TEFL METHODOLOGY A

Team 1:
1. Dwi Puji Lestari (210210401001)
2. Putri Diva Pitaloka (210210401003)
3. Adelia Vananda (210210401006)
4. Nada Syafa Kamiladina (210210401007)
5. Susilowati (210210401017)

CRITICAL REVIEW ON THE DIRECT METHOD

The 20th century has some methods in the education field to help teachers in developing the
potential of the students optimally, one example of this is the direct method. The direct method
should not be translated into the original language but rather connected directly with the target
language. (Putri Diva Pitaloka) The fundamental objective of this method is to improve language
achievement through word meaning, expression, and gestures that are directly tied to the picture
you create in your head (Larson-Freeman 1986). (Adelia Vananda) The use of this method has
benefits as well. (Dwi Puji Lestari) The learner will improve their vocabulary, pronunciation,
sentence structure, and fluency. (Nada Syafa Kamiladina) Through verbal communication, the
students can convey their feelings, thoughts, and expression, which helps them speak English more
fluently. (Susilowati)
The direct method is a method the teacher uses to teach the target language, where the
teacher instructs the student to speak spontaneously. The direct method involves several strengths
and weaknesses. (Nada Syafa Kamiladina) The strengths are it is profitable and serves various
developments. Then, the weaknesses of the direct method are only focused on one skill and the
differences in students’ backgrounds. (Dwi Puji Lestari) Furthermore, the direct method requires
a certain procedure. There are a total of eight procedures to follow in the direct method. (Putri
Diva Pitaloka) As shown, the direct method is a learning method. It has not just strengths, but
also some weaknesses. (Adelia Vananda) Moreover, it needs certain procedures to comply with.
(Susilowati)
 In the direct method, there are strengths, weaknesses, and procedures when implementing
this method. The direct method was relatively profitable in private language schools, such as the
Berlitz chain, where the clients had the great motivation and the practice of native-speaking
teachers. Then, it focuses on the specific target languages and serves various developments in
technological teaching procedures. Unfortunately, the direct method is not the perfect method ever.
This means that it also has a number of weaknesses or disadvantages. (Adelia Vananda)
According to Webster (Vishal, 2016:2), in this method, students primarily owed emphasis on oral
practice, while the other skills, reading, and writing, for instance, are disregarded widely.
Certainly, it cannot be ignored because the other skills instead of oral practice are notable too. He
also wrote that the students who are average or below average, especially from rural backgrounds,
find difficulties in carrying the things taught using this method. Therefore, the direct method shows
explicitly that it is not built for the entire kind of students and it seriously needs better development
to fix its own weaknesses. Despite its deficiency, this method is positive enough. (Dwi Puji
Lestari) The student’s vocabulary, pronunciation, sentence structure, and fluency will be
developed. The students can express their feelings, thoughts, and expressions through verbal
communication so that they can speak English more fluently. Furthermore, educators require the
procedure for implementing this method. According to Richards & Rodgers (2014), the first
procedure is classroom instruction was administered completely in the target language. (Putri
Diva Pitaloka) Second, recent teaching cases were instructed orally. Third, verbal communication
skills were established in an attentively graded advancement established around question-and-
answer exchanges between teachers and students in small intensive classes. Fourth, vocabulary
and sentences were taught every day. Fifth, concrete vocabulary was taught through
demonstration, objects, and pictures; abstract vocabulary was taught by organized thoughts. (Nada
Syafa Kamiladina) Sixth, grammar was taught inductively. Seventh, correct pronunciation and
grammar were assertive. Lastly, speech and listening comprehension were taught. In summary,
according to the strengths and weaknesses, this method is good for particular skills in English, but
not for certain skills, hence it is a must for the teacher to be able to apply it well. (Susilowati)
The direct method is a technique that teachers use to instruct students to speak naturally in
the target language without using the student's native language. The direct method has advantages
and disadvantages. (Susilowati) This method is very effective for creating fluent speakers of the
target language who can actually use it by acquiring it in everyday situations. However, the
difference in students' backgrounds and the narrow emphasis on one skill are its disadvantages.
(Putri Diva Pitaloka) Students who have below-average abilities will have difficulty accepting
the material taught. There are two recommendations that can be implemented in this method.
(Adelia Vananda) First, it is needed for better development to improve its own weaknesses
because it shows explicitly that the direct method is not made for all types of students. (Nada
Syafa Kamiladina) The last, before choosing a learning method, approach the students first in
order to recognize the type of students and choose the right method. (Dwi Puji Lestari)

References:

Batool, Nadia; Anosh, Muhammad; Batool, Anam; Iqbal, Nadeem;. (2017). The Direct Method:
A Good Start to Teach Oral Language. International Journal of English Language
Teaching, 37-40.
Gupta, V. (2016, September 12). Direct Method, Basic Principles – Advantages, Disadvantages.
examweb, p. 2.
Richards, J. C., and Rodgers, T. S. (2014). Approaches and methods in language teaching.
Cambridge: Cambridge University Press.

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