“THE
USE OF GRAMMAR TRANSLATION METHOD (GTM) TO IMPROVE STUDENTS’ WRITING RECOUNT
TEXT ABILITY”
(Classroom
Action Research at Eleventh Grade of SMAN ..................)
CHAPTER
I
INTRODUCTION
A.
Background
Nowadays, English is getting more
and more of its importance as an international language. English is widely used
not only in the countries of which native language is English, but also in
other countries where English becomes the second or even foreign language,
including Indonesia. Teaching English is mainly to prepare the students to have
the language skills, which include four skills that are listening, speaking,
reading and writing. One of the language components that must be known by
English learners is grammar. Grammar plays an important role in understanding
English. By mastering grammar, the students will be able to develop their
listening, speaking, reading, and writing skills. Moreover, grammar has an
important role in daily conversation.[1]
Writing
is one of the four basic skills that is learnt in English subject. There are
some meanings of writing. Many experts have proposed the definition and
explanation of writing.
Brown
(2001: 336) identifies writing as the process of putting ideas down on paper to
transform thought into words, to sharpen your main ideas, to give them
structure and coherent organization. Oshima & Hogue (2007: 15) stated that
writing is a never a one-step action; it is an ongoing creative act. Writing is
a process repeated, namely process of revising and rewriting.[2]
Heaton
(1975: 127) writing is a task which involves studentsto make grammatically
correct sentences by manipulating words in the form of apiece of continuous
writing with successfully communicates the writers' ideas on a certain topic.
The statement shows that the main purpose writing is to expressideas, thoughts,
and writing clearly in a written language.
Nunan
(2003: 88) writing is an intellectual activity of finding the ideas and
thinking about the way to express and arrange them into statetment and
paragraph that is clear to understod by the people.[3]
B. Identification
of the Problem
Based
on the background above, the reasercher found some problem that make the
students so difficult in writing. The problems are:
1. The most serious problem that students often have is lacking of
vocabulary.
2. Students have not focused on learning grammar.
3. The correction limitation of students’ written works.
4. Students lack material sources to improve their writing skill.
5. Students lack time for learning writing skill.
6. The students are often not
confident to write in English because they do not know how to use grammar
effectively in writing. [4]
C. Limitation
of the Problem
In
this research was limited on the problem to implementation of using Grammar
Translation Method (GTM) approach to improve the students’ writing recount text
ability and to improve the student’s motivation in writing learning that
develope their idea in writing then they can combine each of sentences to write
a good paragraph especially for students in senior high school 03 Bengkulu.
D. Research
Question
In line with the background of the
study, the writer formulates the research question as follows: “Can Grammar
Translation Method (GTM) approach improve student’s writing ability in eleventh
grade of SMAN 03 Pagar Dewa- Bengkulu?”
E. Objective
of the Research
The primary objectives of the study are:
1.
To
find out how Grammar Translation Method used to improve the mastery of writing
recount text for the student at eleventh grade of SMAN 03 Bengkulu.
2.
To
find out whether the Grammar Translation Method can be used as a method
in improving the students’ writing
recount text ability.[5]
F. Significance
of the Research
The study about the use of Grammar
Translation Method to improve students’ mastery of writing hopefully can be
useful to give some contribution of English language teaching and learning. The
results of this study are expected to provide useful information for: First,
for students, will give an input to the students, so they can improve their
writing ability. Second, for English Teachers, it gives the alternative
solution in teaching writing skill. Third, for institution of SMAN 03 Bengkulu,
it can be beneficial regarding to improve the education quality.
G. Definition
of Key Term
1. Grammar Translation Method (GTM)
According to Larsen-Freeman (2000: 11): GTM is a language teaching
method built learners to be able to read literature written in the Target
Language, this purpose can be reached by learning about the grammar rules and
vocabulary of the Target Language.
2.
Writing
Ability
According to Davinder, writing
ability is the skill of putting together what you think or want to say using
word, which a person reading it is able to know your thoughts, ideas, and
feelings are near to what you want to convey.[6]
3. Recount Text
Recount is
a text which retells events or experiences in the past. Its
purpose is either to inform or to entertain the audience. There is no
complication among the participants and that differentiates
from narrative.
CHAPTER II
LITERATURE REVIEW
A. Writing
1. Definition of Writing
Brown (2001: 336) identifies
writing as the process of putting ideas down on paper to transform thought into
words, to sharpen your main ideas, to give them structure and coherent organization.
