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Empower Azar’s Slides: Contrastive Analysis Approach for Teaching Grammar

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 Materials and Media in
English Language Teaching

Editors

Bambang Yudi CahYono

Stote Univers ity of Molong, Eost Java" lndonesio

Fika Megawati
lJniversity of Muhammodiyah Molang, Eost tovo' lndonesio

Statc UnlversltY of Mdang Press

 All rlghts reservod' No part of thls publlcation
may bo reproduced, stora6 i^ a rorrlrlv;rr
system' or transmitted in any form by any means erectronlc, CONTENTS
recording or otherwise, without the written - mechanicar, photocopying,
permission of state University of
Malang press.

| ,t tl erlll i V
iX
F.rl clw(ll tl ..,..,.,.".... "'""""'""'""'
Cahyono, B, Y, & Megawati, E xi
Materials and Media in Engrish Language'rbaching
hllr urlttr iitltl
By: Bambang yudi cahyono &
Fika Megawati (Editors) -
e.iiti,[-m"lang; state University of Marang press.
-Fi.rt
522, xxii pages, 23 cm FA'IT I MATERTALS IN ENGLISH LANGUAGE
ISBN: 979-49 5-026-2
TEACHI NG ........"..." "
I ltalrlt't l The lmportance of Using Authentic Materials in
@ State University of Malang press, 2013 lncreasing EFL Learrrers' Motivation
Solwo
I lralrlt't-2 The Use of Authentic Materials in Teaching Reading
Comprehension
Lilis Suryoni, Sisko Rizkioni, & Gusti Panii Sundana """' t3
( lr.rP(nr 3 Lool<ing at ELT Materials from a Linguistic
Perspective
A. Effendi Kodarismon 25
( lr.rl,ltr:t 4 Poetry: lntegrating All Language Skilts
Rohmo Arsyod 49
( lr.rl'rter 5 lntroducing a Classic Short Story for EFL Classroom
Cover Design : Nur Aida lkrima Lio Agustina 65
Layout : Yusuf r lr.tPter 5 Meet the Cullens: Bringing Stephenie Meyer's
Twilight into ELT Classrooms
Noverito Wahyuningsih & Yeni lndrarini 77
Printed and published by
t lr.rpter 7 Malcing the Most of Humor in Language Classroom
State University of Malang press Sri Widayoti .."........""... 93
Member of the rndonesian pubrishers
Association (*.opr) No. 0s9dr/g9 ( lr.rpter I Material Development and ESP-based Genre
Jalan Semarang 5 Malang, post Code 65145, iiaonesia
lnstruction
Glephone 62-34 t-55 t312, ext. 453, Fax
oi-a+t -SOilOZS Widyo Coterine krdhoni t07
E-mail : penerbit@malang.ac.id
( lr;rpter 9 Developing English Teaching Materials through
Project-Based Learni ng
First Printing, 201 3 Bombong Yudl Cohyono ........,...." I 17-

