Bilingual method

Abstract: Learning can take place in school, course, and community. There are some differences of teaching at school and course, such as teaching methods used. It is one of the most important elements in teaching. Teaching method is used to help the learners to gain the knowledge and help them to achieve their learning targets. Therefore, this research focused on teaching methods that were used by English Education Department students in UIN Ar-Raniry in teaching grammar at English courses. The purposes of this research were to identify which methods were used in teaching grammar at courses and to describe the teaching techniques that were applied in classroom. The participants were five English Education students who have been teaching English at English courses. They were selected using purposive sampling with a consideration that they have completed Teaching Method, Micro Teaching, and Teaching Practice (PPL) subjects in their previous semesters. This research was conducted by using qualitative descriptive and two techniques for collecting data namely observation and interview. Based on the research findings, writer found that all of the selected teachers used Grammar Translation Method (GTM) as the main teaching method which was sometimes combined with some techniques of other methods such as Direct Method, Communicative Language Teaching (CLT), and Bilingual Method.

Abstract: The teaching of English in the schools of India and the measures to be taken to improve its efficiency have been engaging the attention of educationalists of this country for some time past. The issues have figured prominently in group discussions all over the country and the competing claims of various established methods have been subjected to critical examinations. The early years of English teaching are in the hands of teachers who neither know enough English nor are familiar with the latest thinking on modern language teaching. One experiment conducted in South Bihar, India, revealed that students at the end of their high school education (with 5 to 6 years of acquaintance with English) knew barely 1,500 words. Although this figure is not typical of the average high school student in India, it more or less gives a clue to the state of affairs in the teaching of English in the country. It is depressing to see that as a result of nearly one thousand hours of English teaching, the rate of learning is only 1% words per hour of English teaching. A teacher can certainly do better even in the worst conditions. There is no need for rethinking the methods we use at the beginning stages. The direct method has always held pride of place in the curriculum of our training colleges. Campaigns of various types have also been organised in many parts of India to enlighten beginning teachers of English on the successful use of the direct method. While all these attempts at teacher training have doubtless resulted in an increased awareness of the difficulties of teaching English to beginners, it would, indeed, be interesting to know what so far has been achieved in measurable terms. Teachers as well as teacher trainers will surely find it useful to follow experiments, which, while recounting the procedures and techniques employed, also give an indication of their value in terms of the actual learning that takes place as well as the teaching efficiency that they promote. In the following paragraphs I would like to describe one such research project carried out in India, which has provided data for the comparison of two methods, the direct method and the bilingual method.

Abstract: Pedagogically an English lesson is analyzable into two activities: (1) an attempt to convey meaning, and (2) an attempt to produce imitation (Dodson 1967, 5f.). This may be viewed from the angle of the learner as an attempt to let him acquire and retain meaning and at the same time to enable him to perfect an imitation response. There is no need to haggle over whether the imitation response is to be a spoken imitation or a written imitation. Even if our aim is to obtain written imitation it is doubtful whether it would be possible without some measure of vocalization (Laskley 1961 in Saporta 112-130). There is of course the view that English is learnt for reading comprehension only, which some naively take to mean that no kind of imitation response whether in speech or writing is necessary. It was assumed for this experiment that even the reading comprehension aim is not possible of attainment without at least one category of imitation response, namely vocalization. Some form of vocalization is found to be necessary even in the teaching of dead languages and in the use of the grammar-translation method as well (Mackey 1965, 142).