CREATED BY: THE 5TH GROUP

ABDUL HAFID

MUH. NAUFAL MAHDI

SITI NUR AULIAH

ST. ANUGRAHAYU

NUR HIDAYAH

ITA MUTHIA S
ARMIANTI

English and Literature Department

Faculty of Adab and Humanities
Alauddin State Islamic University of Makassar
2015

PREFACE
Thank to Allah SWT. Who has given his bless and mercy so that the
writer can complete this paper assignment entitled Methodology in Teaching
English.
The writer also wish to express our sincere gratitude for those who have
guided in completing this paper. This paper contains some methodologies in
teaching English such as grammar-translation, total physical response, the silent
way, and community language learning.
Hopefully, this paper can be useful for readers and expanding horizons
about Methodology in Teaching English. And also the writer apologizes for any
shortcomings here. Please critique and suggestions. Thank you.

Makassar, November 2015

CONTENTS
Title Pagei
Prefaceii
Contents.iii
Chapter I Introduction
A. Background.1
B. Problem Statements.2
Chapter II Discussion
A.
B.
C.
D.

Grammar-Translation Method3
Total Physical Response.9
The Silent Way...11
Community Language Learning.15

Chapter III Conclusion..18

CHAPTER I
2

INTRODUCTION
A. Background
In the late 1800s and most of the 1900s, language teaching was usually
conceived in terms of method. In seeking to improve teaching practices,
teachers and researchers would typically try to find out which method was
the most effective. However, method is an ambiguous concept in language
teaching, and has been used in many different ways. According to Bell, this
variety in use offers a challenge for anyone wishing to enter into the
analysis or deconstruction of methods.
According to Larsen-Freeman (2000: x-xi), there are at least five ways
that the study of methods is invaluable.
1. Methods serve as a foil for reflection that can help teachers in bringing to
conscious awareness the thinking that underlies their actions. A purpose
of teacher education is to help teachers make their tacit explicit. When
teachers are exposed to methods and asked to reflect on their principles
and actively engage with their techniques, they can become clearer about
why they do what they do. They become aware of their own fundamental
assumptions, values and beliefs.
2. By becoming clear on where they stand, teachers can choose to teach
differently what they were taught. They are able to see why they are
attracted to certain methods and may be able to argue against the
imposition of a particular method by authorities.
3. A knowledge of methods is a part of the knowledge base of teaching.
With it, teachers join a community of practice (Freeman, 1992 cited in
Larsen-freeman, 2000). Being a community member entails learning the
professional discourse that community members use so that professional
dialogue can take place.

4. A professional discourse community may also challenge teachers

conceptions of how teaching leads to learning. Interacting with others
sensate for inadequate conditions of learning or overcome sociopolitical
inequities.
5. Decisions that teachers make are often affected by exigencies in the
classroom rather than by methodological considerations. Saying that a
particular method is practiced certainly does not give us the whole picture
of what is happening in the classroom.

B.
1.
2.
3.
4.

Problem Statements
What is grammar translation method?
What is total physical response?
What is the silent way?
What is community language learning?

CHAPTER II
DISCUSSION
A. Grammar-Translation Method
1. History of Grammar-Translation Method
A traditional technique of foreign-language teaching based on explicit instruction
in the grammatical analysis of the target language and translation of sentences from the
native language into the target language and vice versa. It was originally used to teach
dead languages (and literatures) such as Latin and Greek, involving little or no spoken
3

communication or listening comprehension. In the 18th century foreign languages started

to appear on the school curricula, requiring a systematic approach to teach them.
Grammar Translation was in fact first known in the United States as the Prussian
Method. (A book by B. Sears, an American classics teacher, published in 1845 was
entitled The Ciceronian or the Prussian Method of Teaching the Elements of the Latin
Language [Kelly 1969].)
The Grammar-Translation Method is not new. It has had different names, but it
has been used by language teachers for many years. At one time it was called Classical
Method since it was first used in the teaching of the classical languages, Latin and Greek.
Earlier in 20th century, this method was used for the purpose of helping students read
and appreciate foreign language literature. It was also hoped that, through the study of
the grammar of the target language, students would become more familiar with the
grammar of their native language and that this familiarity would help them speak and
write their native language better. Finally, it was thought that foreign language learning
would help students grow intellectually; it was recognized that students would probably
never use the target language, but the mental exercise of learning it would be beneficial
anyway.
Grammar Translation dominated European and foreign language teaching from
the 1840s to the 1940s, and in modified form it continues to be widely used in some parts
of the world today. At its best, as Howatt (1984) points out, it was not necessarily the
horror that its critics depicted it as. Its worst excesses were introduced by those who
wanted to demonstrate that the study of French or German was no less rigorous than the
study of classical languages. This resulted in the type of Grammar-Translation courses
remembered with distaste by thousands of school learners, for whom foreign language
learning meant a tedious experience of memorizing endless lists of unusable grammar
rules and vocabulary and attempting to produce perfect translations of stilted or literary
prose. Although the Grammar-Translation Method often creates frustration for students,
it makes few demands on teachers. It is still used in situations where understanding
literary texts is the primary focus of foreign language study and there is little need for a
speaking knowledge of the language. Contemporary texts for the teaching of foreign
languages at college level often reflect Grammar-Translation principles. These texts are
frequently the products of people trained in literature rather than in language teaching or
4

