The Grammar Translation Method (GTM)
The Grammar Translation Method (GTM) CHAPTER I BACKGROUND A. Introduction
GTM is not a new thing in language learning, which is only slightly different. The name that has been used by language teachers for a few years ago. In ancient times this method is called the "classical method" of the time used in the classical classical language language learning, such as Latin and Greek. At the beginning of this century, this method is used to assist students students in reading and understanding understanding a foreign foreign language language literature. But it is also expected that it is in studying studying or understandin understanding g the grammar grammar of the desired target language, students students will become more familiar with the language language rules in accordance accordance with the source language language and a deeper understanding understanding of this will further help them in reading and writing according to the source language to be better. Finally concluded that it is studying a foreign language will help the development of students in developing intellectual, it can be recognized that the students will never use the target language, but learning is very much needed mental CHAPTER II DISCUSSION A. Definition
The grammar-translation method of foreign language teaching is one of the most traditional traditional methods, dating back to the late nineteenth and early twentieth centuries. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek B. Caracteristic
The grammar translation method has eihgt caracteristic 1. Classes are taught in the mother tongue, with little active use of the target language. 2. Much vocabulary is taught in the form of lists of isolated words. 3. Long elaborate explanations of the intricacies of grammar are given. 4. Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.
5. Reading of difficult classical texts is begun early. 6. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. 7. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue. 8. Little or no attention is given to pronunciation. C. Techniques
The grammar translation method has nine Techniques : 1. Translation of a Literary Passage (Translating target language to native language) 2. Reading Comprehension Questions (Finding information in a passage, making inferences and relating to personal experience) 3. Antonyms/Synonyms (Finding antonyms and synonyms for words or sets of words). 4. Cognates (Learning spelling/sound patterns that correspond between L1 and the target language) 5. Deductive Application of Rule (Understanding grammar rules and their exceptions, then applying them to new examples) 6. Fill-in-the-blanks (Filling in gaps in sentences with new words or items of a particular grammar type). 7. Memorization (Memorizing vocabulary lists, grammatical rules and grammatical paradigms) 8. Use Words in Sentences (Students create sentences to illustrate they know the meaning and use of new words) 9. Composition (Students write about a topic using the target language). D. Advantages
a. 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. 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. b. Teacher’s 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 E. Disadvantages
a. It is an unnatural method. The natural order of learning a language is listening, speaking, reading and writing. That is the way how the child learns his mother tongue in natural surroundings. But in the Grammar Translation Method the teaching of the second language starts with the teaching of reading. Thus, the learning process is reversed. This poses problems. b. Speech is neglected. The Grammar Translation Method lays emphasis on reading and writing. It neglects speech. Thus, the students who are taught English through this method fail to express themselves adequately in spoken English. Even at the undergraduate stage they feel shy of communicating through English. It has been observed that in a class, which is taught English through this method, learners listen to the mother tongue more than that to the second/foreign language. Since language learning involves habit formation such students fail to acquire habit of speaking English. Thus, they have to pay a heavy price for being taught through this method. c. 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 one’s proficiency in a language.
d. 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 than 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 CHAPTER III CONCLUSION
The Grammar Translation Method was developed for the study of “dead” languages and to facilitate access to those languages’ classical literature. That’s the way it should stay. English is certainly not a dead or dying language, so any teacher that takes “an approach for dead language study” into an English language classroom should perhaps think about taking up Math or Science instead. Rules, universals and memorized principles apply to those disciplines – pedagogy and communicative principles do not.
REFERENCES Larsen-Freeman, Diane. (1986) Techniques and Principles of Language Teaching , Oxford University Press.
Billah,MD.M. “Teaching English through English Medium”. The New Nation.Online. 20 Nov 2005. 2. Brown, D.H. Teaching by Principles:An Interactive Approach to Language Pedagogy. Longman: New York,2001. 3. Dr. Shahidullah, M., Islam. J., Majid , I. A. N. and Haque,M.S. English For Today for Classes 11-12.Dhaka.NCTB, 2001. 4. Dr. Shahidullah,M.,Islam,J., Majid, I. A.N. and Haque,M.S. Teacher’s Guide for English For Today For Casses 11-12.Dhaka.ELTIP, 2001.
5. Larsen-Freeman,D. Techniques and Principles of Language Teaching. Oxford:Oxford University Press, 1981. 6. Shahzadi,N.,Rabbani,F.,Tasmin,S. English For today for Classes 9-10.Dhaka.NCTB, 2002. (http://hadirukiyah2.blogspot.com/2009/12/grammar-translation-method-gtm.html)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah
:
SMA Negeri 2 Ungaran
Mata Pelajaran
:
Bahasa Inggris
Kelas/semester
:
X/I
Standar Kompetensi
:
1.
Mendengarkan
Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
Kompetensi Dasar : get
1.1.
Merespon makna dalam percakapan transaksional (to
things done) dan interpersonal (bersosialisasi)resmi dan berlanjut secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan dan bertemu berpisah
Indikator
:1.1.1.
