CllfiF)T'ER I
INTRODUCTIUN
I..
1.Rackgr-or-1.nrl
.'
.EngL
is h
whj.ch
i s
t a u g h t : a s
a
f o r e i g n
l a n g u a g e
a t
o u r . f o r m a l ~ j c h a n l s is o n e 0 . F t h e c o m p u l s o r y s u b j e c t s t h a t
h a s t o b e t a k e n b y a l l I n d o n e s i a n s t u d e n t s e s p e c i a l l y t h e
SMA
s t u d e n t s .
''The
t e a c h i n g nf E n g l i s h s u b j e c t i t s e l f i s d i v i d e d
i n t o t h e teac:hirsg nf s t r r - r c t c r r e ,
r e a d i n g
c o m p r e h e n s i o n ,
vocabcrl a r y ,
s p e a k i n g
( c o n v e r s a t i a n )
,
a n d
w r i t i n g
( c n m p o c . i . t i , o n ) a s
i tis
s t a t e d i.n
the "GBPP
( G a r i s - q a r i s
( 1
Hesar
P r o g r a m P e n g a j a r a n ) . " I S t r u c t u r e p l a y s a n i m p o r t a n t
.
dr o 1 . e t h a t t h e s t u d e n t s h a v e
t o m i \ s t e r ; a s
i t
i s
s a i d b y
C a r o l.
F 3 i . : s h ~ ? rt h a t grammar i s
a
s e t o f
r u l e r ,
w h i c h
Z
t r e l l . how
I.a n q u a q e s h n c r l d b e u s e d .
T h ~ ! r e
a r emany f a c t o r s t h a t i n f l c r e n c e
t h e s u c c e s s
1
t:hr
-
ikulum
-
SMA--
GBPP H a h a s a
---.-..-..Inggrriz,
D e p a r t e m e n
P e n d i d i k a n d a n CLebudayaan 1987. p . i v .
2
C a r o l
.
J .F i s h e r
,
" C h i l d r e n
.--.--.---.. ' sI.
a n c p a q e a n b - t & ~ ,
l a n c j u a g e
a r t s "
q USA, McG r o w
H i l l
H o a k
Company
1977,
and r e s u l t o f t h e E n g l i s h s t r u c t u r e i n s t r u c t i o n . D u r i n g
t h e w r i t e r ' s o b s e r v a t i o n w h i l e she was d o i n g h e r t e a c h i n g
p r a c t i c e a t .the SMA, she n o t i c e d t h a t t h e r e s u l t s 0.F t h e
s t u d e n t s ' t e s t , e s p e c i a1 1 y t h e s t r u c t u r e t e s t s , were n o t
5 a t i s . f yi.ng. So, t h e Engl i s h .teacher o f t e n made remedi. a1
.tes-LC;. Alm,ost
5
1
i
l
p r e s e n t s o.f: t h e s t u d e n t s g o t bad marks.By
i
n - t e r v i e w i ng sorne o.F t h e zitudents, t h e w r i t e r - conc1.uded ' t h a t most o f t h e ~ ; t c r d e n t s g o t c l i i : f i c u l t i e sin
~ r n d e r s t a n c l i n g t h e n l a t e r i a l s e x p l a i n o d by t h e i r t e a c h e rc:oncer-ninq t h e s e n t e n c e p a t t e r n s . I t was d i f f i c u l t f o r them
.to
memorize t h e r u l e s o r t h e s e n t e n c e p a t t e r n s ant h e y were n o t a b l e t o do t h e s t ! - u c t u r e t e s t s c o r r e c t l y .
