i
IMPROVING STUDENTS’ GRAMMAR THROUGH GRAMMAR TRANSLATION METHOD (A STUDY AT SMA NEGERI 5 MAKASSAR)
A THESIS
Submitted to the Faculty of Cultural Science Hasanuddin University In Partial Fulfillment to Obtain Sarjana Degree in English Department
WRITTEN BY:
Rilo Fambudi Reg. Number: F21113322
English Department Faculty of Cultural Science
Hasanuddin University MAKASSAR
2017
ii
IMPROVING STUDENTS’ GRAMMAR THROUGH GRAMMAR TRANSLATION METHOD (A STUDY AT SMA NEGERI 5 MAKASSAR)
A THESIS
Submitted to the Faculty of Cultural Science Hasanuddin University In Partial Fulfillment to Obtain Sarjana Degree in English Department
WRITTEN BY:
Rilo Fambudi Reg. Number: F21113322
English Department Faculty of Cultural Science
Hasanuddin University MAKASSAR
2017
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iv
v
vi ACKNOWLEDGMENT
First of all, the writer would like to say thank you to ALLAH subhanahu wata’ala, the Magnificent and the Merciful, who blesses and guides me to finish my thesis. Shalawat and salam are also delivered to prophet Muhammad Sallallahu walaihi wassalam who has brought Islam as the Rahmatan Lil Alamin.
Finishing this thesis needs support, assistance and contribution from many people. Therefore, he would like to express his deepest gratitude to those who have provided him with moral and material support. His graduate goes to his parents Drs. H.Ridwan Malik, M.Si and Hj. Rita Sahara, S.Sos for loving, prayers and always support for what I do may the almighty Allah Subhanahu wata’ala protect them as they protect when he was a kid until growing up as it is now. Also for his beloved brother, Ryan Fachrezy, S.H, M.H. Thanks for support in anything. Thanks to my first consultant Drs.
Husain Hasyim, M. Hum and second consultant Dra. Fransisca E. Kapoyos, M. Hum for their encouragement and constructive comment to his thesis. His academic supervisor Dr. Kamsinah, M.Hum for his advice and care about academic when he getting problems with it. For all lectures and his colleagues in English Department, thanks for all support and help. He also thanks to all my friends and parties that he cannot mention one by one who have provided assistance.
The writer realizes that this thesis is still far from perfect. Therefore, the writer is openly encouraged to any criticism and suggestion either in
vii writing or orally for improvements in the next research. Finally, the writer hopes that this research can be useful for all of us in particular.
Makassar, July 25 2017
Writer
viii TABLE OF CONTENTS
COVER ... i
ADMINISTRATION ... iii
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENTS ... viii
ABSTRAK . ... xi
ABSTRACT . ... xii
LIST OF TABLES ... xiii
CHAPTER 1: INTRODUCTION ... 1
1.1. Background of Study ... 1
1.2. Identification of Problems ... 3
1.3. Scope of Problems ... 3
1.4. Research Questions ... 3
1.5. Objective of Study ... 4
1.6. Significances of Research ... 4
CHAPTER 2: THEORETICAL BACKGROUND ... 5
2.1. Previous Studies ... 5
2.2. Theoretical Framework ... 6
2.2.1. Definition of method ... 6
2.2.2. Definition of learning ... 7
2.2.3. The purpose of learning ... 7
2.2.4. The function of learning method ... 8
2.2.5. Factors that affect the learning method ... 9
2.2.6. Teaching method ... 11
2.2.7. English teaching method ... 12
2.2.7.1.Grammar translation method ... 12
2.2.7.2.Direct method ... 13
2.2.7.3.Communicative teaching method ... 14
2.2.7.4.Total physical responds ... 15
2.2.8. Grammar ... 15
CHAPTER III: METHODOLOGY ... 17
ix
3.1. Methodology ... 17
3.2. Method of collecting data ... 17
3.2.1. Primary data ... 17
3.2.1.1.Observation ... 17
3.2.1.2.Interview ... 17
3.2.1.3.Pre-test ... 18
3.2.1.4.Treatment ... 18
3.2.1.5.Post-test ... 18
3.2.2. Secondary data ... 18
3.3.Instrument test ... 19
3.3.1. Test ... 19
