Language is universal
Language is universal because basically, all of languages in the world has similar pattern. They use subject, verb and object in a sentence.
GTM is a traditional method
GTM is a traditional method because this method refers to the classical method of teaching Greek and Latin. GTM used the same basic procedure that were used for teaching Greek and Latin.
GTM was used as the curriculum of European school in the 18 century. It dominated European and foreign language teaching from the 1840 to the 1940.
GTM was in fact first known in the United States as the Prussian Method.
Expectation :
· To be familiar with the language rules
· To be able to translate
Purpose :
· Helping student to read and appreciate foreign language literature.
The principal characteristic of GTM :
1. The purpose of GTM is to learn a language in order to read and appreciate foreign language literature. So, GTM is more focus in learning rules of grammar and their application in translation passage from one language into the other.
2. The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation.
3. Vocabulary is taught in the form of isolated word lists that usually taken from the reading passage used. It presented with their translation in the native language and translation exercises are prescribed.
4. Emphasis on the sentence rather than on the text (as earlier approaches) was an attempt to make language learning easier. Much of the lesson is presented by translating sentences into and out of the target language.
5. Teaching is more focus in accuracy of grammar rules than fluency of speaking because students are expected to reach high standards in translation.
6. Grammar is taught deductively by discuss grammar rules in the sentences of the text and followed by examples and exercises.
7. In teaching process, native language is more often used than target language. . Instead, readings in the target language are translated directly and then discussed in the native language.
A class use GTM looks like this:
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 rule 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.
Disadvantages of GTM :
1. This method gives pupils the wrong idea of what language is and of the relationship between languages. Language is seen as a collection or words which are isolated and independent.
2. Worst effect of this method is on pupil's motivation. Because (s)he cannot succeed - leads to frustration, boredom and indiscipline.
3. It seemed there was no need for students to master the four skills of English: (listening, speaking, reading, and writing)
4. 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.
1. The teacher discusses sentence pattern of the text.
2. The teacher discusses grammar rules that used in the text.
3. The teacher asks students to make examples relating to grammar rules that have been taught.
4. The teacher gives students list of words including their meaning that relating to the text.
5. Teacher asks student to make sentences relating to vocabularies and grammar rules that have been discussed.
6. The teacher gives comprehension questions to check students understanding of the text.
7. The teacher asks students to translate the text.
8. The teacher gives task to student to translate the next text.
Technique of GTM
1. Translation of a Literary Passage
Students translate a reading passage from the target language into their native language. The reading passage then provides the focus for several classes: vocabulary and grammatical structures in the passage are studied in subsequent lessons. The passage may be excerpted from some work from the target language literature, or a teacher may write a passage carefully designed to include particular grammar rules and vocabulary. The translation may be written or spoken or both. Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning.
2. Reading Comprehension Questions
Students answer questions in the target language based on their understanding of the reading passage. Often the questions are sequenced so that the first group of questions asks for information contained within the reading passage. In order to answer the second group of questions, students will have to make inferences based on their understanding of the passage. This means they will have to answer questions about the passage even though the answers are not contained in the passage itself. The third group of questions requires students to relate the passage to their own experience.
3. Antonyms/Synonyms
Students are given one set of words and are asked to find antonyms in the reading passage. A similar exercise could be done by asking students to find synonyms for a particular set of words. Or students might be asked to define a set of words based on their understanding of them as they occur in the reading passage. Other exercises that ask students to work with the vocabulary of the passage are also possible (Allen 1983).
4. Deductive Application of Rule
Grammar rules are presented with examples. Exceptions to each rule are also noted. Once students understand a rule, they are asked to apply it to some different examples.
5. Fill-in-the-blanks
Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses.
6. Memorization
Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them. Students are also required to memorize grammatical rules and grammatical paradigms such as verb conjugations.
7. Use Words in Sentences
In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words.
8. Composition
The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson. Sometimes, instead of creating a composition, students are asked to prepare a precis of the reading passage.
