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CHAPTER 11

REVIEW OF RELATED LITERATURE

A. Literature Review

1. Grammar in Teaching and Learning

1.1 The Definition of Grammar

Grammar is the rules of a language that show how sentences are

formed, or how words area inflected1. Grammar is also the rules of the

means of language to construct the sentences and it guides people how to

speak and write correctly. When someone knows how to construct

sentences are utterances in understandable form.

Jeremy Harmers said that: The grammar of language is the description of the ways in which word can change their forms and can be combined in to sentences in that language2.

1.2 Grammar in Language Teaching

Language has three major parts: phonology (that is sound or

pronunciation), vocabulary (that is words), and grammar. In learning

certain language, grammar is part of language components that must be

learned by the students. It is essential to avoid misunderstanding when

they use the language to communicate. By studying grammar of the target

language without neglecting to other components, the learners will

understand the language either oral or written. In teaching English

grammar for junior high school, grammar is one of the language

components to be taken into accounting by the teacher because it is the

principle in constructing sentences in a language. Grammar is a central to

the teaching and learning of languages. It is also one of the more difficult

aspects of language to teach well. Many people including language

teachers, hear the word “grammar” and think of a fixed set of word forms

and rules of usage. They associate “good” grammar with the prestige

forms of the language, such as those used in writing and in formal oral 1 http: //www. Thefreedictionary. Com /grammar.2 Jeremy Harmer, The Practice of English Lnguage Teaching, (New York: Longman, 2002),

p. 12.

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presentations, and “bad” or “no” grammar with the language used in

everyday conversation or used by speakers or no prestige forms.

From the explanation above, grammar is the main components of

the language that must be learned and understood because it very

important to communicate with other people oral or written.

2. Mind-mapping in Teaching Modal

2.1. The Definition of Mind-mapping

Mind-mapping is a useful technique that improves the way you

take a notes and supports and enhances your creative problem solving3.

Besides that, mind-mapping is a note which has differences with

conventional note4 . A mind-map is a diagram used to present words,

ideas, tasks or other items linked to and arranged around a central key

word or idea.

Mind-maps are used to generate, visualize, structure and classify

ideas, and as an in study, organization, problem solving, decision making

and writing. By using mind-map, you can quickly identify and understand

the structure of a subject and the way that pieces of information fit

together as well as recording the raw facts contained in normal notes.

2.2. How to Make Mind-mapping

Mapping is one of the more common types of informal invention. It

should be used when writers encounter writers’ block or when they are

having trouble organizing their thoughts or ideas. This type informal

invention is good for coming up with ideas that are connected to a central

topic and it also be used to further develop ideas that have already been

discovered. Mapping is used by writers to gather their thoughts and ideas

before they begin a paper or other document. It is more visual learners and

can be used in both fiction and non-fiction writing. The end result of

mapping should be guidelines for this type of invention:3 http: // www.mindstools. Com/pages/article/newISS_01. htm4 Yovan Putra. Memori dan Pembelajaran Efektif, ( Bandung: Yrama Widya, 2008), p. 257.

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There are many steps to make a mind-mapping as follows:

1. Generate a topic.

What will be the focus of your thinking? Your topic should be

no more than a few words. By keeping your topic simple, you

will be able to understand more aspects of it through the map. A

broader topic will give you more with which to work in the

future.

2. Place that topic in the center of the page.

Write it in bold letters. Circle of place a square around the topic.

3. Start writing what comes to mind.

As you generate thoughts, draw a branch from the main topic;

keep it to as few words as possible. Print clearly.

4. Begin branching.

Try to extend your thoughts from one idea to the next. Draw

lines between thoughts to create lateral thinking. Number your

ideas to create organization.

5. As new ideas come forth, draw a different branch from your

topic.

6. Repeat branching until all your ideas appear on the map.

7. When you are finished mapping, carefully study the

connections that you have made between your thoughts and

ideas and try to relate them5.

From the steps above, the researcher concludes that mind-

mapping is interesting and creative way to memorize something.

Besides that, it can be used from many functions like to summarize

the material, to improve creativity, and also to save the time as well

as possible.

To teach the experimental group, the writer used mind-

mapping method. Small group discussion was also applied to

support the effectiveness of teaching and learning process.

5 http://www.wikihow.com/make-a-mind-map

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The process of teaching and learning to teach modal are follows:

a. Students are divided into six groups. Each group consists of ten

students.

b. Teacher gives example of mind-mapping to each group.

c. Teacher explains the material in front of class by using mind-

mapping.

d. Teacher asks each group to summarize the material by using

mind-mapping.

e. After finished, each group has to present it.

f. And the last, teacher asks each student to make mind-mapping

individually.

