Direct Method

DIRECT
METHOD

INTRODUCTION

Direct method is a way in presenting lesson items of foreign
language where the teacher use that foreign language directly as medium
of instruction and without using even little the pupils' language in teaching,
if there is a word which is difficult to be understood by pupils, so the
teacher can explain it by using physic appliance, demonstrating, illustrating
and the others.

As with the Grammar-Translation Method, the Direct Method is not
new. In fact, the Direct Method receives its name from the fact that
meaning is to be conveyed directly in the target language through the use
of demon stration and visual aids, with no recourse to the students' native
language (Diller 1978).

EXPERIENCE

The teacher is calling the class to order as we find seats toward the
back of the room. The lesson is entitled ‘Looking at a Map’. As the

students are called one by one, they read a sentence from the
reading passage at the beginning of the lesson. After the students
finish reading the passage, they are asked if they have any question.
The question and answer session continues for a few more minutes.
The teacher next intrucs the student to turn to an exercise in the
lesson which asks them to fill in the blanks. Finally, theteacher asks
the students to take out their notebooks, and gives thrm a dictation.

Thepassage dictates is one paragraph long and is about the
geography of the united states.

THINKING ABOUT
EXPERIENCE

OBSERVATION Principles

1. The class is reading an excerpt from Mark A fundamental purpose of learning a foreign
Twain's life on the mississippi language is superior to spoker language

2.The teacher uses the target language to ask The native language should not to be used in
the students if they have a question. The the classroom
studentss use the target language to ask theur
questions The purpose of language learning is communication (therefore
students need to learn how to ask question as well as answer them)
3. Students ask questions about the map

4. The teacher corrects a grammar error by Self-correction facilitates language learning
asking the students to make a choice
Grammar should be thaughtinductibely. There
5. The students fill in blanks with preposition may never be an explicit grammar rule given
practiced in the lesson

REVIEWING THE PRINCIPLES

The goal of teachers to use direct methods is for students to understand
how to communicate and think in the target language. Here teachers and students
act like partners in learning activities. Teachers who use direct methods will make it
easier for students to practice or pretend to be in a particular situation, this will
make it easier for students to know just what words should be spoken in the
situation.

How, then, is learning a face - to - face language viewed? And how is
culture viewed?The point is that students study conversations that are commonly
used in the target language. In addition, they will study the culture, the geography
of the state, and other aspects of the target language.
Direct methods base 4 things, which is: Reading, writing, speaking, and listening.
Oral communication becomes the primary part of learning, then another aspect
follows.In this method, students will be asked orally/write a paragraph on the given
material as a form of evaluation.

REVIEWING THE TECHNIQUES

1.Translation of a literary passage Students
Students 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 structures in the passage are studied in
subsequent lessons. The passage may be excerpted from some work from the
target language literature. The translation may be written or spoken or both.
2. Reading comprehension questions

Students answer questions in the target language based on their under-
standing of the reading passage. Often the questions are sequenced so that the
first group of questions asks for information contained within the reading passage.
3. Antonyms/synonyms

Students are given one set of words and are asked to find antonyms or
synonyms in the reading passage
4. Cognates

Students are taught to recognize cognates by learning the spelling or
sound patterns that correspond between the languages

6. Fill-in-the-blanks
Students are given a series of sentences with words missing.

They fill in the blanks with new vocabulary items or with items of a
particular gram- mar type, such as prepositions or verbs with
different tenses.
7. Memorization

Students are given lists of target language vocabulary words
and their native language equivalents and are asked to memorize
them.
8. Use words in sentences

In order to show that students understand the meaning and use
of a new vocabulary item, they make up sentences in which they use
the new words
9. Composition

The teacher gives the students a topic to write about in the
target lan- guage. The topic is based upon some aspect of the
reading passage of the lesson.

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