grammar translation method thesis

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GRAMMAR TRANSLATION METHOD (GTM

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International Journal of English Language & Translation Studies

International Journal of English Language and Translation Studies

Translating ability requires mastery over two languages. Although this training is not aimed at shaping the participants into professional translators, translation skills are needed for academic excellence. To have these abilities, students should comprehend the language structure in L1 and L2. Therefore, this article elaborates on the use of Grammar Translation Method in teaching translation to students who are not majoring in translation. The sample of this research consists of 62 students from the Department of Economics and Engineering, University of North Sumatra. The research method used is experimental method with pretest and posttest design. The results of the data analysis show that translation teaching by the GMT method can improve the students' ability to render the text from L1 to L2 and vice versa. The students' commentaries implied the willingness to improve their vocabulary in L2.

ezuddin rozika

Ida Nurjannah

English language teaching has become very important because of the global status of English and people all over the world are learning this language. Nowadays, teachers can choose their textbooks and other supplementary materials; they can also choose methods or activities they want to use in their lessons. It is a big advantage but also a big challenge. In my opinion, it is very difficult to find an approach suitable for all learners. The aim of the present article is to compare grammar translation method and communicative language teaching. I have chosen these two approaches because, in my view, these are two main streams in language teaching nowadays. Although grammar translation method is said to be outdone, it is still used very often at our schools. On the other hand, communicative approach is highly recommended but not many teachers really use it. In my opinion, it is very difficult to say which method or approach is the best. Some activities might be suitable for one person and wrong for someone else. The central factor in the choice of method is the learner and his or her needs. This paper tries to analyze their effectiveness and weakness of most influential teaching approaches and methods: Grammar-Translation Method, Communicative Teaching Method, in order to have a better understanding and application in the future teaching practice.

obaid ullah

activitybased teaching

Dr. I Wayan Suryasa

The current research was a descriptive qualitative method that aimed to describe the TEFL methods applied by EFL teachers in Indonesia. Specifically, it aimed to know what the primary methods used by EFL teachers, how they delivered the methods, and what are the advantages and the disadvantages of applying the method in Indonesia case. The focus of the current research was on elementary teachers. Data were gained through interview and classroom observation. The research has shown that the primary methods used by EFL teachers were Grammar Translation Method and Direct Method. They combined those two methods and delivered them using English and Bahasa.

Prof.Dr.Abdul Ghafoor Awan

The objective of this study was to conduct a contrastive study of Grammar Translation Method (GTM) and Direct Method (DM) at secondary level to assess how far each method is effective in teaching a foreign language. Data was collected through a questionnaire The research findings indicated that the ratio of usage of GTM method was fairly higher ranging from 90% to 100% and the usage of DM method is fairly lower ranging from 0.0% to 10% only which shows that old and traditional methods were being used in the classroom at secondary level even today. Teachers did not take interest in using the DM. In the context of Pakistani classroom, an eclectic approach should be adopted by using both the methods appropriately keeping in view the learners need.

