TEACHING ENGLISH GRAMMAR WITH CLT AND

EXPLANATION METHOD

Created by:

Clara Triliana Harefa

(222102010)

Subject:
Basic Grammar

Lecturer:
Hidayati Daeli, [Link]., [Link].

UNIVERSITAS NIAS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN (FKIP)
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
2022
 ACKNOWLEDGEMENT

The writer extends special thanks to the God for the blessing and grace for the writer, so

he can finish this paper on time. Thanks to madam Hidayati Daeli as our Lecturer for who

always help her students and give a lot of useful knowlegde.

This is one of the basic grammar course assignments. This task is “Critical Journal

Review”. This is not a perfect model so the writer expects the critic and suggestion in order to

make it better.

Hopefully this paper can be used as a reference to learn about the grammar, basic or skill

in grammar.

Gunungsitoli, November 25th, 2022

The Writer

Clara Triliana Harefa

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 CONTENTS

PREFACE...............................................................................................................................i

CONTENTS............................................................................................................................ii

CHAPTER I. PRELIMINARY.............................................................................................1

1. Identity of The Book..............................................................................................1

2. Summary of The Book...........................................................................................1

CHAPTER II. DISCUSSION................................................................................................7

1. The Advantages of Book........................................................................................7

2. The Weakness of Book...........................................................................................7

CHAPTER III. CLOSING....................................................................................................8

1. Conclusion..............................................................................................................8

2. Suggestion..............................................................................................................8

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 CHAPTER I

A. Journal Identity
Journal Title : Teaching English Grammar with CLT and Explanation Method

Writer : Subaidi & Haryanto

Publisher : Wahana Akademika

Publication Year : 2015

Publishing Volume : Volume 2

Journal Thickness : 8 sheets

B. Journal Summary
Teaching grammar has always been a central aspect of foreign language teaching. In
some countries Grammar Translation Method was widely used in teaching grammar. It was
believed that grammar competence constitutes the backbone of language acquisition.
Fauziati states that the concept of Communicative Language Teaching (CLT) firstly
emerged and mushroomed in 1970’s. It can be said that communicative language
teaching (CLT) is the respond of dissatisfaction towards the traditional methods.1
Richards and Rodger states that the notion of CLT was firstly presented by Wilkins in
1972 who proposed a functional or communicative definition of language that could serve
as a basis for developing communicative syllabuses for language teaching. Wilkins’s
contribution was an analysis of the communicative meanings that a language learner
needs to understand and express. n CTL context, language learning was identified as
learning how to use language for communication. Early in the teaching-learning
process, the students are encouraged to use second language and the key was
‘understood’. In actual practice, however, the neglect of grammar teaching has made
the students ‘fluent speakers’ of the language but produced utterances such as “She my
friend, I am live here, Are you agree with me? or I am interesting with the subject”.
Recently the teaching grammar started gaining judicious attention on the part of
language teachers. "e reality is that advocates no grammar teaching was misleading.

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 So, no one can tell you that grammar is irrelevant, or no longer needed in a CTL framework.

No one doubts the prominence of grammar as an organizational framework within communication.

On the other hand, it can be said that grammar teaching should be neglected. Although in recent

trend in language teaching, the focus of teaching should be placed on communicative function

rather than grammar, it is still considered as an important aspect of language teaching. Teaching

grammar itself can be done by using communicative techniques (meaning-based) or explanation

(form-based). Reviewing the underpinning strength and weakness of CLT, this paper will describe

and elaborate the teaching English grammar with CLT and explanation method. Some techniques

and sample of materials are given to clarify the description.

1. Teaching Grammar Using Communicative CLT

The communicative teaching of grammar can be conducted by using the

following techniques:
a) Games
The latest concern of foreign language teachers is to make the students
use the language communicatively. After the realization of communicative
competence, activities and techniques that are task-oriented and lead the students to
use the language creatively have gained importance. Games, which are task based
and have a purpose beyond the production of correct speech, are examples of most
preferable communicative activities in the teaching of grammar. Such activities
highlight not only the competence but also the performance of learner. Yet they are
indispensable parts of a grammar lesson, since they reinforce a form-discourse
match. In such activities the attention is on the discourse context.
Games are accordingly organized by rules and enjoyable. Most games
require choral responses or group works. Games are generally used after the
presentation, in the practice parts, because such communicative tasks can only be
handled after mastering sufficient grammar and lexical points. "rough well-planned
games, learners can practice and internalize vocabulary and grammar
extensively as well. Play and competition that are provided by games
enhance the students’ motivation. They also reduce the stress in the classroom. While
playing games, the leaners’ attention is on the content of message, not on the

