Dear.. Pelengkap disela jemariku

Teruntuk dirimu... yang sedang berlayar menujuku.
Aku tak tau entah saat ini kau berada di dekatku, atau bahkan masih singgah di tempat lain. Ntah teman dekatku, atau bahkan sosok yang belum pernah aku kenal?
Ntah tinggi tau sejajar denganku? Ntah mapan atau baru akan menuju kesana?
Ntah tampan rupawan atau biasa saja?
Ketahuilah,  apapun dan bagaimanapun kamu
Aku mencintaimu apa adanya dirimu.

Padamu yang kan menjadi teman hidupku
Aku bukan sosok yang berparas cantik seperti wanita di luar sana.
Aku juga bukan sosok yang pintar.
Aku pun masih menempuh pendidikan agar kelak aku bisa mendidik anak-anak kita kelak dengan ilmu yang aku punya.
Aku belum menjadi apa apa, aku masih membebani orang tua.
Hingga saat inipun hidupku masih dipenuhi orang tua.

Ntah jika nanti saat kita sudah dipersatukan. Mungkin aku kan menuntut hal yang sama. Menggantikan mu seperti posisi mereka.
Namun sayangku, jika kelak aku tlah melebihi batas, tegur lah aku.
Tolong beri aku penjelasan, namun jangan pernah sesekali kau menegur dengan bentakan.
Sungguh! itu membuatku sangat takut. Karna bisa saja itu membuatku trauma jika dekat denganmu. Cukup beri aku penjelasan agar aku mengerti maksud mu.
Sayangku, aku kan sabar menantimu untuk menjemputku menjadi ratumu.
Karna ku yakin, kau lah pelengkap disela jemariku.❤️

English Teaching Method GTM

 “ GRAMMAR TRANSLATION METHOD “

        Lecturer               : Sa’dullah Muzammil, M.Pd

Arrange by          :

1.    Andi Prayoga

2.    Aulia Husna Nissa

3.    Diana Lisa Za’in

4.    Mentari Oktalia

5.    Selly Hidayat

6.    Tri Utami

ENGLISH    DEPARTMENT

TARBIYAH   FACULTY AND TEACHER EDUCATION

STATE INSTITUTE OF ISLAMIC STUDIES RADEN INTAN

LAMPUNG

2014

CHAPTER I

Foreword

Praise to the Allah almighty, who’s given us strength and health to catch our breath till this time, and also gave the present writer to finished this article, and writer hope for more another chance. Writer plan on this article present of materials that reader needed for, especially to inform of ‘Grammar Translation Method’ as one of the material of English Teaching Method subject.

Therefore, to enhance good one in next article, writer really need of proposition from the reader already.

so, nice demeanor due read this article becoming good proposition to, Thank you.

Present writer,

CHAPTER II

Discussion

1.        BACKGROUND OF GRAMMAR TRANSLATION METHOD

The first concern with language teaching method had to do with the teaching of Latin and Greek grammar. The methods used at that time were mostly designed to enable people to speak, read and write Latin. All of the methods were related to the method which was popularly known as the Grammar Method. With the invention of printing the reproduction of Greek and Latin classics became easy, and, therefore, the Grammar Method was no longer effective to teach the languages. There were a number of attempts to improve the teaching of the languages. One attempt was suggested by Meidenger (1783), who advocated translation into the target language through the application of rules of grammar. Karl Plotz (1819-1881) also improve the teaching method; his method was divides into two parts: (1) rules and paradigms, and (2) sentences for translation into and out of the target language. His method also included rote learning of grammar rules, learning to put grammatical labels on words, and learning to apply the rules by translating the sentences. This way of teaching was finally called the Grammar Translation Method (GTM).

Since Latin was learned based on written language of classical literature, the GTM ignores authentic spoken communication and social contexts of the language. It was also hoped that, through the study of the grammar of the target language, students would become familiar with the grammar of their native language ( Larsen Fereeman, 2000:11). The fundamental purpose people learned a foreign language was to be able to read literature that was written in the foreign language so that the students were provided with exercises to read and write in the foreign language. The GTM was widely used in the USA in 1890’s. It was also called the classical Method since it was first used in the teaching of classical language, Latin and Greek.

