Theories and Practice of TEFL

“DIRECT METHOD”

Dosen Pengampu Mata Kuliah: Prof. Dr. Hj. Djuwairiah Ahmad, [Link]., M.
TESOL.

Disusun Oleh:

Muh. Iqra Maulana. S (20400123009)

Rumaisha Hanifa (20400123010)

Annur Awal (20400123031)

PRODI PENDIDIKAN BAHASA INGGRIS

FAKULTAS TARBIYAH DAN KEGURUAN
UNIVERSITAS ISLAM NEGERI ALAUDDIN MAKASAR
2025
A. BACKGROUND

The Direct Method emerged in the late nineteenth century as a

reaction against the shortcomings of the Grammar-Translation
Method, which emphasized memorization of grammatical rules and
vocabulary, along with translation exercises. Reformers such as L.
Sauveur and Maximilian Berlitz sought to make language learning
more natural by mimicking the process of first language acquisition.
They advocated for intensive oral interaction in the target language
and rejected the use of learners’ native language in instruction.

This method gained popularity in private language schools,

especially through the Berlitz language centers, where native-
speaking teachers could apply the method effectively. However, its
implementation in public education faced challenges due to practical
constraints, such as the lack of qualified teachers and time limitations.
Despite these issues, the Direct Method represented a significant shift
toward more communicative and immersive approaches in language
teaching.

B. APPROACH

1. Theory of Language
The Direct Method aligns most closely with the Functional
View of language. This perspective sees language primarily as a
vehicle for the expression of functional meaning and real-life
communication. The method emphasizes the ability to
communicate in the target language, rather than analyzing it
formally. Grammar is taught inductively, and vocabulary is
introduced through meaningful use in context, not as isolated
items. The ultimate goal is fluency and natural usage rather than
mastery of structural rules.

2. Theory of Learning
The Direct Method is grounded in Process-Oriented
Theories of learning. These theories emphasize the internal
processes that occur as learners are exposed to language input and
engage in interaction. Learning is seen as an active, constructive
process that happens when learners use the language
 meaningfully. The method promotes learning through experience,
immersion, and practice rather than through conditioning or habit
formation, as seen in condition-oriented approaches like the
Audiolingual Method.

C. DESIGN

1. The General and Specific Obejctives

The general objective of the Direct Method is to enable
learners to communicate fluently and accurately in the target
language, particularly in speaking and listening. Specific
objectives include the development of:

● Accurate pronunciation and intonation

● Practical vocabulary and conversational skills
● Inductive understanding of grammar
● Spontaneous and confident speech production

2. The Syllabus Model

The Direct Method typically uses a situational syllabus,
where language is presented in meaningful, real-life contexts.
Vocabulary and grammar are introduced based on themes such as
daily routines, shopping, family, and travel. Lessons are structured
around communicative needs rather than linguistic complexity.

3. Types of Learning and Teaching Activities

Learning activities in the Direct Method are mostly oral and
interactive. Common activities include:
● Question-and-answer exercises
● Guided dialogues
● Dictation
● Reading aloud
● Picture-based vocabulary drills
● Role plays and dramatizations
● Listening comprehension tasks
These activities emphasize speaking and listening skills, with
reading and writing introduced later as support skills.

4. Teacher Roles
 The teacher plays a central and active role in the Direct
Method. As a model of correct speech, the teacher speaks only in
the target language and uses gestures, visuals, and realia to convey
meaning. Teachers guide the lesson through questioning,
correction, and reinforcement. They must be fluent in the language
and able to manage spontaneous classroom interaction.

5. Learner Roles
Learners are expected to be active participants in the
learning process. They are encouraged to speak frequently,
respond in full sentences, and infer grammar rules from use rather
than through explicit instruction. Learners are also responsible for
memorizing vocabulary and practicing pronunciation.

6. The Roles of Instructional Material

Instructional materials in the Direct Method are minimal and
primarily visual. Teachers rely on:
● Real objects (realia)
● Flashcards and pictures
● Charts and blackboards
● Teacher-prepared dialogues
● Textbooks are used sparingly and are typically written
in the target language only. The materials must support
the inductive learning of grammar and vocabulary
through context, not through translation or explanation
in the native language.

D. PROCEDURE
The Direct Method employs procedures that emphasize
spontaneous use of the target language in the classroom. The
key techniques and behaviors include:
● Exclusive Use of the Target Language: No translation is
allowed. Meaning is conveyed through visual aids,
gestures, and real-life context.
● Question and Answer Exercises: Teachers frequently
ask students questions and expect full-sentence
responses to reinforce grammar and vocabulary in
context.
 ● Listening and Speaking Practice: Pronunciation and
intonation are developed through repetition and
imitation of the teacher’s model.
● Inductive Grammar Teaching: Grammar rules are not
taught directly but are inferred through usage.
● Vocabulary Teaching Through Context: New words are
introduced situationally, not by memorizing lists or
using the students’ native language.
● Reading Aloud and Limited Writing Practice: Reading
aloud is used to reinforce spoken language, and writing
is usually minimal, used only to reinforce what has been
learned orally.
● Interactive Techniques: Role-plays, dialogues, and
spontaneous conversations are employed to simulate
real-world communication.

E. STRENGTHS AND WEAKNESSES OF THE METHOD

1. Strengths
● Enhances Oral Fluency: Students develop good
pronunciation and speaking skills due to constant
exposure and practice in the target language.
● Natural Language Acquisition: The immersive
environment resembles the way children acquire their
first language, making the process more intuitive.
● Improves Listening Skills: Constant use of the target
language sharpens students’ listening and
comprehension abilities.
● Encourages Active Learning: Students are actively
involved through speaking and interaction rather than
passive memorization.
● Builds Confidence: Frequent practice and
communication help learners become more confident in
using the language.

2. Weaknesses of Grammar Translation Method

● Lack of Explicit Grammar Instruction: Students may
develop fluency but lack accuracy due to limited
understanding of grammatical rules.
● Restricted Vocabulary Range: Vocabulary taught in
context may not cover broader or more abstract lexical
items needed for academic or formal use.
● Overreliance on Teacher’s Skills: The success of the
method depends heavily on the teacher’s proficiency
and ability to create an engaging environment.
● Not Ideal for Large or Diverse Classrooms: Individual
attention is often required, making it difficult to
implement in large or mixed-ability classes.
● Limited Development of Literacy Skills: Reading and
writing are underemphasized, which may hinder overall
language competence.
● Resource-Intensive: Requires visual aids, props, and
other materials that may not always be available,
especially in underfunded institutions.