THESIS
THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING TO IMPROVE STUDENTS’ GRAMMAR MASTERY
(An Action Research at the First Grade Students of English Department Siliwangi University in the Academic Year of 2012/2013)
Submitted to Fulfill One of the Requirements for the Completion of Graduate Degree in English Education
BY:
NENI MARLINA
S891108070
ENGLISH EDUCATION DEPARTMENT GRADUATE PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION SEBELAS MARET UNIVERSITY
SURAKARTA 2014
APPROVAL
THESIS
THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING
TO IMPROVE STUDENTS’ GRAMMAR MASTERY
(A Classroom Action Research at the First Grade Students of English
Education Program Siliwangi University in the Academic Year of 2012/2013)
By Neni Marlina
S891108070
This thesis has been approved by the supervisors of English Language Education Department of Graduate School of Sebelas Maret University Surakarta
on July, 2014
First supervisor
Prof. Dr. Joko Nurkamto, M.Pd. NIP: 196101241987021001
Second supervisor
Dr. Sumardi, M.Hum.
NIP: 197406081999031002
Approved by
The Head of English Education Department Graduate School Sebelas Maret University
Dr. Abdul Asib, M.Pd. NIP. 1952030719800310
ii
LEGITIMATION FROM THE BOARD OF EXAMINERS
THESIS
THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING
TO IMPROVE STUDENTS’ GRAMMAR MASTERY
(A Classroom Action Research at the First grade Students of English
Department Siliwangi University Tasikmalaya in the Academic Year of
2012/2013)
By
Neni Marlina
S891108070
This thesis has been examined by the Board of Thesis Examiners of the English Education Department, Graduate School of Sebelas Maret University, Surakarta
on August, 2014
Board of Examiners: Signatures
Chairperson: Dr. Abdul Asib, M.Pd.
NIP. 195203071980031005 (………..)
Secretary: Dra. Dewi Rochsantiningsih, M.Ed, Ph.D.
NIP. 196009181987022001 (………..)
Members: 1. Prof. Dr. Joko Nurkamto, M.Pd. NIP: 196101241987021001
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled“The Implementation of Task-Based Language Teaching to Improve Students’ Grammar Mastery” (A Classroom Action Research At The First Grade Students of English Department Siliwangi University Tasikmalaya In The Academic Year Of 2012/2013). It is not plagiarism or made by others. Anything related to others’ works is written in quotation, in the sources of which are listed on the list references. If the pronouncement proves wrong, I am ready to accept any academic punishment, including the withdrawal of cancellation of my academic degree.
Surakarta, August 2014
Neni Marlina S891108070
iv
ABSTRACT
Neni Marlina. S891108070. “The Implementation of Task-Based Language Teaching to Improve Students’ Grammar Mastery” (A Classroom Action Research At The First Grade Students of English Department Siliwangi University Tasikmalaya In The Academic Year Of 2012/2013). The First Consultant is Prof. Dr. Joko Nurkamto, M.Pd., and the second Consultant is Dr. Sumardi, M.Hum. Thesis: English Education: English Education Department. Graduate School. Sebelas Maret University Surakarta.
This research aims at finding; (1) whether task-based language teaching can improve students’ grammar mastery; and (2) whether the implementation of Task-Based Language Teaching and improve class condition in grammar class of the first grade students of English Department of Siliwangi University. The research problem in this research is the low scores of students’ grammar mastery obtained from the pre-research. The focus of this study is the use of Task-Based Language Teaching which enables the students to experience communicative grammar learning with various meaningful tasks in the grammar class. Therefore, it is able to improve not only the students’ grammar mastery but also the better classroom condition.
The method used in this research is classroom action research. It was conducted in two cycles from October to Desember 2012 at the first grade students of English Department Siliwangi University Tasikmalaya. The procedures included identifying problem and planning, implementing action, observing, and reflecting. Test, questionnaire, observation sheet and teacher’s diary are used to gain the data needed. Qualitative data of the research were analysed through descriptive statistics. Meanwhile, quantitave data were analysed using descriptive statistics while qualitative one were analysed through the following steps, data reduction, data display, drawing conclusion and verification.
The research can be concluded that the use of Task-Based Language Teaching can improve the students’ grammar mastery. They are able to make sentences in simple present, present continuous, simple past, past continuous, and present perfect with correct form and meaning. The results of all cycles conducted as follows; the average score of post-test in cycle I is 65, and post test in cycle II is 71. Other findings show that the class condition also became better since this method was applied. The students were more active joining the learning process. They applied the language rules they learned communicatively in the spoken and written forms. This condition made them aware of their ability to use the standard language in the communication. They also felt enjoyable and motivated when this method was applied.
In conclusion, the implementation of task-based language teaching can improve the students’ grammar mastery and the classroom condition. This method gives benefits for both students’ achievement and their learning atmosphere. Key words: students’ grammar mastery, Task-Based Language Teaching, classroom action research
v
ABSTRAK
Neni Marlina. S891108070. “The Implementation of Task-Based Language Teaching to Improve Students’ Grammar Mastery” (A Classroom Action Research At The First Grade Students of English Department Siliwangi University Tasikmalaya In The Academic Year Of 2012/2013). Pembimbing I: Prof. Dr. Joko Nurkamto, M.Pd., dan Pembimbing II: Dr. Sumardi, M.Hum.. Tesis: Program Studi Pendidikan Bahasa Inggris. Program Pascasarjana. Universitas Negeri Sebelas Maret Surakarta
Penelitian ini bertujuan untuk mengetahui apakah penggunaan Task-Based Language Teaching dapat meningkatkan penguasaan grammar pada siswa tingkat satu Program Studi Pendidikan Bahasa Inggris Universitas Siliwangi Tasikmalaya, serta apakah dapat menciptakan kondisi kelas yang kondusif. Masalah dalam penelitian ini adalah rendahnya nilai grammar siswa yang diperoleh dari hasil pra penelitian. Adapun focus penelitian ini adalah penggunaan Task-Based Language Teaching yang mampu memeberikan pengalaman belajar grammar secara komunikatif melalui beragam tugas bermakna di kelas grammar, sehingga tidak hanya mampu meningkatkan penguasaan grammar tetapi juga meningkatkan kondisi belajar yang lebih baik.
