TEACHING ENGLISH AS A FOREIGN LANGUAGE

Initial Approaches with Methods:

o Grammar Translation
Method
o The Direct Method
o SLT

Name: Lucky Qonita Saraswati

201212501146
Heti Yulianita
201212501171
Nanda Maulida

201212501163

R.6.J

PREFACE
Thank to Allah who has given His bless to the writer for
finishing the English paper assignment.
The writer also wish to express her deep and sincere gratitude
for those who have guided in completing this paper.
This English paper contains some example of initial approaches
in TEFL with methods: GTM, The Direct Method, SLT. that can
help to reach the meaning in target language.
There are three example the writer decribes in this session.
Hopefully, this paper can help the readers to expand their
knowledge about Methods in TEFL.
Bekasi, March 15th, 2015

Author

CHAPTER I
INTRODUCTION
I.

Background

Grammar Translation Method (GTM)

GTM was in fact first known in US as the Prussian Method. GTM dominated
European and foreign language teaching from 1840s to the 1940s, and in
modified form it continues to be widely used in some parts of the words today in
the mid-end late 19th century opposition to the GTM gradually develop in several
European countries in Germany, England, France and other parts of Europe, new
approaches to language teaching were developed by individually language
teaching specialists, each with a specific method for reforming the teaching of
modern languages, some of these specialists, like C.Marcel, T.Prendergast, and
F.Gouin, did not manage to achieve any lasting impact, though there ideas are of
historical interesting 1880s, Henry Sweet in England, Wilhelm Vietor in
Germany, Paul Passy in France began to provide the intellectual leadership
needed to give reformist ideas greater credibility and acceptance.
Direct Method
Direct Method, also known as direct instruction. The name most associated
with direct teaching is Madeline Hunter. The following sites provides insight
Madelin Hunters direct teaching model and ideas. The purpose is to provide
information that can help you sharpen your skills and help you understanding
this sometimes maligned approach that can be a valuable part of your
instructional repertoire. Direct teaching is also associated with clinical teaching,
target teaching and instructional teory into practice (TIP).
The direct method is best suited to teaching facts and standard
procedures, and provides six teaching approaches for doing so: daily review and
checking, presenting, and structuring new content, guided students practice,
feedback and correction, independent practice, and regular reviews.
Direct teaching or direct instruction is a systematic way of planning,
communicating, and delivering in the classroom. Direct teaching probably best
for teaching skills, not understanding, and so, the teacher must practice these
skills himself as perfectly as possible.
Situational Language Teaching (SLT)
Oral Structural Language Teaching (1920-1930) gives a systematic study
of the principles and procedure that could be applied to the selection and
organization of context of a language course. This approach led to development
in standard reference in developing teaching materials. This Vocabulary selection
was a focus on the grammatical content that becomes the problem of foreign
learners in spoken language.

Palmer and Hornby (1920) developed

this approach by involving 3
systematic principles: selection (the procedures), gradation (principles), and
presentation in its normal environment and better contextualization in those
circumstances.

CHAPTER II
PROBLEMS
There are some problems that will be explained in this report paper, as
follows:

1. What
2. What
3. What
4. What
Method

is the definition of Grammar Translation Method

are the principles of Grammar Translation Method
are the techniques of Grammar Translation Method
are the advantages and disadvantage of Grammar Translation

1.
2.
3.
4.

What
What
What
What

is the definition of Direct Method

are the principles of Direct Method
are the techniques of Direct Method
are the advantages and disadvantages of Direct Method

1.
2.
3.
4.

What
What
What
What

is the definition of CLT

are the principles of CLT
are the techniques of CLT
are the advantages and disadvantages of CLT

CHAPTER III
ANALYSIS
o

Grammar Translation Method (GTM)

1. The Definition of Grammar Translation Method

This method was prevalent in foreign language classrooms from the
mid 19th century to the mid 20th century. It was first introduced in Latin
and ancient Greek classrooms in the early 1 9thcentury, replacing more
communicatively-oriented methods as Latin ceased to be a spoken
language. As there was no longer a strong justification for teaching oral
skills in the classical languages, the Grammar-Translation Method
espoused the goal of developing the ability to read and translate classical
texts. By the mid 19th century the method had been adopted for teaching
modern languages by German scholars such as Karl Pltz and Johann
Seidenstcker, and it quickly spread to classrooms throughout Europe and
the United States.
2. The Principles of Grammar Translation Method
There are two main goals to grammar-translation classes. One is to
develop students reading ability to a level where they can read literature
in the target language. The other is to develop students general mental
discipline. The users of foreign language wanted simply to note things of
their interest in the literature of foreign languages. Therefore, this method
focuses on reading and writing and has developed techniques which
facilitate more or less the learning of reading and writing only. As a result,
speaking and listening are overlooked.
3. The Technique of Grammar Translation Method
Grammar-translation classes are usually conducted in the
students native language. Grammar rules are learned deductively;
students learn grammar rules by rote, and then practice the rules by doing
grammar drills and translating sentences to and from the target language.
More attention is paid to the form of the sentences being translated than
to their content. When students reach more advanced levels of
achievement, they may translate entire texts from the target language.
Tests often consist of the translation of classical texts.

