CHAPTER II REVIEW OF THE RELATED LITERATURE
C. The Concept of Grammar Translation Method
1. The Characteristics of Grammar Translation Method
According to Murcia (1979:3) there are eight characteristics of this method that the writer will mention as follows :
a. Classess are taught in the first language, with little active use of the target language;
b. Much of the vocabulary is in the form of lists of isolated words;
c. Detail explanation about the structure of grammar is given;
d. Grammar provides the rules for putting words together, and instruction often focuses on the form and the inflection for words;
e. Reading of difficult classical texts in the beginning of the class;
f. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis;
g. In teaching grammar, it is important to make the language situations and language material as realistic as possible. After explaning the lesson, the teacher can provide a chance for the students to use the language that they learn in the classroom.
In addition, the medium of language will be used in the presentation is the learners’ native language (source language). This can make the learners very easy to understand the materials explained by the teacher. In teaching vocabulary, especially, the students’ native language is very important to use because the new words presented by the teacher can be translated directly into their native language.
2. The Advantages and Disadvantages of Grammar-Translation Method a. The Advantages
Every method has its advantages and disadvantages which should be paid more attention by every teacher in teaching through the method.
Therefore, an English teacher will use Grammar-Translation Method has to know them. The followings are the advantages of Grammar-Translation Method as said by Tareigan (1986):
1) The teacher can teach the large number of the students easily.
2) The class can be handled by the teacher who is not fluent to speak.
3) It is suitable for the students’ linguistic ability (elementary, intermediate, and advanced levels); the students get many significant language aspects through books without any help from the teacher (Steinberg in Tarigan, 1991: 100).
In addition, another expert has the other opinion about the advantages of the method which are so different from those ones presented by Tarigan.
The advantages are:
1) The students possess a good mastery on translation skill from and/or to the target language.
2) The students can memorize the grammatical rules of the target language well which are presented in the source language. (Nababan, 1993: 13)
Because of the differences of the two theories presented by both linguists above, the writer can conclude them into one theory. It is about the
advantages of Grammar-Translation Method when being applied by an English teacher in the teaching–learning process especially in teaching English as a foreign language in Indonesia. The advantages of Grammar- Translation Method are:
1) The class can be handled by the teacher who is not fluent to speak.
2) It is suitable for the students’ linguistic ability (elementary, intermediate, and advanced levels); the students get many significant language aspects through books without any help from the teacher.
3) The students have a good mastery on translation skill from and or to the target language.
b. The Disadvantages
Besides the advantages of Grammar-Translation Method, there are some disadvantages of this method as well. This is because of the existence of every method which has advantages and disadvantages.
This kind of method is assumed that it can make the students bored in the classroom, because a teacher who uses GTM in teaching English will present the language structure in front of the classroom. Furthermore, the students just listen and take a note from the explanation of the teacher. It means that GTM can create the domination of the teacher in the classroom. In other words, the class activity will more focus on the rule of the language structure than practice the rule itself. In addition, GTM cannot develop the students’ communicative competence, because they cannot use the rule of the
language structure flexibly to communicate. Consequently, some teachers leave this method and move into another method that can develop the communicative competence of the students.
The followings are the disadvantages of Grammar-Translation Method presented by Henry Guntur Tarigan in his book, “Metodologi Pengajaran Bahasa 1.”
1) It requires a trained teacher linguistically.
2) Most subjuect matters are not useful for certain student and it is separated from the others.
3) It is not suitable for the literature students, for example, childern or immigrants: there is only a little bit of communication used interperson.
(Steinberg in Tarigan, 1991: 100)
There are some other disadvantages of Grammar-Translation Method as presented by Subyakto–Nababan in her book, “Metodologi Pengajaran Bahasa”. The disadvantages are olso quite different from those ones described by Tarigan. The disadvantages mentioned are:
1) The grammatical rules analysis will be easy for the teacher but difficult for the students because of the complicated analysis.
