Teaching Reported speech using combination of derect method and grammar-translation method : a case study on the first year of SMU Wijaya Kasuma Jakarta Utara
TEACHING REPORTED SPEECH USING COMBINATION OF
DIRECT METHOD AND GRAMMAR-TRANSLATION METHOD
( A Case Study on The First Year of SMU Wijaya Kusuma Jakarta Utara )
A Paper
Presented to the Faculty of Tarbiyah and Teachers' Training
In Partial Fulfillment of the Requirements for the Degree of Strata 1
By:
Decli Daryanto
NIM.100014017972
ENGLISH DEPARTMENT
FACULTY OF TARBIY AH AND TEACHERS' TRAINING
SY ARIF HIDAY ATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2004 MI 1425 H
TEACHING REPORTED SPEECH USING COMBINATION OF
DIRECT METHOD AND GRAMMAR-TRANSLATION METHOD
( A Case Study on The First Year Of SMU Wijaya Kusuma Jakarta Utara )
A Paper
Presented to the Faculty ofTarbiyah and Teachers' Training
In Partial Fulfillment of the Requirements for the Degree of Strata 1
By:
Dedi Daryanto
NIM. I 00014017972
Approved by
Advisor:
Mas'ud Mada, MA
NIP. 150 012 951
ENGLISH DEPARTMENT
FACULTY OF TARBJYAH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLArvIIC UNIVERSITY
JAKARTA
2004 MI 1425 H
LEGALIZATION OF EXAMINATION
A paper titled, " Teaching Reported Speech using Combination of Direct
Method and Grammar-Translation Method" ( A Study Case on the First Year of
SMU Wijaya Kusuma Jakarta Utara ) was examined at the examination session of
the Faculty of Tarbiyah and Teachers' Training UIN Syarif Hidayatullah Jakarta
in February, 14 11' 2005. This paper has fulfilled the requirement for Sarjana
Degree (SI) at English Department.
Jakarta, 14'h February 2005
Examination Committee
The Secretary of committee
Examiner I
Examiner II
:Ji·
Ors. Nasrun Mahmud, M.Pd
NIP. 150 04 I 070
Mas'ud Mada, M.A.
NIP. 150 012 95!
ACKNOWLEDGMENT
In the Name ofAllah, The Beneficent, The Merciful.
Praise to be Allah almighty, The Lord of universe who has given
chance to the writer to complete this paper. Peace and blessing be upon our
Prophet Muhammad SAW, his family and his followers.
The writer realizes that he would never finish writing this paper
without the help of some people around him, therefore, he would like to
give special thanks to:
l. Prof. Dr. Salman Harun, the dean of Tarbiyah and Teaching Sciences
Faculty.
2. Mr, Nasrun Mahmud, ｍＮｐ､ｾ＠
(the Chief of English Department), and
Mr. Syauki, M.Pd. (the Secretary of English Department).
3. Mr. Mas'ud Mada, M.A., as the writer's advisor for his time, guidance,
kindness, and patience in correcting and helping him in finishing this
paper.
4. Mr. Mudi Rahayu, B.A. (the Headmaster of SMU Wijaya Kusuma
Jakarta Utara), and Mrs. Saidah (the English Teacher at SMU Wijaya
Kusuma Jakarta Utara).
5. His Beloved Parents; Mama Munaji and Mimi Robiah, and his beloved
sisters; Y ayu Ani Susana and Lia Amalia tun Hikmah, and then his
beloved brother; Adi Ferdiansyah. He loves you ve1y much. His
Beloved Uncle and Aunt; Wawa Tajudin and Wawa Ayu, for their
supports, and his beloved cousins; Amer and Ana.
6. All Lecturers of
VIN, especially English lecturers, for teaching,
sharing, and giving their experiences.
7. All of his friends at UIN and all friends in his boarding house. The
staffs and officers of library of UIN, British Council and UNJ who
helped him to b01Tow and read some books that relate to his paper.
May Allah Almighty bless them all. Amien.
Jakarta, December 2004.
The Writer.
'Iliere is no victory witliout sacrifice
'Iliere is no liappiness witficut suffering
0
" The Life is Struggle "
Table of Contents
JJtl.'!,l'
Acknowledgements .............................................................. i
Table of Contents ................................................................. iv
CHAPTER I: INTRODUCTION .............................. ................................... 1
A. Background of the Study .................................................... 1
n. Scope of' the Study ............................................................. ·f
C. Statement of the Problern .................................................... 4
D. Objective of the Study ....................................................... .4
lo. Method of the Research ...................................................... .+
F. Organil'.atinn n f' the Writing ................................................ 5
CHAPTER II: THEORETICAL ANALYSIS .............. .............................. 7
A. The Kinds of' Methods ..................................................... 7
I. The Direct Method ..................................................... 7
a. The Understanding of Direct Method ............... 7
b. The I'rinciplcs and Characteristics of Direct
Method .............................................................. 8 .
