The Method in Teaching English

commit to user Their basic concepts are formed They can tell the difference between fact and fiction They ask questions all the time They rely on the spoken word as well as the physical world to convey and understanding meaning They are able to make some decision about their own learning They have defined views about they like and do not like doing They are able to work with others and learn from others”. Scout, 2000:4 Statements above suggest that young learners are the beginners in learning english, they need a longer time and more sequences process in understanding and accepting something new. They have their own way in understanding the materials by using the simplest way because each students have different characteristics . Students age is also brings effect in learning english, students have different capability based on their age.

C. The Method in Teaching English

In order to get success in teaching learning process, method is really needed. In choosing the appropriate method, the teacher should consider the condition of the class and the students. Oxford Advance Learner’s Dictionary defines method as “a particular way of doing something”. Oxford Advance Learner’s Dictionary seven edition: 2005. According to H. Douglas Brown, the commit to user definition of method is “a generalized set of classroom specifications for accomplishing, linguistics objectives. Methods tend to be concerned primarily with teacher and student role and behaviors and secondarily with such features as linguistic and subject –matters objectives, sequencing, and materials”.Brown 2001:16. Moreover, Thornbury is classified the teaching method into three parts. They are Grammar- Translation, Direct Method, and Audolingualism. 1. The Grammar – Translation Method Grammar translation, as its name suggest, took grammar as the starting point for instruction. Grammar translation courses followed a grammar syllabus and lessons typically began with an explicit statement of the rule, following by exercises involving translation into and out of the mother tongue. If the students do not know the answer, the teacher guides them to revise. 2. The Direct Method The direct method prioritized oral skills, and, while following a syllabus of grammar structures, rejected explicit grammar teaching. The learners, it was supposed, picked up the grammar in much the same way as the children pick up the grammar of their mother tongue, simply by being immersed in language. If the students do not know the answer or make error, the teacher tries other way to explain the material. 3. Audiolingualism commit to user Audiolingualism derived its theoretical base from behaviorists psychology, which considered language as a simply a form of behavior, to be learned through the formation of correct habits. Habit formation was a process in which the application of rules played no part. The audiolingual syllabus consisted of a graded list of sentence patterns, which, although not necessarily labeled such as, were grammatical in origin. Scott Thornbury 1999:21. Besides , Brown idintifies teaching methods into three methods. They are grammar translation method, direct method, and audio lingual method. 1. The grammar translation method It is the most popular method because the test of grammar rules and translation are easy to construct and can be objectively scored.Richard and rogerds state that grammar translation method is “remembered with distance by thousands of school learners, for whom foreign language learning meant a tedious experience of memorizing endless list of an unsual grammar rules and vocabulary and attempting to produce perfect translation of stilted or literaly. Richard and Rogerds, 1986:4. 2. The direct method Richard and Rodgers summerized the principles of the direct method as listed below Classroom instruction was conducted exclusively in the target language commit to user Only everyday vocabulary and sentences were taught Oral communication skill was built up in a carefully traded progression organized around question and answer exchanges between teachers and students in a small intensive class. Grammar was taught inductively New teaching point were taught trought modelling and practice Concrete vocabulary was taught through demonstration, objects and pictures. Both speech and listening comprehension were taught. Correct pronunciation and grammar were emphasized. Richard and Rodgers, 1986:9-10 3. The audio- lingual method The characteristic of the audio lingual method may be summed up in the following list. New material is presented in dialogue form There is dependence on mimicry, memorization of set phrases and over learning Stuctural pattern are taught using repetitive drills Vocabulary is strictly limited and learned in context There is much of tapes, language tabs and visual aids. Great importances is attached to pronunciation Very little use of mother tongue by teacher is permitted Successful responces are immediately reinforced There is a good effort to get students to produce error free utterences There is a tendency to manipulate language and disregard content. Adapted from Prator and Celce- Murcia 1979 commit to user CHAPTER III DISCUSSION A. SD Bratan 1 surakarta A.1. Description and brief history of SDN Bratan I Surakarta