Finally, a summary about the effective ways will be made. A critique of Miss Wong’s teaching approach Characteristics of Miss Wong’s teaching approach As we can see from the interview, her approach follows this kind of sequence: explaining the grammar rules, doing exercises, checking the answers and elaborating the grammar rules again when students encounter difficulties. In short, the grammar instruction has been preformed as the three Ps— present, practice, and produce (Larsen-Freeman, 2009). As Miss Wong’s students, they are expected to master them by understanding the grammar rules without considering the c... ... middle of paper ... ...ity Press. Loo, W. (1996).
C. A Brief Introduction about Teaching Grammar When it comes to how teachers teach students, a heated debate is raised regarding whether we should use inductive approach or deductive approach. The former refers to the approach realized by providing some implicit focus on grammar during communicative language teaching (Fotos, 1998). On this stage, usually, learners are provided with opportunities to learn passive voice through specified communicative activities, and they are required to explore these grammatical structures in context. As a result, students are sure of the pu... ... middle of paper ... ...rine J. Doughty. (2009).
(2015). Teaching English as a Foreign Language: Principle and practice. Surakarta: Era PustakaUtama. Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of languageteacher education.
Needs Analysis: Models & Application Developments in communic... ... middle of paper ... ... Press Richards, J.C. (1990). The Language Teaching Matrix. Cambridge:Cambridge University Press Richterich, R. & Chancerel, J.L. (1980), Identifying the Needs of Adults Learning a Foreign Language. New York: Council of Europe Tudor, I.
Although great emphasis has been attached to grammar teaching, there still exist many problems in school context. Nunan (1998) points out learners are provided with various drills to master a certain grammatical item, which makes grammar in textbooks isolated from real life. According to what Miss Wong has mentioned, students are not sure of the purposes of using passive voice at discourse level. That is to say, students do not fully understand in what occasion passive voice should be used, which is a common problem in contemporary grammar teaching. After a brief description about the importance and current situation of grammar teaching, this paper is aimed at analyzing Miss Wong’s teaching approach and trying to explore an effective way of teaching passive voice.
Gimson.A.C. A Practical Course in English Pronunciation, Edward Arnold, 1975. 13. Halliday, M.A.K. A Course in Spoken English Intonation.
An A-Z of ELT, Oxford: Macmillan Education. Underhill, N., (1992). Testing Spoken Language. Cambridge: Cambridge University Press. Wilkins, D., (1976).
By using TT as a learning resource, teacher hopes the student can notice the target language input given, negotiate the meaning, and practice the language by responding the teacher’s instructions. Through this way, students are expected to be facilitated and have a big chance to be active in teaching and learning process so that they can improve their knowledge about l... ... middle of paper ... ...ions of using code switching in FL teaching of eleventh grade students of SMA N 1 Ponorogo in the Academic Year of 2013/2014. 4. The Significances of Research The result of the study is expected to the beneficial for: 1. Students This study is expected to give students an awareness of increasing their language acquisition by using code switching.