'
The Gran11nar-Translation Method ............................ I 0
a. The Understanding of CJ ram mar -Translation
Methocl .............................................................. I O
b. The Principal Characteristics of GrammarTranslation Method ........................................... I 0
B. Reported Speech .............................................................. I I
1. The Meaning of Reported Speech .............................. 11
2. The Kinds of Speech ................................................... 12
a. Direct Speech .................................................... I 2
b. Indirect Speech ................................................. 13
3. The Changes from Direct into Indirect Speech .......... 14
C. Teaching Reported Speech using Combination of Di reel
Method and Grammar-Translation Method ..................... I r
developing their inner potential ability, and the teacher can be the ji1cilitator. In
this condition, it is emy to reach the goals of teaching because between teacher
and students can have the dialogues to tackle task practice in improving
motivation, to encourage natural learning, and to create a context that supports
learning. 3
2
Mulyanto Sumardi, Pengajaran Bahasa Asing, Sebuah Tinjauan dari Segi Metode
(Translation from Indonesian), Bulan Bintang, Jakarata, 1975, p 37.
' Keith Maurica, The Communicative Approach and EST: Methodological Problem and
Potential, English Teaching Fornm, Vol XXV Number 2 April 1987.
4
B. Scope of the Study
The writer limits the subject matter in teaching Reported Speech at the
First Year Student of Senior High S•:hool, the form as well as Direct Speech and
Indirect Speech Questions. These materials are presented through experiment by
using combination of Direct Method and Grammar-Translation Method.
C. Statement of the Problem
In this paper, the writer want to know how effective teaching Reported
Speech using Combination of Direct Method and Grammar-Translation Method
on the First Year Student of SMU \Vijaya Kusuma Jakarta Utara.
D. Objective of the Study
In this study, the writer would like to confine the Combination of Direct
Method and Grammar-Translation Method in Teaching Reported Speech. And
the object of this study is the First Year Student of SMU Wijaya Kusuma.
E. Method of Research
In writing this paper, the writer does library research; reading books, and
field research; comparing Combination of Direct Method and GrammarTranslation Method to Grammar-Translation Method in teaching Reported
Speech.
5
In Library Research, the writer uses many books that be related to the title this
paper as
reforences. And in Field Research, the writer does research at two
classes, class 1-1 and
class 1-2, lo compare between Combination of Direct
Method - Grammar-Translation Method and Grammar-Translation Method only
in teaching Reported Speech.
F. Organization of Writing
This paper is systematically divided into four chapters with the following
orders:
Chapter One is Introduction In this chapter, the writer explains the main
problem, including the Background of the Study, Scope of the Study, Statement
of the Problem, Objective of the Study, Method of Research, and Organization of
Writing. This chapter is a fran1ework which will be developed in the other
chapter.
Chapter Two explains Theoretical Analysis. It includes The Kinds of
Methods; Direct Method and Grammar-Translation Method, Reported Speech; the
meaning of Reported Speech, the Kinds of Speech, and the Changes from Direct
Speech into Indirect Speech. It also describes the teaching Reported Speech using
Combination of Direct Method and Grammar-Translation Method and teaching
Reported Speech through Grammar-Translation Method only.
6
In Chapter Three, the writer discusses Research Methodology and
Finding. They are: Object of Research, Place and Time, Population and Sample,
Research Instrument, Data Collection, Data Description, Data Analysis, and Data
Interpretation.
The Last Chapter is Chapter Four. Eventually the writer attempts to
conclude the main problem about method of teaching and learning applied in
Reported Speech subject and that has been discussed in detail in the previous
chapter, and useful suggestions related to teaching by effective and efficient.
Clf!IAPTER II
THEORETICAL ANALYSIS
A. The Kinds of Methods
As stated in Chapter One, there are many methods of language teaching
that may be selected for teaching English grammar. The methods which are
usually used for teaching grammar are: Direct Method, Grammar Method,
Translation Method, and Grammar-Translation Method. But in this paper, the
writer will only explain the Direct Method and the Grammar-Translation Method
as on the title of this thesis.
