CHAPTER I

PRELIMINARY
A. Background
The various problems that arise in the classroom when a teacher
will begin the lesson from it is as detailed as the student's problem, a
teacher must know, so the lesson taught by the teacher is not
hampered by the problem.
Teachers and to enhance the role of competition, because in the
process of learning and student learning outcomes is largely
determined by the role of teachers and the competition of all kinds of
things. A variety of teaching techniques can be developed to achieve
the goals of a teacher, active, innovative, creative, effective and fun
can be a good teaching model and can be developed in education.
The role of a teacher is very important in promoting the spirit of the
students, basically we can know a student and other students have the
same ability to receive instruction from the teacher, only one teacher
needs special methods to deliver material to students.
Active, innovative, creative, effective and fun learning can be
achieved after all kinds of things have been done both in terms of
classroom studies, research methods until the emergence of the
solution.
The results of this paper can be used as reference material for
basic education, secondary education, higher education and higher
education.

B. Formulation
1. What is The Direct Method ?
2. What is the Grammar translation method ?
3. What is the Audio lingual method?

1
4. What is the Communicative language teaching ?
5. What is the Humanistic Learning Theory ?
6. What is the Silent way method ?
7. What is the Electricism method ?
8. What is the Common Sense of Travel Method ?

2
 CHAPTER II
DISCUSSION

A. The Direct Method

a. Definition of direct method
The Direct Method of teaching, which is sometimes called the
natural method, is the method that associated with Francois Gouin and
Charles Berlitz. Wikipedia wrote that it was established in Germany and
France around 1900.1[1] The meaning of the name "Direct Method" comes
from the fact that the action like demonstration and visual aids are needed
to convey the meaning directly into the target language.
Gouin developed an approach to teaching a foreign language
based on his observations of children’s use of language. He believed that
language learning was facilitated through using language to accomplish
events considering of a sequence of related actions.
The main argumentation of this method is that a foreign language
could be taught by use the learner’s native tongue without translation. It
also means that The Direct Method insists on thinking and communicating
the target language directly without explanation in translation.
Bambang Setiyadi in his book presented a brief story of the birth of
the method that adapted from Mackey (1975: 143-148). A long before
Direct Method was widely used, there were a lot of reactions against the
teaching of grammar through explanation and translation. One of the first
extreme reactions was the idea that the target language was taught
through inductive grammar by using texts written in the target language.
With the coming of the inductive teaching of grammar, the Grammar
Translation Method became an end. In the latter half of the century, there
1

3
 was a movement that advocated the abolition of translation and grammar,
and teaching of the target language through abundant listening. This way
of teaching was then improved by adding physical activity in presenting
language material. One of the pioneers of this movement was Gouin of
France.2[2]
For addition, the book of Jack C. Richards and Theodore S.
Rodgers presented the opinion of a German scholar F. Franke (1884) that
strengthened the Direct Method. Frank said that a language could be best
taught by using it actively in the classroom. Rather than using analytical
procedures that focus on explanation of grammar rules in classroom
teaching, teachers must encourage direct and spontaneous use of foreign
language in the classroom. Learners would then be able to induce rules of
grammar. The teacher replaced the textbook in the early stages of
learning. Speaking began with systematic attention to pronunciation.
Known words could be used to teach new vocabulary, using mime,
demonstration, and pictures.3[3]
This statement became the principles of natural language learning
and provided the foundation for Direct Method. From it, Direct Method
refers to the most widely known of the natural methods.

b. Principles of Direct Method

The following principles are some of the characteristics of Direct
Method based on some sources regarding to language learning:
1. Grammar is taught by situation and through inductive way. The
teacher presents students with many examples to show how
the concept of Grammar works, without giving any long

4
 explanation about how the concept is used. The students are
expected to notice how the concept is to be used and
determine the grammar rule.
2. Classroom instructions are conducted exclusively in the target
language. It means that language learners learn the target
language in the classroom most of the time.
3. Only everyday vocabulary and sentences are taught during the
initial phase; grammar, reading and writing are introduced in
intermediate phase. Those become the base of the syllabus for
this method.
4. 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.
5. New teaching points are introduced orally, not written.
6. Concrete meaning of vocabulary is taught through
demonstration, objects, and pictures; the abstract one is taught
by association of ideas, not through translation.
7. Both speech and listening comprehensions are taught.
8. Correct pronunciation and grammar are emphasized. It means
that these cases are essential.

c. The Goals of Direct Method

Teacher uses method in their teaching learning activities, in order
to implement the plans of learning and reach the goal optimally. A method
is the important role and determines the success of the learning. Every
methods has its goals, included the Direct Method.
The intention of the teachers who use the Direct Method is to make
their students learn how to communicate by using the target language. In
order for the hope that possible, students will learn to think target language

5
 and the teacher avoids native language emerged during the teaching
learning activities.

d. The teacher-student roles in the Direct Method

Although the role of teachers in this method is the ‘director’ class,
students are more active role when compared to the Grammar-translation
method. Teachers and students are more like partners in purpose
learning / teaching. Interaction between teachers and students walking
from two directions, either from teacher to student or from students to
teachers, but most interactions went from teacher to student. Interaction
among students is also a lot happening in this method. 4[4]
The teacher asks the student through target language directly and
the students are expected to do what the teacher asked. It would be helpful
to use gesture, picture or pantomimes to make the meaning clear. So, the
student will be easy to be actively involved in using target language during
the teaching learning process.

e. The Activity Types

The teacher can use these following activity types in teaching
learning activities. This activity types are adapted from some sources.
Activity types:
1. Question-and-Answer Exercise: The teacher asks questions and the
students answer. This activity happens only in target language.
Students ask questions and answer in full sentences. Students can
also try to ask the questions for the purpose to make they practice new
word and grammatical structure.

