Grammar, after all, is a description of the regularities in a language and knowledge of these regularities provides the learner with the means to
generate a potentially numerous number of original sentences. Grammar is a kind of “Sentence-making machine”. It follows that the teaching of
grammar offers the learner the means for potentially limitless linguistics creativity.
4
When students learn language, they need to learn grammar. Event
thought, “The place of grammar in the teaching of foreign language is controversial. Grammar may be rough defined as the way a language
manipulates and combines words or bits of words in order to form longer units of meaning.
5
The knowledge of grammar is one of the important factors that student should master, in order to be able to listen, speak, read, and write correctly.
Grammar needed to have a mastery of four basic language skills. It is concerned with Patricia Osborn said that “understanding grammar can put
you more in control of your language and help you become effective when you speak, write, and even read. The communication needs of our students
may require that their language conform more closely to the rules of English grammar used by native speaker
6
. Based on these statements above, we can say that grammar is very
important to teach and to know; in order to easier understanding of meaning if we talk with other person or if we are communicate also in
comprehending the reading text or writing.
B. The Identification of the Problem
To avoid misunderstanding and to clarify the problem, it is necessary to make the identification of the problem. The writer will focus on Teaching
4
Sent Thornbury. How to Teach Grammar Edinburg : Longman, 1999. P. 15
5
Penny Ur, Grammar Practice Activities, A practical guide for teachers Cambridge University Press, 1992. p. 4
6
Marianne Celce-Murcia and Sharon Hilles, Techniques and
Resources
in Teaching Grammar Oxford University Press, 1988. p. 17
Present Continuous Tense using Audio-Lingual Method compare to Grammar-Translation Method at the second grade students of female of
SMP-IT Al-Binaa Islamic Boarding School Bekasi. The identification of the problem is which are more effectives Teaching the Present Continuous
Tense through Audio-Lingual Method or Teaching the Present Continuous Tense through Grammar Translation Method?
C. The Objective of the Study
The writer would like to know of this study are: 1. The result of Teaching the Present Continuous Tense through Audio-
Lingual Method 2. The result of Teaching the Present Continuous Tense through
Grammar-Translation Method 3. Which are more effectives Teaching the Present Continuous Tense
through Audio-Lingual Method or Grammar Translation Method?
D. The Method of the Study
The method of this research is an experimental study. The writer carried out the experimental research at the second grade of female of
SMP-IT Al-Binaa Islamic Boarding School Bekasi. To find out the result, the writer gives the pre-test before the teaching learning process and gives
post-test after it was finished.
E. The Significance of Study
To make this paper systematically written, the writer divides into four chapters, as follows:
Chapter One explain the introduction, consisting of the background of the study, the identification of the problem, the objective of the study, the
method of the study and the organization of writing.
Chapter Two is about theoretical framework, general concept of the present continuous tense, including definition of tense, understanding of
present continuous tense, form of the present continuous tense and usage of the present continuous tense. So, general concept of audio-lingual
method, including definition of method, understanding audio-lingual method, characteristics of audio-lingual method, advantages and
disadvantages of audio-lingual method, and teaching the present continuous tense through audio-lingual method. And then, general
concept of grammar translation method, consist understanding grammar- translation method, characteristics of grammar-translation method,
advantages and disadvantages of grammar-translation method and teaching procedure of grammar translation method.
Chapter Three is about the profile of Al-Binaa Islamic boarding school Bekasi, short history of Al-Binaa Bekasi, Vision and mission, goals,
facilities, teacher and staffs, curriculum extracurricular, academic achievement and the English activities.
Chapter Four is dividing into two subchapters the first chapter is research methodology and finding, in which the writer discusses the
objective of the research, place and time, method of study, population and sample, technique of data collecting and technique of data analyzing. The
second is research finding, including description of data, the analysis of data, the testing of hypotheses and data interpretation.
Chapter Five is about conclusion and suggestion. It is a core review of previous discussion in this paper and suggestions that might be useful for
teachers, students and reader in general. The writer also encloses appendixes and bibliography completing her research paper.
CHAPTER II THEORETICAL FRAMEWORK
