MATERIAL FOR THE TEACHING OF GRAMMAR PAPER

Submitted to fulfill the assignment of English Material Development course

Lecturer: Dr. Hj. Anita, S.S., M.pd.

Created by:
Hilwa Haniefah (181230096)
Shafira Rizky (181230108)
Siska Maulida Fitria (181230105)

ENGLISH EDUCATION DEPARTEMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY
SULTAN MAULANA HASANUDDIN BANTEN
2020 AD / 1442H
 PREFACE

There is no word that is more appropriate for a servant to the khaliq but
gratitude which is associated with actions that contain deep faith, devotion, and love
for him.
Alhamdulillah, this paper has been completed in due time entitled " Material
For The Teaching Of Grammar "
The author realizes that this paper is still far from perfect, therefore, criticism
and suggestions from all constructive parties always hope for the sake of this paper.
In conclusion, the author would like to thank all those who have helped to
complete this paper.

Serang, November 28 2020

Paper Creators

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 TABLE OF CONTENTS
PREFACE...........................................................................................................................i
TABLE OF CONTENTS...................................................................................................ii
CHAPTER I : INTRODUCTION....................................................................................1
A. Background...............................................................................................................1
B. Problem formulation..................................................................................................1
C. Purposes (Objectives)................................................................................................1
CHAPTER II : DISCUSSION.........................................................................................2
A. Definition of Grammar ...........................................................................................2
B. Importance of Grammar ..........................................................................................2
C. Technique of Teaching Grammar ...........................................................................4
CHAPTER III : CONCLUSION......................................................................................4
A. Conclusion...............................................................................................................7
REFERENCES..................................................................................................................8

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 CHAPTER I

INTRODUCTION

A. Background

English is a very important language to learn. Because currently English is

related to everyday life, such as work, technology, traveling abroad and so on.
Therefore we have to study English where in English there is grammar material.

Grammar is one of the problems for everyone when learning it, because it is
difficult. Because grammar has to memorize the formulas in each material. So that
students' mastery of English is very minimal.

In fact grammar is very easy for students to understand, when they maximize
their learning environment and have a high desire to learn. And have the desire to
memorize the formulas in grammar.
B. Problem formulation
1. Definition of grammar
2. Importance of grammar
3. Technique of teaching grammar

C. Purposes (Objectives)

1. To know what is grammar.

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 2. To know how important grammar is.

3. To know how to teach grammar techniques

CHAPTER II

DISCUSSION

A. Definition of Grammar

Grammar is the system of a language. People sometimes describe grammar as

the "rules" of a language; but in fact no language has rules. If we use the word
"rules", we suggest that somebody created the rules first and then spoke the
language, like a new game. But languages did not start like that. Languages started
by people making sounds which evolved into words, phrases and sentences. No
commonly-spoken language is fixed. All languages change over time. What we
call "grammar" is simply a reflection of a language at a particular time. Do we
need to study grammar to learn a language? The short answer is "no". Very many
people in the world speak their own, native language without having studied its
grammar. Children start to speak before they even know the word "grammar". But
if you are serious about learning a foreign language, the long answer is "yes,
grammar can help you to learn a language more quickly and more efficiently." It's
important to think of grammar as something that can help you, like a friend. When
you understand the grammar (or system) of a language, you can understand many
things yourself, without having to ask a teacher or look in a book.

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B. The Importance of English Grammar

Imagine trying to build a house with wood but no nails, screws or glue.How
would the structure hold together It wouldn’t. It would fall to pieces.That’s what
it’s like to speak in English without proper grammar.Each sentence is just a
jumbled pile of words!

English grammar is one of the most important elements of your language study.
Unfortunately, it can also be one of the most complex and difficult.In this matery,
we’ll show you why English grammar matters in different situations In this article,
we’ll show you why English grammar matters in different situations, from
informal conversations to professional communicati

Having good grammar helps you come across as more intelligent, educated, and
professional. Poor grammar can put off clients, particularly if you’re a writer. A
single mistake isn’t a big ideal, but a litany suggests poor attention to detail. It’s
fine to text with poor grammar, but not so much if you’re writing a pitch or cover
letter for a job interview.

If you plan to lead others, good communication skills, and therefore good
grammar, are assets to foster. If you decide to go to college or grad school, written
grammar skills will be necessary to help you write papers.

On the other hand, bad grammar errors detract from the message or image you
are trying to portray. Elon Musk reportedly fired some of his employees for typos
and grammar mistakes in important communications.

When you submit a paper or resume with grammatical errors, it can make you
look less professional or educated. Your important words become less powerful
when filled with grammar problems

Correct grammar is your key to speaking English fluently and confidently.

Knowing your grammar will help you avoid errors that make your English sound
strange to native speakers.

But there are certain situations in which English grammar is especially

important. For example, if you’re going for a job interview in an English-speaking
country, the employer will be interested in the quality of your spoken and written
English. In fact, in a recent survey of U.K. job recruiters, 50% said that bad
spelling and grammar was the biggest reason they would dislike an

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 application.Correct grammar won’t just demonstrate your English skills—it’ll also
show that you’re diligent and have an eye for detail.

This is equally important if you’re aiming to study abroad. Colleges and

universities are likely to assess your academic English based largely on your
knowledge of English grammar.

