This File Presented By:
TI.a '10
1.
Firok Atul Akyun (210910019)
2.
Yeni Rahmawati (210910010)
A. Introduction
Ø
The Direct Method was revived as method when the
goal of instruction to communicate.
Ø
The Direct Method has one very base rule no
translation is allowed.
Ø
The Direct Method is to be conneted directly
with the target language, without going through the process of translating.
B. Classroom Activities and Principle of
Direct Method
- Observation :
The students read aloud a passage about
Principles :
Reading
- Observation : The teacher points to a part of the map after each sentence is read.
Principles :
Object present can to help student understand the meaning.
3.
Observation :
The teacher uses the target language to ask the students if they have a
question. The students use the target language to ask their question.
Principles : The native language should not be used
in the classroom.
4.
Observation :
The teacher answere the student’s question by drawing on the blackboard.
Principle : The teacher should demonstrate, it
is desirable that students make a
direct association between the target language and meaning.
5.
Observation :
The teacher asks question about the map in the target language, to which the
students reply in a complete sentence in the target language.
Principle :
Vocabulary is acquired more naturally if students use it in full sentences.
- Observation : Students ask question about the map.
Principle : The porpuse of language learning is
communication.
- Observation : The teacher works with the student’s on the pronunciation.
Principles : Pronunciation should be worked on right
from the beginning of language instruction.
8.
Observation :
The teacher corrects a grammar error by asking the students to make a choice.
Principles : Self-correction facilitates language
learning.
9.
Observation :
The teacher asks question about the students; students ask each other question.
Principles : Student should be encourage to speak as
much as possible.
10. Observation : The students fill in blanks with
prepositions practiced in the lesson.
Principles : There may never be an explicit grammar rule given.
Principles of Direct Method
- The goals of teachers who use the direct method is that students learn how to communicate in the target language.
- The student role is less rassive than in the grammar-translation method.
- Characteristics of the teaching or learning process is student need to associate meaning and the target language directly. The teacher use democrats it is meaning through the use of picture, etc.
- Interaction of student-teacher use inquire. Interaction of student use converse with one another.
- Evaluation accomplished in the direct method is students are asked to use the language. They are asked to do using both oral and written skills.
- The teacher respond to student errors when employing various techniques, tries to get student to self correct whenever possible.
- What areas of language are emphasized? What language skills are emphasized?
Vocabulary is emphasized over grammar. Although work on all four skill
(reading, writing, speaking, and listening) occurs from the strat, oral
communication is seen as basic. Thus the reading and writing exercise are based
upon what the students practice orally first. Pronunciation also receives
attention right from the beginning of a course.
- What is the role of the students native language? The students native language should not be used in the classroom.
- How is evaluation accomplished?
We didn’t actually see any formal evaluation in the class we observed;
however, in the direct method, students are asked to use the language, not to
demonstrate their knowledge about the language. They are asked to do so using
both oral and written skills. For example, the students might be interviwed
orally by the teacher or might be asked to write a paragraph about something
they have studied.
- How does the teacher respond to student errors?
The teacher, employing various techniques, tries to get students to
self-correct whenever possible.
Reviewing the Techniques
Are there answers to ten questions with which you agree. The following
more expand from answers it. But, if you didn’t agree with all the answers the
solution we can using some techniques of the direct method you can adapt to
your own approach to teaching. The following expanded review of techniques.
- Reading Aloud
Students take turns reading sections of passage. At the end of each
student’s turn, the teacher uses gestures, pictures, reality, examples, or
other means to make the meaning of the section clear.
- Question and Answer Exercise
This exercise is conducted only in the target language. Students are
question and answer in the full sentences to that they practice with new words
and grammatical structure. They have the opportunity to question as well as
answer them.
- Getting Students to Self –Correct
The teacher of this class has the students self-correct by asking them to
make a choice between what they said an alternate answer supplied. There are,
however, other ways of getting students to self-correct. For example, a teacher
may simple repeat what astudent has just said, using a questioning give to
signal to the student that something was wrong with it. Another possibility is
for the teacher to repeat what the student said, and to be order stopping just
before the errors. The student knows that the next word was wrong.
- Conversation Practice
The teacher asks students have to understand to be able to answer
correctly. The teacher asked individual students question about themselves. The
question contained a particular grammar structure.
- Fill-in-the-blank Exercise
This techniques has already been discussed in the grammar-translation
method, but different in it is application in the direct method. All the items
are in the target language; furthermore, explicit grammar rule would be
applied. The students would have induced the grammar rule they need to fill in
the blanks from examples and practice with earlier parts of the lesson.
- Dictation
The teacher reads the passage three times. The first the teacher reads it
at a normal speed, while the students just listen. The second the teacher reads
the passage phrase by phrase. Pausing long to allow students to write. The last
the teacher again read at a normal speed, and student check their work.
- Paragraph Writing
The teacher in this class learned the students to write a paragraph in
their own words.
- Map Drawing
The class included one example of a technique used to give students listening
comprehension practice. The students were given a map with the geographical
features unnamend. Then the teacher gave the students directions such as the
following, “Find the mountain range in the west. Write the words ‘Rocky
Mountains ’ across the mountain range. ‘He gave instruction for all
the geographical features of the United States
Conclusion
Now that you have considered the principles and the technique of the
direct method somewhat, see what you can find of use for your own teaching
situation.
Do you agree that the goal of target language instruction should be to
teach students how to communicate in the target language? Does it make sense to
you that the students native language should not be used to give meaning to the
target language? Do you agree that the culture that is taught should be about
people’s daily lives in addition to the fine arts? Should students be
encouraged to self-correct? Are there any other principles of the direct method
which you believe in? which ones?
Is dictation a worthwhile activity? Have you used question-and-answer
exercises and conversation practice as described here before? If not, should
you? Is paragraph writing a useful thing to ask students to do? Should grammar
be presented inductively? Are there any other technique of the direct method which
you would consider adopting? Which ones?
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