Printed in the Republic of lndonesia

 Chapter l0 Reformulating Readlng Materials to Foster
Stutlonts, r lr.rl,t rr 2 l Using Visual Arts to Enhance English Poctry
Critical Thinking
Conrprehension for English Language and
Rohmani Nur lndah .................. t39 Litcrature Students
Chapter I I rnplementing Gen re-based Approach to
lrene Nony Kusumowordoni & Dion Novito Dewi '""""" 313
I
Devetop
a Worksheet for lbaching Writing
r lrrl,t t,r 22 Educational Games for the Teaching of English as
Nur Mukminatien ". 153 a Foreign Language
Chapter I2 What Can We Learn from the Learning Needs
Analysis of Pragmatics Course?
Kortiko Sori Dewi "" 325
r lr.rl,t t'r 2J The lmplementation of Stick Puppet Role Play to
lve Emaliano ..........,... "..".."...""." 165 Enhance the Eight-Grade Students' Speaking Skill
PART II Yuli Astuti Hosanoh """""""""' 339
MEDIA IN ENGLISH TANGUAGE TEACHING
Chapter I83 r lr.rl,lrt 24 Supporting a Collaborative Practice in Reading and
13 The Potential Use o{,,a Magic Card', in lmproving
Speaking by Using Film StriPPing
Pre- and ln-service Teacheri, -
euestioning Skills Ndo Afrilyosonti.......'. """'""""'"' 357
Tedi Rohodi
Chapter l4 ".........." t8s r lr,tl,trt ?-5 Scrutinizing Varieties of English Pronunciation
Using Error Analysis Worksheets in Grammar
through Movies
Teaching
Mario Hidayoti """" 371
suhoryodi .........,..... r9g r lr,rl,trt'26 Using DigitalVideo Recording of Pre-Service EFL
Chapter 15 Empower Azar's Stides: Contrastive Analysis
Teachers' Teachi ng Practice for Self- Refl ection
Approach for Teaching Grammar
Elys Rahayu Rohandio Misrohmowaai
Christino t. T. Ponggabean '.-".""' """"'""""' 385
......... "................. Z i s
Chapter l6 Media Used in the Teaching of English in
FART III BLENDED LEARNING IN ENGLISH
Elementary Schoots
LANGUAGE TEACHING "......... '""""""' 40s
Chapter l7
Shirly Rizki Kusumaningrur?t ............. ..."""."..22g ( lr.rPit:r 27 Podcast: A Source for Joyful Learning
Bringing Multipte lnteiligence principles
of Creating Media in ELT Classroom
as a Basis Fiko Megowoti ............ """"""' 407
( lr.rPlrrr'28 Teachint Narratives Using YouTube Reading Aloud
Gusti Annis o Fitrioni
Chapter l8 """' 247 Materials
Big-Book Enchantins M;;;; ; r"*;;;;C;.,nn, Fothul Muin ......... "' 427
lka Fitrioni .............263 ( lr.rPtcr 29 Using Eyeiot in ESP Class: The Students'
Chapter l9 Building the Students, Characters through
Reading Perspectives
Box
Tri Mulyoti """'"""" 439
Rotih Yulionri ...""......... "..........." ZT7 ( lr.rptr:r 30 The Use of Edmodo in Teaching Reading
Chapter 20 Motivating Young Learners to Communicate
Azis Nurkh otis Moiid, Fohmi Hidayot, &
through the Use of Giant Snakes and
Ladders Game Roro LucYo Dewi inggor Doni " 457
Totik & Muholim ".". Zgs f .lr.rptcr' 3l Teaching Thcmatic Roles in Visual Expressions
via
Blcndcd Learning
Roinerirts I lerrr/ro Prrtse(rtltt{tt "' 469

