This document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points: 1. GTM focuses on grammar study and translation between the target language and native language. Reading and writing are emphasized over speaking. 2. It has been used since antiquity to teach Latin and Greek, and was popularized in the 19th century for teaching modern languages. 3. GTM concentrates on rules of grammar, vocabulary memorization, and translation of texts. Speaking ability is not the primary goal.

1. The Teaching of Reading and Writing Using Grammar
Translation Method
1. Introduction
1.1. Background
A Grammar Translation Method (GTM) is one of the most popular methods since the
classical age in foreign language teaching. This was the first method used by the students to
translate Greek and Latin literary texts. The Greek and Latin were the first language spread
widely at the western world after the Roman Empire conquered Greece around 146 BC. There
were many of literary texts used in Greek and Latin which cause the student to compete in
learning the meaning of the literary texts. This method helps the student to read and understand
the Latin and Greek literary.
In teaching of second or foreign language, grammar study and translation of written in the
foreign or target language are the main focus from this method. Grammar is taught deductively
and every sentence is translated into mother tongue. The rules grammar of foreign language is
analysed and should be understood how to apply the rules. Besides, memorizing of the
vocabulary is as the main activity to find the way in translating the foreign language sentence.
The mother tongue is the medium instruction of this method. The teacher uses the native
language in teaching process. For example, if the foreign language teaching is in Indonesia and
the target language is English, the teaching will use Indonesian Language. It makes the students
easier to communicate with the teacher or their friends in the classroom. They are really fluent
in using of native language during learning process, but they are lack to speak or pronounce in
the foreign language even almost unable to use it. Negative effect of this method is lack in
speaking skill.
Translation is the key for the student to master reading and writing texts. The reading and
writing are the primary skills of this method which need accuracy in applying. The Grammar
study and translation are the basic lesson in mastering of the reading and writing of the foreign
language. This is different with the speaking ability which needs fluency during the teaching
process.

2. 1.2. Question of the Paper
The primary goals of the GTM is to enhance reading and writing skill; therefore, it has lack
of weakness in speaking or listening skill. The student only focuses on the translation study
and rules of grammar, some of the experts critique this method by creating a new method.
Moreover, this method is not effective for the students who want improve their speaking
ability. As seen on the tittle of this paper above, this paper aims to explain extensively about
the reading and writing teaching in the GTM. Based on the background that have been
explained previously, the writers are going to elaborate the question as the following below:
1. How the process of Grammar Translation Method in the teaching of the reading and
writing of foreign language?
2. Why this method is effective in developing of the reading and writing skill?
Hopefully, after readers read the Grammar Translation Method as one of the language
teaching methods that has been existed for a long time, the readers are going to understand the
GTM process and could be apply in teaching method. However, it is up to the readers to give
this old method its worthiness based on their own perspective and considerations.
Apart from putting in a fair presentation, the writers will also conclude their findings on
the Grammar Translation Method in a discussion and opinion session at the end of this paper.
This was done despite of the objective intentions of the writers, readers might find negative
statements or opinions from scholars, and it can be helped given its age of existence. Again,
the writers believe that spirit of fairness and neutrality should be put first in order to get a
further understanding in every topic.
2. History of Grammar Method Translation
Grammar translation method has existed since a very long time in human history. It was
initially dubbed as classical language teaching method, and it is said that this method has been
existed since the classical age. At first, it was the only method used in teaching how to read
literatures in Greek and Latin language (Freeman and Larsen, 2011). As the political and social
changed in the later era, the main focus of this method also had been changed into teaching Latin
as a foreign language. Until the late of renaissance era, in late sixteenth century, Latin was
considered as a prestige language that dominated in the western worlds. In international

