CHAPTER II
THEORETICAL REVIEW
A. Grammar
1. Definition of Grammar
Leech, et al. (1993: 12) states that grammar is mechanism of putting words together. They also defines that grammar is a central part of language which relates sound and meaning. The meaning of a message conveyed by language has to be converted into words put together according to grammatical rules, and these words are then conveyed by sound.
Whereas, Fall (1998: 1) defines grammar as the rules and explanations which deal with the forms and structure of words (morphology), their arrangement in phrases and sentences (syntax), and their clarification based on their function (part of speech).
Grammar is also defined as a set of rules and example dealing with the syntax and word structures of language, usually intended as an aid to the learning of that language (http://grammar.about.com).
Therefore, it can be construed that grammar is set of rules to express language by putting words in its structure correctly.
2. The importance of Grammar
a. Grammar is a necessary step in developing second and foreign language linguistic competence.
b. By studying grammar, learners can acquire language in as short span of time.
c. Grammar can help the students to make good writing and speaking ability in second/foreign language.
d. Grammar can be part of literature discussions, when we and our students closely read the sentences in poetry and stories.
e. Grammar means finding out that all languages and all dialects follow grammatical patterns.
In short, grammar is really essential for the students because grammar helps them to write new kinds of sentences that are more effective and more persuasive.
B. WH-Question
1. Definition of WH-Question
WH-Question is a question which asks for information by using a question words or interrogative words such as where, when, why, what, who, whom, which, and how (http://en.m.wikipedia.org).
2. Function of WH-Question
Question words have variety of functions as follows: a. When, it is used to ask about time
c. Why, it is used to ask about reason
d. How, it is used to ask about manner or way e. Who, it is used to ask about person or subject f. What, it is used to ask about object, idea or action
g. Which (one), it is used to ask about choice of alternatives h. Whom, it is used to ask about person or object
i. Whose, it is used to ask about possession
3. Question Pattern
For more detail, Suroso (2007: 5) explains the patterns of interrogative sentence as follows:
a. Pattern in simple present tense with do/does/Verb-s
1. Asking for subject
QW + Verb-s + (Object/adverb)
e.g. : - Who takes you this morning?
- Who guides you in doing homework? - Who writes this letter?
2. Asking other than subject
QW + do/does + subject + Verb 1 + (Object/adverb)
e.g. : - Where does Nakamura play football? - Who do you teach today?
b. Pattern in simple present tense with to be
1) Asking for subject QW + be + complement
e.g. : - Who are you?
- What is your favorite color? - What is your idol?
2) Asking other than subject QW + be + subject + (complement)
e.g. : - Where is Mr. Hatta? - Why are you afraid? - What is grammar?
- Who is world championship of Moto GP?
c. Pattern in past tense with did
1) Asking for subject
QW + Verb 2 + (Object/adverb)
e.g. : - Who wrote this letter?
- How many students followed OSIS activity?
- Which team won the last UEFA Champions League? 2) Asking for other subject
QW + did + subject + Verb 1 + (Object/adverb)
d. Pattern in past tense with were/was
1) Asking for subject
QW + were/was + Verb-ing + Adverb
e.g. : - Who was teaching at the third session? - What were happening here?
2) Asking other than subject
QW + were/was + Subject + Verb-ing + Adverb
e.g. : - What were you doing when the flight went out? - What were you talking when I saw you?
- Who was I talking to? - What was Sally reading?
e. Pattern in present continuous tense
1) Asking for subject QW + be + Verb-ing
e.g. : - Who is talking with you?
- How many students are joining the lesson? 2) Asking for other subject
QW + be + subject + Verb-ing
e.g. : - What is she doing? - Where are they studying?
f. Pattern in present perfect tense with have/has
1) Asking for subject
QW + have/has + Verb 3/been + (Object/complement)
- Who has been to Bogor?
- How many students have paid the course fee? 2) Asking for other subject
QW + have/has + Verb 3 + Subject + Complement
e.g. : - What have you done for the exam? - Who has been Borobudur?
g. Pattern with modal
1) Asking for subject QW + modal + Verb 1
e.g. : - Who can throw it?
- How many people will stay here? - What can make you spiritful? 2) Asking for other subject
QW + modal + Subject + Verb 1
e.g. : - Where must I buy this kind of ribbon? - How could I know your house? - Why must you use this dictionary?
4. The Scope of WH-Question in the Senior High School
There are some patterns or structures that will be delivered in teaching and learning process. In other word, the usage of patterns or sturctures must rely on the syllabus. The usage of patterns are as follows:
than subject)
b. Pattern in simple present tense with be (asking for subject and other than subject)
c. Pattern in past tense with did (asking for subject and other than subject)
d. Pattern in present continuous tense (asking for subject)
So, as the instrument of students’ evaluation consists of those patterns and it will be in the form of test.
C. Picture
1. Definition of Picture
Picture, also called image, is a group of colored points on a flat surface that looks the same as something else. In other words, it is something that can be seen, but it is not physically there (http://simple.m.wikipedia.org).