vl
 FOREWORD
Chapter 32 Assesslng Learner Autonomy Using Accessible
Technologies
NurenzioYonnuor ......"............. 491 in English Longuoge Tboching,
llrit e,llterl vrllttltte, Moteriols and Medio 95 in the
from PaPers presented
Contributors....".......". ..... 503
e*rrillrr ll r lr.llrters that were selected (NELTAL) Conference
ondLecurers
Subject lndex Irfirr Ilrrrirrrr,rl f rrlJlrsh longuog"Tglfers 30'
.....""........".." 513 EastJava' lndonesia' on March
i terl .rt St;rrc University of Malang'
'rrllu, e*actti tife the-theme of the annual
,nl I tlre tllltr of this edited volume is Teach.ing' The theme
* r,,rlcrr ett, e, Mtt(( t'inl-J*d
Medio in English L-onguage
of
the deve"lopinent of various kinds
,{r r lr,qc'rt rltle to the Sreat interest in
ttl+lt=ll'rl:.rrwtlllasapplicationoftow.tecnandhi-techmediainEnglish
number of Presenta-
With the increasing
I =rrr;-,rr.rgtr le.rr ltittg uniiu"ning'
selection was a reallytough Pro-
rlrrrrr (/ 1,letr.try;rnJ fl parattetiessions)' selection'
r r:.n I lilwrvt:t', ;i n"bu' of criteria determined-PaPer which
"';
,l|| ar I r r-lcv.tttce ,o *"ihul.ne"
was the first in the rank' For PaPers
" copynight to the authors
+r e I r, ,i ltr t:lr.rlted in
this bool<' we returned the
kin-ds of publications'
.111,1 tlrry .rr e stlggested to
send their papers-to other far
from the awareness that so
llrr. NI I IAL conference was initiaied work-
for English language teachers
rlrr-r r- lr.rvt.r Irer:n limited opportunities experi-
their thJrghts' reflections and
i,,p r, '.,'( ,ttclrry
';;;o;;Presentteaching anJlearning" Thus' the confer-
Fn, r:: rt'l,ttt:cl to English language for
ti to th; ;e'ed to provide an oPPortunity
nf r*.! ii r .rtrlttcted The confer-
""'ponse
the academic forum as Presenters'
rlrr. rr'.tr ltct's to take part in
tf'" spirit from '^?'' *O for English
err, * lr.t! t,""n mtintained with "t'i"'nic can
,"".h"" lecturers' Hopefully' the NELTAL conference
l,rrrgrt.tp'r'
"ni write and
lectuiers who will continuously
l,1r-nrl Pr r><luctive teachers and
work in ,ariousiinds of conferences and publica-
academic
rr e:nrrt ttreir
ll.lll.,Ilreeffort.nu.nu,beenmadesofarisrelevanttothespiritoflearn-
university, state University
of
i,g .rr .xpressed';"ar* motto or arl"-iort
"The Learning Universiry"' ,
t i.,t.,,'g, of the conference
A trttmbcr ;;;;" contributed to the organization
"f nttorJingtx"*" would like to thank the
arrrl tlte puuticatiJitr trti' book' (Dr' Yazid
on Academic Affairs
o"ri"
I tr.rrr (proferro. D"*ud), the Assiro"i Culture (Dr'
ll.r',tlrorni), *a In"'HuIa of
the Centre for Langua?F and
,,
r, r, ;, r,
11 a n to1, i'.i u H ead or the =
"g::[1"*iHil:lffifftffj$*:
"n of
l'r .ryogo) of tne Faculry of Letters whose
,rrr gratitudes to all of ifre paper
pr"r"niot and especially presenters

vlll
 Empower Azar's Slides:
Contrastive Analysis Approach for
Teaching Gramm€r
Elys R, R. Misrohmawati
-PGR|,- Ponorogo, Eostlova
College for Teocher Troining ond Educotion

Structure I is a course designed to give students of English Education

l)cpartment of College for Teacher Training and Education "PGRI,"
l'onorogo, a foundation of the English structure. This course discusses a lot
about English grammar which is claimed to be crucial for improvement of
writing (Al-Jarf, 2005) and all aspects of English language skill. The textbook
rrsed in this course was Betty SchrampferAzar's "Fundamental English Gram-
rn;Ir"" -['his book is a grarnmar based book having good exan,ples of
r ontextualization (Petrovitz, 199n. The bool<was the only native speaker's

grammar book that has been widespread in Ponorogo. So, it was easy for
the learners to find it.
"Fundamental English Grammar" is the book for intermediate Ievel stu-
rlents. The book at this level was chosen because it was suitable for the
l nglish Department students. Another reason for selecting this bool< was
that it wurs supported by free web materials and media. Power point (ppt)
nraterials can be downloaded free from Azar's website
(www.azargrammar.com). The ppt materials were developed by Laurette
['oulos Simmons"
Something interesting of these slides are the photos presented to visu-
alize the sentences. Pluralism is presented in almost all photos" My hypoth'
esis is that Azar is not only developing material for grammar-based teach-
lng, but also plural culture-based teaching. This teaching is a means to im-
prove cultural awareness and cultural sensitivity in the practice of teaching
.rnd learning a foreign language, especially English (Sugirin, 2009). Tanalca

