c. Past Perfect
Past perfect tense is a verb time that indicates an activity was completed before another activity or time in the past.
20
It employs time signals such as before, after, and when. To create past perfect tense, students can use the
following patterns: Basic pattern: Subject + had +
verb in past participle …
Subject + past perfect + before + subject + simple past tense Subject + simple past tense + after + subject + past perfect
d. Past Perfect Progressive
Past perfect progressive tense is a verb time that indicates an activity which was in progress before another activity or time in the past.
21
In addition, it can indicate an activity that was in progress recently to another time or activity in the
past. To create past perfect progressive tense, students can use the following patterns:
Subject + had + been + verb ing …
B. Teaching of Grammar
1. Approaches and Methods in Grammar Teaching
The shifting of language teaching approach and method, as well as the demand for pursuing the best approach and method in language teaching shows
that there is no single approach and method that can guarantee successful results of language teaching.
22
It is because each method and approach brings not only its advantages but also limitations in language teaching. The following table is the
20
Ibid., p. 39
21
Azhar. loc. cit.
22
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching: a Description and Analysis, New York: Cambridge University Press, 1986, p.11.
advantages and disadvantages of methods and approaches in language teaching as what stated by Savage
23
as well as Richard and Rodgers
24
:
Table 2.1 Advantages and Disadvantages of Some Methods and Approaches
Method or Approach
Advantages Limitations
Grammar translation
method An explicit teaching of
grammar rules;
attention paid to language forms;
good for teaching situation where understanding literary
text is the primary focus a
tedious experience
of memorizing endless list of
unusable grammar
rules; absence
of communicative
practice
Direct method Only everyday sentences taught;
using visuals
actions, pictures, objects to convey meaning; using the
target language
as a
language classroom Failing to consider the practical
realities of language classroom learning;
lack a
thorough methodological basis.
Audio-lingual method
Contextualizing key
structure and
illustrating situation in which structures
might be used; enhancing students‘ analogical ability;
using drills to reinforce grammatical patterns
Acquiring language through imitation not creating new
sentences; failing to make students transfer skills to real
communication outside
the classroom; the experience of
studying is
boring and
unsatisfying Natural
approach Giving
extra-linguistic context to make classroom
activities as meaningful as Not suitable for teaching that
focuses on grammar because this approach more emphasizes
23
Savage, et.al, op. cit., p. 6-7.
24
Richards and Rodgers, op. cit., page 4, 9-11, 53, 59, 137-139, and 141.
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