Metode penelitian yang digunakan adalah metode penelitian tindakan kelas. Penelitian ini terdiri dari dua siklus yang diselenggarakan pada bulan Oktober sampai Desember 2012 pada mahasiswa tingkat satu program studi Pendidikan Bahasa Inggris Universitas Siliwangi Tasikmalaya. Adapun prosedur penelitiannya mencakup identifikasi masalah dan perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data yang dianalisis merupakan data kwantitatif dan kwalitatif. Data kwantitatif dianalisis dengan menggunakan statistik secara deskriptif, sedangkan data kwantitatip dianalisis dalam beberapa tahapan seperti reduksi data, pendeskripsian data, simpulan dan verifikasi.
Hasil penelitian ini menunjukan bahwa penggunaan Task-Based Language Teaching dapat meningkatkan penguasaan grammar siswa. Hasil tes grammar setiap siklus adalah sebagai berikut: Nilai rata-rata yang diperoleh dari post-test siklus I adalah 65 dan post test siklus II adalah 71. Penemuan lain menunjukan bahwa kondisi kelas juga menjadi lebih baik. Siswa belajar grammar tidak hanya bagaimana bahasa itu dibuat akan tetapi mereka juga belajar bagaimana aturan bahasa tersebut digunakan. Mereka belajar menggunakan aturan bahasa tersebut secara komunikatif baik lisan maupun tulisa melalui berbagai tugas yang bermakna sehingga membuat mereka tebih tertarik dan termotivasi untuk belajar
grammar.
Untuk memperoleh hasil yang maskimal, guru sebaiknya menggunakan metode ini dengan menggunakan beragam aktifitas yang lebih bermakna yang dapat meningkatkan ketertarikan dan motivasi siswa terhadap pembelajaran grammar yang lebih baik.
Kata Kunci: penguasaan grammar siswa, Task-Based Language Teaching,
Penelitian tindakan kelas.
vi
DEDICATION
This thesis is dedicated to:
Her beloved husband, Yadi Suhara
Her dearest sons, Keisan Radhiyya Ibrahim and Rayan Anarghya Ibrahim Her beloved parents,
Her beloved parents in low, and Her beloved brother and sisters.
vii
ACKNOWLEDGEMENT
In the name of Allah, the Almighty and merciful, I can finish the thesis as one of the requirement for achieving the Graduate Degree of the English Education Department. It would be impossible for me to complete the thesis without help and encouragement from other people. Therefore, in this opportunity I would like to express my appreciation and gratitude to:
1. The Dean of Teacher Training and Education Faculty Sebelas Maret University for providing me permission to write this thesis.
2. The Head and Secretary of the English Education Department of Graduate School who suggested and supported me to write this thesis.
3. Prof. Dr. Joko Nurkamto, M.Pd., the first supervisor, for the precious guidance, advice, and feedback in writing the thesis.
4. Dr. Sumardi, M.Hum., the second supervisor, for the precious guidance, advice, and feedback in writing the thesis.
5. The Head of English Department Siliwangi University Tasikmalaya who allowed me to conduct the research.
6. Fera Sulastri, M.Pd., the collaborator of the research, for the great cooperative team work and support.
7. My lovely students, Class – A, who participated in this research.
I welcome all critisms for this thesis for the progress in the next study. It is also expected that this research can contribute positively to the development of English Education, specifically in grammar.
Surakarta, August 2014 NM
viii
TABLE OF CONTENTS
TITLE ... i
APPROVAL ... ii
LEGITIMATION FROM THE BOARD OF EXAMINERS ... iii
PRONOUNCEMENT ... iv
CHAPTER II: LITERATURE REVIEW A. Theoretical Description ... 10
1. The Nature of Grammar Mastery ... 10
a. The Definitions of Grammar Mastery ... 10
b. Aspects of Grammar Mastery ... 11
c. Tenses ... 14
d. Roles of Grammar in English Language Learning 23 e. Difficulties in Learning grammar ... 24
f. Testing Grammar……… . 26
2. Task-Based Language Teaching ... 26
a. Definition of Tasks ... 26
b. Task Goals………… ... 27
c. Procedures of Task-Based Language Teaching in a Classroom ……….. 29
d. The Advantages of Task-Based Language Teaching ... 33
3. Classroom Condition... 35
a. The Definition of Classroom Condition ... 35
b. The Ideal Classroom Condition ... 36
ix
B. Procedures of Teaching Grammar Using Task-Based
Language Teaching ... 37
C. Review of Related Research ... 39
D. Rationale ... 46
CHAPTER III: RESEARCH METHODOLOGY A. Context of the Study ... 49
D. Techniques of Analyzing the Data……… 59
1. Quantitative Data ... 59
2. Qualitative Data ... 59
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Research Findings ... 61
1. Situation Prior the Research ... 61
2. The Implementation of the Research ... 63
a. Cycle I ... 63
LIST OF TABLES
Table 2.1 Students’ - Instructor’s Positive Attitude... 36
Table 3.1 The Schedule of the Research ... 50
Table 4.1 Students’ Pre-Test Result ... 62
Table 4.2 Condition Prior the Research ... 62
Table 4.3 Criteria of Success, Data Source, and Instrument ... 63
Table 4.4 The Average Score before the Research and after Cycle I ... 89
Table 4.5 The Result in the Pre-Test and Post Test in Cycle I ... 89
Table 4.6 Summary of the Classroom Observation Sheet ... 94
Table 4.7 The Average Score Reached in Pre-Test, Cycle I and Cycle II 117 Table 4.8 The Result of Pre-Test, Post Test in Cycle I and Post-Test Cycle II 117 Table 4.9 Summary of the Classroom Observation Sheet ... 118
Table 4.10 Summary of the research Findings in Pre-Research, Cycle 1 and Cycle 2... 124
xi
LIST OF FIGURE
Figure 3.1 Cyclical AR model based on Kemmis and Mc Taggart ... 54
xii
LIST OF APPENDICES
Appendix 1 Blue Print of Grammar Test ... 146
Appendix 2 Test of Grammar ... 147
Appendix 3 Questionnaire of Pre-Observation ... 150
Appendix 4 Questionnaire after Treatment of Each Cycle ... 151
Appendix 5 Classroom Observation Sheet... 152
Appendix 6 Syllabus of Grammar I ... 156
Appendix 7 Lesson Plans ... 162
Appendix 8 Result of Pre-Test ... 191
Appendix 9 Result of Test 1 ... 192
Appendix 10 Result of Post-Test Cycle 2 ... 193
Appendix 11 Result of Grammar Test ... 194
Appendix 12 Result of Questionnaire of Pre-Observation ... 195
Appendix 13 Result of Questionnaire in Cycle 1 ... 196
Appendix 14 Result of Questionnaire in Cycle 2 ... 197
Appendix 15 Result of Observation in Cycle 1 ... 198
Appendix 16 Result of Observation in Cycle 2 ... 201
Appendix 17 Teacher’s Diary ... 204
xiii
CHAPTER I
INTRODUCTION
A.Background of the Study
Communication is the heart and the soul of the human experience. The process of human communication mainly consists of listening, speaking, reading and writing. Those skills appear in language. Learning a language means learning language skills. Those should be well-mastered by the students if they intend to be able to communicate and to share their ideas, feelings, and opinions with other people. Mastering the four language skills especially in English language is very important for the students to interact with people around the world.
