Mamrat method direct
- 1. The Direct Method Group 7 Intan Krisna Juliati Latifah Syuhada Ogie Winas Saputra
- 2. Definition According to merriam-webster.com, the Direct Method is a sort of teaching method that seeks to despense with theoretical discussion and historical considerations in favor of concrete observation and practical experience. In short, it is a method of teaching a language itself without translation and without the study of formal grammar. According to Diane Larsen (2001: 28), the goals of teachers who use the Direct Method is to intend that students learn how to communicate in the taeget language. In order to do this successfully, students should learn to think in the target language. The teacher should demontrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning.
- 3. The Main Principle of the Direct Method Diane Larsen (2001: 28) states, there are main principles of the Direct Method. They are the following; • 1) Reading in the target language should be taught from the beginning. The reading skill • will be developed through practice with speaking. Language is primarily speech. Culture • consists of more than the fine arts. • 2) The native language should not be used in the classroom. • 3) The teacher should demonstrate, not explain or translate. Students should make a • direct association between the target language and meaning. • 4) The purpose of language learning is communication. • 5) Pronunciation should be worked on right from the beginning of language instruction. • 6) Self-correction facilitates language learning. • 7) Lessons should contain some conversational activity. Students should use language in • real contexts. Students should be encouraged to speak as much as possible. • 8) Grammar should be taught inductively. • 9) Writing is an important skill, to be developed from the beginning of language • instruction. • 10) The syllabus is based on situations or topics, not usually on linguistic structures.
- 4. While Richards and Rodgers (1986: 9-10) summarized the principles of the Direct Method 1) Classroom instruction was conducted exclusively in the target language. 2) Only everyday vocabulary and sentences were taught. 3) Oral communication skills were built up in a carefully traded progression organized question-and answer exchanges between teachers and student in small, intensive classes. 4) Grammar was taught inductively. 5) New teaching points were taught though modeling and practice. 6) Concrete vocabulary was taught though demonstration, objects, and pictures: abstract vocabulary was taught by association of ideas. 7) Both speech and listening comprehension were taught. 8) Correct pronunciation and grammar were emphasized.
- 5. According to Diane Larsen and Freeman (2001), there are some useful techniques in the Direct Method, such as reading aloud, question & answer exercise, getting students to self-correct, conversation practice, fill – in – the – blank exercise, dictation, map drawing, and paragraph writing.
- 6. As a method which replace the existance of Grammar Translation Method, the Direct Method has several advantages that support teaching and learning process. Those are the following; 1) It makes the learning of English interesting and lively by establishing direct bond between a word and its meaning. (2) It is an activity method facilitating alertness and participation of the pupils. (3) According to Macnee, "It is the quickest way of getting started". In a few months over 500 of the commonest English words can be learnt and used in sentences. This serves as a strong foundation of further learning. (4) Due to application of the Direct Method, students are able to understand what they learn, think about it and then express their own ideas in correct English about what they have read and learnt. (5) Psychologically it is a sound method as it proceeds from the concrete to the abstract. (6) This method can be usefully employed from the lowest to the highest class. (7) Through this method, fluency of speech, good pronunciation and power of expression are properly developed.
- 7. However, this method also has a few disadvantages which is considered obstructing the teaching and learning process. The disadvantages are as follows; (1) There are many abstract words which cannot be interpreted directly in English and much time and energy are wasted in making attempts for the purpose. (2) This method is based on the principles that auditory appeal is stronger that visual. But there are children who learn more with visual than with their oral- aural sense like ears and tongue. (3) The method ignores systematic written work and reading activities and sufficient attention is not paid to reading and writing. (4) Since in this method, grammar is closely bound up with the reader, difficulty is experienced in providing readers of such kind. (5) There is dearth of teachers trained and interested in teaching English in this method. (6) This method may not hold well in higher classes where the Translation Method is found suitable. (7) In larger classes, like in public schools, this method is not properly applied and teaching in this method does not suit or satisfy the needs of individual students in large classes.
- 8. Resources • Brown, H. Douglas. (1994). Teaching By Principles: an interactive approach to language pedagogy. USA. Prentice-Hall, Inc. • Richards, Jack C and Rodgers, Theodore S. 1986. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. • Jack C. Richards, Teaching Listening and Speaking; From Theory to Practice, (New York: Cambridge University Press, 2008), P. 21. • http://www.merriam- webster.com/dictionary/direct%20method
- 10. Stephen Krashen's (1982) theories of second language acquisition have been widely debated over the years. The major methodological offshoots of Krashen's views are manifested in the Natural Approach, developed by one Krashen's colleagues, Tracy Terrell (Krashen & Terrell, 1983). They argued that learners would benefit from delaying production until speech emerges. The natural approach is aimed at the goal of basic personal communication skills, that is, everyday language situations-conventions, shopping, listening to the radio and the like. The basic role of the teacher is to provide comprehensible input. Learner need not say anything during this “silent period” until they feel ready to do so.
- 11. It has three stages: a) The pre-production stage is the development of listening to comprehensible skills. b) The early production stage is usually marked with errors as the student struggles with the language. Thus, the teacher focuses on meaning not on form and therefore the teacher does not make a point of correcting errors during this stage c) The last stage is one of the extending production into longer stretches of discourse involving more complex games, role-plays, open-ended dialogues and small group-work The most controversial aspects of the natural Approach are its advocacy of a “silent period” and its heavy emphasis on comprehensible input.
- 12. Resource Brown,H. Douglas. (2001). Teaching by Principle An Interactive Approach to Language Pedagogy. San Francisco: Longman
- 13. THANKYOU