215
 (cltcd ln suglrln, 2009) clalmr thrt tha conccpr of eultural awaronrll
gllvclf'cal grammar and tha rartrltlrtg entphasls on syntax, Cognitive Ap-
derstandlng of dlfferent culturor haE heerr err;rlur.srzecl as an
essontld instruction' lt
of English learning and teaching. Az:r' rnf(,.gr..rt(!s <:rrlturc uslng
lmpllcit ;a*, lrrr I eprescnted a shlft back to l'llol'e explicit Srammar
by making use of any possible means to rrls(:r t cultur.al aspects
in the
t+ 1,.,1< to thc implicit in the 1970s with the advent of Humonistic Ap-
tion (Sugirin, 2009). pee, lrr.r, particularly Communicotive Languoge Teoching. These approaches
3rr;,lrartrcd meaningful interaction and authenticity in learning activities and
. lnspired by that cross curturar understanding teaching, the proc{
classroom learning and teaching utilized the awareness ofihe hel,l tlr.rt communication should be the goal of instruction' Grammar
was
crammd
similarities and differences of English and Bahoso lndonesia (l ;rr ellrlicitly taught. lt was believed that accuracy would be acquired natu-
Therefore, contrastive Analysis (cA) which is usuaily used to ially ',vel' time.
prodlct r orrrmunicative instruction has at times resulted in explicit Srammar
cause of error in language acquisition was used to explain
the
concept and to overcome the detected problem in the process *r.tr r ton playing a limited role in adult education" The shift from explicit
of 'l( "focus
tion. The use of cA was also generated from the fact thai t+i lnrl'llcit approaches describes the contemPorary approach, called
the first pl1 f,rr 1r" (FonF). However, to help learners improve their grammatical ac-
students still had low English proficiency and L I was still
needed to
them understand English grammar. To avoid misconception, G* ar y, instructors should embed explicit focus on form within the context
the expllclt
teaching was applied in this grammar teaching. cf nre.tningful learning activities and tasks that give learners ample oPportu-
aur.,.. for practice (Rodriguez, 2009). Explicit Srammar teaching have been
GRAMMAR TEACHING **,rrllr ntcd by manyteachers (e.g., Borg, cited in Al-Mekhlafi& Nagaratnam,
ln the traditional view, grammar teaching is only carried ,ul t ).
out from I course for the first semester stu-
ln the context of teaching Structure
larrow definition, presenting and practicing grammar (Hedge in Eilis 20 derrtr of English Education Department, which is focused on the English
Gnarnrnar teaching is rnore than presentinj ind practicrng jnarnmar.
instructional activity invorving any technique that draws
rt rr r.r.rnrnar, the explicit grarnmar teaching was taught contextually. lt is the
[Jrn"rr, attentl E,i3y way to help them acquiring the concept communicatively. English, es-
to some specific grammatical form for helping them either
to understand per t.rlly the grammar, still becomes something difficult and complicated for
metalinguistically andlor processing it in comprehension
and/or productl{ grammarteach'
so that they can internalize it (Eilis, 2006)" rlre lr-.arners in this class. Accordingly, communicative explicit
nr1, ts the solution to keep the motivation in learning English grammar'
Re-
This instruction has passed the rong historicar approaches.
Rod
summarized from Hinkel (Rodriguez, 2009) that lert.r I to the approach to present this explicit grammar, contrastive analysis,
some'approaches travi tn-
fluenced grammar teaching. The earliest is the Grammor rr rlrscussed in the following section.
Tionstation Method,
It was characterized by rote memorization of rutes
and an absence of genu,
ine communicative activities. ln the 20th century CONTRASTIVE ANALYSIS
scriptions of world languages, combined with behavioiist
linguists, ,tru.tr.il dt The controversial issue in contrastive analysis (CA) is that CA hypoth-
psychorogy, gavr
rise to the Direct Method. rn this method, it is betieved n.,is is believed as the least predictive at the syntactic level and at early
thai students shourd qr.rges of language learning (Brown, 2O0O), but allowed for prediction of the
learn a second language in the same way that they
rearned their first; g..m.
mar was acquired through oral practice, drills, and rlilficulties involved in acquiring a second language (Richards, 1974)' The
repetition, not ttriough predict difficulty or explain errors' ln-
memorization and written manipulation of explicit rules.
However, tanguair l,resent study does not use CAto
learning was still ordered around structural principles" ilead, CA is used for the definition of salient input, which might assist L2
Audiolinguolrsm was another structural method It,rrners (Ghabanchi & Vosooghi, 1999).
that shared this impliclt
orientation toward grammar. By the r960s, inspired Most of the scholars in the fields of language learning and teaching state
by chomsky,s theory
rhar, when learners are confronted with difficult grammatical forms, they

