TEACHERS’ STRATEGIES IN TEACHING GRAMMAR TO YOUNG LEARNERS : A Case Study At Six Elementary Schools In Bandung.

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TABLE OF CONTENTS

PREFACE ... i

ACKNOWLEDGEMENT ... ii

STATEMENT ... iii

ABSTRACT ... iv

TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

LIST OF APPENDICES ... ix

1. CHAPTER 1 INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Statements of the Problems ... 4

1.3 The Objectives of the Study ... 4

1.4 The Significance of the Study ... 4

1.5 Scope of the Study ... 5

1.6 Method of the Study ... 5

1.7 Definition of Key Terms ... 6

2. CHAPTER 2 THEORETICAL BACKGROUND ... 7

2.1 The Nature of Grammar ... 7

2.2 Acquisition and Learning ... 10

2.3 Teaching Grammar to Young Learners... 11

2.3.1 The Reason for Teaching Grammar to Young Learners ... 12

2.3.2 Characteristics of Children ... 12

2.3.3 Grammar Teaching Approaches ... 16

2.3.3.1 Teaching Grammar from Rules ... 17

2.3.3.2 Teaching Grammar from Examples ... 19

2.3.3.3 Teaching Grammar through Texts ... 22

2.3.4 The Stages in Teaching ... 25

2.3.4.1 Preparing a Lesson Plan ... 27

2.3.4.2 Preparing the Material ... 28

2.3.4.3 Preparing the Media ... 29

2.3.4.4 Doing the Assessment ... 30

2.4 Previous Researches on Teaching Grammar... 31

3. CHAPTER 3 RESEARCH METHODOLOGY ... 33

3.1 Research Questions ... 33

3.2 Research Method ... 33

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3.4 Data Collecting Methods ... 35

3.4.1 Class Observation ... 36

3.4.2 Interview ... 36

3.5 Data Analysis Method ... 37

3.6 Concluding Remark ... 37

4. CHAPTER 4 RESULTS AND DISCUSSION ... 38

4.1 General Information about Grammar and Teaching Grammar ... 38

4.2 Preparation ... 39

4.2.1 Lesson Plan ... 40

4.2.2 Material ... 44

4.2.2.1 Selecting Teaching Material ... 44

4.2.2.2 The Focus on Teaching Grammar ... 46

4.2.2.3 The Frequency of Delivering Grammar Material ... 46

4.2.2.4 The Sources of the Material Used by the Teachers... 47

4.2.3 Media ... 49

4.3 Implementation ... 50

4.3.1 Teaching Grammar from Rules ... 51

4.3.2 Teaching Grammar from Example... 53

4.3.3 Teaching Grammar through Texts ... 55

4.4.1 Grammar Practices ... 59

4.4.1.1 Role Plays ... 59

4.4.1.2 Written Exercises ... 61

4.4.1.3 Homework ... 64

4.4.2 Quizzes ... 65

4.5 Discussion ... 65

4.5.1 The Teachers’ Strategies in Teaching Grammar to Young Learners ... 66

4.5.2 The Obstacles ... 67

4.5.3 The Solution of the Problem ... 68

5. CHAPTER 5 CONCLUSION AND RECOMMENDATION ... 69

5.1 Conclusion ... 69

5.2 Recommendation... 71

1

CHAPTER 1

INTRODUCTION

This chapter elaborates the background of the study concerning the teachers’ strategies in teaching grammar, statements of the problems, the objectives of the study, the significances of the study, the scope of the study, method of the study (which covers method in collecting data, and in analyzing the data), definition of key terms, and organization of the paper.

