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Direct method

Present by : novia amisbahur riza and ibnu mukhtar b.
• The purpose of direct method--
• the characteristics of direct method -
• -The Excess and Insufficiency of Direct Method
• a.a) The Excess of Direct Method
• b) The Insufficiency of Direct Method

Direct method???
• 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.[1]

The purpose of direct method
• According to Utari-Nababan explains that: The main
purpose of Direct Method is mastering the
language target verbally in order students able to
communicate in language target. Usage likes
properly native speaker. To reach this target, the
students given practices for the association of
sentences and words with the meaning through
demonstration, expression, movement, and also

the characteristics of direct method
• In its practice, Direct Method has some characteristics for
example as follows:
• 1. The teaching of class exclusively executed in target language.
• 2. Only sentences and daily vocabulary was taught.
• 3. Speaking skill is developed step by step and regular with the
exchange of question and answer between the student and
teacher in intensive and small class.
• 4. The grammar is taught inductively.
• 5. Instruction items just taught verbally.
• 6. Concrete vocabulary is taught through demonstration,
pictures or objects, abstract vocabulary is taught by ideas
• 7. Either understanding speaking or listening to be taught.
• 8. The accurate grammar utterance is much watched.[4]
b) The Insufficiency of Direct
• 1. This method has principles that possible can be accepted in private schools
which have a few of students, but this matters could not bring on to be applied in
public schools which have many students.
• 2. This method claims the teachers who have fluency speaking like native speaker.
• 3. This method relies on teachers' deftness in presenting items, and not good
• 4. This method avoids the usage of target language which exactly very pursue in
students' progress because many castaway times in explaining a concept in target
language. Though the translation in target language only needs just a minute time.
• 5. In consequence of what is told in this item is the interpretation of something
description in target language (receptive mistake) can be happened. This mistake is
difficult to know by teacher compared to productive mistake (which said or written
by students) which can detected immediately.
• 6. This method piles it on the equation between acquirement of first and second
foreign language and not paying attention to the limitation of classroom.
• 7. This method didn't have strong base in linguistics theory (for example, the
acquirement of first and second foreign language theory)..[12]

a) The Excess of Direct Method

• Utari-Nababan tells that:

• 1. The students become skillful in listening.
• 2. The students know many vocabularies.
• 3. The students have pronunciation like or come
near the native speaker.
• 4. The students get many practices in speaking
specially in the matter of the topics which have
been trained in class.[10]
• 1] Tayar Yusuf dan Syaiful Anwar, Op.cit., p. 186
• [2] Sri Utari Subyakto-Nababan, metodologi
Pengajaran Bahasa, (Jakarta: PT. Gramedia, 1993), p.
• [4] Henry Guntur Tarigan, Metodologi Pengajaran
Bahasa I, (Bandung: Angkasa, 1991), p, 112.
• [10] Sri Utari Subyakto – Nababan, Op.cit., p. 17
• [12] Sri Utari Subyakto – Nababan, Op.cit., p. 17.