applied linguistics. Consequently, though it may be true to say that the GrammarTranslation Method is still widely practiced, it has no advocates. It is a method for which
there is no theory. There is no literature that offers a rationale or justification for it or that
attempts to relate it to issues in linguistics, psychology, or educational theory.
In the mid and late of 19th century opposition to the Grammar-Translation Method
gradually developed in several European countries. This reform movement laid the
foundations for the development of new ways of teaching languages and raised
controversies that have continued to the present day.
1. Definition of Grammar-Translation Method
The Grammar Translation Method is the oldest method of teaching in India. It is
as old as the international of English in the country. A number of methods and techniques
have been evolved for the teaching of English and also other foreign languages in the
recent past, yet this method is still in use in many part of India. It maintains the mother
tongue of the learner as the reference particularly in the process of learning the
second/foreign languages. The main principles on which the Grammar Translation
Method

is

based

are

the

following:

1. Translation interprets the words and phrases of the foreign languages in the best
possible manner.
2. The phraseology and the idiom of the target language can best be assimilated in the
process of interpretation.
3. The structures of the foreign languages are best learnt when compared and contrast
with those of mother tongue.
In this method, while teaching the text book the teacher translates every word,
phrase from English into the mother tongue of learners. Further, students are required to
translate sentences from their mother tongue into English. These exercises in translation
are based on various items covering the grammar of the target language. The method
emphasizes the study of grammar through deduction that is through the study of the rules
of grammar. A contrastive study of the target language with the mother tongue gives an
insight into the structure not only of the foreign language but also of the mother tongue.

2. The Use of Grammar-Translation Method

1) Translation of a literary passage
Students translate a reading passage from the target language into their native
language. The reading passage focuses on several classes: vocabulary and
grammatical structures in the passage. The passage may be excerpted from some work
from the target language literature, or a teacher may write a passage carefully
designed to include particular grammar rules and vocabulary. The translation may be
written or spoken or both. Students should not translate idioms and the like literally,
but rather in a way that shows that they understand their meaning.
2) Reading comprehension questions
Students answer questions in the target language based on their understanding of the
reading passage. 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 in the reading
passage. Students could also be asked to find synonyms for a particular set of words.
Students might be asked to define a set of words based on their understanding of them
as they occur in the reading passage.
4) Cognates
Students are taught to recognize cognates by learning the spelling or sound patterns
that correspond between the languages. Students are also asked to memorize words
that look like cognates but have meanings in the target language that are different
from those in the native language.
5) Deductive application of rule
Grammar rules are presented with examples. Exceptions to each rule are also noted.
Once students understand a rule, they are asked to apply it to some different
examples.
6

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 grammar 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. Students are also required to memorize
grammatical rules and grammatical paradigms such as verb conjugations.
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 language. The topic
is based upon some aspect of the reading passage of the lesson. Sometimes, instead of
creating a composition, students are asked to prepare a prcis of the reading passage.
3. Advantages and Disadvantages of Grammar-Translation Method
The Advantages
1) The target language is quickly explained in GTM.
Translation is the easiest way of explaining meanings or words and phrases from one
language into another. Any other method of explaining vocabulary items in the
second language is found time consuming. A lot of time is wasted if the meanings of
lexical items are explained through definitions and illustrations in the second
language. Further, learners acquire some short of accuracy in understanding
synonyms in the source language and the target language.
2) Teacher and students are easy to communicate/It does not need native language

