FINAL EXAM LANGUAGE TEACHING METHOD
( 205 )
AN ESSAY
The
Effectiveness Using Grammar Translation Methods (GTM) on Improving Students’
Vocabulary Mastery
By
:
Intan
Purwasih
2201411112
A. Introduction
The
Grammar Translation Method is kind of the oldest teaching method . In addition
, it is a foreign language teaching method derived from the classical or traditional method of teaching Greek and
Latin. Actually , Latin and Ancient Greek are known as "dead"
languages, because the people no longer speak them for the purpose of
interactive communication.
A kind of focus on GTM is a translation
. As long as we study , translation can improve students’ vocabulary mastery
because by translating they will recognize vocabulary based on the context . If
there are any unfamiliar words , they can look at a dictionary . In this case ,
in my opinion that translation can improve vocabularies mastery . Besides ,
crucial component of learning a foreign language is the acquisition of
vocabulary. I chose this topic for my essay because I consider that for foreign
learners, vocabulary and grammar are two essential units that require them to
master as the first step. Ganem and Yu-Ling (2005) stated the following : Words
are the building blocks in a language. By learning the lexical items, we start
to develop knowledge of the target language. It goes without saying that
knowledge of vocabulary is very important skill . Students must learn thousands
of words that speakers and writers of English use, so they are able to master
aspects of English, such as listening, speaking, reading and writing.
In the realization that vocabulary’s
mastery not only has breadth vocabulary, but also depth vocabulary. Based on
Matsuoka and Hirsh (2010) said, “Depth of vocabulary knowledge, on the other
hand, refers to how well one knows a word”(p.5) . A kind of vocabulary mastery
methods is using Grammar Translation Methods (GTM). According to Larsen (2000),
reading passage provides the focus on vocabulary and grammatical structure are
studied in subsequents lesson ( p.19 ) .
Studies have shown that reading
passage is an useful activity. By reading passage, students try to translate
the target language and they will look it for dictionary when they find difficulties .
B. Objectives
The objectives
of this essay is to recognize the effectiveness using Grammar Translation
Method on Improving students’ vocabulary mastery . By using traditional concept
, we can improve vocabulary mastery based on textual context .
C. Review
of Related Literature
Vocabulary is the building of a language.Ganem and Yu-Ling (2005) stated the following : Words are the
building blocks in a language . By learning the lexical items, we start to
develop knowledge of the target language. Vocabulary’s
mastery not only has breadth vocabulary, but also depth vocabulary. Based on
Matsuoka and Hirsh (2010) said ,“Depth of vocabulary knowledge , on the other hand ,
refers to how well one knows a word”( p .5 ) .
The breadth vocabulary knowledge is an important
skill. Based on Matsuoka and Hirsh (2010) refer to Qian’s (1999,
2002) found,“ Although
increasing both breadth and depth vocabulary knowledge is regarded as important
to improving reading comprehension , breadth has attracted more attention than
depth in L2 empirical studies to date” (p.58) . Breadth vocabulary has good
impact both reading comprehension and second language empirical studies to
date.
According to Larsen (2000), reading passage provides
the focus on vocabulary and grammatical structure are studied in subsequents
lesson. Students should not translate idioms and like literally, but rather in
which shows that they understand the meaning (p.19). GTM focuses on translation
of literary passage that can improve students’ vocabulary mastery. Ganem and
Yu-Ling ( 2005 ) refer to Richards ( 1976 ) contends that knowing a lexical
items include knowledge of word frequency , collocation , register , case
relations , underlying form , word association and semantic structure .
However , Richards and Rogers ( 2001 ) said , “
Grammar translation methods is a way of studying a language that approaches the
language first through detailed analysis of its grammar rules , followed by
application of this knowledge to the task of translating sentences and texts
into put of the target , ( p.5 ). Based on Larsen (2000) , “reading passage
provides the focus on vocabulary and grammatical structure are studied in
subsequents lesson” ( p.19). Thus
, if students practice to translate the target language
routely, so little by little they will have breadth and depth vocabulary.
D. Analysis
Vocabulary is the building of a language.Ganem and Yu-Ling (2005) stated the following : Words are the
building blocks in a language . By learning the lexical items, we start to
develop knowledge of the target language. We know that every learning exactly
relates the process. It goes without saying that learners
from different first language backgrounds will impact on experience that is
different levels of difficulty in learning a word, I believe that it depends on how the patterns and
knowledge of the word are familiar to them. May be, the process will give
big impact to decrease the obstraction
in this situation.
There are many words in English that must
be mastered as first step .
Students as foreign learners must master vocabulary as the first step to
develop a target language. However , vocabulary’s mastery not only has breadth vocabulary,
but also depth vocabulary. Based on Matsuoka and Hirsh (2010) said,“Depth of
vocabulary knowledge , on the other hand , refers to how well one knows a
word”( p .5 ) . By well understanding word’s meaning, students understand
easier a target language. I think if students are lack of vocabularies, they
will get difficulty in all of aspect in English. But I mean it’s the most
difficult on
speaking .Whenever, the students do not have vocabularies’
mastery enough, they
can’t speak well.
In
addition , the breadth
vocabulary knowledge is an important skill. Based on Matsuoka and Hirsh (2010)
refer to Qian’s (1999, 2002) found, “ Although increasing both breadth and
depth vocabulary knowledge is regarded as important to improving reading
comprehension , breadth has attracted more attention than depth in L2 empirical
studies to date” (p.58) . Breadth vocabulary has good impact both reading
comprehension and second language empirical studies to date. Actually, if
students have breadth vocabulary, they will develop knowledge in a second
language (L2). Meara (1980) in Ganem and Yu-Ling (2005) pointed out that language learners admit that they encounter
considerable difficulty with vocabulary even when they upgrade from an initial
stage of acquiring a second language to a much more advanced level. Thus,
foreign language’s mastery insists to them on vocabularies’ mastery, too.
