Introduction

The grammar translation method and the audiolingual method. The grammar translation method is
one of the most traditional method which was already existing to the late nineteenth and early twentieth
centuries. It is originally used to teach dead languages and literatures such as Latin and Greek.
The grammar translation method is still common in many countries and even popular. Brown in his
book Incremental Speech Language (1994) attempts to explain why the method is still employed by stating
this method requires few speacilized skills on the part of teachers, grammar rules and translation tests
are easy to construct and can be objectively scoredand many standardised tests of foreign languages still
do not attempt to test communicative abilities, so students have little motivation to go beyond grammar
analogies, translations and other written exercises.
Wherelse the objective of audiolingual method is accurate pronounciation and grammar, the ability
to respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use with
grammar patterns. Particular emphasis was laid on mastering the building blocks of language and learning
the rules for combining them.
It was believed that learning structure, or grammar was the starting point for the student. Today the
audiolingual method is still in use, though normally as a part of individual lessons rather than as the
foundation of the course. These types of lessons can be popular as they are relatively simple, from the
teachers point of view and the learner always knows what to expect.
Some of the most famous supporters of this method was Giorgio Shenker, who promoted guided
self learning with the Shenker method in Italy and Robin Callon, who created the Callon method.

The Grammar Translation Method.

According to the methodology module, the grammar translation of foreign language teaching is one
of the most traditional methods. It was originally used to teach dead languages (and literatures) such as
Latin and Greek, involving little or no spoken communication or listening comprehension. A focus on
learning the rules of grammar and their application in translation passages from one language into the
other.
If focused from the characteristic sector, vocabulary in the target language is learned through direct
translation from the native language, it is taught in the form of isolated word lists. e.g. with vocabulary tests
such as, the house = la casa and the mouse = el ratn. Very little teaching is done in the target language.
Instead, readings in the target language are translated directly and then discussed in the native language.
Little or no attention is given to pronunciation. Grammar is taught with extensive explanations in the native
language, and only later applied in the production of sentences through translation from one language to
the other.For example, Do you have my book? = Tienes mi libro? I don't know where your book is = No s
donde est tu libro.
According to (Prator and Celce-Murcia) ,the key features of the grammar translation method are,
classes are taught in the mother tongue, with little active use of the target language, much vocabulary is
taught in the form of lists of isolated words, long elaborate explanations of the intricacies of grammar are
given, grammar provides the rules for putting words together, and instruction often focuses on the form and
inflection of words, reading of difficult classical texts is begun early, little attention is paid to the content of
texts, which are treated as exercises in grammatical analysis, often the only drills are exercises in
translating disconnected sentences from the target language into the mother tongue and little or no
attention is given to pronunciation.
Diane Larsen-Freeman, provides expanded descriptions of some common or typical techniques
closely associated with the grammar translation method. Those are, translation of a literary passage that is
translating target language to native language, reading comprehension questions that is finding information
in a passage, making inferences and relating to personal experience.
Antonyms and synonyms. The activity is finding antonyms and synonyms for words or sets of
words. Cognates is learning spelling/sound patterns that correspond between L1 and the target language.
Deductive application of rule refers to the activity is understanding grammar rules and their exceptions,
then applying them to new examples.
Fill-in-the-blanks. The activity is, filling in gaps in sentences with new words or items of a particular
grammar type. Memorization is the activity is memorizing vocabulary lists, grammatical rules and
grammatical paradigms. Usage of words in sentences. The students create sentences to illustrate they
know the meaning and use of new words. And composition, which the students will write about a topic
using the target language.
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The grammar translation method as a traditional method highly emphasizes the role of teacher. The
teacher is considered as the primary source of knowledge, composer of knowledge and meaning. The
teacher is responsible for determining the content of what to teach. The teacher remains as the authority in
the class where the teacher provides deductive rules of grammar and vocabulary lists for the students to
memorize so that it will be helpful for them in reading, writing and translating literary texts from native to
target language and vice-versa. The teacher simply asks and instructs students to state the grammar rule.
The primary goal of teacher who uses this method is to make students able to read literature in target
language. The teacher also plays a role of initiator of interaction in the language classroom. The role of
teacher also seems like a facilitator and guide as they check students and present them from making
mistakes.
The role of a learner is that of a consumer of knowledge who does whatever his/her teacher
instructs him/her to do. However, the seemingly passive learner has to memorize vocabulary lists, grammar
rules required for reading, writing and translation skills actively. The learner has to learn about the form of
target language. There is very little initiation of interaction from learners part. The role of the learner is
similar to a translation of language as he/she is supposed to have translated literary text from target
language to his/her native language and sometimes vice-versa. Nevertheless, GT method merely teaches
students about the target language and native language translation but does not reasonably talk about the
ways of using it. Since the learner does not concentrate on listening and speaking the role of learner simply
becomes as mere participant, reader, writer, rote-learner and translator.
The teacher simply instructs students by initiating a task for the students to do reading, writing, and
translation by rote memorization of vocabulary lists and deductive grammar rules. The role of teaching
learning instructional materials according to this method is to provide literary texts and encourage students
to do translation activity. The texts also incorporate vocabulary lists and grammar rules for the students to
memorize necessary for developing reading, writing and translation skills rather than listening and
speaking.

