2009

A Study on the English relative clauses used by the fourth writing class
students of Faculty of Letters
Filed under: Uncategorized Tags: english grammar, grammatical structures, relative
clauses dvanhlast @ 7:31 am
Author : ENDARWATI, M.S.FINOLITA
As language learners in English language especially as students of English Department, the
students must acquire all the English grammar including relative clauses so they will be able
to use them appropriately. Relative clauses are clauses which modify noun or noun phrase.
They are introduced by the relative pronouns like who, which, whose, where, when, that, etc.
The writer chooses relative clauses as her subject of research because they are parts of
grammatical structures taught in the English Department of Petra Christian University. In this
study, the writer tries to find out the most frequently types of relative clauses and functions of
relative pronouns also types of grammatical errors by fourth writing class students of English
Department of Petra Christian University. The collected relative clauses are classified and
analysed to find out the types and the types of grammatical errors in relative clauses as seen
in the students writing assignments based on some underlying theories. They are Greenbaum
and Quirks theory and Francis for the relative clauses and also Dulay et. a.l. and Corder for
theories of error and Charas and Ubol for errors classification. By using qualitative method of
research, the writer collects all relative clauses used in forty students writing assignments.
The findings show that the most frequent types of relative clauses are restrictive relative
clauses. For the most common types of grammatical errors are omission of comma, omission
of verb to `be or linking verb and the last wrong form of verb. According to the result, the
writer can judge that actually students have not acquired understanding in producing relative
clauses because there are errors that appear in their clauses.

Beranda > Vol 2, No 2 (2014) > Isnaini

THE EFFECTIVENESS OF INQUIRY BASED TEACHING TO TEACH GRAMMAR
Eris Isnaini

Sari

Inquiry-based teaching is a teaching method that focuses on students investigation on

questions that are challenging in which the questions will lead students to be active and
creative to find the answers. The stages are asking, investigating, creating, discussing, and
reflecting. This article refers to an experimental study about the effectiveness of Inquiry
based teaching to teach grammar at SMK Tamasiswa Sukoharjo, Central Java. The population
of this research is the first grade students of SMK Tamansiswa Sukoharjo. The sample of this
research consists of two classes; class A was used as the experimental group treated by using
inquiry based teaching and class B as the control group treated by using lecture method. The
sampling technique used is cluster random sampling. The instrument used to collect the data
is grammar mastery test. The data were analyzed by using t-test. Based on the results of the
analysis, the findings of this research is inquiry based teaching is more effective than lecture
method to teach grammar. Based on the above findings, it can be concluded that inquiry
based teaching is an effective method to teach grammar for the first grade students of the
SMK Tamansiswa Sukoharjo.

Keywords: Inquiry based Teaching, grammar mastery, lecture method

Teks Lengkap:
pdf
Referensi

Bastone, R. (1994). Grammar. Oxford: Oxford University Press.

Branch, J. (2004). Focus On Inquiry. Alberta: Alberta Learning.
Brown, D.H. (2004). Language Assesment: Principles and Classroom Practice. San Francisco
State: Longman.
__________. (1994). Principles of Language Learning and Teaching. New York: Addison
Wesley Longman, Inc.

Dewey, J. (2010). Inquiry Based Teaching. Retrieved on June 1, 2013, from

http://www.inquiry. uiuc.edu/inquiry/process.php.
Elliot, S. N. et al. (1999). Educational Psychology. Effective Teaching Effective Learning.
Singapore: Brown and Bechmark Publisher.
Flight, D. (2003). 8 Advantages of Cooperative Learning. Retrieved on June 4, 2013 from
http://www.thai-edu-inus.org/8-advantages-of-cooperative learning.htm.
Gulo, W. (2008). Strategi Belajar Mengajar. Jakarta: PT. Grasindo.
Harmer, J. (1999). How to Teach Grammar. London: Longman.
__________. (1998). The Practice of English Language Teaching. London: Longman.
Haunstein, A. Dean. (1998). A Conceptual Framework for Educational Objectives: A Holistic
Approach to Traditional Taxonomies. Lanham: University Press of America, Inc.
Johnson, D. W., & Johnson, R. (1994). Leading the cooperative school (2nd ed.). Edina, MN:
Interaction Book Company.
Kindsvatter, R, & Ishler, W. W. M.. (1996). Dynamics of Effective Teaching. New York:
Longman Publishers.
Krashen, S. (1984). Principles and Practice in Second Language Acquisition. Oxford:
Pergamon.
Lock, G. (1997). Functional English Grammar: an Introduction for Second Language
Teachers. Cambridge: Cambridge University Press.
Nunan, David. (2005). Practical English Language Teaching: Grammar. New York: McGrawHill Companies, Inc. 12221 avenue of the Americas.
Quirk, R. (1998). A Comprehensive Grammar of the English Language. London: Longman.
River, W. M. (1987). Interactive Language Teaching. Cambridge: Cambridge University
Press.
Slameto. (2003). Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.
Sund, R. B., & Trowbridge, L. W. (1993). Teaching Science by Inquiry in the Secondary
School. Ohio: Charles E. Merill Books.
Strumpf, Michael and Auriel Douglas. 2004. Goldens Concise English Grammar. Kuala
Lumpur: Golden Books Centre SDN.BHD.

Thornbury, S. (2009). How to Teach Grammar. London: Longman

Ur, P. (2009). Grammar Practice Activities: A Practical Guide for Teachers. Cambridge: CUP.
Webster, M. (1992). Websters Third New International Dictionary. Chicago: Encyclopedia
Britannica INC.