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B. The Principle of Direct Method
Here are some principles of the Direct Method which important in
teaching and learning process :
1. Teacher who use the Direct Method intend that students learn how to
communicate in the target language. In order to do this successfully,
students should learn to think in the target language.
2. Although the teacher directs the class activities, the student role is less
passive than the Grammar-Translation Method. The teacher and the
students are more like a partners in teaching/learning process.
3. Teacher believe that the students need to associate meaning and the target
language directly. In order to do this, when the teacher introduces a new
target language word or phrase, the teacher demonstrate its meaning
through the use of realia, pictures, or pantomime, and never translate it
into the student’s native language.
4. The initiation of the interaction goes both ways, from the teacher to
students and from student to teacher, although the latter is often teacher
directed. Students converse with one another as well.
5. Language is primarily spoken, not written. Therefore, students study
common, everyday speech in the target language. They also study culture
consisting history of the people who speak in the target language, the
geography of the country where the language is spoken, and information
about the daily lives of the language speakers.
6. The student are ask to use the language such as using both oral and written
skills in the evaluation. For example, the students might be interviewed
orally by the teacher or might be asked to write a paragraph about
something the have studied.
7. The teacher respond to the student errors by employing various techniques,
tries to get students to self-correct whenever possible.
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C. The Goals of Direct Method
The main goal of the Direct Method is that the students will learn to
communicate in the target language or in specific :
To develop student`s ability to communicate (competence and
performance).
To increase vocabulary during learning.
To improve pronounciation skills.
To improve student`s ability to find meaning according to their own
understanding.
Helping students easily understand what is being said.
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4. Conversation Practice
The teacher ask 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 question about
themselves. The questions contained a particular grammar structure. Later,
the students were able to ask each other their own question using the same
grammatical structure.
5. Fill-in-The-Blank Exercise
All items are in the target language, furthermore, no explicit grammar rule
they need to 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.
6. 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 a normal speed, and students check their work.
7. Map Drawing
The class included one example of a technique used to give students
listening comprehension practice. The students were given a map with
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. The
teacher gave instructions for all the geographical features of the United
States so that the students would have a completely labeled map if they
followed his instruction correctly. The students then instructed the teacher
to do the same thing with a map he had drawn on thr board. Each student
could have a turn giving the teacher instruction for finding and labeling
one geographical feature.
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8. 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 States. They
could have done this from memory, or they could have used the reading
passage in the lesson as a model.
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2) The Students’ Role
The teacher and the students are more like partners in the teaching/learning
process. Teacher/student interaction became fuller, guessing of context or content,
completing fill-ins, and doing “cloze” exercises were the order of the day. 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 observed
and they use it to communicate with their friends and teacher in classroom.
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It was one of the first methods to introduce the teaching of vocabulary
through realia.
Students will be skilled in listening and speaking because it is make a s
first priority.
Expand a lot of vocabulary.
Students can have a prounounciation that is relatively close to native
speakers.
Students get a lot of training in conversations, especially on other topics.
2) The Disadvantages
This methods avoids the use pf mother tongue and second language or is
spoken off. This actually a normal obstacle to learning progress, because a
lot of time and energy wasted in explaining abstract word.
It is more effective to use in a small class, not in a big class.
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CONCLUSION
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BIBLIOGRAPHY
de Sauze, Emil B. 1929. The Cleveland Plan for the Teaching of Modern
Language with Special Reference to French. (rev. edn) 1959. Philadelphia:
Winston
Gatenby, E.V. 1958. A Direct Method English Course. (3rd edn.) London:
Longman.
Gouin, Francouis. 1880. The Art of Teaching and Studying Languages. Translated
by Swab, H. and V. Betts. 1892. London: Philip.
Krause, Carl A. 1916. The Direct Method in Modern Languages. New York:
Charles Scribner.
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