Based on the background of the above study, the writer would like to conduct a study titled "EFFECT OF USING COMMUNICATIVE LANGUAGE TEACHING METHOD TOWARDS STUDENT'S GRAMMAR AFFAIR". We can imagine that if there is no conjunction 'because', the sentence will not have the clear meaning. If we analyze based on tree diagram, it is 'The man' as a noun consisting of the article (the) and the noun (man) and 'will hit the ball' as a verb phrase consisting of aux (will), verb (hit) ) , article (the) and noun (ball). 4) Grammatical (linguistic) competence.
Grammar Structures
Simple Past Tense
The most common function of the past tense is clearly to refer to completed situations presented as occurring before the time of speaking. The simple past tense indicates that the activity or situation began and ended at a specific time in the past. I/He/She/I wasn't at Sami's party yesterday You/We/They weren't happy about the plan.
Grammar Practice
Attention to Form: The practice activity should motivate students to want to be precise and they should not be so focused on saying that they have no remaining attention to allocate to how they say it. Familiarity: Students must be familiar with the language they are trying to get right. Feedback: students need clear messages about how accurate they are - this is traditionally in the form of correction.
According to the writer, accuracy is the level of measuring how accurate or truthful someone is in a matter. Attention to meaning: The training activity should encourage them to pay less attention to the form of what they say (which can slow them down) and more to the meaning. Communicative Purpose: To help meet these last two conditions, the activity must have a communicative purpose, meaning there must be a built-in need for interaction.
Repetition: for automation to occur, the practice activity must have an element of built-in repetition so that students produce a large amount of the targeted shapes. According to the writer, fluency is a form of measurement where there is no pause in a matter.
The Role of Grammar in Teaching English Language
Chunking: At least some of the language students practice should be in the form of short memorizable chunks that can be automated. According to the writer, grammar itself is a guide for someone to find the meaning of what is written in a sentence. If the grammar in a sentence is incorrect, the meaning of the sentence automatically does not match what the speaker intended.
While the role of grammar in English teaching according to Kermer (2016:95) is that language was mainly composed of grammar rules and that knowing these rules was sufficient to know the language. According to the role of grammar in teaching English, grammar is a rule for knowing language and knowing the meaning contained in a sentence. In addition to the four English skills, grammar really needs to be taught so that students can master English.
Since a sentence consists of several words composed of grammar patterns or grammar rules, grammar plays a very important role in knowing the meaning of a sentence. For example, if a speaker wants to say that the speaker bought a book last week, but the speaker does not have good grammar, the speaker will say it in wrong grammar, whether it is an error in the verb or an error in the time signal . .
The Reason for Teaching Grammar
Method of Teaching Grammar
According to author, the reason why grammar should be learned is to avoid misunderstanding the intentions of a particular language. In that sense, the grammar is not appropriate because the student is a profession where the profession is categorized as a noun and every noun needs articles. The learners, it is assumed, picked up the grammar in much the same way that children pick up the grammar of their mother tongue, simply by being immersed in language.
According to the writer, the direct method is called the natural method that teachers used to deliver foreign language material, in which the teacher directly uses the foreign language as the language of instruction and does not use the language of the students at all in teaching, but still according to the grammar. According to Thornbury, audiolingualism derived its theoretical basis from behaviorist psychology, which viewed language simply as a form of behavior to be learned through the formation of correct habits—habit formation was a process in which the application of rules played no role. These patterns formed the basis for the patterned exercises that are a feature of audio language practice in the classroom.
According to the author, the audio-language method is a method of teaching foreign languages that emphasizes listening comprehension, and it is based on a behavioral theory. According to the writer, communicative language teaching (CLT) is a method of teaching foreign languages that emphasizes the concept of interaction as the goal of the learning process.
Classroom Grammar Activities
Nunan states that cueing is a technique to get students to notice the grammar item the teacher wants to introduce. According to the writer, data augmentation is an activity that helps many students to know the words or even what types of words the teacher is teaching. The teacher can then circle the types of words found in the sentences on the board so that the students can focus and understand what the teacher taught.