6
 2. Reading Aloud: Students take turns reading. At the end of each
student’s turn the teacher uses gestures, pictures, examples, or role
play to help the students understand the meaning.
3. Getting students to self-correct: Bambang Setiyadi wrote in his book
that self-correction is more emphasized than teacher correction. This
can be done by asking them to make a choice between what they said
and an alternative answer provided by the teacher. Self correcting can
also be done by repeating what they said in a questioning voice to
signal to the student that there is something wrong. 5[5]
4. Conversation practice: the teacher gives some questions and the
student should be able to answer the question correctly by using target
language.
5. Fill-in-the-blank exercise: in this kind of activity, students are given a
series of sentence in the target language with some missing words.
6. Dictation: there are some steps in this activity. The teacher reads the
text/passage aloud three times. At the first time the teacher reads, the
students only listen. The second time, the teacher read it phrase by
phrase, with pausing long enough for students to write down what they
have heard. The third time, the teacher read at the normal speed and
the students check their work.

f. Application and Example

Peace Corps' Information Collection & Exchange (ICE) wrote in its
Manual that Grammar is taught inductively. It means that grammar is
presented and practiced, but the rule isn’t the focus. The teacher that use
direct method help the students understand grammar and vocabulary by
use mime, demonstration, and visual aids. 6[6]
Here, I present an application and example of Grammar teaching.
5

7
 Teaching Simple Past Tense
First, we should considering some ways to teach grammar with Direct
Method.
a. Using inductive approach.
b. Giving examples before the student know the formula.
c. Using classroom situations for conversation or giving example.
d. It can use the routines activities for making example.
e. The teacher gives the motivation and helps the students to find the
formula or to make the conclusion from the examples.
Example of teaching simple past tense:
Step 1: The teacher greets the class
Greeting the class is very important for the teachers and students. The
students must pay their attention before going to study English. It makes
the teachers easier to handle the class.
Example:
a. Assalamualaikum, good morning class, how are you today?
b. Hi, my smart students
c. Hi my lovely students

Step 2: Giving questions

After greeting the class, the teacher starts to study and giving the
questions. The choice of questions must be suitable with the material about
simple past tense. The teacher can give the questions using the object
around the class, or the situation in the classroom.
Example:
a. What did you do yesterday?
b. What did you last night?
c. What lesson did you learn in the school yesterday?
6

8
The teacher must give the example of the answer, because the student
can be confuse at the first time. The teacher can give the examples
such:
a. I went to my grandmother house
b. I watched TV
c. I learnt Biology

Step 3: Giving instructions

After giving questions, the students will answer themselves. If they can
answer well, the teacher must give other activities. The teacher gives
instructions for the students to make a group or a pair, and the teacher
gives another concept. Again, the teacher must give some examples.
The teacher must teach the students how to make sentences with
another subject, such you; they; we; he; she; and it. The teacher can say
these following examples:
a. “He went to the zoo yesterday” while teacher pointed toward the boy
b. “She bought a bag last week” while teacher pointed toward the girl
c. “They played volley yesterday” while teacher pointed toward a group
of student outside the class.
These examples give the rule when the students use the past form of
verb.
a. “It was rainy last night” while teacher pointed toward the sky
b. “We were happy yesterday”
These examples give the rule when the students use the past form of To
Be.

After the teacher gives the examples, the student must practice with
their group. After that, they practice with another group. Practice and
practice more, until they can understand to use simple past tense in the

9
 certain context, and of course to get the final purpose that the students
must conclude the formula by themselves.

Step 4: Making Conclusion

This is the main activities of the process of study. The students must
make the conclusion about the simple past tense. This is an inductive
approach. The students are able to make the formula or make the
conclusion according to the examples. The teacher will help them by
giving examples and motivate to think everything. If the students can
make the conclusion, it means that both of them get success.

Step 5: Giving motivation or applause and end the studying.

Giving motivation can make the student motivated to improve their skill
or comprehension. Try to make the student happy during the teaching
learning activity.

B. Grammar translation method

a. Definition grammar translation method
Grammar translation method is one of the most traditional methods
derived from the Latin teaching practice. In the early 1500s, Latin was the
most widely studied foreign language known in government, academia,
and business. However, during the centuries the use of Latin languages
was reduced, and gradually replaced by English, French, and Italian. After
the fall of Latin, the purpose of studying at school changed. Whereas
previously students have learned Latin for communication purposes, but
then studied as a purely academic subject.
Throughout Europe in the 18th and 19th centuries, the educational
system was shaped primarily around a concept called faculty psychology.
This theory dictates that the body and mind separate and the mind

10
consists of three parts: the will, the emotions, and the intellect. It is
believed that the intellect can be sharpened enough to finally control the
will and emotions. The way to do this is by studying the classical literature
of the Greeks and Romans, as well as mathematics. In addition, adults
with such education are considered mentally prepared for the world and
its challenges.
Initially it was believed that modern language teaching was
useless for the development of mental discipline and therefore they did
not follow the curriculum. As modern languages began to emerge in the
school curriculum of the nineteenth century, the teachers taught them with
the same grammatical translation methods as those used for classical
Latin and Greek. As a result, textbooks are basically copied for modern
language classes. In the United States, the basic foundation of this
method is used in most foreign language classes and foreign colleges.

b. Advantages
1. A target language expression can be quickly explained. Translation
is the easiest way to explain meaning or words and phrases from
one language to another. Does not take time in explaining.
Furthermore,
2. Learners gain some precision in understanding synonyms in the
source language and target language.
3. Teachers are easier because textbooks are taught through the
mother tongue media, teachers can ask understanding questions
about texts taught in the mother tongue. Students will have little
difficulty in responding to questions in the mother tongue. So, the
teacher easily assesses whether the student already knows what he
has taught them. Communication between teachers and learners
does not cause linguistic problems. Even teachers who are not

11
 fluent in English can teach English through this method. That may
be the reason why this method has been practiced so widely and
has lasted so long.
c. Disadvantages
1. The natural order of language learning is listening, speaking, reading
and writing. That's how children learn their mother tongue in the
natural world. But in this method the teaching of a second language
begins with the teaching of reading. Thus, the learning process is
reversed. This usually causes problems.
2. This method puts emphasis on reading and writing. It ignores
speech. Thus, students who are taught English through this method
fail to adequately express themselves in spoken English.
3. Correct translation is impossible. Translation, it is a difficult task and
a definite translation from one language to another is not always
true. Language is the result of the various habits, traditions, and
ways of behavior of a person and this tradition differs from society to
society. There are some lexical items in one language, which do not
have synonyms / equivalents in other languages. For example, the
meaning of the English word 'table' does not match the expression
like 'table of contents', 'number table', 'multiplication table', 'time
table' and 'resolution table', etc. English prepositions are also
difficult to translate. Thus, the translation should be considered an
index of a person's ability in the language.
4. This method does not give practice pattern. A person can learn the
language only when he follows the patterns until they form his habit.
But the Grammar Translation Method does not provide such
practices to language learners.
d. Characteristics