3.3.2. Questionnaire ... 19
3.4.Population and sample ... 19
3.4.1. Population ... 19
3.4.2. Sample ... 19
3.5.Methods of analyzing data ... 20
CHAPTER IV FINDING AND DISCUSSING ... 22
4.1. Finding ... 22
4.2. The effect of teachers teaching method ... 23
4.2.1. Observation ... 23
4.2.2. Interview ... 24
4.2.3. Students‟ scores of Pre-test... 25
4.2.4. Students‟ scores of Post-test ... 28
4.2.5. Percentage and Classification of students‟ score ... 32
4.2.6. The mean score and standard deviation ... 33
4.2.7. Analysis of Treatments ... 34
4.2.7.1 The First Treatment ... 34
4.2.7.2. The Second Treatment ... 35
4.2.7.3. The Third Treatment ... 35
x
4.2.7.4. The Fourth Treatment ... 35
4.2.8. Analysis of Questionnaire ... 36
4.3. Students‟ Interest ... 55
CHAPTER V CONCLUSION AND SUGGESTION ... 58
5.1. Conclusion... 58
5.2. Suggestion ... 59
BIBLIOGRAPHY ... 60
APPENDICES ... 62
xi ABSTRAK
Rilo Fambudi. F21113322. “Meningkatkan Kemampuan Pemahaman Tatabahasa Siswa Melalui Grammar Translation Method” (Studi di SMA Negeri 5 Makassar). (Dibimbing oleh Husain Hasyim dan Fransisca E.
Kapoyos)
Penelitian ini bertujuan untuk mengetahui pengaruh metode pengajaran yang digunakan guru terhadap hasil belajar siswa dan untuk mengetahui minat siswa terhadap metode yang digunakan oleh guru.
Metode penelitian yang digunakan adalah metode deskriptif kuantitatif dan kualitatif. Objek penelitian ini adalah siswa kelas satu di SMA negeri 5 Makassar. Data dikumpulkan dengan melakukan Observasi, Interview, Pre- test, treatment dan Post-test. Data tersebut dianalisis dengan cara menghitung skor dan kemudian mengklasifikasikan nilai, mulai tingkatan tertinggi hingga terendah.
Hasil ini menunjukkan bahwa menggunakan Grammar translation method kepada siswa lebih baik daripada Total physical respond dalam mengajarkan grammar. Dapat dilihat dari hasil post-test yaitu 2162 (72,61%) yang sudah diberikan setelah treatment total keseluruhan skor nilainya lebih tinggi sedangkan hasil pre-test yaitu 1410 (45,27%) yang sudah diberikan sebelum treatment total keseluruhan skor nilai rendah dan minat siswa terhadap metode yang digunakan guru saat mengajar masih kurang karena dapat dilihat dari hasil kuisioner yang telah diberikan menunjukkan bahwa masih banyak siswa yang sulit untuk memahami materi yang disampaikan oleh gurunya.
Kata kunci : Guru, Metode pengajaran, Tatabahasa, Siswa, Meningkatkan
xii ABSTRACT
Rilo Fambudi. F21113322. “Improving Students’ Grammar Through Grammar Translation Method” (A study at SMA Negeri 5 Makassar).
(Supervised by Husain Hasyim and Fransisca E.Kapoyos).
The aim of this study is to discover the effect of teacher‟s teaching method on students‟ performance and to disclose how the interest of students with method used by the teacher.
The research method used was the descriptive method of quantitative and qualitative. The object of this research was the first grade students‟ in SMA Negeri 5 Makassar. Data were collected by observation, interview, pre-test, treatment and post-test. The data were analyzed by calculating the score and then classifying the value, from the highest to the lowest level.
This result shows that using Grammar translation method is better than Total physical respond in teaching grammar. It can be seen from result of post-test that is 2162 (72,61%) which has been given after treatment the overall total value is higher, while result of pre-test that is 1410 (45 , 27%) which has been given before treatment total value is lower and students' interest with the method used by the teacher during the teaching is still less because it can be seen from the results of the questionnaire that has been given shows that there are still many students‟ who are difficult to understand the material delivered by the teacher.
