METHODS OF ENGLISH LANGUAGE TEACHING

Group 4
1. Ikhsanudin (14.1.01.08.0072)
2. Mayasi Nufila B. (14.1.01.08.0136)

3-A CLASS

ENGLISH DEPARTMENT EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSTY OF NUSANTARA PGRI KEDIRI
 In describing the Method in English Language Teaching. We have so many methods in
ELT; GTM (Grammar Translation Method), Direct Methods, Audiolingual Method and
Silent way.
A. Grammar Translation Method
A. Introduction
The grammar-translation method of foreign language teaching is one of the
most traditional methods, dating back to the late nineteenth and early twentieth
centuries. It was originally used to teach 'dead' languages (and literatures) such as
Latin and Greek
GTM is not a new thing in language learning, which is only slightly different.
The name that has been used by language teachers for a few years ago. In ancient
times this method is called the "classical method" of the time used in the classical
language learning, such as Latin and Greek. At the beginning of this century, this
method is used to assist students in reading and understanding a foreign language
literature. But it is also expected that it is in studying or understanding the grammar of
the desired target language, students will become more familiar with the language
rules in accordance with the source language and a deeper understanding of this will
further help them in reading and writing according to the source language to be better.
Finally concluded that it is studying a foreign language will help the
development of students in developing intellectual, it can be recognized that the
students will never use the target language, but learning is very much needed mental

B. Goal of GTM
There are two main goals to grammartranslation classes. One is to develop
students' reading ability to a level where they can read literature in the target
language. [3] The other is to develop students' general mental discipline. The users of
foreign language wanted simply to note things of their interest in the literature of
foreign languages. Therefore, this method focuses on reading and writing and has
developed techniques which facilitate more or less the learning of reading and writing
only. As a result, speaking and listening are overlooked.[4]
C.Principles of GTM
Principally, the GTM focuses on translating grammatical forms, memorizing
vocabulary, learning rules, and studying conjugations. Even though the method may
be considered more as a technique rather a method, to follow anthonys terms, in the
sense that the method is not an overall plan of language teaching, the method also has
principles regarding to language teaching. The principles of the GTM are these:

1. Grammar rules are presented and studies explicitly. Grammar is taught

deductively and then practiced through translation exercises.
2. The primary skiils to be developed are reading and writing.
3. Hardly any attention is paid to speaking and listening skills.
4. Teacher correction is the only way to make students produce the right forms of the
foreign language.
5. The goal of foreign language learning is the ability to understand the texts written
in the foreign language.
6. Mastering the grammar of the foreign language is essential in order for students to
undestand the written target language.
7. Vocabulary is learnt from bilingual word lists.
8. The mother tongue is used as the medium of instruction.
9. A paramount use of translation exercises is given.

The procedure of teaching English is simply a combination of activities of

teaching grammar and translation. The teaching begins with English rules, isolated
vocabulary items, paradigms and translation. The teacher explains the rules in
students firs language and then simple words are put into slots of grammatical rules.
The grammar rules are memorized as units. The teacher provides the class with other
words and the translation. The student practices using the rules by using the words
provide. The students are expected to be conscious of the grammatical rules of the
target language. The texts to translate are usually easy classics; this type of texts is
used to have students practice understanding the literature in the target language. The
students should memorized lists of words.

Language materials are arranged based on grammar or english. Usually, the

sequence of the teaching materials is based on the easiness of the rules. Its
grammatical syllabus is graded from the easy grammatical rules to more difficult
 ones. Very little teaching is done in the target language. Even though reading texts are
written in the target language and translated directly into the mother tongue, the
discussion is conducted in the mother tongue. Vocabulary in the target language is
learned through direct translation from the native language.

Language learners are not expected to be able to use the target language for
communication. No class time is allocated to allow language learners to produce their
own sentences and little time is spent on oral practice. The emphasis on achieving
correct grammar with little regard for the free application and production of speech is
the greatest weakness of this method. The way of teaching also affects the way of
evaluating students learning. Evaluation or testing or the learners is done almost
exclusively through translation. Or, language learners are prepared to have a grammar
test only.

