Teaching Method for Improvement of Student’s Grammatical Knowledge
- DOI
- 10.2991/assehr.k.210125.026How to use a DOI?
- Keywords
- Writing, Speaking, Teaching Method, Explicit Instruction
- Abstract
Present tense and past tense are prominent as basic general knowledge of English. Because present tense and past tense are essential parts of predicate of the sentences, the English learners are required to have adequate knowledge of present tense and past tense to enable them to construct effective sentences when expressing their idea in writing or in speaking. However most of the studens still have weakness of understanding on present tense and past tense. It becomes crucial issue for students when they construct their own sentences in writing and speaking. The aims of this research are 1) how the focused divided verb teaching method can improve students’ ability in writing and speaking? 2) how the teaching method improves student’s comprehension on present tense and past tense? This is classroom-based research that employs explicit teaching approach. The data is gathered based on a semi-structured interview and by analyzing documents of students’ worksheets. The documents are students’ paper test, prior and after the teaching method applied. The data is analysized quatitatively and qualitatively. The result of the study indicates that the teaching method enhances the students’ comprehension of present tense and past tense and improves the students’ ability in writing and speaking.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Idaryani Idaryani AU - Dewi Kumala Sari AU - Rasyimah PY - 2021 DA - 2021/01/26 TI - Teaching Method for Improvement of Student’s Grammatical Knowledge BT - Proceedings of the International Conference on Social Science, Political Science, and Humanities (ICoSPOLHUM 2020) PB - Atlantis Press SP - 153 EP - 160 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210125.026 DO - 10.2991/assehr.k.210125.026 ID - Idaryani2021 ER -