Method 8. In this method, the order of the student responses is the reverse of those in Method 7. The teacher gives the complete sentence, and the student repeats the
sentence. The teacher then gives the complete sentence again, and the student writes the forms required by the text.
Method 9. In VARIATION A, the teacher gives the complete sentence. The student then writes the form requires by the text and repeats the student orally in
whichever order he deems easiest. In VARIOATON B, the procedure is the same except the teacher again gives the complete sentence after the student has
completed his dual response. Method 10. In VARIATION A, the student looks at the pattern drill and reads the
appropriate sentence aloud. The teacher gives the complete sentence after the student. The student then writes the form required by the text. In VARIATION B,
the procedure is the sane except the teacher again gives the complete sentence after the student has written in the text.
Methos 11. Here the order of the student response is the reserve of those in Method 10. In VARIATION A, the student first writes the form required by the
text, and the teacher gives the complete sentence. The student then repeats the complete sentence orally. In VARIATION B, the procedure is the same expect the
teacher again gives the complete sentence after the student has responded orally. Method 12. The student studies the pattern drill and writes the form required for
that particular drill. In this method, the teacher usually corrects the written work and returns it to the student.
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C. Grammar Translation Method
1. The Definition of Grammar Translation Method
The Grammar Translation Method is a foreign language teaching method derived from the classical sometimes called traditional method of teaching
Greek and Latin. The method requires the students to translate whole text word for word and memorized numerous grammatical rules and exceptions as well as
23
Grant Taylor, Practicing American English, New York: McGraw-Hill Company, Inc, 1960, p. 10.
enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classic.
24
Grammar Translation Method has been used by language teacher for many years. Richards and Rodgers told that Grammar Translation Method dominated
European and foreign language teaching from the 1840s to the 1940s, and in modified from it continues to be widely used in some parts of the world today.
25
From explanation above, it can be stated that Grammar Translation Method still uses today in language teaching. This method involves students to spend a lot
of time in understanding the language structure. Grammar, Vocabulary, and Translation are being stress throughout the teaching method.
2. The Characteristics of Grammar Translation Method
There are some principal characteristics of the Grammar Translation Method according to Richards and Rodgers as follow:
a. The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and
intellectual development that result from foreign language study. b. Reading and Writing are mayor focus; little or no systematic attention is
pay to speaking or listening. c. Vocabulary selection is based on the reading text used, and words are
taught trough bilingual word list, dictionary study and memorization. d. The sentence is the basic unite of teaching and language practice.
e. Accuracy is emphasized. f. Little or no attention is given to pronunciation.
g. Grammar is taught deductively. h.
The students’ native language is the medium of instruction.
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It can be concluded that Grammar Translation Method is emphasized to the mastery of grammatical rule, teaching grammar deductively, the
24
http: en. Wikipedia. Orgwikigrammar-translationmethod.
25
Jack C.Richards and Theodore S. Rodgers, Approaches And Method in Language Teaching, London: Cambridge University Press, 1986, p. 53-55.
26
Richards and Rodgers, op. cit., p. 4-5
translation is the main exercise, the students’ are ask to translate a sentence from the native to the target language or vice versa, and language is taught
through rules rather than use.
3. The Procedure of Grammar Translation Method
a. Set introduction 1 Teacher greets the students
2 Teacher does socializing 3 Teacher reviews list chapter bat asking some questions to several
students b. Presentation Stage
1 Teacher explains the rules and patterns of irregular singular and plural form.
2 Teacher writes the pattern and some words irregular singular and plural form.
3 Teacher gives the students’ time to ask questions if they do not
understand. c. Practice Stage
1 Teacher distributes hand out of exercise. 2 Teacher explains how to do the exercise.
3 Students do the exercise. 4 Teacher discusses the answer together with the students.
d. Closure 1
Teacher reviews today’s lesson 2 Teacher closes the lesson.
D. Relevant Study
There are two relevant studies that the writer takes about Plural of Nouns Form. They are An Analysis on the Errors in Pronouncing Regular Plural Nouns
Made by Students, An Analysis on the Difficulties Faced by the Students in Learning Plural Form of Noun.
The first relevant study is about An Analysis on the Errors in Pronouncing Plural Nouns Made by Students’, A Case Study at the First Grade of
Muhammdiyah 17 Junior High School Students Rempoa Prihastuti, 2012.
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The objective of the research is to analyze how many errors. The subjects of this
research were students of SMP Muhammadiyah 17, Ciputat-Timur at the first Grade. The writer took 40 students as a sample which comes from I A. To collect
the data, the writer uses a test and interview. The results of this research show that the frequency of the errors occurs in students are Pronouncing plural nouns. The
students’ errors divided into three categories: suffix – s which is pronounced as s 31.25 plural suffix
– s which are pronounced as z 23 and plural suffix – s or es which are pronounced as
əz 76.75.This research shows that there many factors why the students
produce errors. First, it does not only a lack of student’s storage of vocabulary items, but also the inability of the studentto recognize the
sounds of the language i.e. the lack knowledge of the rules because there is no concept, especially, of voiced and voiceless sounds in their native language even
the sounds are available. Second, factor is the facility of teaching learning such as English textbook. The school does not make English textbook as compulsory
item. Most of them get the information only from the teacher and it is not sufficient.The last factor is the students themselves. They perhaps can understand
the material well because it has been explained by the teacher for several times, but they still keep making error of competence or performance because they face
the difficulties. The second study is about An Analysis of the Students’ Errors in the
Plural of Nouns, A Descriptive Study at Second Grade Students of MAN 2 Bogor Musrifah, 2007.
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The objective of this study isthe writer wants to find out the errors made by the second grade students of MAN 2 Bogor on English plural. The
writer only took one class. It consists of 30 students. To collect the data, the writer gave an essay test to the second grade students of MAN 2 Bogor. The test was
27
Prihastuti, An Analysis on the Errors in Pronouncing Plural Nouns Made by Students. Skripsi, Jakarta: FITK UIN, 2012.
28
Musrifah, An Analysis of the students’ Errors in the Plural of Nouns.Skripsi, Jakarta: FITK
UIN, 2012.