2) Translating sentence by sentence often confuses the students to understand the whole meaning.
3) The literary works as the source of the subject are not the daily expression for real communication.
4) The grammatical rules presented by the teacher prescriptively may not be used or communicated by the people in daily communication.
5) The students do not learn to use the target language but they just talk about it (Nababan, 1993: 13–14).
D. Conceptual Framework
Learning is a series of activities designed to support students in learning so that learning activities can be carried out well. Framework is an explanation as to a phenomenon which is the object of our problems. The thinking framework was structured based on literature review and relevant or relevant research results. The thinking framework was our argument in formulating hypotheses.
Muhammad (2009:75) states that the framework is an overview of the relationships of variables in a study, which is described by a way of thinking according to the logical framework. In using the mindset it should be in accordance with the variables and research that will be studied. Framework should be described as clearly as possible and logical. Using a framework can make one study structured and more directed.
Picture 2.1 Framework chart The Initial
Condition
The method used by the teacher in improving the students’ vocabulary
mastery
Vocabulary mastery of students is still
lacking
Action
Researcher apply Grammar Translation
Method to increase students’ vocabulary
mastery
Cycle 1 Students’
vocabulary mastery increase
about %
The Last Condition
Vocabulary mastery of students had
increased after researcher apllied Grammar Translation
Method
Cycle II Students’
vocabulary mastery increase about
%
E. Action Hypothesis
The hypothesis is a temporary answer to the problem that is still a presumption because it must be verified. Because trying to uncover answers that have not been investigated, in an attempt to prove the hypothesis the author can deliberately cause or make the symptom of this deliberation is called an experimental experiment and the hypothesis that has been verified is called theory.
Arikunto, (2010: 110) states that the hypothesis is a temporary answer to the problem of the author, until proven through the collected data. Based on the opinions above the hypothesis is a temporary answer because the writer's mistakes must use a good and true writing aesthetics.
In line with this opinion, Sugiyono, (2013: 64) also states that the hypothesis is a temporary answer to the formulation of the writing problem. Thus, the author believes in the hypothesis of writing entitled “Applying Grammar Translation Method to Increase Students’ Vocabulary Achievement” will work well. In this hypothesis the author and students are able to carry out correctly every problem that will be examined will be carried out well and can be said to be successful.
If the Translation Grammar Method is used, the vocabulary mastery of students of XI IPA SMAN 1 Kalukku can increases.
CHAPTER III RESEARCH METHOD A. Research Design
To conduct a useful research, a systematic way or a well-done plan must be made in order to obtain the valid answers of the research questions. It means that the appropriate research design has to be selected. In conducting this study, Classroom Action Research (CAR) was used. It was designed to describe a condition objectively and information concerning the status of phenomena of the sample. This study also attempted to describe the analysis of improving the eleventh grade student’s vocabulary mastery through Grammar Translation Method. The research design was used to find out the result of “Improving Students’ vocabulary Mastery using Grammar Translation Method at SMAN 1 Kalukku” using Classroom Action Research.
Ogdan & Biklen (1992: 223) explain that action research is the systematic collection of information that is designed to bring about social change. In addition, (Cameron-Jones: 1983) defines action research as a research carried out by practitioners with a view to improve their professional practice and understand it better. In accordance with that Allwright and Bailey (1991: 2) mention that it is a research centers on the classroom, and simply tries to investigate what actually happens inside the classroom. It treats classroom interaction as virtually the only object worthy of investigation.
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The first definition refers to the general meaning of action research and the second reflects the meaning of classroom action research since it can be understood that the term practitioners used refers to teachers who practice and act in classroom.
The last, perfectly indicates the action and the practice will be done by teachers in their own classrooms or issues on how teachers respond to learners’ errors, how interaction occurs in classrooms, the feeling of teachers and learners during or after the lessons, and so on.