1. The Direct Method
a. The Understanding of Direct Method
Direct Method is most widely known as the Natural Method. Enthusiastic
supporters of the Direct Method introduced it in Fnmce and Germany, and it
became widely known in the United States through its use by Sauveur and
Maximilian Berlitz in successful commercial language schools. 4
The Direct Method has one very basic rule; No translation is allowed. In
fact, the Direct Method receives its nan1e from the fact that meaning is to be
4
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in language
Teaching, Cambridge University Press, Cambridge New York Port Chester, Melbourne Sydney.
1990, p 9.
8
connected directly with the target lailguage, without going through the process of
translating into the students' native language. 5
b. The Principles and Characteristics of Direct Method
In Direct Method, the teacher intends that students learn how to
communicate in the target language. The teacher and the students are more like be
partners in teaching-learning process. The students need to associate meaning and
the target language directly. In order to do this, when the teacher introduces a new
target language word or phrase, he demonstrates its meaning through the use of
realia, pictures, or pantomime; he never translate· it into the students' native
language. Students speak in the target language a great deal and communicate as
if they were in real situations. In fact, the syllabus used in the Direct Method is
based upon situations (for example, one unit would consist of language that
people would use at the bank, another of the language that they use when going
shopping) or topics (such as geography, money, or the weather). Grammar is
taught inductively that is the students are presented with examples and they figure
out the rnle or generalization from the examples. An explicit grammar rule may
never be given. Students practice vocabulary by using new words in complete
sentences. 6
5
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, Oxford
Universi7 Press, J986, p 18.
'Ibid, p 25.
9
Language is primarily spoken not written. Therefore, students study
common, everyday speech in the target language. Vocabulary is emphasized over
grammar. Oral communication is seen as basic. Pronunciation also receives
attention right from the beginning of a course. 7
So, we can conclude the explanation above that there are some principles
and characteristics of Direct Method, they are :
I. Classroom instruction was conducted exclusive in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully graded progression
•
organized around question and answer exchanges between teachers and
students in small, intensive class.
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstration,
ｯｾｪ･｣ｴｳＬ＠
and pictures;
abstract vocabulary was taught by association of ideas.
7. Both speech and listening comprehension were taught.
8. C01Tect pronunciation and grammar were emphasized. 8
7
Ibid, p 25.
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, Cambridge University Press, Cambridge New York Port Chester, Melbourne Sydney,
1990,p 10.
8
10
2. The Grammar-Translation Method
a. The Understanding of Grammar-Translation Method
The Grammar-Translation Method is not new. It has had different names,
but, it has been used by language teachers for many years. At one time, it was
called Classical Method since it was first used in the teaching of the classical
9
languages, Latin and Greek. But in The United States, Gran1mar-Translation
Method was in fact first known as the Prussian Method. 10
Earlier in this century, this method was used or the purpose of helping
students read and appreciate foreign. language litcraturt'. It was also hoped that,
through the study of the grammar of the target language, students would become
more familiar with the grammar of their native language better.
b. The Principal Characteristics of Grammar-Translation Method
The principal characteristics of Grammar-Translation Method were these :
1.
The goal offoreign language study is lo learn a language in order to read its
literature or in order to ｨ･ｮｾｦｩｴ＠
fi'om the mental discipline and intellectual
development that result fiwn .fi •reign-language st1H{V. Grammar-Translation
Method is a way i?l studying a language that approaches the language first
through detailed analysis ()fits grammar rules, .fiJ/lowed by application of this
Tmowledge to the task of translating sentences and texts into and out of the
target language. The first language is maintained as the reference system in
the acquisition tt
7 Significance ; there is difference between two variables
- HI is accepted - and HO is not accepted.
If to < tt 7
Non Significance ; there is no difference between two
variables ··- HI is not accepted - and HO is accepted.
36
to = The t-value of statistic calculation
tt
= The
t-value of Critical values fort-table
HI = The hypothesis that there is difference between two variable.
HO = The hypothesis that there is not difference between two variable. 26
From the result of statistic calculation above, it shows to > tt at
Significance Degree 0.05, that is 4.68 > 2.00. So, HO is not accepted. It
. means that there is significm1t difference between Experiment Class and
Control Class.
•
26
Ibid.
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the Data Analysis and the Data Interpretation at Chapter Three,
it states that Teaching Reported Speech using Combination of Direct Method
and Grammar-Translation Method is more effective than one using GrammarTranslation Method only to the result of teaching-learning process, since to >
tt, that is 4.68. > 2.00.
•
B. Suggestion
In teaching Reported Speech, the teacher had better use Combination of
Direct Method and Grammar-Translation Method. More often doing Drill and
Answer-Question is better, because it makes the students practice not only in
the grammatical rules but also in oral or speaking.
BIBLIOGRAPHY
Mackey, William F., Language Teaching Analysis, London: Longman, Green
and Co Ltd 1966.