International Journal of Education and Literacy Studies

dedi sanjaya

Özgür Çelik

Smartphones have turned out to be in the centre of human life covering all fields. They can be assumed as an indispensable part of our lives and furthermore they can be symbolized as a new body part of human beings. The reflections of this phenomenon in education were inevitable and smartphones have been successfully implemented into the education, especially language instruction. Mobile applications, which act as the main tools in the integration of smartphones into language instruction, have been used for various educational purposes from grammar, vocabulary, reading, listening and speaking instruction to classroom management, measurement and evaluation. Among all, vocabulary apps outnumber other skill-based apps because the functionality and facilities of mobile apps can be effectively used in vocabulary instruction. In this study, a review on vocabulary instruction and Mobile Assisted Language Learning is presented along with an extensive theoretical background. Öz Akıllı telefonlar, insan hayatının tüm alanlarında kendini göstermektedir. Yaşamlarımızın bir par-çası haline gelmiş ve hatta insanoğlunun yeni bir organı olarak nitelendirilmeye başlanmıştır. Bu olgunun eğitime yansıması kaçınılmazdı ve akıllı telefonlar, başta dil öğretimi olmak üzere başarılı bir şekilde eğitime dahil edildi. Bu süreçte, ana rolü üstlenen mobil uygulamalar kelime, okuma, dinleme, konuşma becerilerinin yanı sıra sınıf yönetimi, ölçme ve değerlendirme gibi eğitimin bir-çok alanında kullanılmaya başlandı. Bu uygulamalar arasında, diğer yetenek temelli uygulamaların yanı sıra kelime uygulamaları ön plana çıktı çünkü mobil uygulamaların sağladığı olanaklar ve ko-laylıklar kelime öğretiminde etkili bir şekilde kullanılabiliyordu. Bu çalışma, kelime öğretimi ve Mobil Destekli Dil Öğretimi konusunda literatürü tarayarak kapsamlı bir teorik çerçeve sunmayı amaçlamaktadır.

Bilecik Şeyh Edebali Üniversitesi Sosyal Bilimler Enstitüsü Dergisi / Journal of Social Sciences Institute , Özgür Çelik

Kaniz Fatema

Volume: 1 Issue: 4 English and Bengali medium of educational system plays an important role in a developing country like Bangladesh. The dynamic education system is still looking for a dependable and long-term serving curriculum and testing system of teaching and learning. The purpose of the paper is to find out the gap of using the CLTA curriculum with the text used and actually which methods or approaches are being followed to teach English. The instrument is teacher questionnaires and researcher's classroom observation checklist to find out the answer of research questions. The findings concern to reveal the actual method or approach that has been practiced in Bangladesh and the gap of CLTA curriculum-based education with the practical method or approach that has been practiced. These findings are supported by the findings of the researcher's own checklist except for a few differences. KEYWORDS Bengali medium (BM); Education; English Medium (EM) National Curriculum and Textbook Board (NCTB) 1. INTRODUCTION Teaching and learning English plays an important role in Bangladesh as unlike the western developed countries, the education system is focusing on learning English besides native language only. English has been taught and learnt at the very early age of a child beside their native language. Both English and Bengali medium schools teach English as a subject side by side Bengali. Though English has been learnt and taught at the early age of a child but the question remains-'why can't a learner even after graduating fails to communicate in English?' The cause may indicate some lacking in teaching and learning methodology. From the beginning of the English Language Teaching till now there have been lots of approaches and methods invented. Grammar Translation Method to Flip Method and a lot more are in progress in search for an "Ideal" method or approach to teach. As the figure show:

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THE IMPLEMENTATION OF GRAMMAR TRANSLATION METHOD TO BETTER SPEAKING COMPETENCE SUPPORTED BY DEVELOPING READING AND LISTENING SKILLS

Learning to talk is difficult. The students had difficulty communicating their views to others. A study was done to assist them in correcting their flaw. The treatment enlisted the participation of 30 students from three different schools. Each school assigned ten individuals at random. There were a total of 13 learning opportunities. A pre-test was completed by the students in order to conduct such a treatment. It is a method of determining their prior understanding of the English language. The teacher uses the grammar translation method to begin the learning process. The teacher used podcasts to help students improve their grammatical understanding. The information was presented in the form of short stories and conversations. Students learn vocabulary, hearing, speaking, and grammar by modifying them. The students took a post-test at the end of the treatment. To answer the research question, data from the pre-test, post-test, and document were analyzed using the mixmethod method. From the analysis, it can be concluded that employing the grammar translation approach and podcast material can assist students improve their speaking skills. Other teachers could use the same outcome to teach related subjects. Other researchers can build on them to get other results.

