24 aims led by the tutor and focused on arising issues from the subject matter.
Tutorials develop students’ power of thoughts. The subject is considered by the tutor to promote students’ development. Syndicate is used to exercise control over
the content and provide students the opportunity to express their ideas. Case study is a kind of simulation of real-life situation which allows a problem to be studied
in a complex form. Peer tutoring harness students’ ability to explain and help others over basic misconceptions and more advanced problems. Project is a
learning task in which the choice of topic and direction is given toward students. Moreover, the outcome of the task is unpredictable. Games are described as group
exercises in which players co-operate on complete within a set of explicit rules. However, if a scenario is provided, it is called a simulation. Free on associative
discussion encourages the students to speak spontaneously to each other. The tutor only directs students’ attention by listening, refraining comments, and revealing
thoughts and feelings of the students. Brainstorming is one of the parts of a creative problem-solving procedure. Moreover, it stimulates creative thinking in
which ideas are produced and developed. Synectics use analogues and metaphors, encourages ideas, and pays attention to the role of the leader to be helpful in
overcoming blocks to creative thinking.
4. Stages in Teaching Grammar
This section describes there theories about stages in teaching grammar. They are the stages of teaching grammar in communicative language teaching
approach, Peck’s stages of teaching grammar, and Pekoz’ teaching grammar steps.
25 The elaboration of each them is as follows.
a. Communicative Language Teaching Approach
Littlewood 1981 proposes the stages of teaching language into two major sections p. 85. They are pre-communicative and communicative activities.
Those two stages are based on CLT approach. Each of them is described below. 1 Pre-communicative Activities
The learners are provided with the opportunities to practice the element of knowledge first. It is aimed to provide a fluent command of the linguistic system
and producing accurate and appropriate language. It can be done by giving drilling or question-and-answer practice. Moreover, there are two types of subcategory
activities. They are structural activities which are focused on structural facts of language through performing mechanical drills or learning verbs paradigms and
quasi-communicative activities which are focused to “attempt to create links between the language forms being practiced and their potential functional
meanings Littlewood, 1981, p. 86.” 2 Communicative Activities
The learners’ pre-communicative knowledge and skills are activated in this stage. There are two subcategories in communicative activities namely functional
communication and social interaction activities. The learners must perform a task in functional communicative activities. They have to use the language to
communicate. In order “to take account of the social context in which communication takes place”, the learners are encouraged to perform the social
interaction communicative activities Littlewood, 1981, p. 86. The
26 communicative learning activities are purposed for the teachers to diagnose the
learners’ weaknesses in a particular communication situation. In addition, it makes the learners become aware of their language needs.
b. Peck’s Stages of Teaching Grammar