Semiarid, DR. Muljanto. fran. Pengajaran Bahasa Asing, Sebuah Tinjauan dari
Segi Metode, Bulan Bintang, Jakarta, 1976.
Maurica. Keith, The Communicative Approach and EST: Methodological
Problem and Po/enlial, English Teaching Forum, Vol. XXV Number 2
April 1987.
Savignon. Sandra J., Communicative Compelence; Theory and Classroom
Praclice, Additional-Wesley Pi1blishing Company, 1988.
Nunan, David. The Leaming-Center C11rric11lu111, A Silllly in Language Teaching.
Cambridge. Cambridge University Press, 1987.
Swan. Michael. Practical English Usage, Oxford University Press, London 1980.
Thomson. A.J. & Martinet A.V., A Praclica/ English Grammar. Oxford
University Press, London, 1969.
Hallan, Jack S. & John W. Nirson, /j Practical Course of'English Grammar, CV.
Pulera "Sidhi Bhakti", Bandung.
Bing, JO net Mueller, Grammar Guide; English Grammar in Con/ext, Prentice
Hall, Engliwood Cliffs, New Jersey. 1989.
Murphy. Raymond, Grammar in Use, New Jersey, New York: Cambridge
University Press, 1989.
Donough, Jo. Mc. And Christopher Shaw, Material and Me/hods in ELT.
Oxford: Black Well, 1993.
Willes. Dave & Jon Wreight, Basic Grammar; Classroom Edition, Harper
Collins Publisher Ltd, 1995.
39
Finochiaro, Marry and Christopher Brumfit, The Functional - National
Approach .fi·om Theory to Practice, New York, Oxford University Press,
1983.
Rivers, Wilgas M and MaiTy S. Temperley, A Practicaal Guide to the Teaching
of English as a Second or Foreign Language, New York, Oxford
University, 1978.
Stone, Linton, Cambridge Firs! Certificate English, London, Macmillan
Education Ltd, 1977.
Santosa, Budi, Bahan Kuliah Statistik Pendidikan, Handout Book ofteachinglearning statistic of education in English Department Faculty ofTarbiyah
UIN SyarifHidayatullah Jakmta, 2002.
Djauhari, Imam D., Mastery on English Grammar, Surabaya, Indah, I 986.
Longman and W. Stannard Allen, Living English Structure, Hong Kong, Shech
Wah Tong Printing Press Ltd, 1978.
Fries, Charles C., Teaching and Learning English as a Foreign Language,
Michigan, the University of Michigan Press, 1962.
Freeman, Diane Larsen, Technique and Principles in Language Teaching, New
York, Oxford University Pres::, Inc, 1986.
Mas'ud, Ors. Fuad, Essential ofEnglish Grammar, BPFE Yogyakarta, 1996.
THE TEST ITEMS
REPORTED SPEECH QUESTION
NAMA
KE LAS
I. CHOOSE THE CORRECT ANSWER!
I. Teacher : Have you done the homework.
Students : Yes, I have.
What did the teacher say?
a. Teacher asked if we have done the homework.
b. Teacher asked if we had done the homework.
c. Teacher asked if we would do the homework.
d. Teacher asked if we would have done the homework.
2. Dedi
: How are you, Astri?
Astri
: I am fine.
What did Dedi say to Astri?
a. Dedi asked her how she was.
b. Dedi asked her what she was.
c. Dedi asked her whether she was.
d. Dedi asked her where she was.
3.
ｾｲ･｡｣ｨ＠
asks us every clay." ls there ho1nc\vork?"
Teacher asks us everyday .....
a. if there was homework.
b. if there will be homework.
c. if there is homework.
d. if there had been homework.
4. Lia
: Whom does Rojali fall in love with?
Lela : J ulaiha.
a. Lia asked Lela whom Rojali fell in love with.
b. Lia asked Lela whom Rojali falls in love with.
c. Lia asked Lela whether Rojali falls in love with .lulaiha.
cl. Lia asked Lela whether Rojali fell in love with .lulaiha.
5. Ananda
: Why are they absent?
Andi
: They said that they were sick.
Anancla has asked Andi why .... absent.
c. they are
a. are they
cl. they were
b. were they
6. Arif asked me whether I .... sick then.
c. had been
cl. will
a. an1
b. was
For number 7 to I 0, choose the word or phrase that is incorrect.
7. Yani
Dini
Yani
Yesterday, I met Rina. And she asked something to me.
What did she ask about?
She ask me whether I had met Mr. Decli.
A
B
C D
8. Rita
Where do you go every morning?