There are some components influencing the mastery of four language skills, for instance, vocabulary and grammar. Mastering vocabulary and grammar play large role in language spoken and written forms. Wilkins in Thornburry (2002: 13) states that without vocabulary, nothing can be conveyed. Then, Harmer (2001) says: “Grammar is important component in learning English in order to gain competency in using English". Furthermore Harmer (2001: 12) says: “if grammar rules are too carelessly violated, communication may suffer,…” Those statements show how important vocabulary and grammar in learning a language especially English.
Grammar as one of the components supporting language skills is very important to learn since it affects meanings and messages that the person wants to convey. Using incorrect grammar may become our messages meaningless and unclear. Any person who communicates using a particular language is
1
consciously or unconsciously aware of the grammar of that language.
There are many grammatical items in English as it has been quoted above; one of them is tense. Tense is a form of a verb used to indicate the time, and sometimes the continuation or completeness of an action in relation to the time of speaking. There are about some tenses learnt and widely used in English, such as simple present, present perfect and simple past. The tenses will help students be able to make the sentences grammatically correct both in speaking and writing.
Learning English as a foreign language may have many difficulties to learn by the students especially in learning grammar. Grammatical items such as tenses are quiet complicated to learn by the students, since each item has certain rules that must be obeyed while using them in language. The same difficulties were also occurred in the first grade of class A of English Department students of Siliwangi University. The data were obtained from the pre-test of tenses given to the students covering simple present, present continuous, simple past, past continuous, and present perfect, and it showed that there were many students who still got low scores. The students who got scores under the criteria of success, 65, consist of 28 students from 42 students. The mean score the students reached in this pre-test was 59. The lowest score is 32 and the highest is 82. It means that there were still many students who had difficulties in learning grammar especially in learning tenses. The result showed the description that the students still had difficulties in using auxiliary verbs, regular and irregular verbs, the form, and the function of the tenses. They got difficulties in making meaningful sentences and using appropriate tense in a sentence. Moreover, the students also stated that one
of their difficulties in grammar was the verb agreements. They further said that they often difficult to decide what verb they had to use in a sentence.
Another problem appeared when the students learned grammar was the classroom condition or situation. There were some indicators I obtained from initial research. The first, the students tended not to take apart in the learning process; they often didn’t pay attention or listen when I explained the material. The second, the students sometimes felt nervous when joining the grammar class. The third, the students who were smarter in the classroom tended to dominate the learning process. And the last is the grammar activities tended to be monotonous. The students usually did individual tasks more than cooperative tasks.
Having looked at the problems, there were three causes why these problems happen. Those causes were: (1) the students thought that learning grammar was not only very complicated but also less important to learn because they thought they still could communicate using English without mastering grammar, (2), I seldom provided the students with interactive activities so the students tended to be passive (3) the teaching learning process tended to be teacher-centered than students-centered so I tended to dominate the class, (4) I often made the students under pressure with by correcting their mistakes directly.
After regarding the problems and the causes, I considered that the students’ knowledge of grammar and their mindsets of the importance of learning grammar should increase. I as the teacher also should make the students comfortable in learning grammar and not make them nervous while teaching learning. Besides, I should create the class more students-oriented in order they
explore their grammar knowledge. To cope it, I proposed task-based language teaching as a solution to deal with the problems.
Task-based language teaching or task-based instruction is one of the methods generated from communicative approach which applies some interactive and meaningful activities engaging the learners to comprehend or to produce an outcome using the target language. The tasks applied in this method are different from the traditional tasks in which the teacher instructs the students to complete the exercise. Nunan (2004: 4) defines that: a task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end. The definition is in accordance with the principal of teaching grammar in communicative approach that teaching grammar should be taught explicitly and implicitly (Seung Hee, 2005: 2).
Generally, the phases of teaching using task-based consist of three phases; (1) Pre-task. It is the introduction to the topic and task provision of useful input (listening, reading, brainstorming, etc.) (2) Task Cycle. In this phase, the students, commonly work in small groups, are encouraged to accomplish the task and present it in written or spoken form. The teacher monitors the students’ work and provides help for them in order that they are motivated (3) Post-task. It focuses on the language used, and consists of practice of the language as necessary and
retrospective discussion of the task-awareness-raising. It is important to emphasize that tasks in task-based language teaching should have very clear objectives and conclude with a very tangible sense of achievement for the learners (Willis in Richards, 2006:33).
Choosing task-based language teaching in teaching grammar would provide the students some interactive tasks that should be accomplished using the target language they are learning so the students improve not only their language skills but also their grammatical competence. By applying the three basic steps of task-based language teaching in grammar class, the students will produce the language they are learning directly and be aware of the language rules at the same time. Harmer (2007: 73) says that the opportunities for production may force students to pay close attention to form and to the relationship between form and meaning. Further, Rojas (1992: 173) argues that language structures must not be taught in isolation but integrated to the four skills of language. In this case, using task-based has changed the way of teaching and learning grammar from the traditional way into more communicative one. The main objective of this change focuses on the development of communicative grammatical competence, which is understood as the ability to use and understand a structure in a variety of situation spontaneously.
Although task-based language teaching is considered as one of the approaches to implement communicative approach and, as with the communicative approach in general, one of the features of task-based language teaching that often worries teachers is that it seems to have no place for the
teaching of grammar. Actually grammar is as important in a communicative approach as in any other approach. That is to say, grammar applies with equal force to task-based language teaching.
In accordance with the above explanation, I would apply the use of task-based language teaching in grammar class to cope with the problems occurring in that class. When the students are provided by various interactive and meaningful tasks, there is no doubt that the students would not only improve their grammar mastery but they would also experience the learning process in a better class condition. However, this research would be specified in one of the grammar indicators, that is tense.
