Peck’s Stages of Teaching Grammar

28 Communicative Language Teaching approach, gives some purposes for students. Jaques 1984 states that group activities have two purposes for students. They are providing students the opportunity to engage in intellectual discourse, create social relationship to allow students to communicate their thoughts, feelings, and measure their understanding by expressing and comparing it with their peers p. 70. Therefore, the researcher decides to implement it in the designed materials. Moreover, appropriate stages of teaching grammar are very important to consider since the product of this research is applied in real class. Littlewood 1981 proposes two stages of language teaching in CLT approach namely pre- communicative activities and communicative activities p. 86. The two of them train the learners the part-skills of communication to be acquired and to engage the learners to practice the total skill of communication. Being more specific, the five stages of teaching grammar are identification, classification, systematization, application, and generalization Peck, 1988, pp. 145-148. Those five stages are developed to provide systematically process in teaching grammar. They must be taught in the mutual accord to the best result of teaching grammar. Moreover, Pekoz’s teaching grammar stage namely pre, while, and post grammar stages focus on the teacher “to provide meaningful input through context and provide an opportunity to put grammar to use, and relate grammar instruction to real life situation.” Those three theories of the stages of teaching grammar are combined to create a proper step of teaching grammar in the designed materials. The researcher decides to use Pekoz’s teaching grammar stage as the basic theory. However, it is 29 combined and completed by another theory of teaching grammar stages. Being applied in the designed materials, the pre-grammar stage is based on the pre- communicative activities theory in communicative language teaching approach. The while-grammar stage includes Peck’s theory of teaching grammar: identification, classification, systematization, application, and generalization stage. The last stage is the post-grammar stage of teaching grammar. The researcher implements Kemp’s and Yalden’s instructional design models to design grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten. Some steps from each model are combined and employed to develop the materials. The combination of the steps is called the researcher’ instructional design model. It consists of conducting needs analysis, formulating goals, listing topics and stating general purposes, formulating learning objectives, listing subject contents, selecting teaching and learning activities and resources, and evaluating the designed materials. “Conducting Needs Analysis” is taken from Yalden’s instructional design model. It is aimed to obtain information such as the characteristics of the students, their basic knowledge and their wants in learning grammar. The second step of the researcher’s model is the combination of Kemp’s and Yalden’s instructional design models. The two steps are combined because “Formulating Goals, Listing Topics and Stating General Purposes” can be stated generally. The third step of the researcher’s model is taken from Kemp’s model. It is “Formulating Learning Objectives.” “Listing Subject Contents” from Kemp’s model is the fourth step of