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FAKULTI PENDIDIKAN DAN BAHASA HBEL 3203 TEACHING OF GRAMMAR NAMA : NOMBOR MATRIK : NO KAD PENGENALAN : NOMBOR TELEFON : E-MAIL : PUSAT PEMBELAJARAN : 1

Teaching of Grammar

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FAKULTI PENDIDIKAN DAN BAHASA

HBEL 3203TEACHING OF GRAMMAR

NAMA : NOMBOR MATRIK : NO KAD PENGENALAN: NOMBOR TELEFON: E-MAIL:

PUSAT PEMBELAJARAN :

CONTENTSNOCONTENTSPAGES

1.0INTRODUCTION

3

2.0DATA COLLECTION METHOD

5

3.0IMPLICIT OR EXPLICIT TEACHING METHOD10

4.0MY TEACHING METHOD IN CLASSROOM12

5.0IMPLICIT OR EXPLICIT TEACHING METHOD13

6.0MY TEACHING METHOD IN CLASSROOM13

5.0CONCLUSION14

6.0REFERENCES14

INTRODUCTION People often think of grammar as a matter of arbitrary pronouncements (defining 'good' and 'bad' language), usually negative ones like There is no such word as ain't or Never end a sentence with a preposition. Linguists are not very interested in this sort of bossiness (sometimes called prescriptivism). For linguists, grammar is simply the collection of principles defining how to put together a sentence.One sometimes hears people say that such-and-such a language 'has no grammar', but that is not true of any language. Every language has restrictions on how words must be arranged to construct a sentence. Such restrictions are principles of syntax. Every language has about as much syntax as any other language. For example, all languages have principles for constructing sentences that ask questions needing a yes or no answer, e.g. Can you hear me?, questions inviting some other kind of answer, e.g. What did you see?, sentences that express commands, e.g. Eat your potatoes!, and sentences that make assertions, e.g. Whales eat plankton. We all use language to think and communicate. Language is systematically organised by its grammar which is inextricably linked to meaning and communication we cannot make sense without shaping grammatical and linguistic structures. All pupils have extensive grammatical knowledge. Much of this is implicit, but they are able to generalise and improvise from this knowledge. Teaching which focuses on grammar helps to make this knowledge explicit, extend childrens range and develop more confident and versatile language use.One of the most beneficial way of helping students to improve their command of grammar in writing is to use students writing as the basis for discussing grammatical concepts. In addition, researchers agree that it is more effective to teach punctuation, sentence variety, and usage in the context of writing than to approach the topic by teaching isolated skills (Calkins, 1980; DiStefano and Killion, 1984; Harris, 1962).As students revise and edit their writing, teachers can provide grammar instruction that guides students in their attempts to identify and correct problems in sentence structure and usage. For example, a teacher who sees that many students are writing sentences containing misplaced modifiers can present a minilesson on this concept, using examples from student writing. The teacher can have students edit their own and one another's drafts for this problem.This is what we called as explicit teaching method where the teachers need to guide students in every step. Other than explicit teaching method, there is implicit teaching method. In contrast, this teaching method let the students to do everything with their own effort. These two teaching method has its strengthens and weakness. This paper will explore the definitions, purpose, applications, and the affordances and constraints of both explicit and implicit teaching methods. DATA COLLECTION METHODInstruction given to the students from class 5 to write an essay about During last school holidays activities. From the essays, we can see how students use two tenses which are present tense or past tense. During last school holidays is about a past event. However, students often confused about where to use present tense or past tense. From 25 students, 5 students essays will be selected and analysed. The ability of students on writing in past or present tense will be decided based on their writing. In order to explain how and when to use these two tenses in writing their essays, teacher will use either implicit or explicit teaching method. Based on the essays, we will find out about the effectiveness of these two methods.IMPLICIT OR EXPLICIT TEACHING METHODExplicit TeachingExplicit teaching is an instructional strategy used by teachers to meet the needs of their students and engage them in unambiguous, clearly articulated teaching. Teachers plan for explicit teaching to make clear connections to curriculum content, through a concise focus on the gradual and progressive steps that lead to a students development and independent application of knowledge, understanding and skills.Direct/Explicit teaching involves directing student attention toward specific learning by introducing teaching methods for reading and writing or actively involving students in knowledge construction. The instruction is focused on producing specific learning outcomes. Topics, concepts and contents are broken down into small parts and taught as part of the whole. It involves explanation, demonstration and practice. Children are provided with guidance and structured frameworks. Reading and writing topics are taught in a logical order and directed by the teacher. The vehicle to begin this process is the Scott Foresman Reading Street Literacy program or the core text for social studies and science that have been adopted by the Wauconda Board of Education. Each story in Reading Street acts as a mentor story, guiding students through the process of building background knowledge and the development of strategies and skill development to create strategic readers in all genres. The mentor story may not be easily read by each student as it is an instructional text to support scaffolded learning. Another important characteristic of direct/explicit teaching involves modeling skills and behaviors and modeling thinking. This involves the teacher thinking out loud when working through problems and demonstrating the reading/writing processes for students. The Purpose of Explicit TeachingDirect/explicit teaching is useful for introducing topics and specific skills. It provides guided instruction and strategic development in the basic understanding of required skills in reading and writing, which students can then build on through developmental practice, collaboration, repetition, hands on activities while scaffolding instruction. We define skills as: 1. Automatic actions that result in decoding and comprehension with speed, efficiency, and fluency. These usually occur without awareness of the components or control involved. 2. To characterize students as a skilled reader is to recognize that they can orchestrate a wide array of process to make reading work effortlessly. 3. When we are teaching skills it involves practice and feedback to improve speed and efficiency, and when blended together they amount to what we call fluency. Afflerbach, Pearson & Paris (2008) We define strategies as: 1. Deliberate goal-directed attempts to control and modify the readers efforts to decode text, understand words, and construct meaning of text 2. 2. To characterize students as strategic readers is to recognize that they are flexible and adaptable to particular circumstances, and when the situation calls for it they can select just the right strategy to overcome any temporary roadblock they might encounter. 3. When we are teaching strategically, we help students to analyze tasks, to consider various approaches to performing the task, and to choose among alternative actions to reach the goal. Afflerbach, Pearson, & Paris (2008).How to Apply Explicit Teaching in ClassroomTeachers generally associate xplicit teaching with traditional grammar teaching which are giving students the formula for conjugation and the different stems and endings. This approach is very straightforward, and begins teacher-centered and then concludes as student-centered. Below are the step in implementing explicit teaching in classroom: Step 1: Set the stage for learning. In this stage, the students are told about the purpose of learning. Step 2: Teachers explain to the students about what to do. Step 3: Show the students model on how to do. Step 4: Guide students with hands-on application/practiceTo summarize, explicit teaching begins very teacher-centered with little student responsibility and ends with a goal of complete student independency with very little teacher involvement.Affordances of Explicit TeachingConstraints of Explicit Teaching