Oshima & Hogue (2007: 15) stated that writing is a never a one-step action;
it is an ongoing creative act. Writing is a process repeated, namely process of
revising and rewriting.[7]
Heaton (1975: 127) writing is a
task which involves studentsto make grammatically correct sentences by
manipulating words in the form of apiece of continuous writing with
successfully communicates the writers' ideas on a certain topic. The statement
shows that the main purpose writing is to expressideas, thoughts, and writing
clearly in a written language.
Nunan (2003: 88) writing is an
intellectual activity of finding the ideas and thinking about the way to
express and arrange them into statetment and paragraph that is clear to
understod by the people.
Tarigon
(1985) writing is productive skills for writing an indirect communication and
the nature of the character is very different from that expressed by speaking
directly.
Suparno,
Jona (2006) argues that’s writing is a series of activities going on and
involve several phases, the preparatory phase, the content development and
review, as well as revisions or improvements posts.
Based on the explanations above,
it can be concluded that writing is an effort to express the writer’s thinking,
feeling, or ideas in written form by considering writing aspects and writing
stages to be clears understood by the readers.
2. The Purpose / Important of Writing
Writing is one of important skills
which have to be mastered by the students because writing can help them to
think critically and deeply to build a good writing. By learning writing the
student will get knowledge how to write effectivelly, how to develope and
express ideas, and how to share their thoughts with anyone else through
writing.[8]
3. Aspect of Writing
Writing consisted of several elements such as
content, organization, vocabulary, language use, and the mechanics as well.
Each element of writing has the qualifications and it will be explained in the
next discussion.
B. Grammar
Translation Method (GTM)
1. Definition of Grammar Translation
Method
According to Larsen-Freeman (2000: 11): GTM is a language teaching
method built learners to be able to read literature written in the Target
Language, this purpose can be reached by learning about the grammar rules and
vocabulary of the Target Language. It is also believed that studying foreign
language provides students with good mental exercise which helps develop the
students’ mind.
2. The Principal of Grammar
Translation Method
The principle of Grammar Translation Method focuses on translating
grammatical forms, memorizing vocabulary, learning rules, and studying
conjunctions and other parts of speech. Grammar rules are presented and studied
explicitly. Grammar is taught deductively and then practiced through
translation exercises and the primary skills to be developed are reading and
writing.[9]
3. Procedure of Grammar Translation
Method
Even though many new method nowadays, Grammar Translation Method
remains a standard methodology for teaching English for some teachers. Prator
and Murcia (cited in Brown, 2001: 18) list the major characteristics of the
Grammar Translation Method, as follows: (1) classes are taught in the mother
tongue, which little active use of the target language; (2) much vocabulary is
taught in the form of lists of isolated words; (3) long elaborate explanations
of the intricacies of grammar are given; (4) grammar provides the rules for
putting words together, and instruction often focuses on the form and
inflection of words; (5) reading of difficulties classical texts s begun early;
(6) little attention is paid to the content of texts, which are treated as
exercises in grammatical analysis; (7) often the only drills are exercises in
translating disconnected sentences from the target language into the mother
tongue; (8) little or no attention is given to pronunciation.[10]
4. An Advantages and Disadvantages of
using Grammar Translation Method
1. An Advantages of Grammar
Translation Method
a) In Grammar-Translation Method, the first language is maintained as the
reference system in the learning of the second language.
b) Systematic study of grammatical rules plays an important role in fostering
students’ ability of reading comprehension and producing grammatically correct
sentences.
c) The focus on understanding literary texts provides the situation in which
reading and writing abilities are well trained.
d) The Grammar-Translation makes few demands on teachers although it often
creates frustration for students.
2. Disadvantages of Grammar Translation Method
a) Overemphasis on translation can never emancipate the learners from
dependence on the first language.
b) The Grammar-Translation puts too much emphasis on reading and writing and
neglects listening and speaking.
c) In the Grammar-Translation Method, the texts are mostly taken form literary
works. The language learned often doesn’t meet the practical needs of the
learners.
d) Memorizing grammar rules and bilingual word lists does not motivate
students to actively communicate in the target language.[11]
C. Previous
Studies
This research is the development of
the previous study conducted by Resa Dewangga Putra. In his research, he did a
survey research. He studied about the students’ mastery of the structure “get
and have” of the XII grade students of SMA 7 Semarang in the academic year of
2006/2007. In collecting the data, he gave a test to the twelfth graders of SMA
7 Semarang. The result showed that two students got an A (very good quality),
three students got B (good quality), ten students got C (sufficient quality),
five students got D (bad quality), and no one got E. From the result, he
concluded that the twelfth grade students of SMA 7 Semarang have mastered the
structure “get and have” sufficiently. [12]
Then, I will use a method conducted by Bambang Setiyadi as
described on his book (2006: 37-40). The steps are:
(1)
The teacher introduces the formula of English structure.
