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COMPARISON TWO METHOD

DIRECT METHOD AND COMMUNICATIVE APPROACH


CHAPTER I
INTRODUCTION


I.1. Direct Method
This method also called natural method, it was established in Germany, frame around 1900, and
are best represented by the methods devised by Berlitz and Sauze. this method become very
popular during the first quarted of 20\th century., especially in private language schools in
Europe where highly motivated students could study new languages and not need to travel far in
order to try them out and apply them communicatively. one of the famous advocated of the direct
method was the American Charlez Berlitz, whose school and Berlitz method are now world-
renowned.
This method was the out come of are action against the grammar translation method. It was
based on the assumption that the leaner of a foreign language should think directly in the target
language and refrains from using the learners native language, just use the target language and
operates on the idea that second learning must be an imitation of first language learning as this is
the natural way humans learn any language a child never relies on another language to learn its
first language, and thus the mother tongue is not necessary to learn a foreign language the direct
method places great stress on correct pronunciation and the target language from out set. it
advocates teaching of oral skills at the expense of every traditional aim of language teaching.
According to this method, printed language and text must be kept away from second language
learner for as long as possible, just as a first language leaner does not use printed word until he
has good grasp of speech. Learning of writing and spelling should be delayed until after the
printed word has been introduced, and grammar, translation should be avoided because this
would involve the application of the learners first language. All above items must be avoided
because they hinder the acquisition of a good oral proficiency.
I.2. Communicative Approach
The communicative approach was developed by Robert Langs MD, in the early 1970s it is a
new theory or paradigm of emotional life and psychoanalysis that is centered on human
adaptations to emotionally-charged events-with full appreciation that such adaptations take place
both within awareness and out side of awareness. the approach gives full credence to the
unconscious side of emotional life and has rendered it highly sensible and incontrovertible by
discovering a new, validated, and deeply meaningful way of decoding unconscious messages.
The main purpose of foreign language teaching is to communicate with language. Meanwhile,
communicative approach is the effective way to achieve this goal. Through out more that twenty
years, this method has been confirmed and spread widely. Communicate approach is the
innovation of the foreign language teaching not only does it improve students communicative
competence effectively, but also carries out the quality education in languages. The
communicative approach emphasizes that the ability to use language appropriately is another
essential aspect of communicative competence the principle applied here is that grammatical
competence and lexical know ledge are not enough to enable students to operate efficiently in
target language.
in the intervening years, the communicative app[roach has been adapted to the elementary,
middle, secondary, and post secondary levels. known under a variety of names, including
national-functional, teaching for proficiency based instruction and communicative language
teaching
CHAPTER II
COMPARISON BETWEEN DIRECT METHOD
AND COMMUNICATIVE APPROACH
II.1. Theory of Learning
Direct Method
Inductive learning is essential. There is direct relation between form and meaning.
Second learning is similar to first language acquisition there is a direct exposure to
the target language exposure of long chunks in he target language.
Learning process is full variety and is never wearisome. The language is the living
speech. Listening speaking and reading is valid rather than writing.
learning occurs naturally
Learning of writing and spelling should be delayed until after the printed word has
been introduced.
Learning of grammar and translation skills should be avoided because they involve
the application of the mother tongue
Communicative Approach
Learning is a process of creating construction and involves trial and error.
Activities that involve real communication promote learning
Language that is meaning-full to the leaner supports the learning process
II.2. Theory of Language
Direct Method
Language is for oral use, knowing a language was being able to speak there is a
direct relation between form and meaning
No other language should interfere when learning a language
Language is primarily spoken, not written. there fore student study common,
everyday speech in the target language
Vocabulary is emphasized over grammar, since there is no permission for
translation, vocabulary teaching takes a lot of time.
Grammar is also tough through question and answer activities about the passages.
Communicative Approach
Language is for communication
The goal of language teaching of develop communicative competence
Using the language appropriately in social contexts is important and should be
acquired
Language according to the communicative approach
language is a system for expression of meaning
the primary function of language is for instruction and communication
the structure of language reflects its functional and communicative uses
the primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as
exemplified in discourse
II.3. Objective or Goal
Direct Method
teaching student how to communication in the target language
teaching of thinking in the target language
teacher are to create such a classroom atmosphere to make student ready to
understand and talk about the dialogues or the passages
Teacher are also expected to use actions and pictures related to the teaching matters
in the dialogues.
Communicative Approach
To make students communicatively competent, able to use language appropriate for
a given social context; to the teaching matters in the dialogues.
