The Direct Method
Mutiara Mega Ashari 153221114
Tika Fatmalasari 153221117
Feby Wanda S 153221141
Tika Fatmalasari 153221117
Feby Wanda S 153221141
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHING TRAINING FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2017
INTRODUCTION
ISLAMIC EDUCATION AND TEACHING TRAINING FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2017
INTRODUCTION
There is a widespread assumption that language is best learnt when student actively use it the classroom. The Direct Method, which is also known as natural method or conversational method, has been popular since it enables students to communicate in the foreign language. The Direct Method through focusing on everyday language, and using questions and answer lays an emphasis on teaching oral language. The primary objective of this method is associate meaning and the target language directly through the use of realia, pictures or pantomime (Larsen-Freeman, 1986, p.29)
Rivers summarizes the characteristics of the Direct Method as “student learn to understand a language by listening to a great deal of it and that they learn to speak it by speaking it-associating speech with appropriate action” (Rivers, 1968, s.18).
In the Direct Method language is learnt for communication, as larsen-Freeman (2000) states language is primarily speech. Classroom instruction and classroom activities are carried out in the target language; therefore, students are actively involved in using the target language. Conversational activities hold an important place in this method. Through using language in real contexts, students stand a better chance of thinking, and speaking in the target language. Similarly, stern points out that the Direct Method is characterized by the use of the target language as a means of instruction and communication in the language classroom, and by the avoidance of the use of the first language of translation as a technique (Stern, 1983).
The Direct Method will enable students to understand the language which will help them to use the language with ease; moreover, as L1 is not allowed students learn the language through demonstration and conversation which will lead them to acquire fluency. The Direct Method has been useful in that it “provided an exciting and interesting way of learning the foreign language trough activity. It proved to be successful in releasing students from the inhibitions all too often associated with speaking a foreign tongue, particularly the early stages.” (Rivers, 1968, s.20)
Similarly, Richardson through explaining the learning process in the Direct Method stresses the role of teachers as “they all insisted on the primacy of phonetics as a basis for language teaching; on the importance of oral practice and the necessity for making the reader the Centre of instruction; on the principle of direct association between the thing referred to and the new word in the foreign language; on the teaching of grammar by inductive methods, and of the avoidance of the written or printed word until the pupil's pronunciation was so sound that it would not be influenced by seeing how the words were spelt,” (1983, s.38)
The Direct Method received strong criticism in that it required teachers speak with a native-like fluency (Richards and Rodgers, 2007). Because the success of this method depends on the competence of the teachers, students will not have a good opportunity to develop their language skills unless this native-like proficiency is obtained by the teachers. As the professors of the Pennsylvania State University state “a successful teacher of the Direct Method needs competence in his language, stamina, energy, imagination, ability and time to create own materials and courses, immense vitality, robust health, real fluency in the modern language he teaches. He must be resourceful in the way of gesture and tricks of facial expression, be proof against linguistic fatigue in the language teaching day and be able to sketch rapidly on the board.” (Duchackova, 2006).
However, taking the students’ comprehension capacity into consideration, as long as the classroom instruction is conducted in the target language students will benefit a lot from the use of this method. Though this method was criticized for not teaching listening strategies systematically, there is no question that students’ listening development relies on listening to the target language continuously. Students who listen to the target language constantly tend to develop their listening skills.
DISCUSSION
Rivers summarizes the characteristics of the Direct Method as “student learn to understand a language by listening to a great deal of it and that they learn to speak it by speaking it-associating speech with appropriate action” (Rivers, 1968, s.18).
In the Direct Method language is learnt for communication, as larsen-Freeman (2000) states language is primarily speech. Classroom instruction and classroom activities are carried out in the target language; therefore, students are actively involved in using the target language. Conversational activities hold an important place in this method. Through using language in real contexts, students stand a better chance of thinking, and speaking in the target language. Similarly, stern points out that the Direct Method is characterized by the use of the target language as a means of instruction and communication in the language classroom, and by the avoidance of the use of the first language of translation as a technique (Stern, 1983).
