 JUDUL KARYA ILMIAH

INCREASING THE STUDENTS’ UNDERSTANDING OF GRAMMAR SUBJECT at SMK YP 17 PARE

THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD.

 RANGKUMAN
Link drive buku dan jurnal dibawah ini.
https://drive.google.com/drive/folders/1uRx-eQobu4feI6XksBp2Sa1l7xr3y3-p?usp=share_link

JURNAL
a) Communicative Language Teaching (CLT): Practical Understandings
analyzed their responses according to the defini-tions of communicative
competence set forth by Canale and Swain . She reported that teaching
assistants did not conceptualize lan-guage according to this particular
model of CC.
Instead, the participants relied on grammar at the expense of
communicative activities.
Even teachers committed to CLT often seem to show a very superficial
adherence to CLT princi-ples. As Nunan discovered, although the teachers
in his study had goals for communicative classrooms, they offered students
few opportuni-ties for genuine communicative language use in the class
sessions that he recorded. Although the lesson plans of these teachers
might have con-formed to the sorts of communicative principles advocated
in the CLT literature, the actual pat-terns of classroom interaction
resembled tradi-tional patterns rather than what he identified as genuine
interaction. Karavas-Doukas re-ported similar findings in the responses of
14
Greek teachers of English to an attitude survey and in the observations she
made of their class-rooms. She found that the survey results leaned toward
agreement with CLT principles, but when she observed the classroom
teaching environ-ments, «classroom practices deviated considerably from
the principles of the communicative approach» . Al-though she
acknowledged that there were glimpses of communicative approaches, the
teachers in her sample favored traditional ones.
In this case, traditional meant, «Most lessons were teacher-fronted and
exhibited an explicit focus on form» .
As indicated earlier, not all of the news is bleak.
Okazaki completed a longitudinal study using surveys to find out whether
preservice teachers changed their beliefs concerning CLT after a 1-year
methodology course.
It is interesting to note that Nunan and Kamaravadivelu offered evi-dence
that highlighted this specific issue within the L2 teaching profession. For
instance, Nunan identi-fied strategies, such as using referential questions
that could be used to increase the opportunities for genuine
communication, and Kumaravadi-velu increased from 5 to 10 the number
of macrostrategies that might now come to influ-ence the ideas of a
principled communicative approach . However, neither of the authors ex-
plained how the teachers adapted the referential questions or
macrostrategies into situation-spe-cific problems or how the teachers
developed their beliefs, knowledge, and practice with regard to CLT.
In order to reveal teachers' beliefs, knowledge, and practices about CLT, we
 employed triangula-tion that included qualitative and quantitative data
sources of LOTE teachers' perspectives. Mathison argued that «the use of
any single method, just like the view of any single individual, will
necessarily be subjective and therefore biased» .

Participants
Ten state school teachers ofJapanese in 10 different state high schools in a
large Australian metropoli-tan area participated in this study .

Japanese without any formal academic prepara-tion in Japanese LOTE

teaching. Their majors variously represented the disciplines of biology,
commerce, economics, English, and music. Some of the teachers finished
short-term inservice pro-grams on Japanese language and LOTE instruc-tion
after they had already begun teaching.

As researchers, we developed an open-ended interview protocol. After an

initial pilot interview, we made several modifications. For example,
background questions were separated from the major interview questions
so that the interview could focus on specific questions .

Note. Pseudonyms are used throughout the article. PGD=Postgraduate

Diploma in Education , for Yumiko a Postgraduate Diploma in
Education .modifications of wording.

Classroom observations followed the inter-views. The researcher was

usually seated at the back of the classroom and occasionally moved
around the class. Field notes taken on site docu-mented the progression
and procedures of each lesson. Adhering to Silverman's warning to avoid
early generalizations, we focused on what was observable: setting,
participants, events, acts, and gestures .

b) Exploring tensions between teachers’ grammar teaching beliefs and practices

This study examines tensions in the grammar teaching beliefs and
practices of three practising teachers of English working in Turkey.
practices in teaching grammar were at odds with specific beliefs about
language learning, at another level, these same practices were consistent
with a more generic set of beliefs about learning.

The study of teachers’ beliefs has in the last 15 years emerged as a major
area of enquiry in the field of language teaching. One strand of this work
has focused on the relationship between teachers’ beliefs and their
classroom practices; more specifically, there has been interest in the
extent to which teachers’ stated beliefs correspond with what they do in
the classroom, and there is evidence that the two do not always coincide.

Here our specific interest is in the relationship between language teachers’

beliefs – propositions about all aspects of their work which teachers hold to
be true or false – and their instructional practices in the area of grammar
teaching.
Teachers’ beliefs exist as a system in which certain beliefs are core and
others peripheral . Core beliefs are stable and exert a more powerful
 influence on behaviour than peripheral beliefs. The study of relationships –
and in particular of differences, or tensions – between teachers’
beliefs and practices can be enhanced through attention to the distinction
between these belief sub-systems.
Participants were a volunteer sample of three experienced EFL teachers
working at the preparatory school of a private English-medium university in
Turkey.