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 1. Focus on grammar rules and their application in the language of the
language.
2. The taught vocabulary depends on the selected text because there is
no continuity between groups or lists of vocabularies with each
other.
3. Recitation and translation are prominent features of activity, ie
memorizing and translating vocabulary and grammatical rules.
4. Pronunciation is not taught or highly only on some aspects.
5. More emphasis on reading and writing skills of listening and
speaking value
e. Method
1. Translation of the Literary Passage (Translating the target language
into the mother tongue
2. Reading Understanding Questions (Finding information in a section,
making inferences and relating to personal experience)
3. Antonyms / Synonyms (Finding antonyms and synonyms for words
or sets of words).
4. Cognates (Studying appropriate spelling / sound patterns between
target languages)
5. Implementing Deductive Rules (Understanding their grammar rules
and exceptions, then applying them to new examples)
6. Fill-in-the-blanks (Fill in gaps in sentences with new words or items of
a particular type of grammar).
7. Memorization (Memorizing the list of vocabulary, grammatical rules
and grammatical paradigms)
8. Use Words in Sentence (Students create sentences to illustrate that
they know the meaning and use of new words)
9. Composition (Students write about topics that use the target
language).

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f. Procedures
1. Students read the text then asked to translate it.
2. Students are then asked in their native language if there is anything
they want to ask.
3. Teacher asks student to work on problem from text given earlier.
4. The teacher checks the student's work, if there is a mistake, the
teacher will ask the other students to give the correct answer, or
the teacher himself directly fix it.
5. Students are asked to translate new words from mother tongue to
target language.
6. Students are given grammar rules and memorize them.

C. Audio lingual method

a. Definion of Audio lingual method
Basically the Audiolingual method is almost the same as any
other method. The method that comes before this method is Direct
(Direct Method) method. The Audiolingual method is the method
which focuses in repetition some words to memorize. Audiolingual
method is a method which uses drills and pattern practice in
teaching language. As for Jill Kerper Mora from San Diego
University mentioned: "This methodology is based on the principles
of behavior psychology, which is based on the principles of
behavioral psychology.
This Audiolingual Method is a method whose implementation
focuses on exercises, drills, vocabulary memorization, dialogue,
reading texts. As in practice students are invited to learn (in this
case English directly) without having to bring native language. The
basis and procedure of teaching in this method are also widely
taken from the pre-existing method of Direct Method. In addition,

14
 Audiolingual goals are also no different from Direct Method is to
create communicative competence in students. As is known,
pronunciation, arrangement and other aspects of foreign language
and mother tongue are very different. Therefore, in foreign
language learning (in this case English) students are required to
recite and / or read over and over again word for word given by the
teacher in order not to be influenced by mother tongue as much as
possible.
Repetitions that are done over time will become a habit (habit).
Likewise in terms of reciting foreign language words (English), if it
has become a habit, students will automatically and reflex can do it.
So in the implementation, for the business can run smoothly it is
necessary require seriousness both from teachers and students.
b. History of Audiolingual Methods
The Audiolingual method is a method that has developed
during World War II. America's participation in World War II has had
a significant impact on the teaching of English in the country. To
equip the American government with personnel fluent in German,
French, Italian, Chinese, Japanese, Malay and other languages
translators, code-room assistants, and language diversions
required a special training of language programs. The government
commissioned American universities to develop foreign languages
for American military personnel. Thus until the Army Specialized
Training Program (ASTP) was established in 1942. In early 1943 as
many as 55 universities were involved in the program.
This method, also known as the Army method, developed as
a reaction to the Grammar-Translation method in the teaching of a
foreign language. This Grammar-Translation method has been
used for a thousand years, but it takes a very long time for the

15
learner to be able to speak a foreign language that is targeted.
From about 1947-1967 the AudilLingual approach has become the
dominant method of teaching foreign languages in America. With a
more innovative method, this Audiolingual method is able to
achieve communicative competence more quickly.
This theory is based on the behavioristic theory developed
by Skinner. As it is known that the behaviorists believe that learning
language is essentially a matter of exploitation and the formation of
publicity. With the mindset that in the learning process is important
is the stimulus and response and the strengthening. Therefore, in
the world of language theory that gave birth to the Audiolingual
approach that gives a lot of repetition. They believe if learning the
language is done by repetition, then the competence of that
language will be obtained.
The flow of behaviorism explains the notion of behavior
through action and reaction or that we are familiar with the term
stimulus and response; Different stimuli produce different
responses. The relationship between a certain stimulus with a
particular response is called habit or habit.
Watson, a classical psychology student of behaviorism once
argued that the stimulus can bring response, it can be concluded if
the stimulus occurs permanently then the response was trained
and directed still can happen automatically. In the Audiolingual
method based on the behavioristic theory used in this study, the
role of the teacher is very dominant because it is the teacher who
chooses the stimulus form, gives punishment and reward, gives
reinforcement and determines the type, and the teacher also
chooses the material, and how to teach it.

16
c. Characteristics of Audiolingual Method
1. The purpose of teaching is the mastery of four language skills in
a balanced way.
2. The order of presentation is listening and speaking and then
reading and writing.
3. The foreign language sentence model is given in the form of a
conversation to be memorized.
4. The mastery of sentence patterns is done with pattern-pratctice
exercises. Exercise or drill follows the sequence: stimulus>
response> reinfrcement.
5. Vocabulary is strictly limited or expressed, not as stand-alone
independent words.
7. System teaching sound systematically (structured) to be used /
practiced by the learner, by demonstration technique, imitation,
comparison, contrast, and others.
8. The writing lesson is a representation of the speaking lesson, in
the sense that the writing lesson consists of kaimat and
vocabulary patterns that have been studied orally.
9. Translation is avoided. Use of the mother tongue if it is
necessary for explanation, limited.
10. Grammar (in the sense of science) is not taught in the early
stages. The need for grammatical instruction at some stage
should be taught inductively, and gradually from the easy to the
difficult.
11. Material selection is emphasized on units and patterns that
indicate structural differences between the foreign language
taught and the mother tongue of the student. Likewise, the
forms of student error that are common and high frequency.