Straightforward rules Adult learning benefit from a more structured approach Good for logical, mathematics, linguistic or verbal intelligences Doesnt offer communicative learning Generally doesnt allow for authentic, contextualized learning Students memorize rules; doesnt enable individualized understanding

Implicit LearningEllis (1994) provides definitions of implicit and explicit learning:"Implicit learning is acquisition of knowledge about the underlying structure of a complex stimulus environment by a process which takes place naturally, simply and without conscious operations. Explicit learning is a more conscious operation where the individual makes and tests hypotheses in a search for structure. Knowledge attainment can thus take place implicitly (a nonconscious and automatic abstraction of the structural nature of the material arrived at from experience of instances), explicitly through selective learning (the learner searching for information and building then testing hypotheses), or, because we can communicate using language, explicitly via given rules (assimilation of a rule following explicit instruction)." (Ellis, 1994, p. 1f).The purpose of Implicit LearningIn the early 20th century, Jespersen, like Boas, thought grammar should be studied by examining living speech rather than by analyzing written documents. By providing grammar in context, in an implicit manner, we can expose students to substantial doses of grammar study without alienating them to the learning of English or other foreign language. The principal manner in which accomplish this is by teaching short grammar-based sessions immediately followed by additional function-based lessons in which the new grammar / structure is applied in context.The hypothesis is that adult language students have two distinct ways of developing skills and knowledge in a second language, acquisition and learning. Acquiring a language is picking it up, i.e., developing ability in a language by using it in natural, communicative situations. Learning language differs in that it is knowing the rules and having a conscious knowledge of grammar / structure. Adults acquire language, although usually not as easily or as well as children. Acquisition, however, is the most important means for gaining linguistic skills. A persons first language (L1) is primarily learned in this way. This manner of developing language skills typically employs implicit grammar teaching and learning.

