CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Concept of Grammar

2.1.1 Definition of Grammar

Grammar is important part in learning English. When learners can

not understand well about grammar, learners will confuse to arrange the

sentence in English. Related to grammar, these are some definitions of

grammar from experts.

First, according to Hirai (2010), grammar is a way to organize the

sentence and create a good language. Moreover, Gerot and Wignel (1994)

defined grammar as the theory of language which shows the process of

language happened.

Besides that, Scott Thornbury (1999) said that grammar is an

analysis of the form of the sentences which has meaning. Also, grammar is

the forming of meaning from the combination of words and it describes the

language works (Ur, 1991). Crystal (2004) argued that Grammar is the way

to state our feeling through the structural form of language.

From description above, it can be concluded that grammar is related

to the form of words and sentences. It also shows the process of language

can create the structural meaning.

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2.1.2 Teaching English Grammar

Teaching English Grammar is a challenging experience for teacher.

Teacher must understand well or master in grammar for making learners can

understand the material that given by teacher.

Nowadays, teacher changes the method for teaching grammar from

traditional method to the communicative method. It emphasizes the learners

to understand the meaning and rules of grammar by interactive ways.

Teacher does not allow to give the explanation about the formula directly to

learners. Learners must learn from the example that given by teacher.

According to Gardner (2008), teacher can apply many techniques for

supporting teaching and learning grammar. There is no best way to explain

the grammar rules to the students.

H. Douglas (2000) argued that charts, objects, maps and drawing,

dialogues, written text are media which can be used in teaching English

Grammar in the class.

M.Papinaidu (2014) also stated that there are 2 ways innovative

teaching grammar technique for our students. Those are story narration or

story with the names of electronic gadgets by using a particular tense and

short film making by using different structures. Both of them involve

technology as media in teaching grammar.

“Technology is useful for decreasing the anxiety of learners to make

mistake in learning grammar and technology is an innovative media as the

source of teaching and learning grammar” (Hegelheimer & Fisher, 2006).

From those experts, we can conclude that teacher can apply many

techniques or ways in teaching English grammar. It depends on the learners’

need and the most important thing that must be considered by teacher is the

technique must be communicative for making learners interested and

motivate them to study English Grammar.

2.1.3 Deductive and Inductive Approach in Teaching Grammar

In teaching grammar, there are 2 main approaches which can be used

by teacher as the principles. Those are deductive approach and inductive

approach. Thornburry (1999) explained that both of that approaches are

different. Deductive approach focuses on the teacher’s explanation about

grammatical rules then it is followed by the example from the teacher which

related to the rules. It is different with inductive approach which emphasizes

the learners to study the grammatical rules from the teacher’s example. So,

learners know and understand about the rules by themselves.

First, deductive approach is an approach which emphasizes the error

correction and the explicit rules (Krashen, 2002). It means that teacher

presents the grammatical rules explicitly so learners are ready to finish the

task from the teacher. In this approach, teacher must provide various tasks

for checking learners’ understanding about the rules. Mohammed, dkk

(2008) stated that this approach emphasizes the teacher to work from

general to specific. It seems that teacher gives explanation the rules first

then learners apply it in the form of exercises.

Thornburry (1999) also mentioned that there are some advantages

and disadvantages for teacher when implements deductive approach. The

advantages are teacher can explain the rules directly or to the point so it can

minimize the time, it can improve learners’ intelligence especially for

cognitive aspects. Then, learners are accustomed to learn in the classroom

situation and teacher also focuses on language points. Meanwhile, the

disadvantages are it makes learners cannot understand the concept, teacher

influence the success of teaching and learning process (teacher-centered).

Deductive approach also builds bored situation especially for young learners

and it forces learners to memorize the structure or grammatical rules.