17
 For this we need a contradictory analysis and analysis of
kesaahan.
12. The likelihood of the occurrence of student error in the
response should be avoided.
13. Teachers become centers in class activities, students follow
(respond) what teachers instruct (stimulus).
14. The use of recording materials, language laboratories, and
visual aids is particularly important.
d. Steps of presentation of Audiolingual Method
1. Presentation of dialogue or short reading, by way of the
teacher reading it over and over, and the learner listening to
tana meihat texts.
2. Impersonation and shortness of dialogue or reading, by
imitating classical sentence-reading techniques per sentence in
class, while memorizing the sentences. This technique is called
mimicry-memorization (mim-mem) technique.
3. Presentation of sentence patterns contained in dialogue or
short readings, especially those that are considered difficult, as
there are structures in the mother tongue of the learner. This is
done by dri technique which is generally mechanical.
4. Dramatize dialogue or short readings that have been trained.
Students demonstrate or dramatize the memorized dialogue in
front of the class in turn.
5. Exercises make other sentences that match the learned
sentence patterns.

e. Advantages and Disadvantages of Audiolingual Methods

1. The advantages of this method include:
a. Applicable to moderate classes.

18
 b. Provide practice and practice in the aspects of listening and
speaking skills.
c. Suitable for students' linguistic level.

2. While deficiencies in the Audiolingual Method are:

a. Skilled and skilled teachers are needed
b. Deuteronomy is boring and inhibits the hypothesis of
language rules and Less attention to spontaneous speech /
speech.
c. Techniques used in Audiolingual methods such as drill,
memorization, etc. may be able to make the language a
behavior, but it does not indicate the expected competence.

D. Communicative language teaching

a. Definition of communicative language teaching
Communicative language teaching (CLT), or the communicative
approach, is an approach to language teaching that emphasizes
interaction as both the means and the ultimate goal of study.
Language learners in environments utilizing CLT techniques,
learn and practice the target language through the interaction with
one another and the instructor, the study of "authentic texts" (those
written in the target language for purposes other than language
learning), and through the use of the language both in class and
outside of class.
Learners converse about personal experiences with partners,
and instructors teach topics outside of the realm of traditional
grammar, in order to promote language skills in all types of
situations.

19
 This method also claimsto encourage learners to incorporate
their personal experiences into their language learning
environment, and to focus on the learning experience in addition to
the learning of the target language.
According to CLT, the goal of language education is the ability
to communicate in the target language.This is in contrast to
previous views in which grammatical competence was commonly
given top priority.CLT also focuses on the teacher being a
facilitator, rather than an instructor.
Furthermore, the approach is a nonmethodical system that does
not use a textbook series to teach English, but rather works on
developing sound oral/verbal skills prior to reading and writing.

b. History
Communicative language teaching has been the center of
language teaching discussions since the late 1960s
(Savignon&Berns, 1984, Page 4). Over the years it had become
clear to its proponents that mastering grammatical forms and
structures did not prepare the learners well enough to use the
language they are learning effectively when communicating with
others. As a result, situational language teaching and its theoretical
conjectures were questioned by British linguists. Some of the
linguists had the task of providing the Council of Europe with a
standardized program for foreign language teaching. D. A.
Wilkins was one of them, and his work has had the greatest impact
on current materials for language teaching (Savignon&Berns, 1984,
Page10). He analyzed the existing syllabus types (grammatical and
situational) and the communicative meanings that a language
learner needs to understand.

20
 In place of the existing syllabus Wilkins proposed a notional
syllabus. This syllabus was not organized in terms of grammatical
structures but rather specified what meanings the learners needed
in order to communicate. What began as a development only in
Britain has expanded since the mid 1970’s. Now it is seen as an
approach that pursues two main goals.
The first one is “to make communicative competence the goal of
language teaching” and the second one, “to develop procedures for
the teaching of the four language skills that acknowledge the
interdependence of language and communication” (Richards &
Rodgers, 2001, Page 155). Another important name associated
with communicative language teaching is A. P. R. Howatt. He
differentiates between a “strong” and a “weak” version of
communicative language teaching.
Howatt states that “a strong version is the development of a
language through communication” (1984, Page 279) doesn’t mean
reactivating existing knowledge of the language but rather
prompting the development of the language system itself. However,
the “weak” version focuses on providing the learner with sufficient
opportunities to speak the language and to put that in the center of
language teaching (Howatt, 1984, Page 279). From the above
description, we may conclude that communicative approach which
sees the necessity of language drills, controlled practice, and
grammatical teaching belongs to the week version which believes
that only by mastering the linguistic structures and vocabulary
learners can survive in real communication. On the other hand,
psychological or pedagogical approach can be said to fit into the
strong version of CLT which sees the importance of getting the
students involved in the ‘real’ communication for the language

21
 acquisition process. To get a clear description of what CLT is,
consider the following description of the major distinctive features
of the Audio lingual Method and the CLT., according to Finocchiaro
and Brumfit’s (1983:91-3) interpretation.

c. Principles
1. In CLT approach, meaning is given prime importance. The main
focus of the approach is to make the learners able to
understand the intention and expression of the writers and
speakers.
2. In this approach, it is believed that communicative functions are
more important rather than linguistic structures. Littlewoold
states that’’ one of the most characteristics features of
communicative language teaching is that it pays systematic
attention to functional as well as structural aspects of language,
combine these into a more fully communicative view’’ (1981:1).
Each language has limited number of sentence patterns.
Mastering only those sentence patterns does not help the
learners to communicate in the target language. The learner
needs to learn the communication functions of those structures.
3. While using CLT approach in teaching language, the target
language is used in the classroom. The target language is a
vehicle for class room communication, not just the object of
study (Larsen- Freeman, 2000:125). Because if the learners
continue to use their native languages, they are not able to
communicate in the target language. It is believed that native
language should be used udiciously.
4. Appropriate use of language is emphasized rather than
accuracy. Accuracy comes at the later stage. It is believed that

22
 when the learners learn to use the language appropriately
accuracy comes automatically.
5. Language should be taught by integrating all language skills
and not by only one skill. It means communication approach is
not limited to only speaking skill; reading and writing skills
should be developed.
6. Language cannot be learnt through rote memorization. It cannot
be learnt in isolation. It should be learnt through social
interaction. To communicate in the target language, there is a
need to struggle with language. Richards & Rodgers state that
the target linguistic system will be learned best through the
process of struggling to communicate (1986:67).
7. While using this approach, the major focus is to make the
learner able to communicate in the target language. Errors are
tolerated by the teacher because what is more important is to
make them able to speak in the target language. Teacher
should not correct them during the activities in which they are
using target language. The teacher can note the errors of the
learners and make it correct after the activities are over.
8. CLT approach provides the opportunities to communicate in the
target language to the learners. It encourages teacher-student
and student – student interaction. It helps to encourage the co-
operative relationship among students. The teacher should give
work in group or in pair which give opportunities to share the
information among them. It also helps to promote the
communication among them. Richards & Rodgers state that
students are expected to interact with other people, either in
the flesh, through pair and group work, or in their writings
(1986:68).

