The document discusses two language teaching methods: the Direct Method and the Natural Approach. The Direct Method seeks to teach language without translation or formal grammar instruction. It emphasizes using the target language, developing oral communication skills, inductive grammar teaching, and associating words with meanings. The Natural Approach is based on Stephen Krashen's theory of acquiring language through comprehensible input. It involves three stages: initially focusing on listening comprehension, then producing language with errors, and finally extending discourse skills. Both methods aim to make language learning natural and communicative.

1. The Direct Method
Group 7
Intan Krisna Juliati
Latifah Syuhada
Ogie Winas Saputra

2. Definition
According to merriam-webster.com, the Direct Method is a sort of
teaching method that seeks to despense with theoretical discussion
and historical considerations in favor of concrete observation and
practical experience. In short, it is a method of teaching a language
itself without translation and without the study of formal grammar.
According to Diane Larsen (2001: 28), the goals of teachers who
use the Direct Method is to intend that students learn how to
communicate in the taeget language. In order to do this successfully,
students should learn to think in the target language. The teacher
should demontrate, not explain or translate. It is desirable that
students make a direct association between the target language and
meaning.

3. The Main Principle of the Direct Method
Diane Larsen (2001: 28) states, there are main principles of the Direct Method. They are the
following;
• 1) Reading in the target language should be taught from the beginning. The reading skill
• will be developed through practice with speaking. Language is primarily speech. Culture
• consists of more than the fine arts.
• 2) The native language should not be used in the classroom.
• 3) The teacher should demonstrate, not explain or translate. Students should make a
• direct association between the target language and meaning.
• 4) The purpose of language learning is communication.
• 5) Pronunciation should be worked on right from the beginning of language instruction.
• 6) Self-correction facilitates language learning.
• 7) Lessons should contain some conversational activity. Students should use language in
• real contexts. Students should be encouraged to speak as much as possible.
• 8) Grammar should be taught inductively.
• 9) Writing is an important skill, to be developed from the beginning of language
• instruction.
• 10) The syllabus is based on situations or topics, not usually on linguistic structures.

4. While Richards and Rodgers (1986: 9-10) summarized the
principles of the Direct Method
1) Classroom instruction was conducted exclusively in the target
language.
2) Only everyday vocabulary and sentences were taught.
3) Oral communication skills were built up in a carefully traded
progression organized question-and answer exchanges between
teachers and student in small, intensive classes.
4) Grammar was taught inductively.
5) New teaching points were taught though modeling and practice.
6) Concrete vocabulary was taught though demonstration, objects,
and pictures: abstract vocabulary was taught by association of
ideas.
7) Both speech and listening comprehension were taught.
8) Correct pronunciation and grammar were emphasized.

5. According to Diane Larsen and Freeman
(2001), there are some useful techniques in
the Direct Method, such as reading aloud,
question & answer exercise, getting students
to self-correct, conversation practice, fill – in –
the – blank exercise, dictation, map drawing,
and paragraph writing.

6. As a method which replace the existance of Grammar Translation
Method, the Direct Method has several advantages that support teaching
and learning process. Those are the following;
1) It makes the learning of English interesting and lively by establishing direct
bond between a word and its meaning.
(2) It is an activity method facilitating alertness and participation of the
pupils.
(3) According to Macnee, "It is the quickest way of getting started". In a few
months over 500 of the commonest English words can be learnt and used
in sentences. This serves as a strong foundation of further learning.
(4) Due to application of the Direct Method, students are able to understand
what they learn, think about it and then express their own ideas in correct
English about what they have read and learnt.
(5) Psychologically it is a sound method as it proceeds from the concrete to
the abstract.
(6) This method can be usefully employed from the lowest to the highest
class.
(7) Through this method, fluency of speech, good pronunciation and power of
expression are properly developed.

7. However, this method also has a few disadvantages which is considered
obstructing the teaching and learning process. The disadvantages are as follows;
(1) There are many abstract words which cannot be interpreted directly in English and
much time and energy are wasted in making attempts for the purpose.
(2) This method is based on the principles that auditory appeal is stronger that visual.
But there are children who learn more with visual than with their oral- aural sense
like ears and tongue.
(3) The method ignores systematic written work and reading activities and sufficient
attention is not paid to reading and writing.
(4) Since in this method, grammar is closely bound up with the reader, difficulty is
experienced in providing readers of such kind.
(5) There is dearth of teachers trained and interested in teaching English in this
method.
(6) This method may not hold well in higher classes where the Translation Method is
found suitable.
(7) In larger classes, like in public schools, this method is not properly applied and
teaching in this method does not suit or satisfy the needs of individual students in
large classes.

8. Resources
• Brown, H. Douglas. (1994). Teaching By Principles: an interactive
approach to language pedagogy. USA. Prentice-Hall, Inc.
• Richards, Jack C and Rodgers, Theodore S. 1986. Approaches and
Methods in Language Teaching. Cambridge: Cambridge University
Press.
• Jack C. Richards, Teaching Listening and Speaking; From Theory to
Practice, (New York: Cambridge University Press, 2008), P. 21.
• http://www.merriam-
webster.com/dictionary/direct%20method

9. The Natural Approach

10. Stephen Krashen's (1982) theories of second language
acquisition have been widely debated over the years. The
major methodological offshoots of Krashen's views are
manifested in the Natural Approach, developed by one
Krashen's colleagues, Tracy Terrell (Krashen & Terrell, 1983).
They argued that learners would benefit from delaying
production until speech emerges.
The natural approach is aimed at the goal of basic
personal communication skills, that is, everyday language
situations-conventions, shopping, listening to the radio and
the like. The basic role of the teacher is to provide
comprehensible input. Learner need not say anything
during this “silent period” until they feel ready to do so.

11. It has three stages:
a) The pre-production stage is the development of listening to
comprehensible skills.
b) The early production stage is usually marked with errors as the
student struggles with the language.
Thus, the teacher focuses on meaning not on form and
therefore the teacher does not make a point of correcting errors
during this stage
c) The last stage is one of the extending production into longer
stretches of discourse involving more complex games, role-plays,
open-ended dialogues and small group-work
The most controversial aspects of the natural Approach are its
advocacy of a “silent period” and its heavy emphasis on
comprehensible input.

12. Resource
Brown,H. Douglas. (2001). Teaching by Principle
An Interactive Approach to Language
Pedagogy. San Francisco: Longman

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