Teachers labour is saved. Since the textbooks are taught through the medium of the
mother tongue, the teacher may ask comprehension questions on the text taught in the
mother tongue. Pupils will not have much difficulty in responding to questions on the
mother tongue. So, the teacher can easily assess whether the students have learnt
what he has taught them. Communication between the teacher and the learners does
not cause linguistic problems. Even teachers who are not fluent in English can teach
English through this method. That is perhaps the reason why this method has been
practiced so widely and has survived so long.
3) The students easy to understand because of grammatical lessons.
ESL students taught successfully under the grammar translation method will have the
ability to translate even difficult texts from their native language into English. They
possess a thorough knowledge of English grammar, including verb tenses. These
students will be familiar with several classical pieces of English literature, which are
used for grammatical analysis and exercises.
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.
Disadvantages
Every Method must have advantages and disadvantages. The advantages of Grammar
Translation Method have been explained on the passage above. Here are the disadvantages:
1) No Scope for Effective Communication and Very Tedious for Learners
Direct translation is widely regarded as an inefficient way of becoming fluent in any
language. For example, translating a sentence word-for-word from Spanish to English
might not result in a sentence with the same meaning because so little attention is paid
in class to listening and speaking. Students with years of English lessons through this
method are often unable to hold even a basic conversation in English because classes
with this method are usually taught in a lecture style, with the teacher mostly speaking

the students native language rather than English, class can be dull and cause students
to lose interest.
2) Ineffective Method
It is a teaching method which studies a foreign language in order to read its literature
focusing on the analysis of its grammar rules, and to translate sentences and texts into
and out the target language. In the Grammar Translation Method the teaching of the
second language starts with the teaching of reading. Little attention is paid to the
content of texts, which are treated as exercises in grammatical analysis. Thus, the
learning process is reversed.
3) More Importance on Grammar Rules than on Meaning
Exact translation is not possible. Translation is, indeed, a difficult task and exact
translation from one language to another is not always possible. A language is the
result of various customs, traditions, and modes of behavior of a speech community
and these traditions differ from community to community. There are several lexical
items in one language, which have no synonyms/equivalents in another language. For
instance, the meaning of the English word table does not fit in such expression as the
table of contents, table of figures, multiplication table, time table and table the
resolution, etc. English prepositions are also difficult to translate. Consider sentences
such as We see with our eyes, Bombay is far from Delhi, He died of cholera, He
succeeded through hard work. In these sentences with, from, of, through can
be translated into the Hindi preposition se and vice versa. Each language has its own
structure, idiom and usage, which do not have their exact counterparts in another
language. Thus, translation should be considered an index of ones proficiency in a
language.
4) Slow Learning Rate and Making Learners Think in L1
It does not give pattern practice. A person can learn a language only when he
internalizes its patterns to the extent that they form his habit. But the Grammar
Translation Method does not provide any such practice to the learner of a language. It
rather attempts to teach language through rules and not by use. Researchers in

linguistics have proved that to speak any language, whether native or foreign entirely
by rule is quite impossible. Language learning means acquiring certain skills, which
can be learnt through practice and not by just memorizing rules. The persons who
have learnt a foreign or second language through this method find it difficult to give
up the habit of first thinking in their mother tongue and then translating their ideas
into the second language. They, therefore, fail to get proficiency in the second
language approximating that in the first language. The method, therefore, suffers from
certain weaknesses for which there is no remedy.

2. Total Physical Response

1. History of Total Physical Response
TPR stands for Total Physical Response and was created by Dr. James J Asher.
It is based upon the way that children learn their mother tongue. Parents have
'language-body conversations' with their children, the parent instructs and the child
physically responds to this. The parent says, "Look at mummy" or "Give me the ball"
and the child does so. These conversations continue for many months before the child
actually starts to speak itself. Even though it can't speak during this time, the child is
taking in all of the language; the sounds and the patterns. Eventually when it has
decoded enough, the child reproduces the language quite spontaneously. TPR attempts
to mirror this effect in the language classroom.
2. Definition of Total Physical Response
Total Physical Response is a language teaching method which is based on the
assumption that the coordination of speech and action will boost language learning. It
was developed by James Asher in the 70s. He drew from a variety of areas, including
psychology, learning theory and humanistic pedagogy. According to the trace theory
of memory in psychology, the more often and intensively a memory is traced, the
stronger the memory association will be and the more likely it will be recalled. The
retracing can be verbal through repetition and/or in association with motor activity.
This clearly reminds us of the behavioristic psychology which holds a Stimulus10

