THE APPLICATIVE USE OF PROBLEM SOLVING TECHNIQUE IN TEACHING GRAMMAR

Rahmah Apen

Abstract


This paper is aimed at getting a deep understanding of the process and results in improving grammar mastery in learning English through problem solving technique. It reports the action research involving 30 students of English Education Study Program at Language and Arts Faculty in State University of Padang who took Structure I Subject. The instrument used were questionaire, students’ portofolios, observers’ and reseacher’s journals, pre-test and post-test.The data were analyzed by using descriptive statistics in the form of mean and percentage, and the validity of the data was checked by using triangulation technique.The result shows that (1) The process of using problem solving technique is chalanging, and it makes the students active, thinks critically, improves the students’ learning result, and gradually makes the students become autonomous learners.(2) The result of grammar mastery varied within the three cycles of different instructional activities conducted. The indicators are seen from the pre- to post-test results of each cycle. The results of grammar mastery through classical instructional activities improved from 28.53 to 67.0. In group discussion activities the improvement is from 69.53 to 77.13. Meanwhile, the improvement is seen from 77.06 to 83.23 in pair work instructional activities. Based on  the result,  the learning process through problem solving technique improved the learning result of grammar mastery. 


Keywords


improving, English grammar mastery, problem solving technique

Full Text:

PDF

References


A. Patricia, dan Amato – Richard. Making It Happen From Interactive to Participarory Language Teaching : Evolving Theory and Practice. New York: Pearson Education, Inc. 2010.

Aurah, Catherin M. et. al. Predicting Problem Solving Ability From Metacognotion and Self-Efficacy Beliefs on Cross Validateded Sample, Journal Published by European Center for Research Training and Development UK. Vol. 2. No. 1. 2014.

Brown, H. Douglas. Teaching by Prinsiples : An Interactive Approach to Pedagogy. New York : Addison Wesley Longman, Inc. 2001.

Callerson, John. English Grammar a Functional Approach. Australia: Primary English Association. 1995.

Cruickshank, Donald R. The Act of Teaching. New York : Mc Graw-Hill Companies. 2006.

Dwiyogo, W. D. Teaching Thinking and Problem Solving. JurnalTeknologi Pembelajaran: Teori dan Penelitian,5 (1): 13-21.1997.

Gagne, R.M .& Brigges, L.J. Principles of Instrucitnal Design. New York: Holt, Rinehart & Winston. 1979.

Greenwald, Nina L. Learning from Problem. The Science Teacher, 67 (4): 28-32. 2000.

Hadley, Alice Omaggi. Teaching Language in Context. Boston: Stanley J. Galek. 1993.

Harmer, Jeremy. How to Teach English. England: Pearson Education Limited. 2007.

Heini, Lena. Problem Solving in a foreign Language: A study in Content and Language Integrated Learning. Berlin/New York: Walter de Gruyter GmbH & Co.KG. 2010.

Hopkins, David . A Teacher’s Guide to Classroom Research. : Buckingham: Open University Press. 2002.

Kalhotra, Satish Kumar. A Study of Problem Solving Behavior of Eight Class Students in Relation to Their Creativity- Journal, International Invention Journal of Arts and Social Sciences, Vol. 1 (1). 2014.

Kolesnik, Walter B. Learning, Educational Application. Boston: Allyn and Bacon, Inc. 1976.

Kronberg, J.R. dan Griffin, M. S. Analysis Problem—A Means to Developing Students’ Critical-Thinking Skills. Journal of College Science Teaching (JCST), 29 (5): 348-352. 2000.

Marzano, R.J, et. al. Dimension of Thinking. A Framework of Curriculum and Instruction. Virginia:Association for Supervision and Curriculum Development. 1988.

McIntosh, Thomas G. Problem Solving Processes. The Science Teacher, 62 (4): 16-19. 1995.

Moore, Kenneth D. Effective Instructional Strategies : From Theory to Practice, California: Sage Publication, Inc. 2005.

Murcia, Marianne Celce. Teaching English as a Second or Foreign Language, Singapore : Thomson Learning. Inc. 2001.

Nassaji Hossein dan Sandra Fotos, Teaching Grammar in Second Language Classroom : Integrating Form-Focus Instruction in Communikative Context. New York: Routledge Taylor& Francis Group. 2011.

Ngalimun. Strategi dan Model Pembelajaran Yogyakarta : Aswaja Pressindo. 2014.

Okebukola, Peter Akinsola. Can Good Concept Mappers be Good Problem Solvers in Science? Research in Science & Technological Education,10 (2): 153-170. 1993.

Pizzini, E.L. dan Shepardson, A Comparison of the Classroom Dynamics of a Problem-Solving and Traditional Laboratory Model of Instruction Using Path Analysis. Journal of Research in Science Teaching,29 (3): 243-258. 1992.

Reigeluth, Charles M. dan Carr-Chelman Alison A. Instructional–Design Theories and Models :Building a Common Knowledge Base, New York: Taylor & Francis. Reigeluth, Charles M. dan Carr-Chelman

Alison A. 2009. Instructional–Design Theories and Models :Building a Common Knowledge Base, New York: Taylor & Francis. 2009.

Schiller, Pam. Start Smart. Belesvile : Gripton House, Inc. 1999.

Syarif, Hermawati. 2014. “Grammatical Interference Patterns in the English Deparments Studens’ Writing: Indonesian to English Grammar, ” Elxir Appl Ling. 68.

Ur, Penny. A Course in English Language Teaching. Cambrige: Cambridge University Press. 2012.

Veit, Richard. Discovering English Grammar. Boston: Houghton Mifflin Company. 1986.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Proceedings of ISELT FBS Universitas Negeri Padang

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This Proceedings is Currently indexed by:

Google Scholar.

The Proceedings of International Seminar on English Language and Teaching is registered at LIPI