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Name : Aqlisty Nia Chandra NIM : 0204511092 1.

Similiarities: Like the direct method, the audio-lingual method advised that students be taught a language directly, without using the students' native language to explain new words or grammar in the target language. In both the Direct Method and the Audio-Lingual Approach, grammar was believed to be picked up through practice Differentiation: Audio-lingual method focuses more on grammar where the direct method focused on teaching vocabulary Audio-lingual method uses phrases in a repetitive setup through over-learning, drilling and repetition whereas the direct method uses more a question/answer type of way through conversation with the teacher or other students who speak around 80 percent of time. Characteritics Direct Method Audiolingual Method a. Classroom instruction is conducted a. New material is presented in exclusively in the target language. dialogue forms b. Only everyday vocabulary and b. Theres dependence on sentences are taught. mimicry, memorization of set c. Oral communication skills are built phrases, and over-learning. up in a carefully graded progression c. Structural patterns are taught organized around question and using repetitive drills. answer exchanges between teachers d. Theres little or no grammatical and students in small-intense explanation. Grammar is taught by classes. inductive analogy explanation. d. New teaching points are introduced e. There is much use of tapes, orally before students see the language labs, and visual aids. written form. f. It is based on Behaviorist e. Concrete vocabulary is taught psychology. Students successful through demonstration objects and responses are immediately pictures; abstract vocabulary is reinforced and their errors are taught by association of ideas. corrected immediately. f. Both speech and listening g. The teaching sequences are comprehension are taught. aural training, pronunciation g. Correct pronunciation and grammar training, speaking, reading, and are emphasized; grammar is taught writing. inductively. h. Structures are sequenced by h. Students have to offer the means of contrastive analysis

i. j. k. l. m.

interesting materials to draw students curiosity to learn the target language. No use of the mother tongue is permitted Lessons begin with dialogues and anecdotes in modern conversational style. Actions and pictures are used to make meanings clear. Literary texts are read for pleasure and are not analyzed grammatically. The teacher must be a native speaker or have native like proficiency in the target language.

and taught one at a time. i. Pronunciation is stressed from the beginning j. Vocabulary is severely limited in initial stages. k. A great effort is made to prevent learner errors. l. Language is often manipulated without regard to meaning or context. m. The teacher must be proficient only in the structures, vocabulary, etc. that he or she is teaching since learning activities and materials are carefully controlled.

2. There are the problems of applying the suggestopedia approach in most Indonesian school conditions: a. It spends much money or expensive cost to conduct this approach. As we know that not all Indonesian schools have much fund to facilitate the teaching learning process. b. Students dont concentrate on the language learning because of the music. c. Students speech is somewhat inaccurate grammatically and phonologically. d. All students need to share a common native language. e. Teachers must be proficient not only in the target language but also I students native language. f. Not all teachers are skilled in acting, singing and choosing the appropriate music and not all students can appreciate the music. There are the advantages of this approach: a. b. c. Conduct the many negative suggestions or fears which inhibit learning Students are willing and able to communicate in the target language and Easy grammatical explanation helps students learn the target language feelings of incompetence and fear of making mistakes. students learn the target language in a relaxing atmosphere. more easily. 3. The Direct Method was not quite successful in the US because not many foreign language teachers were fluent speakers of the foreign language they taught. In

reaction to the direct method, the Modern Language Association of America introduced Reading Approach to language teaching. Considering the skills and limitations of most language teachers, they believed that all that one could expect at the end of a foreign language study students should be able to read the target language. The main characteristics of Reading Approach: a. Only the grammar useful for reading comprehension is taught. b. Vocabulary is controlled at first (based on frequency and usefulness) and then expanded. c. Translation is once more a respectable classroom procedure. d. Reading comprehension is the only language skill emphasized. e. The teacher does not need to have good oral proficiency in the target language.