A kind of vocabulary’s mastery is using Grammar
Translation Methods (GTM). According to Larsen (2000), reading passage provides
the focus on vocabulary and grammatical structure are studied in subsequent lesson. Students should not translate idioms and like
literally, but rather in which shows that they understand the meaning (p.19).
May be GTM is lack of effective and not communicative. But it focuses on memorizing of grammar rules and
vocabulary, but no focuses on communicative language. So, students are
inability on speaking ability. In the same thing , translation is the easiest way of
explaining meanings or words and phrases from one language into another.
Communication between the teacher and the learner does not cause linguistic
problems. Even teachers who are not fluent in English can teach English through
this method.
Although GTM is lack of method, it’s good way
on improving students’
vocabulary mastery if we combine with other methods or we use in which is a
complement , such as cooperative method . GTM focuses on translation to literary passage that can improve students’
vocabulary mastery. If students translate a passage, of course they can
be able to undersatand
a target language. Ganem and Yu-Ling ( 2005 ) refer to Richards ( 1976 )
contends that knowing a lexical items include knowledge of word frequency ,
collocation , register , case relations , underlying form , word association
and semantic structure . So, Students don’t need translate every word
literally, but just recognize the meaning a target language based on grammar rules
and vocabulary.
Moreover , GTM is an unnatural
method. The natural order of learning a language is listening, speaking,
reading and writing. Speech is neglected. The Grammar Translation Method lays
emphasis on reading and writing. Exact translation is not possible. Translation
is, indeed, a difficult task and exact translation from one language to another
is not always possible. It rather attempts to teach language through rules and
not by use. The persons who have learned a foreign or second language through
this method find it difficult to give up the habit of first thinking in their
mother tongue and then translating their ideas into the second language. The
ability to communicate in the target language is not a goal of foreign language
instruction. The primary skills to be developed are reading and writing. Little
attention is given to speaking and listening, and almost none to pronunciation.
However , Richards and
Rogers (2001) said , “ Grammar translation methods is a way of studying a
language that approaches the language first through detailed analysis of its
grammar rules , followed by application of this knowledge to the task of
translating sentences and texts into put of the target , ( p.5 ). I believe
that translation of literary is a good enough method, translation of target
language, students understand the target language. If students are given
a passage, they will read
and try to translate by themselves and know what the passage conveys. If they do not know some words on the passage, they
can look it for dictionary until they catch the meaning of passage delivered. Based on Larsen (2000), “reading
passage provides the focus
on vocabulary and grammatical structure are studied in subsequents lesson” (p.19). Actually, if students practice to translate the target language
routely, so little by little they will have breadth and depth vocabulary.
There are many ways to improve students’ vocabulary mastery , here I use old
methods. Reading is a good activity that is very useful to us. Krashen (1986, 1993 )
in Hu ( 2013 ) mentioned , “
Free voluntary reading as the main route for acquiring new vocabulary” ( p.
487) . After students read, they try translate the target language. Sometimes
if they find a difficult word, they will look it for dictionary and they understand. I mean that among vocabulary and translation have
strong relationship. However among reading and vocabulary also have strong link
.
Based on Larsen (2000),
reading passage provides the focus on vocabulary and grammatical structure are
studied in subsequents lesson (p.19). Thus, reading passage is
a kind of methods in GTM in
which is useful for us to improve students’ vocabulary mastery
.
E. Summary
and Recommendation
Learning of vocabularies is first step to develop
knowledge of the target language. Vocabulary mastery not only has breadth of
vocabulary knowledge but also depth vocabulary. By well understanding word’s
meaning , we understand easier a target language.
GTM is a way of studying a language that reading
passage provides vocabulary and grammatical rules, students should not
translate words literally, but just understand the meaning focuses on grammar
rules and vocabulary, it is applied on translating a passage.Vocabulary and translation have strong relationship.
Translation is the easiest way of
explaining meanings or words and phrases from one language into another.
Communication between the teacher and the learner does not cause linguistic
problems. Even teachers who are not fluent in English can teach English through
this method. I suppose that if we use Grammar Translation Method, we should
collaborate with other method to create a learning more communicative for
example by using Cooperative learning method .
F.
Bibliography
Hu,
H. M. 2013 .“The Effect of Word Frequently and Contextual Type on Vocabulary
Acquisition from Extensive Reading: A Case Study”. Journal of language Teaching
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Academy Publisher Manufacture.
Larsen,
Diane and Freeman . 2000. Techniques and Principle in language
Teaching . Oxford : Oxford University Press .
Lai,
A.G . and Yu-ling . 2005. Teaching
Vocabulary Learning Strategies : Awarness, beliefs and practices . A Survey of
Taiwanese ESL Senior High School
Teachers . Taiwan : University of Essex .
Matsuoka,Warren
and Hirsh, David. 2010.“Vocabulary Learning Through Reading : Does an ELT
course book provide good opportunities?”. Journal of Reading in a Foreign
language.Volume 22 , No.1 April 2010 ,56-70,ISSN : 1539-0578 . Australia :
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Download from: Http://nfrc.hawaii.edu/rfl
Richards, J. C.
and Rogers , T. S .2001 . Approach and Methods in Language Teaching
Second Edition . Cambridge : Cambridge University Press .