D. Caracteristic GTM
The grammar translation method has eight caracteristic:
1. Classes are taught in the mother tongue, with little active use of the target language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the intricacies of grammar are given.
4. Grammar provides the rules for putting words together, and instruction often
focuses on the form and inflection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts, which are treated as exercises in
grammatical analysis.
7. Often the only drills are exercises in translating disconnected sentences from the
target language into the mother tongue.
8. Little or no attention is given to pronunciation.

B. Direct Method
Direct method is method for teaching foreign languages that uses the target
language, discarding any use of mother tongue in the classroom. Direct method which is
applied Natural principle to language classes L. Sauveur (1826-1907), who used intensive
oral interaction in the target language, employing questions as a way of presenting and
eliciting language, and soon named Natural method. This method was developed in first
nineteenth-century by Maximilian Berlitz as a reaction to the Grammar Translation
Method.

Babu Muthuja (2009) explained the aims of this method are:

1. Direct method aims to build a direct relation between experience and language, word
and idea, thought and expression
2. This method intends for students to learn how to communicate in the target language
3. This method is based on the assumption that the learner should experience the new
language in the same way as he/she experienced his/her mother tongue

In practice it stood for the following principles and procedures;

1. Classroom instructions are conducted exclusively in the target language.

2. Only everyday vocabulary and sentences are taught during the initial phase; grammar,
reading and writing are introduced in intermediate phase.
3. Oral communication skills are built up in a carefully graded progression organized
around question-and-answer exchanges between teachers and students in small,
intensive classes.
4. Grammar is taught inductively.
5. New teaching points are introduced orally.
6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract
vocabulary is taught by association of ideas.
7. Both speech and listening comprehensions are taught.
8. Correct pronunciation and grammar are emphasized.
9. Student should be speaking approximately 80% of the time during the lesson.
10. Students are taught from inception to ask questions as well as answer them

Characteristics of Direct method are:

1. No translation
2. Concepts are taught by means of objects or by natural contexts
3. Oral training helps in reading and writing
[1]
4. Grammar is taught indirectly
C. Silent Way

Silent way is from the word defined based on the premise that the teacher should be
as silent as possible in the classroom in order to encourage the learner to produce as much
language as possible. The Silent Way shares a great deal with other learning theories and
educational philosophies. Very broadly put, the learning hypotheses underlying Gattegno's
work could be stated as follows:

1) Learning is facilitated if the learner discovers or creates rather than remembers and
repeats what is to be learned.

2) Learning is facilitated by accompanying (mediating) physical objects.

3) Learning is facilitated by problem solving involving the material to be learned.

Larsen-Freeman (2000), The general goal of the Silent Way is to help beginning-
level students gain basic fluency in the target language:

4. Students are able to use the language for self-expression.

5. They need to develop independence from the teacher, to develop their own criteria for
correctness.
6. They become independent by relying on themselves.
7. The teacher should give them only what they absolutely need to promote their
learning.

Broadly, these principles are:

1. Teachers should concentrate on how students learn, not on how to teach

2. Imitation and drill are not the primary means by which students learn
3. Learning consists of trial and error, deliberate experimentation, suspending
judgement, and revising conclusions
4. In learning, learners draw on everything that they already know, especially their
native language
5. The teacher must not interfere with the learning process

The Silent Way is characterized by its focus on discovery, creativity, problem

solving and the use of accompanying materials. Richards and Rodgers
(1986:99) summarized the method into three major features.
 Learning is facilitated if the learner discovers or creates. The Silent way belongs to
the tradition of teaching that favors hypothetical mode of teaching (as opposed to expository
mode of teaching) in which the teacher and the learner work cooperatively to reach the
educational desired goals. (cf Bruner 1966.) The learner is not a bench bound listener but an
active contributor to the learning process.

Learning is facilitated by accompanying (mediating) physical objects. The Silent

Way uses colorful charts and rods (cuisenaire rods) which are of varying length. They are
used to introduce vocabulary ( colors, numbers, adjectives, verbs) and syntax (tense,
comparatives, plurals, word order )

Learning is facilitated by problem solving involving the material to be learned. This

can be summarized by Benjamin Franklins words:

Tell me and I forget

Teach me and I remember

Involve me and I learn

A good silent way learner is a good problem solver. The teachers role resides
only in giving minimum repetitions and correction, remaining silent most of the
times, leaving the learner struggling to solve problems about the language and get a grasp of
its mechanism.

