EDUCATION AS THE LAST DEFENSE

Grammar Translation Method is regarded an old method , yet the method is still widely used in Indonesiaan, at schools. Classroom management can be easily done since teachers can teach to a class of 40 students.

A fundamental purpose of teaching the target language through the GTM is to be able to read literature written in the target language. This purpose can be reached out by learning about grammar rules and vocabulary of the target language.

Principally the GTM foucess on translating grammatical forms, memorizing vocabulary, learning rules, and studying conjugations. The principles of GTM are these:

1.   Grammar rules are presented and studied explicitly. Grammar is taught deductively and then praticed through translation exerices.

2.   The primary skills to be developed are reading and writing.

3.   Hardly any attention is paid to speaking and listening skills.

4.  Teacher correction is the only way to make students produce the right forms of the foreign language.

5.  The goal of foreign language learning is the ability to understand the texts written in the foreign language

6.  Mastering the grammar of foreign language is essential in order for students to understand the written target language

7.  Vocabulary is learnt from bilingual word lists

8.  The mother is used as the medium of instruction

9.   A paramount use of translation exerices is given

Characteristics of the GTM, as follows:

1.    Classes are taught in the mother tongue, with little active use target language.

2.    Much vocabulary is taught in the form of lists of isolated words.

3.     Long elaborate explanations of intricacies of grammar are given.

4.   Grammar provide the rules for putting words together, and instruction often focuses on the form and inflection of words.

5.    Reading difficult classical texts is begun early

6.  Litle attention is paid to the content of the texts, which are treated as exercises in grammatical analysis

7.  Often the only drill are exercises in translating disconnected sentences from the target language into the mother tounge

8.    Litle or no attention is given to pronounciation

9.   The focus is on accuracy, and not fluency

1.     The class reads written in the target language

2.     Students translate the passage from the target the language to their mother tounge

3.     The teacher asked the students in their native language if they have any questions, students ask questions and the teacher answers the question in their native language

4.     Students write out the answers to reading comprehension questions

5.     Students translate new words from the target language to their mother tounge

6.     Students are given a grammar rule and based on the example they apply the rule by using the new words

7.     Students memorize vocabulary

8.     The teacher ask students to state grammar rule

9.     Student memorize the rule

10. Errors are corrected by providing the right answers

The teacher introduces the formula of Simple Present Tense and explains (in Indonesian) the usage as well as the importance of Simple Present Tense. The teacher points out differences to Indonesian language.

The teacher provides the examples and their translation as well. Or, depending on the level of comprehension, he/she either calls randomly to have students translate the sentences or give them time to work quietly writing out the translations. He/she has to make sure that the students’answer are correct.

Examples:

1.     I like her (saya menyukai dia)

2.     You watch voleyball everyday (kamu menonton bola voley setiap hari)

3.     They study English (mereka belajar bahasa Inggris),

The teacher explains (again in Indonesian) to students the change of the verb of the predicate. If the subject is she, he or it, the verb is added with s, es or ies, depending on the verb. The teacher gives examples of verb that can be added with s, es and ies.

Examples:

1.     He loves rice (dia senang nasi). The verb is added with s
He watches football everyday (dia menonton sepak bola setiap hari). The verb is added with es

2.     She studies English every night (ia belajar bahasa Inggris setiap malam). The verb is added with ies.

The teacher gives an exercise that is related to the change of the verbs.  Students should fill in the blanks with the appropriate form. If necessary, he/she lets student work individually or in pairs to complete the exercise first. He/she walks around the and observe the students. He/she answers questions and provides corrections where needed. Again, discussion is conducted in the mother tongue.

Example:

1.     The baby ….(cry) every night.

2.     My mother….(cook) rice very well.

3.     The students…(study) mathematics.

4.     My father…(laugh) very happily.

5.     We….(live) in Indonesia

Then, he/she introduces a list of vocabulary and the equivalent translation in order that the students can practice making sentences in simple present tens. This may be done by introducing a matrix as follows.

Vocabulary

Kata ganti (untuk subyek)                               Kata ganti (untuk obyek)

Kata kerja transitif                                        Kata kerja intransitif

Terjemahkan kalimat-kalimat di bawah ini ke dalam Bahasa Inggris

1.     Mereka mencintai kita

2.     Kita minum setiap hari

3.     Dia tersenyum dan kamu tertawa

4.     Saya senang belajar Bahasa Inggris

The teacher may have students translate sentences from English to Indonesian. This exercise then continued by introducing a simple reading passage for translation. No class time is allocated to allow students to produce their own sentences, and even less time is spent on oral practice. The reading is sometimes used to communicate the culture of the target language.

That’s it.