The Direct Method
Introduction
The direct
method is the same as grammar translation method that this method is not new.
If we review the grammar translation method, we know that the focus of GTM is
teaching grammar rules, vocabulary and reading. It less communication happens
in the class where students can use the target language orally. Since the GTM
was not very effective in preparing students to use the target language, the
Direct Method became popular.
The basic
rules of direct method is that there is no translation allowed. The fact that
meaning is to be conveyed directly in the target language through the use of
demonstration and visual aids, with no resource to the students’ native
language (Larsen & Anderson 2011:25). The same explanation was stated by
Frank (1884) that language can be best taught by using it actively in
classroom.
Principles
of Direct Method
1.
The
goals of using Direct Method
This method aims to enable students
to learn the target language to communicate.
2.
The
role of the teacher
The teacher directs the class
activities, the student’s activity less passive than in the GTM though. Students
and teacher seems to be a partner in the teaching-learning process.
3.
The
characteristics of the teaching and the learning process
It is believed that students need
associate meaning with the target language directly. Teacher demonstrate the
new target language for example words or phrase by using realia, pictures,
pantomime. He never translates into the students’ native language. Moreover,
the grammar is taught inductively.
4.
The
student-teacher interaction and student-student interaction.
The initiation of the interaction
goes both way, from teacher to students and from students to teacher, although
the latter is often teacher-directed. Students converse with one another as
well.
5.
The
language viewed
The language is primarily spoken,
not written. Students study common, everyday speech in the target language.
6.
Areas
of language emphasized and the skills
Vocabulary is emphasized over
grammar. Reading, writing, speaking and listening occurs from the start, oral
communication is seen as basic. Hence, the reading and writing exercises are
based on what students practice orally first. And pronunciation receives
attention at the beginning of the course.
7.
The
role of students’ native language
It should not be used in the
classroom
8.
The
evaluation
According to the observation (Larsen
& Anderson 2011:31) there is no formal evaluation. However, in the direct
method the language used by the students not to demonstrate their knowledge
about the language. For example the interview which can be conducted by the
teacher with his/her students.
9.
The
response of the teacher if the students make error
With the various techniques, teacher
tries to get students to self -correction.
The techniques used in the Direct Method
1.
Reading
aloud
Teacher asks students to read text,
or can be dialogue loudly. This can help students to practice the speaking
skill
2.
Question
and answer exercises
Teacher can give questions directly
to students after they read the passage. Students can also ask question to the
teacher in the target language
3.
Getting
students self-correction
For example, Teacher might simply
repeat what a students has just said, using a questioning voice to signal to
the students that something was wrong with it.
4.
Conversation
practice
Teacher asks students individually,
and students asks each other questions. This aims to enggange students to use
the target language in conversation.
5.
Fill
in the blanks exercises
There is different application of
filling in the blank between GTM and Direct Method, in the direct method, all
items are in the target language;
6.
Dictation
Teacher can read the passage
repeatedly. Then he/she repeat the passage phrase by phrase. It allows students
to write down on what they hear. After that, teacher read again the passage and
students correct their written.
7.
Map
drawing
Teacher
8.
Paragraph
Writing
Teacher asks students to write a
paragraph in their own words. For example, teacher can give topic to the
students which is related to the reading passage or dialogue given at the
beginning of the class.