Once t.he w r i t e r had t h e o p p o r t u n i t y
ta
o h s e r v e t h est:.r-ucture i n s t r u c t i o n g i v e n by t h e E n g l i a h t e a c h e r , she
rirsticed t h a t . thr. E n g l i s h t e a c h e r u s r - \ a l l y used t h e ,fol. lc ~ w j . rig t.echniqcre :
( I ) ,
He e:-:pl.ainecl t h e t o p i c ,i 2 i lle gave t h e s t u d e n t s t h e s e n t e n c e p a t t e r n s
and some examp 1 e s
,
( 3 )
We asl::ed t h e s t u d e n t s t o clo t h e e x e t - c i s e ~ .( 4 ) He checked t h e s t u d e n t s ' work and t h e n
15) He t e s t e d
t h e
s t u d e n t s ' m a s t e r y on t h e p a t t e r n .-.
.>i ,
;'
5trt.rcki.cr-e needs mol-.e v a r i a t i o n f i - T h p t e a c h e r s h o u l d v a r y
his
way o-f t e a c h i n q t o a v o i d boredom./: T h i s i d e a i c i~.c_lp~ur-.ted b y P1ilar.i.a
E u q e n e
Mnnreal i n h e r a r t i c l e , she say:: t h a t"
v a r i e t y i s one o f t h e most i m p o r t a n t,
f a c t o r si n rnainta:ini.ng a h i g h l e v e l o f m o t i . v a t i o r i and i n t e r e s t -.,
amonq your s t u d e n t s " . '-:' 1.1: t h e s t u d e n t s g e t b o r e d , t h e y w i l . 1 . n o t be a c t i v e d u r i n g t h e t e a c h i n g and l e a r r \ i n g p r o c e s s and t.he sur.cess nf .teaching can n o t b e achieved; Ther-e.f
w e ,
t h e t e a c h e r sh(31.11 d a p p l y c f i f . f e r e n t t.echniqueo f t . ~ a c h : i ng t h e Er~gl. i sh structi.cre.! Among t h e v a r i acts
tectini.cqc.les o-F .teachi.rig ~3trcrct.ul-s, t h e r e i s a t e c h n i q u e 0.f ireac:hi. n q struc:ti.cre t h r o u g h r e a d i n g passages. ,,/
T h i s
.k.etrhnique o-F .te,achinq p r e s ~ ? r ~ t s t h e s t r c t c t c t r a l i t e m s i n t o
meaning-fi.rl. c:c.nte:.:t.s. Through c o n t e x t s t h e s t r ~ t c t u r a l
I.
t . e t n s
rri 11. he more meaning+ e.rl. and i t . w i l 1 be e a s i e r - f o r tihe a-tr.iC.Ient:+t(:)
~ l r ~ d e r - s t t ~ n d them. . ,Baseci
an t h e above reasoris 0.f
t e a c h i n g s t r u c t u r et h e w r - i t e r .
wo!.rId
I . : : to chuo%,e t e a c h i n g s t r u c t u r e c1; , P c ; & @ c ~ ,thl,..o?.eqti I-eadi.rig 1:lassage.j as t h e 1:opi.c c3.f I-leu' t h e s i s .
, . -
, , < < C , : : C
I
o hi:'
>'
I-.iopef\.rl.1.1. i.t wi.S.1. be o+ some h e l p f o r t h e E n g l i s h tieachers i n pr-t:!sentin(j t h e st:ri.tctcrr-e m a t e r i a1.5 + o r t h e i r
1.
.
2
Fi.t:atr-.mc:!nt o-t: t h e p r o b l . ern!:ll.os~-.%y ,rc-!la.ted t:o .the ba!::L:grourld o.1: . t h i s t:.k\v?sj.s,
h e r e b \ ~ .the w r i . t e r i s . t r y i n g t o s o l . v e t t i e p r o b l ~ ? m :
I .
W h a t a r e ?:he x l v a n t a q e c : n f t e a c h i n q ~ i t r u c t u t - e thr-nuqhr e a d i . r)g p a s s a q e s '?'