1.1 Background of the Study

English is one of the foreign languages which are taught in Indonesia. It has become more important than any other foreign languages to learn by Indonesian as stated by Lauder (2008:10) that “it is widely recognized that English is important for Indonesia and the reason most frequently put forward for this it is that English is a global or international language”. That is why English is studied by the students of elementary school, junior high school, senior high school, and university who are expected to master English in order to be able to respond to the globalization era which needs the people to be able to communicate by using English as an international language (Brewster & Ellis, 2003:1; Listia & Kamal, 2008). It is in line with what Zein (2008) explains that “many Asian countries believe that introducing English to primary students is considerably important to ensure their success”. Huda (1994, cited in Lestari, 2003:199) mentions several reasons why English should be introduced at primary schools, they are:

“(1) Adolescent children in diverse regions in Indonesia need to speak English for the demands of tourism industries; (2) Some educators believe that the earlier a child learns a foreign language, the better her/his opportunity in acquiring a high proficiency in the target language;

(3) The longer the individual learns a language, the higher the proficiency she/he will achieve; and (4) The results of the current English instruction at the secondary level is unsatisfactory”.

Because English is important to learn as early as possible, the government decides a policy that “elementary school can add subjects (including English subject) in the curriculum, but the lessons should be in accordance with national education goals” (Listia & Kamal, 2008). The government continues that “schools have the authority on English subjects included as one of the local content (muatan lokal) being taught in primary schools based on the considerations and the needs of the situation and conditions from both parents and society itself” (Listia & Kamal, 2008).

Some children found many difficulties while learning a foreign language, especially grammar. Novarianto (2009:ii) states that one of the obstacles that the students face in learning English is Grammar lessons, because it is difficult and boring. Besides, the other reasons why children have difficulties in learning English, especially grammar, are “children learn more slowly and forget things quickly, get bored easily, may not be motivated to learn if they are not interested” (Brewster & Ellis, 2003:27).

Discussions on grammar teaching have focused on approaches and practices that will be explained further in Chapter 2. There are three kinds of approaches in teaching grammar in general; they are teaching grammar from rules (deductive approach), teaching grammar from examples (inductive approach), and teaching grammar through text (Thornbury, 1999:29,49,69).

The deductive approach is when the students learn grammar rules, and then they use it. “In deductive approach, learners are given a rule/generalizations by the teacher or text book and then allowed to practice various instances of language to which the rule applies” (Brown, 2001:365). However, focus-on-form tasks called deductive approach was mostly used by the teachers, who taught at university in Turkey, as respondents of the research conducted by Phipps and Borg (2009:383). Besides, there

3 was a positive attitude of the young learners toward the focus-on-form tasks in Brunei Darussalam. They seemed to enjoy learning the lesson and also felt easier in understanding the lesson and they were able to do the other focus-on-form tasks (deductive approach) as the result of the research conducted by Shak and Gardner (2008:387).

The inductive approach is when the students use the grammar rules, and then they learn it. “In inductive approach, various language forms are practiced but the learners are left to discover or induce rules and generalizations on their own” (Brown, 2001:365). Inductive approach successfully worked to teach grammar to ten undergraduate international students from Russia, Ukraine, Taiwan, and China, whose TOEFL scores were lower than 500 points (Sysoyev, 1999). Besides, inductive approach played a positive role in improving students’ academic English achievement both at elementary and secondary schools in Pakistan. They had positive attitude toward the inductive method (Bibi, 2002:95).

Teaching grammar through text is when the students are given the text then the grammatical aspects used in the text are explained (Thornbury, 1999:69). He continues that the teacher can find the sources of the text from the coursebook, authentic source (such as newspapers, songs, short stories, etc), the teacher, and the students themselves.

Based on the elaboration above, it shows that most of the research on grammar teaching is about teaching grammar to older learners. Thus, being inspired by those research, this study is conducted, which aims at finding the teachers’ strategies in teaching grammar to young learners. The strategies include how the teachers implement the grammar teaching strategies, how the teachers assess or evaluate the students’ learning, the obstacles faced by the teachers in teaching grammar to young learners, and the solutions given by the teachers to overcome the problems.

1.2 Statements of the Problems

The research questions of the study focus on the following questions:

a. What strategies are used by English teachers in teaching grammar to young learners?

b. What obstacles do the teachers experience in the process of teaching grammar to young learners?

c. What solutions are given by the teachers to overcome the problems?

1.3 The Objectives of the Study

The objectives of this study are to find out the teaching strategies used by the teachers in teaching grammar to young learners which include implementing the grammar teaching strategies, and assessing the students’ learning, to find out the obstacles that the teachers experienced in teaching English to young learners, and to get the solution given by the teachers to overcome the problems.