The Audio-lingual Method was widely used in the 1950s and 1960s, and the emphasis was
not on the understanding of words, but rather on the acquisition of structures and patterns in
common everyday dialogue.

These patterns are elicited, repeated and tested until the responses given by the student in the
foreign language are automatic.

Some characteristics of this method are:

Drills are used to teach structural patterns

Set phrases are memorised with a focus on intonation
Grammatical explanations are kept to a minimum
Vocabulary is taught in context
Audio-visual aids are used
 Focus is on pronunciation
Correct responses are positively reinforced immediately

D. Audio Lingual Method

Introduction
The Audio Lingual Method (ALM) is a method which was introduced in the United
States of America (USA) in 1940s. Even though the method is considered very old, many
language teachers still like it and believe that it is a powerful method. The emergence of
the method was a response to the need for a radical change of foreign language teaching
due to the unfriendly relationship between USA and Russia, which launched its first
satellite in 1957. The United States prevented from its people from becoming isolates
people from scientific advances made in other countries. The method was much influenced
by a method called Army Specialized Training Program (ATSP). The ATSP was triggered
by the condition from which USA entered World War II and tried to send its army to take
up positions in other countries. USA government found itself in a need of personnel
trained in a large number and wide variety of language, and the audio-lingual method
could be the answer. The method was also a response to the Reading Method and the
Grammar Translation Method. At that time many Americans felt unsatisfied with the
reading aim and they thought that speaking was more important than reading.
The method was finally developed from the combination of the principles of structural
linguistic theory, contrastive analysis, aura-oral procedures, and behaviorist psychology
(Richard and Rodgers, 2001: 54-55). The method was accepted by people in other
countries and introduced in Indonesia in 1960s. Not much literature on the audio-lingual
method is now available and most of the ideas in this part have been adapted from how to
Teach Foreign Languages Effectively (Huebener, 1969)
1. The definition of Audio Lingual Method (ALM)

Technically, the Audio Lingual Method (ALM) was supported by the

appearance on the market of a large variety of mechanical aids, such as tape recorder
and language laboratories. Theoretically, the Audio Lingual Method (ALM) was
based on the findings of the structural linguists, who developed a psychology of
language learning different from traditional methods.
 In Audio Lingual Method language learners are equipped with the knowledge
and skill required for effective communication in a foreign language. The language
learners also required to understand the foreign people whose language they are
learning and the culture of the foreign people. The language learners have to
understand everyday life of the people, history of the people and their social life.
The advocates of the ALM believe that learning is essentially the process of change in
mental and physic behavior induced in a living organism by experience. This principle
was much influenced by a theory of psychology known as behaviorism. Formal
experience can be gained at formal schools and the aim of learning is habit. Learning
is simply habit formation. To learn a new language means to acquire another set of
habits. The speech habit can be formulated through the observance of rules.
Therefore, successful language learners are those who finally become spontaneous in
communication and the rules have been forgotten.

The method, which was originally introduced to prepare people to master

foreign language orally in a short time, emphasizes oral forms of language. However,
the method still considers the other language skills. The method considers that the oral
forms: speaking and listening should come first, and reading and writing come later.
The advocates of the method believe that language learners learn foreign language as
a child learns his/her mother tongue. First, he hears sound and tries to understand the
sound; he/she then attempts to reproduce the sounds. Next, he/she learns to read the
written forms. The phases can be described that learning a foreign language there are
the passive or receptive phase and the active or reproductive phase.

2. The principles of Audio Lingual Method (ALM)

The principles of the method derive from the aims of learning a foreign
language. The aims of method include some aspects of language learning. The
linguistic aims of the ALM are:
1. Language learners are able to comprehend the foreign language when it is spoken at
normal speed and concerned with ordinary matters,
2. Language learners are able to speak in acceptable pronunciation and grammatical
correctness,
3. Language learners have no difficulties in comprehending printers materials,
4. Language learners are able to write with acceptable standards of correctness on
topics within their experience.

