LTM 2

CHAPTER I

INTRODUCTION

After attending the LTM I learned a lot of things. From some of these things are important experiences. Examples such as when the first time in teaching methods that have not been taught at all. May initially feel confused because this method is different from that other.But after I noticed the new end can clearly understand what the function and purpose of the method. Even then, I learned again on the internet.

The Grammar Translation Method vs. The Direct Method

GTM

•         Classes are taught in the mother tongue, with little use of the target language.

•          Reading and writing abilities are emphasized.

•          It was called the Classical Method or Prussian Method

The goals

•          To be able to read literature written in the target language.

•          Students need to learn grammar rules and vocabulary of the target language.

Characteristics of the teaching and learning process

•          Ss are taught to translate from one language to another.

•          Ss study grammar deductively. They are given the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples.

DM

•          Classes are taught in the target language.

•          Speech and listening comprehension are taught.

•          The teacher’s language ability should be native-speaker proficiency.

The goals

•          Teachers intend that Ss learn how to communicate in the target language.

Characteristics of the teaching and learning process

•          When the T introduces a new target language word or phrase, he demonstrates its meaning through gestures, movement, facial expressions, realia, and pictures.

•          Grammar is taught inductively. The Ss are presented with examples and they figure out the rule or generalization from the examples.

Silent way

The Silent Way is a Language teaching method devised by Caleb Gattegno, as we have just said.  Gattegno’s name is well known for his revival of interest in the use of colored wooden sticks, called cuisenaire rods, an approach to the teaching of initial reading in which sounds are coded by specific colors.This method, propounded  by Caleb Gattegno, relies on problem-solving by the learners. The goal is to get learners to produce the target language, but they must do so with minimal assistance from the teacher.

Suggestopedia

 One of the innovative methods dated back to 1970. It is Georgi Lozanov's method (1975). Lozanov (1982) suggests that human brain could process great quantities of material if simply given the right condition for learning, among which are a state of relaxation and giving over the control of the teacher. Music is central to this method. Lozanov (1982) indicates that this method transcends the language classroom and can be applied in other school subjects. He claims that about 200 to 240 new words may be introduced each lesson.

Total Physical Response

 ”Total Physical Response” is a language teaching methodology that you can adapt at home to benefit your language learners. Total  physical  response  (TPR) is an action-based pedagogy that focuses on teacher commands and student actions. It was first put forward in 1969 by Dr.  James  J.  Asher,  a  professor  of  psychology.

The Audiolingual Method

The Audiolingual Method is a method for foreign language teaching which emphasized the teaching of listening and speaking before reading and writing. This method is combination between behavioral psychology and linguistic. It’s also called “Army Method” because this method is appeared since the World War II for the American armies who had to learn language quickly and intensively. The structural theory of language constituted its backbone.Structural linguistic view language as a system of structurally related elements for the expression of meaning.

Community language learning

Community language learning is a type of learning process that allows students to learn a new l    anguage by simply choosing what they wish to talk about in their natural language. This type of          learning process is a way for a group of students to learn a new language without associating the process with risk taking and making leaning something new even more challenging.

CHAPTER II

Pengalaman yang paling mengesankan saat kuliah adalah mempelajari berbagai metode pembelajaran yang efektif dikelas. Tetapi dari beberapa macam metode pembelajaran kebanyakan metode pembelajaran yang sering dipakai yaitu model GTM (Grammar Translation Method). Dari beberapa dosen yang menerapkan metode pembelajaran selama saya mengikuti kegiatan belajar hanya ada satu dosen yang menerapkan metode pembelajaran model GTM dengan sempurna Yaitu ibu Dwi Agustina,M.Pd. dia menerapkan metode GTM berbeda dengan dosen lain. Jika dosen lain menerapkan metode GTM dengan model yang sulit dipahami tetapi dia menerapkannya dengan sederhana tapi sempurna.

CHAPTER III

Ibu Dwi agustina menerapkan metode pembelajaran GTM dari awal sampai akhir perkuliahan.  Grammar translation method adalah metode mengajar yang digunakan untuk meningkatkan kemampuan siswa dalam berbicara, membaca dan menulis bahasa latin. Jadi dengan model pembelajaran yang seperti itu siswa mampu membaca literatur yang ditulis dalam bahasa asing sehingga dalam pengajarannya siswa banyak latihan membaca dan menulis dalam bentuk bahasa asing.

Model pembelajaran yang dia terapkan cukup sulit bagi mahasiswa yang kurang bisa mengikutinya. Tetapi bagi saya model pembelajarannya sangat mudah dipahami. Karena model pembelajaran yang diterapkan lebih mengutamakan metode hafalan. Jadi setelah dosen menerangkan mata kuliah, mahasiswa disuruh untuk menghafal setiap apa yang diterangkan kemudian mahasiswa mencoba mengulang kembali apa yang telah ditangkap olehnya.
langkah-langkah metode pembelajaran GTM oleh ibu Dwi Agustina,M.pd :
1. memberikan sebuah materi berbentuk teks
2. menerangkan materi secara lisan berdasarkan isi dalam teks
3. mendiskusikan bersama siswa dengan tujuan membuat mahasiswa aktif

4. Siswa menterjemah dengan bahasanya sendiri
5. Guru menyuruh siswa untuk bertanya dengan menggunakan bahasa mereka
6. Siswa menulis jawaban sebagai pemahaman membaca
7. Siswa menterjemah kata baru sesuai dengan bahasa mereka
8. memberikan tugas hafalan tentang materi yang dipelajari
9. membahas kembali apa yang belum dipahami sebelumnya
10. membantu siswa yang kurang bisa menghafal
11. seterusnya beberapa minggu sampai materi yang ditargetkan selesai
 jadi secara otomatis daya ingat mahasiswa dengan hafalan akan terus membaik walaupun setiap minggunya diberi tugas hafalan.