C. Techniques for teaching grammar

Learning grammar (and teaching it) consists of two main stages: learning the
meaning and form of each new structure, and putting it into practice.

a variety of techniques are used for both stages.

1. Boardwork presentations

For a quick and easy presentation of new language, the board is the
obvious resource to exploit. Start by building a context. For example, a
traveller’s suitcase covered in stickers of places she’s been provides an easy-
to-establish context for the present perfect for experiences. Make sure you
include on your board: the affirmative, eg a sticker saying ‘Mexico’ elicits
She’s been to Mexico; the negative, eg She hasn’t been to China; and question
forms and short answers, eg Has she been to Malaysia? Yes, she has / No she
hasn’t. Underline or use a different colour to highlight the structure, ie has
been, contractions I’ve / she’s / etc., and aspects of pronunciation, eg been
= /bɪn/. For examples of boardwork presentations of the present continuous
and present perfect continuous.

2. Using the students and you, the teacher

A direct context for language can often be found in the lives and
experiences of the people in the room. Personal contexts immediately show
how applicable the grammar is, and can also be more memorable than stories
of people from outside the students’ worlds. Throughout the book we
suggest activities where students talk about themselves, their experiences,

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 their lives, their opinions. We also suggest ways that you can use stories
from your own life to present grammar, for example we suggest that the
teacher use photos of themselves when they were younger to introduce
was/were. Student photos can also be a great resource. Most students will
have photos on their mobile phones that they can share with each other to
support any nuber of practice activities.

3. Dialogue building

This collaborative technique involves setting a scene and, with the

students’ help, writing a dialogue on the board including the language you
want to focus on The teacher provides a framework for a dialogue between
waiters and customers in a restaurant. This is a familiar situation in which
the indefinite pronouns something, anything and nothing occur naturally.
Students then either practise the dialogue in pairs as it is or with variations
(eg different choices of food and drink, a different type of restaurant). A
great way to push students towards memorising the language is to gradually
erase the text, word by word, until the students are repeating the dialogue
from memory.

4. Dictation

With grammar points where the written form is already familiar to

the students, but where meaning needs to be explored in more depth, a quick
and effective means of introducing the language is to dictate model
sentences to the class. Dictation immediately gets students working with the
language and tests listening skills and spelling, as well as grammatical
knowledge. It also promotes conversation management skills, such as asking
to clarify and repeat: Sorry, could you say that again, please? The teacher
dictates sentences containing verbs used with and without reflexive pronouns
to start exploring the differences in meaning and use. Involves another basic
dictation to teach the meaning of reporting verbs.

5. Dictogloss

In a dictogloss, the teacher has a text prepared to dictate to the class,

but instead of dictating it slowly to ensure students write a faithful copy,
they read it at a more natural speed two or more times. Prepare a text of no
more than 100 words (fewer for lower-level students). Read it out first for

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 content, and check comprehension. Then tell students to write down
keywords, such as nouns and verbs, as you read it out again. Explain that
even though they will not be able to write every word, they should keep
writing as much as possible. Using their notes, students in pairs or small
groups reconstruct the text in complete sentences.

6. Drilling

To help students pronounce new language correctly, get them to say it

repeatedly so you can check for accuracy. By experiencing the movement
of the mouth as they say it, students reinforce their learning in a different
way from when they write it down and see it. Simple drilling can be either
choral, ie all students repeat the structure at the same time, or individual. A
suggested order is to let students practise chorally first, but to insist on
individual repetition so that you can check everyone is pronouncing it
correctly. There are ways to vary drilling so that it doesn’t get repetitive.
Substitution drilling involves the teacher prompting students to substitute
words for other words in a drilled sentence, for example:

T: He’s been working at the office. S1: He’s been working at the office.

T: they S2: They’ve been working at the office.

T: at home S3: They’ve been working at home.

T: watch TV S4: They’ve been watching TV at home.

Drilling can be disguised as a game, as in the circular drill, where

students inadvertently ‘drill’ each other. And although the board game is
not recognisably drilling, students need to repeat the second conditional
over and over in order to win the game.

7. Error correction

Students want and expect correction from their teacher. Choosing

which mistakes to correct, when to do so and how, are complex questions.
It’s important, however, to remember that students who need the most
correction may not be those that make the most or biggest mistakes.
Lower-level or quiet, shy students may benefit from less correction so that
they are not discouraged from using English, however imperfectly. We

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 correct students in the hope that they won’t keep making those mistakes.
To encourage them to think about their errors, let them try out new
language, listening out for errors of use. Then point out the errors and show
them the corrections. Finally, let them do the activity again, this time with
those common errors fresh in their minds. In a shopping roleplay, for
example, students can perform the roleplay first, you correct any errors,
then they swap roles and try again.

CHAPTER III

CONCLUSION

A. Conclusion

Grammar is the most important part of English lessons and a difficult

part for some people to learn. Therefore, there are several techniques in
teaching grammar, namely:

1. Boardwork presentations

2. Using the students and you, the teacher

3. Dialogue building

4. Dictation

5. Dictogloss

6. Drilling

7. Error correction

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 REFERENCES

https://www.englishclub.com/grammar/what.htm

https://www.fluentu.com/blog/english/english-grammar-importance/

https://www.myetpedia.com/techniques-for-teaching-english-grammar