Carr and Kemmis (2005:7) state that action research is a form of self- reflective enquiry undertaken by participants in social (including educational) situation in order to improves (a) the rationality and justice of these practices; (b) their understanding of the practices, and the situations in which the practices are carried out. It can be said that an action research is a “learning by doing” action a group of people or person (researcher), identifies a problem, does something to resolve it, sees how successful the efforts which has been made, and if the result is not satisfying, that group or that person will try again the efforts in the next action.
Action Research is a process in which educators examine their own practice systematically and carefully using the techniques of research. Participants design a research question, collect data throughout the year, analyze what they have learned, and write about their findings. Observations, interviews, surveys and journals are typical data methods that participants use to investigate their questions.
Applying the principle of an action research design, the researcher takes the model of an action research proposed by Kemmis and Mc.Taggart model Aqib (2006:
23). Kemmis and Taggart state that the research is started by planning for an action.
Then the plan is implemented as an action in classroom and the action is then observed. The reflection is done to analyze the data obtained during the action. The action research consists of four main steps, namely planning, acting, observing, and reflecting.
This research was a classroom action research that involved repeated reflection, namely: planning, action, observation, reflection and re-planning. This research was carried out in 2 (two) cycles, each cycles has four meetings.
Picture 3.1 Classroom Action Research chart Cycle 1
Observation
Cycle 2
Observation
Result????
Action Reflection
Action Reflection
Planning
Replanning
B. Setting and Subjects of the Research 1. Setting of the Study
This research was conducted in class XI of SMAN 1 Kalukku, which is located at Jln. Trans Sulawesi, Kalukku sub-district, Mamuju District, West Sulawei. The selection reason for SMAN 1 Kalukku is besides the location that is easy to reach by researchers, also because researcher is alumni of the school so that he understand little bit about the condition of the school and also would make it easier for researcher to observe especially in terms of communication with teachers and students.
2. Subject of the Study
Each person or participant in the study is considered as a subject (Brown, 1993: 48). The subjects of the study of this research were the students of XI (Eleventh) MIA SMAN 1 Kalukku in academic year of 2018 – 2019.
This school has 32 classes from the X classes up to XII classes. The X (ten) Class has 12 classes; 6 IPA classes and 6 IPS class, the XI (eleven) Class has 11 classes; 5 IPA classes and 6 IPS classes, and the XII class has 9 classes; 4 IPA classes and 5 IPS classes. As the sample, the researcher took the 35 students of Eleventh IPA 4 (XI IPA 4) of SMAN 1 Kalukku. In the Eleventh grade classes , English was taught two times a week.
C. Factors of the Research
To be able to answer the problems mentioned above, several factors that want to be investigated are as follows:
1. Process factors, namely seeing attendance, as well as how active students are in the learning process through the Grammar Translation Method.
2. Outcome factor, which is an increase in students' vocabulary mastery after carrying out Grammar Translation Method learning.
D. Research Procedure
Following the basic principles of research proposed by Madya (Muliasari:
2001), the action research phase includes 5 stages:
1. Exploratory Stage
The assessment phase or preliminary research is conducted to find out the research stage and the subject of the research, so that the research is in line with expectations.
2. Planning Stage
In the planning stages, activities to reflect the beginning, define and formulate the action plan, as well as provide direction and guidance to analysts and peers about learning system
3. Action Stage
This action research activity is carried out in accordance with the type of action research with a qualitative approach in which this research activity will go
through 3 activities. Each cycle consists of four stages: (1) the investment phase, (2) the exploration phase, (3) the solution stage, and (4) the application stage.
4. Observation Stage
Everything related to the giving of actions, namely students (research subjects) and teachers (researchers) during the learning activities will be observed and documented. This observation is carried out comprehensively by using observation guidelines.
5. Reflection Stage
Reflection is a series of activities in research that includes the activities of analyzing, understanding, explaining, and concluding the results of observations.
Researcher and observers will analyze and reflect on the results of the action.
