A.

INTRODUCTION

As Grammar-Translation Method, the Direct Method is not new. This method is the second
method after the Grammar-Translation Method. The direct methods also known as natural
method since the language is taught trough demonstration and context. Its principles have been
applied by language teachers for many years. Most recently, it was received as a method when
the goal of instruction became learning how to use a foreign language to communicate.

Since the Grammar-Translation method was not very effective in preparing students to use
the target language communicatively, the direct method became popular. The direct method has
one basic rule: no translation is allowed. It is mean that the teachers are not allowed to translate
the certain words directly. But they have to explain or give the example or they may also use the
media to make the students understand the certain words meaning by themselves.

The grammatical learning is no used in this method since some scientist said that the
grammar learning is useless to improve students skill in communication. As Vietor said this
study of grammar is a useless torture. It is certainly not understood; therefore it can have no
effect as far as the moulding of the intellect is concerned and no-one could seriously believe that
children could learn their living German tongue from it. It means that the teachers never tell the
children anything but allowed them to find out for themselves.

B. THE PRINCIPLES OF DIRECT METHOD

Eventough the direct method has derived from psychology, the method has some principles
related to learning foreign languages. The following principles are some of the characteristics of
the direct method regarding to language learning:

a. Reading is taught from the beginning of language instruction

b. Using the object to help the students find out the meaning
c. The mother tongue language is not used in the classroom
d. The teachers do not explain or translate but they should demonstrate
e. The students should learn to think in the target language as soon as possible also using
the vocabulary in full sentences
f. The purpose of language learning is communication
g. Pronunciation should be worked on right form
h. The teachers facilitate the students self-correction
 i. Lesson should contain some conversational activity
j. Grammar is taught implicitly
k. Writing is an important skill
l. The syllabus is based on situation or topic, not linguistic structures
m. The culture is also involved in the class

C. THE TECHNIQUES OF DIRECT METHOD

1. READING ALOUD

Students are reading passage section or dialogue loudly. After all of the students have had
their turn, the teacher uses gestures, pictures or examples to make the students find out the
meaning of the section.

2. QUESTION AND ANSWER EXERCISE

The students are asked questions and answer in full sentences so that they practice with new
words and grammatical structure. They also have the opportunity to ask question as well as
answer them.

3. GETTING STUDENTS TO SELF- CORRECT

The teacher of this class has the student self-correct by asking them to make a choice
between what they said and an alternate answer he supplied. Another way, teacher repeats what a
student has just said, using a questioning voice to signal to the students that something was
wrong with it.

4. CONVERSATION PRACTICE

The teachers ask the students some questions that the students must be able to answer
correctly. The questions contained a particular grammar structure. After answering the question
the students are able to ask their friends using the same grammatical structure.
 5. FILL- IN- THE- BLANK EXERCISE

This technique has already been discussed in the Grammar Translation Method, but it is
different in the Direct Method. In the direct method there is no explicit grammar rule. The
students need to fill in the blanks from examples and practice with earlier parts of the lesson.

6. 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,
pausing long enough to allow students to write down what they have heard. The last time the
teacher reads again at a normal speed, and the students check their work.

7. MAP DRAWING

The students are given a map with the geographical features unnamed. Then the teacher gives
the students direction such as, Find the mountain range in the west. Write the words Rocky
Mountains cross the mountains range. After giving the instruction, the teacher can be instructed
by the students.

8. PARAGRAPH WRITING

The teacher asks the students to write the paragraph in their own words on the major
geographical features that used on the map drawing. The students could have done this from
memory, or they could have used the reading passage in the lesson as a model.

D. ADVANTAGES

1. Drawing and giving example make student easy in understanding new vocabulary.
2. Speaking communication makes the students losing their bored.
3. Student can pronounce well the vocabulary because the teacher teaches them.
4. Self correction make student know their mistakes.
5. Giving exercise can provide mental good learning.
6. Using of map help student to know the geographical of the place where target language is
spoken.
7. Dictation is good to know the ability of student.
8. The students train to think in target language so they will learn fast

E. DISADVANTAGES
1. The class depends on the teacher.
2. The students are not allowed to translate where as they still in lower level.
3. Student cant speak communicatively because the teacher guided and manage the
students.
4. Explicit grammar is never given.