DIRECT METHOD

LECTURER:

Melda Veby Ristella Munthe, S.Pd.,M.Pd.

ARRANGED BY:

Betty Jeniari Tambunan 1901030126

Margrettha Is Sirait 2001030062

Roni Ripaldi Turnip 2001010068

UNIVERSITY OF HKBP NOMMENSEN

PEMATANGSIANTAR
 PREFACE

All the writers praise to our gratitude to experienced God for His grace the writers was able
to complete this paper ,The paper about “Direct Method”. This paper is presented with all its
short comings, but with real expectations . And we would like to say thank you to Mrs.Melda
Munthe S.Pd.,M.Pd who has given a chance as our lecture that always teaches us and give much
knowledge about how to practice English well.

Maybe it can be used as additional reading material from other books. Suggestions for
improvement are expected from readers for the perfection this paper .

Pematangsiantar, 27th March 2022

Group 2
 TABLE OF CONTENTS

PREFACE

TABLE OF CONTENTS

CHAPTER I :INTRODUCTION

1.1 Background

1.2 Formulation of The Problem

1.3 The Purpose

CHAPTER II :DISCUSSION

2.1 Definition of Direct Method

2.2 Characteristic of Direct Method

2.3 Strength and Weakness of Direct Method

CHAPTER III : CLOSING

CONCLUSION

REFERENCE
 CHAPTER I

1.1 BACKGROUND

English is one of the language in the world which plays a very important role in
communication for international relationship. In Indonesian education system, English is taught
or learned compulsorily at all school from elementary up to senior high schools. It aims to
provide students with sufficient knowledge that can be used as a means to pursue their field of
specialization at university and at work. Teaching English as a Foreign Language(TEFL) as it’s
most commonly referred involves teaching English as a Foreign language in countries where
English is not the primary language. Teaching English as a foreign language involves being able
to convey the English language in articulate and interesting manner. TEFL educators encourage
students to improve their skills through listening ,speaking ,reading and writing .The success of
teaching the language in Indonesia, at one point,is based on the effective ways and methods .
In the Western world back in the 17th ,18th ,and 19th centuries ,foreign language learning was
associated with the learning of Latin and Greek, both supposed to promote their speakers’
intellectuality.At the time,it was of vital importance to focus on grammatical rules,syntactic
structure,along with rote memorizationof vocabularyand translation of literary text. There was no
provision for the oral use of languages under study;after all, both Latin and greek were not being
taught for oral communication. Late in the nineteenth century,the classical Method came to be
known as Grammar Translation Method ,which offered very little beyond an insight into the
grammatical rules attending the procces of translating from the second to the native language.

The last two decades of the nineteenth century ushered in a new age. In his the Art of
Learning and Studying Foreign Languages (1880), Francouis Gouin described his “harrowing”
experiences of learning German, which helped him gain insights into the intricacies of language
teaching and learning. Living in Hamburg for one year, he attempted to master the German
language by dint of memorizing a German grammar book and a list of the 248 irregular German
verbs, instead of conversing with the natives. Exulting in the security that the grounding in
German grammar offered him, he hastened to go to the university to test his knowledge but he
could not understand a word. After his failure, he decided to memorize the German roots, but
with no success. He went so far as to memorize books, translate Goethe and Schiller, and learn
by heart 30.000 words in a dictionary, only to meet with failure. Upon returning to France, gouin
discovered that his three-year-old nephew had managed to become chatterbox of French-a fact
that made him think that the child held the secret to learning a language. Thus, he began
observing his nephew and came to the conclusion that language learning is a matter of
transforming perceptions into conceptions and then using language to represent these
conceptions. Equipped with this knowledge, he devised a teaching method premised upon these
insights. It was against this background that the series method was created, which taught learners
directly a “series” of connected sentences that are easy to understand. For instance, I stretch out
my arm. I take hold of the handle. I turn the handle. I open the door. I pull the door.
Nevertheless, this approach to language learning was short-lived and, only a generation later,
gave place to the Direct Method, posited by Charles Berlitz. The basic tenet of Berlitz’s method
was that second language learning is similar to first language learning. In this light, there should
be lots of oral interaction, spontaneous use of the language, no translation, and little if any
analysis of grammatical and syntactic structures.

