GRAMMAR TRANSLATION METHOD (GTM)
Grammar Translation Method is regarded an old method, yet the
method is still widely used in Indonesian, at schools. Classroom management can
be easily done since teachers can teach to a class of 40 students.
A fundamental purpose of teaching
the target language through the GTM is to be able to read literature written in
the target language. This purpose can be reached out by learning about grammar
rules and vocabulary of the target language.
Principally the GTM focuses on
translating grammatical forms, memorizing vocabulary, learning rules, and
studying conjugations. The principles of GTM are these:
1. Grammar
rules are presented and studied explicitly. Grammar is taught deductively and
then practiced through translation exercise.
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 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 is used as the medium of instruction
9. A
paramount use of translation exercise is given
A. Characteristics of the GTM
Characteristics of the GTM, as
follows:
1. Classes
are taught in the mother tongue, with little active use target language.
2. Much
vocabulary is taught in the form of lists of isolated words.
3. Long
elaborate explanations of intricacies of grammar are given.
4. Grammar
provide the rules for putting words together, and instruction often focuses on
the form and inflection of words.
5. Reading
difficult classical texts is begun early
6. Little
attention is paid to the content of the texts, which are treated as exercises in
grammatical analysis
7. Often
the only drill is exercises in translating disconnected sentences from the target
language into the mother tongue
8. Little
or no attention is given to pronunciation
9. The
focus is on accuracy, and not fluency
1. The
class reads written in the target language
2. Students
translate the passage from the target the language to their mother tounge
3. The
teacher asked the students in their native language if they have any questions,
students ask questions and the teacher answers the question 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 tounge
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 ask students to state grammar rule
9. Student
memorize the rule
10. Errors
are corrected by providing the right answers
C. Example of lesson planning of the
GTM
1) Selected Lesson Plan: Simple
Present Tense
The teacher introduces the formula
of Simple Present Tense and explains (in Indonesian) the usage as well as the
importance of Simple Present Tense. The teacher points out differences to
Indonesian language.
2) Formula: Subject (noun)+Predicative
(Verb1st)+Object (noun)
The teacher provides the examples
and their translation as well. Or, depending on the level of comprehension,
he/she either calls randomly to have students translate the sentences or give
them time to work quietly writing out the translations. He/she has to make sure
that the students’ answer is correct.
Examples:
1. I
like her (saya menyukai dia)
2. You
watch voleyball everyday (kamu menonton bola voley setiap hari)
3. They
study English (mereka belajar bahasa Inggris),
The teacher explains (again in
Indonesian) to students the change of the verb of the predicate. If the
subject is she, he or it, the verb is added with s, es or ies, depending on the
verb. The teacher gives examples of verb that can be added with s, es
and ies.
Examples:
1. He
loves rice (dia senang nasi). The verb is added with s
He watches football every day (dia menonton sepak bola setiap hari). The verb is added with es
He watches football every day (dia menonton sepak bola setiap hari). The verb is added with es
2. She
studies English every night (ia belajar bahasa Inggris setiap malam).
The verb is added with ies.
The teacher gives an exercise that
is related to the change of the verbs. Students should fill in the blanks
with the appropriate form. If necessary, he/she lets student work individually
or in pairs to complete the exercise first. He/she walks around the and observe
the students. He/she answers questions and provides corrections where needed.
Again, discussion is conducted in the mother tongue.
Example:
1. The
baby ….(cry) every night.
2. My
mother….(cook) rice very well.
3. The
students…(study) mathematics.
4. My
father…(laugh) very happily.
5. We….(live)
in Indonesia
Then, he/she introduces a list of
vocabulary and the equivalent translation in order that the students can
practice making sentences in simple present tense. This may be done by
introducing a matrix as follows.
Vocabulary
Kata ganti (untuk
subyek)
Kata ganti (untuk obyek)
English
|
Indonesian
|
English
|
Indonesian
|
I
|
Saya
|
Me
|
Saya
|
You
|
Kamu
|
You
|
Kamu
|
He
|
Dia (laki-laki)
|
Him
|
Dia (laki-laki)
|
She
|
Dia (perempuan)
|
Her
|
Dia (perempuan)
|
They
|
Mereka
|
Them
|
Mereka
|
It
|
Benda (tunggal)
|
It
|
Benda (tunggal)
|
Kata kerja
transitif
Kata kerja intransitif
English
|
Indonesian
|
English
|
Indonesian
|
Love
|
Mencintai
|
Sleep
|
Tidur
|
Watch
|
Menonton
|
Smile
|
Tersenyum
|
Study
|
Belajar
|
Laugh
|
Tertawa
|
Hate
|
Membenci
|
Cry
|
Menangis
|
Terjemahkan kalimat-kalimat di bawah
ini ke dalam Bahasa Inggris
1. Mereka
mencintai kita
2. Kita
minum setiap hari
3. Dia
tersenyum dan kamu tertawa
4. Saya
senang belajar Bahasa Inggris
The teacher may have students
translate sentences from English to Indonesian. This exercise then continued by
introducing a simple reading passage for translation. No class time is
allocated to allow students to produce their own sentences, and even less time
is spent on oral practice. The reading is sometimes used to communicate the
culture of the target language.
bahasa inggris bukan butuh orang yang pintar,,
BalasHapustapi butuh orang yang mau membiasakan berbahasa inggris