II.4. Activity Types
Direct Method
rending aloud :
The student read aloud about the passage
The teacher uses gestures, pictures, realia, or other means to help student
understand the meaning
Question and answer exercise
The student ask question about the map using target language
The teacher answer the students question by drawing on the blackboard or
giving examples
Conversation practice
The teacher asks individual students of question in the target language
The students have to understand to be able to answer correctly
Fill in the blank exercise
The teacher asks to the students to fill in blanks
The students fill in blank with prepositions practiced in the lesson.
Dictation
The teacher reads the passage three times and the cast time he again reads a
normal speed
The students write down what they heard, and the check their work
Map drawing
The student were given a map with the geographical features unnamed
The teacher gave instructions for finding and labeling one geographical feature
Paragraph writing
The teacher asked to write a paragraph in the student..### Words
The student could have done this from memory or they could have used the
reading passage in the lesson as a model
Communicative Approach
Authentic materials
The teacher give the a copy of a genuine news paper article and tell the student
to underline the reporters predictions
The student try to state the reporters predictions in different word
Scrambled sentences
The teacher gives a text in which the sentences are in a scrambled order. This
is type of exercise about the cohesion and coherences properties of language
The student unscramble the sentences so that the sentence are restored to their
original order
Language game
The teacher divides the students in small group and gives them an opportunity
to express their ideas and opinions
The students find them enjoyable, and if they are properly designed, they give
students valuable communicative practice
Picture strip story
The teacher gives each group of students a strip story and a task to perform
The students work with a partner to predict what the next picture in the strip
story will look like
Role-play
The teacher tells the students who they are, what the situation is. And what
they are talking about
The students are to do a role-play. They imagine as what the teacher tell.
II.5. Learner and Teacher Role
Direct Method
Learner Role
Learners are active participants
Learners have to take a part in the classroom activities and to be good listeners
first.
Learner are filled with various desires which they express in speech realize
their role. They are always to revise what has been taught.
Teacher Role
The teacher usually directs the interaction but they are not as dominant as in
GTM. Some times acts like a partner of the student
The teacher are to undertake a great effort since they are not allowed to talk
mother tongue. They are to find meaningful teaching materials to study
along with the texts in the book
The teacher try to make the student understand the general rules and structures
through the stretches of the target language studied in classroom.
Communicative Approach
Learner Role
Learners are communicators
Learners are engaged in negotiating meaning actively
Learners are responsible managers of their own learning (larsen
Freeman,1986)
Teacher Role
The teacher is a facilitator of his/ her student learning.
The teacher is a manager of classroom activities.
The teacher acts as an advisor and monitors student performance.
The teachers role is primarily to facilitate communication and only
secondarily to correct errors.
II.6. The Role of Instructional Materials
Direct Method
There are there kind of materials. They can be used as the basis for classroom
activities.
Reading passage materials which can use in the classroom activities for topics.
Dialogues or conversation practice between teacher and student for situation in
learning-teaching process in the classroom.
Plays for situation in learning-teaching process are used.
Communicative Approach
Authentic material: articles from magazines or newspapers, short story which are
used by native speakers in real life are used as class materials.
Communicative activities (information gap, opinion gap activities) are used
promote students communication in classes.
Picture, and other visual aids and realia are very important to support meaning.
Task based activities are also used to promote student involvement in class.
II.7. Native and Target Language
Direct Method
The student native language should not be used in the classroom
The students use the target language in the classroom
Communicative Approach
Student native language has no particular role in this method
Target language should be used not only during activities but also when the teacher
is giving explanation, instruction and homework
Target language is as tool for communication, not a subject to study
CHAPTER III
DIFFERENCES AND SIMILARITIES
III,I. DIFFERENCES BETWEEN DIRECT METHOD AND COMMUNICATIVE
APPROACH.
Direct method Communicative approach
1. The teacher acts like partner of student.
2. Vocabulary is emphasized
over grammar.
3. Learning occurs naturally.
4. In student feeling, there are no principles
which relate to this area.
5. This method tries to establish a direct
link between the target language and
learning.
6. The most important skill is listening.
7. The syllabus in this method is basedon
situation.
8. The student error is the student lets to
self-correct whatever possible.
9. Learners are active participants.
10. Grammar is taught inductively.
1. The teacher is a facilitator of the student.
2. Language function are emphasized over
forms.
3. Learning is process of creative
construction and involves trial and
error.