B.The Problem Statement
As explained in the background of the study, it is concluded that the teacher needs to improve the students’ grammar mastery using an appropriate teaching strategy in which in this research, I would like to try to use Task-Based to improve the students’ grammar mastery.
These research problems are formulated in the following questions:
1. Can Task-Based Language Teaching improve grammar mastery of the first grade of English Department Students of Siliwangi University in the academic year of 2012/2013?
language teaching. Questionnaire filled by the students and distributed each cycle contributes to measure whether they get any improvement in learning grammar. I also used diary to obtain further data about the students’ improvement in learning grammar. By analyzing the result of test and questionnaire, it is obtained the data whether task-based language teaching can improve students’ grammar mastery or not.
2. How is the class condition when Task-Based Language Teaching is implemented in the grammar class?
Implementing task-based language teaching in grammar class will determine whether the class condition will be better or not. To obtain the data, I use observation sheet and also questionnaire. Those instruments measure whether: (1) the students are motivated in learning grammar; they learn grammar actively, (2) teaching learning process becomes more students-centered; the students dominate more the learning process, (3) I make the learning process more interesting by encouraging, supporting, helping and also providing them with various interactive and communicative activities..
C.Objectives of the Study
The objectives of the study are:
1. To describe whether Task-Based Language Teaching can improve grammar mastery of the first grade students of English Department of Siliwangi University.
D. The Benefits of the Research
May the results of this research be benefit theoretically and practically for the students, the teacher, the researcher, and other researchers.
1. For Students
By conducting this research, it is expected that the students’ difficulties in learning grammar can be overcome in order that their knowledge of grammar can improve. They are also expected to experience their grammar learning process in a new atmosphere with more communicative activities or tasks to arouse their motivation and interest in learning grammar so they can participate actively during the learning process to improve their grammar mastery especially in learning English tenses.
2. For Teachers
The research is expected to be the source for other teachers who have the same problem. It is also expected to be the inspiration in teaching learning process. Teacher can implement the same method and create the various activities using TBLT.
3. For the Researcher
The researcher expects that this research can improve my knowledge, and experience about conducting the research in teaching learning process and make me more aware of the problem occurring in teaching learning environment. This research is also supposed to increase my reflectivity to evaluate my own teaching professionalism to provide the learning process more meaningfully.
4. For other researchers
This research is expected to inspire the other researchers to do the similar research due to the problem happened in English education and also to conduct further research about the implementation of task-based language teaching in improving students’ grammar mastery. It is expected to increse their awareness of the students’ problems in learning grammar and other educational problems, especially in teaching and learning process that can be solved by doing the research.
CHAPTER 2
REVIEW OF RELATED LITERATURE
A.Theoretical Description
1. Grammar Mastery
a. The Definitions of Grammar Mastery
Grammar has been identified in many different ways and perspectives. Some experts argue that grammar consists of the study of syntax and morphology, and others argue that it only refers to syntax. According to Galaso (2002: 3) and Radford (2009: 1) that grammar is divided into two inter-related studies consisting morphology and syntax. Morphology is the study of how words are formed out of smaller units. And Syntax, on the other hand, is the study of how words are formed in a phrase, a clause, or a sentence. Jeffries (2006: 6) states that grammar in the term of syntax is the study of words are structured in phrases and sentences. Based on the definitions above I in this research will focus on grammar correlating with syntax.
Harmer (2001: 12) defines: “Grammar of a language is the description of the ways in which words can change their forms and can be combined into sentences in that language.” According to Ur (2009: 87), Grammar is a set of rules that define how words (or parts of words) are combined or changed to form acceptable units of meaning within a language. She also adds that Grammar does not only affect how units of language are combined in order to 'look right'; it also affects their meaning. Meanwhile Greenbaum and Nelson (2002: 1) define that
10
grammar is the set of rules that allow us to combine words in our language into larger units. Another term for grammar in this sense is syntax. Donald and Kneale, (2001: 78-79) state: “Grammar is the science which formulates rules to describe the workings of language.” Further, Brinton and Brinton (2010: 7) add that grammar is as the rules or principles by which a language works, that is, its system or structure.
Meanwhile Brindley (1994: 198-201) defines that grammar is 1) Correct or incorrect? A way of prescribing usage? Only found in standard English? Unchanging? 2) Maintaining standards? ‘Proper’ English? Closely connected with reinforcing discipline and maintaining social order? 3) A useful discipline? Parts of speech like nouns and adjectives? Gender and tenses? Based on Latin grammar? 4) A description of usage? Rules every speaker of a native language knows implicitly? The structure of words, clauses and sentences?
From the explanation above, it is concluded that grammar is the principals to combine or change the rules of language such as tenses to form a meaningful and correct language.
b. The Aspects of Grammar Mastery
Many advocates explain about the aspects of grammar in different ways. Some of them call that they are aspects of grammar and others say grammatical categories. Donald and Kneale (2001: 71-71) draw the traditional grammar assigns words to different classes, known as parts of speech, of which English has eight: nouns, pronouns, articles, verbs, adjectives, adverbs, prepositions and conjunctions. Within each class, words are then further categorized according to a
number of other features, e.g. a noun can have gender, number and case, a verb can have tense, voice and mood. Further, Brindley (1994: 201-202) explains that some aspects of grammar consist of:
1) Knowledge of some terminology, e.g. noun, verb, but not confined to ‘parts of speech’.
2) The ability to write well-constructed and effective prose, using the grammar of standard English where appropriate.
3) Knowledge of sentence structure
a) in children’s writing: clauses within sentences, linking words (besides ‘and’);
b) from children’s reading: how sentences are built up, e.g. main clause, subordinate clauses, phrases, etc.
4) Knowledge of word formation
a) past tenses, plurals—regular and irregular, e.g. I went, bring/brought, mouse/ mice (if necessary!), comparatives and superlatives—er/-est;
b) prefixes, suffixes. nouns formed from adjectives, and vice versa, etc., e.g. entertain/entertainment, beauty/beautiful,
5) Some knowledge about the variation in grammar when writing or speaking a) how the grammar of standard English may differ from dialect grammars
known to the children and contexts when each may be appropriate, e.g. past tense uses of did/done and how each works according to rules;
b) how grammatical choices may vary according to the speaker’s/writer’s
purpose, audience and context of use, e.g. when you might or might not use
whom;
c) how grammatical choices may be shaped by the demands of different types or genres of writing or speaking, e.g. grammar of non-fiction books—word order, use of the passive, etc.: ‘Because brown bears sometimes killed cattle, they have been hunted and many have been destroyed.’
