Meanwhile, Richards shows the principles and procedures of Grammar Translation Method, they are: a The goal of foreign language study is learn a
language in order to read its literature or in order benefit from the mental discipline and intellectual development that result from foreign language
study, b Reading and writing are the major focus, little or no systematic attention is paid to speaking or listening, c Vocabulary selection is based
solely on the reading texts used and words are taught through bilingual word lists, dictionary study, and memorization, d The sentence is the basic unit of
teaching and language practice, 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.
59
In this research the writer will use the procedure as follows: the teacher uses the student’s native language to teach them 1 the teacher greet
the students using native language, 2 the teacher gives some vocabularies that will be studied or the teacher gives the students a reading text and then ask the
students read it first and then translate it into the first language. The teacher asks the students to ask the meaning of the words they do not know yet. And
the teacher give the meaning by using native language 3 the teacher ask the students to answer the questions according to the text by using the target
language, 4 the students memorize the vocabulary they’ve just studied, 5 the teacher gives the questions to the students to fill in the blank spaces with the
appropriate words, 6 the teacher ask the students to make a sentence using the new words they’ve studied, 8 the teacher closes the meeting.
4. Strength and Weakness
Many people who have undertaken foreign language learning at high schools or universities even in the past 10 years or so may remember many of
the teaching techniques listed above for the Grammar Translation Method.
59
Richards and Rodgers, Approaches and Methods, pp. 3 – 4.
They may also recall that the language learning experience was uninspiring, rather boring, or even left them with a sense of frustration when they traveled
to countries where the language was used only to find they couldnt understand what people were saying and struggled mightily to express themselves at the
most basic level. Very few modern language teaching experts would be quick to say that this is an effective language teaching method, and fewer would
dare to try and assert that it results in any kind of communicative competence. As Richards and Rodgers state, It is a method for which there is no theory.
There is no literature that offers a rationale or justification for it that attempts to relate it to issues in linguistics, psychology, or educational theory. And yet
the Grammar Translation Method is still common in many countries - even popular. Brown attempts to explain why the method is still employed by
pointing out: It requires few specialized skills on the part of teachers. Tests of grammar rules and of translations are easy to construct and can be
objectively scored. Many standardized tests of foreign languages still do not attempt to tap into communicative abilities, so students have little motivation
to go beyond grammar analogies, translations, and rote exercises.
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Grammar Translation Method dominated European and foreign language teaching from the 1840s to the 1940s, and in modified form it
continues to be widely used in some parts of the world today. Although the Grammar Translation Method often creates frustration for students, it makes
few demands on teachers. It is still used in situations where understanding literary texts is the primary focus of foreign language study and there is little
need for a speaking knowledge of the language. Toward the mid nineteenth century several factors contributed to a questioning and rejections of the
Grammar Translation method. Increased opportunities for communication among Europeans created a demand for oral proficiency in foreign
languages.
61
60
“The Grammar Translation method, Principles and Methodolgy”, the article is accessed on April 26
th
, 2007 http:www.englishraven.commethod_gramtrans.html
61
Richards and Rodgers, Approaches and Methods, pp. 5 – 6.
Obviously, there are many drawbacks to the grammar-translation approach. Virtually no class time is allocated to allow students to produce
their own sentences, and even less time is spent on oral practice whether productive or reproductive. Students may have difficulties relating to the
language, because the classroom experience keeps them from personalizing it or developing their own style. In addition, there is often little contextualization
of the grammar -- although this of course depends upon the passages chosen and the teachers own skills. Culture, when discussed, is communicated
through means of reading passages, but there is little direct confrontation with foreign elements. Perhaps most seriously, as Omaggio points out, the type of
error correction that this method requires can actually be harmful to the students learning processes: students are clearly in a defensive learning
environment where right answers are expected.
62
Despite all of these drawbacks, Omaggio said: “there are certain positive traits to be found in such a rigid environment. Although far from
trying to defend or reinstate this method, I must still say: my high school German class was almost entirely grammar-translation based, with the
exception of a few dialogues from the textbook, and I dont really feel it harmed or even hampered my acquisition of the language -- and it certainly
gave me a strong grounding in German grammar For left-brained students who respond well to rules, structure and correction, the grammar-translation
method can provide a challenging and even intriguing classroom environment. For those students who dont respond well to such structures, however, it is
obvious that the grammar-translation method must be tempered with other approaches to create a more flexible and conducive methodology”.
63
62
Thuleen, The Grammar-Translation Method”.
63
Ibid.
CHAPTER III METHODOLOGY
B. Objective of the Study
This study investigated the effect of using Direct Method in teaching vocabulary at the first grade of Private Junior High School Muhammadiyah 44
Pamulang.
C. Place and Time of the Study
The writer did research at SMP Muhammadiyah 44 Pamulang. He conducted this research at the school from 26
th
of March 2007 to 31
st
of May 2007.
D. Research Method
This research is an experimental study in which the experimental class and the controlled class were treated by the teachers who has the same educational
background from State Islamic University in order to eliminate the bias. The writer told both of the teacher about the way of teaching and the lesson planning.
The treatment was done for ten meetings. After ten meetings the writer gave the test to both of the class.
E. Population and Sampling
The population of this research consists of three classes, namely class 7.1, class 7.2 and class 7.3. The sample of this research is 89 students, which is
divided into 2 classes, namely class 7.1 and class 7.3. The sample is taken by using Multi Stage Cluster Random Sampling.
F. Instrument
1. Conceptual Definition
Vocabulary is English words that are related to the meaning of the words and the way to use them in communication.