Second, inductive approach is related to consciousness raising

strategy which emphasizes teacher to give some examples for students then

guides them to analyze the rules from those examples (Mautone, 2004 in

Mohammed, 2008). Beside that, this approach is appropriate for bright

students who have ability to discover and analyze the structures (Ausubel,

1964). Same with deductive approach, this approach has advantages and

disadvantages. The advantages are learners encouraged to active in learning

process, they are accustomed to learn grammar through discovery learning

and problem solving. So, from those strategies, learners have more chance

to practice the language from examples.

In the researcher conclusion, teacher must consider in both

approaches. The difference is deductive approach emphasizes the role of

teacher to explain the rules but in inductive approach, learners get

information about the rules by themselves from the examples. Teacher can
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implement those approaches based on the situation and the condition of

teaching and learning.

2.1.4 Difficulties in Teaching and Learning Grammar

In the classroom, teacher and learners are related each other to make

interactive situation in teaching and learning process. Especially in teaching

and learning grammar, both of teacher and learners find some problems.

According to Mohammed, A and Perun, NR (2015) stated that learners

know about the grammatical rules but they are difficult to apply and make

the sentence based on their own language. Nawaz, S (2015) argued that

students have some problems in learning grammar such as: choosing

appropriate verb, constructing sentence and the use of tenses.

Moreover, teacher also finds some problems in teaching grammar.

Ali, R (2011) proved that many teachers still use Grammar Translation

Method. It seems that teacher has difficulty in applying appropriate strategy

for teaching grammar, because Grammar Translation cannot build

communicative teaching and learning process in the classroom.

The researcher concludes that in teaching and learning grammar both

of teacher and learners find some problems. Most of learners are confused in

constructing sentence and understanding the grammatical rules. They should

aware to their problems and they can make consultation with the teacher for

solving the problems. Then, teacher also feels confused in implementing

appropriate strategy which can build communicative situation in the

classroom. So, both of teacher and learners must cooperate each other for

sharing and solving their problems.

2.1 Concept of Consciousness Raising Strategy

2.2.1 Definition of Consciousness Raising Strategy

According to Svalberg (2005), consciousness raising strategy is

related to the inductive approach and it seems like learner centered learning.

In teaching and learning process, learners are involved in teaching and

learning process to understand the rules by themselves. Also, there is no

chance for teacher to explain the rules at the beginning of the class. Then,

Ellis (2002) argued that it is a strategy which has purpose to develop

learners’ understanding about knowledge explicitly. It means that learners

know the information from the context or example.

Consciousness raising strategy is a technique which can be applied

for teaching grammar. It encourages learners to study the language form in

aware condition and it is different with grammar traditional approach

(Richards and Schmidt, 2002). This strategy emphasizes learners to

understand the grammatical rules from example, compare and analyze the

rules then create their own formula or rules. Furthermore, Rezaei &

Hosseinpur (2011) stated that consciousness raising strategy is a teaching

grammar approach which emphasizes the learners to discover their grammar

knowledge through problem solving.

Thus, consciousness raising strategy is a strategy or technique which

can be used for teaching grammar. It emphasizes the learners to study the
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grammatical rules by themselves and from the example. So, it almost same

with learner centered learning and inductive learning because learners

always active in the teaching and learning process and teacher does not give

explanation again at the beginning of the class.

2.2.2 Advantages of Consciousness Raising Strategy

Same with other strategies, consciousness raising strategy also have

some advantages for teacher and learners. Ellis (2002) mentioned that there

are some advantages for learners when teacher applies consciousness raising

strategy such as: learners can see example before doing task, it can be

implemented for learners who have different learning style and learners

understand the context by themselves. It also builds cooperative learning

situation and improves learners’ ability to peer checking.

Willis and Willis (2007) argued that the use of consciousness raising

strategy gives advantages as the following:

1) Build interesting and fun situation in the classroom

2) It can be implemented in the classroom and outside the classroom

3) Build implicit and explicit knowledge

4) Give learners more input about material in context

5) Create cooperative learning situation

Abdalla, A (2014) proved that consciousness raising strategy can

help learners increasing their language awareness and become independent

in learning tenses. Next, consciousness raising strategy can motivate

learners to learn grammar because it involves learners in discovery learning

(Ostovar and Charmchi, 2016).