6) Some knowledge about the ways in which writers’ choices of grammar affect them when they read or listen
a) This might involve developing ways of talking and writing about language that encourage a critical awareness, leading to an ability to ‘see through’ language and understand the ways in which messages are mediated or shaped and how grammatical choices can be used to persuade, manipulate or dominate.
Ur (2009: 78) draws some grammatical terms in English grammar, as follows:
1) Units of Language consist of from the largest into the smallest units of language, such as, the discourse or text, the sentence, the clause, the phrase, the word, and the morpheme
2) Parts of sentence consist of subject, verb, object, complement, and adverb. 3) Parts of Speech consist of nouns, verbs, adjectives, Adverbs, pronouns,
auxiliary verbs, modal verbs, determiners, and preposition
New South Wales Department of Education and Training (2006: 3)
object, parts of speech; noun, pronoun, verb, sentence structured etc.
Those theories describe that grammar has many aspects or elements in it from the smallest into the largest groups of words which form those words into a standard sentence. The sentence should not only correct grammatically but also meaningful to make the sentence acceptable and understandable. In this research, I would limit the explanation of grammar aspects based on what I need to observe, that is, tenses.
c. Tenses
The term of tense has been familiar for the language learners. Tense in grammar relates to the verb forms describing the time or event. The tense according to Swan (2005: xxv) is a verb form that shows the time of an action, event, or state. Meanwhile, Holt, Rinehart, and Winston (___ : 150) states: “tense of a verb indicates the time of the action or of the state of being expressed by the verb.” They add that there are six tenses, namely present, past, future, present perfect, past perfect, and future perfect. Each tense has an additional form called the progressive formswhich express continuing action or state of being.
Moreover, Rozakis (2003: 32) draws that the tense of a verb shows its time. English has six verb tenses. Each of the six tenses has two forms: basic and progressive (also known as “perfect”). The basic form shows action, occurrence, or state of being that is taking place right here and now. The basic form also is the base for the future form (i.e., I will sleep; they will sleep).
Tenses Basic form Progressive form
Present Walk Is walking
Past Walked Was walking
Future Will walked Will be walking
Present perfect Have walked Have been walking
Past perfect Had walked Had been walking
Future perfect Will have walked Will have been walking
In this research, I discuss the three tenses correlating to the research; they are Simple Present, Present Continuous, Present Perfect, Simple Past, and Past Continuous. The reason why I choose these tenses is because these tenses are widely used both oral and written especially Simple Present tense. In other side, the students still make many mistakes in using these tenses which is shown from the results of the pre test.
1)The Present Simple
a) The form of the Simple Present (1) Verbal sentences
Positive Negative Question
You work You don’t work Do you work?
We work We don’t work Do we work?
They work They don’t work Do they work?
He works He doesn’t work Does he work?
She works She doesn’t work Does she work?
It works It doesn’t work Does it work?
(2) Nominal sentences
Positive Negative Question
I am a student I am not a student Am I a student?
You are a student You are not a students Are you a student?
We are students We are not students Are we students?
They are students They are not students Are they students?
He is a student He is not a student Is he a student?
She is a students She is not a student Is she a student?
It is a book It is not a book Is it a book?
There are some adverbs of frequency usually used in Simple Present, as follows: Always, usually, often, sometimes, seldom, rarely, hardly ever, never. e.g. I am always happy. They are usually late.
She often gets up late. You never call me.
They sometimes come late. He hardly comes on time.
b) The uses of simple present The simple present is used:
(1) to express habits, general truths, repeated actions or unchanging situations, emotions and wishes. E.g.
I smoke. (habit)
I work in London. (unchanging situation)
London is a large city. (general truth)
(2) to give instructions or directions. E.g.
(3) to express fixed arrangements, present or future. E.g. Your exam starts at 09.00
(4) to express future time, after some conjunctions: after, when, before, as soon as, until. E.g.
He'll give it to you when you come next Saturday.
(Hughes, 2001: 169)
2)The Present Continuous
a) The form of Present Continuous (1) Verbal Sentence
Positive Negative Question
I am studying I am not studying Am I studying?
You are studying You are not studying Are you studying?
We are studying We are not studying Are we studying?
They are studying They are not studying Are they studying?
She is studying She is not studying Is she studying?
He is studying He is not studying Is he studying?
(2) Nominal Sentence
Positive Negative Question
I am being tired I am not being tired Am I being tired?
You are being tired You are not being tired Are you being tired?
We are being tired We are not being tired Are we being tired?
They are being tired They are not being tired Are they being tired?
She is being tired She is not being tired Is she being tired?
He is being tired He is not being tired Is he being tired?
b) The uses of Present Continuous
The uses of present continuous are:
(1) to describe an action that is going on at this moment, e.g. You are using the Internet.
You are studying English grammar.
(2) to describe an action that is going on during this period of time or a trend, e.g.
Are you still working for the same company?
More and more people are becoming vegetarian.
(3) to describe an action or event in the future, which has already been planned or prepared (See also 'Ways of expressing the future). e.g. We're going on holiday tomorrow.
I'm meeting my boyfriend tonight. Are they visiting you next winter?
(4) to describe a temporary event or situation, e.g.
He usually plays the drums, but he's playing bass guitar tonight. The weather forecast was good, but it's raining at the moment.
(5) with 'always, forever, constantly', to describe and emphasize a continuing series of repeated actions, e.g.
Harry and Sally are always arguing!
You're forever complaining about your mother-in-law!
3) The Present Perfect
a) The form of Present Perfect (1) Verbal Sentence
Positive Negative Question
I have gone. I haven’t gone Have I gone?
You have gone You haven’t gone Have you gone?
We have gone We haven’t gone Have we gone?
They have gone They haven’t gone Have they gone?
He has gone He hasn’t gone Has he gone?
She has gone She hasn’t gone Has she gone?
It has gone It hasn’t gone Has it gone?
(2) Nominal Sentence
Positive Negative Question
I have been old I haven’t been old Have I been old?
You have been old You haven’t been old Have you been old?
We have been old We haven’t been old Have we been old?
They have been old They haven’t been old Have they been old?
He has been old He hasn’t been old Has he been old?
She has been old She hasn’t been old. Has she been old?
It has been old It hasn’t been old. Has it been old?
The Present Perfect is used to indicate a link between the present and the past. The time of the action is before now but not specified, and the speakers or writers are often more interested in the result than in the action itself.
