TEACHING READING TROUGH GRAMMAR TRANSLATION METHOD ( GTM )
TABLE OF CONTENT
I. INTRODUCTION A. Background of the Study B. Identification of the Problem C. Limitation of the Problem D. Formulation of the Problem E. Benefit of the Research
II. THEORITICAL FRAMEWORK
A. Definition of Teaching B. Defin Definiti ition on of of Readi Reading ng C. Definiti Definition on of Teac Teaching hing Read Reading ing D. Definition of the Grammar- Translation Method
III. RESEARCH METHODOLOGY
A. The Purpose Purpose of the the Rese Researc arch h B. Rese Resear arch ch Met Metho hod d C. Plac Placee and and Time Time D. Ob Obje ject ct of the the Resea Researc rch h E. Ste Steps ps of The The Res Resear earch ch
F. Technique Data Analysis
CHAPTER I INTRODUCTION
A. Backgrou Background nd of the Stud Study y
English is one of the languages in the world that master in many various field globa globall lly. y. Ther Theree are are many many reas reason onss why why gett gettin ing g stud student entss to read read Engl Englis ish h text text is an important part of teacher’s job. Many students want to be able to read texts in English either for careers, for study purposes or simply for pleasure. Reading is useful for language acquisition provided that students more or less understand what they read, the more they read, the better they get at it. Reading also has a positive effect on students’ vocabulary knowledge, on their spelling and on their writing.
As an Englis English h teache teacherr we must must make make decisi decision on to choose choose languag languagee teachi teaching ng method will be most effective. Especially in teaching reading, the writer will propose a case of study that teaching reading through The Grammar Translation Method (GTM) at junior high school. This method is used for the purpose of helping read and appreciate foreign language literature. It is hope that, through the study of the grammar of target language, language, students will become more familiar familiar with the grammar grammar of native native language language and will help them speak and write in native na tive language better.
B. Identification of Problem From background of study, there writer will identify problems that related in this issue, as follows 1. What are are the goals goals of teacher teacherss who use the grammargrammar- Translati Translation on method
2. How to teach teach read reading ing through through GTM 3. How does does reading reading have a positi positive ve effect effect on student’ student’ss grammar grammar knowledge? knowledge? 4. How signifi significant cant is the the influence influence of using using ( the GTM ) on on students students reading reading skill skill
C. Limitation of the Problem
Limitation of the problem and this thesis, the writer would like to analyze in intensive reading.
D. Formulation of the Problem
Based on the limitation of the problem above, the writer formulate the study as Follow: -
How does does the the teac teacher her teach teach read reading ing through through the GTM? GTM?
E. Benefit of the Research
The writer would like to encourage English Teaching reading is would beneficial, because: 1. The students students become familiar familiar with with the the grammar grammar of English English 2. The student studentss can speak and write write in in English English better better 3. Read Readin ing g has has a posi positi tive ve effe effect ct on stud studen ent, t, vocab vocabul ular ary, y, knowl knowledg edge, e, on thei their r spelling, and on their writing.
CHAPTER II
THEORITICAL FRAMEWORK
A. Definition of Teaching
Teaching is a process to give guidance the students to reach the goals. According to Romiszowski ( 1981 ) : “goal directed teaching process” that pre planned.1 Teachi Teaching ng known known as “Inst “Instruc ructio tion” n” it means means proces processs that that makes makes someone someone do learning. learning. Teaching is a media for learning learning process includes behavior individual changes through pre- planned. Instruction is a set of events which affect According to Gagne and Briggs (1979): (1979): Instruction learners in such way that learning’s facilitated.2
B. Definition of Reading
Reading is saying the words from the book or something written loudly or silent silently ly.. Readin Reading g has a positi positive ve effect effect on studen students’ ts’voc vocabul abulary ary knowled knowledge, ge, on their their spelling and on their writing.
