APPLYING BERLITZ PREMISE TO TEACH VOCABULARY AND GRAMMAR TO ELEMENTARY SCHOOL STUDENTS: AN OBSERVATION IN ELEMENTARY SCHOOL IN EAST JAVA

Urip Subagio

Abstract


Some researchers admit that children capitalize on the devices to acquire language. The findings revealed that the devices have been considered important in the acquisition of vocabulary and grammar. Language teachers should respond to this fact wisely. The respond could be in terms of facilitating special conditions when teaching language to children. This article offered teachers the idea of inseparable teaching of vocabulary and grammar to children and what teaching conditions constitute the ideal teaching atmosphere to children. Moreover, to give English teachers adequate information, four things in the basic premise of direct method proposed by Berlitz; (lots of oral interaction, spontaneous use of the language, no translation between first and second language, and little or no analysis of grammar), were discussed. In addition, the application of that premise in a school was observed. The elementary school observed was “SD Laboratorium,” Universitas Negeri Malang, East Java. For English teachers who teach in elementary schools, this article can provide additional information about how to teach vocabulary and grammar to their students. It was found that the premise was well applied in the observed elementary school. In addition, school as institution plays a important role to support English teachers in applying the premise effectively.

Keywords


Berlitz Premises; vocabulary; grammar; children

Full Text:

PDF

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Seminar Nasional Mahasiswa Kerjasama Direktorat Jenderal Guru dan Tenaga Kependidikan Kemendikbud 2016

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


ISBN: 978-602-71836-0-5

Graduate School of Universitas Negeri Malang

Jl. Semarang 5 Malang Kode Pos 65145
Telp (0341) 0341-551334; & 0341-551312

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.