There may be a verb tense in the language with a similar form, but the meaning is probably not the same.
b) The uses of the present perfect
The present perfect is used to describe:
(1) an action or situation that started in the past and continues in the present. E.g.
I have lived in Bristol since 1984 (= and I still do.)
Josh has taught Mathematics for years.
(2) an action performed during a period that has not yet finished. E.g. She has been to the cinema twice this week (= and the week isn't over yet.)
We have already talked about this many times this year.
(3) a repeated action in an unspecified period between the past and now. E.g.
We have visited Portugal several times.
I have watched this movie twice.
(4) an action that was completed in the very recent past, (expressed by 'just'). E.g.
I have just finished my work.
She can’t join with us. She has just got lunch.
(5) an action when the time is not important. E.g.
Mathew has slept.
4) The Past Simple
a) The forms of the Simple Past are: 1) Verbal sentences
Positive Negative Question
I sat down I didn’t sit down Did I sit down?
You sat down You didn’t sit down Did you sit down?
We sat down We didn’t sit down Did we sit down?
They sat down They didn’t sit down Did they sit down?
He sat down He didn’t sit down Did he sit down?
She sat down She didn’t sit down Did she sit down?
It sat sown. It didn’t sit down Did it sit down?
2) Nominal Sentences
Positive Negative Question
I was hungry I was not hungry Was I hungry?
You were hungry You were not hungry Were you hungry?
We were hungry We were not hungry Were we hungry?
They were hungry They were not hungry Were they hungry?
He was hungry He was not hungry Was he hungry?
She was hungry She was not hungry Was she hungry?
It was hungry It was not hungry Was it hungry?
The simple past is used to talk about a completed action in a time before now. Duration is not important. The time of the action can be in the recent past or the distant past. E.g.
John Cabot sailed to America in 1498. My father died last year.
This tense can also be used when the speakers or writer want to say or write when something happened, so it is associated with certain past time expressions. Examples:
(a) Frequency : often, sometimes, always; e.g. I sometimes gave him a gift.
They always asked him to bring their bags.
(b) a definite point in time : last week, when I was a child, yesterday, weeks ago. E.g.
When I was in Bandung, Jack and his sister visited me.
Mr. Peterson got an accident yesterday.
© an indefinite point in time: the other day, ages ago, a long time ago, etc. e.g.
Ann and Bruce got married years ago.
(Hughes, 2001: 145)
5) The Past Continuous
a) The Forms of the Past Continuous
Positive Negative Interrogative
I was studying English I was not studying English Were you studying English?
You were studying English You were not studying English Were you studying English?
They were studying English They were not studying English Were they studying English?
We were studying English We were not studying English Were we studying English?
He was studying English He was not studying English Was he studying English?
She was studying English She was not studying English Was she studying English?
b) The Uses of the Past Continuous The uses of the past continuous tense are:
(1) To describe something was in progress at specific time in the past, e.g. Phil was eating breakfast at 07:00 this morning.
I was talking with my father when she phoned me.
(2) When an action in progress was interrupted by another action in the past, e.g.
I was watching TV when she came.
When Tim arrived, My father was repairing his motorcycle.
(3) To talk about two or more actions happening at the same time in the past, e.g.
I was watching TV while Maggie was cooking. While Jim was studying, his sisters were talking.
(4) To complain about someone or something in the past. E.g. She was always sleeping on my bed.
Jack was always speaking loudly.
(5) To make a polite request (the meaning is present), e.g. I was thinking you could help me bring this book.
We were wondering she would lend us the sample.
d. Roles of Grammar in English Language Learning
It has been discussed in the background of the study that learning and mastering English grammar is very important because it will affect the meanings and the messages we want to convey whether it is effective and unambiguous or not. Some experts argue that having good grammar mastery is important. Ur (2006: 4) states: “There is no doubt that a knowledge – implicit or explicit – of grammatical rules is essential for the mastery of a language: you cannot use words unless you know how they should be put together.” Further, Widodo (2006: 122) argues that grammar is to furnish the language skills: listening, speaking, reading and writing. In listening and speaking, grammar plays a crucial part in grasping and expressing spoken language (e.g. expressions) since learning the grammar of a language is considered necessary to acquire the capability of producing grammatically acceptable utterances in the language. In reading, grammar enables learners to comprehend sentence interrelationship in a paragraph, a passage and a text. In the context of writing, grammar allows the learners to put their ideas into intelligible sentences so that they can successfully communicate in a written form. Lastly, in the case of vocabulary, grammar provides a pathway to learners how some lexical items should be combined into a good sentence so that meaningful and communicative statements or expressions can be formed.
Greenbaum and Nelson (2002: 5) explain that in the study of language, grammar occupies a central position. They further say that there are several applications of grammatical study:
1) A recognition of grammatical structures is often essential for punctuation;
2) A study of one’s native grammar is helpful when one studies the grammar of a foreign language;
3) A knowledge of grammar is a help in the interpretation of literary as well as nonliterary texts, since the interpretation of a passage sometimes depends crucially on grammatical analysis;
4) A study of the grammatical resources of English is useful in composition: in particular, it can help you to evaluate the choices available to you when you come to revise an earlier written draft.
From the explanation above, it is no doubt that grammar has an important role in a language to support the four language skills; listening, speaking, reading, and writing. It eases us to read a well-written piece of literature or listen to an everyday conversation where grammar is well-spoken. Not having good grammar mastery causes our messages or ideas cannot be understood well by other people.
e. Difficulties in Learning Grammar
There is no doubt that grammar is very essential to learn to furnish the four
language skills. For many students, learning grammar often means learning the rules of grammar and having an intellectual knowledge of grammar. A better approach is perhaps to see grammar as one of many resources that they have in language which helps them to communicate. They should see how grammar relates to what they want to say or write, and how they expect others to interpret what our language use and its focus (Al-Mechlafi, 2011: 71). According to Widdowson (1990: 86), " . . . grammar is not a constraining imposition but a liberating force: it frees us from a dependency on context and a purely lexical
categorization of reality." It means that having knowledge of grammar does not mean that the students only have knowledge of the rules of the language, but they also have knowledge of how to use it into meaningful language.
