GTM (Grammar Translation Method) The direct Method SLT (Situational Language Teaching

Nanda Maulidah2012 1250 1163

Lucky Qonita S2012 1250 1146

Heti Yulianita2012 1250 1172

Goals of GTM

• develop students’ reading ability to a level where they can read literature in the target language

• develop students’ general mental discipline

Methods of GTM

LearnedDeductively

Practice the rules by doing grammar drills

Translatingsentences

VIDEO

Characteristic features of the direct method are:

• teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials

• teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)

• centrality of spoken language (including a native-like pronunciation)

• focus on question-answer patternsVIDEO

Situational Language Teaching is characterized by two major features :

An analysis of English and a classification of its

prominent grammatical structures into sentence

patterns

Focus on vocabulary and reading

Behavioristic background

The act of receiving knowledge or

material

Repetition to fix that knowledge or

material in memory.

The use of the knowledge or

material in actual practice until it

becomes a personal skill.

Goals of SLT

The goals of Situational Language Teaching involve accurate use of vocabulary items and grammar rules

in order to achieve a practical mastery of the

four basic skills

Typical lesson

• a lesson starts with stress and intonation practice followed by a revision and a presentation of new material

• to oral practice and drilling of the elements presented

• the lesson ends with reading activity or written exercises.

VIDEO

CONCLUSION

• Within methodology a distinction is often made between methods and approaches.

• Methods are held to be fixed teaching system with prescribe techniques and practices, and approaches are language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom.