TEACHING READING USING GRAMMAR

TRANSLATION METHOD

Accomplished by :

1. Umi Latifah (163221002)

2. Nurul Nabilah Riesna Putri (163221003)
3. Intan Puspita Ningrum (163221004)
4. Nanda Indira (163221005)
5. Shinta Yuniarti (163221014)
6. Filaili Azizah (163221019)
7. Cahyaningtyas Fitra Palupi (163221021)

ENGLISH EDUCATION DEPARTMENT

ISLAMIC EDUCATIO AND TEACHER TRAINING FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

2018
 “Teaching Reading using Grammar Translation Method”

A. Introduction
1. Definition of Reading
According to William (1984), explain that the reading process
which someone sees and understands what has been written.
Rohani Ariffin (1992: 1) reading is used as personal activity that do
secretly and alone in her book tittled Antropology of Poetry for
Youth. It explains that reading is information relating and doing
secretly or violently. Based on the the statement above we can
conclude that reading is someone seeing to a written text and
starting to accept the information from the written. The purpose of
reader gets information. According to Mariam (1991) say that the
major learning way is reading. If it cannot studying or
remembering, it does not understand .
Reading is important for students, it develops students to
increase knowledge, increase information for themselves, increase
knowledge and add ideas so that the power of reason develops and
has a broad outlook that will benefit both themselves and others.

2. Method Use for Teaching Reading

The grammar translation method (GTM) is a second language
learning method that is mostly based on translations from native
languages into the target language. in this GTM method students
will be explained about the rules of grammar, etymology and
syntax of the target language that is more linguistic than
communicative. The method is the classical method. According to
prof. Karl Plotz (1819-1881) GTM is the oldest teaching method in
the SLA. This strategy learns about grammar and target language,
to compare syntax between the original language and the target
language, and to quote sentences or paragraphs to be translated
 back and forth. In this earlier century, it was used to help students
for reading and appreciating foreign language literature.
GTM is used by using the original language the teacher will
explain to students how words are formed that are used in the target
language. Where the teacher who speaks Indonesian speaks how
English or English words are formed, what they mean and how
they sound. what will be learned is how to use grammar rules from
the target language to translate into native languages and compare
grammar in the original language and target language. According to
modern practitioners in the field of linguistics education the GTM
method is difficult to understand because modern education
requires that language learning and teaching be carried out
communicatively and academically.

B. Teaching Process
The example of teaching process below are for the first grade of
Junior High School.
1. Translation of Literary Passage
The teacher starts the lesson by asking the students to observe
and read then translate it into Indonesian one of the examples of
narrative text in the text book “The Boy Who Cried Wolf”.
2. Reading Comprehension Questions
After the students translate it into Indonesian, then the teacher
ask the students to answer the questions about the information
cotained within the reading passage in the narrative text of “The Boy
Who Cried Wolf”
3. Antonyms/Synonims
After that, the teacher give one set of word and ask the students
to find antonym in the narrative text of “The Boy Who Cried Wolf”,
then the teacher give the student similar exercise by asking the
students to find synonims for a particular set of words.
C. Principle
Theory
1. Language and Culture in Language Theory
The language understood by Chomsky is “a set (limited or
not limited) of sentences, each of which is of limited length and
constructed from a limited length and constructed from a limited
set of elements” (Chomsky 1957:13).
The relationship of culture and language is the way they
share the values, reality, and human behavior or social group.
From the mentioned points and discussion, it can be
concluded that there is a very close relationship between language
and culture in general, and a specific language and its culture in
particular. That is, culture has a direct effect on language. In fact,
the two issues are closely correlated and interrelated. Language is
the symbolic presentation of a nation or a specific community. In
other words, language is the symbolic presentation of a culture.

2. Learning theory of Teacher Center

Brophy (2006) said that the main emphasis for active class
management is a centralizes teacher between remaining in full
control and therefore refuse them to actively participate in it learn.
The teacher dominates in the learning process so the learning
context becomes boring.
So that students make them wonder and may be missed
important facts. This behavioral approach to class management has
been seen as it is consistent with traditional transmission
approaches to instructions that students are not permitted to express
themselves and direct their own learning (Tabulawa, 2006).
Meanwhile, Crisstillo (2010) states that teacher centered pedagogy
is associated with a lower peak hierarchical pedagogy and to
 strength then passivity learn, memorize and increase development
of cognitive skills.

3. Vocabulary and Grammar rules in Language Learning

There are many definitions taken from several experts about
vocabulary. According to Richards, vocabulary is one of the most
obvious components of language and one of the first things applied
by linguists distracts them. In Oxford Advances Learners
Dictionary (1974:959) in current English, the definition of
vocabulary is the number of words in a language, a word known to
someone, a list of words with their meanings.
Vocabulary is a collection of words that can be indentified
and learned by everyone. To master vocabulary, there are many
methods that can be done.

D. Material
The material that use in teaching reading is the example of narrative
text “The Boy Who Cried Wolf”, here the narrative text that we used.

The Boy Who Cried Wolf

There was once a young shepherd boy who tended his sheep at
the foot of a mountain near a dark forest. 1 It was lonely for him
watching the sheep all day. No one was near; except for three farmers
he could sometimes see working in the fields in the valley below.
One day the boy thought of a plan that would help him get a
little company and have some fun. He ran down toward the valley
crying, “Wolf! Wolf!” The men ran to meet him, and after they found
out there was no wolf after all, one man remained to talk with the boy
awhile.
 The boy enjoyed the company so much that a few days later he tried the
same prank again, and again the men ran to help him.
A few days later, a real wolf came from the forest and began to
steal the sheep. The startled 6 boy ran toward the valley, and more
loudly than ever he cried, “Wolf! Wolf!”. But the men, who had been
fooled twice before, thought that the boy was tricking them again. So no
one came to help the boy save his sheep.
Moral : If you often don’t tell the truth, people won’t believe you even
when you are telling the truth.

E. Conclusion
Reading is important to our daily life. Because we get the benefit,
such as increasing or adding knowledge. Student can learn the
grammar rules and vocabulary that through the Grammar Translation
Method. Reading skill emphasize translation of literry passage, reading
comprehension and antony or synonym. So, this method is suitable for
larning writing.
 Reference

https://www.enotes.com/homework-help/write-note-grammar-translation-
method-364053

https://www.ukesays.com/essays/languages/definition/-of-reading.php

Diane Larsen,Freeman. Techniques and Principle in Language Teaching.

2003. London:Oxford University Press

Kementerian Pendidikan dan Kebudayaan.2015. Bahasa Inggris When

English Ring Bells . Jakarta:Kementrian Pendidikan dan Kebudayaan