LISDA, NOR (2008) THE METHOD OF TEACHING GRAMMARAT SMK PGRI 3 MALANG. Other thesis, University of Muhammadiyah Malang.

Preview

Text THE_METHOD_OF_TEACHING_GRAMMARAT_SMK_PGRI_3_MALANG.pdf Download (80kB) | Preview

Abstract

In learning English, a student has to learn more than just the words. He has to know each word fits together with other words in syntactical construction; and for inflected words he has to know the appropriate form to use according to the meaning and context. English skill has some components like Grammar, Pronunciation, Vocabulary and Spelling that are used for expressing the functional skill. In the study of language, grammar occupies a central position. The problems of this study are: 1) what are the methods used by the teachers in teaching grammar at SMK PGRI 3 Malang, 2) what are the strengths and weaknesses of the method that applied by teachers in teaching grammar at SMK PGRI 3 Malang. This study used descriptive research design to describe the actually exist in a certain phenomenon. The populations were three English teachers at SMK PGRI 3 Malang. Because the number of population only three English teachers, they were also considered as a sample. In collecting the data, the writer used interview and observation as the instruments. The results of this study showed that three English teachers used Grammar-Translation Method in teaching grammar. One of them combined Grammar-Translation Method with Oral Approach. There were also some strengths and weaknesses of the methods that applied by teachers. The strengths of Grammar-Translation Method were: 1) the students mastered the sentence pattern, 2) the students got easier with teacher’s language. The weaknesses of Grammar-Translation Method were: 1) The students were passive in class, 2) the students got few vocabularies, 3) the class situation was bored and strained, 4) the teacher gave translation directly, 5) the students were not applied English as communication in class. The strengths of Oral Approach were: 1) the teacher explained more relax, 2) the teacher gave the questions and the students answered orally, 3) the teacher rarely translated into Indonesian, 4) the students tried to analyze the sentences and make the formula by themselves, 5) the students were more motivated to join the class. The weakness of Oral Approach was: 1) the students who have less motivation will be left to understand the explanation

Item Type:	Thesis (Other)
Subjects:	L Education > L Education (General)
Divisions:	Faculty of Teacher Training and Education > Department of English Language Education (88203)
Depositing User:	Anggit Aldila
Date Deposited:	14 May 2012 06:49
Last Modified:	14 May 2012 06:49
URI :	http://eprints.umm.ac.id/id/eprint/5204

Actions (login required)

View Item