The Implementation of the Direct Method in Teaching Speaking at University Level

Abstract

Speaking is important in communicative competence. Although the students have studied English for years, their opportunities to use it actively, especially in speaking, aren’t good. In many classrooms, the focus is on grammar, reading comprehension, and writing tasks. This study aims to investigate the implementation of the Direct Method in teaching speaking skills at the university level. It focuses on how English lecturers apply the principles of the Direct Method in their class, how students respond to this method, and what challenges arise during the teaching and learning process. By examining these aspects, the study seeks to provide insights into the effectiveness and practicality of using the Direct Method in higher education settings, particularly in EFL (English as a Foreign Language). A qualitative descriptive research design was used in this study, aiming to provide a detailed and accurate description of how the Direct Method is implemented at the university level. Data were collected through classroom observations, semi-structured interviews with both lecturers and students, and an analysis of relevant teaching documents, including lesson plans and speaking activity materials. This approach allowed the researcher to gain an in-depth understanding of the teaching process, student engagement, and the challenges faced in the application of the Direct Method. The results revealed that the Direct Method was effectively implemented through various interactive activities such as question-answer sessions, picture descriptions, and role-plays. Students demonstrated improved fluency, confidence, and vocabulary use. The study also identified some obstacles, such as students’ low initial proficiency and limited exposure to English outside the classroom.