7 topic in class activity. In this technique, the teacher just poses an issue or problem to the class
and then the students get the opportunity to think about or to write their thought for about 30 seconds to one minute. Students then work in pairs and share their thoughts to one another for 3-
5 minutes. Finally, the issue or result is discussed by the whole class. While according to McKeachie 2006, the use of buzz group t
echnique is influential in ensuring students’ participation in large classes. McKeachie pointed out that buzz group usually consist of five to
eight people to talk about the issue. In this technique each member of the group should contribute at least one idea to the discussion in the group activity. And after that, the group
should report their discussion and asks other group who came to the same conclusion to raise their hands.
2. Questioning Purposefully
According to Eison 2010, questioning purposefully is an effective technique that is used to enhance students’ engagement in classroom participation and also their critical and creative
thinking. This technique consists of two kinds of questions which are the questions posed by the instructor or teacher to the students and the questions posed by the students to either classmates
or to their teacher. There are several purposes pointed out for those two kinds of questions according to Eison 2010.
1. Instructor-posed questions are to a stimulate student interest and curiosity; b
sharpen students’ thinking skills, c present the application of theory to practice, and
d evaluate students’ knowledge, skills, or attitudes.
2. Student-posed questions can a stimulate interaction between student and instructor,
b identify areas of confusion or test students understanding, c create personal relations between the students and the lessons content, and d encourage the
collaboration between students and students.
8 Actually those two kinds of questions are meant to make the students to become the center of the
lesson. The teachers only lead the students to understand the lesson by giving them some questions. Furthermore the students can respond to the teacher by asking some questions related
to the lesson.
3. Games
Games have always been used in a learning activity to give students motivation and enthusiasm. As a result, games become one of active learning techniques that can be used in
teaching grammar. Since grammar is often assumed to be boring and dull, Baleghizadeh and Oladrostam 2011 have promoted to use games in grammar class. They also stated that based
on the previous research, games could be a potentially powerful instrument for practicing grammatical structure. In fact, there are many kinds of games that can be used in teaching
grammar. The teacher can also make one as long as the game is related to the topic or grammar that will be taught.
4. Role-plays