(2)
The teacher points out differences to Indonesian language.
(3)
The teacher provides the example and their translation as well.
(4)
The teacher calls randomly to have students translate their sentences or give them time to work quietly writing out
translation.
(5)
The teacher has to make sure that the students’ answers are correct.
(6)
The teacher explains again in Indonesian language to students if there are
changes
to the part of the sentences.
(7) The teacher gives an exercise that is related to the changes of
it.
(8) The teacher lets students work individually or in pairs to
complete the exercise first.
(9) The teacher walks around the class and observes the students.
(10) The teacher answers questions and provides corrections where
needed.
(12) The discussion is conducted in the mother tongue.
(13)
The teacher introduces a list of vocabulary and the equivalent translation in
order that the students can practice making sentences to the structure of
English the teacher given. This may be done by introducing a matrix as foll
CHAPTER III
RESEARCH METHOD
A. Research
Design
The method of this research is
classroom action research. Every teaching methods and techniques has their own
characteristics. They have different objectives, syllabus, types of teaching
learning activities, learner role, teacher role, and the role of the student’s
native language. The elaborations of the Grammar Translation Method as follows:
1.
The
objectives
Setiyadi (2006:
33) explains “the general objectives of the Grammar Translation Method are
learners be able to read literature that is written in the target language.
This purpose can be reached by learning about the grammar rules and vocabulary
of the target language. It is also believed that studying a foreign language provides
students with good mental exercise which helps develop students’ minds”.
2.
The
Syllabus
According to
Reily (cited in Bambang, 2006: 16) “the choice of a syllabus is a major
decision. The syllabus used in Grammar Translation Method teaching learning language
is a structural syllabus. The content of the teaching is a collection of the
forms and structures of the language being taught. Here, grammar is taught
deductively and then practiced through translation exercises. Vocabulary is
learnt from bilingual words lists, in this case English and Indonesian
language”.
3.
Types
of Learning and Teaching Activities
Setiyadi (2006:
34) defines that “in this technique, teachers make the students learn the
grammar rules deductively by translating the target language into the students’
native language. Here, students are also need to learn about the target
language vocabulary”.
4.
Learner
Roles
The role of the
students in this Grammar Translation Method is that they do as the teacher’s
says so they can learn what their teacher knows.
5.
Teacher
Roles
The teacher is
authority in the classroom. S/he asks the students to translate the target
language into their native language and asks the students in their native
language if they have any questions, students ask questions and the teacher
answers the questions in their native language.
6.
The
Role of the students’ native language
The meaning of
the target language is made clear by translating it into the students’ native
language. The language that is used in class is mostly the students’ native
language.[13]
B. Research
Setting or Subject of the Research
This research will be conducted in
the eleventh grade students of SMAN 03 Bengkulu academic year 2018-2019, which
is located in Pagar Dewa Regency. The researcher chose this class because the
students in this classroom have low ability to speak English both inside and
outside classroom among their friends and teacher because of some problems that
they encountered in classroom. It means that they had problems with their
writing ability and English teaching and learning in classroom.
Figure 1.
Eleventh Grade students of
SMAN 03 Bengkulu:
Eleventh Grade students of SMAN 03 Bengkulu
|
Male
|
Female
|
Total
|
XI A
XI B
|
10 students
11 students
|
19 students
18 students
|
29 students
29
students
|
In
conducting this research, the researcher was ask for help to English teacher of
SMAN 03 Bengkulu especially during in classroom where the researcher will do
this research. In this research, the researcher becomes an Englsh teacher in
teaching and learning English in classroom and English teacher as a
collaborator.[14]
C. Instrument
In order to support this research, the researcher used
some instruments and those instruments
are writing assessment, field note, observation sheet, and documentation. [15]
1.
Writing Assessment
Test is a process to measure
students’ ability and knowledge about material that is given, competence,
intelligence and talent that can belong to individual or group.
2. Try-Out
The
quality of the data, whether it is good or bad, is based on the instrument
used. A good instrument fulfills two important qualifications i.e. reliability
and validity. So, before the test was used as the instrument, it had been tried
out first to the students in another class. The purpose of it was to collect
the data. After the result of the try-out is gained, the analysis was made to
find out the validity and reliability of the items of the test. Some items
remained to be used (because they were valid) while some others were left out
because they were invalid. [16]
3.
