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FAKULTI PENDIDIKAN DAN BAHASA

HBEL3203
TEACHING OF GRAMMAR

NAMA

: HARIMA BINTI SARAKIL

NOMBOR MATRIK

: 700508125582001

NO KAD PENGENALAN

: 700508-12-558

NO. H/P

: 019-8034995

PUSAT PEMBELAJARAN

: OUM CAWANGAN TAWAU

SEPTEMBER 2016

TABLE OF CONTENTS
1.0

INTRODUCTION

2.0

LITERATURE REVIEW - STORY-BASED

LANGUAGE APPROACH
3.0

TEACHING GRAMMAR USING STORY-BASED

LANGUAGE APPROACH PRODUCT, PROCESS AND SKILLS


APPROACH
3.1

Product Approach

3.2

Process Approach

4.0

CONCLUSION

5.0

REFERENCES

1.0

INTRODUCTION

Now-a-days communication has become the heart and soul of the human life. The process of
communication chiefly deals with speaking, listening, reading and writing. No one really
learns grammar. It has become natural phenomenon that we start speaking what everybody
speaks around us. We gradually develop a better sense of understanding with the passage of
time. We don't study grammar of our own mother tongue to use it for daily speaking, but
when we need to polish our own mother tongue or we want to learn a foreign dialect, we have
to study its grammar and we usually do that. When we come to learn a new language like
English language, we need to study its grammar; the importance of grammar cannot be
ignored or neglected, and before we do that we need to understand what grammar is.
Grammar is the study of words and the ways words work together; an invisible force that
guides us as we put words together into sentences. Any person who communicates using a
particular language, consciously or unconsciously becomes aware of the grammar of that
language. But in this context I would like cite a wonderful example as described A writer
has given a beautiful analogy to illustrate the use of knowledge of Grammar. Imagine two car
drivers. The first driver knows only driving and nothing about the working of the engine. He
feels helpless whenever there is some trouble with the machinery. The second driver knows
driving and also understands the working of the machinery. The person who knows grammar
is like this second driver. In case he doubtful about the correctness of a particular thing, his
knowledge of grammar comes to his rescue (Kohli, 116). Therefore, to speak in a clearer and
more effective manner we have to study grammar. For the person who has unconscious
knowledge of grammar, it may be sufficient for simple language use. But the persons who
wish to communicate in the artistic manner with well-defined structures must go for the
greater depth of understanding and proficiency what the study of grammar offers.
Teaching English as a second language does not simply consist of instructing students in the
development of linguistic elements, but also helping students understand socio-cultural
aspects, enabling them to engage in real and effective communication. One way to expose
students to socio-cultural differences is through the use of literature.
In this assignment, an approach of story-based will be discussed. Other than that, how storybased approach can be used to teach grammar within the product and process approach and
lastly the examples of teaching.

