Direct method is a way in presenting lesson items of foreign language where

the teacher use that foreign language directly as medium of instruction and without
using even little the pupils' language in teaching, if there is a word which is difficult
to be understood by pupils, so the teacher can explain it by using physic appliance,
demonstrating, illustrating and the others.

Among so many methods, the Direct Method is the most known and generating many
different ideas. It is called as Direct Method because during the lesson happened, the
teacher use the foreign language which taught, while pupils' language may not be
used.

So it can be pulled conclusion that Direct Method is a way in presenting English

lesson items which majoring foreign language as medium of instruction and the
pupils' language not be used in learning and teaching process.

The activities in the classroom

1. The teacher places a big map of the united States in the front of
the classroom.

►Visual aid

2. At the beginning of the class, the teacher asks students to read

aloud a passage about the United States geography first and he
points to a part of the map after each sentence is read.

► Reading skill will be developed through the practice with

speaking.►Visual aid

3.Then the teacher uses the target language to ask students if they
have any question. If the students have some, they are asked to use the
target language to ask the teacher, too.

►The native language is prohibited.

4.The teacher answers the students’ questions by drawing on the

blackboard or giving examples.

►No explanation & translation

5.The teacher asks questions about the map in the target language and
the students are asked to reply in a full sentence in the target
language, too.

►Ask students to think in the target language as quickly as possible.

6.The teacher encourages his students to ask questions about the map.

►Communication

7.The teacher will work with students on their wrong pronunciation,

and he will also help them to correct grammar errors by asking them
questions to let them choose.

►Self-correction

8.The students are asked to practice using prepositions in the lesson

by filling in blanks because the teacher won’t directly teach explicit
grammar rules to them.

►Grammar be taught inductively.

9.In order to develop students’ writing abilities, the teacher dictates a

paragraph about the geography of the United States.

►Writing is an important skill.

10.All of the lessons of the week involve the geography of the United
States.

►Syllabus focus on situations or topics.

11.A proverb is used to discuss in the classroom in order to help

students learn how speakers of that language live.

►Learning culture

THE PRINCIPLES OF DIRECT METHOD

The Principles -1 What are the goals of the Direct Method?

► to communicate in the target language► to think in the target
language
The Principles -2What are the roles between the teacher and the
students?► Partners► Students are more active (than GTM)

The Principles -3What are some characteristics of teaching/learning

process?► Demonstrate the meaning by using reali, pictures, or
gesture (no explain or translate)► the syllabus is based on situations or
topics. ( as if students were in real situations)► Grammar is taught
inductively, no explicit grammar.

The Principles -4How is language viewed? How is culture viewed?►

Language is primarily spoken, not written. (common speech/everyday
speech)► Culture consists of history, geography ,and the daily lives

The Principles -5 ► Vocabulary is emphasized over grammar.

What areas of language are emphasized?► Vocabulary is emphasized
over grammar.► Oral communication → reading → writing►
Pronunciation receives attention at beginning

The Principles -6 What is the role of the students’ native language?

► Native language is not allowed.

The Principles -7 How does the teacher respond to students’ errors?

► try to get students to self-correct.

1. The Goals of Direct Method

Teacher uses method in their teaching learning activities, in order to implement the
plans of learning and reach the goal optimally. A method is the important role and
determines the success of the learning. Every methods has its goals, included the
Direct Method.

The intention of the teachers who use the Direct Method is to make their students
learn how to communicate by using the target language. In order for the hope that
possible, students will learn to think target language and the teacher avoids native
language emerged during the teaching learning activities.

2. The teacher-student roles in the Direct Method

Although the role of teachers in this method is the ‘director’ class, students are more
active role when compared to the Grammar-translation method. Teachers and students
are more like partners in purpose learning / teaching. Interaction between teachers
and students walking from two directions, either from teacher to student or from
students to teachers, but most interactions went from teacher to student. Interaction
among students is also a lot happening in this method

The teacher asks the student through target language directly and the students are
expected to do what the teacher asked. It would be helpful to use gesture, picture or
pantomimes to make the meaning clear. So, the student will be easy to be actively
involved in using target language during the teaching learning process.

3. Characteristics of direct method

What are some characteristics of the teaching/learning process? Teachers who use the
Direcr Method believe students need to associate meaning and the target language
directly. In order to do this, when the teacher introduces a new target language word
or phrase, he demonstrates its meaning through the usc of realia, pictures, or
pantomime; he never translates it into the students' native language. Students speak in
the target language a great deal and communicate as if they were in real situations. In
fact, the syllabus used in the Direct Method is based upon situations (for example,
one unit would consist of language that people would use at a bank, another of the
language that they use when going shopping) or topics (such as geography, money, or
the weather). Grammar is taught induc tively; that is, the students are presented with
examples and they figure out the rule or generalization from the examples. An exp
licit grammar rule may never be given. Students prac tice vocabulary by using new
words in complete sentences.

