Name : ANZAR FAUZIA Class : IV F NIM : 201010100311305

Grammar-Translation Method
1. Description The Classical Method (Grammar translation Method) was originally associated with the teaching of Latin and to a much lesser extent ancient Greek. And also Grammar translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of little more than memorizing rules and facts in order to understand and manipulate the morphology and syntax of the foreign language. The aims of foreign language study are to develop : Logical thinking, Intellectual capacities to attain a generally educational and civilizing effect, an ability to read original texts in the languages concerned , at least in the better learners. Interestingly, Howatt (1984: 131) also states: Grammar and Translation are actually not the distinctive features of GT, since they were already well-accepted as basic principles of language teaching. What was new was the use of invented, graded sentences rather than authentic literary texts in order to make language learning easier. 2. Identify any clue or theory There isnt theory 3. Kinds of subject to teach with grammar translation method Teaching with grammar translation method emphasis on vocab, grammar, reading or writing. 4. How to deliver the material with grammar translation method? Diane Larsen-Freeman, in her book Techniques and Principles in Language Teaching (1986:13) provides expanded descriptions of some common/typical techniques closely associated with the Grammar Translation Method. The listing here is in summary form only. 1) Translation of a Literary Passage (Translating target language to native language). Student translate a reading passage from the target language into their native language . The Reading passage then provides the focus for several classes ; vocabulary and grammatical structure in the passage are studied in subsequent lessons. The Translation maybe be written or spoken or both. The student Should not Translate idioms and the like literally. 2) Reading Comprehension Questions (Finding information in a passage, making inferences and relating to personal experience). Student answer the question in

the target language based on their understanding of the reading passage . Often the question are sequenced so that the first group of question asks for information contained within the reading passage In order to answer the second questions student will have to make inferences based on their understanding of the passage. This means they will have to answer questions about the passage event the answer not contained n the passage it self . The Third group of question requires student to relate the passage to their own experience. 3) Antonyms/Synonyms (Finding antonyms and synonyms for words or sets of words). 4) Cognates (Learning spelling/sound patterns that correspond between L1 and the target language) 5) Deductive Application of Rule (Understanding grammar rules and their exceptions, then applying them to new examples). Grammar rule are resented with examples. exceptions to each rule also noted. Once student a rule, they are asked to apply it to some different example. 6) Fill-in-the-blanks (Filling in gaps in sentences with new words or items of a particular grammar type). 7) Memorization (Memorizing vocabulary lists, grammatical rules and grammatical paradigms). Student are given lists of target language vocabulary words and their native language equivalents and are asked memorize grammatical rules and grammatical paradigms such as verb conjugations. 8) Use Words in Sentences (Students create sentences to illustrate they know the meaning and use of new words) 9) Composition (Students write about a topic using the target language). The teacher give the students topic to write about in the target language The topic is the is base upon some aspect of the lesson. Sometimes, instead of creating a composition, students are asked to prepare a prcis of the reading passage. Disadvantages * The Grammar Translation Method may make the language learning experience uninspiring and boring. * The Grammar Translation Method may also left the students with a sense of frustration when they travel to countries where the studied language is used (they cant understand what people say and have to struggle mightily to express themselves at the most basic level) * This method neither approaches nor encourages the students communicative competence. The Reasons why it still used

The Grammar Translation Method is still common in many countries even popular. Brown in his book Incremental Speech Language (1994) attempts to explain why the method is still employed by stating: This method requires few specialized skills on the part of teachers. Grammar rules and Translation Tests are easy to construct and can be objectively scored. Many standardized tests of foreign languages still do not attempt to test communicative abilities, so students have little motivation to go beyond grammar analogies, translations and other written exercises. Conclusions The Grammar Translation Method was developed for the study of dead languages and to facilitate access to those languages classical literature. Thats the way it should stay. English is certainly not a dead or dying language, so any teacher that takes an approach for dead language study into an English language classroom should perhaps think about taking up Math or Science instead. Rules, universals and memorized principles apply to those disciplines pedagogy and communicative principles do not.