3. communication or scholarly discussions, mainly Latin and Greek were used in language
discussion. However, over some decades Latin and Greek were dwindled, and it was steadily
supplanted by English, French, and Italian. The languages that were sought out by the students
also changed. However, the tradition of teaching by reading and appreciating its literature was still
continues today.
Grammar method came first before the GTM in the teaching process since the Renaissance
era. The characteristics of grammar teaching was presented by Brinsley in 1627:
1. Reading it over to the children
2. Shewing the plaine meaning in as few words as you can
3. Propounding every piece of it in a short question, following the words of the book, &
answering it yourself out of the words of the book
4. Asking the same question of them & trying how themselves can answer them, still
looking upon their books. Then let them goe in hand with getting it amongst themselves
(Kelly, 1969, p. 50)
Although the grammar method came from the renaissance era, but the rise of this method
began at the 19th century that named as Grammar Translation Method. The GTM actually was used
to teach Latin and Greek in the late of 19th and at the early 20th. It helped the student to understand
reading and to appreciate the Latin and Greek literature. Latin and Greek dominated the school
curriculum in the Middle Age and the position continued till the end of nineteenth century (Ali,
1995, p. 31). It began not only teaching Latin and Greek, but also teaching modern languages such
as French, German, and English, and it is still continued until today in some countries.
There was still little difference between, the now named, Grammar Translation Method
and its classical origin. This method then dominates the western world's language teaching from
the 1840s to the 1940s (Richard and Rogers). Richard and Roger also said “Grammar Translation
Method was in fact first known in the United States as the Prussian Method.” which refers to its
name origin is from Prussia and was used in German scholarship.
3. Theories and Research of Grammar Translation Method
Before discussing about the further definition about the Grammar Translation Method, the
terms consist of two terms, grammar and translation. Grammar can be defined as the rule of a

4. language. Leech notes that “Grammar refers to the mechanism according to which language works
when it is used to communicate” (Leech, 1982, p. 3). It means that the grammar is a set of
mechanism in certain language that is used in communication. Translation means the transferring
process of the meaning or message from the source language into the target language and vice
versa. Nida and Tiber (1969) point out that translation is “translating consists of reproducing in
the receptor language the closest natural equivalent of the source language massage, first in terms
of meaning and secondly in terms of style”. GTM is a combination method between of both these
activities. The student is expected has capability not only to translate a sentence and understand
the meaning of the sentence, but only the student has capability to analyse the grammatical rules
of the sentence in the target language.
The Grammar Translation Method of foreign language teaching which is called “classical
method”, “traditional method”, “old-fashioned method”, or “historic method”, is the combination
of both grammar and translation activity. In learning process, the student emphasizes on the
structure of the target language and the source language is as the medium of instruction. Beside
teaching of the structure of the target language, the student translates the target language texts
shortly after. Brown points out classical method or GTM, “… focus on grammatical rules,
memorizing of vocabulary, and of various declensions and conjugation, translation of texts, doing
written exercises (Brown, 2007, p. 16). The learning of speaking and listening are not the primary
goal of this method. Reading the texts and writing skill written in the target language become
serious attention of this method. See, Richards and Rogers notes, “Speaking the foreign language
was not the goal, oral practice was limited to students reading aloud the sentences they had
translated” (Richards and Rogers, 2001, p. 4). Therefore, this method focuses on reading and
writing only; consequently, the students are expert in translation and structure of sentence, but they
are lack of speaking and listening competence in performance. The purpose of this method is to
translate the foreign language into the native language of vice versa.
The teacher who has lack competence of English is capable to teach this method. As Ali
argues in his thesis (1995), “Teachers with an imperfect knowledge of the language and no special
teaching technique either can be successful in this. It is an easy way of teaching and cheap
economically, in the sense that the number of classical periods may as few as many as
administratively feasible” (Ali, 1995, p. 30). After giving the material of the grammar, the teacher