The Direct Method will enable students to understand the language which will help them to use the language with ease; moreover, as L1 is not allowed students learn the language through demonstration and conversation which will lead them to acquire fluency. The Direct Method has been useful in that it “provided an exciting and interesting way of learning the foreign language trough activity. It proved to be successful in releasing students from the inhibitions all too often associated with speaking a foreign tongue, particularly the early stages.” (Rivers, 1968, s.20)
Similarly, Richardson through explaining the learning process in the Direct Method stresses the role of teachers as “they all insisted on the primacy of phonetics as a basis for language teaching; on the importance of oral practice and the necessity for making the reader the Centre of instruction; on the principle of direct association between the thing referred to and the new word in the foreign language; on the teaching of grammar by inductive methods, and of the avoidance of the written or printed word until the pupil's pronunciation was so sound that it would not be influenced by seeing how the words were spelt,” (1983, s.38)
The Direct Method received strong criticism in that it required teachers speak with a native-like fluency (Richards and Rodgers, 2007). Because the success of this method depends on the competence of the teachers, students will not have a good opportunity to develop their language skills unless this native-like proficiency is obtained by the teachers. As the professors of the Pennsylvania State University state “a successful teacher of the Direct Method needs competence in his language, stamina, energy, imagination, ability and time to create own materials and courses, immense vitality, robust health, real fluency in the modern language he teaches. He must be resourceful in the way of gesture and tricks of facial expression, be proof against linguistic fatigue in the language teaching day and be able to sketch rapidly on the board.” (Duchackova, 2006).
However, taking the students’ comprehension capacity into consideration, as long as the classroom instruction is conducted in the target language students will benefit a lot from the use of this method. Though this method was criticized for not teaching listening strategies systematically, there is no question that students’ listening development relies on listening to the target language continuously. Students who listen to the target language constantly tend to develop their listening skills.
DISCUSSION
The History 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. 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 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.
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. 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.
The Direct Method of teaching, which is sometimes called the natural method, is the method that associated with Francois Gouin and Charles Berlitz. 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 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.
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. 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.
Principles of The Direct Method
Larsen-freeman (2003: 28-30) provides principles associated with the direct method as follows:
The goals of the teacher who use the Direct Method intend that students learn how to communicate in the target language. And the students should learn to think in the target language.
The role of the teacher is to direct class activities; the student role is less passive than Grammar Translation Method. The students and teacher are more like partners in the learning process.
The characteristics of the teaching/ learning process is teacher who use the direct method believe students need to associated meaning and the target language directly. In order to this, when the teacher introduces a new target language word or phrase, he demonstrate its meaning through the use of realia, picture, or pantomime, he never translates it into the student native language. Students speak in the target language a great deal and communicate as if they were in real situation.
The Nature of student- teacher interaction is The initiation of the interaction goes both ways, from teacher to students and from students to teacher, although the latter is often teacher directed. Students converse with one another as well.
The areas of Language skill are emphasized is vocabulary is emphasized over grammar. Although work on all four skills (reading, speaking, writing, and listening), occurs from the start, oral communication is seen as basic. Thus the reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course.
The student’s native language should not be used in the classroom.
The teacher respond to the student errors is the Teacher, employing various techniques, tries to get students to self- correct whenever possible.
Larsen-freeman (2003: 28-30) provides principles associated with the direct method as follows:
The goals of the teacher who use the Direct Method intend that students learn how to communicate in the target language. And the students should learn to think in the target language.
The role of the teacher is to direct class activities; the student role is less passive than Grammar Translation Method. The students and teacher are more like partners in the learning process.
The characteristics of the teaching/ learning process is teacher who use the direct method believe students need to associated meaning and the target language directly. In order to this, when the teacher introduces a new target language word or phrase, he demonstrate its meaning through the use of realia, picture, or pantomime, he never translates it into the student native language. Students speak in the target language a great deal and communicate as if they were in real situation.
The Nature of student- teacher interaction is The initiation of the interaction goes both ways, from teacher to students and from students to teacher, although the latter is often teacher directed. Students converse with one another as well.
The areas of Language skill are emphasized is vocabulary is emphasized over grammar. Although work on all four skills (reading, speaking, writing, and listening), occurs from the start, oral communication is seen as basic. Thus the reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course.
The student’s native language should not be used in the classroom.
The teacher respond to the student errors is the Teacher, employing various techniques, tries to get students to self- correct whenever possible.
The Techniques of the Direct Method
Larsen-freeman (2003:30-32) provides typical techniques associated with the direct method as follows:
Reading aloud
Students take turns reading sections of a passage, play, or dialogue out loud. At the end of each student’s turn, the teacher uses gestures, pictures, realia, 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 asked question and answer in full sentences so that they practice new words and grammatical structures. They have the opportunity to ask question as well as answer them.