Field Note
Filed note is taken when the
researcher conducted the research in classroom. The source of data is from
students’ activities during teaching and learning process in classroom.
4.
Observation Sheet
In this research, the observation
sheet is used by the collaborator to observe the learning progress in classroom
both in students’ improvement of writing ability and the effectiveness of
Grammar Translation Method in solving students’ writing and grammar problems.
5.
Documentation
The documentation will be in form
of photos. The purpose of this is to show the activities that done by the
students during English teaching and learning process of Grammar Translation
Method to improve students’ writing ability.
D. Technique
of Collecting Data
In this research, the researcher has some technique of collecting the
data such as:
1. Enquette (Kuesioner)
Enquette
represent list assess question written used to obtain;get certain boldness of
responder. Enquette which is writer use an enquette which is structure with
question which comprising conducive answer alternative of responder become what
them correct assume. Enquette ( Kuesioner) represent conducted of the data
collecting technique by giving a set statement or question written into
responder to replying. This enquette is addressed to responder that is Student
class of XI SMAN 03 Bengkulu.
2. Documentation
According
to Arikunto Method documentation is to look for data concerning variable or
things which in the form of note, transcript, book, magazine, newspaper,
inscription, menutes of meeting, lengger, agenda etcetera. This Documentation
technique is used to equip data in frame analyse the problem of accurate,
researcher need documents and information which in the form of data of
headmaster, like school profile, note, transcript, book, photo etcetera.[17]
E.
Research Procedure
In gathering the data, the writer modified the steps by Ferrance
and McNiff et al with the following steps:
(1)
Making
General Plan
In this step, the
writer planned some activities from the previous, during, and after the
research.
(2)
First
Action Step (Giving Pre-Test)
In order to
measure the signal achievement of causative verb of the students, the writer
gave them pre-test. It was conducted on Saturday, 19 February 19, 2011. In this
pre-test, the students were given a set of multiple choice test items which
consisted of 40 items.
(3)
Giving
Treatment (Including Monitoring, Reflecting, and Rethinking)
On this activity, the students began
to learn causative verb using Grammar Translation Method as the treatment.
Here, the three treatments began on Monday, 21 February 21, 2011 and ended on
Saturday, February 26, 2011. Here, the writer asked the students to discuss the
usages of causative verb and applied it in some simple sentences and short
dialogs. These activities were continuously for three meetings. The writer gave
the right answers of mistakes made by the students’ in doing the exercise.[18]
F.
Technique of Analysis Data
After
getting the data, the researcher analyzed the data by evaluating and comparing
the result from each cycles to know whether Grammar Translation Method improves
the students’ writing ability or not. Besides that, to support the data analysis
to find students’ percentages, the researcher used the following formula:
Note
P : Percentage of the students’ writing
ability
F : Total number of the students in a certain
categories
N : Total number of students
The percentage of the students’
score from the calculation will be consulted to interval of five scale
percentages as below:
Interval
|
Qualification
|
Indicator
|
85-100
|
Excellent
|
Students’ writing performance consists of
good understanding about what they were write about, accurate and fluent in
performing English writing.
|
75-84
|
Good
|
Students’ writing performance consists of
good understanding about what they were write about, few error about the
correctness and fluentness in performing English writing
|
60-74
|
Average
|
Students’ writing performance consists of
good understanding about what they were write about, some errors about
correctness and fluentness in performing English writing
|
40-59
|
Low
|
Students’ writing performance consists of
poor understanding about what they were talking about, lot of error about
accurateness and correctness in performing English writing
|
0-39
|
Very low
|
Unclear meaning
|
REFERENCE
Abdullah,
Muhammad Al-abri. The Difficulties of Secondary Students in Written English.
Dakhiliya.
Anabela,
Reis Alves. 2008. Process Writing. Birmingham: The University of
Birmingham.
Antoine,
Meillet. Writing System: Cambridge University.
Anukibaesa.
Academic Writing Problems Faced by Nowadays Student.
Cagri,
Tugrul Mart. 2013. The Grammar Translation Method and The Use of Translation
to Facilitate Learning in ESL Classes. Iraq: Ishik University. (Journal of
Advances in English Language Teaching)
Cagri,
Tugrul Mart. 2013. The Grammar Translation Method. Erbil, Iraq: Ishik
University. (Journal of Advances in English Language Teaching) www.eropean-science.com/jaelt.
