Abstract
By comparing the effects of using the Grammar Translation Method (GTM) and the Direct Method (DM) on students' academic progress, this study digs into the area of education. The study uses a mixed-methods design for data collection. The performance of a sample consisting of 30 pupils from an education university was assessed during a predetermined time period. Through pre- and post- assessments that gauge linguistic proficiency in terms of vocabulary retention, grammatical accuracy, and reading comprehension using quantitative data. Students shared their teaching approach opinions and experiences through interviews and surveys, collecting qualitative data. The results of this study revealed that the grammar-translation method has better performance when compared with the Direct Method. The quantitative analysis identifies each method's advantages and disadvantages in terms of language skill development. The qualitative data gave a more in-depth knowledge of how students are motivated, engaged, and feel about the two techniques.
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