There are many types of difficulties the students face with regard to the learning grammar. Al-Mechlafi (2011: 72) says that the hard fact that most teachers face is that learners often find it difficult to make flexible use of the rules of grammar taught in the classroom. They may know the rules perfectly, but are incapable of applying them in their own use of the language. Meanwhile, Haudeck in European Commission (2006: 84) has reported that many learners have difficulty in internalizing grammar rules, although these have been taught intensively. In line with Haudeck, Harmer (1989: 7) state that there are three important aspect that the students are difficult to learn grammar; (1) the clash between function and form, (2) similarities and differences between students’ own language and the language that is being learnt, and (3) various exceptions and complications. In this study, I will underline the students’ difficulty in learning grammar in the use of correct rules.
f. Testing Grammar
language can be conducted in written or spoken forms. But because marking written test is easier than marking oral tests and because written tests take less time and are easier to administer, most tests are based on the written skills. He also states that the test items of grammar in the form of written test can be in the form of multiple choices, fills in, sentence writing, and parallel writing. Meanwhile, Thornburry (2002: 141) clarifies that grammar is typically tested by means of what are called discrete-item test. That is, the individual components of the learner’s knowledge (for example, irregular past tense verb forms such as went, saw, did, etc.) are tested using tasks such as gap-fill. In this research, I chose an objective test consisting of multiple choices, completion, and sentence analysis.
2. Task-Based Language Teaching
a. Definition of Task
Task-based language teaching is one of the methods of communicative approach emphasizing process of teaching and learning as a set of communicative tasks to engage the students in active language learning using various tasks. Nunan (2004: 1) defines tasks into real world or target tasks and pedagogical tasks. Real world or target tasks refer to a task relates to the activity outside and when it is transformed into the classroom, it becomes pedagogical tasks. Here are
some definitions about pedagogical tasks since it correlates to this research:
Nunan (2004: 4) draws a task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey
meaning rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end. Further, Bygate et al in Brenden (2006: 5) clarifies that : “a task is an activity which requires learners to use language, with emphasis on a meaning to attain an objective.”
Richards in Nunan (2004:1) also defines a task . . . an activity or action which is carried out as the result of processing or understanding language (i.e. as a response). For example, drawing a map while listening to a tape, listening to an instruction and performing a command may be referred to as tasks. Tasks may or may not involve the production of language. A task usually requires the teacher to specify what will be regarded as successful completion of the task. The use of a variety of different kinds of tasks in language teaching is said to make language teaching more communicative since it provides a purpose for a classroom activity which goes beyond the practice of language for its own sake.
Ellis (2003: 16) outlines that a task is a work plan that requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed. To this end, it requires them to give primary attention to meaning and to make use of their own linguistic resources, although the design of the task may predispose them to choose particular forms. A task is intended to result in language use that bears a resemblance, direct or indirect, to the way language is used in the real world. Like other language activities, a task can engage productive or receptive, and oral or written skills and also various cognitive processes.
Task-based focuses the language learning process on how that language is used to accomplish the task conducted commonly in group. Richards (2006: 31) supports the use of tasks should fulfill some key characteristics of a task. The characteristics are:
1) It is something that learners do or carry out using their existing language resources.
2) It has an outcome which is not simply linked to learning language, though language acquisition may occur as the learner carries out the task.
3) It involves a focus on meaning.
4) In the case of tasks involving two or more learners, it calls upon the learners’ use of communication strategies and interactional skills.
From those theories, it is assumed that a task is a number of meaningful activities engaging learners in particular forms to comprehend, manipulate, produce or interact in the target language to result an outcome that can be evaluated as a result of the study.
b. Tasks Goals
Implementing of the task-based has focused on several goals to reach as an outcome in language learning. Oxford (2006: 97) defines that the goals of task consist of focus on meaning, focus on form and focus on forms. The descriptions of those goals are in the following:
1) Focus on meaning. In this type of syllabus, learners receive chunks of ongoing, communicative L2 use, presented in lively lessons with no presentation of structures or rules and no encouragement for learners to discover rules for themselves. Grammar is viewed as developing naturally when the learner is ready for a given structure, so no structures should be discussed.
2) Focus on form. Long in Oxford (2006) views, a focus on form occurs when attention is mostly on meaning but is shifted to form occasionally when a communication breakdown occurs.
3) Focus on forms. It means of presenting specific, preplanned forms one at a time in the hope that learners will master them before they need to use them to negotiate meaning. The learner must synthesize all of the material himself or herself; hence a focus on forms syllabus is a synthetic syllabus (Wilkins in Oxford).
In line with Oxford, Shekan in Murphy (2003: 352) explains that the competing goal of the tasks should focus on accuracy, fluency, and complexity.
Those descriptions is very clear that the goal of task in task-based language teaching is the learners learn a target language focusing not only on form but also on meaning by using real world activities.
c. Procedures of Task-Based Language Teaching in the Classroom
The Procedure of task-based language teaching in the classroom consists of tasks requiring increasingly complex use of language. The problem-solving of practical tasks, usually done in groups, are designed to interest and challenge the learners sufficiently to get them to use the English they already knew and
incorporate new items provided by input materials and the teacher. Generaly, the procedures of task-based language teaching consist of pre activity or pre-task, main activity or task-cycle, and post activity or it is regarded as language focus. Li (2004: 73) outlines a three-stage procedure commonly recommended:
1) Pre-task. Introduction to the topic and task provision of useful input (listening, reading, brainstorming, etc.) If necessary, reactivation or provision of essential language Definition of the task (objectives, procedures, time limits, etc.)
2) Task-Cycle. It consists of planning the task, doing the task, and reporting on the task or presenting the product of the task (teacher monitoring and guiding as necessary all the time)
3) Post-task. It focuses on the language used, practice of the language as necessary, retrospective discussion of the task-awareness-raising. It is important to emphasize that tasks in task-based language teaching should have very clear objectives and conclude with a very tangible sense of achievement for the learners.