23
 9. The teacher should create situations which help to promote
communication. The teacher should teach them how language
should be used in a social context. Teacher should give
activities such as role play which help the learners to learn the
language in social context.
10. Language teaching techniques should be designed in such way
that it encourages the learners to use the target language.
Functional aspects of language should be given importance.
Dramas, role plays, games should be used in the class room to
promote the real communication.

d. Teqhniques
1. Authentic Materials      
Authentic materials are used to overcome the problem
which students cannot transfer what they learn in the classroom
to the outside world and to expose them to natural language in
various situations. The teachers may use a copy an article taken
from a news paper or magazine. They can also assign the
students to listen to a live radio or television broadcast. These
are appicable to the classes of high intermediate level or
advanced levels. For students with lower proficiency, it may be
possible to use simpler authentic materials such as restaurant
menu, timetables, brochures, advertisements, and leaflets. Such
reality does not contain a lot of language, but a lot of discussion
could be generated.
2. Scrambled Sentences
In this activity, the students are given a text in which the
sentences are in a scrambled order. This may be a text they
have worked with or they have not seen before. They are told to

24
 unscramble the sentences so that  the sentences are restored
to their original order. This type of exercise teaches students
about the cohesion and coherenceproperties of language
(discourse competence). they learn how sentences are bound
together at the supra-sentential level through formal linguistic
devices such as anaphoric, which unify a text and make it
coherent. In addition to written passage, students might also be
asked to unscramble the lines of a mixed-up dialog or asked to
put the pictures of picture strip story in order and write lines to
accompany the pictures.
3. Language Games
Games (i.e.card) are used frequently in the CLT and the
students find them enjoyable. It properly designed, they give
students valuable communicative practice. Games that are
truely communicative, recording to Morrow (in  Jonhson and
Morrow, 1981:34), content the three pictures communication:
information gap, choice, feedback. These three features are
manifested in the game bling the following way. An information
gap exists because the speaker does not know what her
classmate is going to do. The speaker has a choice as to would
predict and how she would predict it ( which form her/his
prediction would take ).
4. Picture Strip Story
Many activities can be done with picture strip stories. In this
activity, one student in a small group is given in a strip story. He
shows the first picture of the story to the other members of the
group and asks them to predict what the second picture will look
like. The activity just described is an example of using a
problem-solving task as a communicative technique. Problem-

25
 solving tasks work well in the CLT because the usually include
the three features af communication.
5. Role-Play
Role-Play are very important in CLT because they give
students an opportunity to practice communicating in different
social context and in different social roles. RolePlays can be set
up so that they are very structured (for example, the teacher
tells the students who they are and what they should say). They
can also be set up in a less structured way for example, the
teacher tells the students who they are, what the situation is,
and what they are talking about, but the students determine
what they will say.the later is more compatible with the CLT
because it gives the students more choices. Structured role-
plays also provide information gaps since students cannot be
sure what the other person or people will say.

e. Advantages and disadvantages

1. Advantages
There are some advantages of CLT;
a. The interaction between students and teachers:
Communicative teaching is becoming increasingly clear
feature is the change in the way as the internship; students
develop the subject, initiative and become increasingly
important. Teacher-student relationship is an interactive,
harmonious relationship, rather than the traditional
education, the kind of master-servant relationship.
b. To inform the basic knowledge and ability to skillfully
combine the development:Traditional classroom teaching of
English in the main body of the expense of home study,

26
 only emphasized the teachers on the knowledge of the
systematic and integrity, which is a teacher-centered,
knowledge-centered from the medieval "scholastic"
teaching methods inherited One consequence of the
neglect of student ability. The communicative teaching
emphasizes the learner's cognitive ability and operational
capabilities, which allow the students themselves to think
about and express their views, thus trained in real life the
ability to use language to communicate.
c. Greatly improved the student's interest:Communicative
teaching students to participate in, sometimes accompanied
by scenes or simulated scenarios, so that students more
close to life, the students became the main character,
naturally they were interested in the English language, to
learn English as a pleasure. 

2. Disadvantages
There some disadvantages of CLT;
a. It is felt that there is not enough emphasis on the correction
ofpronunciation and grammar error. It is because too much
focus on meaning at the expense of form.
b. CLT approach focuses on fluency but not accuracy in
grammar and pronunciation.
c. The CLT approach is great for intermediate student and
advanced students, but for Beginners some controlled
practice is needed.
d. The monitoring ability of the teacher must be very good
Grammar Teaching Practices make application of this
approach difficult.

27
E. Humanistic Learning Theory
a. Definition of humanistic learning theory
In the learning theory of humanistic learning process must be
upstream and empties into the human itself. Although this theory
strongly emphasizes the importance of the content of the learning
process, in reality it speaks more about education and learning in its
most ideal form. In other words, this theory is more interested in the
idea of learning in its most ideal form than to learn as it is, as what we
can observe in the everyday world. Any theory can be used as the
origin of purpose to "humanize man" (achieve self-actualization and
etc.) can be achieved. [1]
In the theory of humanistic learning, learning is considered
successful if the student understands the environment and himself.
Students in the learning process should try to gradually he is able to
achieve self-actualization with the best. This learning theory seeks to
understand the behavior of learning from the point of view of the
culprit, not from the point of view of the observer. [2]
The primary goal of educators is to help the student to develop
himself, which helps each individual to know themselves as unique
human beings and helps in realizing the potentials within them. [3]
In our opinion, Humanistic Learning Theory is a theory in
learning that emphasizes how humanizing human beings and learners
are able to develop their potential.

b. Principles of Humanistic Learning Theory

Some principles of Humanistic learning theory: [8]
1. Humans have natural learning

28
 2. Significant learning occurs when the subject matter is perceived
by the students to have relevance to a particular purpose
3. Learning about the change in perception of himself.
4. Self-threatening learning tasks are easier to target when the
threat is small
5. When the bancaman is low there is pangalaman students in
obtaining ways.
6. Meaningful learning is enhanced if students do it
7. Learn lancer if students are involved in the learning process
8. Learning that involves the whole student can give profound
results
9. Self-belief in students is grown by getting used to introspection
10. Social learning is learning about the learning process .