The students in the control group were taught without using

mind-mapping. The teacher only explains the material classically

and the students answer questions.

The steps of the teaching and learning were as follows:

a. Students are divided into six groups. Each group consists of ten

students.

b. Teacher explains the material in front of class classically.

c. Teacher gives students exercise which is related to the topic.

d. Teacher asks each group to correct together.

2.3. Mind-mapping as A Method

2.3.1 Mind-mapping as A Note-Taking Method

In teaching and learning process, students get additional

material such as information of theory, cause-effect, facts or happening

of something. Its information will be processed by students in their

mind so that it will be memorable.

Memory is a biology process, transferring codes of

information. The basic of memory is a something which has similar

function with human personality and it is different thing between

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human being and others creature. Memory can review information in

the past and future.

A material as information will be processed and memorized

by students as a memory. There are many things that will do by

students to memorize the material; one of them is taking a note the

material that they have learned. Taking a note is a way to improve

memory power and it helps students to memorize a few of material in

their mind. Generally, the students use the traditional note in long

linier letter that convey all of school lesson, so that it looks so

monotone and boring.

Brain can’t process information in a good form and

arrangement but it must be looked for, choose and arranged in to

pictures, symbols, sounds and feeling.

Mind-mapping is the best technique to help thought process

because using graphic technique from human’s mind setting whose

storage universal key to open brain capacity. Mind-mapping is a

technique to summarize the material and to project the problems in to

map form or graphic technique so that it’s easier to understand.

Based on the explanation above, the writer can take conclusion

that mind-mapping is may appropriate method for students because it

has graphics, symbols, letters, colors to summarize the schools’

material.

2.4.1 The Differences Between Conventional Note and Mind-

mapping6

Conventional Note Mind Mapping

1. Only letter form

2. Only in one color

3. Need long time to review

4. Spend time too much in

1. Letter, symbol and picture

2. Colorful

3. Need short time to review

4. Spend a few time, faster

6 Iwan Sugiarto, Mengoptimalkan Daya Kerja Otak dengan Berfikir Holistik dan Kreatif, (Jakarta: PT. Gramedia, 2004), hlm. 76

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studying

5. Static

and more effective

5. It makes someone be more

creative

From the differences above, the writer can draw conclusion that

conventional note is traditional note because it has disadvantages like

only one color, static, need longer time, while mind-mapping is

modern note because there are many compositions such as colors,

letters, symbols and also make someone think creative.

3. The Advantages of Mind-mapping

Mind-map can be used for:

1. Problem solving

2. Outline / framework design

3. Anonymous collaboration

4. Marriage of words and visuals

5. Individual expression of creativity

6. Condensing material into a concise and memorable format

7. Team building or synergy creating activity

8. Enhancing work morale7.

From the advantages above, the writer concludes that mind-

mapping gives good influence to someone.

4. Modal

4.1 The Definition of Modal

A modal verb is an auxiliary verb that can be used to change the

grammatical mood of a sentence8 . Modal auxiliaries are followed by (one

or primary auxiliary verb) and a main verb (except in the case of inversion,

etc). Unlike the primary auxiliaries (be, have and do) which mainly have a

7 http://en.wikipedia.org/wiki/mind_map8 http://en.wikipedia.org/wiki/English_modal_auxiliary_verb

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grammatical function, the modal auxiliaries carry meaning. Although it is

an overly strong definition you may say as a mnemonic intercept modal as

conveying the mood or opinion of speakers, e.g. expressing ability,

obligation, advice, possibility, etc9.

4.2 The Kind, Usage and Example of Modals

1. Can

Can means be able to (ability)10

Can refers to the present or future.

Can also expresses possibility and in informal speech, is used

to request and grant permission.

Kathleen can speak Spanish, but she cannot speak Russian

(ability)

Can I take my examination early? (Permission)

It can snow in April (possibility)

2. Could

Could expresses ability, subject to certain conditions which

probably do not exist. In this use, could cab refer to the present,

the past, or the future.11

I could go now, if I wanted to. (I don’t want to)

I could dance all night. (If circumstances permitted)

If nations behaved more rationally, more of the world’s

problems could be solved. (Passive form).

He could speak French well if he had a chance to practice

it.

Could you go if I came by for you? (Refers to the future).

To express ability in the past, could is used with a past

adverbial.

9 Tony Penston, A Concise Grammar for Eng;ish Language Teachers, (Greystones: TP. Publication, 2005), p. 65.10 George E. Wishon and Julia M. Burks, Let’s Write English. (USA: Litton Educational Publishing International, 1980), p.230.11 Ibid, p. 231.