2. WI-iat
are
.the s t e p s 0.1: t e a c h i n g r . c t . . . r e t h r - o u ~ h read:i.ng p a s s a g e s '7Thin; t h e s i s a i m s t o s u g g e s t a d i . f . 1 : e r ~ n t : tectii-bique i n
9
F.
t . ~ ? a c h i n q %truc:tl-j.re. t-lnpe.full.y, t h ~ . ~ s i d e a w o u l d b e c3.F
some he1 p Cot- Enql. i s h t.eacl--i~-?rs i r~ h e l p i n c l t h e i r studentzs t-o c!nderrstancl arid rria?;t~r- t h ~ : Er.igZi&h s t r c r c t u r - e b e t t e r - .
1.;: T ~ G ! C:)b.ier:ti\/e arid 5 i g r i i . F i c a n c e of: t h e t h e s i s
B e i n g aware r3.F t h e iml:sor-tarice c),F t h e EnqI.:i.sh
:1:;t:.r!rc:t!.!.r.e i r ~ t e a c h i r i q t h e E:rigl i r,ti :langrrage, t1ij.s t:.hesiz+
is wri+z.te~-i rri.-tl.1 i:.tii-. .Fol;lc;wi.nc) ab.jec:tivr.:
<
I j 'lo p r e s e n t .;crrne i i d v a n t a q e s o f t e a c h i n gs.tr!.!c-:.t!.rr-e t h r o u q h r - e a d i r i q passaqes.
2 T
q i v e
h e 5;teps n.f lzeachiriq s t r c r c t ~ \ r e. k h r o u q t ~ r-eadi.r\g ysas.iages.
,.: .- ,.. (= ;
t i w i 1 . J . b c cnure ir.it.c?r-e.;ti.ng. Slie
a l s o
hcipes t h a t1:hc st!..!rlerrkci; b ~ i . l . 1 . ~ir-irJer--staricl more t h e str-!.rc:tural. i t e m 5
3 1 - i c l I .f:!~~ic-Cl.ar.i o.P t:.l'-lro Engl.i.h ~ , t r r . . t c t ! . ~ r e when j . t i a
I ' I i.
n
: I :E I::..
1 n aclcl i. .C i. or),
.the w r i tet-- enc:crur agesI - c 1 . i .t~;ac-l.\r.r-.; t : , ~ be m n r c ? r:,v-eat-ive and j . n n o v a t i v e t o
.i 1. VI (:I c),..r.k:. 1-1 i ! . ! ~ .t:. c::c:: 11 1r.1 i. c:l (..rc+? c!+ .t:. E! ac:: t-I 1. rr 61 !!st. r !..\r;::t r..\rc?
.
'-l"lie l:::lr.anrnrar- i.n t:.hiuii trhesie; i.s t h e grammar which i s
riCatet:l i r t t.hc:? Erlg1.i.rit-1 cur-ri.czr.rll_ctn .f o r SMA 1987. ~ 0 , t f i . n
t-.tij::i 't:.lic:~:rl!i; -t:.hc wr-i.ter.-
l i m i t s
h e r s-tudy on t h e v a r i a t i o r r3.k.1
f teacl-jil-iq r:;tr~-c~c::ture a t .the SMA. kit?reby, t h e r-eadlrig pas5age.i a r e 1.rserl
as a
,jar-i.at:ion t o s\.(ppor-t t h e aim ofq ' c
/l::.t.??c:.l-ii.nq sty-urtl-\.re
at.
t h e 8MA. A n d ~ i n c et h e
t e c h n i q u e (:!ro~osecl I - r e i e i nreant - t o I:)e r.rsecl i n t e a c h i n q t h e SMA. _ i t u ! : l ~ n t ~ j , .t.he e:.r 2tnipl.es chosen and usecj w i 1 1 a l s o t ~ e t h e
!rjnF?!a whi.ch
at-!?
