USING DIRECT METHOD TO IMPROVE STUDENTS SKILL IN

SPEAKING OF 2
nd
YEARS OF SMP


a final paper
submitted in partial fulfillment of the requirements
for following final exam of TEFL II

by
Ida Fitriyani
6/ 10420047



DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
IKIP PGRI SEMARANG
2013


I. TITLE
USING DIRECT METHOD TO IMPROVE STUDENTS SKILL IN
SPEAKING OF 2
nd
YEARS OF SMP

II. INTRODUCTION
A. Background
English is an international language. People have to know about English.
One of them is people can speak English. To speak English people have to know
the structure of English. To know the structure of English people have to study
and they are often listen music or conversation in English.

In learning process especially for junior high school is the first learner to
speak directly example to introduce them self, to give opinion, to express of
sadness or happiness etc.

The direct method of teaching was developed around 1900 in Germany
and France. It is sometimes called the natural method because the aim is to teach
students in a similar way that they acquire their first language (William Lake,
2013). Direct method is used to the first learner, in fact these method is more used
in many country. Purpose of this method in teaching English, teacher will use
realia, audio visual, and demonstration to teach English to students in order to
many variation in learning process.







B. Statement(s) of the problem

1. How is used direct method to teach speaking?
The direct method of teaching called as natural method
2. How to improve students skill in speaking using direct method

C. Objective(s)

1. To find out how is used direct method to teach speaking.
2. To improve students skill in speaking using direct method.

III. REVIEW of LITERATURE

A. On the language Content/ Skill

What do you do when students dont want to put that extra mile to do a
speaking presentation, so they get cold feet and read from their notes just to get
by. Improving speaking skills takes a lot of classroom practice, motivation to
speak, and skill. Sometimes it is necessary to think beyond the box, adding
creative elements wherever possible depending of course, on the skills of your
students and how open they are to creative thinking.

Improving the speaking skills of your students may be difficult, but the
added benefit is building confidence in students for speaking skills and strategies
in a foreign or second language. Even though the professional years are still way
in the future, help your students by starting small.

Students often think that the ability to speak a language is the product of
language learning, but speaking is also a crucial part of the language learning
process. Effective instructors teach students speaking strategies -- using minimal
responses, recognizing scripts, and using language to talk about language -- that
they can use to help themselves expand their knowledge of the language and their
confidence in using it.

Many language learners regard speaking ability as the measure of knowing
a language. These learners define fluency as the ability to converse with others,
much more than the ability to read, write, or comprehend oral language. They
regard speaking as the most important skill they can acquire, and they assess their
progress in terms of their accomplishments in spoken communication.

Language learners need to recognize that speaking involves three areas of
knowledge:

- Mechanics (pronunciation, grammar, and vocabulary): Using the right words
in the right order with the correct pronunciation
- Functions (transaction and interaction): Knowing when clarity of message is
essential (transaction/information exchange) and when precise understanding
is not required (interaction/relationship building)
- Social and cultural rules and norms (turn-taking, rate of speech, length of
pauses between speakers, relative roles of participants): Understanding how to
take into account who is speaking to whom, in what circumstances, about
what, etc. (http://www.nclrc.org/essentials/speaking/spindex.htm).

B. On English Language Teaching Method (5)

Like all direct methods Speak concentrates on the aspect of a foreign
language that is the most difficult to master - on speaking. With the use of the
speak.pl method the students learn by constantly speaking during the classes. The
lesson is arranged in the form of a specially designed dialog between the teacher
and each of the students in the group. Every student has to answer the teacher's
questions directly in the new language, in full sentences, and with the use of the
currently practiced new vocabulary or grammar points. The native language of the
students is not used during the lessons at all or used only occasionally to introduce
the new vocabulary that would be too difficult or too abstract to understand
without translation. When the student speaks the teacher helps him and corrects
him immediately. The teacher carries out the lesson at the top possible speed
without unnecessary slowing down, thus making the students' ears used to the
natural pace of the foreign language. At least 80% of the lesson is devoted to
speaking. There is no need on part of the students to take any notes because
everything the teacher says during the classes is recorded in the course books as
well as on the CDs that accompany them.

The aim of the direct method of teaching languages was to teach students
the target language in a way that is similar to their first language. For this reason,
this method was sometimes known as the natural method.

The direct method of learning English is fairly simple. In consists,
primarily, of just five parts.

