The document discusses the implementation of the Direct Method in English language teaching at Universitas Darussalam Gontor, highlighting its history, key characteristics, and the role of various teaching theories. It details the preparation, evaluation, and instructional aims involved in teaching English, utilizing a structured syllabus based on the Berlitz method revised multiple times. Additionally, it emphasizes the importance of practical communication and tailored instructional aims to enhance student engagement and performance.

1. ENGLISH TEACHING DEPARTMENT
FACULTY OF EDUCATION
UNIVERSITAS DARUSSALAM GONTOR
Direct Method
in English Language Teaching
Faiz Rizki Muhammad, M.Pd
Presented as the Materials on Teacher Training and
Development Program

2. HISTORY

3. French and German
Language Teacher
Being absent 1,5 month and
then replaced by his
assistance (Nicholas Joly)
who could not speak English
Surprised by the students
that improved and motivated
during the learning with
Nicholas
Maximilian Delphinius Berlitz (April, 14th 1852 – April, 6th 1921)

4. Direct
Method
Forced to
practice by
the situation
Target
language
orientation
The use of
real stuffs or
gesture as
the teaching
aids The power of
repetition
Avoiding the
translation
method
Direct Method Characteristics

5. THE HANDBOOK
The Berlitz Method for Teaching Modern
Languages. It has been said that it revised more than
100 times and each revision is different with the
previous. However the one that we use in Gontor or
KMI-based pesantren (English Lesson) is similar to
the book that published in 1909
The Berlitz Method for Teaching
Modern Languages - First Book, 1909 New York.

6. COMPARISON

7. COMPARISON

8. IMPLEMENTATION
OF DIRECT METHOD
IN KMI

9. TEACHING INSTRUMENTS
THE SYLLABUS THE
MATERIALS
TEACHING
PREPARATION
THE
ASSESSMENT
Basic Foundation of the
syllabus on English
language teaching in KMI
Reading and Conversation General and Particular
Instructional Aims
Test and the purpose of
Test in KMI
The Implementation of
Direct Method in KMI’s
materials.
Grammar Introduction and
Presentation
Creating the questions for
the language Test in KMI
Composition Evaluation

10. KMI
Syllabus
for English
Teaching
Basic
Foundation
Implementatio
n in Materials
Behaviorist Theory:
- Creating Habit and Environment.
- Almost likely focuses on the students’
performance.
- Target language situation.
Cognitivist Theory:
- Learning through the pattern
- Focus on the example and discover the
rules
Reading and Conversation
Vocab building, Reading phase,
Comprehensive Phase, Conversation
Practice
Grammar:
Pattern Building, sentence structure phase
Composition:
Vocab Building, sentence building, writing
phase

11. Syllabus
Simple format
Focus on the General
Instructional Aims
Topic Generated from
the handbook

12. Teaching Preparation
General Instructional Aims
Ex.
The students are able to communicate the dialogue into the actual setting.
The students are able to read the text in a good pronunciation
The students are able to understand the material about “introducing my self”
Focus on the general terms:
Acquire
Understand
Communicate
Read/Comprehend

13. Teaching Preparation
General Instructional Aims

14. Teaching Preparation
Particular Instructional Aims
Ex.
The students are able to make a sentence from Simple present tense
The students are able to mention the menu in the restaurant
The students are able to do the role play of the dialogue “Taxi”
Focus on what to evaluate:
Make a sentence
Mention
Imitate/Role Play
Create a Dialogue

15. Teaching Preparation
Particular Instructional Aims

16. Teaching Preparation
Introduction
Beginning of the Lesson
Saying Salam
Introducing the lesson and telling
them what they will do today
Evaluating the previous materials
Notes:
- It is better to write the step rather than writing about how to do the Salam
- Make sure to introduce the lesson by telling them something or case that related to
materials.

17. Teaching Preparation
Introduction

18. Teaching Preparation
Material Presentation
Suitable way:
Writing down the steps of teaching
from the first step until the end of
presentation (before evaluation)
Writing down the whole
materials/summary of the materials
Example
- The teacher elaborate the different between summer and winter
- The teacher explain about the way to go to Trafalgar square by showing the map
- The teacher read the menu with the correct pronunciation followed by the students.

19. Teaching
Preparation
Material
Presentation

20. Teaching Preparation
Evaluation
Focus on:
The particular instructional
aims – it should be matched
Use the terms in the Bloom’s
Taxonomy
Example
- Remembering  Mention the parts of speech!
- Creating  Make a dialogue on the Taxi by your own situation!
- Analyzing  From the reading passage “The Season” what do you think the best season to
go and play outside?

21. Teaching
Preparation
Evaluation

22. THE POSSIBLE
DEVELOPMENT ON
THE LEARNING
MATERIALS

23. tarbiyah@unida.gontor.ac.id