow it. After that teacher will asked some student for check their pronoun and their speaks (language).
Technique of Teaching
Dialog Memorization
In the Audio Lingual Method, teacher will asked some student to go to front of class and then they are practice dialog likes the teacher’s example. They will take a role in one of dialog with other friend to practice.
Backward Build Up (Expansion) Drill
The teacher breaks down the line into several parts. The students repeat a part of sentence, usually the last phrase of the line.
Repetition Drill
Students are asked to repeat the teacher’s model as accurately and as quickly as possible.
Chain Drill
A chain get name from the chain of conversation that forms around the room as students, one by one, ask and answer questions of each other.
Single-Slot Substitution Drill
The teacher says a line, usually from the dialog. Next the teacher says a word or a phrase (callled the cllue). After that the students will finding and fill in the slots of a sentence.
Multiple-Slot Substitution Drill
This is like the single-slot substitution drill. The difference is that the teacher gives cue phrases, one at a time, at fit into different slots in the dialog line. The students must recognize what part of speech each cue is, where it fits into sentence and make any other changes, such as subject-verb agreement. They then say the line, fitting the cue phrase into the line where it belongs.
Transformation Drill
The teacher gives students a certain kind of sentence, an active sentence for example. Students are asked to transform this sentence into a passive sentence.
Question And Answer Drill
Teacher will give the students practice with answering question. The students should answer the teacher’s questions quickly.
Use Of Minimal Pairs
The teacher works with pairs of words which differ in onlly one sound.
Complete The Dialog
Selected words are erased from a dialogstudents have learned. Students complete the dialog by filling in the blanks with the missing words.
Grammar Game
The games are designed to get students practice a grammar point within a context. Students are able to express themselves, although it is rather limited in this game.
CHAPTER III
CLOSING
Conclusion
In this chapter we have learned about grammar translation, direct method, and audiolingualism. This looks quite easy and difficult at the same time. We just need to learn deeply so as not to get confused. As a teacher, we have to understand about that, start from how to translate grammar correctly, what we should do in direct method and how to teach use audiolingualism method.
REFERENCES
Freeman, Diana Laser. 1982. Techniques and Principles in
Language Teaching. Oxford University Press.
Harmer, Jeremy. The Practice of English Language Teaching. Fourth Edition. Pearson Longman.
www.slideshare.net (Direct Method) accessed on September 16th 2018
fandy-trk.blogspot.com (Direct Method) accessed on September 16th 2018