However, learners are not expected to use or practice the target item. According to author, raising awareness is like input improvement activity in which the students focused on the item or material that the teacher taught. According to author, grammar dictation is like discussion with their own team or partner to make a small note after their teacher dictates a topic in the target language. For example, when the teacher learns about narrative text by reading a text, students make small notes about the teacher's explanation.
In order to encourage students to process the target structure somewhat more deeply than they otherwise would, the task is set up to encourage students to overgeneralize. According to the writer, the garden path is an activity that gets students into trouble when learning a language because it encourages students to process the target structure a little deeper than they would otherwise.
Problem in Grammar
De Keyser and Sokalski (1996) argue that some grammatical structures are easy to understand but difficult to produce, while others are easy to produce but difficult to understand. Linguistic form (the precise use of a grammatical feature), semantic meaning (understanding. The message encoded by a lexical item or a lexicogrammatical feature) and pragmatic use (using a lexicogrammatical feature appropriately in a context) (Celce-Murcia & Larsen-Freeman, 1999; Larsen-Freeman, 2003). According to Larsen-Freeman, a grammatical feature can be easily related to one aspect, but difficult to relate to another.
For example, the English passive form is easy to learn, but its use is more difficult. Ellis (2006) distinguishes two senses of grammatical learning difficulties: (1) “difficulties students have in understanding a grammatical feature” and (2) “[learners'] difficulties. Ellis argues that grammatical features are difficult to learn as explicit knowledge, but can be learned as implicit knowledge and vice versa (Ellis et al. 2009, p. 164).
Grammatical difficulty has also been discussed in FL acquisition with reference to other factors, including: complexity of rules, salience of a grammatical form in the input, communicative power of a grammatical form, stage of learner development, L1 transfer, individual differences in language skills (Nassaji & Fotos, 2011; Burgess & Etherington, 2002).
Communicative Language Teaching Method (CLT)
Characteristic of Communicative Language Teaching Method
Classroom goals focus on all components of communicative competence and are not limited to grammatical or linguistic competence. Language techniques are designed to engage the learner in pragmatic, authentic and functional use of language for meaningful purposes. Forms of organizational language are not the central focus, but rather aspects of language that enable the learner to fulfill that purpose.
At times, fluency may need to be more important than accuracy in order to keep the learner meaningfully engaged in language use. In the communicative classroom, students must ultimately use language productively (spoken and written) and receptively (read and listened).
The Advantages of Communicative Language Teaching Method
The Relevant of the Study
The purpose of this study is to determine “whether the communicative method of language teaching in teaching speaking affects the intonation of students. Another writer talks about improving first year students' understanding of the simple past tense through a poem at SMKN 3 Selayar Island Regency Rie (2017). The purpose of this research is to determine whether the use of a matching game affects students' grammar performance.
Based on the above explanation, the writer finds similarities and differences between this study and the three previous studies. The similarities between this study and the first previous study are that both studies discuss and want to see the effect of the communicative method of language teaching. The difference is that in this study, the writer wanted to know what effect the communicative language teaching method has on students' grammar skills, while in the previous study, he wanted to know how the communicative language teaching method affects students' speaking skills.
For the second previous study, the comparison with this study is that the two authors in both studies focus on the past tense. The difference is that in this study, the author used the communicative language teaching method, while in the previous study, the writer used songs in the past tense. an attempt to improve students' understanding of past tense. In the latter study, the similarity with this study is that they both focus on knowing students' grammatical skills. The difference is that in this study, the writer wanted to know the effect of the communicative language teaching method on the grammatical skills of students in the third grade.
Conceptual Framework
Research Design
Population and Sample
Population
Sample
Based on the interpretation, the writer concludes that a sample is a small part of the population that is taken as the subject of observation and is considered to represent the population. The sample of this study was taken from students in Sialang Buah, which consisted of 10 students of the experimental class and 10 students of the control class. In selecting the sample, the writer used quota sampling as the sampling technique. Quota sampling was a sampling technique where the number of samples was as many as the number specified by the writer.
The Instrument of Collecting Data
Scoring the Test
The Procedure of Collecting Data
Validity of the Test
The Technique of Analyzing Data