The results of this reflection become information about something that happened and what needs to be done next. This information can be used as a basis for subsequent planning.
This study was conducted in two cycles, procedures conducted research consisted of four steps done in a repeating cycle. The four main activities in the cycles were: (a) Planning, (b) Action, (c) Observation, and (d) Reflection. This class action research procedure could be described as follows:
1. Cycle 1 a. Planning
The steps in the planning stage were as follows;
1) Examined the senior high school curriculum XI classes the first semester on the subjects of English
2) Had a subject matter
3) Compiled leasson plans (RPP)
4) Created learning scenarios to carry out actions by applying Grammar Translation Method
5) Made research instruments in the form of learning test results to evaluate each end of the cycle
6) Made observation sheet to see how the condition or activity of students in the classroom when teaching process underway
7) Provided or prepared media / tools that would be used in learning
8) Made evaluation tools in the form of questions arranged based on the material that had been taught and paper sheets to evaluate students' vocabulary mastery based on the material had been taught.
b. Action
1) The researcher for the first identified students' readiness to follow the learning process.
2) The researcher together with the students discussed about subject matter were thaught through Grammar Translation Method by:
a. The researcher explained more detail about the subject matter.
b. The researcher with the student discussed how to use the grammar rule that had been thaught.
c. Students formulated it in a context.
3) Gave students the opportunity to resolve the issue in accordance with the strategy that they knew either individually or with a group work.
4) Gave positive feedback on student responses and emphasized the concept of the material provided.
5) Assigned students according to developed both individually and in groups.
6) By provided motivation and created harmonious interaction between the teacher (researcher) and students. Students were directed to solve problems.
7) Recorded all events that were considered important during the teaching and learning process took place in the observation sheet.
8) At the end of the cycle students were given a test of the material taught.
c. Observation
At this observation stage an observation was carried out on the implementation of the action used an observation sheet that had been made which includes:
1) Students present
2) The number of students who pay attention to the explanation of the subject matter
3) Students who ask questions and responses 4) Students who can answer questions correctly
5) Students who appear complete the problem on the board 6) Students who are active in the group
7) The number of groups that have good discussions 8) The student who helped guide his friend
9) Students who ask other groups
10) Groups that can complete tasks or problems correctly
11) Students who carry out other activities during the learning process.
d. Reflection
The results that already achieved at the observation stage were collected and analyzed. The intended reflection was an assessment of students' successes or failures, and then became consideration for formulating improvement plans in the next stage.
2. Cycle 2
In principle, activities within the second cycle is a repetition of the previous cycle work steps that had improved and development tailored to the results of the reflection of I cycle activities carrid out in this cycle spiral that allowed the cycles were smaller cycles where in each small was an improvement from the previous cycle. The second cycle took place during 4 meetings, with details: first, second, and third meetings were material presentation, and the fourth meeting were conducted at the end of cycle II and filled out questionnaires to students.
E. Research Instruments
To obtain the data of this study, the research instrument was Test technique.
Tests of students' English learning outcomes were made at the end of the cycle to measure the extent to which students' understanding of the material had been taught, one minute paper was used to find out the vocabulary mastery of students they obtained in the teaching and learning process.
F. Data Collecting Method 1. Test Technique
Tests were given at the end of each cycles, this test was conducted to determine the success of learning after the implementation of Grammar Translation Method. Judged from each cycle, from cycle I, cycle II had an increase so it could be assumed that Grammar Translation Method in learning improved students' vocabulary mastery.
These are some steps to conduct test technique:
1. The reseracher gave D-test to see how was the initial condition of the students’ vocabulary mastery.
2. The researcher conducted the cycle 1.
3. Every ends of the meetings the reseracher gave student an assignment to stimulate students’ vocabulary mastery.
4. At the end of cycle 1, the researcher gave a validity test to see wheter the students’ vocabulary mastery improved
5. The cycle 2 was the repetition of cycle 1