1.4 The Significance of the Study

This study is aimed at finding out:

a. The teaching strategies used by the teachers in teaching grammar to young learners. b. The activities done by the teachers and the students in the classroom in the process

of teaching and learning grammar.

c. The obstacles experienced by the teachers and the way how they solve the problems in teaching grammar to young learners.

5 1.5 Scope of the Study

Based on the purpose of the study, this research will focus on:

a. Describing the strategies used by the teachers in teaching grammar to young learners,

b. Describing the obstacles that the teachers experienced in teaching grammar to young learners,

c. Describing the way how the teachers solve the problem.

1.6 Method of the Study

This section briefly outlines the methods of the study. Detailed discussion on this matter will be explained in Chapter 3. The purposes of the study are to find out the teaching strategies used by the teachers in teaching grammar to young learners. Therefore, it employs the descriptive method.

Data are collected by observing the activities in the classroom and interviewing the teachers. Observation focuses on the strategies used by the teachers in teaching grammar to young learners, and the activities the teachers and students do in teaching-learning grammar. The conversation appeared in teaching and teaching-learning grammar is recorded. Besides, this observation aims at finding how the teachers assess the students’ achievement to see the learning outcomes of learning grammar. The interview consists of several questions related to the teaching strategies, obstacles which occur in the process of teaching, and the solution given by the teachers in solving the problem.

Data are analyzed by using several methods. The data collected from the classroom observation are transcribed, documented into observation sheets, classified, and interpreted. The data collected from the interview are transcribed, classified, and interpreted.

1.7 Definition of Key Terms

In order to give a clear view on this study, the definitions of key terms are provided as follows:

a. “Strategies is procedures used in learning, thinking, etc. which serve as a way of reaching a goal” (Richards, Platt and Platt, 1992:355).

b. Grammar refers to one of language components, consists of pattern and rules of language that should be learned if we want to be able to speak English correctly (Suyanto, 2007:43).

c. ‘Young learners’ refer to children from five to eleven years of age (Phillips, 1993:3).

1.8 Organization of the Paper

The paper is organized into five chapters. First, Chapter I is Introduction which contains the background of the study concerning the teachers’ strategies in teaching grammar, statements of the problems, the objectives of the study, the significances of the study, limitation of the study, method of the study, definition of key terms, and organization of the paper. The next chapter is Theoretical Background which contains several theories as basis of the research. The third chapter is Research Methodology which consists of methodology of the research, the research design, the instrument, population and sample, technique in collecting data, and technique in analyzing data. Then, the fourth chapter is Result and Discussion which reports the research finding. The last chapter is Conclusion and Recommendation which consists of the conclusion, and the suggestions of the study.

33

CHAPTER 3

RESEARCH METHODOLOGY

This chapter discusses the research methodology used in the study. It covers research questions, research method, setting of the study, data collecting method, data analysis method, and concluding mark.

3.1Research Questions

This study was conducted to answer the following questions:

a. What strategies are used by English teachers in teaching grammar to young learners?

b. What obstacles do the teachers have in the process of teaching grammar to young learners?

c. What solutions are given by the teachers to overcome the problems?

3.2Research Method

Research method used in this study was a qualitative research method which described the detail of situation and condition in the classroom. Sugiono (2007:2005) states that in order to find what happened in certain situation, it would be better to use qualitative research method.

3.3 Setting of the Study

The study was conducted in six public elementary schools in Bandung. The six schools were chosen for several reasons. It was because the schools were familiar and

they had different categories or levels. The first three schools were the upper level schools, and the other three schools were the lower level schools. The middle level schools were not chosen as the setting of the study because the middle schools would not give the significant differences.

The first three schools (school A, school B, school C) which were categorized as upper level schools had taught English for several years. These schools were categorized as upper level schools because of their facilities to facilitate children learn and their graduate students who always got the highest score in the final examination (UN). These three schools had language laboratory, but not all the teachers used language laboratory in teaching English.