~ii-t:,a.tc:r:l i.r.1 t h e Engl.isl.1 cctrricu1.um f o r SMA1. C? $!j -,7 "
T'l:::! a.;c!i. (1 mi.c,r..rncjerst.andir~g ahocrt t h e t e r m s ~ r s e d j.n
t h 1 . 5 -Cl'ie~ii..i. t;:.hc? wr-i.ter- .Find!s 1.1: j.mportant t o d e f i n e t h e
t 1 . I I .i . . I.::ey -tcr-mi:; so .ttt;;\.t. the:! c l i 5c\.\s5i on about t h i
s
-thesi.r, w i . 1 . l b e ea!iii.ly !..rncier-:stoc?d b y t h e r e a d e r s .
4
ir-inrtr-?!.!::tion or- qi:;inq lessons5 t r - 3 somebctcty". HI-1.n~ F:'. Gn.tti
!iiii.?te.i ... "Strcrc.t:r.[re i s -the st\..rt:lv o.f: haw words w!,rl:: t o q e t h e r
c:
i. n =ren.t:er)c::eU
.
' J f::.rench rrns that: :.
"t;!zrncrture o-i: 1 arlquage i s i Iki.nds 0.6 ma-ter-i dl.-: -tha-t go t o malie up l anquage and t h ~ ? way t h e ma.lrer-i.als a r e p ~ ! t - t o g e t t i e r , arr.ariged and used t o b u i l d l..ll:3 ~ e n t . c ? ~ . ~ ~ - . e ~ i , which a z i st:a+:.errient:~, q~rtastj. ~ris;, coii\mands al-ld e:.:c.:l. acna-ti on .for-in the: 1 . i v i n g lal-igcraqe and a r e t.1-ie means od e x p r e s s i n g w h a t we f e e l . , want
to
clo, t a lI::
abol-tt and sob
. F o r t h " .
S o what. i.s meant by t e a c h i r i g s t r - u r t u r e i n t h i s t h e s i s
. I g i v i n g instr-lutrti.on of: t h e s t u d y od h,orr words 'work:
t o g e t h e r i n a senter\c:e.
"Thrrmgh" a c c o r d i n g t.o A. 6. klornby mean.; r-rp t o
"F;ear.lirir,18'i s r e c e i v j . r i g and ort ti. nq o u t i n f : o r m a t i o n .f roiri
tl-le words. 8
v: :
..l
Hans . F a v Gr-rth, a , Wurdswort:t.i
F:'ubl.~.shing Company I n c , Bel.mctr.~t, C:aliforn:ia, F'.4EIL7.
C3
r
r
c h,
-
f- -
Er'q,11$,-lL2-
,
The EinCI
l
i st.\I.
anquage Elcjok 3ocj.et.y arid O:.:f:ord u n i v e r - s i t y P r e s s , Lc?63, p .7.
A.S. Hnrnby, n p . c i t . , ... . ..- . p.901.
8
h c c o r d i n g t o A.S. Hornby, "passage" means s h o r t e x t r a c t f r o m a speech o r p i e c e o f w r i t i n g . 9
Thus r e a d i n g passages i n t h i s t h e s i s means s o r t i n g o u t i n f o r m a t . i o n f r o m s h o r t e x t r a c t f r o m a speech o r f r o m a p i e c e o f w r i t i n g .
1.
.
5
'The I'letrhadol ogyT h i s t h e s i s i s t h e r e s u l t o f a l i b r a r y r e s e a r c h . Consequently, t h e c o n t e n t o f i t i s n o t based on any e:-:perimental s t u d i e s which ar-e c a r r i e d o u t
a t .
f o r m a l s c h o o l s . Tu c o m p l e t e i t s backyround, t h e w r i t e r h a s r e a dand
tak.en v a r i o u s o p i n i o n s o f some e x p e r t s i n language t e a c h i n g % a d i s c u s s t h e t e c h n i q u e t o t e a c h s t r u c t u r e . The title::; o f t h e books can be seen i n t h e b i b l i o g r a p h y sec-t i. on.1.6 T h e o r e t i c a l Framework.