Adi
I go to schoo
DIRECT METHOD AND GRAMMAR-TRANSLATION METHOD
( A Case Study on The First Year of SMU Wijaya Kusuma Jakarta Utara )
A Paper
Presented to the Faculty of Tarbiyah and Teachers' Training
In Partial Fulfillment of the Requirements for the Degree of Strata 1
By:
Decli Daryanto
NIM.100014017972
ENGLISH DEPARTMENT
FACULTY OF TARBIY AH AND TEACHERS' TRAINING
SY ARIF HIDAY ATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2004 MI 1425 H
TEACHING REPORTED SPEECH USING COMBINATION OF
DIRECT METHOD AND GRAMMAR-TRANSLATION METHOD
( A Case Study on The First Year Of SMU Wijaya Kusuma Jakarta Utara )
A Paper
Presented to the Faculty ofTarbiyah and Teachers' Training
In Partial Fulfillment of the Requirements for the Degree of Strata 1
By:
Dedi Daryanto
NIM. I 00014017972
Approved by
Advisor:
Mas'ud Mada, MA
NIP. 150 012 951
ENGLISH DEPARTMENT
FACULTY OF TARBJYAH AND TEACHERS' TRAINING
SYARIF HIDAYATULLAH STATE ISLArvIIC UNIVERSITY
JAKARTA
2004 MI 1425 H
LEGALIZATION OF EXAMINATION
A paper titled, " Teaching Reported Speech using Combination of Direct
Method and Grammar-Translation Method" ( A Study Case on the First Year of
SMU Wijaya Kusuma Jakarta Utara ) was examined at the examination session of
the Faculty of Tarbiyah and Teachers' Training UIN Syarif Hidayatullah Jakarta
in February, 14 11' 2005. This paper has fulfilled the requirement for Sarjana
Degree (SI) at English Department.
Jakarta, 14'h February 2005
Examination Committee
The Secretary of committee
Examiner I
Examiner II
:Ji·
Ors. Nasrun Mahmud, M.Pd
NIP. 150 04 I 070
Mas'ud Mada, M.A.
NIP. 150 012 95!
ACKNOWLEDGMENT
In the Name ofAllah, The Beneficent, The Merciful.
Praise to be Allah almighty, The Lord of universe who has given
chance to the writer to complete this paper. Peace and blessing be upon our
Prophet Muhammad SAW, his family and his followers.
The writer realizes that he would never finish writing this paper
without the help of some people around him, therefore, he would like to
give special thanks to:
l. Prof. Dr. Salman Harun, the dean of Tarbiyah and Teaching Sciences
Faculty.
2. Mr, Nasrun Mahmud, ｍＮｐ､ｾ＠
(the Chief of English Department), and
Mr. Syauki, M.Pd. (the Secretary of English Department).
3. Mr. Mas'ud Mada, M.A., as the writer's advisor for his time, guidance,
kindness, and patience in correcting and helping him in finishing this
paper.
4. Mr. Mudi Rahayu, B.A. (the Headmaster of SMU Wijaya Kusuma
Jakarta Utara), and Mrs. Saidah (the English Teacher at SMU Wijaya
Kusuma Jakarta Utara).
5. His Beloved Parents; Mama Munaji and Mimi Robiah, and his beloved
sisters; Y ayu Ani Susana and Lia Amalia tun Hikmah, and then his
beloved brother; Adi Ferdiansyah. He loves you ve1y much. His
Beloved Uncle and Aunt; Wawa Tajudin and Wawa Ayu, for their
supports, and his beloved cousins; Amer and Ana.
6. All Lecturers of
VIN, especially English lecturers, for teaching,
sharing, and giving their experiences.
7. All of his friends at UIN and all friends in his boarding house. The
staffs and officers of library of UIN, British Council and UNJ who
helped him to b01Tow and read some books that relate to his paper.
May Allah Almighty bless them all. Amien.
Jakarta, December 2004.
The Writer.
'Iliere is no victory witliout sacrifice
'Iliere is no liappiness witficut suffering
0
" The Life is Struggle "
Table of Contents
JJtl.'!,l'
Acknowledgements .............................................................. i
Table of Contents ................................................................. iv
CHAPTER I: INTRODUCTION .............................. ................................... 1
A. Background of the Study .................................................... 1
n. Scope of' the Study ............................................................. ·f
C. Statement of the Problern .................................................... 4
D. Objective of the Study ....................................................... .4
lo. Method of the Research ...................................................... .+
F. Organil'.atinn n f' the Writing ................................................ 5
CHAPTER II: THEORETICAL ANALYSIS .............. .............................. 7
A. The Kinds of' Methods ..................................................... 7
I. The Direct Method ..................................................... 7
a. The Understanding of Direct Method ............... 7
b. The I'rinciplcs and Characteristics of Direct
Method .............................................................. 8 .
