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want to support that skill, we should use gesture, intonation, demonstration, actions, and facial expressions to convey the meaning parallel to what we are
saying to the students.
2. Young Learners of Age 6-11 Years Old
Children in the age of 6-11 years old are considered as the middle childhood, according to Bukatko 2008. According to Keogh Sugden 1985 in
Bukatko 2008:378, “Motor skills during middle childhood become more efficient and better controlled, involve complex and coordinate movements, and
are exhibited quickly and in wider variety of context and circumstances.” As Kramer, Gonzalez de Sather, Cavaugh 2005 in Bukatko 2008:387,
“Attention changes in the middle childhood years. By this age, children are better able to control where their eyes look and improve in ability to be selective.”
Piaget’s stage development in Pinter 2006:7, children from 7-11 years of age is in concrete operational stage. In this age, the children begin to resemble
‘logical’ adult-lie thinking. The children develop to apply logical reasoning in several areas of knowledge at the same time.
3. Teaching Language for Communication
As Widdowson 1978:67 says that it generally acknowledge that the crucial aim in language learning is “to acquire communicative competence, to
interpret, whether this is made overt in talking or corresponding or whether it remains covert as a psychological activity underlying the ability to say, listen,
write and read.”
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Widdowson 1978:1 also says that “someone knowing a language knows more than how to understand, speak, and write sentences. He also knows how
sentences are used to communicative effect.”
4. Direct Method
In Jack C. Richards’ and Theodore S. Rodgers’ Approaches and Methods in language Teaching 2001:11, the German scholar F. Franke wrote on the
psychological principles of direct association between forms and meanings in the target language and provided a theoretical justification for a monolingual
approach to teaching. According to Franke in Richards 2001:11, “a language could be best be taught by using it actively in the classroom.” He said that
teachers have to support direct and spontaneous use of the foreign language in the classroom rather that using the procedures on grammar explanations. Learners
would induce grammar rules, speaking started with attention of pronunciation, and the words could be used to teach new vocabulary using mime, demonstration, and
pictures. Those principles then came to be known as the Direct Method. Brown 2001:21 said that the basic principle of Direct Method was
similar to that of Gouin’s Series Method, the second language learning should be more like first language. There are lot of oral interaction, spontaneous use of the
language, no translation between first and second language, and little or no analysis of grammatical rules.
According to Richard and Rodgers 2001:12, the principles of Direct Method were as follow.
a. Classroom instruction was conducted exclusively in the target language.
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b. Only everyday vocabulary and sentences are taught. c. Oral communication skills were built up in carefully graded progression
organized around question-and-answer exchanges between teachers and students in small, intensive class.
d. Grammar was taught inductively. e. Concrete vocabulary was taught through demonstration, objects, and pictures;
abstract vocabulary was taught by association of ideas. f.
Both speech and listening comprehension were taught. g. Correct pronunciation and grammar were emphasized.
Those principles are set in Berlitz Schools’ teaching guideline: Never translate: demonstrate
Never explain: act Never make a speech: ask question
Never imitate mistake: correct Never speak with single words: use sentences
Never speak too much: make students speak much Never use the book: use your lesson plan
Never jump around: follow your plan Never go too fast: keep the pace of the student
Never speak too slowly: speak normally Never speak too quickly: speak naturally
Never speak too loudly: speak naturally Never be impatient: take it easy
cited in Titone 1968:100-101 in Richards and Rodgers:2001
According to Setiyadi 2006:49, the basic assumption about language learning of Direct Method are discussed as follow.
a. Meanings are made clear by presenting physical objects, such as pictures, gestures, or pantomimes. Translation may be an easy way to make meanings
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clear but it will not make the students learn naturally. Natural learning proves to be more effective learning another language.
b. Self-correction is more emphasized than teacher correction. This will make the students think in the target language, not do parroting.
c. Vocabulary is learned more effectively if they use it in full sentences rather than memorize it.
d. Teaching another language means taking a role as partner of the students in communications.
e. Students should learn to think in the target language as soon as possible. The teacher avoids teaching individual words and full sentences will encourage the
students to think in the target language. f.
Students should be actively involved in using the target language in realistic everyday situation.
Setiyadi 2006:52 said that “Direct Method is believed to be the first method that encourages language teachers to teach a secondforeign language by
modeling first language learning.”
5. Instructional Design Model
