Teaching English as Foreign Language I

Name: Sella Safitri

Class: B
Reg. Number: 13-530-0149

The Grammar-Translation Method
Activities (page 21)
1. It has been said that the Grammar-Translation Method teaches students about the
target language, but not how to use it. Explain the difference in your own words.
Answer: The GTM teaches about the target language but not how to use it, it means that
GTM teaches students about grammatical rules and vocabulary making
translation from the first language to the target language and the opposite way.
This method is only focus on reading and writing. As a result, speaking and
listening are overlooked. The teacher just wants the students to learn target
language. There is no guarantee that the students will use the target language
outside the class or as a daily conversation.
2. What are the clues that this method had its origin in the teaching of the classical
language, Latin and Greek?
Answer: There were occasional attempts to promote alternative approaches to education,
some great people had made specific proposal for curriculum reform and for
changes in the way Latin was taught, but since Latin (and to a lesser extent
Greek) had for so long been regarded as the classical and therefore most ideal
form language, it was not surprising that ideas about role of language study in
the curriculum reflected the long-establishes status of Latin. The decline of
Latin also brought with it new justification for teaching Latin. Latin was said to
develop intellectual abilities, and the study of Latin grammar became an end in
itself. By the nineteenth century, this approach based on the study of Latin had
become the standard way of studying foreign languages in school. A typical
textbook in the mid-nineteenth century thus consisted of chapters or lessons
organized around grammar points. Each grammar point was listed, rule on its
use were explained, and it was illustrated by simple sentences.








The Direct Method
Activities (page 32-33)
1. In the previous chapter on the Grammar-Translation Method, we learned that
grammar was treated deductively. In the Direct Method, grammar is treated
inductively. Can you explain the difference between deductive and inductive
treatments of grammar?
Answer: GTM is treated deductively; it means that grammar rules are presented with
examples. Exceptions to each rule are also noted. Once students understand a
rule, they are asked to apply it to some different examples. Direct method is
treated inductively; it means that students learn a new language by listening and
by speaking it. It is based on the experimental, trial and error. The teacher gives
input to the students, the teachers use grammar rules and the students learn by
themselves. Making error is the best way to learn a second language and to
know how to use the grammar.
2. What are some of the characteristics of the Direct Method that make it so distinctive
from the Grammar-Translation Method?
Answer:
Characteristics
The Grammar-Translation
Method
The Direct Method
Goals
1. To read literature written in the
target language
2. To develop students mind
To communicate in the target
language by learning to think in
the target language
The role of the teacher Authority Director and partners
The role of the students Passive listeners Partners
Characteristics of the
teaching/learning processes
Translation, deductive learning of
grammar, memorization of words
and equivalents
1. Teacher demonstrates word
meanings through the use of
real-life, pictures, or
pantomime
2. Situation or topic-based
syllabus
3. Inductive learning of grammar
4. Practice vocabulary in
complete sentences
5. Students speak a lot
Students-Teacher or Students-
Students interaction
Mostly Teacher->Students Both
The feelings of the students No No
View of culture & language
1. Literary language is superior to
spoken language
2. Culture consists of literature
and fine arts
1. Language is primarily spoken
2. Culture consists of the history
of the target culture, the
geography of the country, and
information about the daily
lives of the speakers
Emphasis of skills & areas
Reading and writing; vocabulary
and grammar
1. Vocabulary over grammar
2. Pronunciation teaching in the
beginning
3. Oral communication as basic
The role of native Language Mostly used in class for translation No native Language
Evaluation
Written tests (translation) and
practice of grammatical rules
Oral interviews or paragraph
writing (not to demonstrate the
knowledge about the language but
how to use the language)
Error correction
Teacher provides the correct
answer; the correct answer should
be got
Self-correction
Techniques
Translation of a literary passage,
reading comprehension questions,
antonyms/synonyms, cognates,
deductive application of rule, fill-
in-the-blanks, memorization, use
words in sentences, composition
Reading aloud, question and
answer exercise, getting students
to self-correct, conversation
practice, fill-in-the-blank exercise
in the target language, dictation,
map drawing, paragraph writing


3. It has been said that it may be advantageous to a teacher using the Direct Method
not to know his students native language. Do you agree? Why?
Answer: It can be advantageous and it can be disadvantageous. The teacher can be a great
model for students to learn how to communicate in the target language in
everyday life. They will have to use the target language to their teacher without
resort to their native language. It is likely for students to master pronunciation,
listening and speaking, etc. On the other hand, the teacher may not be familiar
with students difficulties in learning the target language. They will not be
anxious about not knowing what the teacher means. Therefore, the goal of
language learning and the type of learners may be crucial factors when it comes
to a teacher using the Direct Method.