Response model of learning. The stimulus in the TPR method is verbal and the
response is physical. In this respect TPR has many similarities to the Direct Method.
3. The Use of Total Physical Response
Activities in the TPR method rely on action based drills in the imperative
form. In fact the imperative drills are introduced to elicit physical/motor activity on
the part of the learners. The use of dialogs is delayed. Typical classroom activities
include:

Command drills

Role plays on everyday situations (at the restaurant, at the movies )

Slide presentations to provide a visual center for teachers narration, which is

followed by commands or questions

Reading and writing can also be introduced to further consolidate grammar and
vocabulary and as follow ups.
In the classroom the teacher plays the role of parent. She starts by saying a
word ('jump') or a phrase ('look at the board') and demonstrating an action. The
teacher then says the command and the students all do the action. After repeating a
few times it is possible to extend this by asking the students to repeat the word as they
do the action. When they feel confident with the word or phrase you can then ask the
students to direct each other or the whole class. It is more effective if the students are
standing in a circle around the teacher and you can even encourage them to walk
around as they do the action.

4. Advantages and Disadvantages of Total Physical Response

Advantages

When used in association with other methods and techniques, TPR can yield
tremendous results.

11

For many teachers TPR represents a useful set of techniques and is compatible with
other approaches to language teaching.

The focus on comprehension is another appealing feature of TPR.

The method is compatible with new approaches to language learning as it stresses the
importance to meaning rather than form.

Learning highly benefits from TPRs emphasis on stress reduction.

Disadvantages

Students who are not used to such things might find it embarrassing. This can be the
case initially but I have found that if the teacher is prepared to perform the actions, the
students feel happier about copying. Also the students are in groups and don't have to
perform for the whole class. This pleasure is reserved for the teacher.

It is only really suitable for beginner levels. Whilst it is clear that it is far more useful
at lower levels because the target language lends itself to such activities I have also
used it successfully with Intermediate and Advanced levels. You need to adapt the
language accordingly. For example, it helped me to teach 'ways of walking' (stumble,
stagger, tiptoe) to an advanced class and cooking verbs to intermediate students
(whisk, stir, grate).

You can't teach everything with it and if used a lot it would become repetitive. I
completely agree with this but it can be a successful and fun way of changing the
dynamics and pace of a lesson used in conjunction with other methods and
techniques.

3. The Silent Way

1. History of The Silent Way
The Silent Way originated in the early 1970s and was the brainchild of the
late Caleb Gattegno. The last line of Benjamin Franklins famous quote about
teaching and learning can be said to lie at the heart of Silent Way. The three basic
tenets of the approach are that learning is facilitated if the learner discovers rather
12

than remembers or repeats, that learning is aided by physical objects, and that
problem-solving is central to learning. The use of the word "silent" is also significant,
as Silent Way is based on the premise that the teacher should be as silent as possible
in the classroom in order to encourage the learner to produce as much language as
possible.As far as the presentation of language is concerned, Silent Way adopts a
highly structural approach, with language taught through sentences in a sequence
based on grammatical complexity, described by some as a "building-block" approach.
The structural patterns of the target language are presented by the teacher and
the grammar "rules" of the language are learnt inductively by the learners. Cuisenaire
rods (small coloured blocks of varying sizes originally intended for the teaching of
mathematics) are often used to illustrate meaning (the physical objects mentioned
above). New items are added sparingly by the teacher and learners take these as far as
they can in their communication until the need for the next new item becomes
apparent. The teacher then provides this new item by modelling it very clearly just
once. The learners are then left to use the new item and to incorporate it into their
existing stock of language, again taking it as far as they can until the next item is
needed and so on.
This is perhaps best illustrated by an example. Let us say that the teacher has
introduced the idea of pronouns as in "Give me a green rod". The class will then use
this structure until it is clearly assimilated, using, in addition, all the other colours.
One member of the class would now like to ask another to pass a rod to a third student
but she does not know the word "her", only that it cannot be "me". At this point the
teacher would intervene and supply the new item: "Give her the green rod" and the
learners will continue until the next new item is needed (probably "him"). This
minimalist role of the teacher has led some critics to describe Silent Way teachers as
"aloof" and, indeed, this apparently excessive degree of self-restraint can be seen as
such.The prominent writer on language teaching, Earl W. Stevick, has described the
role of the teacher in Silent Way as "Teach, test, get out of the way". The apparent
lack of real communication in the approach has also been criticized, with some
arguing that it is difficult to take the approach beyond the very basics of the language,
with only highly motivated learners being able to generate real communication from