5. could give the exercises relate to the materials that are discussing. The teacher verifies the exercises
whether the answers are correct or not. If the students get trouble to understand the words or
sentences, they can ask to the teacher. In this method, the student roles in the learning are limited,
they just follow the instruction of the teacher, and the learning process depends on the teacher
knowledge. Moreover, the most interaction is between the teacher and the student meanwhile the
interaction among the students in the classroom is almost impossible.
Since there is no real theory about GTM, it can be seen and described in the level of
approach; moreover, Ricahrd and Rogers argue that, “It is a method for which there is no theory”
(2001, p. 5). However, this classical method is still capable to apply in the learning process by
understanding its some characteristics. The principle of the major characteristics of Grammar
Translation Method that can be enumerated as below:
1. The goal of foreign language study is to learn a language in order to read its literature
or in order to benefit from the mental discipline and intellectual development that result
from foreign language study
2. Reading and writing are the major focus; little or no systematic attention is paid to
speaking or listening
3. Vocabulary selection is based solely on the reading texts used, and words are taught
through bilingual word lists, dictionary study, and memorization
4. The sentence is the basic unit of teaching and language practice
5. Accuracy is emphasized
6. Grammar is taught deductively – that is, by presentation and study of grammar rules,
which are then practiced through translation exercises
7. The student’s native language is the medium of instruction (2001, p. 5-6).
Prator and Celce-Murcia mention a little different with the lists above about the characteristics of
GTM. They list the principle of the GTM characteristic as the following:
1. Classes taught in the mother tongue; little use of the L2
2. Much vocabulary taught in the form of lists of isolated words
3. Elaborate explanations of the intricacies of grammar
4. Reading of difficult classical texts begun early
5. Texts treated as exercises in grammatical analysis

6. 6. Occasional drills and exercises in translating sentences from L1 to L2
7. Little or no attention to pronunciation (Prator and Celce-Murcia, 1970, p. 3 qtd. in
Brown, 2007, p. 16).
The next list of features of the GTM comes from Omaggio Hadley (2001). She consolidates
Chastain’s (1976) presentation of the GTM into this summary list: The grammar-translation
method has the following characteristics:
1. Students first learned the rules of grammar and bilingual lists of vocabulary pertaining
to the reading or readings of the lesson
2. Once rules and vocabulary were learned, prescriptions for translating the exercises that
followed the grammar explanations were given
3. Comprehension of the rules and readings was tested via translation (target language to
native language and vice versa). Students had learned the language if they could
translate the passages well
4. The native and target languages were constantly compared. The goal of instruction was
to convert L1 into L2 and vice versa, using a dictionary if necessary
5. There were very few opportunities for listening and speaking practice (with the
exception of reading passages and sentences aloud), since the method concentrated on
reading and translation exercises (Omaggio Hadley, 2001, p. 107 qtd. in Siefert, 2013,
p. 16).
There are a set of procedure that have been explained above the teaching process in the
GTM. The following procedure of teaching reading and writing of the GTM which is adapted from
Larseen-Freeman based on her experiences, English is target language and Spanish is the medium
of instruction showed in the following steps:
1. The class reads a text written in the target language
2. Student translate the passage of the text from the target language to their mother tongue
3. The teacher asks students in their native language if they have any questions, student ask
questions and the teacher answer the questions in their native language
4. Student write out the answers to reading comprehension questions
5. The teacher considers the whether the answer is correct or not
6. Student translate new words from the target language to their mother tongue

7. 7. The students compare the similarity between the target language and the mother tongue
8. Student are given a grammar rule and based on the example they apply the rule by using
the new words
9. Student memorize vocabulary
10. The teacher asks students to state the grammar rule
11. Student memorize the rule (Larseen-Freeman, 2011, p. 15-17).
Learning grammar rules, vocabulary memorization, and translation of text is the key which
cannot be omitted from this method. The language primarily is learned by reading and writing the
sentences of the classical literature or literacy texts for the development of intellectual as the goal.
The reading and writing are as the major concentration in this method make the student has
accuracy in grammar rules and understanding of the native texts, but the student is hard even
unable to use the language in communicating to the native speaker directly. Development of
methods which grow up from time to time, make the philosopher of education finding the
weaknesses and benefits of this method.
Here, there are some advantages of the GTM for the student in the learning process such
as: understanding of the words and phrases that are translated into mother tongue quicker,
developing of the art of translation, creating a strong memory bond by translating, getting
vocabulary effectively by using mother tongue, and using the crowed class is very useful.
The disadvantages of this method are the student has less of listening and speaking skill, it
is impossible to translate spoken language (pronunciation, articulation, intonation, pauses,
pitch etc), there are some idioms cannot be translated, the student gets no opportunities to
discuss, and it prevents the student to think directly (Patel and Jain, 2008, p. 75-76).
The GTM is the oldest method since the classical period and it gets so many critics because of its
disadvantages for the learner of English education, GTM has essential factor for the appearing of
the later method. “To diminish the lack of communicative competence in the GTM, one of the
method is appeared as the rejection GTM. The method is called Audio Lingual Method” (Brown,
2007, p. 17-18).
Although the GTM is the oldest method which gets a lot of critics from the modern
methods, it is still interesting for some researchers to discuss this method and apply it in the