2.0

LITERATURE REVIEW - STORY-BASED LANGUAGE APPROACH

In a study by Isbell, Sobol, Lindauer, and Lowrance (2004), the researchers studied the
impact of storytelling and reading stories on the development of language and comprehension
of children, aged 3-5. The participants were divided into two groups, but the same 24 stories
were heard by all the students. The first group had the stories told to them. The second group
listened to the stories as they were read from a book. The results showed that both groups
benefited from their instruction. The group who heard the stories told experienced greater
comprehension as demonstrated in their retelling of the stories. The storytelling group was
more able to identify the setting, the moral of the story, and the characters from the stories.
They concluded that storytellers tend to use more repetition, sounds, and gestures than a
person merely reading a story.
Mello (2001) also conducted a meta-analysis of eight studies regarding the use of storytelling
as a pedagogical strategy. Her analysis included information from postinterviews along with
the data taken from student retellings, measures of fluency, and writing samples. The study
(Mello) demonstrated that the literacy of the participants was enhanced in the academic areas
of fluency, vocabulary acquisition, writing, and recall. Additionally, she found that
storytelling served to improve self-awareness, visual imagery, and cultural knowledge. The
literacy studies affected by storytelling were extended to EFL learning, too, and some
scholars tried to use a story telling approach in teaching an EFL.
Among these, Hemenover (2003) used stories to enhance the proficiency of EFL learners, and
he found that the learners psychological stress can be decreased and their resilient self-image
also can be fostered by sharing personal stories in a safe and trusting environment in the
classroom. Cortazzi and Jin (2007) also tracked the progress of a group of young EFL
learners who were using keywords and story maps to tell and retell simple stories, both in
their L1 and in English. They concluded that the EFL learners benefited from telling their
personal stories.
Moreover, Martinez (2007) used some stories to arouse interest and increase motivation
among EFL learners. At the end of the study, favorable results were observed. The students
were motivated throughout the study, participating in exercises and fulfilling all assigned
expectations. Not only did they like the idea of working through a story, but their attitude
towards the course book also changed as activities were presented in different and creative
ways. He concluded that when following a story-based approach, unit topics must be
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meaningful, as this approach provides students with a link between their experiences and
interests and the English language.
In addition, Gonzalez (2010) carried out a study in a Colombian public elementary school in
Bucaramanga, Colombia. During the research, the student-teachers were required to plan the
course syllabus, create their own stories according to the childrens interests and likes, plan
the lessons, and collect and analyze data. Although the student-teachers worked in different
grade levels, the results of the study presented similarities such as the childrens motivation
when the stories were told or read, increased participation in the different activities,
comprehension of the stories, and acquisition of the new vocabulary.
Finally, Nguyen, Stanley, and Stanley (2014) explored how storytelling was used in teaching
Chinese as a second/foreign language (CSL/FL) in China. The participants took a teacher or
student survey about their interests, the practice, benefits, and challenges of doing storytelling
in the CSL/FL classroom. The results of the survey indicated that the participants were
interested in storytelling because of the perceived benefits of language learning,
comprehension, community building, and multicultural understanding.
3.0

TEACHING GRAMMAR USING STORY-BASED LANGUAGE APPROACH

PRODUCT AND PROCESS APPROACH


Though applied linguists have come to recognize the importance of writing in its own right
and complexity, in general, writing remains one of the least well-understood subjects in
applied linguistics. One reason is the ambiguity of the term writing which has been used in
referring to orthography, written discourse, and the act of writing or even literature and the
prevalence of the definition of writing as mere orthography in linguistic sciences during the
last two centuries.
Harmer (2004) indicated that writing has always formed part of the syllabus in the teaching
of English language. However, it can be used for a variety of purpose, ranging from being
merely a 'backup' for grammar teaching to a major syllabus strand in its own right, where
mastering the ability to write effectively is considered as a crucial important tool for learners.
One of the most important achievements of education is to help students to write well.
Beyond writings role in work success (Dempsy, Pytlikzillig, & Bruning, 2009), writing is a
key factor in the development of problemsolving and critical-thinking skills.

There are three approach that will be discussed thoroughly which are product, process and
skills approach. These three approaches will be applied with combination of story-based
language approach in teaching grammar.
3.1

Product Approach

Pincas (1982, cited in Badger & White, 2000) realizes learning as assisted imitation, and
adopts many techniques (e.g. substitution tables), where learners respond to a stimulus
provided by the teacher. However, her comment that, at the stage of free writing, students
should feel as if they are creating something of their own suggests a view of learners as being
ready to show rather more initiative. In short, product-based approaches see writing as mainly
concerned with knowledge about the structure of language, and writing development as
mostly the result of the imitation of input, in the form of texts provided by the teacher. This is
a traditional approach, in which students are encouraged to mimic a model text, which is
usually presented and analysed at an early stage.
For example, if studying a formal letter, students' attention may be drawn to the importance
of paragraphing and the language used to make formal requests. If studying a story, the focus
may be on the techniques used to make the story interesting, and students focus on where and
how the writer employs these techniques. Next, students may be asked to practise the
language used to make formal requests, practising the 'I would be grateful if you would'
structure. In this approach, organisation of ideas is the most important stage. Those who
favour this approach believe that the organisation of ideas is more important than the ideas
themselves and as important as the control of language. Finally, students choose from a
choice of comparable writing tasks. Individually, they use the skills, structures and
vocabulary they have been taught to produce the product; to show what they can do as fluent
and competent users of the language.
Thus, applying story-based language approach within product approach is one of brilliant
ways that help students in learning grammar. For example, students are asked to read a story
and they have to decide whether the story is interesting or not. Thus, students are asked to
present their finding in front of class. The presentation should include, how the writer made
the story interesting or why the story not interesting. After that, teacher gives exercise to
students to write a story using the information they gathered during the activity, for example,
to avoid anything which makes the story not interesting and using the techniques to make the

story interesting. While doing the exercise, teacher should remind students about idea
organisation and choose an appropriate writing materials.
This kind of activities bring lot of benefit. One of it is to attract students focus in class. As
we know, traditional way of teaching grammar mostly applied one way communication
which is teacher provide information, students take it. However, story-based language
approach within product approach let students to explore the information and make decision.
It is two way communication which is more effective than before.
3.2

