Presentation

Learning Strategies of Language and

Literature
TRADITIONAL METHODS
GROUP I :
1. Ariejaya Awan Lactea
2.Meta Khairunnisa
3.Sindhung Prabowo
4.Wahyudi

Grammar Translation Method (GTM)

The Background
By the nineteenth century, the procedures
used in the study of latin had become the
standard, way of studying foreign
language in schools.This approach to
foreign language approach to foreign
language teaching became known as the
GTM at one time it, we also called classical
method, since it was used in the teaching
of the classical language : latin and Greek.

first devised and developed for used

in secondary schools. Historically, this
approach was used in teaching greek
and latin. Then the approach was
generalized to teaching modern
languages, including english why it
iscalled the grammar school method
because its strength and weakness
reflected the aspirations of the
nineteenth century grammar school in
its various formats indifferents
continues.

Richards and rodgers mention the

principle of GTM as follow :
The goal of foreign language study is to learn a language in

order to read its literature

Vocabulary and grammar are emphased
Vocabulary selection is based solely on the reading texts
used and words are thaught, through, bilingual word lists,
dictionary study and memorization.
The sentence is the basic unit of teaching and language
practice.
Acouracy is emphasized
Grammar is taught, deductively.
The students native language is the medium of instruction.

Meanwhile Prator and celce murcia outline the

charateristicsof GTM as follows:
Classes are thaught in the mother tongue with little active

used of the target language.

Focus on elaborate explanation of grammatical parsing ( i.e
the form and inflaction of words)
Reading of the difficult, classical is begun early.
Much vocabulary is taught in the form of lists of isolated
word.
A typical exercise is to translate sentences from the target
language intothe mother tongue rise versa
Little attention is paid to the content of texts which are
treated as exercises ingrammatical analysis.
Little or no attention is given to pronunciation.

 The roles of the teacher and the students

The teacher is the authority in the classroom. Thus, most interaction in the

Inclassroom
classroom
technique
such
as
:
is from the teacher to the students. As a result, there is a little

student imitation and little student interaction.

Translation of a literary passage as the main classroom activity.
In this method emphasizes the translation activity and the teacher may
write a passage carefully designed toinclude particular grammar rules and
vocabulary.
Reading comprehension activity.
The students answer question in the target Language based on
theirunderstanding of the reading passage sometimes instead of writing
composition, students are asked to prepared summary or precis of the
reading passage.
Vocabulary activityThe teacher gives students themany exercises of
vocabulary consisting a synonym, antonym, by completting the sentences
in order to show that students understand the meaning and use of a new
vocabulary item, they make up sentences in which they use the new words.
Grammar activity
Grammar is taught, deductirely, that is grammar rules are presented with
example. Students are also require to memorize grammatical rules and
grammatical paradiigms such ass verb conjunction. Callen, 1983: Larsen-

The last two decades of the nineteenth century led to a new

ageof foreign language teaching . C.Marcel and F. Gonin are
among of the reformers. C.C Marcol (1973-1986) a frenchman
reffered to child Language Learning as a model for
languageteaching with specific emphasis on the importance of
meaning inlearning. The principlesof the Berlitz method were
as follows :
Classroom was conducted excchisirely in the target language.
Only everyday vocabulary and sentences were taught.
Oral communication skills were built up in a carefully graded

progression organized around question and answer exchanges

between teachers and students in small intensive class.
Grammar was taught inductively.
New teaching point were introduced orally
Concrete vocabulary was taught through demonstration at
objects and pictures whereas abstract, vocabulary was taught by
assosiation of ideas
Both speech and listening comprehension were taught
Correct pronunciation and grammar were emphasized

Oral Approach and Situational Language Teaching (SLT)

The oral approach and or situational Language Teaching is an
approach to Language Teaching developed by the british Linguist from
the 1930s to the 1960S. The developed the basis for methodology in
language teaching. In teaching to develop a more scientific foundation
for oral approach to Language teaching than that of direct method.
The objective is to teach a practical command of the four

language skills. Richards and rodgers (1999:34) mention some

main principles of the approach as follows :
Language Teaching begins with the spoken Language.
The target, language is the language of the classroom
New Language points are intrduced and practiced situationally
Vocabulary selection procedures are followed to ensure that on
essentially general servise vocabulary is covered.
Items of grammar are graded following the principle that simple
forms should be taught before complex ones
Reaching and writing are introduced once a sufficient , lexical and
grammatical basis is established

It is clear that the objectives of the situational language

teaching are to teach a practical command of the four basic
language skills(Listening, Speaking, reading and writing) and
those skills are developed trough structure.
The main body of the lesson should than follow. This might
consist of the teaching of a structure. If so the Lesson would
then consist of four pants (pittman, 1963:173)

Pronunciation
Revision
Presentation of new structure of vocabulary
Oral Practice (drilling)
Reading of the material on the new structure

or written exercises.

Audio Lingual Method

The goal a teaching conversation skill
The restric time available
The limited coversation skill of teacher
Irrelevan of coversation skill of american

students

Characteristics of
Language

Structural View
Element in a language
are produced in a rule
governed way
Language is structure
Language is speech
Language are difference

Behaviorist / structure
Language is speech
A language is a set of
habits
Teach the language not
about the language
Language is what its
native Speaker say
Language is different

Structure Linguistics
Behaviorist Psychology
Form its own destinctive Characteristics

The sparatan of Language skill

The use of dialogue
Give emphasis on Certain Practice

techniques
Discoursing the use of mother tongue in
the class
The use of Language Lab.

Basic Principle ALM

FLL is Basically of process of mechanical habit

formation
Language skill are learned more effective if
the items to be learning in the target
language in speaking
Analogy, provide better foundation Language
Learning and analysis
The meaning the words of language have for
the Native Speaker can be learned only in
linguistic and cultural context and not in
isolation

ALM Technique
Repetition
Inflection
Replacement
Restatement
Completion
Expansion

Tranposition
Contraction
Transformation
Integration
Rejoindent
Restoration

Classroom Procedure
Teacher reads the dialogue students who arre

expected to immitate
Switch role / role play
Answering each other
Drill / repeatation

CCL (Cognitive Code Learning)

Cognitive Approach is derived from cognitive
psychology which views the learning process as a
two-way process between organism and its
environment
Classroom Technique
LL is viewed as rule acquisition not habit formation
Instruction is often individuallized
Grammar must be taught
Pronounciation is deemphasized
Reading and writing are once again as important as listening
and speaking
Vocabulary instruction is important
Error are viewed
The acher is expected to have good general proficiency in
the target language

Classroom Procedure
Build on the what the student know
Help the student to know the material
Avaid vote learning
Use graffic and schematic procedure
Utilize both written and spoken language
Select the most appropriate teaching-learning

situation
Employ the first language
Use inductive, deductive or discovery learning
procedure