13

the rigid structures illustrated by the rods. The fact that, for logistical reasons, it is
limited to relatively small groups of learners is also seen as a weakness.
As with other methods and approaches, however, aspects of Silent Way can be
observed in many lessons in the modern classroom. In the 1980s and early 90s, for
example, it became fashionable in some quarters to argue that excessive "teacher
talking time" was something to be discouraged. Cuisenaire rods are also popular with
some teachers and can be used extremely creatively for various purposes from
teaching pronunciation to story-telling. The idea of modelling a new structure or item
of vocabulary just once may also have some justification as it encourages learners
both to listen more carefully and then to experiment with their own production of the
utterance. Lastly, the problem-solving feature of Silent Way may well prove to be its
most enduring legacy as it has led indirectly both to the idea of Task-based Learning
and to the widespread use of problem-solving activities in language classrooms.

2. Definition of The Silent Way

The silent way is a methodology of teaching language based on the idea that
teachers should be as silent as possible during a class but learners should be
encouraged to speak as much as possible. There are three basic principles:
- The learner needs to discover or create
- Learning is made easier by the use of physical objects such as Cuisenaire
rods
- Learning is made easier by problem-solving using the target language
Example
The teacher shows the learners a small red Cuisenaire rod and a bigger blue one and
says The blue one is bigger than the red one'. The learners repeat this. The teacher
then substitutes the rods to produce other models, and finally encourages the learners
to produce their own comparisons.

14

In the classroom Areas of target language where Cuisenaire rods can be useful include
word boundaries, contracted forms, prepositions, word order and word stress.
Learners can use the rods to first represent and then to manipulate language.
3. The Use of The Silent Way
The Silent Way is characterized by its focus on discovery, creativity, problem
solving and the use of accompanying materials. Richards and Rodgers (1986:99)
summarized the method into three major features.
1. Learning is facilitated if the learner discovers or creates. The Silent way belongs
to the tradition of teaching that favors hypothetical mode of teaching (as opposed to
expository mode of teaching) in which the teacher and the learner work cooperatively
to reach the educational desired goals. (cf Bruner 1966.) The learner is not a bench
bound listener but an active contributor to the learning process.
2. Learning is facilitated by accompanying (mediating) physical objects. The Silent
Way uses colorful charts and rods (cuisenaire rods) which are of varying length. They
are used to introduce vocabulary ( colors, numbers, adjectives, verbs) and syntax
(tense, comparatives, plurals, word order )
3. Learning is facilitated by problem solving involving the material to be learned.
This can be summarized by Benjamin Franklins words:
Tell me and I forget
Teach me and I remember
Involve me and I learn
A good silent way learner is a good problem solver. The teachers role resides
only in giving minimum repetitions and correction, remaining silent most of the
times, leaving the learner struggling to solve problems about the language and get a
grasp of its mechanism.
4. Advantages and Disadvantages of The Silent Way
Disadvantages

The Silent Way is often criticized of being a harsh method. The learner works
in isolation and communication is lacking badly in a Silent Way classroom.
15

With minimum help on the part of the teacher, the Silent Way method may put
the learning itself at stake.

The material ( the rods and the charts) used in this method will certainly fail
to introduce all aspects of language. Other materials will have to be
introduced.

Advantages

Learning through problem solving looks attractive especially because it

fosters:
o creativity,
o discovery,
o increase in intelligent potency and
o long term memory.
The indirect role of the teacher highlights the importance and the centrality of

the learner who is responsible in figuring out and testing the hypotheses about how
language works. In other words teaching is subordinated to learning.

4. Community Language Learning

1. History and Definition of Community Language Learning

As the Chomskyan linguistic revolution turned linguists and language teachers

away from the audiolingual method which focused on surface structure and on rote
practice of scientifically produced patterns to a new era where the deep structure is
paramount, psychologists began to see the fundamental importance of the effective
domain. So innovative methods of language teaching were developed during the 70s
to redress the shortcomings of the audiolingual method. One of these methods came to
be known as Community Language Learning.

16

CLL differs from other methods by which languages are taught. Its based on
an approach modeled on counseling techniques that alleviate anxiety, threat and the
personal and language problems a person encounters in the learning of foreign
languages. The method was originally developed by Charles Curran who was inspired
by Carl Rogers view of education. in In this Counseling-learning model of
education, learners in a classroom are seen as a group rather than as a class, a group in
dire need of certain therapy and counseling . The social dynamics occurring in the
group are very important and a number of conditions are needed for learning to take
place.