'
The Gran11nar-Translation Method ............................ I 0
a. The Understanding of CJ ram mar -Translation
Methocl .............................................................. I O
b. The Principal Characteristics of GrammarTranslation Method ........................................... I 0
B. Reported Speech .............................................................. I I
1. The Meaning of Reported Speech .............................. 11
2. The Kinds of Speech ................................................... 12
a. Direct Speech .................................................... I 2
b. Indirect Speech ................................................. 13
3. The Changes from Direct into Indirect Speech .......... 14
C. Teaching Reported Speech using Combination of Di reel
Method and Grammar-Translation Method ..................... I r
developing their inner potential ability, and the teacher can be the ji1cilitator. In
this condition, it is emy to reach the goals of teaching because between teacher
and students can have the dialogues to tackle task practice in improving
motivation, to encourage natural learning, and to create a context that supports
learning. 3
2
Mulyanto Sumardi, Pengajaran Bahasa Asing, Sebuah Tinjauan dari Segi Metode
(Translation from Indonesian), Bulan Bintang, Jakarata, 1975, p 37.
' Keith Maurica, The Communicative Approach and EST: Methodological Problem and
Potential, English Teaching Fornm, Vol XXV Number 2 April 1987.
4
B. Scope of the Study
The writer limits the subject matter in teaching Reported Speech at the
First Year Student of Senior High S•:hool, the form as well as Direct Speech and
Indirect Speech Questions. These materials are presented through experiment by
using combination of Direct Method and Grammar-Translation Method.
C. Statement of the Problem
In this paper, the writer want to know how effective teaching Reported
Speech using Combination of Direct Method and Grammar-Translation Method
on the First Year Student of SMU \Vijaya Kusuma Jakarta Utara.
D. Objective of the Study
In this study, the writer would like to confine the Combination of Direct
Method and Grammar-Translation Method in Teaching Reported Speech. And
the object of this study is the First Year Student of SMU Wijaya Kusuma.
E. Method of Research
In writing this paper, the writer does library research; reading books, and
field research; comparing Combination of Direct Method and GrammarTranslation Method to Grammar-Translation Method in teaching Reported
Speech.
5
In Library Research, the writer uses many books that be related to the title this
paper as
reforences. And in Field Research, the writer does research at two
classes, class 1-1 and
class 1-2, lo compare between Combination of Direct
Method - Grammar-Translation Method and Grammar-Translation Method only
in teaching Reported Speech.
F. Organization of Writing
This paper is systematically divided into four chapters with the following
orders:
Chapter One is Introduction In this chapter, the writer explains the main
problem, including the Background of the Study, Scope of the Study, Statement
of the Problem, Objective of the Study, Method of Research, and Organization of
Writing. This chapter is a fran1ework which will be developed in the other
chapter.
Chapter Two explains Theoretical Analysis. It includes The Kinds of
Methods; Direct Method and Grammar-Translation Method, Reported Speech; the
meaning of Reported Speech, the Kinds of Speech, and the Changes from Direct
Speech into Indirect Speech. It also describes the teaching Reported Speech using
Combination of Direct Method and Grammar-Translation Method and teaching
Reported Speech through Grammar-Translation Method only.
6
In Chapter Three, the writer discusses Research Methodology and
Finding. They are: Object of Research, Place and Time, Population and Sample,
Research Instrument, Data Collection, Data Description, Data Analysis, and Data
Interpretation.
The Last Chapter is Chapter Four. Eventually the writer attempts to
conclude the main problem about method of teaching and learning applied in
Reported Speech subject and that has been discussed in detail in the previous
chapter, and useful suggestions related to teaching by effective and efficient.
Clf!IAPTER II
THEORETICAL ANALYSIS
A. The Kinds of Methods
As stated in Chapter One, there are many methods of language teaching
that may be selected for teaching English grammar. The methods which are
usually used for teaching grammar are: Direct Method, Grammar Method,
Translation Method, and Grammar-Translation Method. But in this paper, the
writer will only explain the Direct Method and the Grammar-Translation Method
as on the title of this thesis.
1. The Direct Method
a. The Understanding of Direct Method
Direct Method is most widely known as the Natural Method. Enthusiastic
supporters of the Direct Method introduced it in Fnmce and Germany, and it
became widely known in the United States through its use by Sauveur and
Maximilian Berlitz in successful commercial language schools. 4
The Direct Method has one very basic rule; No translation is allowed. In
fact, the Direct Method receives its nan1e from the fact that meaning is to be
4
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in language
Teaching, Cambridge University Press, Cambridge New York Port Chester, Melbourne Sydney.