1.2 FORMULATION OF THE PROBLEM

1. What is definition and goals of direct method?

2. What is roles and characteristics of direct method?

3. What is principles and techniques of direct method?

4. What is strength and weakness of direct method?

1.3 THE PURPOSE

1. To find out about definition and goals of direct method

2. To find out the roles and characteristic of direct method

3. To find out the principles and techniques of direct method

4. To find out the strength and weakness of direct method

 CHAPTER II

Skills
Weakness applied Principle Roles Definition

Conclusion Strength Techniques Characteristics goals

2.1 Definition of Direct Method

` Direct method is one of the popular method like grammar translation method or Bilingual
method. Direct method is a method of teaching English which aims at introducing English
language directly to the students.In the same way as the child learns mother tongue.There is no
use of Translation . Students try to imitate or learn English naturally . To teach English directly
is to establish a direct association between experience and expression,between the English
words,phrases,and its meaning. Direct method ,also known natural method because the students
learn English in a natural way .Students learn association of words and sentences with their
meaning through demonstration,dramatization,role play and some other activities without using
mother tongue. So there is no interference of other language in the form of translation .

Direct method of teaching English came from France in 1901. It originated as a reaction
to the grammar translation method. As it is an oldest method of teaching which mainly focus on
grammatical explanation and translation of a language pattern without purpose for which the
language pattern without purpose for which the language pattern is to be taught to the students,
And the direct method focused on giving practical knowledge of English language to the
students.

Goals / Aims

Aims of direct method of Teaching English:

- The direct method aims at establishing a direct bond between experience and
expression.According to the direc method to the direct method, The students should think
directly in English.

- There should be no intervention of the mother tongue in the translation method thr student
comes across a sentence in the English language .

- The direct method aims at developing an instinctive unerring language sense in the people.

Roles

The Teacher’s Role

In direct method,teachers introduce a new target language word or phrase to the students
and there is no mother tongue. Therefore,the role of the teacher is a demonstrator because the
teacher demonstrates the meaning of words through the use of realia,pictures ,or pantomime;
they never translate it into the students’ native language.The teacher is also a facilitator because
teacher facilitates the students with the target language .The teacher is the source for the students
to know the words in target language.The teachers provide information of the target language
including the culture consisting of the history of the people who speak the target language .The
teacher is the partner of the students.Teachers interact with students a lot ,asking them question
about relevant topics and trying to use the grammatical structure of the day in the conversation.

The teacher can be the monitor of the students. Teacher watches the students’ self correct
by asking them to make a choice between what they said and an alternative answer
supplied.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. The teacher is also the
initiator.

The students’ Role

The teacher and the students are more like partners in the teaching/learning process. The
students’ role in direct method is the active learner. They are active in exploring new
words,expression ,etc in target language .The students are also the observer and practitioner . In
direct method,the students observe the target language used by the teacher in teaching and they
try to get the meaning based on the demonstration given and then they will practice the target
language they observe and they use it to communicate with their friends and teacher in
classroom.

2.2 Characteristics Of Direct Method

Direct Method has some characteristics for example as follow:

1. The teaching of class exclusively executed in target language

2. Only sentences and daily vocabulary was taught .
3. Speaking skill is developed step by step and regular with the exchange of question and
answer between the student and teacher in intensive and small class.
4. The grammar is taught inductively
5. Instruction items just taught verbally.
6. The accurate grammar utterance is must watched.

According to Sumardi the characteristics of direct method are :

1. The lesson items consist of sentence structure and words which many used in everyday .
2. The grammar is taught through situation and done verbally, not by learning by heart.
3. The meaning which is concrete to be taught by using objects,while the meaning which is
abstract thought through association .
 4. Many listening and imitating practices in order the language mastering can be reached
automatically .
5. Many learning activities are done in class
6. Reading is originally given verbally
7. Since the beginning the pupils trained to think in foreign language .