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 language. In process, students acquire language unconsciously since their whole
attention is engaged by activity. The most common game is “Guessing Game” or
Richard calls it “Playing twenty questions”. In this game, the activity is about
Yes/No Questions. The teaching procedure is conducted by using game with several
steps:
 The students are supposed to work in pairs.
 One student is asked to be a mysterious guess, and others are to guess who, by
using yes/no questions. That kind of games can be seen below:
A: Do you live in Indonesia?
B: Yes
A: Are you a singer?
B: No
A: Are you a politician?
B: Yes, you are right
A: Do you belong to certain party?
B: Yes. .....etc.
This game must be continued until the mysterious person can be guessed.

b) Using Songs
Since meaning is an important device in teaching grammar, it is important to
contextualize any grammar point. Songs are one of the most enchanting and
cultural rich sources that can be used in teaching grammar. Songs offer a change
routine from activities. "ey can be used to teach a variety of language items such as
sentence pattern, vocabulary, adjective, adverbs, etc. If they are selected and
adopted carefully, songs can be taught using the following techniques:
 Gap fills or close text
 Focus questions
 True false statement
 Multiple choice

c) Poems
Poems contextualize a grammar lesson effectively like the songs. However,
poetry is spoken, repeated, deal with, and considered, it acts as an effective tools to

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 practice a specific grammatical structure. "rough repeating and considering the
poem, the grammatical structures become deeply internalized. "us poem not only
provides a rewarding resource for structural practice of grammar, but also a proper
basis for review. In the selection of poem, firstly the teacher should consider the
grammatical structure to be presented, practiced, or reviewed, then the level and the
age of the students, next the theme and the length of the poem and its appropriateness
to the objectives of class.

d) Pictures and Maps

Maps and pictures can be used as practical and simple visual aids in the
classrooms, especially to illustrate certain grammatical structure. Maps can stimulate
learners’ usage of:
 Prepositional phrases (up the street, on the left, over the hills, etc.)
 Question formulation (where, how, do I get there, can you tell me where is ...
etc.)
 Imperative (go ..., walk, look out for, ... etc.)

Pictures are also interesting and simple materials to teach grammar. They can
be in the form of persons, object, or activities. Pictures can be used to practice in
stating the location. Teaching procedure using maps and picture can be done by
asking the students to work in pairs.
For example:
A: Where is the gas station?
B: It is on Pine Street.
Teaching grammar using the forum techniques above has some advantages and
disadvantages. The advantage is clearly explained.

2. Teaching Grammar Using Explanation

In this technique the teachers are focusing on the form. In some situation it may be
essential to go to the textbook and to go along with the students’ effort to relate
“textbook rules” with the example. "e teachers tell the students about the explicit
grammatical rules.

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Sometimes, depending on the level of difficulty of particular grammatical
constructions, students may be asked to open the book to a certain page. At that time
the teachers go through the rules.
"e example of explanation given by the teachers can be seen below:Teacher:In using
simple present, we add the ending –s or –es to verb if the subject is first person singular,
that is, when it refers to he, she, and it. For example: “My father works at the IBM
company”, and “Water boils at 100 C degrees” (show on the board). In other cases, you
can see here (point the other example) in “I usually get up at 5 every morning” and “!ey
go to school by bus”, we just have the infinitive of the verb or the way it is in the
dictionary without ‘to’. You can use Present Simple Tense to describe what you and
others usually/often/sometimes do. For example, “My wife name is Linda. She works at
the Giant. She is a cashier, and so on. Or we can use this tense to talk about facts that
represent a universal truth. For example, “!e sun rises in the east; Water boils at 100 C
degrees. (Azar, 1989:86)

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 CHAPTER II

A. The Advantages of Journal

1) There is a match between the purpose of the journal and the conclusions that will be
obtained.
2) In presenting the data in the form of a table which will be explained again so that it can be
easily understood.
3) There is an attachment to the questionnaire that is displayed in the journal.
4) Methods and research design are complete and explained in detail.

B. The Weaknesses of Journal

1) The unusual arrangement of the formats causes the reader to have difficulty in finding
some data.
2) There are some languages that are difficult to understand, especially for the general
reader.
3) There are several abbreviations that do not have an explanation so that the reader will
have difficulty in interpreting the abbreviations.

C. Suggestions

Attitudes and the problems they face in acquiring English language skills may help
teachers develop effective strategies for their students, which in turn may improve their skills.

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 CHAPTER III

CONCLUSION

Students face some difficulties with comprehension while listening, such as not having

enough information about the topic, not enjoying listening text, noise, poor quality listening

equipment, and speech speed.

Speaking and listening are the most crucial skills to learn, while

listening was also ranked as the most challenging. The most commonly used skill, reading

English, was also felt to be the most effortless to learn.