1990, p 9.
8
connected directly with the target lailguage, without going through the process of
translating into the students' native language. 5
b. The Principles and Characteristics of Direct Method
In Direct Method, the teacher intends that students learn how to
communicate in the target language. The teacher and the students are more like be
partners in teaching-learning process. The students need to associate meaning and
the target language directly. In order to do this, when the teacher introduces a new
target language word or phrase, he demonstrates its meaning through the use of
realia, pictures, or pantomime; he never translate· it into the students' native
language. Students speak in the target language a great deal and communicate as
if they were in real situations. In fact, the syllabus used in the Direct Method is
based upon situations (for example, one unit would consist of language that
people would use at the bank, another of the language that they use when going
shopping) or topics (such as geography, money, or the weather). Grammar is
taught inductively that is the students are presented with examples and they figure
out the rnle or generalization from the examples. An explicit grammar rule may
never be given. Students practice vocabulary by using new words in complete
sentences. 6
5
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, Oxford
Universi7 Press, J986, p 18.
'Ibid, p 25.
9
Language is primarily spoken not written. Therefore, students study
common, everyday speech in the target language. Vocabulary is emphasized over
grammar. Oral communication is seen as basic. Pronunciation also receives
attention right from the beginning of a course. 7
So, we can conclude the explanation above that there are some principles
and characteristics of Direct Method, they are :
I. Classroom instruction was conducted exclusive in the target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully graded progression
•
organized around question and answer exchanges between teachers and
students in small, intensive class.
4. Grammar was taught inductively.
5. New teaching points were introduced orally.
6. Concrete vocabulary was taught through demonstration,
ｯｾｪ･｣ｴｳＬ＠
and pictures;
abstract vocabulary was taught by association of ideas.
7. Both speech and listening comprehension were taught.
8. C01Tect pronunciation and grammar were emphasized. 8
7
Ibid, p 25.
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, Cambridge University Press, Cambridge New York Port Chester, Melbourne Sydney,
1990,p 10.
8
10
2. The Grammar-Translation Method
a. The Understanding of Grammar-Translation Method
The Grammar-Translation Method is not new. It has had different names,
but, it has been used by language teachers for many years. At one time, it was
called Classical Method since it was first used in the teaching of the classical
9
languages, Latin and Greek. But in The United States, Gran1mar-Translation
Method was in fact first known as the Prussian Method. 10
Earlier in this century, this method was used or the purpose of helping
students read and appreciate foreign. language litcraturt'. It was also hoped that,
through the study of the grammar of the target language, students would become
more familiar with the grammar of their native language better.
b. The Principal Characteristics of Grammar-Translation Method
The principal characteristics of Grammar-Translation Method were these :
1.
The goal offoreign language study is lo learn a language in order to read its
literature or in order to ｨ･ｮｾｦｩｴ＠
fi'om the mental discipline and intellectual
development that result fiwn .fi •reign-language st1H{V. Grammar-Translation
Method is a way i?l studying a language that approaches the language first
through detailed analysis ()fits grammar rules, .fiJ/lowed by application of this
Tmowledge to the task of translating sentences and texts into and out of the
target language. The first language is maintained as the reference system in
the acquisition tt
7 Significance ; there is difference between two variables
- HI is accepted - and HO is not accepted.
If to < tt 7
Non Significance ; there is no difference between two
variables ··- HI is not accepted - and HO is accepted.
36
to = The t-value of statistic calculation
tt
= The
t-value of Critical values fort-table
HI = The hypothesis that there is difference between two variable.
HO = The hypothesis that there is not difference between two variable. 26
From the result of statistic calculation above, it shows to > tt at
Significance Degree 0.05, that is 4.68 > 2.00. So, HO is not accepted. It
. means that there is significm1t difference between Experiment Class and
Control Class.
•
26
Ibid.
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the Data Analysis and the Data Interpretation at Chapter Three,
it states that Teaching Reported Speech using Combination of Direct Method
and Grammar-Translation Method is more effective than one using GrammarTranslation Method only to the result of teaching-learning process, since to >
tt, that is 4.68. > 2.00.
•
B. Suggestion
In teaching Reported Speech, the teacher had better use Combination of
Direct Method and Grammar-Translation Method. More often doing Drill and
Answer-Question is better, because it makes the students practice not only in
the grammatical rules but also in oral or speaking.
BIBLIOGRAPHY
Mackey, William F., Language Teaching Analysis, London: Longman, Green
and Co Ltd 1966.