Roger as an expert of the theories of studying humanism put

forward several important learning principles that are:
1. The man has a natural desire to learn, has a natural curiosity
about his world, and a deep desire to explore and assimilate
new experiences.
2. Learning will be quicker and more meaningful when the
materials studied are relevant to the needs of the students.
3. learning can be improved by reducing external threats.
4. participatory learning is far more effective than passive learning
and people learn more when learning self-direction.
5. learning on the initiative itself which involves the whole person,
mind and feeling will be better and lasting.
6. freedom, creativity, and self-confidence in learning can be
enhanced by the self-evaluation of others is not so important.

29
c. Applications of Humanistic Learning Theory
The application of humanistic theory refers to the spirit or
spirit during the learning process that colors the methods applied.
The role of teachers in humanistic learning is to be a facilitator for
students while teachers provide motivation, awareness of the
meaning of learning in student life. Teachers facilitate learning
experiences to students and assist students to gain learning goals.
[9]
Students acting as the main actors (student center) which
memaknai process of learning experience itself. It is expected that
students understand their potential, develop their potential
positively and minimize their negative potential.
The learning objective is more to the learning process than
the learning outcomes. The process is generally passed is:
1. Formulate clear learning objectives
2. Ensure the active participation of students through learning
contracts that are clear, honest and positive.
3. Encourage students to develop students' ability to learn on their
own initiative
4. Encourage students to sensitively think critically, interpret the
learning process independently
5. Students are encouraged to be free to express their opinions,
choose their own choices, do what they want and bear the risks
of the behaviors shown.
6. The teacher accepts students as they are, trying to understand
the students' minds, not assessing normatively but encouraging
students to take responsibility for any risk of their actions or
learning process.
7. Giving students opportunities to progress at their own pace

30
 8. Evaluations are given individually on the basis of student
achievement
Learning based on humanistic theory is suitable to apply. The
success of this application is the students feel excited passionate, take
the initiative in learning and terjaadi changes in mindset, behavior and
attitude of the willperson.
Students are expected to be free, courageous, unbound by the
opinions of others and manage their own personally responsibly
without prejudice to the rights of others or violate any applicable rules,
norms, disciplines or ethics.

d. The Implication of Humanistic Learning Theory

1. Teacher as a facilicator
Humanistic psychology gives attention to the teacher as
a facilitator. The following are various ways to facilitate learning
and the various qualities of the facilitator. This is a very brief
overview of some (clues): [10]
a) The facilitator should pay attention to the creation
of an initial atmosphere, group situation, or
classroom experience
b) The facilitator helps to obtain and clarify individual
goals within the class as well as general group
goals.
c) He believes in the desire of each student to carry
out his meaningful purposes, as the driving force,
hidden in the meaningful study.
d) She tries to organize and provide the widest and
most accessible learning resources for students to
help achieve their goals.

31
 e) He placed himself as a flexible source to be
utilized by the group.
f) In responding to the expressions within the class,
and accepting both intellectual content and
attitudes of feelings and trying to respond in an
appropriate way, either to the individual or to the
group
g) When the classroom weather has been
established, the facilitator can gradually serve as a
participating student, a member of the group, and
share his or her vision as an individual, like any
other student.
h) He takes the initiative to participate in the group,
his feelings as well as his mind by not demanding
and also not imposing, but as a personal
contribution that may be used or rejected by
students
i) He must remain alert to expressions that signify
deep and strong feelings during learning
j) In the role of a facilitator, leaders should try to
identify and accept their own limitations.
e. The characteristics of facilitative teachers are:
1. Respond to students' feelings
2. Using student ideas to implement the interaction already
designed
3. Dialogue and discussion with students
4. Respect students
5. Conformity between behavior and deeds

32
 6. Adjust the contents of the student's frame of mind (explanation to
establish immediate needs of students)
7. Smile at students

f. Advantages and Disadvantages

1. Advantages
a) It improves cooperativeness, creativity and independence.
b) It increases positive attitudes towards teacher and school.
c) It develops stres free environment.
d) It reflects a holistic affective and student centered view of
language learning.
e) It promotes self confidence.
f) Teachers can use music, art and action to make the class
interesting and lively.

2. Disadvantages
a) Humanistic teachers aim for good things but these are not
clearly defined.
b) Humanistic approach is highly dependent upon the
capabilities of the teacher.. Teachers should be proficient in
the foreign/second language and they should be viewed as
facilitators and counselors
c) It requires carefull preparation of materials.
d) Some members dominate anothers are ignored.

F. Silent way method

a. Definition of silent way method
Silent way is also known for its unique properties as teaching
materials for teachers to do silent. The teaching materials are in the

33
 form of a set of colored blocks, codes, vocabulary graphics,
pointers all of which are used to describe the relationship between
sound and meaning in the target language. Classes often use
graphics in the original language and color codes naturally then
students put color with the associated sound. The teacher used
pointers to show students about the resulting sound symbol as a
method for language learning early in the 70s, sharing many of the
same important principles as the codes of cognition and making
good use of the underlying theory of learning discovery. some of
Cattegno's basic theories are that "teaching should be subordinated
to learning" and "teachers working with students, students working
on the language". The most prominent characteristic of this method
is that teachers usually stay "silent" most of the time, as part of its
role as a facilitator and stimulator, and thus the popular name of the
method. language learning is usually seen as a problem-solving
activity that should be involved in by students both independently
and as a group, and teachers need to stay out of the way in as
many processes as possible. silent streets are also well known for
regular use, long striped longish rods (cuisinere rods) and color-
coded word graphs that describe the values of pronunciation,
vocabulary and grammatical paradigms. It is a unique method and
the first of its kind to really concentrate on the cognitive principles in
language learning.

b. Advantages and Disadvantages

1. Advantages :
a) Students learn independently, independent of teachers.
b) Students are encouraged to work with each other to think or
understand meaning.

