Teaching English by Using Grammar-Translation Method

LANGUAGE TEACHING METHOD

FINAL ASSIGNMENT

Candra Arifiana

2201411015

205-206

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

SEMARANG STATE UNIVERSITY

2014 I. INTRODUCTION

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 their native language. Advanced students may be required to translate whole texts word-for-word. Grammar Translation Method is a method of language learning that is taught to promote intellectuality through mental gymnastics focusing on grammatical rules, memorization of vocabulary, various conjugations, translations of the texts, and doing written exercise (Brown: 2001). Grammar-translation classes are usually conducted in the students’ native language. Grammar rules are learned deductively; students learn grammar rules by rote, and then practice the rules by doing grammar drills and translating sentences to and from the target language. More attention is paid to the form of the sentences being translated than to their content. When students reach more advanced levels of achievement, they may translate entire texts from the target language. Tests often consist of the translation of classical texts. “According to Richards and Rodgers (1990), Grammar translation method is a way of studying a language that approaches the language through detailed analysis of its grammar rules, followed by application of this knowledge to task of translating sentences, and its language learning in order to understand and manipulate the morphology and syntax of the foreign languag .” (Dr. Abdurrachman Faridi, M.Pd: Language Teaching Theories)

Based on the definition above, we can conclude that the grammar translation method focuses on how to make students being able to learn text written in the target language and its focus on reading and writing skills. There is not usually any listening or speaking practice, and very little attention is placed on pronunciation or any communicative aspects of the language. The skill exercised is reading, and then only in the context of translation.

I choose grammar translation method to be analyzed because this is the old method for teaching English and it’s believed to be ineffective to teach the target language communicatively, but my concern is why this method is still in use to teach English in some parts of Indonesia while there are many others method that is more effective than grammar translation method.

II. OBJECTIVES

The objectives of this analysis are

1. to explain the grammar translation method as a method in English language teaching

2. to analyze the strengths and weaknesses of grammar translation method

3. to show whether grammar translation method is still appropriate to be used to teach English

III. REVIEW OF RELATED LITERATURE

According to Larsen (2000), Grammar translation method helps students’ intellectual growth. It is recognized that students will probably never use the target language and become more familiar with the grammar of their native language so that it will help them speak and write their native language. It is concluded that students’ need to translate the text into the target language. Here are the principles of grammar translation method:

1. Grammar rules are presented and studied explicitly. Grammar is taught deductively and then practiced through translation exercises.

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 the 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 tongue is used as the medium of instruction.

9. A paramount use of translation exercises is given.

Based on the principles above, the procedure of teaching English is simply a combination of activities of teaching grammar and translation. The teaching begins with English rules, isolated vocabulary items, paradigms and translation. The teacher explains the rules in students' first language and then simple words are put into slots of grammatical rules. The grammar rules are memorized as units. The teacher provides the class with other words and the translation. The students, then, practice using the rules by using the words provided. The students are expected to be conscious of the grammatical rules of the target language. The texts to translate are usually easy classics; this type of texts is used to have students practice understanding the literature in the target language. The students should memorize lists of words.

Grammar translation method applies traditional rules. The rules are the teacher’s and students’ role. The teacher has a power in the classroom. Teacher translates material into the students’ native language and frequently speaks by using students’ native language. However, the students’ rule is only doing what the teacher says so they can learn what the teacher know. We can conclude that students are less active in the teaching learning process.

How to apply this method?

Below are some techniques in using grammar translation method:

1. Translation of a literary passage

2. Reading comprehension questions

3. Antonym and synonyms

4. Cognates

5. Deductive application of rule

6. Fill in the blanks

7. Memorization

8. Use words in sentences

9. Composition

IV. ANALYSIS

Based on the review of related literature above we can conclude that Reading and writing are emphasized in a Grammar-Translation classroom, little or no systematic attention is paid to speaking and listening, because literary language is considered superior to spoken language. Therefore, the language learners should study written language. The focus on understanding literary texts provides the situation in which reading and writing abilities are well trained.

Language teachers may develop their own procedures as long as they are in accordance with the characteristics of the grammar-translation method. The following procedure of teaching the target language through the grammar translation method is adapted from Larsen-Freeman (2000: 15- 17).

1. The class reads a text written in the target language.

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

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

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 asks students to state the grammar rule.

9. Students memorize the rule.

10. Errors are corrected by providing the right answers.

The strength of the Grammar-Translation Method 1. Translation is the easiest way to explain meanings or words and phrases from one language into another. 2. The phraseology of the target language is quickly explained. Translation is the easiest way of explaining meanings or words and phrases from one language into another. Student will be able to master the appropriate structures of a language and mistakes made by them in applying speaking ability will not be that much.

3. An effective way for application of grammar and sentence structure. The Weaknesses of Grammar Translation Method 1. Language is seen as a collection or words which are isolated and independent. So, students themselves are not seemingly able to produce sentences. 2. Students cannot master all of four skills of English (listening, speaking, reading, and writing). 3. The grammar-translation method is the easiest for a teacher to employ. It doesn't require a teacher to speak good English or make good lesson preparations. So, his knowledge might be lost into in oblivion.

Grammar translation method is the old method for teaching English, but this method is still used by some teacher in Indonesia because it is the easy method to teach grammar to the students. It happens because a big number of the students do not easily understand about the elements of the target language. So, teacher try to ask them focusing in reading by translating word by word. This learning process makes them to understand about the meaning.

V. SUMMARY AND RECOMMENDATION

1. Summary As its name suggests, the major characteristic of the grammar translation method is a focus on learning the rules of grammar and their application in translation passages from one language into the other. The grammar translation method is simply a combination of the Grammar Method and the Translation Method. The main principles of the method are as follows: The grammar taught is formal grammar. Vocabulary in the target language is learned through direct translation from the native language. The vocabulary depends on the texts selected. The teaching begins with rules, isolated vocabulary items, paradigms and translation. Easy classics are then translated. Vocabulary is divided into lists of words. The words are to be memorized. Pronunciation is not taught. Grammar rules are also memorized as units and illustrative sentences are often provided.

The grammar translation method has produced generations of students who can master the grammar of the target language, yet can not engage in simple conversations. Even though the method is believed to be ineffective to teach the target language communicatively, the method is still in use in some parts of Indonesia.

2. Recommendation It is believed that the method can develop students' writing skill. For students who respond well to rules, structures, and error correction, the grammar translation method can provide a challenging learning process but for those students who do not respond well to such a learning process, the language class taught through this method may be boring. However, combining the principles of the grammar translation method with the Communicative Approach may well be the perfect combination for many language learners. They will learn to communicate in the target language and also acquire a sound and accurate basis in the grammar of the target language. VI. BIBLIOGRAPHY Bowen, Tim. 2013. Teaching approaches: the grammar-translation method http://www.onestopenglish.com/support/methodology/teaching-approaces- the-grammar-tranlastion-method/. Access date: June, 24 2014

Brown, H. Douglas. 2001. Teaching by Principles. New York: Longman

Faridi, Abdurrachman. 2012. Language Teaching Theories. Semarang: UNNES Press

Larsen-Freeman, D. 2000. Teaching and Principle in Language Teaching. Oxford: Oxford University Press

Mehta, Naveen K. 2010. English Language Teaching Through the Translation Method. http://www.translationjournal.net/journal/51mongolian. Access date : June, 24 1014