8. classroom especially in the translation and grammar lessons. This method is effective for reading
and writing lesson in the classroom. By translating the sentence is unable the student to write the
sentence to the target language. Translation drills the student to improve the writing skill.
memorizing the vocabulary is emphasized the student to enhance the knowledge to read the text
written in the target language. The process of the teaching reading and writing can be seen on the
below explanation.
4. Process of Teaching in Grammar Translation Method
The principles and the characteristics of the GTM have been displayed on the explanation
above. The teacher is the central sources of knowledge and has full responsibility about the
material should be learned in the classroom. The teacher conducts the learning process in the native
language as the medium of the learning process. The pupils and the teacher communicate in their
mother tongue language. It makes the process and interaction easy to understand. The process of
the reading and writing could be seen at below.
The teaching of reading could be applied by the teacher as the following steps:
1. The teacher gives the intended grammar rules along with the explanation on their function.
2. The teacher gives examples of the sentence, explain its translation and emphasize the
structures with supplementary vocabularies.
3. After that students were given another sample sentence to be read aloud along the teacher,
repetitive. In order to familiarize them with the structures.
4. Teacher gives a text to be read along and guides students find the difficult words from the
text and translate their meaning. This way is to improve and to memorize the vocabulary.
5. The students are given some different sentences from the literary text with words missing.
The students fill in the blanks with the vocabulary that has been memorized in the previous
step.
6. Teacher gives questions that should be answered related to the text based on their
understanding.
Then, in teaching of writing skill can be seen on some steps below:
1. The grammar rules are learned deductively. The teacher begins the learning process with
the introduction of the theories and the rules of the grammar of the target language. The

9. teacher also gives an example of the target language completed with the translation in the
mother tongue
2. The teacher explains compares the grammatical structure between the target language and
the native language along with supplementary vocabulary. The students analyze the
grammar both of the languages.
3. The students memorize the grammar rules from the sentences and apply the rules by
making some sentences relate to the discussed grammar.
4. Giving some sentences in native language should be translated by the student into the target
language. The teacher drills the student to translate the native language from simple
sentences to complex sentences at every meeting
If the students have mastered the principal of grammar of the target language, the students
apply in the translation of the literary or classical texts. That process above is for the beginning
students who start to study the target language. The reading comprehension is taught through
reading the target language, translating the target language, answering the reading exercises, and
memorizing the vocabulary. The writing skill is drilled by translating the sentence into the target
language and understanding the grammar rules. In fact, the writing and reading comprehension are
taught spontaneously. During the learning of foreign language by using this method, the student is
emphasized to read the target language texts and write the target language while translating
process. Then, every sentence must be followed by its translation in the native language. The
explanation above gives the procedure of GTM in the learning process. The oral communication
is really less than the reading and writing.
5. An example of Teaching Reading and Writing Using GTM
The examples of teaching material below are for the students who begin to study foreign
language. If the students have mastered the grammar rules and functions, the teacher will give the
classical texts as a learning material. This is the sample of explanation of grammar rules, past
tense.
Grammar teaching: The teacher explains the name and definition of the grammar rule and its
function in native language