Semiarid, DR. Muljanto. fran. Pengajaran Bahasa Asing, Sebuah Tinjauan dari
Segi Metode, Bulan Bintang, Jakarta, 1976.
Maurica. Keith, The Communicative Approach and EST: Methodological
Problem and Po/enlial, English Teaching Forum, Vol. XXV Number 2
April 1987.
Savignon. Sandra J., Communicative Compelence; Theory and Classroom
Praclice, Additional-Wesley Pi1blishing Company, 1988.
Nunan, David. The Leaming-Center C11rric11lu111, A Silllly in Language Teaching.
Cambridge. Cambridge University Press, 1987.
Swan. Michael. Practical English Usage, Oxford University Press, London 1980.
Thomson. A.J. & Martinet A.V., A Praclica/ English Grammar. Oxford
University Press, London, 1969.
Hallan, Jack S. & John W. Nirson, /j Practical Course of'English Grammar, CV.
Pulera "Sidhi Bhakti", Bandung.
Bing, JO net Mueller, Grammar Guide; English Grammar in Con/ext, Prentice
Hall, Engliwood Cliffs, New Jersey. 1989.
Murphy. Raymond, Grammar in Use, New Jersey, New York: Cambridge
University Press, 1989.
Donough, Jo. Mc. And Christopher Shaw, Material and Me/hods in ELT.
Oxford: Black Well, 1993.
Willes. Dave & Jon Wreight, Basic Grammar; Classroom Edition, Harper
Collins Publisher Ltd, 1995.
39
Finochiaro, Marry and Christopher Brumfit, The Functional - National
Approach .fi·om Theory to Practice, New York, Oxford University Press,
1983.
Rivers, Wilgas M and MaiTy S. Temperley, A Practicaal Guide to the Teaching
of English as a Second or Foreign Language, New York, Oxford
University, 1978.
Stone, Linton, Cambridge Firs! Certificate English, London, Macmillan
Education Ltd, 1977.
Santosa, Budi, Bahan Kuliah Statistik Pendidikan, Handout Book ofteachinglearning statistic of education in English Department Faculty ofTarbiyah
UIN SyarifHidayatullah Jakmta, 2002.
Djauhari, Imam D., Mastery on English Grammar, Surabaya, Indah, I 986.
Longman and W. Stannard Allen, Living English Structure, Hong Kong, Shech
Wah Tong Printing Press Ltd, 1978.
Fries, Charles C., Teaching and Learning English as a Foreign Language,
Michigan, the University of Michigan Press, 1962.
Freeman, Diane Larsen, Technique and Principles in Language Teaching, New
York, Oxford University Pres::, Inc, 1986.
Mas'ud, Ors. Fuad, Essential ofEnglish Grammar, BPFE Yogyakarta, 1996.
THE TEST ITEMS
REPORTED SPEECH QUESTION
NAMA
KE LAS
I. CHOOSE THE CORRECT ANSWER!
I. Teacher : Have you done the homework.
Students : Yes, I have.
What did the teacher say?
a. Teacher asked if we have done the homework.
b. Teacher asked if we had done the homework.
c. Teacher asked if we would do the homework.
d. Teacher asked if we would have done the homework.
2. Dedi
: How are you, Astri?
Astri
: I am fine.
What did Dedi say to Astri?
a. Dedi asked her how she was.
b. Dedi asked her what she was.
c. Dedi asked her whether she was.
d. Dedi asked her where she was.
3.
ｾｲ･｡｣ｨ＠
asks us every clay." ls there ho1nc\vork?"
Teacher asks us everyday .....
a. if there was homework.
b. if there will be homework.
c. if there is homework.
d. if there had been homework.
4. Lia
: Whom does Rojali fall in love with?
Lela : J ulaiha.
a. Lia asked Lela whom Rojali fell in love with.
b. Lia asked Lela whom Rojali falls in love with.
c. Lia asked Lela whether Rojali falls in love with .lulaiha.
cl. Lia asked Lela whether Rojali fell in love with .lulaiha.
5. Ananda
: Why are they absent?
Andi
: They said that they were sick.
Anancla has asked Andi why .... absent.
c. they are
a. are they
cl. they were
b. were they
6. Arif asked me whether I .... sick then.
c. had been
cl. will
a. an1
b. was
For number 7 to I 0, choose the word or phrase that is incorrect.
7. Yani
Dini
Yani
Yesterday, I met Rina. And she asked something to me.
What did she ask about?
She ask me whether I had met Mr. Decli.
A
B
C D
8. Rita
Where do you go every morning?
Adi
I go to schoo