4. What is the nature of student-teacher interaction? What is the nature of

student-student interaction?
The initiation of the interaction goes both ways, from reacher to students and from
student to teacher, although the latter is often teacherdirected. Students converse with
one another as well.

5. How are the feelings of the students dealt with?

There are no pr inciples of the method which relate to this area.

6. How is language viewed? How is culture viewed?

Language is primar ily spoken, not written. Th erefore, student s study common,
everyday speech in the target language. They also study culture consisting of the
history of the peop le who speak the target language, the geogra phy of the count ry
or countr ies where the languageis spoke n, and information about the daily lives of
the speakers of the language.

7. What areas of language are emphasized? What language skills are

emphasized?
Vocabulary is emphasized over grammar.Although work on all four skills (reading,
writing, speak ing, and listening) occurs from the start, oral communication is seen as
basic. Thus the reading and writing exerc ises arc based upon what the stu dents
practice orally first. Pronunciation also receives attention right from the beginning of
a course.

8. What is the role of the students' native language?

The students' na tive language should not be used in the classroom.

9. How is evaluation accomplished?

We did not actually see any formal evaluation in the class we observed; however, in
the Direct Method, students are asked to use the language, not to demonstrate their
knowledge a bou t the language. They are asked to do so using both ora l and writt en
skills. For example, the students might he inte rviewed orally by the teacher or might
be asked to write a paragraph a bout something they have srudied.

10. How does the teacher respond to student errors?

Th e teacher, employing var ious techn iques , tr ies to get stu dents to self-correct
whenever possible.

The techniques -1 Reading aloud

► Students take turns reading. At the end of each student’s turn, the
teacher uses gestures, pictures, realia, examples, or other means to
make the meaning clear.

22 The techniques -2 ►only in target language

Question and answer exercise►only in target language► Students ask
questions and answer in full sentences

23 The techniques -3 Getting students to self-correct

► by asking them to make a choice► using a questioning voice►
stopping before the error

24 The techniques -4 Conversation practice

► Teacher asks students some questions in the target language►
questions contained a particular grammar stucture (T→S; S→S)

25 The techniques -5 Fill-in-the-blank exercise

► all the items are in the target language► no explicit grammar rules
would be applied

26 The techniques -6 ► Teacher reads the passage 3 times ► normal

speed
Dictation► Teacher reads the passage 3 times► normal speed► phrase
by phrase with pausing long► normal speed again
Reading aloud

Students take turns reading sections of a passage, play, or dialog out loud.
At the end of each student's turn, the teacher uses gestures, pictures,
realia, examples, or other means to make the meaning of the section clear.

Question and answer exercise

This exercise is conducted only in the target language. Students are asked
questions and answer in full sentences so tha t they practice new words
and grammatical structures. They have the opportunity to ask questions
as well as an swer them.

Getting students to self-correct

The teacher of this class has the students self-correct by asking them to
make a choice between what they said and an a lternative answer he supplied.
Th ere are, however, other ways of getting students to self-correct.
For example, a teacher might simply repeat what a student has just said,
using a questioning voice to signal to the student that something was
wrong with it. Another possibility is for the teacher to repeat what the
student said , stopping just before the error. The student knows that the
next word was wrong.

Conversation practice
The teacher asks students a number of questions in the target language,
which the students have to understand to be a ble to answer correctly. In
the class observed, the teacher asked indi vidual students questions about
themselves. The questions contained a particular grammar structure.
Later, the students were able to ask each other their own questions using
the same grammatical structure.

fll -ln-the-blank exercise

Thi s technique has already been discussed in the Grammar-Translation
Method, but differs in its application in the Direct Method. All the items are
in t he target language; furthermore, no explicit grammar rule would be
applied. The students would have induced the grammar rule they need to
fill in the blanks from examples and practice with earlier parts of the lesson.

Dictation
The teacher reads the passage three times. The first time the teacher reads
it at a normal speed, while the students just listen. The second time he
reads the passage phrase by phrase, pau sing long enough to allow students
to write down what they have heard. The last time the teacher again
reads at a normal speed, and students check their work.
Map drawing
The class included one example of a technique used to give students listening
comprehension practice. The students were given a map with the