I n t h i s s e c t i o n , t h e w r i t e r i n t e n d = t o d i s c u s s several. p a p e r s o r t h e s e s which a r e w r i t t e n b y t h e E n g l i s h Ilepartmeri-t. s t ~ r d e n t s o f U n i L::a Widya Mandala about t h e t o p i c under
d i
s c u s s i on.t..lariati
S a n t o s o s a y s t h a t
b yu s i n g v i s u a l a i d n , t h e
t e a c h e r - s
c a n
impr-ove t h e s t ~ ~ c l e n t s
' act-tie v e m e n t
j. n
l e a r n i n g E:ngl i s h
,
e s p e c i a 1 l y i n g r a m m a r .
V is c r a l a i d s
a r e
l.::inds o.f
t o o l s w h i c h c a n
b eu ~ s e d
b yt e a c h e r s i n o r - d e r
t o
. f a c i l i t : a . t e t h e t e a c h i n g ] . e a r n i n g p r o c e s s i n t h e
c l a s s .
V i % r . r a la i d s
a r e u s e f u l i n t h e t e a c h i n g l e a r n i n g p r o c e s s
b e c a u s e
t h e y
c a nm o t i v a . t e a n d
a r o u s e t h e s t u d e n t s '
i n t e r e s t :
t o . l e a r n a n d e n j o y t h e t e a c h i n g l e a r n i n g p r o c c r ; ~
s o t t i e y w i l l p a r t i c ~ i p a t e
i n t h e l e s s o n a t t e n t i v e 1
y .
10
A c c o r d i n g
t o
S r i W i d y a s t u t i P i n a r d i , " I n t e a c h i n g
g r a m m a r t h r o u g h g u i d e d c n n v e r 5 j a t i o n " , t h e g r a m m a r
1e s s o n
s h o u l . d
c o n s i s t
o fg r a m m a t i c i \ l r u l e s w h i c h
e x p l a i n
.t h e
p a r - t r i . c u l a r i . t i e s o f t h e s t r u c t u r a l . p a t t e r n
t o
b e l e a r n e d
arida
s e r i e so f d r i l l s f r o m a m e c h a n i c a l
t oc o m m u n i c a t i o n
l e v e l
g i v e t h e s t u d e n t s o p t i m u m
p r a c t i c e i n l a n g u a g e
1
I
praclr..rctI.on.
T h e s t e p s i n t e a c : h i n g grammar-, a c c o r d i n g
t o
10
I i a r i a t l . S a n t o s o , " T h e E . f . f e c t o.f V i s u a l
-. .A i d s o n
?,Lc!d:!nS?..:
iI!c.h.i:..~!'.:~r~.ttL:-.r!
r!...r!.EI;!..&..~..IL~~
....I2
...z~!!!~i\!r
iI!tttt2-t!t!C-r!r!+~~nnhh.hh2_"
,
S u r a b a y a ,
F'aliul
t a s 1:iequruan J u r u s a n Ecahasa
d a n
S a s t r a
I n g q r - i s Uni:;ersitas
K a t n l il.:: Criidya M a n d a l a ,
1988,p .
8.
1. 1.
h e r , a r e a s f o l l o w
:T h e
p r e s e n t a t i o n
ufp a t t e r n
i n
d i a l o g u e s .
C o m p r e h e n s i o n
q u e s t i o n
t o
m a k e
s u r e
t h a t t h e s t u d e n t s h a v e u n d e r s t o o d t h e
m o d e l s .
I d e n t i f i c a t i o n
o f
t h e p a t t e r n
i n
w h i c h t h e t e a c h e r
w r i t e s o n e e x a m p l e
f r o m t h e d i a l o g u e s a n d t h e n
a s k st h e
s t u d e n t s
t o
f i n d
t h e
o t h e r
o c c u r r e n c e s o f t h e
same p a t t e r n .