1
Udin Saripudin Winataputra dan Rustana Ardiwinata, Perencanaan Pengajaran, Dirjen Pembinaan Kelembagaan Kelembagaan Agama Islam dan Universitas Terbuka, 1994, p.4 2 L.B Curson, Teaching in Further Education, An Outline of Principles and Practice, Fourth Edition, Cassell, 1996. p.9
C. Definition of Teaching Reading
Ther Theree are are two two kinds kinds of read readin ing, g, exte extens nsiv ivee and and inte intens nsiv ivee read readin ing. g. The The term term extensive reading refers to reading which students do often away from the classroom and the the term term inte intens nsiv ivee read readin ing, g, on the the othe otherr hand, hand, refe referr to the the deta detail iled ed focus focus on the the construction of reading texts which takes place usually ( but not always ) in classrooms. Reading will be given as soon as language learners have had sufficient practice in listening and speaking. After the Student has good ability of listening and speaking, reading can be introduced. Reading lesson may be given in a single class on it may be added ad supplementary work whether it is given as a supplementary work, the material of reading must be graded depending on the levels of the language learners.3
D. Definition of the Grammar- Translation Method
The GrammarGrammar- Translati Translation on method focuses on translati translating ng grammatical grammatical forms, memorizing vocabulary, learning rules, and studying conjugations. The purpose of using the GTM is to able to read literature written in the target language. The students are given the grammar rules and examples, are told to memorize them them,, and and then then are are asked asked to apply apply the the rule ruless to othe otherr examp example les. s. They They also also lear learn n grammatical paradigm such as verb conjugations.4
3 4
Harmer, Jeremy. How to Teach English. Essex, 2007. Pearson Longman. P.99
Larsen- Freeman, Freeman, Diane. Techniques and Principles in Language Language Teaching. 1986. New York: Oxford University Press.
CHAPTER III RESEARCH METHODOLOGY
A. Purpose of the Research
The purpose of this research is for examining and finding information from a phenomenon that occurs in learning reading process. The research instructs the students, so they can understand what they read, and add their vocabularies, their grammar and writing ability.
B. Research Method . In this thesis, the writer will use qualitative method that finds can’t get through
statistic procedure or another settlement form. It means, there are no absolute rules e xcept to do the very best with your full intellect to fairly represent the data and communicate what the data reveal given the purpose of the study.
C. Place and Time
The research will take a place at …………………., on November 2008.
D. Object of the Research
The object of the research is the students at ………………………………… grade eighth.
E. Steps of the Research Observation
The observation includes the English teacher and the Students grade eighth at ………………………….. ………………………… .. The writer will be a passive observer. The writer will observe the teacher and the students in the classroom while they are studyi studying ng and their their teacher teacher teaches teaches readin reading g through through the Gramma Grammarr –Trans –Translat lation ion Method. Interview
The interview will be done to the teacher and the students to get information that relate with reading class and teaching method. The questions are given in written list form. Discussion
The writer will discuss with teacher and the students the experience the result as learning process.
F. Technique of Data Analysis
Data analysis will be done by observation; comprehension and deep clarify from the result of some information that accepted. The writer will focus on Diane Larsen Freeman‘s statement that through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and would help them speak and write their native language better. .
BIBLIOGRAPHY
Hariwijaya, M, and P.B, Triton.2007. Pedoman Penulisan Ilmiah Proposal dan Skripsi. Yogyakarta: Oryza Setiyadi, Ag. Bambang. 2006. Teaching English as a Foreign Language, Yogyakarta:
Graha Ilmu. Larsen- Freeman, Diane. 1986. Techniques and Principles in Language Teaching . New York: Oxford University Press. Udin Saripudin Winataputra dan Rustana Ardiwinata. 1994. Perencanaan Pengajaran, Dirjen Pembinaan Kelembagaan Agama Islam dan Universitas Terbuka. L.B Curzon, 1996. Teaching in further Education, An Outline of Principles and Pr actice, Fourth Edition, Cassell
Harmer, Jeremy.2007.How To Teach English, Essex: Pearson Longman
Compare the expression below ! give an example each ! 1. After, All 2. Among, Between 3. Already, All ready 4. Alike, like 5. Ago, Age 6. All, Whole Answer : 1. After : later I arrived after he had left After all : in spite of all He failed after all 2. Among : surrounded by There is a butter fly among flowers Between: two limits Indonesia lies between Asia and Australia continent 3. Already It is eight o’clock I have breakfast already All ready : quite entirely They have been all ready
4. Alike : similar , like one another The two sister are very alike Like : be found of Like : I like fruits, but I don’t like vegetables 5. Ago : to indicate time measured back to a paint in the past She left a few minutes ago Age : length of time a person has lived or a thing has lived or a thing existed What’s his age ? 6. All : the whole number of He has lived all his life in London Whole They ate the whole of chicken, all of it.