Larsen-freeman (2003:30-32) provides typical techniques associated with the direct method as follows:
Reading aloud
Students take turns reading sections of a passage, play, or dialogue out loud. At the end of each student’s turn, the teacher uses gestures, pictures, realia, 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 asked question and answer in full sentences so that they practice new words and grammatical structures. They have the opportunity to ask 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 the choice between what they said and an alternative answer he supplied. There are, however, other ways of getting students to self-correct. For example, a teacher might simply repeat what a student has just said, using a question voice to signal to the student that something was wrong with it. Another possibility is for the teacher to repeat what the student said, stopping just before the error. The student knows that the next word was wrong.
Conversation practice
The teacher asks students a number of question in the target language, which the students have to understand to be able to answer correctly. In the class observed, the teacher asked individual students questions about themselves. The question contained a particular grammar structure. Later, the students were able to ask each other their own questions using the same grammatical structure.
Fill in the blank exercise
This technique has already been discussed in the Grammar Translation Method, but differs in its application in the Direct Method. All the items are in the target language; furthermore, no 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 time the teacher reads it at a normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at the normal speed, and students check their work.
The teacher of this class has the students self-correct by asking them to make the choice between what they said and an alternative answer he supplied. There are, however, other ways of getting students to self-correct. For example, a teacher might simply repeat what a student has just said, using a question voice to signal to the student that something was wrong with it. Another possibility is for the teacher to repeat what the student said, stopping just before the error. The student knows that the next word was wrong.
Conversation practice
The teacher asks students a number of question in the target language, which the students have to understand to be able to answer correctly. In the class observed, the teacher asked individual students questions about themselves. The question contained a particular grammar structure. Later, the students were able to ask each other their own questions using the same grammatical structure.
Fill in the blank exercise
This technique has already been discussed in the Grammar Translation Method, but differs in its application in the Direct Method. All the items are in the target language; furthermore, no 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 time the teacher reads it at a normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at the normal speed, and students check their work.
Map drawing
The class include one example of a technique used to give students listening comprehension practice. The students were given a map with the geographical features unnamed. Then the teacher gave the students directions such as the following, ‘find the mountain range in the west, write the words “Rocky Mountain” across the mountain range.’ He gave instruction for all the geographical features of the United States so that students would have a completely labeled map if they followed his instructions correctly. The students then instructed the teacher to do the same thing with a map he had drawn on the blackboard. Each student could have a turn giving the teacher instruction for finding and labeling one geographical feature.
Paragraph writing
The teacher in this class asked the students to write a paragraph in their own words on the major geographical features of the United Stated. They could have done this from memory, or they could have used the reading passage in the lesson as a model.
The class include one example of a technique used to give students listening comprehension practice. The students were given a map with the geographical features unnamed. Then the teacher gave the students directions such as the following, ‘find the mountain range in the west, write the words “Rocky Mountain” across the mountain range.’ He gave instruction for all the geographical features of the United States so that students would have a completely labeled map if they followed his instructions correctly. The students then instructed the teacher to do the same thing with a map he had drawn on the blackboard. Each student could have a turn giving the teacher instruction for finding and labeling one geographical feature.
Paragraph writing
The teacher in this class asked the students to write a paragraph in their own words on the major geographical features of the United Stated. They could have done this from memory, or they could have used the reading passage in the lesson as a model.
The key features of the Direct Method.
According to Richards and Rodgers (2001), the key features of the direct method are:
Classroom instruction is conducted exclusively in the target language.
Only everyday vocabulary and sentences are taught.
Grammar is taught inductively.
Concrete vocabulary is taught through demonstration, realia, and pictures; abstract vocabulary is taught by association of ideas.
Both speech and listening comprehension are taught.
Correct pronunciation and grammar are emphasized.
According to Richards and Rodgers (2001), the key features of the direct method are:
Classroom instruction is conducted exclusively in the target language.
Only everyday vocabulary and sentences are taught.
Grammar is taught inductively.
Concrete vocabulary is taught through demonstration, realia, and pictures; abstract vocabulary is taught by association of ideas.
Both speech and listening comprehension are taught.
Correct pronunciation and grammar are emphasized.
The advantages of The Direct Method
According to Richards and Rodgers (2001), the advantages of the direct method are:
It follows the natural order in which a child learns L1, that is, listening, speaking, reading, writing.