Mengidentifikasi tindak tutur bertemu, berpisah, berkenalan
beserta responnya dalam sebuah percakapan 1.1.2
Merespon tindak tutur bertemu, berpisah dan berkenalan
1.1.3
Mengidentifikasi gambaran umum dari teks
1.1.4
Mengidentifikasi informasi tertentu
Jenis teks
:
Teks transaksional dan interpersonal.
Aspek/Skill
:
Mendengarkan
Alokasi Waktu
:
1 x pertemuan ( 2 x 45 menit)
A. Tujuan Pembelajaran
Pada akhir pelajaran siswa dapat menjawab pertanyaan teks yang didengar
B.
Materi Pembelajaran
Contoh penggunaan ungkapan dan responnya: Bertemu
A :
Hi, how are you?
B :
Hi, I am fine thanks How are you?
A :
I am fine too, thank you.
Berpisah:
A
:
See you later
B
:
See you
Berkenalan
A:
I am Wati. Pleased to meet you!
B: Hi, I am Tono. Pleased to meet you too!
C.
Metode / Teknik :
Brainstorming , Ceramah, Diskusi berpasangan, Penugasan
D.
Langkah-langkah Kegiatan 1. a.
Kegiatan awal:
Salam dan doa (religius) Cek kehadiran siswa Mengkondisikan siswa untuk mengikuti pelajaran dengan hal berikut:
-
Orientasi
Guru menunjukkan sejumlah slide dari power point yang menunjukkan berbagai macam cara member salam dan berkenalan dan memberikan sejumlah pertanyaan berkaitan dengan slide dan meminta siswa untuk menjawab pertanyaan-pertanyaan berkenaan dengan isi slide.(rasa ingin tahu) Contoh: Can you guess what they are doing? -
Apersepsi
Siswa menjawab pertanyaan yang diberikan guru untuk memberikan persepsi awal (komunikasi) Contoh: What will you do if you meet someone for the first time? What will you say if you want to introduce yourself or others to someone? What will you say if you want to know his/her well-being? What will you say if you want to say good bye? -
Motivasi
Guru menyampaikan manfaat dan tujuan materi yang akan dipelajari oleh siswa Guru menyampaikan materi yang akan dipelajari dan urutannya kepada siswa Guru menyampaikan kegiatan yang akan dilaksanakan siswa selama kegiatan pembelajaran 2.
Kegiatan Inti
- Siswa menyimak percakapan dari sebuah video yang berisi percakapan dengan berbagai ungkapan yang berkaitan dengan materi yang akan diajarkan (rasa ingin tahu) - Guru menyuruh siswa mendiskusikan ungkapan yang digunakan serta kosa kata baru secara berpasangan dari teks yang didengar (komunikasi, demokratis, rasa ingin tahu) - Siswa menjawab pertanyaan guru dengan mengidentfikasi ungkapan yang digunakan serta responnya secara individual (kerja keras, komunikasi) - Siswa menyimak penjelasan tentang ungkapan-ungkapan salam bertemu berpisah dan berkenalan dari sebuah video (Rasa ingin tahu)
- Guru meminta siswa menyebutkan ungkapan-ungkapan yang digunakan untuk bertemu, berpisah serta berkenalan berdasarkan isi video (komunikasi) -
Guru memberikan contoh pengucapan dari ungkapan yang sudah dibahas
- Siswa menyimak beberapa percakapan dari sebuah video dan meminta siswa menjawab pertanyaan berkenaan dengan isi percakapan secara individual (rasa ingin tahu, kerja keras, tanggungjawab, mandiri) - Guru bersama siswa membahas jawaban pertanyaan (komunikasi)
3. Kegiatan Akhir
- Guru menanyakan kesan siswa untuk memberikan feed-back, berupa kesulitan apa yang dihadapi, kesan terhadap pelajaran yang baru saja dijalani, - Siswa dengan panduan guru membuat rangkuman
Penugasan Terstruktur:
Mencari 3 buah contoh teks percakapan yang menggunakan tindak tutur bertemu berpisah dan berkenalan dan merangkumnya
E. Sumber Belajar a.
Communication in English. Examples and Models. Functions. Walter Matreyek.
b.
http://www.youtube.com/watch (Learn English 1 Greetings)
c.
New Interchange. English for International Communication. Jack C. Richards.
d.
Teacher-made materials
e.
Clip Arts dari internet
f. Speaking Naturally Communication Skills in American English oleh Bruce Tillitt dan mary Newton Bruder g.
E.
Baron’s TOEIC Test 2nd Edition
Penilaian
a.
Teknik
:
b. Bentuk pengamatan, PR c
Instrumen
Ungaran,
Tes tertulis, pengamatan, penugasan :
Pilihan ganda, pengamatan sikap dengan lembar
:
Terlampir
Juli 2011
Mengetahui Kepala SMA Negeri 2 Ungaran
Guru Mata Pelajaran,
Dra. Jadmi Rahayu, MM.
