Direct Method

 Name : Amanda muslim desela z 

Nim : 24231025

Task : 3 

A. Direct Method 

1. Definition of Direct Method According to Experts : 

• Original definition : ”Sauveur and other believers in the Natural Method argued that a foreign language could be taught without translation or the use of the learner’s native language if meaning was conveyed directly through demonstration and action.”
• Paraphrase : " Sauveur and other proponents of the Natural Method believed that a foreign language could be taught without relying on translation or the learner's native language, as long as meaning was communicated directly through demonstrations and actions.“
• Original definition : “The Direct Method help the students to understand language that help with ease of language. Language that depend upon the use of sentences how to communicate with each other not for the words (Vietor 1882) that help the students to learn the earlier speech.“
• Paraphrase : “The Direct Method aids students in understanding language more easily. It focuses on using sentences for communication rather than individual words (Vietor 1882), which helps students grasp spoken language more effectively.“

2. Definition According to Personal Opinion about Direct Method :

“In my personal opinion about direct Method is a language learning method that teaches language directly without using translation.”

3. Direct method features(Minimum 10!) :

Features: Full use of the target language 

Example: The teacher teaches English without using Indonesian at all during the lesson. 

Feature: No translation 

Example: The teacher explains the word "apple" by showing an apple, not translating it. 

Feature: Focus on speaking skills 

Example: Students are asked to introduce themselves directly in English in front of the class. 

Feature: Learning through conversation 

Example: The teacher and students engage in dialogues such as "How are you?" - "I am fine." 

Feature: Uses real objects or pictures 

Example: The teacher brings books, bags, and pens to introduce vocabulary. 6. 

Feature: Teaches everyday vocabulary first 

Example: Students learn words like eat, drink, and sleep before learning more complex words. 

Feature: Grammar is taught indirectly 

Example: Students understand sentence patterns from examples without direct explanation of grammar formulas. 

Feature: Lots of question-and-answer practice 

Example: The teacher asks "What is this?" and the student answers "This is a pen." 

Features: Emphasis on correct pronunciation 

Example: The teacher corrects a student's pronunciation of the word "three" to prevent it from being mispronounced as "tree." 

Features: Active interaction between teacher and students 

Example: Students actively answer, ask questions, and engage in dialogue, rather than simply listening to the teacher's explanation.

4. Advantages of Direct Method According to Experts

• Original opinion:”The Direct Method was quite successful in private language schools, such as those of the Berlitz chain, where paying clients had high motivation and the use of native-speaking teachers was the norm.”

• Paraphrase : “The Direct Method proved to be quite effective in private language schools, like those in the Berlitz chain, where motivated students and native-speaking teachers were the standard.”

• Original opinion :

1. Power of the gestures and expression.

2. Interest in English language and relationship in meaning and words.

3. Involve all the people engaged in an activity 

4. Direct Method can depend low to high class of employees.

• Paraphrase : 

The effectiveness of gestures and expressions.

The growing interest in the English language and the connections between meaning and words.

 Involvement of everyone participating in an activity.

The Direct Method can be adapted for employees across various social classes.

 5. Direct Method Disadvantages According to Experts

• Original opinion: “ it was difficult to implement in public secondary school education. It overemphasized and distorted the similarities between naturalistic first language learning and classroom foreign language learning and failed to consider the practical realities of the classroom. In addition, it lacked a rigorous basis in applied linguistic and for this reason it was often criticized by the more academically based proponents of the Reform Movement. “
•  Paraphrase : “However, it was challenging to implement in public secondary schools. It placed too much emphasis on the similarities between natural first language acquisition and classroom foreign language instruction, neglecting the practical realities of the classroom environment. Additionally, it lacked a solid foundation in applied linguistics, which led to criticism from advocates of the more academically focused Reform Movement.”

• Original opinion :

Ignore the systematic written work that is done to a fixed plan in a through and efficient way.

Direct Method is so much expensive because that affect upon the aids which are high cost aids.

That method is helpful in early stage. It is not doing a good work in the higher classes.

•  Paraphase : 

It overlooked the systematic written work that is conducted according to a structured and efficient plan. 

The Direct Method can be quite costly due to the expensive materials required. 

While it may be beneficial in the early stages of language learning, it does not perform as well in higher-level classes.

6. Teaching Simulation Using the Direct Method 

1. Greeting

Teacher: “Good morning, students!”

Students: “Good morning, Miss/Sir!”

Teacher: “How are you today?”

Students: “I’m fine, thank you. And you?”

Teacher: “I’m great, thank you. Let’s start our lesson.”

 2. Apperception (Connecting previous lesson)

Teacher: “Yesterday, we learned about Simple Present Tense, right?”

Students: “Yes!”

Teacher: “Can you give me an example?”

Student: “I eat rice.”

Teacher: “Good! Very good.”

 3. Learning Objective

Teacher: “Today, we will learn about Present Continuous Tense.”

“By the end of the lesson, you will be able to talk about actions happening now.”

 4. Main Activity

 A. Explaining Grammar

Teacher (doing actions): “I am writing.” 

“I am speaking.” 

Teacher: “Repeat after me!”

Students: “I am writing.”

“I am speaking.”

Teacher: “Good! The formula is:

Subject + am/is/are + verb + ing”

 B. Giving Examples

Teacher: “She is reading a book.” 📖

“They are playing football.” ⚽

(Teacher walks)

“I am walking.”

 C. Translation (minimal)

Teacher: “I am walking means saya sedang berjalan.”

“She is reading means dia sedang membaca.”

D. Guided Practice

Teacher: “Answer my question!”

“What are you doing?”

Student: “I am sitting.”

Teacher: “Good!”

E. Student Practice

Teacher: “Now, complete these sentences!”

I ____ (eat)

She ____ (write)

They ____ (play)

(Students work…)

F. Checking Answers

Teacher: “Number one?”

Student: “I am eating.”

Teacher: “Excellent!”

 5. Closing

Teacher: “So today, we learned about Present Continuous Tense.”

“What is the formula?”

Students: “Subject + am/is/are + verb-ing”

Teacher: “Very good!”

“Thank you for your attention. See you next time!”

Students: “Thank you, Miss/Sir!”

Bibliography

Batool, N., Anosh, M., Batool, A., & Iqbal, N. (2017). The Direct Method: A Good Start to Teach Oral Language. International Journal of English Language Teaching, 5(1), 37-40. https://eajournals.org/wp-content/uploads/The-Direct-Method-A-Good-Start-to-Teach-Oral-Language.pdf

Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press.