Grammar Translation Method (GTM)
Grammar Translation Method (GTM)
Grammar Translation Method (GTM) has a general
instructional objective, namely to develop students' in-depth understanding of
grammar and so that students master the grammar structure rules, especially in
the target language. According to Fadhly (2023), the objective goal of this
method is so that students are able to understand grammar in depth, and students
also have the ability to translate texts from the first language into the
target language properly and correctly.
GTM also has several specific instructional objectives,
according to Fadhly (2023), the first objective is so that students are able to
understand grammatical structures. With this method, students are not only able
to understand but are also able to identify various grammatical structures or
grammar rules in the target language. For example, students are able to
understand and identify the use of tenses, agreements, prepositions, etc.
The second objective is vocabulary usage, by using the GTM
method, students will be able to use vocabulary correctly and appropriate for
the context. In addition, students will be able to use grammar rules correctly
(Fadhly, 2023). The next objective is students have the translation skills,
with GTM students will gain the ability to translate texts from the first
language into the target language using appropriate grammar and in-depth
understanding.
According to Fadhly (2023), the fourth objective is
understanding literary texts. With this method, students will be able to
understand literary texts in the target language, not only understand but also
students will be able to analyze the text with a deep comprehension. For
example, students can understand and analyze poetry, short stories and other
literary texts. The next objective is reading comprehension, students are able
to read texts in the target language using their understanding and can analyze
the meaning and messages contained in the texts they read.
The next objective is that students can achieve writing
skills. According to Fadhly (2023), students will be able to write texts in the
target language by using correct grammatical rules and adhering to sentence
structure rules, as well as by using in-depth understanding. In this sense,
students can create writing that complies with grammatical rules and can be
read and understood by writers and the general public.
With GTM students can develop critical thinking skills,
students can develop their critical thinking by analyzing texts, so that
students can understand the meaning contained in the reading context in the
target language, and can evaluate the word choices and sentence structures in
accordance with linguistic rules in the target language (Fadhly, 2023).
Furthermore, the objective that students will achieve when using this method is
that students can understand the cultural context. Students can learn and understand
cultural aspects related to the target language. Students can also understand
how language is used in a cultural context.
The final specific instructional goal is that students can
develop foreign language proficiency, by mastering grammar and also mastering
vocabulary in the target language, students are able to develop and achieve the
target language proficiency. With these objectives, it is hoped that students
will be able to achieve a deep understanding of grammar and can also translate
texts from their first language into the target language correctly and
accurately using the Grammat Translation Method.
For a long time, GTM has been an essential component in
language instruction. GTM incorporates a number of advantages and disadvantages
that have been recognized and investigated via educational research and
practice. It is based on the explicit teaching of grammar principles and
translation tasks.
GTM offers advantages such as enhanced grammar, enhanced reading and writing abilities, increased cultural awareness, enhanced cognitive functions, and suitability for particular language pairs. Apart from that, GTM has disadvantage namely limited oral fluency. According to (Natsir & Sanjaya, 2014) quoted by Fadhly (2023), GTM has come into criticism for not placing enough focus on speaking and listening abilities. Lack of experience in natural conversation might lead to learners having low oral proficiency and fluency. Another disadvantage is lack of communicative competence. According to (Chang, 2011) quoted by Fadhly (2023), students may not be sufficiently prepared for target language communication in everyday life via GTM. Its main focus is on literary language, which may not necessarily match with the language used in everyday conversation.
Reference : Fadhly, F.Z. (2023). EFL Teaching Methodology. Edukati Inti Cemerlang.
Written by : Arin Sabila
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