MY TEACHING METHOD IN CLASSROOMStudents are required to write essays and analysed 5 of them to determine students ability in using present and past tense. Thus, I choose to implement explicit teaching. Since my students are from class 5, they need to be guided step by step. Otherwise, they will not be able to use the tenses correctly.As discussed earlier, explicit teaching is a teacher-centered method. From my point of view, it is suitable to use when teaching about these two topics. In addition, the students need to be guided step by step so they will be able to understand the use of it. Below is my lesson plan for the writing session. Subject:English LanguageClass:5 Amanah Time:11.45 am 12.45 pm (60 minutes)Date:20.10.2014Enrolment :23 pupilsTheme:World of KnowledgeTopic:School HolidayTeaching Points: Keywords almost,voice,shaking,struggles,chances,knock, lose, moment, side, faithGrammar : Present tense, Past tense. dreaming,saying,trying,shaking,waiting,facing,taking, going and moving.Learning Outcomes: By the end of the lesson, pupils should be able to:1.Pupils can distinguish between present tense and past tense. 2.Give three out of five short replies in response to teachers questions.3.Pupils able to write an essays.4. Matchthe six words tothe each both characters in the story.Educational Emphases : 1. Moral Values hardworking, responsibility, appreciate,kind generous 2. Thinking Skills listing, identifying main ideas and categorizing.Teaching Materials: Slide MS Powerpoint and worksheets.Stage/Time

ContentsTeaching Learning ActivitiesNotes

Set Induction(5 minutes)

i) What is in the picture?ii)What is the famous place in Malaysia?iii)Howto get to there?iii) Can you give example the name of beautiful places in Malaysia.

1. Teacher shows the picture of a forest in the slide show .2. Teacher asks 4 questions to the pupils according to the pictures.3.Teacher introduces the topicfor theday;- School Holiday

Slide showPower point

Stage 115 minutesi) Singing the song:TheClimb

Keywords:almost, voice,shaking,struggles,chances, knock, lose, moment, side and faith.

Short Questions based on the text:i)What is the song about?We should never give upto achieve a dream.

ii)What is the meaning behind the word Mountain?answers:A challenge for achieving a dream.

iii) What is the meaning of the climb?The effort to achieve our dream

iii)What should we do if we fail to achieve our dream?We should always keep trying and never give up.

iv)What is the meaning of the wordFaith? A believe and confidence.

Shared Reading

1. Teacher distributes the lyrics to all the pupils.

2. Teacher read the lyrics andpronouncing with correct stress and intonation while chanting a singing.

3. Teacherplay the song to introduce the song to thepupils.4. Teacher sings the song once and asks few pupils to sing it together.

5. Pupils pronouncing the words with correct stress and intonation while chanting a singing.

6. Teacher asks pupils to tell what is the song about.

7. Teacher asks question based on the lyricand the pupils answer three out of four questions orally.

A4 paper

Stage 215 minutesKeywords:almost,voice,shaking,struggles,chances,knock,lose,moment,side,faith

Grammar:1) Present tense and Past tensedreaming,saying,trying,shaking,waiting,facing,taking, going and movingheld,

Focused Word Work (Teaching Points)1. Teacher drills the pupils to the pronunciation of highlighted words on the blackboard.2. Teacher asks pupils to give the meaning of each words.3. Teacher explain what is past tense4. Teacher asks pupils to circle words in present tense and past tense that can be found in the lyrics.5. Pupils rewrite the root words of each present tense and past tense that they found.6. Teacher asks pupils toconstruct 5 example of present tense and past tense.

Power point Slide show

Stage 315 minutesGroup-work

Guided Reading /Writingor Independent Work

Writingor Independent Work1. Teacher divides the class into 5groups.2. Teacher asks the pupils to read a text about beautiful places in Malaysia3. Pupils need to write an essay about their last school holidayManila card

Closure5 minutesSumming UpWe have to fill up our holidays with good memories1. Teacher goes through the days lesson2. Teacher highlights the moral value of the text.3. Teacher monitors and assesses how much the pupils have learnt..