Different from the upper level schools, the lower level schools did not have language laboratory to facilitate students learning. They did not teach by using any audio aids in their English class when they were teaching. Because of the lack of facilities, these three schools were categorized as the lower level schools.

There was one participant for each school. So there were six participants who took part in this study coded as Teacher 1 (T1), Teacher 2 (T2), Teacher 3 (T3), Teacher 4 (T4), Teacher 5 (T5), and Teacher 6 (T6). The following are the personal information of the participants:

a. Teacher 1 (T1) was male. He graduated from UNPAD for D3 degree majoring in English Literature, and from STKIP for S1 degree majoring in English Education and he had been teaching to young learners for about since 2002.

b. Teacher 2 (T2) was female. She graduated from UNPAD majoring in Arabic Literature. She had been teaching to young learners since 2006.

35 c. Teacher 3 (T3) was female. She graduated from SPG. She continued her study at STBA ABA, UNPAS, and UNINUS but she did not finish her study. She had been teaching to young learners since 1970.

d. Teacher 4 (T4) was male. He graduated from STKIP majoring in English Education and he had been teaching to young learners since 2003.

e. Teacher 5 (T5) was male. He graduated from PGSD UPI. Then he continued his study at STKIP majoring in English education. He had been teaching to young learners since 2005.

f. Teacher 6 (T6) was female. She graduated from FISIP UNPAS and she had been teaching to young learners since 2005.

The differences of the educational background of the teachers, facilities, and other factors would influence the way teachers teach English to the students. It would be necessary for the researcher to get more information in this study.

3.4 Data Collection Methods

In collecting the data of qualitative research, it would be better to use triangulation strategy (Alwasilah, 2000:150). Triangulation strategy in collecting the data is a strategy that combines more than one method of collecting data for the research. Using only a single method in gaining the data cannot provide enough data and description of the phenomena happen in doing qualitative research. Using triangulation in which more than one method used in the research can facilitate understanding for the researcher, as stated by Stainback (1988, cited in Sugiyono 2007:241) “the aim is not to determine the truth about some social phenomenon, rather the purpose of triangulation is to increase one’s understanding of whatever is being investigated”.

There are advantages of using triangulation strategy: it can reduce the limitation of data used and research findings; it can reinforce the validity of the research (Alwasilah, 2000:150). It is in line with Patton (1980, cited in Sugiyono 2007:241) that “triangulation can build on the strengths of each type of data collection while minimizing the weakness in any single approach”.

Based on what had been elaborated above, triangulation strategy in collecting the data which employed more than one data collecting method was used. The method used in collecting the data were observation, and interview. Collecting the data started from December 2009 to April 2010.

3.4.1 Class Observation

Observations were conducted to gain the information what the teachers did in teaching grammar to young learners. The observations were conducted five times for each class. It was about an hour for each meeting because in elementary school, the time allocation for teaching English was an hour. The teaching and learning activities, which were observed, were recorded by tape recorder to get the detail of teaching and learning activities in the classroom. Teachers’ and students’ talks were transcribed. The researcher was a non-participant-observer who was not taking part in the teaching and learning activities in the classroom.

3.4.2 Interview

Interviews were conducted to gain information about the teachers’ strategy in teaching grammar to young learners, obstacles in teaching grammar to young learners, and the solution to overcome the problems. The interview was done after the class observations had been conducted. The type of interview used was in depth interview.

37 3.5 Data Analysis Method

Data analysis was done after all the data, which consisted of observation data and interview data, had been gained. In analyzing the data, the data both from observation and interview were divided based on the research questions such as the teaching strategies used by the teachers in teaching grammar to young learners (which included planning the lesson, implementing the grammar teaching strategies, and assessing the students’ learning), the obstacles that the teachers have in teaching English to young learners, and the solution given by the teachers to overcome the problems. The names of the teachers as the respondents were omitted to avoid bias.

3.6 Concluding Remark

This chapter discussed about the methodology of the research which was qualitative research method. To maintain the validity of the research, the data were gained by using triangulation procedure; they were observing the class activities and interviewing the teachers related to their teaching strategies. Then the data were analyzed by categorizing it into several topics based on the research questions. Both observation and interview were used to answer the research questions.

CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

This chapter covers the research findings which are described in the conclusions and recommendation for further study. The explanation would be divided into two parts: the conclusion of the study and recommendation for further study.

5.1 Conclusions

This study investigates the grammar teaching strategies, the problems faced by the teachers in teaching process, and the solution they made to overcome the problem. The conclusion of the study would be explained based on the research questions.

The first question of the study was about the strategy used by the teachers in teaching grammar to young learners. It covered preparing the lesson, conducting the grammar teaching, and assessing the students’ learning.

The analysis of interview and observation data reveals that the teachers usually did the preparation before teaching which covered preparing the lesson plan, material, and media. In relation to preparing the lesson plan, most of the teachers rarely did the preparation because they felt that teaching had been their habitual activity so that they thought it was not important to prepare the lesson every time. It was only T6 who always did the preparation, and it was only T3 who never did the preparation because she thought that English was not the main lesson taught at the school, so it was not important to make lesson plan for English lesson. Concerning preparing the materials, all teachers always did the preparation. Regarding preparing the media, most of the teachers never did the preparation. It was only T1 and T2 who sometimes did the preparation.

70 In relation to the grammar teaching strategy, most of the teachers used deductive approach in which the grammatical rules were explained at first to the students, and then they were given exercises based on the lesson that had just been taught. The other methods used by the teachers were teaching grammar from examples (inductive approach), and teaching grammar through texts.

The analysis of the data from the observation and interview shows that the teachers used several types of assessment in assessing the students’ learning; they are role plays, written exercises and homework, and quizzes. All the teachers gave the students written exercises, homework, and quizzes, but only T1, T2, and T6 who used role plays as the assessment.

Concerning the second research question about the problem faced by the teachers, analysis of the data from both observation and interview shows that several teachers had the problems in preparing the lesson, implementing the grammar teaching, and in assessing students’ learning. In relation to the obstacles occurred when preparing the lesson, there were some reasons: having no time to make a lesson plan, having difficulty in deciding the materials, and having difficulty in preparing the material and media. In relation to the problem occurred in implementing the grammar teaching, the teacher had difficulty when they should explain the material to the slow learners. In relation to the problem occurred in assessing the students’ learning, the result shows that all of the six teachers did not have any difficulty in assessing students’ learning.

Responding to the third research question about the solution given by the teachers to overcome the problem, analysis of the data reveals that in solving the problem about making a lesson plan, the teachers sometimes made a lesson plan for two or three meetings, or sometimes they did not make it. In solving the problem about deciding and preparing the material, the teachers mixed the materials from several

students’ books, and also discussed with other English teachers. In solving the problem about preparing the media, the teacher recycled the used paper and made it become media for teaching and learning so it would economize the fund. In solving the problem about teaching slow learners, the teachers gave additional exercises and explained the lesson more and more to the slow learners either at the time of learning or after school.

Based on the finding above, it can be said that the teachers use various strategy in planning the lesson and teaching grammar, and give various grammar practice to the students. Most of the six teachers have problem in planning the lesson, conducting the teaching grammar, and assessing the students’ achievement, but they are able to solve it.

5.2 Recommendations

Recommendations deal with the implications of teaching grammar at elementary schools and for further research. Based on the conclusion of the research, there are several implications that can be taken into consideration; there are grammar teaching practice at elementary schools and idea for further researches.

In term of grammar teaching practice at elementary schools, the teachers should prepare the lesson well which includes preparing the lesson plan, material, and media. Besides, in order to make the grammar teaching more interesting, the teachers should prepare the media, and also use the various methods. To know how far the students have mastered and have understood the lesson, the teachers should conduct the assessment regularly using various methods not only in the form of written exercises or tests, but also in the form of communication such as conversation or dialog, in order to make the students able to use grammatical aspects in the real-life context.

72 In term of idea for further research, it is recommended to conduct the research about the effectiveness of certain method in teaching grammar to young learners so that it could be conducted at the elementary schools to improve the quality of the students’ English achievement. Besides, it also would be better for further research to take the sample of the research more than six schools, so that it could represent the grammar teaching to young learners in larger area.

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