Introduction
Grammar Translation Method believes that when a person wants to master a language, we must master the grammar of the target language. For instance, we, Indonesia students, want to master English as our foreign language. So, at the first time we must learn the English Grammar. Because, only by knowing and understanding the English Grammar we can master English language. This method is influenced by Structuralist paradigm said that language can be separated becoming small unit that can be explained scientifically and then students can learn it to master the target language (Douglass Brown,2000).
A. THE APPROACH
1.A fundamental purpose of learning a foreign language is to be able to read its literature.
2.An important goal is for students to be able to each language into the others.
3.The ability to communicate in the target language is not a goal of foreign language instruction.
4.The primary skills to be developed are reading and writing.
5.The teacher is the authority in the classroom.
6.It is possible to find native language equivalents for all target language words.
7.learning is facilitated through attention to similarities between the target language and the native language
8.It is important for students to learn about the form of the target language.
9.Deductive application of an explicit grammar rule is a useful pedagogical technique.
10.Language learning provides good mental exercise.
11.Students should be conscious of the grammatical rules of the target language.
12.Wherever possible, verb conjugations and other grammatical paradigms should be committed to memory.
B. DESIGN
This method use the Grammar syllabus, focus on how student focus to grammar in every meeting.
C. PROCEDURES
1.Translation of a literary passage. (students translate a reading passage into their native language)
2.Reading Comprehension Questions. (students answer question in the target language based on their understanding of the reading passage)
3.Antonyms / synonyms (students are given one set of words and are asked to find antonyms or synonyms in the reading passage)
4.Cognates (students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages)
5.Deductive application rules (grammar rules are presented with examples).
given are series of sentences with words missing) and they fill the blanks with new vocabulary items or with items of a particular grammar type.
7.Memorization (students are given list of target language vocabularies and their native language equivalents and are asked to memorize them).
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 n which they use the new words).
9.Composition (teacher give the students a topic to write about in the target language).
(summerized from Diane Larsen-Freeman book)
Grammar Translation Method believes that when a person wants to master a language, we must master the grammar of the target language. For instance, we, Indonesia students, want to master English as our foreign language. So, at the first time we must learn the English Grammar. Because, only by knowing and understanding the English Grammar we can master English language. This method is influenced by Structuralist paradigm said that language can be separated becoming small unit that can be explained scientifically and then students can learn it to master the target language (Douglass Brown,2000).
A. THE APPROACH
1.A fundamental purpose of learning a foreign language is to be able to read its literature.
2.An important goal is for students to be able to each language into the others.
3.The ability to communicate in the target language is not a goal of foreign language instruction.
4.The primary skills to be developed are reading and writing.
5.The teacher is the authority in the classroom.
6.It is possible to find native language equivalents for all target language words.
7.learning is facilitated through attention to similarities between the target language and the native language
8.It is important for students to learn about the form of the target language.
9.Deductive application of an explicit grammar rule is a useful pedagogical technique.
10.Language learning provides good mental exercise.
11.Students should be conscious of the grammatical rules of the target language.
12.Wherever possible, verb conjugations and other grammatical paradigms should be committed to memory.
B. DESIGN
This method use the Grammar syllabus, focus on how student focus to grammar in every meeting.
C. PROCEDURES
1.Translation of a literary passage. (students translate a reading passage into their native language)
2.Reading Comprehension Questions. (students answer question in the target language based on their understanding of the reading passage)
3.Antonyms / synonyms (students are given one set of words and are asked to find antonyms or synonyms in the reading passage)
4.Cognates (students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages)
5.Deductive application rules (grammar rules are presented with examples).
given are series of sentences with words missing) and they fill the blanks with new vocabulary items or with items of a particular grammar type.
7.Memorization (students are given list of target language vocabularies and their native language equivalents and are asked to memorize them).
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 n which they use the new words).
9.Composition (teacher give the students a topic to write about in the target language).
(summerized from Diane Larsen-Freeman book)
http://pelajarkarya.blogspot.com/2010/06/career-in-translation.html
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