The Direct Method

Reviewing the history, experience, principle and the techniques.

Brief History of Direct Method

It is not a new term as grammar translation method, direct method is a method in language teaching which was applied by many language teachers for many years. Most recently, this method was reviewed as a method when the objective of instruction became learning how to use another language to communicate. However, this method could not successfully and effectively prepare students to use the target language communicatively.

The Direct Method

Basically, the direct method has a rule that there is no translation. Indeed, the direct method means that meaning is to be delivered directly in the target language with the use of demonstration, visual aids, with no route to the students’ native language. 

Direct method was also known as natural method. It was established in Germany and France in 1900. This term appeared as an answer of the inadequacy of The Grammar Translation Method. 


Experience 

To understand easily about this method, I will illustrate the use of this method in Indonesia context. However, this elaboration is based on the book that I read entitled Technique and Principle in Language Teaching.

This method was implemented in lower level secondary school class, SMP Negeri 2 Terbanggi Besar. The class has 30 students who attend English class for one hour, two times a week. 

Let’s read thoroughly!

The teacher asks the class to order as we find seats toward the back of the classroom. Teacher placed a big map of Indonesia in front of the class, on the white board.

Teacher asks learners to open their book on a certain page, (for example number 45). The lesson is “looking at a map."

The students are called one by one, they are asked to read a sentence from the reading passage at the beginning of the lesson.

Then teacher points to the part of the map the sentence describes after each has read a sentence. The passage starts:

We are seeing at a map of Indonesia. Jakarta is the capital city of Indonesia, and Palembang is the capital city of South Sumatra. Between Sumatra and Java island is a small Sunda Strait. Between Sumatra and Kalimantan is Malaka strait. On the east is Papua island. In the east between java and NTB is an island called Bali island. 

After students finish reading the passage, teacher ask them if they have any questions.

A student asks where is Bali Island. The teacher looks the map again by pointing the NTB and Java Island. The students nod and say “I understand”.
After that another student says “what is between?”
Then teacher answer by illustrating “You are sitting between Joko and Anto.” Now do you know what the meaning of between? Then students says, yes.

After all questions have been answered, the teacher asks some of his own question. “Are we looking at a map of India?”

The class speak at once, “no!”

The teacher reminds the class to answer in full sentence.
“No, we are not looking a map of India.” They respond.

The teacher asks again “Are we looking at map of Indonesia?”

“Yes, we are looking at a map of Indonesia.”

Teacher asks again, “Is Bali between java and NTB?”

Yes, Bali is between Java and NTB

The Questions and answer session continuous for a few more minutes. Finally, teacher invites the students to ask question. 

A student sitting at the corner raise his hand and asks “What is Strait?”

Before answering the question, teacher works with the student on the pronunciation of “strait”. Then he asks the entire students in the class to practice as well, after ensuring that the students pronounce correctly, teacher allows the class to answer the question.

Later, one student asks again “What is the island in east”
The teacher interrupts again before the class has a chance to reply, saying “what is the island in the east…. Or on the east?

All students look in doubt, then they say, “on the east.”

Teacher replies, “correct” now can you repeat your question!

“What is the island on the east?”

The class answer together, “The island on the east is Papua Island.”

After questioning some information from the map, teacher give statement again to students which is related to preposition, such as “on, to, in, at, between”

For example: 

Toni is sitting between Joko and Andi.

The clock is on the wall.

Joko points to the wall.

After giving statement, teacher asks students to do exercise to fill in the blank.

1.The Malaka strait is …………. Sumatra and Kalimantan Island.

2.Beni is looking ………….. map. 

Finally, teacher dictates the passage about Indonesian Island. And learners note it on their notebook. 

After reading the experience, now let’s see the principles of Direct Method in the table below:

Observation	Principles
Students read a load the text about the geography of Indonesian	Reading is taught at the beginning. Then it is developed with speaking.
After reading, teacher points out the map	Using object (picture, realia) to assist students to understand meaning.
Using target language to give questions	Do not use native language in the classroom.
Teacher answer students’ question by drawing a picture on the white board	Demonstrating not explaining or translate.
Teacher asks question about the map in the target language, students reply in a complete sentence in the target language	Students think to learn in the target language as soon as possible. Vocabulary is mastered more natural by making it to sentence than memorize it.
Students are given a chance to ask questions about the map	The purpose of language is to communicate. Therefore, students learn to question.
Teacher practice the pronunciation with students	Teacher should teach learners to pronounce well.
Teacher corrects the grammar error by asking learner to make a choice.	Self-correction facilitates language learning.
Asking question to each other (between teacher and learner, or learner to learner)	Learning activity should provide conversational activity. Let students use the language in context.
Students fill in the blank exercises	Grammar is taught inductively. No grammar rule given explicitly.
Teacher dictates the geography of Indonesia	A skill that should be developed is writing from the beginning of language instruction.
The topic of Geography of Indonesia covers all lesson of the week	Using situational syllabus. The syllabus is developed based on the topic.

Techniques Used in Direct Method

1.Reading Aloud
2.Question and answer exercise
3.Getting students to self-correct
4.Converation
5.Filling the blank exercise
6.Dictation
7.Drawing a map
8.Paragraph writing

Reference:

Freeman-Larsen, D & Anderson, M .2011. Technique and Principles in Language Teaching. Oxford. Oxford University Press.