The Definition of Substitution Drills

 Help us recognise if new language is causing problems in terms of form or pronunciation. 15

3. The Procedures of Substitution Drills

Substitution Drills has been used in foreign language classrooms for many years. It is a key feature of audio lingual approaches to language teaching which placed emphasis on repeating structural patterns through oral or written practice. Substitution Drills has the procedures or steps to do orderly. And the teacher is expected to use the procedures accurately in order to obtain the successful in teaching learning process, so that the students can get more understanding about the subject being learned. The procedures to teach English grammar subject by using substitution drills is firstly the teacher presents the basic structure that needs to be practiced by the students. A cue word to substitute in a slot is given and the students are expected to give the new sentence retaining the same pattern. The meaning of the words is already known. And those examples are given by the teacher himself to illustrate and then the students are asked to process on similar line. 16 From the statement above, the writer concludes that the procedures or steps of substitution drills are by the following activities: a. The teacher gives and explains the basic structure of the sentence that need to be practiced by students. b. The teacher points the cue word of the sentence and then asks the students to change or substitute the cue word. c. The students substitute the cue word by their own word which should be suitable.

C. Teaching Degrees of Comparison by Using Substitution Drills

Degrees of comparison are involved as one of materials which are taught in English grammar. In teaching English grammar, the teacher should be aware about some important points that will help him to explain it to the students clearly, and as the result the students will get more understanding about the material being 15 http: www.teachingenglish.org.ukthinkarticlesdrilling-1 16 http:www.ciil-ebooks.nethtmldrillsch2.htm taught. According to Penny Ur there are some points in presenting a new grammatical structure: 1. A good presentation should include both oral, and written forms, and both form and meaning. 2. It is important for learners to have plenty of contextualized examples of the structure and to understand them. Visual materials can also contribute to understanding. 3. The learners will benefit more from the use of terminology. 4. The explanation should cover the great majority of instances learners are likely to encounter. 17 The writer thinks that it is better to use substitution drills technique with the combination of some interesting steps in teaching degrees of comparison because one of the popular technique in teaching English grammar is through substitution drills. The following explanations are the general implementation of teaching degrees of comparison by using substitution drills which will be done by the writer as a teacher in this research. Firstly the teacher enters the classroom and directly asking about the students’ condition. Next the teacher stands up in front of the students and asks three students who have the differences in height, weight and appearance. And then asks the other students to make a distinction according to three students in front of them. Afterwards they are expected to make statements based on the three students whom they distinguish. If there are some mistakes, the teacher will correct it and then he writes those statements on the blackboard. And the last, teacher begins to give the cue word and asks the students to substitute or replace it by another suitable cue word. To board the students’ understanding of the material, sometimes the teacher also asks some students to make their own sentence and expect the others to replace the cue word of the sentence made by their friends. 17 Penny Ur, A Course in Language Teaching, Cambridge: Cambridge University Press, 1996, p. 82-83 23

CHAPTER III RESEARCH METHODOLOGY

This chapter discusses about the Time and Place of Study, the Subject and Object of Study, the Method of Research, the Writer’s Role on the Study, the Research Design, the Procedures of Classroom Action Research, the Technique of Collecting Data, the Technique of Data Analysis, the Trustworthiness of study and the Criteria of the Action Success.

A. The Time and Place of Study

This Classroom Action Research was conducted more or less in two months, started from 4 th of April up to 6 th of May 2011. And it takes place at Vocational School of Bangun Nusantara 2 Cipondoh, Tangerang, precisely at the first grade of Accountancy class, academic year 20102011.