Fail to understand. BE POLITE. EXAMPLE
Thank you. – You’re welcome.
May I take one? – Certainly.
ANSWER THE QUESTION. EXAMPLE What is your name?
– My name is Smith. Where did it happen?
– In the middle of the street. AGREE.
EXAMPLE Hi’s following us. – I think you’re right.
This is good coffee. – It’s very good. . .
l. Restoration. The student is given a sequence of words that have been culled from a sentence but still bear its basic meaning. He uses these words with a
minimum of change and addition to restore the sentence to its original form. He may be told whether the time is present, past, or future.
Example: Studentswaitingbus
– the students are waiting for the bus. Boysbuildhousetree
– the boys built a house in a tree.
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However there is a little difference with what Theodore Huebener introduced about Pattern drillswhich are divided into thirteen types as follows:
a. Repetition Drill which is the simplest drill; the teacher asked the student to repeat what the word or sentence he or she said.
b. Substitution Drill. The pupil changes the subject in sentence with pronoun of a different person, number, or gender and also the verb
c. Transformation Drill. In this drill the model is changed from the singular to the plural, from the plural to the singular, from the positive to the negative, from
the statement to the interrogative, and so on. d. Replacement Drill. This is actually same as substitution drill. It changes the
noun to pronoun. e. Response Drill. In this drill the student answer what the teacher questioned.
20
Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching, New York: Cambridge University Press. 1990, p. 61.
f. Cued – response Drill. The teacher gives a signal to the student before or after
the question. g. Rejoinder Drill. The student is given the way to rejoin the statement.
h. Restatement or Directed Dialogue. Relay Drill. pupils are directed to ask question or make statements, first with the teacher and then with a classmate as
dialogue partner: i. Completion Drill. The pupil completes the sentence with the correct word.
j. Expansion Drill. Adding words and phrases to build up a simple sentence. k. Contraction Drill. Replacing a phrase or clause with a single word:
l. Integration Drill. Combining two separated statements. m. Translation Drill. The pupil translates their native sentences with the same
structure into the foreign language.
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3. Use of Drill
Drills are likely to be useful at elementary level or in the practice phrase of a lesson where limitation of the learning goal is desirable; there are some
experts who give the useful of drill. The most common purpose of drills is to involve the whole class together in the practice of grammar pattern.
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Grant Taylor stated that there are twelve methods in using drill as follow: Method 1. The teacher uses the book, but the students do not refer to it all. In
VARIATION A, The teacher first gives the variable element for the sentence and then says the complete model sentence. The student repeats the complete model
sentence. In VARIATION B, the teacher not only gives the complete sentence before the student response but also again after the student response. In the
classroom, VARIATION C is often effective. Here the teacher selects an individual student for the first repetition. The teacher says the complete sentence
after the student, and finally the entire class repeats the complete sentence. In this following drill, the variable element is isolated in the left column, and the
21
Theodore Huebener,, How to Teach Foreign Languages Effectively, New York: New York University Press: 1969, p. 19.
22
David Cross, A Practical Handbook of Language Teaching, London: Cassel Villiers House, 1991, p. 40.
pattern sentence is in the right column. No
Variable Element Sentence pattern
1 Write
The students have written it already 2
See The students have seen it already
3 Do
The students have done it already 4
Send The students have sent it already
5 Take
The students have taken it already 6
Get The students have got it already
EXAMPLE VARIATION A Teacher
: Write. The students have wtitten it already. Students
: The students have written it already. Teacher
: See. The student have seen it already. Students
: The students have seen it already, etc. EXAMPLE VARIATION B
Teacher : Wtite. The students have written it already.
Students : The students have written it already.
Teacher : The students have written it already.
Teacher : See. The students have seen it already.
Students : The students have seen it already. Do, etc.
EXAMPLE VARIATION C Teacher
: Write. The students have written it already. Mr. Pappas
: The students have written it already. Teacher
: The students have written it already. Everyone in class : The students have written it already.
Teacher : The students have seen it already.
Mr. Kowalski : the students have seen it already, etc.
Method 2. The teacher uses the book, but the student does not refer to it at all. As in Method 1, the teacher gives the variable element and then says the complete
sentence. However, the student does not repeat. The teacher does the entire
column in this fashion or does a sufficient number of sentences to fix the pattern in the student’s mind.
Method 3. This method combines the preceding two. The teacher uses the book, but the student does not refer to it at all. The teacher goes through the drill the first
time using Method 1, then goes back to the beginning of the drill and start Method 2. In starting Method 2 the second time through the drill, it is not necessary to fix
the pattern as in Variations A and B of Method 2 since the student has already become familiar with the pattern in going through the drill the first time using
Method 1. Method 4. The teacher directs the students to open their texts to the appropriate
pattern drill. The teacher selects individual students to read each sentence aloud starting from the beginning of the drill. The teacher gives each sentence after the
student. In the laboratory, the cue for the student to read the sentence aloud can be merely the number of the sentence. As in prior method, where there are two
different patterns in the two columns, the drill can be done in three steps each column independently and then both if desired.
Method 5. In this method, the teacher select only pattern drills which have two independent Patterns in the two columns. The teacher gives the pattern in the left
column and the student is expected to give the appropriate response for the right column. Upon completion of the drill, the procedure is reserved, the teacher
supplying the appropriate response for the right column thus demonstrating to the student how he should have responded when he said the right column.
Method 6. This method is approximately equivalent to method 1 except that the student response is written rather than oral. In variations A, the teacher gives the
complete sentence, and the student writes the form require by text or check his work if he has already written in the text. In variations B, the procedure is the
same except the teacher gives the complete sentence again after the student has written in the text.
Method 7. The teacher gives the complete sentence, and the student writes the form required by the text. The teacher then gives the complete sentence again, and
the student repeats the sentence.
Method 8. In this method, the order of the student responses is the reverse of those in Method 7. The teacher gives the complete sentence, and the student repeats the
sentence. The teacher then gives the complete sentence again, and the student writes the forms required by the text.
Method 9. In VARIATION A, the teacher gives the complete sentence. The student then writes the form requires by the text and repeats the student orally in
whichever order he deems easiest. In VARIOATON B, the procedure is the same except the teacher again gives the complete sentence after the student has
completed his dual response. Method 10. In VARIATION A, the student looks at the pattern drill and reads the
appropriate sentence aloud. The teacher gives the complete sentence after the student. The student then writes the form required by the text. In VARIATION B,
the procedure is the sane except the teacher again gives the complete sentence after the student has written in the text.
Methos 11. Here the order of the student response is the reserve of those in Method 10. In VARIATION A, the student first writes the form required by the
text, and the teacher gives the complete sentence. The student then repeats the complete sentence orally. In VARIATION B, the procedure is the same expect the
teacher again gives the complete sentence after the student has responded orally. Method 12. The student studies the pattern drill and writes the form required for
that particular drill. In this method, the teacher usually corrects the written work and returns it to the student.
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C. Grammar Translation Method
1. The Definition of Grammar Translation Method
The Grammar Translation Method is a foreign language teaching method derived from the classical sometimes called traditional method of teaching
Greek and Latin. The method requires the students to translate whole text word for word and memorized numerous grammatical rules and exceptions as well as
23
Grant Taylor, Practicing American English, New York: McGraw-Hill Company, Inc, 1960, p. 10.
