The Comparison of The Audio-Lingual Method And The Silent Way

A. The Audio-Lingual Method
In this method, the teacher introduces a new dialog. In the principles, language forms do not occur by themselves, they occur most naturally within a context. The teacher who use this method want their students to be able to use the target language communicatively. Both of the teacher and the students have more active in the classroom. The teacher should be like an orchestra leader-conducting, guiding, and controlling the students behavior in the target language. The teacher also use actions, pictures, or realia to give meaning otherwise. Positive reinforcement helps the students to develop correct habits for example, when the students answer are correct the teacher must says, “Very Good”. Grammar game are used in this method, it is important because the games are designed to get students to practice a grammar point within a context. The students are given no grammar rules, grammatical points are taught through examples and drills. In the principles, the learning of a foreign language should be the same as the acquisition of the native language.

B. The Silent Way
In this method, the students should be able to use the language for self-expression to express their thought, perceptions, and fellings. The role of the students is to make use of what they know. The teacher should start with something the students already know and build from that to the unknown. Languages share a number of features, sounds being the most basic. In this method, the teacher used sound-color chart and rods in the classroom. The rods can be used to provide visible actions or situations for any language structure, to introduce it, or to enable students to practice using it. The teacher also gives just as much help as is necessary and then is silent. Even in error correction, the teacher will only supply a verbal answer as a last resort.

CHAPTER 3 THE DIRECT METHOD

INTRODUCTION
The Direct Method was revived 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. In The Direct Method no translation is allowed.
EXPERIENCE
In the class the teacher must be active than the students. The teacher told to the students to reading aloud their book example, the students read aloud a passage about United States geography. Generally, the teacher uses the target language in the class. Native language should not be used in the classroom because it is not effectively. If the students ask the teacher about something that they do not know, the teacher will explain it by drawing on the blackboard. The students grammar should be taught inductively because there may never be an axplicit grammar rule given. In using this method, writing is an important skill.
REVIEWING THE PRINCIPLES
In using The Direct Method, students should learn to think in the target language. The role of this method is the teacher must be active than the students. But, in this method they looks like partners. In using this method, the teacher introduces a new target language word or phrase, the teacher must demonstrates its meaning through the use of realia, pictures, or pantomime. The teacher do not use native language in this method. The teacher, employing various techniques, tries to get students to self-correct whenever possible.

CHAPTER 2 The Grammar-Translation Method

Introduction

The Grammar-Translation Method was called the Classical Method. This method has been used for many years. Teachers used this method to help their students in read and appreciate foreign language literature. With this method in the class students would become more familiar with the grammar of native language so it would help them speak and write their native language better. With foreign language learning, teachers hope that it would help their students grow intellectually.

Experience

With used the Grammar-Translation Method the teacher told the students to read the passage which entitled ‘The Boys’ Ambition’. Each student must read a few lines from the passage. After they have finished it, they are asked to translate into Spanish the few lines they have just read. The teacher asks them one by one with Spanish language. If the student confuse with the grammar, the teacher will help them. If the students have no question anymore, the teacher would give the exercise to them to write the answers to the comprehension questions. They are two types answer from students. The first type, they have to make inferences based on their understanding of the passage and the second type, the students must requires to relate the passage to their own experience.

With used this method would help the students to write out the translation of reading passage into Spanish, state the rule for the use of a direct object with two-word verbs, and apply it to other phrasal verbs, remaining exercises in the chapter that include practice with one set of irregular past participle forms, help to write a composition in the target language, memorize the remaining vocabulary items and write sentences for each.

After they have finished their exercise, the teacher asks them to read a question and answer it. If the answer incorrect, the teacher would select the other student to answer it or the teacher would give the right answer herself.

Thinking About The Experience

The Grammar-Translation Method is not new method. To use this method, the teacher give the student exercise to reading an excerpt. Than the teacher wants the student to translate the passage into Spanish, this is important because it is can help them to translate each language into the other. This method would help the student to write, memorize, and read. If they need help to perform their exercise, the teacher would help them.

Reviewing The Principles

The goals of teachers who use The Grammar-Translation Method, a fundamental purpose of learning a foreign language is to be able to read literature written in the target language. The teacher is the authority in the class and the students should do what she says so they can learn what she knows. The Grammar-Translation Method have characteristics of the teaching/ learning process they are, students are taught to translate from one language to another, students study grammar deductively, they also learn grammatical paradigms such as verb conjugations, and they also memorize native-language equivalents for target-language vocabulary words. If the students make errors or do not know an answer, the teacher supplies them with the correct answer.

Reviewing The Techniques

They are some of the techniques of The Grammar-Translation Method such as translation of a literary passage, in this technique the students must translate a reading passage from the target language into their native language. The second technique is reading comprehension questions, in this technique the students should answer questions in the target language based on their understanding of the reading passage. The third is antonyms/synonyms, in this technique the students are given one set of words and are asked to find antonyms in the reading passage.

The fourth is cognates, in this technique the students are taught to recognize cognates by learning the spelling on sound patterns that correspond between the languages. The fifth is deductive application of rule, in this technique the grammar rules are presented with examples. The sixth is fill-in-the-blanks, in this technique the students are given a series of sentences with word missing. The seventh is memorization, in this technique the students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them. The eighth is use words in sentences, in this technique show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words. The last technique is composition, in this technique the teacher gives the students a topic to write about in the target language.