e. Accuracy is emphasized.
f. Grammar is taught deductively – that is, by presentation and study of
grammar rules, which are then practiced through translation exercises. g.
The student’s native language is the medium of instruction. Based on the major and principal characteristics above, the writer infers
the essence of Grammar Translation Method is translation activity from the teacher to the students.
3. The Techniques of GTM
There are some useful techniques associated with the Grammar Translation Method as described in the following list:
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a. Translation of literary passage
Students translate a reading passage from the target language into their native language.
b. Reading comprehension questions
Students answer questions in the target language based on their understanding of the reading passage.
c. Antonymssynonyms
Students are given one set of words and are asked to find antonyms in the reading passage. A similar exercise could be done by asking students to find
synonyms for a particular set of words. d.
Cognates Students are taught to recognize cognates by learning the spelling or sound
patterns that correspond between the languages. e.
Deductive application of rule Grammar rules are presented with examples. Once students understand the
rule, they are asked to apply it to some different examples. f.
Fill-in-the-blanks
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Freeman, Techniques and Principle …, p. 13—14.
Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items of a particular grammar type, such as
prepositions or verbs with different tenses. g.
Memorization Students are given lists of target language vocabulary words and their native
language equivalents and are asked to memorize them. They are also required to memorize grammatical rules and grammatical paradigms such as
verb conjugations. h.
Use words in sentences In order to show that students understand the meaning and use of a new
vocabulary item, they make up sentences in which they use the new words. i.
Composition The teacher gives the students a topic to write about in the target language.
The topic is based upon some aspects of the reading passage of the lesson. From the lists above, the writers concludes that GTM only focus on the
development of reading and writing skills in the context of translation and very little attention is placed on any productive aspects of the language.
4. The Advantages and Disadvantages of GTM
As other teaching technique, Grammar Translation Method GTM has some advantages and disadvantages.
The advantages of using Grammar Translation Method GTM are; a.
Translation is the easiest and shortest way of explaining meaning of words or phrases.
b. Learners don not have difficulties to understand the lesson because the
lesson is explained in the mother tongue. c.
It is a labor saving method as the teacher carries out everything in the mother tongue.
The disadvantages of using Grammar Translation Method GTM are; a.
Speaking or any kinds of spontaneous creative output was missing from the curriculum.
b. Students lacked an active role in the classroom.
c. Very little attention is paid to communication.
d. Translation is sometimes misleading.
5. The Application of GTM in the Classroom
Before doing the teaching-learning activity, teachers have to do some steps in applying GTM in the classroom. Here are the steps of using GTM in
classroom: a.
Teacher gives the worksheet about Direct and Indirect Speech to the students.
b. Teacher explains the definition of Direct and Indirect Speech.
c. Teacher explains the definition of Indirect Speech of Statement.
d. Teacher explains the rules of changing Direct into Indirect sentence.
e. Students answer the questions in the worksheet by teacher’s guidance.
f. Teacher asks the students to read their answering.
g. Teacher gives the conclusion.
E. Conceptual Framework
Many students have some problems in studying Direct and Indirect Speech. This case happened because of some aspects and one of them is the
method is not appropriate in teaching this material. Generally, teachers teach the material grammatically that make students hard to understand and feel bored, so
the writer interested to teach the material by using Cooperative Learning especially Student Teams-Achievement Division STAD Technique.
Before treatment, students are given pre-test. It is to measure students’
understanding of the material and ensures that students have not learnt the material before.
In the experiment class, students are taught by using Student Teams- Achievement Division STAD Technique. They are assigned into small groups
consist of four to five students. The groups are heterogeneous that made up of