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When I was sixteen, I could dance all night.

Could is also used in noun clause (to replace can) when the

verb in the main clause is in the past tense.

He says he can speak Chinese. I know he can teach

Arabic.

He said he could speak Chinese. I knew he could

teach Arabic. Could is used to request permission. It is

somewhat more formal and polite than can.

Could I borrow your pencil?

Could + have + past participle refers to ability that for some

reason was not used.

I could have passed, but I didn’t study.

He could have joined us, but he didn’t get our

invitation in time

3. May

May expresses possibility.

I may go, but I don’t really want to.

It may rain, according to the wheatear report.

The compound or perfect form (May + have + past

participle) expresses speculation about the possibility that

something happened or a condition existed in the definite

pass.

The judge’s car is not here. She may have left.

Bert may have been athletic once, but he is not

anymore.

May is also used to express permission. It is considered

more formal and polite than can and could12.

May I smoke in your class?

In the phrase may as well, may is used to express

resignation to an undesirable situation.

12 Ibid, p. 232

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You may as well consider your plans are failure.

They will never work out.

I may as well leave. It is too late to ply tennis

4. Might

Might expresses possibility which is considerably slighter

or weaker than that expressed by may.

I might accompany you, but it doesn’t appear very

likely.

It might snow in October; you can never be sure.

Might is used to express possibility in reported speech or in

other direct object noun clauses when the verb in the main

clause is in the past tense.

The news paper says it may rain tomorrow.

The news paper said it might rain tomorrow.

We thought that the new director might like to

change the books.

The compound or perfect form of might (might + have +

past participle) expresses past possibility or speculation.

We did not speak to him; he might have become

angry.

You might have been hurt! (Passive form)

Danny might have said that.

When used with the second person, this form may express

dissatisfaction because the person spoken to did not do

something.

You may have apologized.

You might at least have said hello to me.

Might is used to ask permission. It is more formal and more

polite than may, can, or could.

Might I be excused early?

5. Should

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Should expresses the idea of avoidable obligation13.

He should study more.

In this meaning, should have two negatives. One means

absence of obligation to do something; the other means the

obligation not to do something.

Should I take Kathleen some candy?

No, you don’t need to

Or,

No, you needn’t bother. She has no appetite.

No, you shouldn’t. She is not allowed to eat sweet.

Should is also used to express the idea of avoidable

obligation in reported speech.

Ratemo says they should go.

Ratemo said they should go.

In addition, should is used to state an obvious conclusion or

a logical deduction.

He took dancing lessons for years. He should be an

excellent dancer. (We are not sure, but based on our

knowledge of his long study, we assume that he

dances very well).

The combination of should + have + past participle

expresses the preceding meanings of should but refers to

indefinite past time.

Bert should have studied more. (but he did not)

He said that they should have gone.

He studied for years. He should have passed the

examination

6. Shall

13 Ibid, p. 233.

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Shall expresses a request for agreement of an offer to do

something for someone. This is only really common use of

shall.

Shall I answer the telephone for you? (Do you want

to me to answer the telephone?)

Shall I go now and come back later? (Do you want

to me to go now and come back later?)

Shall is used with the first person pronouns I and we to

express future action14. The resulting construction is formal;

the modal will is more often used for this purpose. Shall is

used by someone for formal writing and platform speaking

I shall leave for Spain tomorrow.

We shall return in September

Shall can express a threat

If you speak like that again, you shall be punished.

Shall may express a promise.

You shall receive a diploma in June.

7. Will

Will is used in the simple future construction. This is most

common use. Formerly, shall was used with I and we, and

will with he, she you and they. In certain situations, this

order was reserved. This distinction has disappeared.

Consider the shall usage strictly; it is always safe and

correct to use will.

I will do it whatever you think best.

I will act in the play if you will.

Will you please carry this for me?

Will is used to express strong determination.

I will pass this course (I am determined)

The negative of will may express refusal.

14 Ibid, p. 234.

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My uncle will not be there tonight. (simple future

negative)

They think I will accept the decision, but I won’t.

8. Would

` Would expresses the result of a condition in a contrary to

fact situation15. The clause in which it occurs is preceded or

followed by an if clause.

If I had time, I would go with you.

Would you help him if you could?

If I were rich, I would buy that house for you

Even if were rich, I would not buy jewelry.

In the interrogative, would may inquire as to someone’s

willingness to do something, ask about someone’s

preferences, or invite someone to do something.

Would you be kind enough to do this for me?

Would your friend be interested in this book about

ancient art?

Would you like to join us for tea tomorrow?

Would expresses the idea of willingness and determination

in reported of indirect discourse. It replaces will in indirect

after past tense main verbs.

