Fuad Nabil Adzanil, Nur Mukminatien, Nunung Suryati

Direct Method in Small Group ELT Sessions: Investigating Students’ Perceptions of Comprehension and Engagement

Introduction

Direct method in small group elt sessions: investigating students’ perceptions of comprehension and engagement. Discover student perceptions of the Direct Method in small group ELT. See how it enhances English comprehension, engagement, and confidence via focused interaction & feedback.

Abstract

Direct Method is a teaching strategy that emphasizes the full use of the target language. Its application can encourage students' active engagement and in-depth understanding of the target language. However, its application in large groups has several limitations, such as limited time for individual feedback and low student participation. Therefore, the use of the Direct Method in small group sessions can improve students' comprehension and engagement in English learning. This study explored students' perceptions of the Direct Method in ELT small group sessions, focusing on comprehension and engagement. Using a qualitative approach, data were collected through semi-structured interviews with five English Language Education students who had experienced the application of the Direct Method in small group sessions. The results showed that the Direct Method significantly improved students' comprehension, especially in vocabulary, listening, and speaking skills, by familiarizing them with English and providing opportunities for them to express their ideas. Furthermore, the small group sessions allowed for more focused interaction between teachers and students, resulting in more detailed feedback and increased student confidence. The study also highlighted the importance of teachers as a key role in fostering student engagement through interaction, motivation, and feedback, as well as the importance of incorporating relevant and interesting learning topics to increase participation. Despite challenges related to students' varying levels of English proficiency, these findings confirm the effectiveness of the Direct Method in small group sessions in promoting active learning and improving comprehension.

Review

This study provides a timely and insightful exploration into the application of the Direct Method within small group English Language Teaching (ELT) sessions. Addressing known limitations of the method in larger classroom settings, the authors investigate student perceptions of comprehension and engagement when the target language is exclusively used in a more intimate learning environment. Utilizing a qualitative approach with semi-structured interviews of five English Language Education students, the research effectively captures the nuanced experiences of learners. The findings strongly suggest that the Direct Method significantly enhances comprehension, particularly in vocabulary, listening, and speaking skills, by fostering familiarity and providing ample opportunities for self-expression. A key strength of this paper lies in its articulation of how small group dynamics mitigate the challenges typically associated with the Direct Method. The study highlights that concentrated interaction, detailed feedback, and increased student confidence are direct benefits of smaller class sizes, leading to more active learning. Furthermore, the research underscores the pivotal role of the teacher in cultivating engagement through motivation and responsive feedback, alongside the importance of incorporating relevant and interesting topics to maximize student participation. These insights offer valuable practical guidance for educators and curriculum developers looking to optimize the Direct Method's effectiveness in contexts where personalized attention is feasible. While the qualitative findings convincingly demonstrate the perceived benefits, the study’s small sample size (five participants) inherently limits the generalizability of the results. Future research could build upon these foundational perceptions by employing larger-scale quantitative studies or mixed-methods approaches to statistically validate the observed improvements in comprehension and engagement. Additionally, exploring the perspectives of teachers regarding the challenges and benefits of implementing the Direct Method in small groups, as well as investigating the long-term retention of skills, would further enrich our understanding of this pedagogical approach.

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