The Principles of the Direct Method

A.Language is learned inductively

Grammar isn’t explicitly taught in the direct method .You won’t be telling students about rules
and such . Instead ,you’ll let yor students figure out the rules for themselves.Your job is to give
them plenty of materials to piece together so they can connect the dots and discover the
parameters for themselves . Just as we acquired our first language through repeated exposure , so
should it be in class. We didn’t memorize anything for our mother tongue,we simply acquired it
through repeated exposure.

B. Only the target language is used

Only the target language is used ,That’s the first thing in any direct method lesson plan. While
some do prefer to have some room to throw a little mother tongue here and there, like in teaching
vocabulary ,direct method purist would never utter a single sound outside the target language .

C. Speaking is supreme

In the direct method ,listening and speaking skills are given first priority .In the direct method ,
students do a lot of talking,gesturing,acting,and interacting . They’re encouraged to talk, no
matter how imperfectly.The more talking time the students get the better.

Techniques used in the Direct Method

 1. Learners are motivated to think and communicate in English
2. Learners are asked questions and they are to give answers only in English
3. More emphasis is laid on vocabulary rather than grammar.
4. Oral placation is emphasized and pronunciation is seriously taken care of.
5. Exercise for practice are given without explaining the rules of grammar .
6. The teacher makes use of aids ,facial gestures,action to make the students understand in
English .

Skills Applied in Direct Method

1. Listening
2. Speaking
3. Reading
4. Writing

2.3 Strength of Direct Method

1. It is natural method. It teaches the second language in the same way as one learns one’s
mother tongue. The language is taught through demonstration and conversation in
context.Pupils,therefore,acquire fluency in speech . They are quick at understanding
spoken English. They can converse in English with felicity and ease
2. There is no gap between active and passive vocabulary. This method does not
differentiate between active and passive vocabularies .According to this method whatever
is required for understanding through english is also required for expressing through it.If
English is taught through the mother tongue ,the gulf between the active and passive
vocabularies is widened. The learner acquires more of passive vocabulary because
concentrates on understanding English rather than expressing through it .
3. This method is based on sound principles of education. It believes in introducing the
particular before general ,concrete before abstract and practice before theory .
 4. It makes the learning of English interesting and lively by establishing direct bond
between a word and its meaning .
5. 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 .
6. Due to application of 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.
7. Through this method,fluency of speech ,good pronunciation and power of expression are
properly develop.

Weakness of Direct Method

1. There are many words that cannot be interpreted directly in second language and much
time and are wasted in making attemps for this purpose
2. This method assumes that the auditory appeal is stronger than the visual ,but it has been
experienced that many of learners learn more with their oralaural sense like ears and
tongue
3. This method may not hold well in higher classes where the Translation Method is found
suitable
4. In larger classes,This method is not properly applied and teaching in this method does not
suit or satisfy the needs of individual students in large classes .

CHAPTER III
 3.1 CONCLUSION

The direct method of teaching was develop as a response to the Grammar -Translation
method. It sought to immerse the learner in the same way as when a first language is learnt.All
teaching is done in the target language ,grammar is taught inductively ,there is a focus on
speaking and listening ,and only useful’everyday’ language is taught. The weakness in the direct
method is its assumption that a second language can be learnt in exactly the same way as a first,
when in fact the conditions under which a second language is learnt are very different.The
teacher and the students are more like partners in the teaching/learning process.Teacher/students
interaction became fuller,guessing of context or content,completing fill-ins,and doing”cloze”
exercise were the orderof the day. The teacher is as the facilitator of the language and the
students is the active learners who are active in learning and exploring the target language.

REFERENCE

https://www.eslteacheredu.org/what-is-tefl/

https://www.srudyquirk.com/direct-method-of-teaching-of-englishmerits-demerits/

https://novaekasari09.wordpress.com/2011/06/12direct-method-as-one-of-language-teaching-
approaches/

http://preparationforcerttesol.weebly.com/direct-method-principles.html

https://triwahyuni903075634.wordpress.com/2018/04/18/direct-method/

http://kumpulantugassekolahdankuliah.blogspot.com/2015/01/direct-method.html?m=1