Translation method the Translation Method contains text translation activities conducted from easy to difficult. The first of the target language into
their mother tongue. Text translation is done by translating word for word or idea per ideas including idiomatic expressions.
The combination of the two methods mentioned above gave birth to Grammar-Translation method the Grammar Translation MethodGTM, which
has the characteristic as follows:
a. Teaching begins with the provision of the rules of grammar and refers to the framework of formal grammar.
b. Vocabulary is taught depends on the selected text so there is no continuity between the groups or vocabulary lists with each other.
c. Memorization and translation is a prominent feature of the activities, i.e. memorizing and translating vocabulary and grammar rules.
d. Pronunciation is not taught or severely restricted to only a few aspects only.
e. More emphasis on the skills of reading and writing rather than listening and speaking.
From the above description, GTM can be defined as a method of teaching language through the analysis of the rules of the language in detail and followed
by the application of knowledge about the rules for the purpose of translating sentences-climatic and texts, both from the target language into their mother
tongue or vice versa . The characteristics of GTM:
a. Emphasizes accuracy; students are expected to achieve high
standards in translation. b.
Determine grain or the rules of grammar in the target language with a strict syllabus.
c. Use language as a medium of instruction the students mother tongue.
The techniques in the Grammar Translation Method: a. Translation of a literary passage
b. Fill-in-the-blanks c. AntonymsSynonyms
d. Reading comprehension questions e. Memorization
f.
Use words in sentences
g. Cognates h. Composition
i. Deductive application of rules
2. Direct Method DM
Direct instruction is a revision of the Grammar Translation Method because this method can not be considered to make students able to
communicate using a foreign language being studied. In the process of learning, translation prohibited.
Learning process with the DM, the teacher told students to read aloud. Then, the teacher gives a question in the language being studied. During
the learning process progresses, such as maps or objects that can actually be used. Teachers can draw or demonstrate. The techniques in the Direct Method:
a. Reading aloud b. Question and answer exercise
c. Getting students to self-correct d. Conversation practice
e. Fill-in-the-blanks f.
Dictation g. Map drawing
h. Paragraph writing
3. The Audio-Lingual Method
The term audio-lingualisme first put forward by Prof. Nelson Brooks in 1964. This method is claimed to be the most effective methods and efficient in
learning a foreign language and claimed as a method of language teaching that has changed from just a tip to a science. Audio-Lingual Method ALM is the
result of a combination of vision and principles of Structural Linguistics, Contrastive Analysis, Aural-Oral approach, and psychology Behaviorist.
Rationale ALM about language, teaching, and learning the language is as follows:
a. Language is spoken, not written b. Language is a set of habits
c. Teach language and not about the language d. Language is like that spoken by native speakers
e. Language that other one with a different Richards Rodgers 1986 add some principles of learning that has
become the basis of audio-lingualisme psychology and its application as follows: a. Learning a foreign language is essentially a process of habit formation
that the mechanistic b. Language skills to learn more effectively if the aspect that must be
studied in the target language is presented in an oral form before showing in written form.
c. The forms of analogy provide a better foundation for language learners than other forms of analysis, generalization, and the distinctions better
than an explanation of the rules. d. The meaning of the words that are owned by native speakers can be
studied only in the context of language and culture and do not stand alone.
Richards Rogers also said that the language skills taught in this order: listening, speaking, reading, and writing. Forms of teaching and learning
activities ALM is basically a conversation and exercises drills and exercise patterns pattern practice.Conversation serves as a tool to put the key
structures on the context and provide illustrations situations where such structures are used by native speakers, so the cultural aspect as well as the
application of the target language. Repetition and memorization becomes a dominant activity in this method. Certain grammatical patterns in conversations
selected to serve as training activity patterns. Learning activities based on the ALM are: repetition, inflection, replacement, restatement, completion,
transposition, expansion, contraction, transformation, integration, rejoinders, and restoration.
Learning Procedure Using ALM: Teacher Activities
a. As models at all stages of learning. b. Use English mother tongue as much as possible and as little as possible.
c. Exercise them to listening and speaking skills of students without the
written language first. d. Teach structure through exercise sound patterns, sequences, shapes, and
not through explanations.
