Grammar Teaching Materials: What Makes Them Interesting?
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5. CONCLUSION
This study concludes that grammar teaching can bring unfavourable impacts when it is conveyed in non- conducive situations. However, when grammar teachers follow technological developments, especially in terms of learning media, which are adapted to learning materials, learners can select which media is most suitable for them. This can be explored by knowing their opinion as much as possible about their comfort when learning grammar materials using the media/technology. In this study, PowerPoint linked to video and audio can give a deep impression on the respondents’ feelings. Therefore, they revealed that this learning method with media was very suitable for them and helped them understand the materials given which were suitable for the real situation in the native speaker background seen in the video. The phenomenological approach used in this study is very helpful for directing the analysis of the phenomena that occur in grammar learning, especially learning that includes media as a tool to convey learning materials. Studies on grammar materials can be recommended by using this approach to get positive and negative phenomena from the learners to improve the grammar learning method itself. REFERENCES [1] B. Stahl, B. Mohr, F. R. Dreyer, G. Lucchese, and F. Pulvermüller, "Using language for social interaction: communication mechanisms promote recovery from chronic non-fluent aphasia," Cortex, vol. 85, pp. 90-99, 2016. [2] Z. Akbari, "Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school," Procedia-Social and Behavioral Sciences, vol. 199, pp. 394-401, 2015. [3] A. Anugraheni, Nurah Setya, "A sudy on students' grammatical errors in writing invitation cards at eight graders of SMP Negeri 2 Purwokerto in Academic year 2015/2016," Universitas Muhammadiyah Purwokerto, 2016. [4] O. Tabatabaei and A. Molavi, "Demotivating Factors Affecting EFL Learning of Iranian Seminary Students," International Education Studies, vol. 5, pp. 181-190, 2012. Advances in Social Science, Education and Humanities Research, volume 518 276 [5] J. C. Richards, Curriculum development in language teaching: Ernst Klett Sprachen, 2001. [6] M. Ruhimat, E. Ningrum, and B. Wijayanto, "The Implementation of Problem Based Learning toward Students’ Reasoning Ability and Geography Learning Motivation," in IOP Conference Series: Earth and Environmental Science, 2018, pp. 1755-1315. [7] A. Majid, "Perencanaan Pembelajaran (Bandung: PT. Remaja Rosdakarya)," 2012. [8] J. Beresova, "Authentic materials–enhancing language acquisition and cultural awareness," Procedia-Social and Behavioral Sciences, vol. 192, pp. 195-204, 2015. [9] D. Heitler, "Teaching with authentic materials," Encuentro, vol. 6, p. 10, 2005. [10] J. Masuram and P. N. Sripada, "Developing spoken fluency through task-based teaching," Procedia Computer Science, vol. 172, pp. 623- 630, 2020. [11] G. Ilin, Ö. Kutlu, and A. Kutluay, "An action research: Using videos for teaching grammar in an ESP class," Procedia-Social and Behavioral Sciences, vol. 70, pp. 272-281, 2013. [12] D. Davies, D. Jindal-Snape, C. Collier, R. Digby, P. Hay, and A. Howe, "Creative learning environments in education—A systematic literature review. ," Thinking Skills and Download 315.51 Kb. Do'stlaringiz bilan baham: |
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