It lays great emphasis on speaking, the most important skill for many learners.
Students learn the correct pronunciation and better oral skills because no native language is used and communication is main activity in the class.
It avoids the unnatural block of translation in the communication process.
Learners learn the language, not about the language.
Learners have an active role.
Lively classroom procedures motivate the learner.
The learning is contextualized.
The emphasis on speech makes it attractive for those who need real communication in L2.
The teaching of vocabulary through realia brings authenticity into the classroom.
According to Richards and Rodgers (2001), the advantages of the direct method are:
It follows the natural order in which a child learns L1, that is, listening, speaking, reading, writing.
It lays great emphasis on speaking, the most important skill for many learners.
Students learn the correct pronunciation and better oral skills because no native language is used and communication is main activity in the class.
It avoids the unnatural block of translation in the communication process.
Learners learn the language, not about the language.
Learners have an active role.
Lively classroom procedures motivate the learner.
The learning is contextualized.
The emphasis on speech makes it attractive for those who need real communication in L2.
The teaching of vocabulary through realia brings authenticity into the classroom.
The disadvantages of The Direct Method
According to Richards and Rodgers (2001), the disadvantages of the direct method are:
Learning L2 is not like learning L1. The child learning L1 has no previous language-learning experience, but the learner learning L2 does.
There is little systematic structural practice.
Learners run the risk of inducing incorrect rules.
The method can be effectively used only by teachers who are native speakers.
The learner is confronted with unstructured situations too soon.
A great deal of teacher-energy is required.
Students may be afraid of asking Question.
It’s hard to practice the methods in a class with more than 20 students. It needs a great amount of teachers.
It’s hard to explain abstract words.
It takes much time for teacher to explain the words that might be trivial.
CONCLUSION
According to Richards and Rodgers (2001), the disadvantages of the direct method are:
Learning L2 is not like learning L1. The child learning L1 has no previous language-learning experience, but the learner learning L2 does.
There is little systematic structural practice.
Learners run the risk of inducing incorrect rules.
The method can be effectively used only by teachers who are native speakers.
The learner is confronted with unstructured situations too soon.
A great deal of teacher-energy is required.
Students may be afraid of asking Question.
It’s hard to practice the methods in a class with more than 20 students. It needs a great amount of teachers.
It’s hard to explain abstract words.
It takes much time for teacher to explain the words that might be trivial.
CONCLUSION
The direct method is a method of teaching language directly with the target language without translation into the native language. Teachers should value students’ talk. Acquisition of a good oral proficiency is of paramount importance in foreign language learning process. Creating a communicative environment encourages students to get engaged in the target language, and enhances their oral language development. The teacher should be aware of his/her potential in the direct method as it will positively influence language development of students.
BIBLIOGRAPHY
BIBLIOGRAPHY
Bambang Setiyadi. 2006. Teaching English as Foreign Language. Yogyakarta:Graha
Ilmu.
Jack C. Richard and Theodore S. Rodgers. 2001. Approaches and Methods in
Language Teaching, 2nd ed. New York: CAMBRIDGE University Press.
Larsen-Freeman, Diane. 2003. Technique and Principles In Language Teaching
Second Edition. New York: Oxford University Press.
Anonymus. 2013. Teaching English as a Foreign Language The Direct Method
Approach.http://cte.univsetif.dz/coursenligne/TEFLCOURSE/ressources/Th
DirectMethod.html, access on September 22nd 2017, at 12 pm.
Mart, Cagru Tugrul. 2013. The Direct-Method: A Good Start to Teach Oral Language.
International journal of academic research in business and social sciences vol.
3. 182-183.
Ilmu.
Jack C. Richard and Theodore S. Rodgers. 2001. Approaches and Methods in
Language Teaching, 2nd ed. New York: CAMBRIDGE University Press.
Larsen-Freeman, Diane. 2003. Technique and Principles In Language Teaching
Second Edition. New York: Oxford University Press.
Anonymus. 2013. Teaching English as a Foreign Language The Direct Method
Approach.http://cte.univsetif.dz/coursenligne/TEFLCOURSE/ressources/Th
DirectMethod.html, access on September 22nd 2017, at 12 pm.
Mart, Cagru Tugrul. 2013. The Direct-Method: A Good Start to Teach Oral Language.
International journal of academic research in business and social sciences vol.
3. 182-183.
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