The learning method used to teach grammar to ninth grade students at Arrisalah Islamic Boarding School in the academic year 2016/2017. The learning method used to teach grammar to ninth grade students at Arrisalah Islamic Boarding School in the academic year 2016/2017”. What is the most dominant method used to teach grammar to ninth grade students at Arrisalah Islamic Boarding School in the Academic Year 2016/2017.
Research Methodology 1. Research Design
- Researcher’s Role
- Research Location
- Data Source
- Technique of Data Collection
- Data Analysis
- Verification of Data Validity
- Research procedure
- Organization of the Thesis
The researcher uses the in-depth interview because the researcher intensively asks some questions about the focus of the research that has been prepared. The stages of interactive analysis applied in this researcher are data reduction, data display and conclusion drawing/verification. 23Each of the stages is presented below. The organization of the thesis allows the readers to understand the content of the thesis.
Grammar
In this sense, grammar is the study of the way words and their constituent parts are combined into a sentence32. Descriptive grammar is primarily a systematic description of language as found in simple writing. The function of grammar is to arrange the correct meaning of sentences according to the context.
Teaching Grammar
Grammar refers to the fundamental principles and structure of language, including clear and correct sentence construction and correct word forms. They assume that students absorb the rules of grammar as they hear, read and use the language in communication activities. Grammar of language is the description of how words change in their forms and combine them into a language.
If the grammar rule is too careless, communication may suffer, although it is difficult to make a good grammar rule.38. Grammar is a description of the rules for forming sentences, including an account of the meanings that these forms convey, and also said that "grammar adds meaning is not infer from the immediate context. 39. The purpose of teaching grammar is to enable students to carry out their lesson plan.
It allows us to generate new sentences, and it follows that teaching grammar offers students a basis for patient, limitless linguistic creativity. Consisting of a seemingly finite set of rules, grammar can help reduce the seeming enormity of the task of language learning for both teachers and learners. Because grammar is a system of rules that can be learned, it lends itself to a view of teaching and learning known as transmission.
Learners' expectations that instruction will focus on grammar may stem from experiences of frustration when trying to acquire a second language in an environment outside the classroom, such as through self-study or immersion in the target language culture.
The Method
Song
Songs are one of the most engaging and culturally rich resources that can be easily used in language classrooms. Additionally, through the use of traditional folk songs, students' knowledge base of the target culture can be expanded. The songs can be used both for the introduction or the practical phase of learning grammar.
While selecting a song the teacher should take the age, interets of the students and the language being used in the song into consideration. To enhance student commitment, it is also beneficial to allow students to take part in the selection of the songs. The level of the students, the interest and the age of the students, the grammar points to be studied, and the songs itself have determinent roles on the procedure.
At the primary level of singing the song, the prosodic features of the language are highlighted. When considering a lesson plan as a pre-listening activity, the theme, title or story of the song can be discussed. Before listening to the song, it is also a good idea to let the students know which grammar points are to be studied.
In the follow-up, integrated skills can be used to complete the overall course structure.
Previous Study
Since many songs are about themes for which it is easy to find related reading texts, this can prompt students to read a text about the singer or theme. By leading the students into a discussion, the grammar point could be practiced orally and in a natural way. It also explained positive response from students about teachers' strategies for grammar.
The other previous research was conducted by Vero Vauzia, students of STKIP Siliwangi Bandung with the title improving students' understanding of simple past tense through song in seventh grade students of MTs AL-luthfah Cililin. From the result of the previous research, the researcher concludes that the result of the teacher's strategies has been achieved better and more effectively towards the students' grammatical skills. The result of this research is the collaborative strategy that CLL can help students understand the lesson, especially in grammar.
The strength of this research is that the data clearly show that a collaborative strategy can improve students' grammar skills. The weakness of this research is that there are few explanations about cooperative strategy and there is no example of cooperative strategy. The last previous research was conducted by faridul mustofa, a student of STKIP Ponorogo with the title of teaching continuous time through picture to ninth grade students of mts Jalen Balong Ponorogo.
The strength of this research is that the data clearly show that the strategies can improve the students' grammar ability.
