Abstract
This study was to investigate the implementation of grammar consciousness-raising activities for the students’ grammatical competence. The participants were 70 students of vocational high school which were divided into 35 students in experimental group and 35 students in control group. The data were gained from pre-test and post-test. The results of posttest from the experimental and control group were compared. The findings showed that the students who were taught using grammar consciousness-raising activities had significant difference on their grammatical competence. Furthermore, the students were highly motivated in learning grammar and their grammatical competences were also increasing.
Highlights
English is one of languages which are taught in formal education field
The present study aims to investigate whether students who are given grammar consciousnessraising activities have significant difference on their grammatical competence than those who are not given grammar consciousnessraising activities
In Sum, this study proved that grammar consciousness-raising activities are effective to improve the students’ grammatical competence
Summary
English is one of languages which are taught in formal education field. It is an additional subject in Indonesia and included in National Examination for Junior, Senior, and Vocational High Schools. The Advantages of Consciousness-Raising (C-R) Activities There are many advantages of applying consciousness-raising activities in teaching grammar for students and teachers They can learn and master grammatical rules easier because it can make them aware of language form which is able to develop the skills needed to observe and analyze language form by themselves automatically, and students can reach good grammatical competence in their target language; they can use grammar of target language in real communication well. They can apply appropriate methods and techniques in teaching grammar, and they can encourage students to discover grammar rules by themselves, and teachers can create interesting and fun activities in teaching and learning process. It is in line with Willis (1996, as cited by Mohammad, 2012) stating that teaching strategies in implementing grammar consciousness-raising activities into grammar teaching are: 1) Students are provided many examples of grammar focus which are being taught by the teacher by underlining the grammatical rules or verbs. 2) Students are asked to identify particular grammatical rules by asking them to decide two differences of the examples. 3) Students are encouraged to find the similarities or differences between two sentences provided in examples. 4) Students are asked to explain the two differences of grammatical rules provided in examples by discussing with their friends in a group. 5) students are encouraged to construct sentences by using grammatical rules by themselves, and the teacher only provides the adverb of time to make students easy to differentiate two grammatical rules discussed
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