Process Approach

The 1960s, 1970s, and 1980s witnessed a highly influential trend in L1 composition
pedagogy and research. Raimes (1985) and Zamel (1982) were among the strongest voices
calling for process writing. Zamel (1982) claims that the composing processes of L1 writers
can be suitable to ESL writers, but teacher-guided revision is the main focus of instruction in
ESL classes.
Process approaches, as they now are generally labelled, emphasized the individual writer as a
creator of original ideas. It was believed that written discourse encoded these ideas, helping
as a vehicle for exploring one, conveying one's thoughts, and claiming one's individual voice,
or authorial persona, as a writer. Process-oriented writing pedagogies focused particular
attention on procedures for solving problems, discovering ideas, expressing them in writing,
and revising emergent textstypically, in isolation from any cultural, educational, or sociopolitical contexts in which writing might take place.
Zamel (1982) also points out that writing is a process of discovering and making meaning
and that the writing process is recursive, nonlinear, and convoluted. Process approaches to
writing tend to focus more on the varied classroom activities which promote the development
of language use: brainstorming, group discussion, re-writing.
Process approach begins with generating ideas by brainstorming and discussion. Students
could be discussing qualities needed to do a certain job, or giving reasons as to why people
take drugs or gamble. The teacher remains in the background during this phase, only
providing language support if required, so as not to inhibit students in the production of ideas.
Then, students extend ideas into note form, and judge quality and usefulness of ideas.
Students organise ideas into a mind map, spidergram, or linear form. This stage helps to make

the (hierarchical) relationship of ideas more immediately obvious, which helps students with
the structure of their texts.
After that, students will write the first draft. This can be done in class and in pairs or group.
Thus, drafts are exchanged, so that students become the readers of each other's work. By
responding as readers, students develop an awareness of the fact that a writer is producing
something to be read by someone else, and thus can improve their own drafts. Drafts are
returned and improvements are made based upon peer feedback and final draft will be
written. Finally, students will exchange and read others work and perhaps even write a
feedback or response.
Story-based approach let students to communicate to their friends in class to explain or
present their work. Thus, teacher can applied this approach combined with process skills. For
example, instead of asking students to find any mistake and make correction, it is better if
teacher asks them to present about their findings in front of the class. In this situation, both
parties will learn at their best. This is because, student who correcting his/her friends writing
have to understand the mistake and make sure the correction is the best answer. This will
enhanced student knowledge. Meanwhile, students who get his/her writing corrected will
learn their mistake and avoid doing the same in the next writing.
Hence, the impact of learning grammar is doubled if combined these two approaches. In
addition, this kind of activity will encourage students to participate in class and teacher can
observe students performance.

4.0

CONCLUSION

Storytelling promoted learning taking place in a more natural, meaningful, and interactive
context, motivating students to connect with their learning and creating the opportunity for
them to use English in the classroom to express themselves appropriately according to the
situation. Above all, storytelling boosts EFL students confidence to face challenges and bring
their inner imaginative and creativity to the forefront (Gonzlez, 2010).
Children enjoy listening to stories in their first language and are more likely to transfer that
desire when listening to books read in a second language. Therefore, motivation and interest
increase. Furthermore, stories are a great way of introducing, practising, revising, and
improving pronunciation skills and teaching culture using the target language.
Moreover, the four basic linguistic skills can be interrelated with other concepts. This
integration favours the development of learning strategies, especially those using KWL1
charts, making predictions, completing graphic organisers, etc. In addition, the use of stories
favours an interdisciplinary and comprehensive methodology. For instance, if students are
studying plants in science, the same topic can be reviewed in English using a story such as
Jack and the Beanstalk. In maths, they can learn to complete graphs showing different
types of beans.
Teaching Grammar using story-based language approach within product, process and skills
approaches is a good effort to attract students focus and interest. Other than that, the effect
also doubled compared to traditional way of teaching. In nutshell, a teacher should consider
this approach as an effort to produce excellent students especially in English grammar.
(2736 words)
5.0

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