This multiple-source qualitative study explored a phenomenon in its natural

setting and assumed an interpretive epistemology. Data was collected over
a period of 18 months using interviews and observations.
Over this period, four one-hour interviews were conducted at four-month
intervals with each participant, at times convenient to them, in order to
explore their beliefs and developments in these. Semi-structured
interviews were used in order to allow, within a planned framework of
themes, for the exploration of issues as they arose. Mostly open questions
were used to ‘‘allow the respondents opportunities to develop their
responses in ways which the interviewer might not have foreseen" . Set
questions were used to initiate responses, but follow-up questions
depended on individual responses.

The analysis of teachers’ beliefs and practices in teaching grammar

indicated that generally these were aligned. All three teachers tended to
adopt a ‘focus-on-forms’ approach , present and practise grammar, correct
grammatical errors and use grammatical terminology.

The first example of a tension we provide here relates to one teacher’s

approach to presenting grammar.

c) Guidelines for effective grammar teaching in the foreign language

classroom

Skinner’s Verbal behaviour, which provided an impetus for innovative

research in psychology, psycholinguistics and linguistics, subsequently
leading to the emancipation of psychology and psycholinguistics from
linguistics . Internationally, among the founding fathers of cognitive
psychology were Anderson, Ausubel, Bartlett, Broadbent, Bruner, Miller,
Neisser, Piaget and others. The initial period of its development was
marked by a strong reaction to behaviourism, leading to a revision of the
goals and the subject matter of psychology and significant reformulations
in the definition of science. Most importantly, cognitivists showed revived
interest in the mind and the brain, and recognized the significance of
consciousness as a default setting in a living human being in their research
.

In addition to cognitive psychology, other cognitive disciplines capture

cognitive processes at different levels, in various aspects and scope.
Philosophy takes up issues such as the mind/body problem—monism and
dualism, as well as nativism and empiricism, regarding the sources of
knowledge . Epistemology, i.e. the philosophical theory of knowing, is
interested in the sources of knowledge and truth . The cognitive theory of
science, also called the ‘natural’ epistemology, regards research operations
performed by scientists as more sophisticated and rigorous human
cognitive processes . Philosophy of mind investigates a number of issues,
 e.g. Fodor is well known for his work on the modularity of the mind, Searle,
Dennett , Thagard , Velmans , among others, theorize about consciousness
and intentionality. Cognitive psychology seeks to explain human cognitive
interaction with the natural and sociocultural environment as well as the
construction of its mental representations, reasoning processes and the
acquisition and use of knowledge underlying our thought, action, volition,
emotions and creativity .

The notion of cognitive architecture refers to an understanding of our

cognitive functioning.

Cognition in a Living Organism

Life is the property manifested in functions such as metabolism, growth,

sensitivity/ response to stimulation, reproduction and socialization by which
living organisms are distinguished from dead organisms or from inanimate
matter. Consciousness is a default setting in a living human organism.

The Cognitive Organism as an Agent

It is essential in cognitive models of language use and learning to
recognize that the status of the learner is that of an agent, which can be
contrasted with various other representations, such as structuralist or
connectionist models.

Language Learning as Human Information Processing

From the point of view of the field of foreign language learning and
teaching, which is interested in exploring language learning so that
languages can be taught, it is especially significant that language learning
takes place in the mind of a living human organism, in human cognitive
architecture which presupposes consciousness and the available human
cognitive resources, which have their neuronal correlates.

d) Professional Needs of Saudi EFL Instructors

Correspondence: Anas Almuhammadi, English Language Institute, King

Abdul Aziz University, Jeddah, KSA.
Grammar teaching has been a long tradition in EFL instruction in various
parts of the world and Saudi Arabia is no exception to this. However,
various approaches to teaching grammar have emerged over a period of
time.

There is a consensus that language teachers require continuous

opportunities for professional development. To fulfill this need, there are
several approaches and one of them is in-service professional development
program. There are number of reasons why on-going in-service
professional development is essential for teachers.

The present study is an attempt to fill this gap to investigate the teachers’
perceptions about the role of grammar teaching and the effectiveness of
various methods in grammar teaching.
 Richards and Schmidt define needs analysis as a process of locating the
required instruction according to the needs and requirements of the
learners so that they could acquire a language. Moreover, the needs
analysis also refers to prioritizing those needs and helps in decision making
process.