From explanation above, many advantages which are gotten by

teacher and learners. Those are the situation in the classroom becomes

interesting and fun because learners are involved in teaching and learning.

Then, they cooperate with their friends for analyzing and solving the

problems for getting the information about grammatical rules. So, it

motivates learners to study grammar independently.

2.2.3 Procedures of Consciousness Raising Strategy

Ellis (2002) mentioned that procedures of consciousness raising

strategy are: setting the scene, comprehension questions, noticing,

hypothesizing, checking hypothesis and confirmation about the hypothesis.

First, teacher gives students an authentic text which related to the material.

Second, from the text learners can find some questions in their mind. Then,

learners make assumptions by underlying or making bold the sentences

which show important information related to the material and they make a

group or in pair to share their assumption. Furthermore, learners check their

assumptions by presentation in turn from each group. Finally, teacher

summarizes students’ assumptions and gives the confirmation about the

material.

Willis and Willis (1996) explained that in implementing

consciousness raising strategy, we should consider these following steps

such as:
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1) Teacher gives an example or text about the material.

Example: Teacher gives a text which related to simple past tense.

2) Learners are asked to make underline toward important information

in the text.

Example: Learners underline all verbs in the text and underline all

verbal and nominal sentences.

3) Learners analyze and compare the differences of information in pair

or group.

Example: Learners compare their underline verb and sentences in a

group.

4) Learners make their own formula or rules.

Example: Learners make the formula of verbal and nominal sentence

in simple past tense.

5) Teacher gives the evaluation about the lesson.

So, in implementing consciousness raising strategy teacher and

learners must know and understand well about the procedures above. The

most important thing is learners identify the rules by themselves from the

example and they can construct sentences from their rules through the

process of analyzing by themselves in a group.

2.2.4 Procedures of Teaching Grammar Consciousness Raising

Strategy

There are some procedures which can be done by teacher and

learners in teaching grammar using consciousness raising strategy. In these

procedures, the researcher uses simple past tense as the example of the

material.

1) Pre-Activities

- Teacher gives brainstorming for learners by asking students

randomly about their activities in the past or Teacher asks them

to change some words from verb 1 into simple past form (verb

2)

2) Whilst-Activities

- Teacher distributes a recount text which related to simple past

tense

- Teacher asks learner to find out the grammatical rules about

simple past tense in verbal and nominal sentence from the texts

by themselves through underlying the rules or the verbs.

- Learners make a group for giving or sharing their opinion about

their rules and make their own structure in simple past tense

- Teacher asks learners to make sentences by themselves based on

their own structure

3) Post-Strategy

- Teacher gives their correction and summarizes all of students’

opinion about the rules.

2.3 Review of Previous Study

There were some previous studies which related to the researcher’s

variables. Those were consciousness raising strategy and learners’ grammar

achievement. First, the title of the study was “The Effect of Consciousness

Raising Tasks on Improving Algerian EFL Students’ Speaking Skill”. It was

conducted by Bouzar, S and published in ASRJETS Vol. 22, No. 1 2016 by

Global Society of Scientific Research and Researchers. The aim of this study was

to consider the effectiveness of consciousness-raising strategy on improving

Algerian EFL Students’ Speaking skill. 40 students of Algerian University who

enrolled in English Department were participants of this study. The instruments of

this study were test, questionnaire and interview. The result of this study showed

that consciousness-raising strategy had significant effect on improving Algerian

EFL Students’ Speaking skill.

Furthermore, “The Effect of Genre Consciousness Raising Tasks on Iranian

EFL Learners’ Listening Comprehension Performance” was the second study.