Show The student is shown something so that they understand the word. For example,
they might be shown realia or other visual aids such as flash cards for nouns. The teacher
might use gestures to explain verbs, and so on.
Say The teacher verbally presents the word or sentence, taking care to pronounce the
word correctly.
Try The student then tries to repeat what the teacher is saying.
Mould The teacher corrects the students and ensures that they are pronouncing words
correctly.
Repeat Finally, the students repeat the word a number of times. Here the teacher uses a
number of methods for repetition, including group repetition, single student repetition
and other activities designed to get the students to repeat the word.

This method immerses students in English. Teachers would use a range of
things including flash cards, realia and more to teach vocabulary and teachers use
a range of repetitive patterns to drill the students. Moreover, teachers also don't
teach grammar directly, it's taught indirectly. The teacher attempts to get their
students to change parts of a sentence and learn grammar indirectly. An example
of this is the sentence, 'I try hard'. It could be changed to 'I study hard', or
something else (Article Source: http://EzineArticles.com/7488606).

IV. DISCUSSION

A. Why: Resonation

Ive choose this method because I think it is a good form to teach children
in speakings classes.

Firstly, the direct method teaches students how to use the language instead
of teaching them about the language. This method is also popular with students
that have the need to learn conversational English because the emphasis is placed
on speaking and listening (Article Source: http://EzineArticles.com/7488606).

Probably the biggest advantage of this method of teaching English is that
it actually teaches the language and doesnt teach about the language.
Furthermore, due to its emphasis on speech, it is better for students who have a
need of real communication in English. Finally, this method introduced the use of
teaching vocabulary using realia, which is still widely used today when teaching
English to speakers of other languages.
The Direct Teaching approach is particularly effective in the teaching of
skills rather than knowledge.
The teacher needs a very good level of knowledge and understanding of
the topic and a very easy control of the ideas.

B. How: Implementation
Choosing Topics

This approach was developed initially as a reaction to the grammar-
translation approach in an attempt to integrate more use of the target language in
instruction.
Lessons begin with a dialogue using a modern conversational style in the target
language. Material is first presented orally with actions or pictures. The mother
tongue is never, never used. There is no translation. The preferred type of exercise
is a series of questions in the target language based on the dialogue or an
anecdotal narrative. Questions are answered in the target language. Grammar is
taught inductively--rules are generalized from the practice and experience with
the target language. Verbs are used first and systematically conjugated only much
later after some oral mastery of the target language. Advanced students read
literature for comprehension and pleasure. Literary texts are not analyzed
grammatically. The culture associated with the target language is also taught
inductively. Culture is considered an important aspect of learning the language
(https://sites.google.com/site/languageteachingmethods/direct-approach).

Speaking Activities

1. Use picture prompts. Depending on the variety of visual resources and class level
and ability, a teacher can brainstorm with the class a variety of sentences, (key)
words, and phrases around a particular category or situational context that is the
building block for a presentation directly.

2. Follow-up with a memory game or exercise. Students then work in pairs writing
down or translating the words they remember.

Tips for Improving Speaking Skills

- Allot a time limit for each and every speaking activity. Take into
consideration those activities that involve either group or pair work.

- Keep the activity fun and simple. Make sure the instructions are also crystal
clear.

- Dont overdo speaking activities in one lesson.

- Make sure you aim for a balance between speaking and listening.

- Have a back-up plan for the entire class and for individual students who are
withdrawn.

- Always reflect on what can you do as a teacher to help students improve their
speaking skills

Remember, the more diverse and creative your speaking activities become, the
easier it will be to train your students to improve their speaking skills and
speaking exercises will become much more automatic.

V. CONCLUSION and SUGGESTION

A. Conclusion

We can use many methods to teach a foreign language. Direct method is
one of them and I think is very good because it consist in a complete
linguistic immersion. But teaching English we also have to take into
account other things:
o We must be passionate about teaching, and patient, adapting to the
level of the students because they have individual needs.
o We can be strict, but as well we should be friendly, energy, interesting
and funny. Have an original teaching style.
o We should teach grammar clearly, not rely on the course book only.
o Help students make progress.
o Be kind. Not show a distance.
o Be stimulating. We can know the student names and know them.
(http://en.wikipedia.org/wiki/Direct_method_(education)

B. Suggestion

Direct method is an effective way to teach speaking because speaking
need to speak directly without depend on grammar and focus on language
structure. Ini bertujuan agar siswa bias berpikir kritis














VI. BIBLIOGRAPHY

- http://www.shvoong.com/books/1760534-direct-method-dm-english-teaching/
- http://www.nclrc.org/essentials/speaking/spindex.htm
- Article Source: http://EzineArticles.com/7488606
- https://sites.google.com/site/languageteachingmethods/direct-approach
- http://en.wikipedia.org/wiki/Direct_method_(education