Besides the linguistics aims above the method also has culture aims. The cultural aims
of the method are:
1. Language learners understand daily life of the people, including customs, works,
sports, play, etc,
2. Language learners know the main facts concerning the geography, history, social
and political life of the people,
3. Language learners appreciate the art and science of the people,
4. Language learners understand the value of the language as the main factor in their
culture.
These cultural aims will accompany the linguistics aims and these will
motivate language learners to learn the target language. By knowing all aspect of the
people, language learners will have better understanding of the language used by the
people and increase their motivation. Motivation is important in learning the target
language since effective learning will take place when language learners are eager to
acquire the target language.
In short, Johnson (1968) states that the principles of the ALM are:
1. Language is system arbitrary vocal symbol used for oral communication,
2. Writing and printing are graphic representations of the spoken language,
3. Language can be broken down into the major component parts: the sound system,
the structure, and the vocabulary,
4. The only authority for correctness is actual use of native speakers,
5. One can learn to speak and understand a language only being exposed to the spoken
language and by using the spoken language,
6. Language can be learned inductively far more easily than deductively,
7. Grammar should never be thought as an end itself, but only as a means to the end of
learning the language,
8. Use of the students native language in class should be avoided or kept to a
minimum in second language teaching,
9. The structures to which the students are exposed to should always sound natural to
native speakers,
10. All structural material should be presented and practiced in class before the
students attempt to study it at home.
The principles above are only some of the principles that people may believe to
belong to the ALM. The principles of the ALM also deal with the theories of
languages and language learning, which will presented below.
Conclutions

The Grammar Translation Method was developed for the study of dead
languages and to facilitate access to those languages classical literature. Thats the way it
should stay. English is certainly not a dead or dying language, so any teacher that takes an
approach for dead language study into an English language classroom should perhaps think
about taking up Math or Science instead. Rules, universals and memorized principles apply to
those disciplines pedagogy and communicative principles do not.

Despite the philosophical and sometimes almost metaphysical quality of much of

Gattegno's writings, the actual practices of the Silent Way are much less revolutionary than
might be expected. The innovations in Gattegno's method derive primarily from the manner
in which classroom activities are organized, the indirect role the teacher is required to assume
in directing and monitoring learner performance, the responsibility placed upon learners to
figure out and test their hypotheses about how the language works, and the materials used to
elicit and practice language.

The Audio Lingual Method has been explained in detail. The Audio Lingual
Method (ALM) is a method which was introduced in the United States of America (USA) in
1940s. The method was accepted by people in other countries and introduced in Indonesia in
1960s. It makes the students can pronoun and listen well. The Audio Lingual Method can
make circumstance of teaching in the class more life. The Audio Lingual Method is more
effective to make pronunciation and listening skill. However, this method does not emphasize
grammar in detail.
 References

Richards, J. C. & Rogers, T. S. (1986). Approaches and methods in language teaching: A

description and analysis. Cambridge, UK: Cambridge University Press.

Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York:
Longman

https://en.wikipedia.org/wiki/Direct_method_(education)
Muthuja, Babu. Teaching of English (2009 ed.). Centrum Press.
Gattegno, Caleb (1972). Teaching Foreign Languages in Schools: The Silent Way (2nd
ed.)
Stevick, Earl (1974). "Review of Teaching Foreign Languages in the Schools: The Silent
Way"
Larsen-Freeman,D. Techniques and Principles of Language Teaching. Oxford:Oxford
University Press, 1981.
Larsen-Freeman, Diane. (1986) Techniques and Principles of Language Teaching,
Oxford University Press.
Larsen-Freeman, Diane (2000). Techniques and Principles in Language Teaching.
Teaching Techniques in English as a Second Language (2nd ed.). Oxford: Oxford
University Press. ISBN 978-0-19-435574-2.
http://blog.tjtaylor.net/method-audio-lingual/ (resume Audio lingual method 1950 to
1970)

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Nov 2005.
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