Keywords: Teacher, Teaching method, Grammar, Students, Improving
xiii LIST OF TABLES
Table 1: The Students‟ Score from Pre-test. ... 25
Table 2: The Students‟ Score Post-test ... 28
Table 3: The Percentage of Students‟ Scores in SMA Negeri 5 Makassar ... 32
Table 4: The Mean Score and Standard Deviation of students Pre-test and Post- test ... 33
Table 5: The Teacher contribution in helping students‟ in the exercise ... 37
Table 6: Involvement of students‟ in learning ... 38
Table 7: Notification of material plan ... 39
Table 8: Notification of learning objectives... 40
Table 9: Assignment to students‟ ... 41
Table 10: Students‟ reading material ... 42
Table 11: Creating students‟ group discussion ... 43
Table 12: Discussing material in groups ... 44
Table 13: The use of question and answer by the teacher ... 45
Table 14: The use of instructional media ... 46
Table 15: Impact of the use of instructional media ... 47
Table 16: Understanding about the material ... 48
Table 17: Creating a fun learning atmosphere by the teacher ... 49
Table 18: The teacher delivers material ... 50
Table 19: The language used by the teacher ... 51
Table 20: The use of methods varies by the teacher ... 52
Table 21: Acceptance of material by students‟ ... 53
Table 22: Answering from students‟ interview ... 55
1
CHAPTER I
BACKGROUND OF RESEARCH
In this chapter explain about a part of background of research, there are introduction, identification of Problems, scope of Problems, research question, objective of Study and significances of Research.
An introduction explains about an overview to study. Identification of problems describes what the issues that will be discuss next. Scope of problems explains about limited the problem which has been investigated when the problem is too abroad. Research question explains about what the problem will be discussed in the study.
Objective of study and significant of research explains what the purpose of this study.
1.1. Introduction
In this globalization era, language has a very important role, especially the function of language as a communication tool. Now, English is the international language as very important to understand.
English is one of the languages that widely used in every aspect of life, such as science, education, business, culture and so on.
Realizing that the importance of English language for the future. It is applied in schools, improving the competence of individuals in learning English. It is known that the future of competition faced by other nations, so it is supposed to be people to learn English for themselves. The graduates from school need to have
2 plenty of knowledge, especially having knowledge of English because it is the language of instruction used internationally.
English can be said to be difficult to learn. Besides being a complicated lesson, English is also difficult because it is not the language of daily used in the school. The problems facing English language learner students‟ also are studying grammar. Grammar is one part of the English that is difficult because of having many rules.
Grammar is one important part of English because the grammar will enable the students‟ who want to be master and understand English. Learning English will naturally be more useful for communicating things, but for students‟ who want to be master English to a higher level, such as study abroad or to find a job, then students‟ should learn and master grammar. This is important because English standardized tests such as IELTS, TOEFL, and others needed to be able to complete the test well, including the loss of grammar.
In the learning process, students‟ can understand grammar depending on how the teacher‟s teaching. The method used by the teacher‟s can affect the ability of students‟, especially who want to be mastery grammar. Based on the above background, the writer does a research on "Improving students‟ grammar through grammar translation method”.
3 1.2. Identification of Problems
From the background above, the writer identified several issues related to the effect of teachers teaching method on students‟
performance, as follows:
1) The lack of students‟ grammar has become big problem 2) Students‟ are hard to understand grammar
3) The teacher should know good teaching method in the classroom
1.3. Scope of Problems
The writer‟s does a research on the effect of the teacher teaching method on students‟ performance. The main source for this research is the teacher teaching method itself. The limitation applied by the researcher is students‟ performance in grammar
1.4. Research Questions
Based on the problems mention above, the writer tries to analyze and find out the following problems are:
1) How the effect of teachers teaching method on students‟
performance?
2) How is the students‟ interest with the method used by the teachers?
4 1.5. Objective of Study
The writer‟s purpose in doing this study is:
1) To discover the effect of teachers teaching method on students‟ performance.
2) To discloses the students‟ interest with method used by the teachers.
1.6. Significances of Research
There are two significances of this research: theoretical and practical. Theoretically, this research is give a contribution in the build on knowledge about the effect of teachers teaching method on students‟ performance. Practically, this research can be use as a reference for the researcher‟s, teachers and the students‟ of English department faculty of cultural science of Hasanuddin University.
Therefore, the writer hoped that this research can give a useful contribution in linguistic major.
5
CHAPTER II
THEORETICAL BACKGROUND
In this chapter, the writer would like to present two parts. The first part is previous study, which include several studies related to this research. The second part is the theoretical framework explains about the theoretical to support the analysis.
