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There are three most reasons that make most students have difficulties in learning grammar; the clash between function and form, the similarities
between the students’ own language and the language that is being learnt, and various exceptions and complications that all language seem to suffer from.
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Especially in Indonesia, a lot of students make mistake when they use the pattern of tenses. The situation is further complicated by the fact that the same
meaning or at least similar meaning can be expressed by using many different forms. Furthermore, to cover those situations, the linguists make some
techniques in teaching grammar especially Past Continuous Tense.
a. Using Chart
According to Sandra L. Mc Kay, charts are excellent technique to use in teaching grammar since they provide a visual display for introducing and
contrasting specific grammar points. Grids, one of the simplest types of charts, provide an effective form for contrasting basic grammatical
structures.
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In this technique, the teacher gives the pattern of Past Continuous Tense in a chart as follows:
Table 2.7. The Example of Past Continuous Tense
Past Tense Past Continuous Tense
Luvan opened the window. Luvan was opening the window.
In dealing with any grammatical point in English, two basic approaches are possible. One is an inductive approach in which the teacher
strives to help students form generalizations themselves by providing many examples of a particular grammar point. Thus, a second alternative is a
deductive approach in which the teacher gives explicit attention to the differences in form.
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Jeremy Harmer, Teaching and Learning Grammar, New York: Longman, 1987, p. 11.
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Sandra L. McKay, Teaching Grammar: Form, Function, and Technique, San Francisco: Prentice Hall, 1987, p.1.
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b. Picture
According to Penny Ur, there are many types of grammar practice, they are:
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a. Type 1 Awareness After the learner has been introduced to the structure, they are given
opportunities to encounter it within some kind of discourses and do a task that focuses their attention on its form andor meaning.
Example, Learners are given extract from newspaper article and ask to find and underline all the examples of the past continuous tense that
they can find. b. Type 2 Controlled Drill
Learners produce example of the structure. The technique begin by mentioning some sentences which are predetermined by the teacher or text
book, and have to conform to very clear, closed ended cues. Example, students are requested to make some sentences based on
the statement that the teacher mentioned before. c. Type 3 Meaningful Drills
A meaningful drill is more emphasized on the meaningful situation. The responses are very controlled but students can make limited choice of
vocabulary. Example:
Teacher said: Choose someone you know very well and write down hisher name then compose true statements about them according to the
following models: He was writing on the book when the teacher came.
They were sitting on the chair yesterday.
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Penny Ur, A Course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press: 2003. p.84
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d. Type 4 Structural-Based Free sentence composition learners are provided with a visual or
situational cue, and invited to compose their own responses; they are directed to use the structure.
Example: A picture showing a number of people doing different things is shown to the class; they describe it using the appropriate tense.
g. Using Portfolio Assessment in Past Continuous Tense