F o r m a l e x p l a n a t i o n w h i c h c a n b e g i v e n
b e f o r e
or
a f
t o r
t h e
m e c h a n i c a l
m e m o r i z i n g d r i l l s .
M e c h a n i c a l
d r i l l s
t o
h e l p
t h e
s t u d e n t s l e a r n t h e f o r m s o f t h e
newp a t t e r n a n d m e m o r i z e
i t .
F u n c t i o n a l
e x p l i c a t i o n , t h e ' t e a c h e r
s h o c r l d
e x p l a i n t h e
laseo f
t h e
p a t t e r n .
M e a n i n g f u l d r i l l s . I n t h i s s t e p s , t h e
s t u d e n t s
a r e
c o n c e n t r a t i n g o n m e a n i n g
r a t h e r t h a n o n f o r m .
C o m m u n i c a t i v e d r i l l . , t h e p u r p o s e
i s
t o
u s e t h e l a n g u a g e f o r c o m m u n i c a t i o n
a n d
t h e f o c u s i s o n
w h a t
is a i d
r a t h o r t h a n o n how
i t is
s a i d .
?2
I n
h e r
p a p e r ,
L u c y Hudi
S e t y a w a t i
t a l
h : sa b o u t
s i n g i n g
a s
a
m e a n s o f t e a c h i n g s t r u c t u r e s .
S h e
s t a t e s
t h a t
struct:r.rreci d o n o t o n l y p1.ay a n i m
po r t a n t
r o l e i n t h e
wri.t:tt.n
l a n g \ . \ a q e b u t
alcjoi n t h e s p o k e n
l a n g u a g e .
I n
o r d e r
t oa v o i d b o r e d o m , t h e t e a c h e r h a s
t o
m a k e
a l lt h o s e
w o r d s ,
p h r a s e s , a n d ~ j e n t e n c c s i n t h e h a o k p l a y
a
u s e f u l
12
1
;
:
par-I:. 1.n some r e a l s i t u a t i o n C~I- i.rnaqined r e a l s i t u a t i o n .
(::%
...
)he
al.sr., s t a t e s t h a t by l e a r n i n g t n s i n g nnngs i nErigl. i.sh, t h e s t u d e n t s not. on]. y improve t h e i r E n q l i s h and
i t . t h e i r vocabul.ary b u t t h e y a l s o g e t t o \::now a b i t
abot..r.t .the ccrltur-e and s p i r i t 0 4 t h e p e o p l e whose language t h e y a r e s t u d y i n g . 14
I c o n n e c t i o n w i t h t h i s t h e s i s , t h e t h e s e s
menti.oned above, namel
y
t h e s e s w r i t t e n b,y Mari
a ti
Ekintoso, B r i W. P i n a r d i , and i . u c y 8 . G e t y a w a t i t a l k about sever-a1 Izechniques of: t . e a c h i n g s t r u c t u r e and t h es t u d e n t s ' achievement. o f t h e E n g l i s h s t . r u c t u r e . A c c o r d i n g
t o them i . t i s v e r y i m p o r - t a n t t h a t E n g l i s h t e a c h e r s s h o u l d m o . t i v a t e S r h ~ i r st\.rdent.n i n l e a r n i n g s t r u c t u r e . By
master-ing t h e Engl is17 s t r r - r c t u r e and t h e v o c a b u l a r y , t h e
str..!clen.ts
c a f i . Impr-ova - t h e i r Erigl i s h and moreover,
t h eg o a l o.f t e a c h i rig Engl. i. sh a t
o~rr-
.formal sczhool sc a n
E;~.!.L~CF:,L:~;~+C(I l y tie ac:hj.eved.
1 :;
'" 1-ucy Burli S e t y a w a t i ,
E?!fnrc--,,ng
G t t - c t c t ~ r r e n Thr:gb!qh