2.1. Previous Studies
These are some thesis related to the topic of this research. One of them is written by Trivo Azzahra Lewan from Universitas Hasanuddin (2015) on a thesis entitles "Effect of direct method on Junior High School in learning English". The result obtained there is a significant difference between the result of students‟ in pre-test and post-test. The mean score of post-test (78.53) is higher than the pre- test score (65.96) which means by using the direct method the students‟ achievement develop significantly by ranged of students‟
mean score 12.57 (0.13). It is also shown that the direct method can improve students‟ ability in learning English through an observation table.
Another thesis by Sutriani Amar from Universitas Hasanuddin (2005) on a thesis entitles “Communicative language teaching method and grammar translation method improved the students‟ English proficiency at SLTP Negeri 1 Bulukumba (a comparative study)‟. The result obtained there is influenced between cooperative learning and
6 problem-based learning method. The result of the analysis shows that the students‟ of grade 2A who use grammar translation method get good grades rather than class 2B who use the communicative language teaching method especially in the achievement of the individual. In the class 2B, there are 2 students‟ getting the good category rather than class 2A juts only get 1 students‟ who gets the good category.
Chairunnisa (2011) from UIN Syarif Hidayatullah on a thesis entitled “students‟ perception of the teacher teaching methods and learning outcomes Indonesian SMK Al-Hidayah Ciputat”. The results obtained Students‟ perceptions of learning methods Indonesian teacher at SMK Al-Hidayah Ciputat largely been due to the average value of 66.8.
2.2. Theoretical framework 2.2.1. Definition of Method
Rosdy Ruslan (2003:24) said that method is a scientific activity associated with a way of working (systematically) to understand a subject or object of research, in an effort to find answers that can be justified scientifically and including their validity.
Another opinion about method come from Hebert Bisno (1979) he said that the method is a generalized technique properly in order to be received and used in one discipline or field of discipline and practice.
7 2.2.2. Definition of learning
Corey (1986: 195) suggests that learning is a process which a person deliberate managed environment to allow him participate in a specific behavior in special conditions or generate a response to a particular situation. Learning is a special subset of education.
Another opinion come from Smith and Ragan (1993:2) says that learning is the activity of the delivery of the information in helping students‟ reaching the goal, especially the goals of learning, the purpose of students‟ learning. In the study, the teacher can lead by the hand, help and direct students‟ in order to have the knowledge and understand the experience of learning or a way of how to prepare the experience of learning.
2.2.3. The purpose of learning
Rusmono (2012:22) says that the purpose of learning is a key component of the first to be defined in the learning process which has serves as the indicator of success learning.
The role of purpose is very important, because it is the target of the learning process. This objective is basic the formulation of the behavior and the ability to be achieved and owned by students‟ after finishing the activities of learning in the learning process.
8 In related to the learning objectives, there are a number of the characteristics to show the learning objectives. The learning objectives are good according to Cooper (1990:53) They should be:
1) Orienting to students‟
2) Describing of the behavior as a result of learning 3) Clarifying and can be understood
4) Observing theoretically
2.2.4. The function of learning method
In the educational process, the method has a very significant function to achieve the objectives or learning competencies. The Function of learning method according to Saiful B. Djamarah (2008) are:
1) As a means of extrinsic motivation in learning activities.
Motivation is something that encourages people to move, either consciously or unconsciously. Motivation is divided into two intrinsic motivations (derived from within the individual) and extrinsic (coming from outside the individual). Therefore, the method used by the teacher in the learning process serves as an extrinsic motivation or incentive that comes from outside the individual that can make students‟ learned.
2) Interrogate individual students‟ differences
9 Students‟ as a subject of study have different characteristics, both from the psychological aspects as well as their interests, talents, motivation, social and family environment, customs and others. Therefore, the teaching method used by the teacher in the process of learning activities is expected to get around it.
3) To achieve the goal of learning
The method is a facility to deliver learning materials in order to achieve the goals set. The study materials are delivering without regard to the used of the methods will make the teacher in achieving the objectives of teaching.
Therefore, the method used to achieve the learning objectives.
Function of teaching methods in general is as given on the road or the best possible manner for operational executor educators.
2.2.5. Factors that affect the learning method
In principle, there is not a method that can be regarded as perfect and compatible with all subjects that exist in every field of study. Therefore, the teacher should not be arbitrarily selected and using teaching methods. Here are some of the factors that influenced the election and appointment of teaching methods, among others:
10 1) Goals to be achieved
Goals are targets to be address in every learning activity.