Then, Willis in Richards (2006: 29) also proposes the sequences of task-based activities that can conduct in the classroom including pre task activity, task cycle and language focus. The further descriptions of the phases of task-based language teaching are:
1) Pre Task activity. In this phase, it covers introducing to the topic and task. The activities that can be done are; (1) Teacher helps students understand and theme and objectives of the task, for example brainstorming ideas with the class, using pictures, mime, or personal experience to introduce.(2) Students do
a pre-task, for example, top-based, odd-word-out games. Teacher may highlight useful words and phrases, but would not pre-teach new structure. (3) Students can be given preparation time to think about how to do the task. (4) Students can hear recording a parallel task being done (so long as this does not give away the solution to the problem). (5) If the task is based on text, students can read it
2) Task Cycle. In this phase, the students are led to work to accomplish the task. This phase consist of task, planning, and report.
a) Task. There are several steps that can be done both by the students and the teacher; (1) The task is done by students and gives students to use whatever language they already have to express themselves and say whatever they want to say. This may be in response to reading a text or hearing a recording. (2) Teacher walks around and monitors, encouraging in supportive way everyone’s attempt at communication in the target language. (3) Teacher helps students to formulate what they want to say, but will not intervene to correct errors of form. The emphasis is in spontaneous, exploratory talk and confidence building, within the privacy of the small group. Success in achieving the goals of the task helps students’ motivation. b) Planning. The steps of planning consist of; (1) Planning for the next stage
where students are asked to report briefly to the whole class how they did the task and what the outcome was, (2) students draft and rehearse what they want to say or write, (3) teacher goes around to advice students on language, suggestion phrases and helping students to polish and correct their language,
(4) if the report are in writing, teacher can encourage peer-editing and uses dictionary. The emphasis is on clarity, organization, and accuracy, as appropriate for a public presentation. (5) Individual students often take this chance to ask questions about specific language items.
c) Report.
In this stage teacher asks some pairs to report briefly to the whole class so everyone can compare findings, or begin a survey and teacher comments on the content of their report, rephrase perhaps, but give no overt public correction.
3) Language Focus. This phase might consist of analysis, and practice. a) Analysis
(1) Teacher sets some language-focused tasks, based on the texts students read or on the transcripts of the recordings they hear.
(2) Teacher starts students off, then students continue, often in pairs. (3) Teacher goes around helping. Students can ask individual questions. (4) In plenary, teacher then reviews the analysis, possibly writing relevant
language up on the board in list form; students may make notes. b) Practice. Practice activities can include:
(1) Choral repetition of the phrases identified and classified
(2) Memory challenge games based on partially erased examples or using lists already on blackboard for progressive deletion
(3) Sentence completion (set by one team for another)
(4) Matching the past-tense verbs (jumbled) with the subject or objects they had in the text
(5) Dictionary reference with words from text or transcript
The explanation above show that the procedures of Task-Based can be carried out into three phase; pre-task, task cycle, and language focus. These phases can be implemented in many different kinds of tasks. In the first-two phases, teacher brainstorms the students’ knowledge about topic they are going to learn, and then she monitors students’ work by encouraging them to learn actively to accomplish the task and also she provides them with help but not teaching language. In the last phase, the teacher lead students to reflect what have been done in the task cycle especially their language by explaining the language rules, analyzing, and exercising.
d. The Advantages of Task-Based Language Teaching
Many advocates argue that Task-Based Language Teaching gives some advantages in the teaching learning process. Richards and Rodgers (2001: 228) suggest that: "tasks are believed to foster processes of negotiation, modification, rephrasing, and experimentation that are at the heart of second language learning". Roneey (2000: 1) adds that the advantages of task-based language learning are: 1) Allowing for a needs analysis,
2) Supported by a large body of empirical evidence
3) Allowing evaluation to be based primarily on task-based criterion-referenced testing.
4) Allowing evaluation to be based primarily on task-based criterion-referenced testing.
5) Allows for form-focused instruction.
The advantages describe that task-based language teaching allows course content to be matched to identify student needs, allows decisions regarding materials design and methodology to be based on the research findings of classroom-centered language learning. Students can be evaluated on their ability to perform a task according to a certain criterion rather than on their ability to successfully complete a discrete-point test.
Furthermore Pearson (2008: 17) states the advantages of task-based language teaching are as follows:
1) Authentic tasks are intrinsically motivating.
2) Targeted real-world tasks have much clearer outcomes that can be more easily assessed, unlike more general, or “open,” tasks such as having a conversation.
3) Real-world activities can be looked at and sequenced in much the same way as grammar forms can—from simpler to more complex.
It is very clear that task-based language teaching has many advantages in which this method is valuable to use to cope the students’ problems in learning a language, in this case grammar.
3. Classroom Condition
a. The Definition of Classroom Condition
Creating a good condition or atmosphere for learning is as important as choosing appropriate teaching method. According to Danielson (2007: 64) a good learning condition will make the students concentrate on the academic content. She further says that if the atmosphere is negative, if students fear ridicule, if the environment is chaotic, no one—neither students nor teacher—can focus on learning.
b. The Ideal Classroom Condition
Stanberry (2000: 3-4) argues some ideal classroom conditions viewed from the students and the teacher; (1) the opening lecture articulates the systemic idea of each person in the class contributing to the strength or downfall of the class's success or failure, (2) the students verbally express interest in learning and doing well when defining their roles as students, (3) students and teacher influence and are mutually dependent on each other; students at both sites contribute to the class's success, (4) small group dialogue resulting in planning and taking responsibility for the learning process allows all voices to be heard, all participants to be respected, and a safe learning environment to be created, (5) a warm affective condition lowers anxiety and contributes to the creation of a true community of learners who recognize their boundaries yet are open to new ideas and change, (6) a classroom condition in which interaction and interdependence are encouraged promotes learning in the technology-mediated classroom. In addition, she states some further positive attitudes shown by students and instructor when good classroom condition reached. Those attitudes are shown in the table 2.1.
Table 2.1. Students’-Instructor’s Positive Attitudes
Students Instructor
Be prepared, know material Teach so students understand
Be studious Share current issues
Do the work and keep up with the work Explain clearly
Be on time Answer questions
Listen, pay attention, be alert Give insight
Participate, communicate, ask questions Be prepared
Seek more information Be helpful, supportive
Meanwhile, positive or ideal classroom condition according to Virginia Education Department in Brief 7 performance standard: Learning condition is when effective teacher builds a classroom condition where error is welcomed, where student questioning is high, where engagement is the norm, and when students can gain reputations as effective learners.
The description shows that the ideal condition of classroom condition can be determined from three aspects; students, teacher or instructor, and learning process. Some characteristics of those ideal conditions would be observed in this research, such as, students are active, communicative, and interested and motivated; teacher facilitates the students with clear explanation, helps them in supportive way, encourages them with providing answer and questions to measure students’ progress. Meanwhile the learning process is more interactive and communicative. It also provides the students with non-monotonous activities or tasks.
B.Procedures of Teaching Grammar Using Task-Based Language Teaching
Even Task-Based Language Teaching is considered for teaching language communicatively, it can also be used as a teaching methodology to teach grammar. Richards ( :155) states: “In advocating the use of task work in language teaching, the assumption is that learners will develop not only communicative skills but also an acceptable standard of performance through task work.” It
