The Implementation of Grammar Translation Method (GTM) and Communicative Language Teaching (CLT) in Teaching Integrated English (original) (raw)
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Methodology is one of the important elements to implement he objective of education in teaching learning process particularly in English classes. To give the information about two phenomenal methods namely GTM and CLT is the main purpose of this scientific writing since GTM is commonly used previously and CLT is very famous nowadays. In so doing, the strength of this paper is to improve the knowledge of educational practitioners especially in method of teaching English. The comparison between the two methods is elaborated clearly in terms of the principles. The principles are characteristic of teaching learning process, nature of instruction, handling the students' feelings and emotions, the role of native language of students, the language skills that are emphasized, and the way of teacher's response to students' errors. The more beneficial method nowadays is CLT but GTM also still has some positive things offer.
The use of grammar translation method in teaching English
Journal on English as a Foreign Language, 2015
This study aims to describe the patterns of Grammar Translation Method (GTM) and to know the reasons why the teachers used the method. Descriptive qualitative method was applied. The subjects were two English teachers at the seventh grade of SMP Negeri 1 Palangka Raya. It was used observation and questionnaires to collect the data. The data reduction, data display, and conclusion drawing were applied for data analysis. The findings show nine major patterns of GTM applied: (1) The classes were taught mainly in mother tongue; (2) the vocabulary was taught in the form of lists of isolated words; (3) the grammar provided the rules for putting words together; (4) it focused on the form and inflection of words; (5) the reading difficult classical texts were begun early; (6) it was little attention to the content of the texts; (7) the drills were exercises in translating; (8) it was little attention to pronunciation; and (9) it focused on accuracy. Meanwhile, the reasons of the teachers us...
ETERNAL (English, Teaching, Learning, and Research Journal), 2018
This paper is theoretically aimed at discussing how to teach communication skills (written and spoken) through a combination between the classic grammar translation and the modern communicative language teaching). The combination not only results in the formation of a new method which is here known as the communicative grammar translation method, but also in the formation of a new methodology in English language pedagogy which might be applied by English teachers to teach communication skills in the classrooms. The methodology of this new method consists of three special procedures i.e. The first is structural procedure which allows the learners to learn grammar rules and vocabulary. The second is transitional procedure which gives opportunity to the students to practice using the rules in translation and pronunciation drills. The third is communicative procedure which also gives the learners opportunity to use their knowledge of grammar and vocabulary in communicative activities. T...
The Grammar Translation Method and the Communicative Approach have both played important roles in grammar teaching. Which is better, the Grammar Translation Method or the Communicative Approach? This paper aims to compare the controllability and feasibility of these two approaches and find out which one is more suitable for grammar teaching in Taiwan. Two classes were selected and taught by the Grammar Translation Method and the Communicative Approach respectively. The college admission test showed that they share a similar level of the overall English proficiency before the intervention. The pre-test demonstrated that there wasn't any distinction between the two classes in their grammatical competence. The post-test embodied that there was significant difference in their grammatical competence between the two classes. The scores of the students in the Experimental Class were higher than that in the Control Class. The result showed that grammar teaching in the framework of the Grammar Translation Method is better than the Communicative Approach. Nevertheless, the Communicative Approach emphasizes fluency and the Grammar Translation Method is concerned with accuracy. Fluency and accuracy are the target for English learning. So the best way to improve the situation is to combine both methods in teaching English Grammar.
Linguistics and culture review, 2021
There have always been different methods of teaching and learning of English language and throughout the years these methods have changed and improved. The Grammar Translation Method is one of the first and the main methods in teaching and learning of English language. This method enables the learning through the translation of various texts and the study of grammatical rules, which is its main activity. Moreover, in a class where Grammar Translation Method is used the target language is used less while the students are mainly taught in their national language, i.e. L1. Therefore, since this method was less effective in preparing the learners to use the target language communicatively, a new method was introduced. Thus, the Direct Method became used and popular among learners and teachers.
NO, 2020
The use of GTM (Grammar Translation Method) in the subject of English at the primary level, this method of teaching used to learn foreign languages. In Pakistan ‘English’ used as the second language of people, In Educational institutes, English taught a compulsory subject. It was being taught through different methods and the main objectives of this study to develop the usage of GTM in educational institutions, to examine the effectiveness of GTM in learning the English language and to evaluate the learning concept by students through a GTM. The area of this study in primary PC Urdu section school attached to the GECE(W) Hyd. The population of this research study had consisted only of the grade 3rd of PC primary (Urdu) section school attached with the Govt: Elementary College of Education (women) Hyderabad in which 5/10 students & 1 teacher. This research focused on the qualitative method and purposive sampling used in this study and the grammar-translation method was research-based, which was helpful for both teachers and students. The main findings of this study those students and teachers who do not aware of the uses of grammar and its rules and theirs its implication in the educational institutions. This study focused on GTM method, to be taught through the prospective manner to be the usage of this method by the Integration of students within the teachers the recommendation. The GTM method Teacher should develop the grammar-based collection of ideas, Teachers should get extraverts to help, to involve all students during activities and give the positive aspects of GTM. Key words: Grammar, level, Method, Primary, Translation
The researcher studied the effectiveness of Grammar Translation method in learning English. This method of teaching is used to learn the foreign languages. In Pakistan 'English' is the second language of people. In Educational institutes English is taught a compulsory subject. It is being taught through different methods. Grammar Translation Method is the oldest method of learning any language. So, here in our country it is widely used to learn foreign languages. In this paper, effectiveness of this method is proved through quantitative research. As a tool, a questionnaire is used to know about the views of learners that how much facilitated they are in learning English by using this method.
SELD, GOVT, 2020
This study aims to describe the pattern of the grammar-translation method GTM and to know the reason why the teacher used and applied a grammar-translation method during her classroom. GTM is one of the effective methods that focus on reading and translating the Sentences which demonstrate grammatical rules to require English as a second language coming YEARS considered the grammar-translation method are a useful method for students learning a second language at all levels however the influence All GTM through action research on the academic performances very meaningful this study is very helpful to maintain the grammar rules through action research to improve the academic achievement in the students of primary level ( class 4th ). In the present study descriptive method used for a qualitative study, also conducted students and class teacher data by using pre and post-observation checklist and also the delivery of Lesson plan in this research also integrate the GTM theory of John Valentine medical it is suitable for the students by using the GTM the teaching-learning activities by the action research. It helped the teacher and students in English subjects that make enable for both to read and write the second language by GTM. Keywords: Activities, Effects, Grammar-Translation Method, Learning, Primary Level