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4 Frequent exposure and repetition means the new words should be introduced repeatedly. It is seldom for us to remember new words by
only hearing them for one or two times. In learning vocabulary students should do more and more until they have already mastered the
vocabulary of the target language. 5 Meaningful presentation means the clear and unambiguous meaning of
words. The learner must have a clear and specific understanding of what a word denotes or refers to, i.e. its meaning. This requires that the
words be presented in such a way that is denotation or reference is perfectly clear and unambiguous.
6 Situation presentation means the words chosen should be based on the situation. In teaching vocabulary, the choice of words can vary
according to the situation in which we are speaking and how well we know the person to whom we are speaking from informal to formal.
So that a learner should learn words in situation in which they are appropriate.
As a conclusion, in teaching vocabulary, teacher has to consider the factors above. The teacher has to know what the students’ need and
interest in learning English especially learning vocabulary. However, related to the condition of the seventh grade of SMP N 3 Ajibarang, the
writer only consider aim, need, frequent exposure and repetition, and meaningful presentation, which influence the students in acquiring
vocabulary given to them.
B. The Grammar Translation Method
Moris states that Latin has been studied for centuries, with the prime objectives of learning how to read classical Latin texts, understanding the
fundamentals of grammar and translation, and gaining insights into some important foreign influences Latin has had on the development of other European
languages. The method used to teach it overwhelmingly bore those objectives in
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mind, and came to be known as the Classical Method. It is now more commonly known in Foreign Language Teaching circles as the Grammar Translation Method
http:oswaldoipc.wordpress.com20070622the-grammar-translation-method in April 2010.
The Grammar Translation Method of foreign language teaching is one of the most traditional methods. It was originally used to teach “dead” languages
literatures such as Latin and Greek, involving little or no spoken communication or listening comprehension. It is a way of studying a language that approaches the
language first thought detailed analysis of its grammar rules, followed by application of this knowledge through the task of translating sentences and texts
into and out of the target language Richards and Rogers, 2001: 5. As stated by Murcia 2001: 6 Grammar Translation Method is an extension of the approach
used to teach classical languages to the teaching of modern languages. In addition, Larsen and Freeman 2000: 4 state that Grammar Translation Method was used
for the purpose of helping students read and appreciate foreign language literature. According to Larsen and Freeman 2000: 9-11, there are some principles
of Grammar Translation Method, as follows: 1. Literary language is superior to the spoken language.
2. Translating each language into each other is an important goal for learners. 3. The authority in the classroom is the teacher.
4. The ability to communicate with target language’s speakers is not a goal of foreign language instructions.
5. The primary skills to be improved are reading and writing. 6. Native language equivalents for all target language words are possible to
be found. 7. Learning is supported through attention to similarities between the target
language and the native language. 8. Learning the form of the target language is important for learners.
9. Deductive application of an explicit grammar rule is a useful pedagogical technique.
10. Language learning provides good mental exercise.
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11. Students should be conscious of the grammatical rules of the target language.
12. Wherever possible, verb conjunctions and other grammatical paradigms should be committed to memory.
It can be simply said that Grammar Translation method emphasized on vocabulary and grammar. It focuses on translation of the text. The skills
emphasized in Grammar Translation Method are reading and writing. Each method has different characteristics. Murcia 2001: 6 proposes some
characteristics of Grammar Translation Method, as follows: 1. Instruction is given in the native language of the students.
2. Use little target language for communication. 3. Focus is on the grammatical parsing, i.e. the form and inflection of words.
4. There is early reading of difficult texts. 5. A typical exercise is to translate sentences from the target language into
the mother tongue or vice versa. 6. The result of this approach is usually an inability on the part of the
students to use the language for communication. 7. The teacher does not have to be able to speak the target language.
The major characteristic of Grammar Translation Method is a focus on learning the grammar rules and their application in translating passages from one
language into the other. Vocabulary in the target language is learned through direct translation from the native language, it is taught in the form of isolated
word lists. Very little teaching is done in the target language. Instead, readings in the target language are translated directly and then discussed in the native
language. Little or no attention is given to pronunciation. Grammar is taught with extensive explanations in the native language, and only later applied in the
production of sentences through translation from one language to the other Richard and Rodgers, 2001: 5-6.
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Larsen and Freeman 2000: 13-14, provide expanded descriptions of some common or typical techniques closely associated with the Grammar
Translation Method. Below are some techniques using this method: 1. Translation of a literary passages
Students translate a reading passage from the target language into the native language.
2. Reading comprehension questions Students answer questions in the target language based on their
understanding of the reading passage. 3. Antonymsynonyms
Students are given one set of words and are asked to find antonyms in the reading passage.
4. Fill-in- the blanks Students are given a series of sentences with words missing.
5. Cognates Students are taught to learn the spelling or sound patterns that correspond
between the native language and the target language. 6. Deductive application of rule
Grammar rules are presented with examples. Once students understand a rule, they are asked to apply it to some different example.
7. Memorization Students are given lists of target language vocabulary words and their
native language equivalents and are asked to memorize list of words, grammatical rules and grammatical paradigms such as verb conjunctions.
8. Use words in sentences Students are asked to create sentences to illustrate; it’s useful to check that
they know the meaning and use of new words. 9. Composition
Students are asked to write about topic using the target language and to create a composition of reading passage of the lesson based on the topic
which is given by the teacher.
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Besides, it has some useful techniques. This method also has some disadvantages, as follows:
1. This method gives pupils the wrong idea of what language is and of the relationship between languages. Language is seen as collection or words
which are isolated and independent. 2. Worst effect of this method is on pupils’ motivation. Because she cannot
succeed-leads to frustration, boredom and indiscipline. 3. It seems there is no need for students to master the four skills of English
listening, speaking, reading and writing. 4. This method is the easiest for a teacher to employ. It doesn’t require a
teacher to speak good English or make good lesson preparation. http:www.slideshare.netvacokagrammar-translation-method in July 2010
C. The Total Physical Response 1. Definition of Total Physical Response