ANALYSIS OF THE ESSAYS: THE USE OF PRESENT TENSEA form of the verb that is represented in English by either the third-person singular -s inflection (for example, "She laughs") or the base form ("I/You/We/They laugh"). Also called the non-past. Contrast with the past tense or preterite.The present tense may refer to an action or event that is ongoing or that takes place at the present moment. However, because the present tense in English can also be used to express a range of other meanings (including references to past and future events, depending on the context), it is sometimes described as being "unmarked for time." As mentioned earlier, this essay should be in the past since the title is During last school holiday. First student named Mohd Aizat, he was using present tense in whole essay. For example, During last school holidays, I and my family go to my grandmother home at Sandakan. Noticed the verb used in this sentence which is go. It should be replaced to went to show that this event was happened on last school holidays. ANALYSIS OF THE ESSAYS: THE USE OF PAST TENSEPast tense is a grammatical tense whose principal function is to place an action or situation in past time. In languages which have a past tense, it thus provides a grammatical means of indicating that the event being referred to took place in the past. Examples of verbs in the past tense include the English verbs sang, went and was.In some languages, the grammatical expression of past tense is combined with the expression of other categories such as mood and aspect (see tenseaspectmood). Thus a language may have several types of past tense form, their use depending on what aspectual or other additional information is to be encoded. French, for example, has a compound past for expressing completed events, an imperfect for expressing events which were ongoing or repeated in the past, as well as several other past forms.Sarah Adriena bt Matnoor was using past tense. For example, I just finished my UPSR a week ago., Our first visit was the mushroom farm. Other than that, Nur Atiqah Syahirah bt Tazudin essay, she used past tense in the right place. For example, My father decided, my father Encik Zaidi, drove us. From five essays, only this two students are considered able to use past tense in their writing. Meanwhile, other students still need a lot of improvement. CONCLUSIONGrammar is the sound, structure, and meaning system of language. All languages have grammar, and each language has its own grammar. People who speak the same language are able to communicate because they intuitively know the grammar system of that languagethat is, the rules of making meaning. Students who are native speakers of English already know English grammar. They recognize the sounds of English words, the meanings of those words, and the different ways of putting words together to make meaningful sentences.However, while students may be effective speakers of English, they need guidance to become effective writers. They need to learn how to transfer their knowledge of grammatical concepts from oral language to written language.Effective grammar instruction begins with what students already know about grammar, and it helps them use this knowledge as they write. By connecting their knowledge of oral language to written language, teachers can demystify abstract grammatical terminology so that students can writeand readwith greater competence and confidence. (2880 words)REFERENCESBraddock, R., Lloyd-Jones, R., & Schoer, L. (1963). Research in Written Composition. Urbana, IL: National Council of Teachers of English.Calkins, L. M. (1980). "When Children Want to Punctuate." Language Arts, 57, 56773.Cooper, C. (1975). "Research Roundup: Oral and Written Composition." English Journal, 64, 72.DiStefano, P. & Killion, J. (1984). "Assessing Writing Skills Through a Process Approach." English Education, 16 (4), 2037.Harris, R. J. (1962). "An Experimental Inquiry into the Functions and Value of Formal Grammar in the Teaching of Written English to Children Aged Twelve to Fourteen." Ph.D. dissertation. University of London.Hillocks, G., Jr. (1986). "Research on Written Composition: New Directions for Teaching." Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills and the National Conference on Research in English.Hillocks, G., Jr. & Smith, M. (1991). "Grammar and Usage." In J. Flood, J. M. Jensen, D. Lapp & J. R. Squire (Eds.), Handbook of Research on Teaching the English Language Arts. New York: Macmillan, 591603.Mellon, J. C. (1969). "Transformational Sentence-Combining: A Method for Enhancing the Development of Syntactic Fluency in English Composition." NCTE Research Report No. 10. Urbana, IL: National Council of Teachers of English.National Council of Teachers of English and the International Reading Association. (1996). Standards for the English Language Arts. Urbana, IL: National Council of Teachers of English.Noguchi, R. R. (1991). Grammar and the Teaching of Writing: Limits and Possibilities. Urbana, IL: National Council of Teachers of English.O'Hare, F. (1973). Sentence-Combining: Improving Student Writing Without Formal Grammar Instruction. Urbana, IL: National Council of Teachers of English.

APPENDICES

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