4. In student feeling, student will be more
motivated to study a foreign language.
5. This method stands out with its
emphasis not only on unguis tic forms
and meaning but also on functions.
6. The most important skill is speaking.
7. Syllabus usually (but not always)
functional-functional syllabus are used.
8. Student errors are seen as natural
outcome the development of
communication skill.
9. Learners are communicator.
10. Grammar is taught explicitly.
III. 2. Similarities between Direct Method and Communicative Approach
The aim of each method is teaching language for communication
Each method using target language in the classroom activities
Language viewed of each method is primarily spoken or for communication
In student-student interaction each method is interact a great deal with one another
The teacher in each method may ask the student in written skill.
There is reading section for the first class presented of each method.
Each method work on four skill (reading, writing, speaking listening)
The culture viewed of each method is the daily lives of people.
In evaluation accomplished of each method using oral or communicative test.
In students native language of each method is not used in the classroom activities.
CHAPTER IV
WEAKNESS AND STRENGTH
IV. I WEAKNESS AND STRENGTH OF DIRECT METHOD
Weakness Strength
1. Less playing attention to
writing, reading, and
comprehension
2. No based on a scientific
method
3. Conveying meaning with no
translation at all to the first
language were major problem.
4. Prevention of mis
understanding without any
reference at all to the first language
5. Applying the direct method
beyond the elementary levels
6. Second language should se
learned in way which first language
was acqulced, but obviously far less
time
7. Effectiveness of these
verbalizing skills depends an
maturation level of the child or type
of environment on intelligence
8. First language learning
process really applicable to second
foreign language learning at later
stage
9. The students dissatisfaction
in the long run causes and
invalidates the classroom situation
10. Vocabulary teaching takes a
lot of time
1. Paying attention to speaking
interaction between teacher and
students
2. It is a natural method, it
teaches the foreign language in the
same way as one learns one s
mother tongue
3. No gap between active and
passive vocabulary
4. This method is based on
sound principles of education
5. This method shifts the focus
in early instruction from the literary
language to the spoken language
6. The direct method
abandoned first language as the
frame of reface for second language
7. The teachers do not spend a
great deal of time explaining
grammar, setting up complicated
exercises and managing paper flow.
8. Teacher this developed new
non translational techniques.
9. This gave rise to the focus
an a text book, to illustrating
meanings through objects and
answers, to using spoken narratives
10. The ultimate aim is
developing the ability to think in
the target language
CHAPTER V
CORRELATION DIRECT METHOD AND
COMMUNICATIVE APPROACH
The Primary goal of direct method and communicative approach is how to use a foreign
language to communicate. The direct method and communicative approach are similar in that
they all aim at teaching language for communication. How ever, each of method has its own way
to achieve its goal. while the direct method tries to establish a direct link between the target
language and meaning by immersing students in rich sample of the structural and lexical items
being taught and the communicative approach stands out with its emphasis not only on linguistic
forms and meaning but also on factions. Before the communicate language method appear, the
previous method is direct method which is the out come of a reaction against the previous
method. Although, all the methods described so far are symbolic of the progress foreign
language teaching ideology underwent in the last century. these were methods that came and
went, influenced or gave birth to new methodsin a cycle that could only be described as
competition between rival methods or passing fads in the methodological theory underlying
foreign language teaching. finally, by the mid-eighties or so, the industry was maturing in its
growth and moving towards the concept of broad approach to language teaching that
encompassed various method, motivations for learning English, types of teachers and the need of
individual classroom and students themselves.
CHAPTER VI
CONCLUSION
The academic and intellectual word may see the direct method as being quite unusual and non-
traditional. However, direct method is who wanted to learn a foreign language without having to
be too concerned about grammatical translation.
The communicative approach is only deemed successful if the teacher understands the student.
The goal of this method is to have student speak the language fluently enough for notive
speakers to understand what they are saying.
In the cause of its development, the direct method underwent certain changes of growth. the
teacher followed the natural process by which a person learns its mother tongue, that is by
imitation, repetition and direct association. Communicating teacher makes the students adopt not
only the basic spoken principles of the language, but also the culture of it. In fact, language with
the means of communication enables to merge with a foreign language culture by
communication psychological abilities, adapting which makes an impact ones mind listening to
someones speech.
Diposkan oleh SYAMSUL HADI di 10.22
http://hadirukiyah2.blogspot.com/2009/09/comparison-two-method-direct-method-and.html
di kunjungi pukul 14:17 2014,20 mei





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