Members should interact in an interpersonal relationship.

Students and teachers work together to facilitate learning by

o valuing each other,
o lowering the defense that prevent interpersonal interaction
o reducing anxiety
o and constituting a supportive community.

Teachers role is that of a true counselor.

o They are not perceived as a threat
o They dont impose boundaries and limits
o They concentrate on the learners needs

2. The Use of Community Language Learning

How it works in the classroom In a typical CLL lesson I have five stages:
Stage 1- Reflection
I start with students sitting in a circle around a tape recorder to create a
community atmosphere.

17

The students think in silence about what they'd like to talk about, while I
remain outside the circle.

To avoid a lack of ideas students can brainstorm their ideas on the board
before recording.

Stage 2 - Recorded conversation

Once they have chosen a subject the students tell me in their L1 what
they'd like to say and I discreetly come up behind them and translate the
language chunks into English.

With higher levels if the students feel comfortable enough they can say some
of it directly in English and I give the full English sentence. When they feel
ready to speak the students take the microphone and record their sentence.

It's best if you can use a microphone as the sound quality is better and it's
easier to pick up and put down.

Here they're working on pace and fluency. They immediately stop recording
and then wait until another student wants to respond. This continues until a
whole conversation has been recorded.

Stage 3 Discussion
Next the students discuss how they think the conversation went. They
can discuss how they felt about talking to a microphone and whether they felt
more comfortable speaking aloud than they might do normally.

This part is not recorded.

Stage 4 Transcription
Next they listen to the tape and transcribe their conversation. I only
intervene when they ask for help.

The first few times you try this with a class they might try and rely on you
a lot but aim to distance yourself from the whole process in terms of
leading and push them to do it themselves.

Stage 5 - Language analysis

18

I sometimes get students to analyse the language the same lesson or

sometimes in the next lesson. This involves looking at the form of tenses and
vocabulary used and why certain ones were chosen, but it will depend on the
language produced by the students.

In this way they are totally involved in the analysis process. The language is
completely personalised and with higher levels they can themselves decide
what parts of their conversation they would like to analyse, whether it be
tenses, lexis or discourse.

With lower levels you can guide the analysis by choosing the most common
problems you noted in the recording stages or by using the final transcription.

3. Advantages and Disadvantages of Community Language Learning

Advantages

CLL is an attempt to overcome the threatening affective factors in EFL and ESL.

The councelor allow the learners to determine type of coversation and to analyze the
language inductively

The student centered nature of the method can provide extrincic motivation and
capitalize on intinsic motivation.
Disadvantages

The counselor/teacher can become too non directive. Students often need directions .

The method relies completely on inductive learning. It is worthwhile noting that

deductive learning is also a viable strategy of learning.

Translation is an intricate and difficult task. The success of the method relies largely
on the translation expertise of the counselor.

19

CHAPTER III
CONCLUSION
The grammar translation method is a method of teaching foreign languages derived
from the classical (sometimes called traditional) method of teaching Greek and Latin. In
grammar-translation classes, students learn grammatical rules and then apply those rules by
translating sentences between the target language and the native language. Advanced students
may be required to translate whole texts word-for-word. The method has two main goals: to
enable students to read and translate literature written in the target language, and to further
students general intellectual development.
TPR (total physical response) is a method of teaching language using physical
movement to react to verbal input in order to reduce student inhibitions and lower their
affective filter. It allows students to react to language without thinking too much, facilitates
long term retention, and reduces student anxiety and stress. In order to implement TPR
effectively, it is necessary to plan regular sessions that progress in a logical order, and to keep
several principles in mind.
Eventhough the Silent Way is not considered to be a teacher-centred approach, the
teacher is very much in control of what happens in the class. While the teacher uses mainly
gestures and facial expressions to address the learners, his/her main task is the teaching of the
language by letting the students express themselves on a variety of subjects and by making
their own hypotheses about grammar, pronunciation, style, etc. The teacher's guidance,
though silent, is very active.
Community Language Learning represents the use of Counseling-Learning theory to
teach languages. Within the language teaching tradition Community Language Learning is
sometimes cited as an example of a "humanistic approach." Links can also be made between
CLL procedures and those of bilingual education, particularly the set of bilingual procedures
referred to as "language alternation" or "code switching.

20