34
 c) Learners concentrate on completed tasks and potential ways
to solve them.
2. Disadvantages:
a) Be seen as impractical in the classroom, because students
need and want more input from the teacher.
b) In the basic concept, silent way gives the learner the freedom
to make choices in the situations presented, including in the
construction of sentences. This gives the impression that
students can master the learning situation. In reality,
however, the teacher is the master of the material and the
way of his teaching in the classroom. Thus the actual
teaching-learning process is still teacher-centered (centered
on the teacher).

c. Principles
1. Each method has a principle that is made a step in moving and
behaving. This one method also has principles that must be
known and well implemented by a language teacher
2. English. Here are 3 principles in learning English fast through
silent way.
3. Language is not learned by following a command continuously.
However, a language is learned by building a sense of in the
mind of a student. Sense is also named as inner criteria. That is,
students know by feelings, and the construction of their own
piiran. When an inner criteria is well established then they are
able to think far more than before. Also, their sense of work is
more effective and powerful. This happens because students
are not constantly given direction by their teachers. Students

35
 should be able to build their minds and evaluate mistakes with
their sense capital.
4. The meaning of a language obtained by the students to build
perception and not through the transfer of language or translate
done by the teacher. They can tell Red is red, Blue is blue, and
Green is green is because of their own perception and not
through language transfer.
5. Reading is an action based on the knowledge of the students.
The students have learned to say the words and when they
read, there has been a basic knowledge because of the
pronunciation at the beginning of time. So the process begins
with a way to speak first and then read the word.

G. Electricism method
a. Definitom of electricism method
Electricism method is a combination of different learning.
Based only on the best part or parts that are benefical from a
variety of teaching , then the weaknesses of a particular teaching
method can be avoided. This method of language education that
combines various approaches and methodologies to teach
language depending on the aims of the lesson and the abilities of
the learners. Different teaching methods are borrowed and adapted
to suit the requirement of the learners. It breaks the monotony of
the class. In addition, It is a conceptual approach that does not
merely include one paradigm or a set of assumptions. Instead,
eclecticism adheres to or is constituted from several theories,
styles, and ideas in order to gain a thorough insight about the
subject, and draws upon different theories in different cases.
‘Eclecticism’ is common in many fields of study such as

36
 psychology, martial arts, philosophy, religion and drama. The
eclectic method was proposed as a reaction to the profusion of
teaching methods in the 1970’s and 1980’s and the dogmatism
often found in the application of these methods. The main
proponent of the eclectic method is rivers (1981, teaching foreign
language skills). According to rivers, an eclectic method allows
language teachers ‘to absorb the best techniques of all the well-
known language teaching methods into their classroom procedurs
to achieve specific appropriate objectives .

b. Principles
1. the use of eclecticism does not mean to mix up different
approaches randomly
2. there must have some philosophical background and
systematic relation among different activities. Usually it is
recommended to mix structural approaches with
communicative use of language

c. Technic
There are varied methods used for language teaching. In
eclectic method, the teacher can choose from these different
methods and approaches:
1. Grammar-translation Method: It is a method of teaching
languages by which students learn grammatical rules and then
apply those rules by translating between the target language
and the native language.
2. Direct Method: In this method the teacher refrains from using
the students' native language. The target language is directly

37
 used for teaching all the four skills—listening, speaking, reading
and writing.
3. Structural-situational Approach: In this approach, the teacher
teaches language through a careful selection, gradation and
presentation of vocabulary items and structures through
situation based activities.
4. Audio-lingual/Audio-visual Method: In this style of teaching
students are taught through a system of reinforcement. Here
new words and grammar are directly taught without using the
students' native language. However, unlike direct method,
audio-lingual method does not focus on vocabulary. Instead, the
teacher focuses on grammar through drill and practice.
5. Bilingual Method: The word 'bilingual' means the ability to speak
two languages fluently. In bilingual method, the teacher teaches
the language by giving mother tongue equivalents of the words
or sentences. This method was developed by C.J. Dodson.
6. Communicative Language Teaching: This approach lays
emphasis on oral method of teaching. It aims to develop
communicative competence in students.
7. Total-Physical Response: It is based on the theory that memory
is enhanced through association with physical response.
8. The Silent Way: In this method the teacher uses a combination
of silence and gestures to focus students' attention

d. Advantages And Disadvantages Of Eclectric Method

od in Learning / Teaching a Foreign Language

38
a. It must be simple for both teacher and learner, and must be
within the capabilities of all teachers. Also, the teacher must feel
that pupils are progressing satisfactorily.
b. It must overcome the conflict between fluency and accuracy.
c. It must increase the rate and amount of learning which takes
place in the classroom.
d. Testing must be part of the method, and not a separate entity.
e. Constant revision must be part of the method.
f. It must enable the teacher to set defined limits and have control
over oral responses.
g. It must be variable ( cf. the difficulty of the Direct Method where
framing the right question to make the pupils apply various
persons / tenses / cases and vocabulary is most difficulty
without pre-arranged coding.
h. It must reflect the linguistic habits the child has already acquired
by learning his/her mother tongue and their ability to assimilate
a new language.
i. It must offer a new approach to the application of translation
work.
j. It must give the pupils a stimulus to say something in the first
instance - and it must find ways of supplying the pupils
constantly with ideas which they can use for their expression in
the foreign language.
k. It must enable work done with modern teaching aids (e.g. audio-
visual aids, computer) to be an extension of the method used in
class.
l. 13. It must give the teacher an opportunity to speed up
intercommunication between himself/herself and individual
pupils.

39
 m. It must be sufficiently flexible to cope with various class
conditions ( as far as pupils' specific / general interests are
concerned )
n. It must ensure that pupils are given the opportunity of having
the greatest number of meaningful contacts possible both with
and in the foreign language - THE most important criteria for the
validity of any modern method.

H. Common Sense of Travel Method

a. Definition of common sense of Travel Method
Travel method is a method of teaching by utilizing the
environment, location, or places that have a source of knowledge
for students. This teaching method is done with the assistance of
teachers or parents if the age is too young. Mentoring is done to
show the source of knowledge that students need to understand.
Methods of this tour can be done in places where history, in nature,
or other.
Teaching methods are designed first by educators and students
are expected to make reports and discussed with other learners
and accompanied by educators, which are then recorded. This
method is also a journey or cruise undertaken by learners to gain a
learning experience, especially direct experience and an integral
part of the school curriculum. Although the work of tourism has
many things that are non-academic, the general purpose of
education can be achieved, especially with regard to the
development of insights into the experience of the outside world.
In order for the use of travel methods to be effective, then the
implementation should consider the following steps:

40
 1. Preparation, where teachers need to set clear learning
objectives, consider the selection of techniques, contact the
leader of the objects to be visited to discuss everything, prepare
a ripe plan, divide the tasks, prepare the means, divide students
in groups, and send envoys,
2. Implementation of the work of the tour, where the group leader
arranges everything assisted by other officers, meets the
prescribed rules, supervises the officers in each section, as well
as the tasks of the group according to their responsibilities, and
provides guidance where appropriate.
3. The end of the tour, at that time the students held a discussion
about all the things the work of tourism, compile a report or
paper containing the conclusions obtained, follow up the results
of tourism activities such as making graphs, drawings, models,
diagrams, and tools others and so on.
b. The advantages of Travel Method :
1. This method is a modern method that utilizes interaction with
the real environment.
2. Materials studied during school, can be seen in real life such as
historic buildings.
3. Teaching with this method can stimulate students to be more
creative.
4. This teaching method is fun and unsaturated.

c. The disadvantages of Travel Method :

1. Require careful planning.
2. Require preparation approved by many parties.
3. Often this method of learning prefers the purpose of recreation
rather than the purpose of learning.