2.        PRINCIPLES OF GRAMMAR TRANSLATION METHOD

A fundamental purpose of teaching the target language through the GTM is to  able to read literature written in the target language. This purpose can be reached by learning about the grammar rules and vocabulary of the target language. It is also believed that studying a foreign language provides students with good mental which helps develop students’ minds.

Principally, the GTM focuses on translating grammatical forms, memorizing vocabulary, learning rules, and studying conjugations. Even though the method may be considered more as technique rather a method, to follow Anthony’s terms, In the sense that the method is not an overall plan of language teaching, the method also has principles regarding to language teaching. The principles of the 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 and 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 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 exercise is given.

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 than simple words are put into slots of grammatical rules. The grammatical rules are memorized as units. The teacher provides the class with other words and the translation. The students, than, practice using the rules by using the words provide. 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.

Language materials are arranged based on grammar of English. Usually, the sequence of the teaching materials is based on the easiness of the rules. Its grammatical syllabus is graded from the easy grammatical rules to more difficult ones. Very little teaching is done in the target language. Even though reading text are written in the target language and translated directly into the mother tongue, the discussion is conducted in the mother tongue. Vocabulary in the target language is learned through direct translation from the native language.

Language learners are not expected to be able to use the target language for communication. No class time is allocated to allow language learners to produce their own sentences and little time is spent on oral practice. The emphasis on achieving correct grammar with little regard for the free application and production of speech is the greatest weakness of this method. The way of teaching also affects the way of evaluating students’ learning. Evaluating or testing of the learners is done almost exclusively trough translation. Or, language learners are prepared to have the grammar test only.

3.        PROCEDURES OF GRAMMAR TRANSLATION METHOD

Even though many new methods have been introduced to this day, the GTM remains a standard methodology for teaching English for some teachers. Prator and Murcia (cited in Brown, 1987;75) list the major characteristics of the GTM, as follows;

1.        Classes are tought 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 exercise in grammatical analysis

7.        Often the only drills are exercise 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.

The characteristics mentioned above are not a set of procedures of the GTM. Language teachers may develop their own procedures as long as they are in accordance with the characteristics of the GTM. The following, procedure of teaching the target language through the GTM is adapted from Larsen –Freeman (2000:15-17).

1.        The class reads the a texts 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 question in their native language

4.        Students write out the answers to reading comprehension question

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 teachers asks students to state the grammar rule

9.        Students memorize the rule

10.    Errors are corrected by providing the right answers

Example of lesson planning of the GTM:

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.

Formula: Subject (noun) + Predicate (Verb^1st) + 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’ answers are correct. Examples:

1.      I love her ( saya mencintai dia ).

2.      You watch football every day ( kamu menonton sepak bola setiap hari )

3.      We study English ( kita belajar bahasa inggris )  

The teacher explains ( again in Indonesian ) the 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 verbs that can be added with s, es and ies.

Example:

1.      He love rice ( dia senang nasi ). The verb is added with s.

2.      He watches football everyday ( dia menonton bola setiap hari ). The verb is added with es.

3.      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 blank with the appropriate forms. If necessary, He / She  lets students work individually or in pairs to complete the exercise first. He/she walks around and observes the students. He/she answer 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 )
We	Kita/ Kami	Us	Kita / Kami
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
Drink	Minum	Walk	Berjalan
Eat	Makan	Sit Down	Duduk
Like	Suka	Stand Up	Berdiri

Terjemahkan kalimat-kalimat di bawah ini ke dalam bahasa inggris !!

1.        Mereka membenci kita

2.        Kita makan setiap hari

3.        Dia tertawa dan kamu menangis

4.        Saya suka bahasa inggris

5.        Kita tidur setiap malam

6.        Mereka duduk setiap kita berdiri

7.        Kita makan nasi setiap hari

8.        Kamu tersenyum dan saya tertawa

9.        Mereka suka nasi tetapi saya suka roti

10.    Kita berjalan setiap hari

CHAPTER III

Closing

Conclusion

GTM is not a new thing in language learning, which is only slightly different.  This method  used to assist students in reading and understanding a foreign language literature. 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.