The direct method group: 2035 name : halimova nigina the Direct Method and its Background

The teacher can use these following activity types in teaching learning activities. This activity types are adapted from some sources.

Activity types:

• Question-and-Answer Exercise: The teacher asks questions and the students answer. This activity happens only in target language. Students ask questions and answer in full sentences. Students can also try to ask the questions for the purpose to make they practice new word and grammatical structure.
• Reading Aloud: Students take turns reading. At the end of each student’s turn the teacher uses gestures, pictures, examples, or role play to help the students understand the meaning.

Getting students to self-correct: Bambang Setiyadi wrote in his book that self-correction is more emphasized than teacher correction. This can be done by asking them to make a choice between what they said and an alternative answer provided by the teacher. Self correcting can also be done by repeating what they said in a questioning voice to signal to the student that there is something wrong.

• Getting students to self-correct: Bambang Setiyadi wrote in his book that self-correction is more emphasized than teacher correction. This can be done by asking them to make a choice between what they said and an alternative answer provided by the teacher. Self correcting can also be done by repeating what they said in a questioning voice to signal to the student that there is something wrong.
• Conversation practice: the teacher gives some questions and the student should be able to answer the question correctly by using target language.
• Fill-in-the-blank exercise: in this kind of activity, students are given a series of sentence in the target language with some missing words.
• Dictation: there are some steps in this activity. The teacher reads the text/passage aloud three times. At the first time the teacher reads, the students only listen. The second time, the teacher read it phrase by phrase, with pausing long enough for students to write down what they have heard. The third time, the teacher read at the normal speed and the students check their work.