Afna, M. (2018). The correlation between vocabulary and speaking skill. Journal of linguistics. Literature & Language Teaching, 4(1), 43-71.

https://journal.iainlangsa.ac.id/index.php/jl3t/article/view/750

Akmal, S., Rasyid, M. N. A., Masna, Y., and Soraya, C. N. (2020). EFL learners' difficulties in the structure and written expression section of TOEFL test in an Indonesian university. Englisia, 7(2), 156-180. https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/6472/4139

Ambarwati, R., and Mandasari, B. (2020). The influence of online cambridge dictionary toward students’ pronunciation and vocabulary mastery. Journal of English Language Teaching and Learning, 1(2), 50-55. http://jim.teknokrat.ac.id/index.php/english-language-teaching/article/view/605

Erdogan, A. (2018). The Role of Teaching Grammar in First Language Education. European journal of education research, 7(1). 87-101. https://www.semanticscholar.org/paper/The-Role-of-Teaching-Grammar-in-First-Language-Demir-Erdogan/0779245e615032f84e25f6c4d964a1cc210a1224

Famularsih, S., and Helmy, M. I. (2020). A Comparative Study of Sentence Building in Writing Ability Among Students in Indonesia. Pedagogy: Journal of English Language Teaching, 8(2), 89-101. https://ejournal.metrouniv.ac.id/index.php/pedagogy/article/view/2222

Feng, Y., and Webb, S. (2020). Learning vocabulary through reading, listening, and viewing. Studies in Second Language Acquisition, 42(3), 499-523. https://doi.org/10.1017/S0272263119000494

Hesti, H., Dalman, D., and Carla, C. (2019). Grammar Translation Method (GTM): Efektifitas Pembelajaran Aspek Membaca dan Menulis dalam BIPA. Jurnal Kata, 7(2). http://jurnal.fkip.unila.ac.id/index.php/BINDO1/article/view/18372

Kaharudin, A. (2018). The communicative grammar translation method: a practical method to teach communication skills of English. English, Teaching, Learning and Research Journal, 4(2), 232-254. http://journal.uin-alauddin.ac.id/index.php/Eternal/article/view/6292

Khan, A. B., and Mansoor. H. S. (2018). The Effectiveness of Grammar Translation Method in Teaching and Learning of English Language at Intermediate Level. International Journal of Institutional & Industrial Research, 1(1), Vol. 1, 10-14. https://www.researchgate.net/publication/328578620_The_Effectiveness_of_Grammar_Translation_Method_in_Teaching_and_Learning_of_English_Language_at_Intermediate_Level

Kurniawan, R., Miftah, M. Z., and Qamariah, Z. (2020). Grammar-translation method affects students’ reading comprehension and motivation. International Journal of Research on English Teaching and Applied Linguistics, 1(1), 7-15.

https://jurnal.iain-bone.ac.id/index.php/ijretal/article/view/1194

Maming, K., and Mangsi, R. (2019). The Effect of Paired Conversation Activity by Utilizing News-Based Materials in Improving the Students’ Speaking Skill. Journal of English Education and Development, 2(2), 87-97. https://ojs.unsulbar.ac.id/index.php/eduvelop/article/view/231

Mazher, U., Ahmed, M., and Aslam, M. (2015). Grammar Translation Method in ELT: Hindering The Development Of Communicative Skills At Secondary Level. Journal of literature, languages, and linguistics, 6(1), 65-72. https://www.iiste.org/Journals/index.php/JLLL/article/view/22054

Marjun, A. (2021). An analysis students’ perception on the use of paper and electronic dictionary. Jurnal keguruan dan ilmu pendidikan, 5(1). http://jurnal.unka.ac.id/index.php/fkip/article/view/495

Najamuddin, N. (2019). The use of dictionary to understand similar words in english. Jurnal jurusan PBA, 8(2), 203-214. https://journal.uinmataram.ac.id/index.php/eltsaqafah/article/view/1870

Nikijuluw, R., C., G. (2020). Vocabulary journal strategy: one way to help students’ vocabulary . Jurnal Tahuri, 27(1), 1-7. https://ojs3.unpatti.ac.id/index.php/tahuri/article/view/1845

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IJIET  DOI:  https://doi.org/10.24071/ijiet

p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)

IJIET ( International Journal of Indonesian Education and Teaching)  is published by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.