Picture is one kind of medium in English learning which is generally used by many teachers because of its simplicity and easy of usage. It may be in the form of painting, cartoon, illustration and photograph. Therefore, picture is an effective medium in teaching and learning process ( Sadiman, 1984: 15).
classroom, the pictures should have an appropriate size, so that the students could understand the material conveniently.
2. The Advantages of Picture
Finocchiaro (1974: 100-102) states some advantages of pictures as follows:
a. Pictures are able to make the student understand the material
b. Pictures are able to help teacher explain something to students clearly c. Pictures can realistically show the lesson material
d. Pictures are able to overcome limitation of space and time
e. Pictures are able to clarify the problem in every field and every age of students. So, they can avoid misunderstanding
Hill (1990: 1) also listed several advantages of pictures, such as
availability (one can get them in any magazines, on the internet, etc.); they are
cheap, often free; they are personal (teacher selects them); flexibility - easily
kept, useful for various types of activities (drilling, comparing, etc.), they are
“always fresh and different”, which means they come in a variety of formats
and styles and moreover the learner often wonders what comes next.
3. Requirement for effective use of picture
According to Rivai and Sujana (1991: 4-5), there must be seven criterias for using picture in teaching so that the purpose of learning can be achieved, namely:
a. It should be appropriate with the learning objectives b. It should be appropriate to the material given
d. It should be appropriate to the ability of the teacher
e. It should be appropriate to the time availability; it should make the teaching more effective and efficient
f. It should be appropriate to the student’s interest and ability
g. It should be able to help the students in understanding the materials
4. Kinds of Picture
There are some kinds of picture in English teaching as follows: a. Flashcards
1. Definition of flashcards
Flashcard is a small card in form of picture or text. It is an educational tool used in the class (http://www.ehow.com).
2. Purpose of flashcards usage
a. To present and to drill forms of new question form since they draw students’ attention and make these often boring activities
more enjoyable.
b. To catch and to raise students’ attention so that students will answer the question that is given by the teacher.
3. Type of flashcard
Hill (1990: 5) classifies picture flashcards according to their size into three key categories:
a. Large (20x30 cm): useful for whole-class work b. Medium (10x15 cm): useful for group-work
activities
Yet, specifically, Joklova (2009: 17) divides picture flashcards into two groups as follows:
(a) Big flashcard
This is about 15x20 cm or larger, typically used by the teacher for whole-class activities such as presenting new language, controlled practice or as prompts for speaking activities.
(b) Small picture flashcard
It smaller than about 15x20 cm, usually used by students for working individually or for games and activities in pairs or groups.
4. The advantage of flashcard
There are some advantages of flashcard as follows:
(a) It enables students to create many question related to WH-Question
(b) It gives chance for the students to present and drill new vocabulary based on the picture in flashcard
(c) It stimulates students to create question and answer based on the picture in flashcard
b. Photograph
1. Definition of photograph
Photograph is an image created by light falling on a light-sensitive surface, usually photographic film or electronic imager (http://en.m.wikipedia.org).
2. Purpose of photograph usage
The purposes of photograph are as follows:
(a) Photograph is interesting so that the students will feel enthusiastic during teaching and learning process.
(b) It attracts the students to ask a question because it is colourful. 3. The advantage of photograph
Here are the advantages of photograph usage in teaching learning process:
(c) Photographs can be instantly viewed during teaching and learning process.
(d) Photographs can be cropped, zoomed, or modified so that the teacher can choose many kind of photographs.
(e) Digital photographs may be distributed to a class through a course web site, by email, or through printed copies (http://www.chem.yorku.ca).
4. Type of photograph
categories, those are as follows:
(a) Flat opaque picture, for example photography, picture and painting.
(b) Transparent picture, for example film slides and strips, trasparency.
D. Teaching WH-Question Using Picture
The standard classroom is usually not a very suitable environment for learning languages. That is why teachers search for various aids and stimuli to improve this situation. Pictures are one of these valuable aids. They bring images of reality into the unnatural world of the language classroom. The following are widely used procedure of teaching WH-Question using picture:
1. The teacher informs the class that they will be learning about WH-Question
2. The teacher asks the students whether they have heard about WH-Question,
3. The teacher explains everything about WH-Question, they are in the form of Simple Present, Present Continuous, and Present Past Tense,
4. The teacher writes the function, the use and the pattern of WH-Question, 5. The teacher shows some pictures to the students and asks the students to
e.g. : The teacher shows a picture of birthday cake and tells a short story of it “Today is Sophie’s birthday. she is very happy”. Teacher stops telling and asks “What will you ask to Sophie?”.
6. The teacher takes other pictures and do like point 5, 7. The teacher divides the students into some groups,
8. The teacher distributes some pictures to each group and asks them to make question and answer based on the picture in the form of Present Tense, Present Continuous, Present Past Tense,
9. The teacher asks each group to present their work, 10. The teacher gives correction, reinforcement and reward,