The Audiolingual Method.

The objective of audiolingual method is accurate pronounciation and grammar, the ability to respond
quickly and accurately in speech situations and knowledge of sufficient vocabulary to use with grammar
patterns. Particular emphasis was laid on mastering and building blocks of language and learning the rules
for combining them. It was believed that learning structure, or grammar was the starting point for the
student.
The objective of the audiolingual method is accurate pronunciation and grammar, the ability to
respond quickly and accurately in speech situations and knowledge of sufficient vocabulary to use with
grammar patterns. Particular emphasis was laid on mastering the building blocks of language and learning
the rules for combining them. It was believed that learning structure, or grammar was the starting point for
the student.
Some characteristics of the method are, language learning is habit-formation, mistakes are bad and
should be avoided, as they are considered bad habits, language skills are learned more effectively if they
are presented orally first, then in written form, analogy is a better foundation for language learning than
analysis and the meanings of words can be learned only in a linguistic and cultural context.
The main activities include reading aloud dialogues, repetitions of model sentences, and drilling,
according to the methodology module. Key structures from the dialogue serve as the basis for pattern drills
of different kinds. Lessons in the classroom focus on the correct imitation of the teacher by the students.
Not only are the students expected to produce the correct output, but attention is also paid to correct
pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given.
It is taught inductively. Furthermore, the target language is the only language to be used in the classroom.
According to the methodology module, from the types of learning techniques and acts are, by
dialogues and drills. The procedures are students will hear a model dialogue. Next, student will repeat each
line of the dialogue. Certain key words or phrases may be changed in the dialogue. The key structures from
the dialogue serveas the basis for pattern drills of different kinds. The students then will practice
substitutions in the pattern drills.
In this method the role of teacher and student are the best part to be surveyed. The teacher is like
an orchestra leader, directing, and controlling the language behaviour of her students. She also are
responsible for providing her students with agood model of imitation. Students are imitators of the teachers
model or the tapes she supplies of model speaker. They follow the teachers direction and respond as
accurately and as rapidly as possible.
If we analyse the nature of interaction in this method, most of the interaction is between teacher and
students and is initiated by the teacher. There is also student interaction in chain drills or when students
take different roles in dialogues.

Conclusion
According to (Harmer.J.), the concept of approach refers to theories about the nature of language
and language learning which are the source of the way things are done in the classroom and reasons for
doing them.
(Harmer.J.) also defines that method is the practical realization of an approach. It describes the
types of activities, roles of teachers and learners and the kinds of materials and various procedures and
techniques that will be helpful for teaching-learning activities in the classroom. A teaching methods also
refers to ways of teaching that are based on systematic principles and procedures, that is, which an
application of views on how a language is learned and being taught.
The Grammar Translation Method was developed for the study of dead languages and to facilitate
access to those languages classical literature. Thats the way it should stay. English is certainly not a
dead or dying language, so any teacher that takes an approach for dead language study into an English
language classroom should perhaps think about taking up Math or Science instead. Rules, universals and
memorized principles apply to those disciplines and pedagogy and communicative principles do not.
Based on Skinner's Behaviorism theory, it assumed that a human being can be trained using a
system of reinforcement. Correct behaviour receives positive feedback, while errors receive negative
feedback. This approach to learning is similar to the Direct Method, in that the lesson takes place entirely in
the target language. "Emphasis is on the acquisition of patterns in common everyday dialogue."
The Audio-lingual Method was widely used in the 1950s and 1960s, and the emphasis was not on
the understanding of words, but rather on the acquisition of structures and patterns in common everyday
dialogue. These patterns are elicited, repeated and tested until the responses given by the student in the
foreign language are automatic.
From this I learned that methods are decided according to students background knowledge,
environment and learning goals, which contribute towards the success of teaching-learning in the
classroom.

CONTENT

BIL

CONTENT

PAGES

INTRODUCTION

THE GRAMMAR TRANSLATION METHOD

2-3

THE AUDIOLINGUAL METHOD

CONCLUSION

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