Name : Dian Eko Saputra

SID : 8820315150079

Assignment of Technique in TEFL

1. Grammar Translation Method (GTM)

a) Definition
GTM is a traditional technique of foreign language teaching based on explicit
instruction in the grammatical analysis of the
b) History
GTM originated from the practice of teaching Latin. In the early of 1500s,
latin is the most widely studied foreign language due to its prominence in
government, academia, and bussiness.
c) Characteristic
The major focus is on reading and writing with little or no systematic
attention to listening and speaking.
Vocabulary words are chosen from the reading text used. Teachers teach
vocabulary words through memorization, bilingual word list, and dictionary.
The basic unit of teaching and language practice is the sentence. Most of
the lesson is in sentence translation from and into the target language.
Deductive method is used in grammar. Rules are presented and studied.
Then, students will practice through translation exercises.
New grammatical or vocabulary items in the target language are explained
in s tudents’ native language in order to have a comparison between the
target language and the students’ native language.
Students are expected to attain high standards in translation. accurate in
translating the sentences into their target language and vice-versa

d) Application in the classroom

1. To read literature in a target language.
2. To memorize grammar rules and vocabulary of the target language
e) Activities in the classroom
Ask the students to take 5 vocabulary words from their favorite song and
then translate it in English.
In teaching a particular lesson in grammar, ask the students to memorize
the rules, and they should give their own sentences as samples.
Ask the students to take down the conversations of their friends in their
native language, and then translate it in English.
Ask students to write 10 verbs from the article assigned to them, and then
they should give the synonyms and antonyms.
Ask students to memorize at least 5 words per day in English and give their
native language equivalent
2. Direct Methode
a. Definition
It is a method for teaching foreign languages that uses the target language,
discarding any use of mother tongue in the classroom
b. History

The Direct Method, also called Natural Method, was established in

Germany and France around 1900. It appeared as an answer to the
shortcomings of the Grammar Translation Method. As teachers became
frustrated with the students inability to communicate orally, they began to
experiment with new techniques. The idea was that foreign language teaching
must be carried out in the same way people learn their mother tongue!

c. Characteristic
Translation is completely banished from any classroom activity. Classroom
activities are carried out ONLY in the target language.
Oral teaching comes before any other kind of reading and writing activities.
Use of chain activities accompanied by verbal comments like: I go to the
door. I open the door. I close the door. I return to my place. I sit down. (called
the Gouin series)
Grammar is taught inductively. (i.e. having learners find out rules through
the presentation of adequate linguistic forms in the target language.)
Use of realia to teach concrete vocabulary. Abstract vocabulary is taught
through association if ideas.
Emphasis is put on correct pronunciation and grammar.
Teaching through modeling and practice
d. Application in the classroom
Aspects of the Direct Method are still evident in many English
Language Teaching classrooms, such as the emphasis on listening and
speaking, the use of the target language for all class instructions, and the use
of visuals and realia to illustrate meaning.
e. Activities in the classroom
Question/answer exercise – the teacher asks questions of any type and the
student answers.
Dictation – the teacher chooses a grade-appropriate passage and reads it
aloud.
Reading aloud – the students take turn reading sections of a passage, play
or a dialogue aloud.
Student self-correction – when a student makes a mistake the teacher offers
him/her a second chance by giving a choice.
Conversation practice – the students are given an opportunity to ask their
own questions to the other students or to the teacher. This enables both a
teacher-learner interaction as well as a learner-learner interaction.
Paragraph writing – the students are asked to write a passage in their own
words
3. Situational Language Teaching
a. Definition
This Situational Language Teaching is the next version of Direct Methode, and
one of language learning using behaviorism theory of habit-learning theory, no
explanation of the word or structure of the target language but the students
understand from the learning situation.
b. History
The oral approach is an approach developed by the British linguist applied in the
1930s to the 1960s.
While unknown to many teachers, it had a major influence on language courses
until the 1980s. Textbooks such as Streamline English (Hartley and Viney 1979)
are structured with oral approac principles
c. Characteristic
1. Language teaching begins with spoken language. Materials are taught orally
before they are presented in written form.
2. The target language is the class language.
3. New language points are introduced and practiced situational.
4. Vocabulary selection procedures are followed to ensure that important
services of vocabulary are covered.
5. Graded items of grammar follow the principle that simple forms should be
taught before the complex.
6. Reading and writing are introduced after lexically and grammatically enough
to be established.
d. Application in the Classroom

In this methode, Teacher can be a model and have the ability to give the right
instructions while the students will listen carefully and repeat what the teacher
says. He can use textbooks and visual aids to help the learning process
e. Activities in the Class Room
1. Listening practice. The teacher gets the attention of the student and repeats the
example of a pattern or word in clear isolation, several times, perhaps saying it
slowly at least once.
2. Choral imitation. All students together or in large groups repeat what the
teacher says.
3. Individual imitation. The teacher asks several individual students to repeat the
given model to check their pronunciation.
4. Isolation. Teachers isolate sounds, words or groups of words that cause
problems and walk through techniques 1-3 with them before replacing them in
context.
5. Build a new model. Teachers get students to ask questions and answer
questions using patterns they already know to bring the information necessary to
introduce new models.
6. Elicitation. Teachers using mime, fast words, gestures, etc., get students to ask
questions, make statements or give new examples of patterns.
7. Drilling change. Teachers use gesture words to get individual students to mix
examples of new patterns.
 8. Drilling of questions. The teacher gets one student to ask questions and another
to answer until some of the students in the class have practiced asking questions
and answering new question forms.
9. Correction. Master showed by shaking her head, repeating mistakes, etc., that
there was a mistake and inviting different students or students to fix it.