Teaching Grammar in Saudi Arabia. The current spirit in the literature of

applied linguistics holds that grammar also supports the learning process
of any foreign language . Thus, instructional strategies on grammar play a
vital role in language teaching. During the 1970s, Saudi Arabia, like most of
the non-natives, followed traditional methods of teaching grammar in
schools across the country . Traditional method of grammar teaching is the
type of approach which is used to teach English language through
translation of grammar and vocabulary and it «concentrates more on
memorization of translated rules and words from one language to another»
as noted by Sofi . Moreover, Borg maintains that the practices of teachers
are also constructed by the cultural, mental and ecological factors of the
institutions and classes. Sample and Data Collection Procedure. As
mentioned earlier, the study was conducted at a public sector university in
Saudi Arabia. EFL Instructors’ Perceptions About the Role of Grammar

The table below notes the highest mean 3.80 which is inclined to
agreement on the Likert scale showing that most of the participants
favored grammar instruction to be necessary in EFL instruction. The
teachers believed that students need to develop conscious knowledge
grammar since grammar helps in attaining accuracy in language.

e) The Discussion of Communicative Language Teaching Approach in

Language

Teaching language with effective theories, directions and ways of

instructing is a vital topic in the current fields of teaching and learning.

Internationally, language teaching and learning are two of the most

important subject matters and instructions in contemporary school
environments. Over the centuries, a large number of teaching and learning
theories and strategies have been developed to meet the needs of
different learners, target languages, geographic regions and student
backgrounds.

CLT approach provides a large range of flexibilities and opportunities which

both teachers and learners can exercise from time to time . The CLT
approach is not solely a western phenomenon, but also a «universal effort
that has found inspiration and direction in the interaction of initiative, both
theoretical and applied, in many different contexts» .

Language skill - knowledge about language symbols such as syntax, voice,

word formation rules, vocabulary etc.
Social language skill - excellent abilities to handle four skills in the daily life
environment.
Textual competence - where speakers can handle both grammatical forms
and context into a meaningful structure in both oral and written formats
and text unity can be completed by language convergence and semantic
coherence.
Strategic competence - the skill to improve communication effectiveness or
to avoid possible mistakes, both in verbal and nonverbal areas.
The core principle of the CLT approach is to learn in the language and to
learn to use the language, but not learn the knowledge of the language . In
other words, the purpose of the CLT approach is to help students handle
the communication skills of the target language.
Traditionally, the Grammar-Translation Method and the Direct Method
served as the basis of foreign language teaching-learning theories .

In general, only a few teachers concentrate on only one of the four skills in
their language learning classrooms.
Most English teachers expect their language learners to develop their
communicative competence in reading, speaking, listening and writing
skills as the comprehensive outcomes and performances after completing
the language modules.

Advantage : Like many traditional and contemporary theories and

approaches within the fields of language teaching and learning, the CLT
approach offers a significant set of advantages for both teachers and
students to enjoy the progress of learning . Below are some of the possible
advantages.
Firstly, unlike the Grammar-Translation Method and the Direct Method the
CLT approach tends to be a student-centred and situation-oriented
language teaching practice .

Disadvantages of Communicative Language Teaching Approach : The

Communicative Language Teaching approach provides a great number of
advantages for teachers and learners to participate in effective language
learning environments. However, some possible obstacles may serve as
disadvantages within the teaching and learning environment. The following
section indicates some of the possible obstacles.

BUKU

1. (ESL & Applied Linguistics Professional Series) Barbara M. Birch -

Creating Classrooms of Peace in English Language Teaching-Routledge
(2022)

2. Alan Maley, Tamas Kiss (auth.) - Creativity and English Language

Teaching_ From Inspiration to Implementation-Palgrave Macmillan UK
(2018)

3. Carola Surkamp, Britta Viebrock - Teaching English as a Foreign

Language-J.B. Metzler (2018)

4. Liz England, Georgios Kormpas, Lía D. Kamhi-Stein - English Language

Teacher Education in Changing Times_ Perspectives, Strategies, and
New Ways of Teaching and Learning-Routledge (2023)
 5. Navita Arora - English Language Teaching_ Approaches And
Methodologies-MC GRAW HILL INDIA (2017)

 KERANGKA TULISAN ILMIAH

Judul : INCREASING THE STUDENTS’ UNDERSTANDING OF GRAMMAR SUBJECT at SMK YP

17 PARE THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT) METHOD.

Pendahuluan

Alasan penilitian : - Menurunnya minat belajar bahasa inggris materi Tata Bahasa

- Nilai Bahasa Inggris siswa kelas X smk yp 17 pare dibawah KKM

Pentingnya communicative language teaching method dalam memberikan materi Tata

Bahasa kepada siswa kelas X

KAJIAN TEORI

- Students' grade (dari tes, praktek, media kartu atau deskripsi)

- English subject (pembelajaran Bahasa Inggris materi Tata Bahasa di SMK)

- Communicative Language Teaching method (siapa penciptanya, bagaimana RPT,

manfaatnya, dan apa limitasinya)

- Ringkasan dari artikel terkait tentang implementasi RPT dalam pembelajaran Bahasa

Inggris di SMK

METODE

- Siklus 1

- Siklus 2

HASIL DAN PEMBAHASAN

SIMPULAN DAN REKOMENDASI

DAFTAR RUJUKAN