Dra. Yulia Susilowati, M.Pd.
NIP 19591205 198503 2006
NIP 19680713199512 2002
Instrumen Penilaian KD 1.1 A.
Penilaian Sikap (Afektif) melalui proses pembelajaran a. Instrumen pengamatan sikap yang mencerminkan nilai-nilai karakter No. daftar hadir peserta didik *) 1 2 3 4 5 6 7 8 9 10 .. 32
Indikator nilai karakter 1 Siswa menyimak pelajaran dengan antusias
No
2 Berkomunikasi secara santun dan partisipatif aktif dalam interaksi di kelas 3 Menunjukkan rasa ingin tahu 3 Mengerjakan tugas-tugas yang diberikan secara tanggungjawab 4 Berusaha keras untuk mengerjakan dan menyelesaikan tugas yang diberikan dengan baik 5 Mengikuti prosedur atau kegiatan
pembelajaran dengan baik
Jumlah MT Jumlah MB Jumlah MK
*) Diisi dengan: •
•
•
•
BT (Belum Terlihat) – jika peserta didik belum memperlihatkan perilaku yang tertera dalam indikator MT (Mulai Terlihat) – jika peserta didik mulai memperlihatkan perilaku yang tertera dalam indikator, tetapi belum konsisten MB (Mulai Berkembang) – jika peserta didik mulai konsisten memperlihatkan perilaku yang tertera dalam indikator) MK (Menjadi Kebiasaan/Membudaya – jika peserta didik terus tenerus/konsisten memperlihatkan perilaku yang tertera dalam indikator)
Nilai afektif: BT : setara dengan 41 – 55 (D) MT: setara dengan 56 – 70 (C) MB : setara dengan 71 – 85 (B) MK : setara dengan 86 – 100 (A) B.
Penilaian aspek kognitif
Tes tulis pilihan ganda Kisi – Kisi Soal
Jenis sekolah
: SMA
Jumlah soal
: 5
Mata pelajaran : Bahasa Inggris
Bentuk soal/tes : Pilihan ganda
Kurikulum
Penyusun
: KTSP
Alokasi waktu No.
Standar Kompetensi
: Yulia Susilowati
: 15 menit Kompetensi Dasar
Kls/
Materi
Indikator soal
Nomor
1
smt pokok Memahami Merespon makna X/I Ungkapan Diberikan sebuah makna dalam dalam percakapan salam percakapan, percakapan transaksional (to get bertemu siswa dapat transaksional things done) dan dan menentukan dan interpersonal berpisah ungkapan yang interpersonal (bersosialisasi) serta digunakan resmi dan resmi dan berlanjut berkenalan berlanjut dalam (sustained) secara konteks akurat, lancar dan Diberikan sebuah kehidupan berterima dalam pertanyaan, siswa sehari-hari konteks kehidupan dapat menentukan sehari-hari dan respon yang tepat melibatkan tindak dari ungkapan yang tutur berkenalan, diberikan bertemu dan berpisah) Diberikan sebuah pernyataan, siswa dapat menentukan gambaran umum dari teks dengan benar
Diberikan sebuah percakapan, siswa dapat menentukan jawaban yang tepat tentang tempat percakapan terjadi
Diberikan sebuah percakapan siswa dapat memilih jawaban tentang siapa yang terlibat dalam percakapan
Teks Listening dan Pertanyaan :
soal 1, 2,3 4,5,6,7 8 9 10
1. A : America.
Hi, I am Tina. I was born in South Korea but I was grown up in
What about you? B
:
Well, I am Tony . I am from Canada.
What is the text about: 1. 2. 3. 4. 5.
Invitation Home town Introduction Friendship Tina and Tony
2. A
:
Hi, I am Dewi. I graduated from SMP 1 Ungaran.
B
:
Hello Dewi. I am Ratih and I attended SMP 3 Ungaran.
A
:
Nice to meet you Ratih
B
:
Nice to meet you too Dewi.
The bell is ringin. Let’s go the our class. Where does the conversation take place? 1. In SMP 1 2. In SMP 3 3. At school 4. In Dewi’s house 5. In the classroom 6. Friends 7. Students 8. Neighbours 9. A teacher and a student 10.teachers 3. What are Dewi and Ratih? 4. A
B
:
:
It’s time to leave. See you tomorrow Jane.
Take care Jim. See you.
What does Jim express in the dialog? 1. 2. 3. 4. 5.
Greetings Introduction Leave-taking Invitation Sadness
5. A
:
It has been long time no see you. Where have you been?
B
:
…
a.
Yes you are right
b.
Really?
c.
I am here.
d.
I have been abroad for study.
e.
I don’t go anywhere.
Penskoran: Jumlah benar x 2 x 10 5 x 2 = 10 x 10 = 100
Kunci jawaban: 1. C 2.
E
3.
B
4.
C
5.
D
