24 real communicative context, e.g. discussing the reasons why and when passive
voice is used in the students’ real life while teaching about passive forms. Third, teachers should give an emphasis on the development of procedural
rather than declarative knowledge. David Nunan, in his book, Practical English Language Teaching
, proposes that declarative knowledge is a matter of knowing language rules, while procedural knowledge is related to the ability of using the
knowledge of language rules for communication. Therefore, teachers should focus on developing students’ procedural knowledge by which they are able to apply the
knowledge they have about a language to communicate with others. They should provide sufficient opportunities for students to practice on their language abilities
in conversations. In this case, learning by doing principle is applied where students are mastering the target language grammar items, not by memorizing the
rules, but by using the language for communication.
c. Spoken and Written Grammar
Spoken grammars are those which appear in the casual conversation among two speakers or more. Ellipsis where words are ‘left out’ without
destroying the meaning is a common feature of spoken grammars. It is rather informal compared to the other type of grammar – written grammar - which tends
to occur in formal conversation and writing. Complete grammar features are the compulsory requirement in written grammar.
d. Subject-Verb Agreement Concord
The name Subject-Verb agreement in English grammar practically defines itself which is the agreement between the subject and the verb of a sentence.
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25 Phillips 2003 regards Subject-Verb agreement as a simple matter in the sense
that if the subject of the sentence is singular, then the verb must be singular, while if the subject is plural, then the verb must follow.
Even though it is considered pretty simple, beginning ESLEFL learners often make mistakes regarding Subject-Verb agreement. According to Celce-
Murcia, Larsen-Freeman, and Williams 1999, they tend to simplify and leave off altogether the third person singular inflection, overgeneralize the inflection and
apply it to uninflected forms i.e. modals, auxiliaries, or verbs following modals, overuse it as an agreement marker with subjects of inappropriate person or
number, and interpret the –s ending as a plural marker on the verb to be used in agreement with plural subjects.
According to Bram 1995, there are several things to consider in terms of Subject-Verb agreement which include the use of masculine and feminine
pronouns as well as singular and plural forms of verbs and pronouns. Awareness of the forms of nouns after one, a, an, each, another, every, both, many, thisthat,
thesethose, a few, and much is also important.
B. Theoretical Framework
In this section, the writer will summarize and synthesize all major relevant theories mentioned in the previous chapter to answer the research questions. The
questions addressed are related to the implementation of Content-based Instruction in the international class of SMAN 3 Yogyakarta and the effects the
English used on the student English grammar accuracy in writing.
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