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Veni Roza
Stain Sjech M. Djamil Djambek Bukittinggi
Education

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REUNDERSTANDING HOW TO TEACH ENGLISH GRAMMAR FOCUSING ON THE PROCEDURAL KNOWLEDGE Veni Roza
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

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Abstract

The fact is among teachers, grammar and learners. The teacher gives a grammatical rule followed by a set of exercise designed to clarify the grammatical point and help the learners master the point. That is called by deductive method. Or teachers present the learners with samples of language and through a process of guided discovery, get them to solve the rule for themselves. The last is inductive procedures. These ways in the classroom do not make them able to communicate in the target language. They can give or know explanation of the grammatical rule but violate the rule when using language communicatively. For example a learner can tell me the formula of passive, when making statement in passive and why it is in passive he isn’t able. Now, how we as English teachers reunderstand that the focus of teaching grammar is on the development of procedural rather than declarative knowledge. Our task is to give learners a proper context for the grammar point. It means that we teach grammar in order not only to know language rules but also to be able to use the knowledge for communication. 
Using Inductive Consciousness Raising Tasks to Teach Grammar at the College Veni Roza
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Teaching grammar at colleges in Indonesia has run quite long. The approach to grammar instruction that is common seen is teacher-centered or the teacher-led one. Teachers talk much to present the knowledge or to explain the material while learners receive the information. Such way of teaching grammar is tiring for teachers and boring for learners. They have to spend most of lesson time presenting and explaining grammatical knowledge, at the expense of little time for learners to use English. Using inductive consciousness-raising task is a good problem solving to relieve teachers form the burden of talking, enhance learners talk, create motivating learning environment and improve explicit knowledge retention. Because the tasks require learners to be actively engaged in the meaning-making process by interacting with their partners most of the time to work out the grammatical rule and the teacher just interferes when help is needed. This paper will talk about the use of inductive consciousness-raising tasks in teaching grammar on two topics with expectation to promote learners’ grammatical knowledge.
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