Dalia,
Cecilia and Friends. 2013. An Analysis of Writing Skills Difficulties of The
English Composition 1. Salvador: University of Salvador.
Dwi,
Supatmi. 2013. Student Difficulties in Writing. Surakarta: Publication
Journal.
Fawzia,
El Seyabi and Victoria Tuzlukova. 2014. Writing Problems and Strategies.
(Asean Journal of Social Science and Humanities)
Ibrahim,
Mohammed Al-Faki. 2015. English Writing Problems. Atbara, Sudan:
European Centre for Research Training and Development UK. (International
Journal of English Language Teaching)
Marzana,
Rahman. 2012. GTM (An Effective and Feasible Method in Bangladesh
Context). Dhaka, Bangladesh: BRAC University.
Muhammad,
Natsir. 2013. Grammar Translation Method versus Communicative Language
Teaching a Review of Literature. Medan: University of Medan. (International
Journal of Education and Literacy Studies) ISSN 2202-9478
|
|
Shagia,
Afrin. 2016. Writing Problems on Non-english Major Undergraduate Student (An
Observation). Dhaka, Bangladesh: Stamford University of Bangladesh. (Open
Journal of Social Science)
Tita,
Nurul Fajriyani. 2011. Improving Students Writing Ability Through Clustering
Technique. Jakarta: Syarif Hidayatullah State Islamic University.
Widianto.
2011. The Use of Grammar Translation Method to Improve Students Mastery of
Causative Form. Semarang: Semarang State University.
|
|
[1]
Antoine,
Meillet. Writing System: Cambridge University.
[2] Shagia, Afrin. 2016. Writing
Problems on Non-english Major Undergraduate Student (An Observation).
Dhaka, Bangladesh: Stamford University of Bangladesh. (Open Journal of Social
Science)
[3]
Tita,
Nurul Fajriyani. 2011. Improving Students Writing Ability Through Clustering
Technique. Jakarta: Syarif Hidayatullah State Islamic University.
[4]
Ibrahim,
Mohammed Al-Faki. 2015. English Writing Problems. Atbara, Sudan:
European Centre for Research Training and Development UK. (International Journal
of English Language Teaching)
[5]
Dalia,
Cecilia and Friends. 2013. An Analysis of Writing Skills Difficulties of The
English Composition 1. Salvador: University of Salvador.
[6]
Abdullah,
Muhammad Al-abri. The Difficulties of Secondary Students in Written English.
Dakhiliya.
[7]
Anabela,
Reis Alves. 2008. Process Writing. Birmingham: The University of
Birmingham.
[8]
Nguyen,
Thanh Huy. 2015. Problems Affecting Learning Writing Skills. Vietnam.
(Asean Journal of Education Research) ISSN 2311-6080
[9]
Dwi,
Supatmi. 2013. Student Difficulties in Writing. Surakarta: Publication
Journal.
[10]
Cagri,
Tugrul Mart. 2013. The Grammar Translation Method and The Use of Translation
to Facilitate Learning in ESL Classes. Iraq: Ishik University. (Journal of
Advances in English Language Teaching)
[11]
Marzana,
Rahman. 2012. GTM (An Effective and Feasible Method in Bangladesh
Context). Dhaka, Bangladesh: BRAC University.
[12]
Widianto.
2011. The Use of Grammar Translation Method to Improve Students Mastery of
Causative Form. Semarang: Semarang State University.
[13]
Fawzia,
El Seyabi and Victoria Tuzlukova. 2014. Writing Problems and Strategies.
(Asean Journal of Social Science and Humanities)
[14]
Nguyen,
Thanh Huy. 2015. Problems Affecting Learning Writing Skills. Vietnam.
(Asean Journal of Education Research) ISSN 2311-6080
[15]
Cagri,
Tugrul Mart. 2013. The Grammar Translation Method. Erbil, Iraq: Ishik
University. (Journal of Advances in English Language Teaching) www.eropean-science.com/jaelt.
[16]
Anukibaesa.
Academic Writing Problems Faced by Nowadays Student.
[17] Dalia, Cecilia and Friends.
2013. An Analysis of Writing Skills Difficulties of The English Composition
1. Salvador: University of Salvador.
[18]
Muhammad,
Natsir. 2013. Grammar Translation Method versus Communicative Language
Teaching a Review of Literature. Medan: University of Medan. (International
Journal of Education and Literacy Studies) ISSN 2202-9478
No comments:
Post a Comment