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SWOT Analysis of GTM

1. Grammar Translation Method (GTM) focuses on grammatical rules, translation, and vocabulary memorization. It emphasizes grammar and sentence structure over oral communication. 2. GTM's strengths include improving reading, writing, and understanding of grammar and structure. However, its weakness is lack of focus on pronunciation. 3. While GTM provides more active learning for students, it is seen as non-interactive and teachers may struggle to motivate students. In the modern era, students prefer audiovisual learning over textbooks.

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2K views5 pages

SWOT Analysis of GTM

1. Grammar Translation Method (GTM) focuses on grammatical rules, translation, and vocabulary memorization. It emphasizes grammar and sentence structure over oral communication. 2. GTM's strengths include improving reading, writing, and understanding of grammar and structure. However, its weakness is lack of focus on pronunciation. 3. While GTM provides more active learning for students, it is seen as non-interactive and teachers may struggle to motivate students. In the modern era, students prefer audiovisual learning over textbooks.

Uploaded by

Agastya Pribumi
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SWOT ANALYSIS OF GRAMMAR TRANSLATION METHOD

(GTM)
I Wayan Agastya Pribumi Slokantara (1811171009)
IHDN Dnpasar
English language Education Department
PBI A/IV

Grammar Translation Method (GMT)


GTM is a method that focuses on the grammatical rules, translation of the
text and vocabulary memorization. Grammatical competence refers to the
knowledge grammar that accounts for the ability in producing a sentence
(Rahman, as cited in Richard 2006). Translation Method means translating a
target language into a mother tongue. Teachers translate each word and sentence
into the mother tongue. This is one of the simplest ways of teaching a foreign
language.

Grammar Translation Method (GTM) is also known as classical or


traditional method. It is, for instance, called as ‘The Classical Method’ or ‘The
Traditional Method’ because it was initially introduced as a method for teaching
what is now called the classical languages also known as dead languages in the
early 1800s (Chastian, 1988; Cook, 2003; Larsen Freeman, 2000).

Krashen (1987, p. 128) stated that the aim of this method is to help the
student attain the ability of reading the literature of the source language by
studying it’s structures and lexicon, with a special weight on grammar rules,
vocabulary memorization and written translation into and out of the target
language with a strong focus on the form and not on meaning.

GTM has it’s own characteristic. Prator and Celse-Murcia (1979: 3) in


Brown (2001: 19) mentioned that the characteristics of GTM are:

1. Classes are taught in the mother tongue with little or no use of the target
language.
2. Vocabularies are taught in the form of lists.
3. Detailed explanations of the intricacies of grammar are given.
4. Grammar gives the rules for putting words together, and instruction focuse
on the form and inflection.
5. Reading difficult text.
6. Give attention to the content of the text, to analysis it’s grammatical.
7. Translating disconnected sentences from the target language into the
source language.
8. Pronunciation had a little or no attention.

There are some techniques used in implementing GTM, each of the


technique is related with the others. Larsen Freeman (2006: 19-20), stated that the
techniques used are:

1. Translation of a literary passage.


Translate a reading passage from the target language into the source
language. The translation can be spoken or written.
2. Reading comprehension questions.
Answer some questions in the target language based on the students
understanding from the passage they are read before.
3. Antonyms/synonyms.
Find out the antonym or the synonym of some words in the passage.
4. Cognates.
Students have to recognize cognates by learning the sound spelling that
matched between the languages.
5. Deductive application of rule.
The students are ordered to apply grammar rules which presented with
examples.
6. Fill in the blanks.
The students will fill in the blanks with vocabulary items or with items of
particular grammar type.
7. Memorization.
Lists of target language vocabulary words and it’s source language,
grammatical rules and grammatical paradigms such as verb conjugation
are provided. The students are asked to memorize them. They make up
sentences using the new words in order to show that students understand
the meaning and use of a new vocabularies.
8. Composition.
The students will get a topic to write about in the target language based on
some aspect of the reading passage of the lesson.

SWOT Analysis

1. Strength.
Grammar Translation Method (GTM) gives more emphasis on grammar,
sentence structure and meaning. By reading the text given in the target
language, the students expected to recognize and understand the grammar,
sentence structure and the meaning of a word or a sentence. Then , the
students won’t be confused if later on they face the other same or similar
kind of text. This method gives students the ability to produce words or
sentences (Writing) and also will improve their reading skill.
2. Weakness.
Grammar Translation Method (GTM) focus on grammar, sentence
structure and word meaning from the text and doesn’t give any specific
approaches to pronunciation skill. It means, the students will have a
problem or lack in their pronunciation. They won’t be able to pronounce
the words naturally and accuratelly.
3. Opportunities.
Grammar Translation Method (GTM) gives more activeness learning
processes to the students rather than the teacher. It doesn’t mean that the
teacher can just give instructions to the students and then ignore them.
Teachers also should help the students in recognizing and understanding
the grammar, sentence structure and the meaning of words or sentences.
But, teachers’ involvement are less necessary. This method is suitable for
teachers who are not fluent in the target language.
4. Threat.
Grammar Translation Method (GTM) seemed as a non-interactive method.
There’s less contact from the teachers with the students, because they just
learn from a text. Teachers will find it hard to motivate the students with
this method. Especially in this era, where technology take over control of
every aspect include the learning process. The students see it more
interesting to learn from a video or audiovisual than a textbook.

Threat Neutralizing And Strategy To Convert Weakness

In this era and the era’s coming, the teaching and learning process will less
or even won’t using textbooks anymore. The emphasis of the learning process will
be focused on technology. Giving material through video or audiovisual seemed
more attractive than just from a textbook. As result, students will lose their ability
on writing and reading. Teachers can use this method responsively in order to
attract student interest and balance the students’ basic skills in learning a
language.
References

Chastian, . (1988). Developing Second-Language Skills: Theory and practice. San


Diego: Harcourt Brace Jovanovich.

Cook, G. (2003). Applied Linguistic. Oxford: Oxford Univercity Press.

Krashen, S, D. (1987). Principle and Practice in Second Language Aquisition.


London. Prentice Hall International.

Larsen-Freeman, D. (2000). Technicque and Principle In Language Teaching.


(2nd ed). Oxford: Oxford Univercity Press.

Prator, Clifford, H. And Celce-Murcia, Marianne. (1979). An Outline of


Language Teaching Approaches in Brown, H. Douglas. (2001). Teaching
by Principles. 2nd edn. White Plains, NY: Pearson Education.

Richard, Jack. C. (2006). Communicative Language Teaching. New York:


Cambridge University Press.

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