The roles of Drills of Tenses

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter discusses about the specific theories related to the research about the Classroom Action Research CAR. Assumptions, ideas and opinions from some experts support the compilation theories of the action research in the form of theoretical description and theoretical framework.

A. Theoretical Description

In this section describes the specific theories which are relevant with the research. The research study is not only about the theories of grammar fluency and material designed but also about the theories of the research model.

1. Drills of Tenses a. Definition of Drills of Tenses

Drills of tenses is a combination method of teaching using drills as the training and the tenses as the sources which is the major focus of the material and skill to train students in understanding both the formula of tenses, verbs, sentences and even its usage in specific time references. This drills of tenses is as additional learning in which the students practice tenses grammar spontaneously with the teacher. Drill is a method of teaching technique used for practicing sound or sentence partners concerned with the fixation of specific association for automatic recall. The final goal is a more or less effortless exchange of ideas in real – life conversation. The “Drill” is here refers to the “Response drill” in teaching grammar. Silampari, 2009

b. The roles of Drills of Tenses

These drills of tenses use the model of figure and need a teacher. The figures of 12 the tenses are in the form of table. This table contains of basic tenses patterns, definitions, and time references. It also classifies the tenses into certain major points and categorizes the patterns into each table of tenses. The drills of tenses are used when the students have already learned the general forms of basic tenses based on the material syllabus. The teacher is also as an instructor of these drills of tenses when the students need the instruction for the drills, the teacher gives some examples and practices the grammar tenses. We should like to emphasise that our purpose in preparing these drills is not primarily to teach English to foreign students, but rather to correct the mistakes that are apt to be made irrespective of the particular method of teaching used Mendelssohn Palmer 1973: vii. 1 Drills of tenses as additional activities This drill of tenses is also as additional activities for the students to review all the basic tenses that they have studied. According to the Oxford Advanced Learner’s Dictionary 2000: 14 12, additional means added or extra and activity means a specific thing or things done; an action or occupation. It means that additional activities support the main learning activities by giving authentic material lesson. The drills of tenses are as an additional activity related to the tenses and usually conducted after one subject or topic of the lesson per unit. This drills of tenses is appropriate fixed with the time allocation of the class. It should not be necessary to devote a whole teaching period to language drills. It is much better to drill the class for about a quarter of each English lesson than to devote a whole lesson from time to time to drills Mendelssohn Palmer 1973: vii. 13 2 The usefulness of Drills of Tenses According to Julie Tice on BBC British Council for Teaching English 2004, the drills of tenses can be useful for the students. The drills can: a Provide for a focus on accuracy. The increase in accuracy along with the increase in fluency and complexity is one of the ways in which a learners language improves so there is a need to focus on accuracy at certain stages of the lesson or during certain task types. b Provide the students with intensive practice in hearing and saying particular words or phrases. The drills can help the students to make tongues around difficult sounds or help them imitate intonation that may be rather different from that of their first language. c Provide a safe environment for the students to experiment with producing the language. This will help build confidence particularly among learners who are not risk-takers. Besides, it helps students notice the correct form or pronunciation of a word or phrase. Noticing or consciousness rising of language is an important stage in developing language competence. d Provide an opportunity for learners to get immediate feedback on their accuracy in terms of teacher or pair correction. Many learners want to be corrected. e Meet student expectations i.e. they may think drilling is an essential feature of language classrooms. For the teacher these drills of tenses can help ‘in terms of classroom management, enabling us to vary the pace of the lesson or to get all learners 14 involved. It also helps us recognize if new language is causing problems in terms of form or pronunciation’ Julie BBC, 2004.

2. Drills a. Drilling in Teaching