10. Past tense =>
 Past tense adalah bentuk kalimat yang digunakan untuk menyatakan kalimat lampau.
 Ciri dari kalimat past tense adalah menggunakan verb 2 (kata kerja kedua)
 Susunan kalimat past tense adalah sebagai berikut:
Subject (S) + Verb (V2) + Object (O)
Contoh:
Present tense (waktu
sekarang)
Past tense (waktu lampau) Arti
I + change + Clothes
S + V + O
I + changed + clothes
S + V2 + O
Saya + mengganti + baju
I + play + football
S + V + O
I + played + football
S + V2 + O
Saya + bermain + Sepakbola
I + eat + Bakso
S + V + O
I + ate + Bakso
S + V2 + O
Saya + makan + Bakso
Teaching reading: The teacher gives a list of vocabulary and asks the student to read the simple
sentence and find the meaning based on the student’s understanding
Contoh Verb 2:
Stop => Stopped : Menghentikan Cut => Cut : memotong
Help =>Helped : Membantu Meet => Met : Bertemu
Fix => Fixed : Melihat Drink => Drank : Minum
Carry => Carried : Membawa Read => Read : Membaca
Bacalah kalimat di bawah dengan keras beserta artinya!
1. He stopped a bus.
2. I fixed the TV.
3. She helped the teacher.

11. 4. You cut the cake.
5. Anna drank milk.
6. Andi met his friend.
Bacalah teks di bawah ini bersama-sama, dan carilah kata-kata yang sulit beserta V2nya!
Mother went to the market this morning. She met mister Ali in the way. Mister Ali said his cat
is missing. Mother felt sorry for him. She wished him and his cat well. Then, she left mister
Ali and she came to the grocery. In there, she bought apples and mangos. Mother then took
them back home. I was very happy.
Jawablah pertanyaan di bawah ini dengan lengkap:
1. Kemana kah ibu pergi?
2. Siapa kah yang ibu temui di pasar?
3. Setelah di pasar, apakah yang didatangi ibu?
4. Di toko buah, apakah yang dibeli ibu?
5. Kemudian, apa yang ibu lakukan setelah membeli apel dan manga?
Teaching of writing: The teacher gives a list of vocabulary that should be memorized by the
student. Then, write the translation of native language into the target language
Contoh:
Menerima : Receive => Received
V V2
Membeli : Buy => Bought
V V2
Menaruh : Put => Put
V V2
Saya menerima sebuah buku  I received a book
S V O S V2 O
Diah membeli baju itu  Diah bought that clothes
S V O S V2 O
Kami menaruh tas itu  We put that bag
S V O S V2 O

12. Ubahlah kalimat berikut ke dalam bahasa Inggris:
Cut : Memotong Put : Menaruh Sent : Mengirim
Cooked: Memasak Watched : Menonton Wrote : Menulis
1. Ibu memotong.wortel.
2. Budi memasak di dapur.
3. Ayah menaruh gunting di meja.
4. Anna menonton film horror.
5. Saya menulis sebuah surat.
6. Conclusion
GTM is the oldest method that used in teaching and learning process of Latin and Greek
language since the classical era many years ago. This method helps the student unable to read and
write the foreign language literature. The student is emphasizes studying the rules of grammar and
memorizing the vocabulary of the target language. The method also focuses in translation process
from source language into target language and vice versa. Every sentence of the target language
must be completed with the translation of the native language. The steps of the teaching process
begin with explanation of grammar, memorization of vocabulary, and translation of the sentences
which cannot be abolished in the learning process. Speaking ability is not the priority of this
method, because the goal of this method is to understand the meaning of a text. As a result, the
students who study foreign language through this method will master how to read and write the
target language in a short time. The teacher drills every meeting the students with translation text
and the grammar rules of the foreign language. The translation text is useful to enhance the reading
skill and the grammar rules are useful for the student to develop the writing skill in foreign
language.
The teacher has authority in a classroom and the student must follow every instruction from
the teacher. Although this method has disadvantage in the speaking competence, it is very efficient
in the reading and writing learning and should not need long time in teaching process. Moreover,
this depends on the people’s need either they want to develop of writing and reading ability or they
want to develop speaking and listening ability. Every method sure has weaknesses and advantages
in applying the result of the method.

13. References
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