Mrs. Reilly said she would go with us.

She says she will go if she can.

She said she would go if she could.

Would expresses a habitual or customary action in the past.

When I was young, my grandfather would tell me

stories.

I would sit beside him and him listen for hours.

Would in the negative expresses refusal. It is the past of

will not.

15 Ibid, p. 234.

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The guard would not look at my passport.

He would not let me enter the country.

He would not answer my questions.

9. Must

Must expresses the idea of necessity or unavoidable

obligation, or a condition which cannot be changed16.

One must eat to live. (There is no choice)

The time is up. We must go. (Perhaps we do not to,

but we have no choice).

You say you want to pass. Then you must try

harder. (It is the only way.)

Similarly, must is often replaced by have to in the past

tense sentences and in subordinate clauses when the main

clause is in the past tense.

He must work next week = He had to work last

week

Bert must be in Chicago on Tuesday = he had to be

in Chicago last Tuesday.

Must in the negative expresses prohibition and is used to

keep someone from doing something. The prohibition may

be because of a rule, a law, the general disapproval of

society, or the danger involved.

You must not walk on the grass. (There is a rule

against it).

You must not pick the flowers in the park. (It is

prohibited by law).

You must not smoke in class.

Children must not across busy streets alone.

Must is sometime used to express a logical deduction, an

obvious or unavoidable conclusion, or a strong

16 Ibid, p. 235.

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supposition17. In this meaning, must can refer to past time

by combining with have + Past participle.

The door is locked; he must not be at home. He

must have gone out.

The lights went out. The electricity must be off.

I failed the examination. You must think I am

stupid!

The opera star fainted. She must have been ill.

Must + the present progressive tense tends to produce this

meaning.

The actress must be sleeping.

The company must be planning a ling rehearsal.

10. Ought to

Ought to like should expresses desirability, avoidable

obligation, or duty18. It relates to present or future time.

Ought to and should are often used interchangeably.

You ought to study more. (If you want to learn).

The child ought to be reading by now.

Ought to + have + past participle, referring to past time,

indicates that a duty has not been done or, in the negative,

something wrong has been done.

You failed; you ought to have studied more.

You ought not to have wasted your time.

From the definition above, the writer can conclude that modals

are many types, functions, and usages. In this research the writer

explains all modals above because it is important to be known and

learned for students.

B. Previous Research

In making this thesis, the writer was considering some previous research to

support the writer’s thesis that is: 17 Ibid, p. 235.18 Ibid, p. 236.

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1. The effectiveness of using mind-mapping approach to improve

students’ ability in writing recount text (a case of the eight students of

SMP 2 Comal in the academic year of 2008)19.

This research concludes that the students’ progress during the teaching

and learning activity by teaching recount text is god. The students’

achievement in writing recount text improved. It is supposed by the

significant result of the pre-test that is low (64%), second test is in the

middle (76.557%) and the post-test is high (80.744%). And the component

of writing also improve that are fluency from 3.302 to 4.116, grammar

from 3.023 to 3.837, vocabulary from 3.186 to 4.023, content from 3.07 to

3.884, and spelling from 3.419 to 4.33. It states that mind-mapping is

effective to improve the students’ ability in writing recount text.

2. Teaching reading comprehension using mind-mapping technique

(an experimental study on eleventh grade students of SMK 8 Semarang in

the academic year of 2006/2007)20. This research shows that the students

in the experimental group improved better in the average score of reading

comprehension test that those in the control group. The differences in the

average score improvement is statistically significant at the (0.5) alpha

level of significance. The students who were taught using mind-mapping

technique improved 2.40 point whereas those who were taught without

using mind-mapping technique improved 0.20 point in the average score.

This research is different from previous ones. This research

focuses on mind-mapping to improve student’s understanding on

modal with experimental study. The writer need two classes, 8 A

(Experimental group), 8 B (Control group). There is any differences

between experimental and control class in the teaching and learning

process. It means that experimental group were taught using mind-

mapping and control group were taught without using mind-mapping.

19 Heni Dwi Asti ika. The Effectiveness of Using Mind-mapping Approach to Improve Students’ ability in Writing Recount Text, (Semarang: UNNES press, 2008).

20 Setiyo Bekti, Teaching Reading Comprehension Using Mind-mapping Technique, (Semarang: UNNES press, 2007).

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C. Statement of Hypothesis

In conducting the research, the researcher proposed the working

hypothesis:

There was any improvement of students’ understanding on modal at eight

grade students of SMP NU 05 Awwalul Hidayah Gemuh Kab. Kendal in

the academic year of 2009/2010 by using mind-mapping method.

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