4. Communicative Approach / Communicative Language teaching

a. Definition
Communicative Language Teaching (CLT) is an approach in teaching foreign
languages that emphasizes the concept of interaction, both in the process and the
purpose of the learning process
b. History
Historically, this CLT emerged as a response to the Audio-Lingual Method
(ALM), which is considered inappropriate in language learning.
This method departs from the understanding that language is a tool to
communicate not just a set of rules. Therefore, language teaching should cling to
that understanding, ie learning a language is learning to use language rather than
learning about the language.
c. Characteristic

1. Attempt to communicate is recommended even from the first

2. Contextualization is the main premise

3. Learn to discuss is to learn to communicate
4. Effective communication is expected
5. Drilling allowed, but executed simply in an effort to achieve the main goal.
6. Understandable pronounciation is desirable.
d. Application in the Classroom
We can use this methode to in case of functional communication activities, like
How to express an opinion, How to deliver criticism and suggestions, How to ask
time , How to ask and give direction, and others.
e. Activities i the Classroom
We Can use this methode to do Conversations and discussions
Dialog
Role play.
Interviews
Information gap
Games
Language exchanges
Surveys,
Pair work
Learning by teaching
5. Audio Lingual Methode
a. Definition

The Audiolingual Method is a method for foreign language teaching which

emphasized the teaching of listening and speaking before reading and writing. This
method is combination between behavioral psychology and linguistic.

b. History

It’s also called “Army Method” because this method is appeared since the World
War II for the American armies who had to learn language quickly and intensively.

c. Characteristic
The characteristics of this Audio-lingual method are as follows:
1. The purpose of teaching is the mastery of four language skills in a balanced
way.
2. The order of presentation is listening and speaking and then reading and
writing.
3. The foreign language sentence model is given in the form of a conversation to
be memorized.
4. The mastery of sentence patterns is done with pattern-pratctice exercises.
Exercise or drill follow sequence: stimulate> respond> reinforcement.
5. Translation is avoided. Use of the mother tongue if it is necessary for
explanation, is permitted on a limited basis

d. Application in the Classroom

Lessons in the classroom focus on the correct imitation of the teacher by the
students. The students expected to produce the correct output, but attention is also
paid to correct pronunciation. Although correct grammar is expected in usage, no
explicit grammatical instruction is given. Furthermore, the target language is the
only language to be used in the classroom.[1] Modern implementations are more
lax on this last requirement.
e. Activities in the Classroom
1. Presentation of dialogue or short reading, by means of teachers reading it over
and over again, and learners listen without looking at the text.
2. Impersonation and shortness of dialogue or reading, by imitating classical
sentence-reading techniques per sentence in class, while memorizing the
sentences. This technique is called mimicry-memorization (mim-mem)
technique.
3. Presentation of sentence patterns contained in dialogue or short readings,
especially those that are considered difficult, as there are structures in the
mother tongue of the learner.
4. Dramatize dialogue or short readings that have been trained. Students
demonstrate or dramatize the memorized dialogue in front of the class in turn.
5. Exercises make other sentences that match the learned sentence patterns.
6. Total Physical Response
a. Definition
Total Physical Response (TPR) is a method of teaching language or
vocabulary concepts by using physical movement to react to verbal input. The
process mimics the way that infants learn their first language, and it reduces
student inhibitions and lowers stress. The purpose of TPR is to create a brain
link between speech and action to boost language and vocabulary learning.
b. History
The Total Physical Response method was developed by Dr. James J. Asher, a
professor of psychology at San Jose State College. Asher had been
experimenting with ways of facilitating what he called first-trial learning, or
the internalization of new information by the brain upon the first exposure to
that information. Asher believed that the more times learners must be exposed
to new information before it is internalized, the more difficulty they will have
in retaining that information. Asher was particularly interested in applying his
theories to foreign language learning, partly due to his having struggled to
learn Latin, Spanish, French, and German in school and his desire to find more
effective methods of language learning.
c. Characteristic
1. The meaning in the target language (target language) can be conveyed
through action. Memory is enabled through student response. Target language
should not be served with a piece or word for word.
2. Student's understanding of the target language should be developed before
speaking.
3. Students can learn the language by using their body movements.
4. The command (imperative) is a linguistic device that teachers can use to
direct student behavior.
5. Students can learn the language through observation of action as well as by
doing their own actions.
6. Feelings of success, low self-confidence and anxiety support language
learning activities.
7. Students should not be given materials to memorize regular routines.
8. Corrections shall be made in a non-intrusive manner.
d. Application in the Classroom
Total physical response lessons typically use a wide variety of realia, posters,
and props. Teaching materials are not compulsory, and for the very first
lessons they may not be used. As students progress in ability the teacher may
begin to use objects found in the classroom such as furniture or books, and
later may use word charts, pictures, and realia
e. Activities in the Classroom
1. Prepare
Select the vocabulary that you are going to teach. Gather any equipment, props
or pictures you will need to illustrate the meaning of the words.
2. Teacher Modeling
Say the new vocabulary word for the students. As you do this, use gestures,
facial expressions, props or body movement to illustrate the meaning of the
word.
3. Student Modeling
Have student volunteers mimic the same gestures, facial expressions, use of
props or body movement modeled as you say the word.
4. Student Participation
Have all students mimic the same gestures, facial expressions, use of props or
body movement modeled by the teacher and student volunteers. Ask them to
say the word as they are making the movement. Vary this activity by then
doing the action and while students say the word.
5. Writing
Write the word or phrase where all students can see it so that students can
make the connection between oral and written words.
6. Repetition and Practice
Teach the next word or phrase using the same method. Review and practice
words with students multiple times to ensure learning. Recycle words
regularly to make sure that students do not forget old words.