There is not usually any listening or speaking practice, and very

little attention is placed on pronunciation or any communicative aspects of
the language. The skill exercised is reading, and then only in the context
of translation.
4. The Advantages and Disadvantages of Grammar Translation
Method

The Advantages of GTM :

1. The target language is quickly explained in GTM
2. Teacher and students are easy to communicate/It does not
need native language
3. The students easy to understand because of grammatical
lessons

The Disadvantages of GTM :

1. No Scope for Effective Communication and Very Tedious for
Learners
2. Ineffective Method
3. More Importance on Grammar Rules than on Meaning
4. Slow Learning Rate and Making Learners Think in L1

o Direct Method
1. The Definition of Direct Method
The direct method of teaching, which is sometimes called
the natural method, and is often (but not exclusively) used in teaching
foreign languages, refrains from using the learners' native language and
uses only the target language. It was established in Germany and France
around 1900 and contrasts with the Grammar translation method and
other traditional approaches, as well as with C.J.Dodson's bilingual
method. It was adopted by key international language schools such as
Berlitz and Inlingua in the 1970s and many of the language departments
of the Foreign Service Institute of the U.S. State Department in 2012.
2. The Principles of Direct Method
1. Classroom instructions are conducted exclusively in the target
language.
2. Only everyday vocabulary and sentences are taught during the
initial phase; grammar, reading and writing are introduced in
intermediate phase.

3. Oral communication skills are built up in a carefully graded

progression organized around question-and-answer exchanges
between teachers and students in small, intensive classes.
4. Grammar is taught inductively.
5. New teaching points are introduced orally.
6. Concrete vocabulary is taught through demonstration, objects,
and pictures; abstract vocabulary is taught by association of
ideas.
7. Both speech and listening comprehensions are taught.
8. Correct pronunciation and grammar are emphasized.
9. Student should be speaking approximately 80% of the time
during the lesson.
10.Students are taught from inception to ask questions as well as
answer them.
3. The Technique of Direct Method
teaching concepts and vocabulary through pantomiming, reallife objects and other visual materials

teaching grammar by using an inductive approach (i.e. having

learners find out rules through the presentation of adequate
linguistic forms in the target language)

centrality of spoken language (including a native-like pronunciation)

focus on question-answer patterns.

4. The Advantages and Disadvantages of Direct Method

The Advantages of Direct Method :

1. Students are capable in speaking
2. Its easier for students know and understand the form, usage
and function of second language
3. The class is more active because there are interaction
between teacher and students
4. Students are able to use the second language in their daily
life
5. Teacher offers information to the students based on the
situation

6. Close of context between teacher and students

7. Students have feedback and corrections, independence
practice.

The Disadvantages of Direct Method :

1. Lack of reading and writing
2. Students are unable to use specific vocabulary and sentences
3. Lack of grammar study
4. Wasting a lot of time
5. Direct teaching is probably best for teaching skills, not
understanding, and so, the teacher must practice these skills
himself as perfectly as possible.

o Situational Language Teaching (SLT)

1. The Definition of Situational Language Teaching

SLT is the acronym for Situational Language Teaching, a very
popular English teaching method invented by British linguists. This method
has been used widely in the world for about 80 years since it was
invented. Based on the idea, speech was viewed as the basis of language
and structure as being at the heart of speaking ability, all the lessons are
taught with particular situations. By integrating English and situations, you
can enhance your English learning in a most effective way.
The Oral Approach or Situational Language Teaching is based on a
structural view of language. Speech, structure and a focus on a set of
basic vocabulary are seen as the basis of language teaching. This was a
view similar to American structuralists, such as Fries. However, what
distinguishes The Situational Language Teaching approach is its emphasis
on the presentation of structures in situations
2. The Principles of Situational Language Teaching
1. The act of receiving knowledge or material
2. Repetition to fix that knowledge or material in memory.
3. The use of the knowledge or material in actual practice until it
becomes a personal skill.

3. The Technique of Situational Language Teaching

Situational Language Teaching syllabus is designed upon a word list

and

structural

activities.

Grammar

teaching

involves

situational

presentation of new sentence patterns and drills to practice the patterns.

the teacher moves from controlled to freer practice of structures and from
oral use of sentence patterns to their automatic use in speech, reading
and writing.
4. The Advantages and Disadvantages of Situational Language
Teaching

The advantages of SLT :

Situational Language Teaching

is still attractive to many

teachers who still believe in structural practice of language. Its

practicality in the teaching of grammar patterns has contributed to
the survival of the approach until recently. Besides, its emphasis on
oral practice still attracts support among language teachers.

The Disadvantages of SLT :

Many premises underlying the approach have been criticized.
For example Chomsky (1957) showed that the structural and the
behavioristic approaches to language are simply incorrect as they
do not explain the fundamental feature of language learning: the
ability to create novel and unique sentences. Children do not
acquire their mother tongue through repetition and habit formation.
There must be, however, an innate predisposition that lead them to
a certain kind of linguistic competence.

PREFERENCES
https://novaekasari09.wordpress.com/2011/06/12/grammartranslation-method/
http://www.onestopenglish.com/support/methodology/teachi
ng-approaches/teaching-approaches-the-grammartranslation-method/146493.article
www.youtube.com
www.google.com