DATA DESCRIPTION
General Data
- The History of Arrisalah Islamic Boarding School
- Geographical Location of Arrisalah Islamic Boarding School
- The Characteristic of Arrisalah Islamic Boarding School
- The Five Souls of Arrisalah Islamic Boarding School
- Basic Education in Arrisalah Islamic Boarding School
- Motto, Vision and Mission a. Motto
- Facilities and Infrastructure of Arrisalah Islamic Boarding School
- Extracurricular of Arrisalah Islamic Boarding School
- The Activities of Language Center
- The Students’ Name of Ninth Grade Students of Arrisalah Islamic Boarding School
These rules (the use of Arabic and English in the subjects) are used once students understand the basics of each. It becomes a motivation to build students' skills to master Arabic and English. Outside the classroom, students routinely have activities to develop their language skills in language learning.
There are four activities around the Language Center to develop students' mastery of the Arabic and English languages. In daily activities, students use Arabic and English languages ​​to communicate with others. To maintain and guide the students in these activities, Arrisalah has the programs for the students.
The aim of this activity is to increase the students' vocabulary which is very useful to improve their speaking. Arabic conversation and English conversation is the activity to build the speaking skill of the students. On this occasion, the students forced to use Arabic and English language properly in the dialogue or discuss something.
In this activity, students must bring the paper to write the content of the video.
Specific Data
- The Data about The Kinds of Method used in Teaching Grammar at The Ninth Grade students of Arrisalah Islamic Boarding School in Academy
- The Data about The Most dominant Method used in Teaching Grammar at Ninth Grade Students of Arrisalah Islamic Boarding
- The Data about The Implementation of The Most Dominant Method used in Teaching Grammar at Ninth Grade Students of Arrislah
It makes me start to like this lesson."48 The teacher used inductive method to help the students". At the end of the activity, the teacher can ask the students to explain the grammar rules as a final check that they understand the concept. This means that the teacher gives the students a new concept, explains it, and then has the students practice using the concept.
The teacher explains the difference and points out that the form about the subject of the question is required. The teacher gives the students a new concept, explains it, and then asks the students to practice it in a sentence using the concept. One of the big problems that a teacher faces, regardless of whether they are teaching students, is keeping the students interested throughout our lessons.
The teacher finds that this method is very useful to influence the students in mastering English grammar. In the presentation, the teacher used an example to point out the peculiarity of English syntax (word). The teacher writes the sentence on the board: Hamdan phoned Sukron. He asked the student to identify the verb in the sentence (called).
The result of interviews with them: The teacher usually makes a sentence that the students imitate together.
DISCUSSION
The analysis of the kinds of methods used in teaching English at the ninth grade students of Arrisalah Islamic Boarding School in Academic year
Discovering grammar and visualizing how these work in a sentence allows for easier retention of the concept than if students gave an explanation that differed from examples of the concept. They are: presenting several examples, no explanation of the concept given, discovering grammar and visualizing how these work in a sentence. After the lesson, students are expected to practice what they have just been shown mechanically, through worksheets and exercises.
This is compared to an inductive approach, which begins with examples and asked the students and is thus more student-centred. The teacher introduced a new grammar concept, explained the rules for its use, and finally the students practiced the concept in a variety of ways56. The steps of this method fit with Scout Thornbury's theory of deductive method of teaching grammar.57 They are: the teacher gives the students an in-depth explanation of a grammatical concept, the students practice what they have been shown in a mechanical way.
The process of choosing a song is one of the most difficult aspects of using song in a lesson. It should be carefully examined what the classroom teacher wants to learn in the lesson, the teacher should also think about the language level of the class, how old the students are, what kind of access the teacher has to the songs. After the students have finished their work, the teacher and students discuss the correct word to fill in each blank.
He explained the grammar point that he teaches after the students finish using the correct word to fill in the blank.
The analysis of the most dominant method used in teaching Grammar at the ninth grade students of Arrisalah Islamic Boarding School in Academy year
The analysis of the most dominant method used to teach grammar to ninth grade students at Arrisalah Islamic Boarding School in the academic year. The analysis of the implementation of the most dominant method used in teaching grammar to ninth grade students of Arrisalah Islamic Boarding.
The analysis of the implementation of the most dominant method used in teaching Grammar at ninth grade students of Arrisalah Islamic Boarding
CLOSING
Recommendation
On the basis of the conclusion, the researcher would like to make some suggestions regarding the teaching of grammar. The writer hoped that the thesis can help the teacher to find the good method to build students' grammar skills. Provides inspiration for a good method for teaching grammar. It helps the teacher to make the learning process more meaningful with the different methods.
By reading the result of this thesis, the author hoped for the students to increase the students' grammatical ability. And it also made the students more motivated in learning the English language and made it easier for the students to learn grammar. And can be used as a reference for the readers, as a reference for the readers in building the students' grammar ability.
