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    GTM & DM

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    Shinta Ari Herdiana
    The document compares and contrasts the Grammar Translation Method (GTM) and Direct Method (DM) for teaching foreign languages. GTM focuses on learning grammar rules and translating between the native and target languages. Class activities include translating passages, answering reading questions, and completing grammar exercises. Evaluation notes GTM's limited goals and difficulty, neglect of speaking/listening skills, and reliance on thinking in the native language. DM uses only the target language. Activities like reading aloud, question/answer, and conversations aim to directly associate the language and meaning. Evaluation finds DM effective for beginners but neglects writing skills.

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    GTM & DM

    Uploaded by

    Shinta Ari Herdiana
    943 views5 pages
    The document compares and contrasts the Grammar Translation Method (GTM) and Direct Method (DM) for teaching foreign languages. GTM focuses on learning grammar rules and translating between the native and target languages. Class activities include translating passages, answering reading questions, and completing grammar exercises. Evaluation notes GTM's limited goals and difficulty, neglect of speaking/listening skills, and reliance on thinking in the native language. DM uses only the target language. Activities like reading aloud, question/answer, and conversations aim to directly associate the language and meaning. Evaluation finds DM effective for beginners but neglects writing skills.

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    The document compares and contrasts the Grammar Translation Method (GTM) and Direct Method (DM) for teaching foreign languages. GTM focuses on learning grammar rules and translating between the native and target languages. Class activities include translating passages, answering reading questions, and completing grammar exercises. Evaluation notes GTM's limited goals and difficulty, neglect of speaking/listening skills, and reliance on thinking in the native language. DM uses only the target language. Activities like reading aloud, question/answer, and conversations aim to directly associate the language and meaning. Evaluation finds DM effective for beginners but neglects writing skills.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    943 views5 pages

    GTM & DM

    Uploaded by

    Shinta Ari Herdiana
    The document compares and contrasts the Grammar Translation Method (GTM) and Direct Method (DM) for teaching foreign languages. GTM focuses on learning grammar rules and translating between the native and target languages. Class activities include translating passages, answering reading questions, and completing grammar exercises. Evaluation notes GTM's limited goals and difficulty, neglect of speaking/listening skills, and reliance on thinking in the native language. DM uses only the target language. Activities like reading aloud, question/answer, and conversations aim to directly associate the language and meaning. Evaluation finds DM effective for beginners but neglects writing skills.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    Grammar Translation Method and Direct Method

    No. 1 Aspect Focus GTM DM A focus on learning the rules of Only use the target language in class grammar and translation passages from one language into the other.

    Target

    For helping students to read and To appreciate foreign language literature. Translation of a Literary Passage Reading Comprehension Questions Antonyms/Synonyms Deductive Application of rules Full-in-the-blanks Exercise Memorization Use Words in Sentences Composition

    make

    students

    how

    to

    communicate in the target language

    Activity (procedure)

    Reading Aloud Question and Answer Exercise Getting Students to Self-correct Conversation Practice Dictation

    Media

    Interaction and deductive application

    Objects or pictures demonstration

    and direct

    A. Grammar Translation Method 1. Background It was called the Classic Method since it was first used in the teaching of the classical language, Latin and Greek. An important goal is for students to be able to translate each language into the other. Earlier in the 20th century, this method was used for helping students to read and appreciate foreign language literature.

    2. Classroom Activities a. Translation of a Literary Passage : Students translate a reading passage from the target language into their native language. The passage may be excerpted from some work from the target language literature, or a teacher may write a passage carefully designed to include particular grammar rules and vocabulary. The translation may be written or spoken or both. b. Reading Comprehension Questions : Students answer questions in the target language based on their understanding of the reading passage. The first group of questions ask for information contained within the reading passage. In order 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. c. Antonyms/Synonyms : Students are given one set of words and are asked to find antonyms in the reading passage. A similar exercise could be done by asking students to find synonyms d. Deductive Application of rules : 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. e. Full-in-the-blanks Exercise : Students are given a series of sentences with word missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses f. Memorization : Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them. Students are also required to memorize grammatical rules and grammatical paradigms such as verb conjugations g. Use Words in 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 vocabulary

    h. Composition : The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson. Sometimes, instead of creating a composition, students are asked to prepare a prcis of the reading passage.

    B. Direct Method Direct Method (Berlitz method) receives its name from the fact that meaning is to be connected directly with the target language, without going through the process of translating into the students' native language. Reading in the target language should be taught from the beginning of language instruction; however, the reading skill will be developed through practice with speaking. Objects or pictures present in the immediate classroom environment should be used to help students understand the meaning. The native language should not be used in the classroom. The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning. What follows are several types of teaching and learning activities which can be conducted in Direct Method: a. Reading Aloud. Students take turns reading sections of passage, play, or dialog out loud. At the end of each students turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear. b. Question and Answer Exercise. This exercise is conducted only in the target language. Students are asked questions and answers in full sentences so that they practice with new words and grammatical stucture. They have opportunity to ask question as well as answer them. c. Getting students to Self-Correct. The teacher can have the students self correct by asking them to make a choice between what they said and an alternate answer he supplied.

    d. Conversation Practice. The teacher ask students a number of questions in the target language, which the students have to understand and to be able to answer correctly. The teacher can ask individual students questions about themselves. The question may contain a particular grammatical structure. Late, the students will be able to ask each other their own questins using the same grammatical structure. e. Dictation. The teacher read the passage three times.

    GTM : Evaluasinya 1.Sesungguhnya sasaran metode ini terbatas dan sulit ditangani/ diperoleh; 2.Metode ini memusatkan perhatian pada keterampilan membaca dan menulis, mengabaikan keterampilan menyimak dan berbicara; 3.Metode ini tidak dapat merealisasikan tujuannya dalam membiasakan siswa untuk menulis dengan benar; 4.Metode ini hanya sesuai bagi siswa yang cerdas saja; 5.Metode ini mengharuskan siswa berpikir dengan bahasa ibu, kemudian pemikiran itu diterjemahkan ke dalam otaknya yakni kepada bahasa sasaran; 6.Metode ini terjadi secara tidak sadar, hal itu menghambat cepatnya pengajaran bahasa; 7.Metode ini menjadikan/membuat guru jadi malas; 8.Peran guru di dalam metode ini gampang, jika dia menguasai bahasa asing.

    DM : Evaluasi : Keistimewaan metode ini adalah efektif dalam hasilnya, disamping itu mudah dan elastis/fleksibel, dan mempunyai sentuhan manusiawi. Metode ini berpusat pada kemampuan komunikasi dan memberikan kesempatan kepada siswa untuk berpartisipasi. Akan tetapi kekurangannya adalah sebagai berikut :
    4

    1.Metode ini tidak cocok untuk tingkatan lanjutan yang sudah maju; 2.Metode ini melalaikan kemampuan menulis.

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