Formulation of objectives will affect the ability of their students‟ and the selection method to be use. Therefore, the method chosen must be in line with the level of capability that is about to be filled to within every students‟.
2) The subject matter
The subject matter is a number of teaching materials intended by the teacher to the students‟. Each eye of learning has a different and necessary to deal with these differences or the manner appropriate learning methods, so that the material provided is easy to understand.
3) Students‟
Students‟ as a subject of study have different characteristics, both from the psychological aspect as well as their interests, talents, habits, motivation, social situation, family environment and expectations of their future.
4) Situation
Learning activities created by the teacher so that the teacher is not always the same from the day. Therefore, in implementing the learning activities required of a teacher can create a dynamic situation.
11 5) Facilitation
Facilitate is a completeness that supported learning students‟ in school. Completing or not, learning facilitates can influence the selection of used of teaching methods.
6) Teacher
Everyone has a personality, performance style, habits and teaching experience in educational background. The teacher sets in teacher education have been usually more skilled compared to no background in teacher training.
So, when the teacher can affect learning in the classroom and outside the classroom, that is why the teacher must have good skills in teaching.
2.2.6. Teaching Method
The teaching method comprises the principles and methods used for instruction to be implement by the teacher to achieve the desired learning by students‟. These strategies are determines partly by the nature of the learner. For a particular teaching method to be appropriate and efficiently it has to be in relation to the characteristics of the learners.
Mulyani Sumatri and Johan Permana (2001:114) said that teaching method is the way in which the teacher created a teaching situation that is really fun and supportive for the smooth process of learning and achievement of satisfactory learning achievement.
12 2.2.7. English teaching methods
2.2.7.1. Grammar translation method
This method is a method in which grammar is emphasizing. In addition to grammar, there is also a translation or interpreting is most often using to teach Grammar. The teacher will teach the material in the grammar using formulas, and then used the interpreter when giving instruction in reading, writing, and Grammar in English.
Characteristics of the learning process in the Grammar Translation method that is appropriating teaches to translate from one language to another. Often what they translate is reading material in the target language (foreign) about the cultural aspects of the target language community. Students‟ learned grammar deductively that they are given rules of grammar.
Based on the aims of this method, the students‟
learn the rules of grammatical level and stress the written form. Rivers (1981:29) says that the grammar translation method aims at inculcating an understanding of the grammar of the language and training the students‟ to write the new language accurately by regular practice in translating from the native language.
13 It aims at providing the students‟ a wide literary Grammar, often of an unnecessary detailed nature.
2.2.7.2. Direct method
Direct method tried to make students‟ learning a foreign language in the same way when they learned a first language. This method focused on speaking and listening and a word that a word that useful in daily conversation. The teacher and the students‟ are more like parents in the teaching or learning process. There is a good interaction between teacher and students‟, guessing of context or content, completing fill-ins.
There is no translation in this method, students‟ are trained to understand words without translating into their mother tongue, this makes students‟ are accustomed to using it in real life. (Baker&Westrup, 2000).
14 2.2.7.3. Communicative language Teaching
CLT is discussed with communicative approach teaching as suggested by Jack C. Richards and Theodore S. Rodgers (1972), that: “the communicative approach is a language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes referred to as communicative competence”.
Both communicative approach items from the view of language, that language is a means of communication. According to Hymes, the theory emphasizes the ultimate goal of language teaching is the communicative abilities of the students‟.
Furthermore, Hymes clarify that what is meant to develop the communicative abilities of the students‟ are the things that should be known to communicate so that they are able to portray the communication by using the target language correctly and train students‟ in developing grammar.
15 2.2.7.4. Total physical Responds
Characteristic of the Total physical responds method of teaching and learning process is the first phase of the lessons was model. The instructor gives commands to multiple students‟ and then the teacher participated did what it is telling by the students‟
earlier. In the second phased the students‟ demonstrate that they are capable and understand the command to do it themselves, other students‟ are observing also have the opportunity to demonstrate their understanding. Language learners can learn through the act of observation itself. By observation and appearance, they will understand the language being studied. They will also understand the language of the notice of the action and hear.
2.2.8. Grammar
Grammar is the set of structural rules that govern the composition of clauses, phrases and words is any given natural language. The term refers also to the study of such rules and this field includes morphology, syntax, and phonology, often complemented by phonetics, semantics and pragmatics. Linguists do not normally use the term to refer to orthographic rules, although used book and style guides that call themselves, grammars may also refer to spelling and