The objective of this study was to investigate the impact of teaching listening

through genre consciousness raising task. It was created by Atai, R.M and

Khatibi, M.B and published by The Journal of ASIA TEFL Vol.7 No.3. The

researcher gave 2 different listening comprehension tests of new broadcast genre

as pre and post test to 120 senior University students who majoring in English

Language Translation. The results indicated that genre consciousness raising

strategy gave positive effect on Iranian EFL Learners’ Listening Comprehension

Performance.
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Third, the study which entitle “The Effect of Grammar Consciousness-

Raising Tasks on EFL Learners' Reading Comprehension and Writing Ability”

was arranged by Nosratinia, M and Roustayi, S. It was published on IOSR Journal

of Humanities and Social Science (IOSR-JHSS) Volume 19, Issue 3, Ver. II

March 2014. The participants were 60 female intermediate EFL learners with age

range of 20-35. The researcher also gave them reading and writing test for

knowing the effect of grammatical consciousness-raising tasks on EFL learners'

reading comprehension and writing ability. Then, the study revealed that grammar

consciousness-raising tasks result in a better performance on writing than reading

comprehension.

The fourth study was compiled by Niri, M.B. It was published in the

journal of Applied Environment and Biological Science Vol.4 No.10 2014. The

title was “The Effect of Consciousness-raising Strategy on Improving the Reading

Comprehension Ability of Iranian Pre-University High School Students”.

Participants were Iranian male Turkish pre-university high school students at

Taleghan and Rezvan High School in Nur city around 18-20 years old. The

researcher administered pre and post tests of reading comprehension. Based on the

findings, the researcher found that consciousness-raising tasks significantly

affected pre-university high school students’ reading comprehension.

Next, “The Effect of Task Repetition and Consciousness Raising on Iranian

L2 Learners’ Writing Performance” was conducted by Pakbaz, R and Rezai, M.J

and published in International Journal of Language and Applied Linguistics, Vol.

1, No. 2 2015. An Experimental research was conducted at 60 lower intermediate

EFL learners in a private language institute in Shiraz with pre and post test as the
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instruments. The researcher concluded that consciousness raising and task

repetition gave significant influence on learners’ writing performance.

2.4 Review of Direction

Based on previous studies above, the researcher found some similarities and

differences among the studies. The similarities can be seen from the strategy that

was consciousness raising strategy. Some previous researchers proved that

consciousness raising strategy was effective for teaching English skill.

Consciousness raising strategy was a strategy which can encourage learners’

awareness and increase students’ independent in the classroom. Other similarities

were the research design of those studies. Most of previous researchers chose to

conduct experimental research and the instrument which they used were test.

Besides the similarities, researcher also analyzed the differences. Those

were the subject of the studies. Participants were chosen from various stages such

as high school’s learners (intermediate) and universities’ students (pre-advanced

and advanced). Then, the effect of consciousness raising strategy can influence

some skills like speaking, listening, reading and writing.

Based on previous studies above, consciousness raising strategy gave

positive effect for learners. Nowadays, both of teacher and learners need a

strategy which gives positive impact in teaching and learning grammar. Many

learners especially in senior high school feel difficult in learning grammar and

teacher also confused to apply appropriate strategy in teaching grammar.

So, the researcher decided to choose consciousness raising strategy because

it has positive effect for learners. The researcher wanted to test the theories of
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consciousness raising strategy towards learners’ grammar achievement in Senior

High School whether this strategy gave significance effect or not when it was

applied at 10th grade learners in SMA NU 1 Gresik.

The researcher chose grammar because some previous studies focused on

learners’ skill. For making it different with previous studies, researcher focused

more specific in the component of skill that was grammar as the component of

writing . Then, grammar is important for learners in writing a text. For example in

recount text, learners must understand well about simple past tense. If they do not

understand well about the rules, they will confuse to arrange sentence for making

a good paragraph of recount text. Also, researcher decided to choose 10th grade

learners of SMA NU 1 Gresik as the participants of this study and the material

talked about simple past tense and present perfect tense.