41
 4. Requires a fairly expensive cost.
5. Requires supervision from teachers and parents.
6. Safety and protection are important factors

d. Preparatory steps
1. Teachers and students determine the learning objectives
students are expected to acquire regarding the use of the
environment as media and learning resources.
2. Determining the object to be learned and visited.
3. Determine how students learn at the time of the visit. For
example taking notes that happened, observing a process,
asking or interviewing. Students are divided into groups and
each group is given LKS in learning activities.
4. The technical preparation required for learning activities such as
the rules of the trip, the destination, the learning supplies to be
brought and the questions to be asked.

e. The Steps of Implementation

In this step is to do learning activities in the place of
destination in accordance with the plan that has been prepared,
namely:
1. The learning activity begins with the teacher's explanation of
the object visited.
2. Students should be able to ask some questions through
group of each. Students record all information obtained from
the teacher's explanation. Teacher gives LKS to each group
3. Furthermore the students in the group discuss the learning
results to further complement and understand the material
being studies.

42
f. Follow-up
1. Follow-up of the above learning activities are classroom activities
to discuss the learning outcomes of the environment.
2. Each group reports their learning outcomes to be discussed
together.
3. The teacher asks for impressions that students get from the
learning activities, in addition to concluding the material obtained
and associated with the teaching materials field study.
4. Teacher distributes evaluation sheets to students and done
individually.
5. The teacher assesses the student's learning activities and the
results they have achieved.

CHAPTER III
COVER

A. Conclusion
All of the teaching method is good, depending the level and the
way that we apply for it.

B. Suggestion

43
 Hopefully this paper can be better in the future.

BIBLIOGRAFY

Anonymous. 1989. The Manual of TEFL/TESL: Teaching English as a Foreign or

Second Language. Washington DC 20526, USA : Peace Corps Information
Collection & Exchange
C. Richard, Jack and Theodore S. Rodgers. 2001. Approaches and Methods in
Language Teaching, 2nd ed. New York: CAMBRIDGE University Press

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Setiyadi, Bambang. 2006. Teaching English as Foreign Language.
Yogyakarta: Graha Ilmu
http://en.m.wikipedia.org/wiki/Direct_method_(education)
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of
%20bilash/inductivedeductive.html
https://dhianarhyazee.wordpress.com/2012/05/24/aplikasi-direct-method/
http://hadirukiyah2.blogspot.co.id/2009/12/grammar-translation-method-
gtm.html
https://en.wikipedia.org/wiki/Grammar%E2%80%93translation_method
www.belajarbhsinggrisku.com
SILENT WAY http://liveisblablabla.blogspot.co.id/2014/09/silent-
way.htmlBelajar Bahasa Inggris Cepat dengan Metode Silent Way
http://www.caramudahbelajarbahasainggris.net/2013/04/Belajar-Bahasa-
Inggris-Cepat-dengan-Metode-Silent-Way.html

SILENT WAY https://www.academia.edu/11739222/SILENT_WAY

Jack C. Richards and Theodore S. Rodgers (2001) : Approaches and
methods in language teaching. Endang Fauziati ( 2009 ) : Introduction To
Methods and Approaches in Second or Foreign Language Teaching.
http://www.sekolahbahasainggris.com/metode-pengajaran-bahasa
inggriscommunicative- language-teaching-clt/
http://allrfree.blogspot.co.id/2010/03/differences-between-audio-lingual-
and.html
Anitah S, et al. (2008). Learning Strategy in Elementary School. Jakarta:
Open University
Anitah, Sri, et al. 2009. Learning Strategy. Jakarta: Open University.
Barron, P. 2009. Activities, Games and Practice Ideas Learning Outside
Class. Jakarta: Erland.

45
Isjoni. 2010. CooperativeLearning Effectiveness of Group Learning. Bandung:
Alfabeta.
Sudijono, A. (2011). Introduction to Educational Evaluation. Jakarta: Raja
Grafindo PersadaSudjana, N Dkk (2007). Teaching Media. Bandung: PT
Sinar Baru Algensindo

ENGLISH TEACHING PRACTICE

NAME : LISKHA AYUNINGRUM

NIM : 06420170074
CLASS : C4
METHOD : GRAMMAR TRANSLATION METHOD
LEVEL : JUNIOR HIGH SCHOOL

46
SUBJECT : READING AND TRANSLATION FAIRYTALE
MATERI :
THE LION AND THE MOUSE
Once upon a time, a lion was sleeping under a tree. a little
mouse jumped on him. The lion woke up, picked up the mouse, and opened
his mouth to eat him. “I’m sorry to wake you up. Please don’t eat me. I can
help you one day.”said the mouse. “that’s funny ! okay I’ll let you go.” Said the
line. Later, a hunter’ net feel on the lion. The lion couldn’t get out. The mouse
saw the lion and ran to help. The mouse helped the lion get out!”you are a
little mouse, but you are a big help. Thank you!”said the lion.

SINGA DAN TIKUS

Pada zaman dahulu, seekor sedang tidur di bawah pohon.
Seekor tikus kecil melompat ke atasnya. Singa terbangun, menangkap tikus
dan membuka mulut untuk memakannya. “maaf telah membangunkanmu
tolong jangan makan saya, saya bisa membantumu suatu hari” kata tikus
“lucu sekali! Baiklah, saya akan membiarkanmu pergi.”kata singa kemudian
singa terperangkap dalam perangkap seorang pemburu. Singa tidak dapat
melepaskan diri. Tikus melihat singa dan berlari untuk membantu. Tikus
membantu singa melepaskan diri! Kamu hanyalah seekor tikus kecil, tetapi
kamu telah mebantu saya, terima kasih!” kata singa.

47