ffir MATERIALSAND MEDIA IN ENGLISH IANGUAGE

TEACHING
Mtsrohmawoti, Empower kort slides: controstiveAnolysis Approoch for Teaching Grammor I ffi
 (cltcd ln Suglrln, 2009) clarms that the conc€pt of .rlrural awaronor
derstandlng of dlfferent cultures- has boen errrrPlrastretl .ls :ur essentlal nf rnrlversal grammar arrd tlre rertrltlrrg enrphasis on syntax, Cognitive Ap-
p6tt
of English learning and teaching. Azar integr;rtcs r.ultur o using lrnpliclt I'rurlr lrcs t'epresentecJ a :hlfu b,rr k to nlore explicit grammar instruction. lt
rnodl +r,r: lr;rcl< to the lmplicit llt the 1970s with the advent of Humanistic Ap-
by making use of any possible means to insert cultrr .rl ;rspects
in the instrucr
tion (Sugirin,2009). ,,rrr,rr Lcs, particularly Conmtunicotive Longuoge Teoching. These approaches
lnspired by that cross cultural understanding teaching, the procesr =rr11,lr;rsized meaningful interaction and authenticity in learning activities and
ol lrol,l that communication should be the goal of instruction. Grammar was
classroom learning and teaching utilized the awareness ofihe grammaticd
similarities and differences of Engrish and gohoso lndonesio (indoneslan), rrur cxplicitly taught. lt was believed that accuracy would be acquired natu-
Therefore, contrastive Analysis (cA) which is usually used to predict r,rlly over time"
thr Communicative instruction has at times resulted in explicit grammar
cause of error in language acquisition was used to explain the
grammar
concept and to overcome the detected problem in the process rrrcir uction playing a limited role in adult education" The shift from explicit
oi acqulrl. r, , lr rrplicit approaches describes the contemporary approach, called "focus
tion' The use of CA was also generated from the fact thai the first
semostar ,,n lor"m" (FonF). However, to help learners improve their grammatical ac-
students still had low English proficiency and L I was still needed
to help r ur,r(i/r instructors should embed explicit focus on form within the context
them understand English grammar. To avoid misconception, the explicit
teaching was applied in this grammar teaching.
el ,,1 nrcaniflgful learning activities and tasks that give learners ample opportu-
rrtt ir:s for practice (Rodriguez, 2009). Explicit grammar teaching have been

GRAMMAR TEACHING r,rr[irmed by manyteachers (e.g., Borg, cited in Al-Mel<hlafi & Nagaratnam,
ln the traditional view, grammar teaching is only carried out Jor r ).
from tho ln the context of teaching Structure I course for the first semester stu-
narrow definition, presenting and practicing grammar (Hedge in
Ellis 2006),
Gnarnrnar teaching is more than presentinjana practicing rlr.rrts of English Education Department, which is focused on the English
gram!.nar. lt is lt r rr,rryrfi'raF, the explicit grarnmar teaching was taught contextually" lt is the
instructional activity involving any technique that draws
Lr.n"rr, aftentlon E,r,y way to help them acquiring the concept communicatively. English, es-
to some specific grammaticalform for helping them eithen to understand
lt
metalinguistically and/or processing it in comprehension lrt:ciflly the grammar, still becomes something difficult and complicated for
and/or productlon
so that they can internalize it (Eilis, 2006). rlrt. lcarners in this class. Accordingly, communicative explicitgrammarteach-

This instruction has passed the long historical approaches. irr11 rs the solution to keep the motivation in learning English grammar" Re-
Rodriguel l,rtr:d to the approach to present this explicit grammar, contrastive analysis,
summarized from Hinkel (Rodriguez, 2009) that some'approaches
have ln. t.. r|scussed in the following section.
fluenced Srammar teaching. The earliest is the Grommar
Tianstotion Method,
It was characterized by rote memorization of rutes
and an absence of genu.
ine communicative activities. rn the 20th century ringuists' CONTRASTIVE ANALYSIS
structurar do.
scriptions of world languages, combined with behavioiist The controversial issue in contrastive analysis (CA) is that CA hypoth-
psychorogy, gavc
rise to the Direct Method. rn this method, it is berieved r...is is believed as the least predictive at the syntactic level and at early
thai students shourd
learn a second language in the same way that they learned ct,rges of language learning (Brown, 2000), but allowed for prediction of the
their first; gram,
mar was acquired through oral practice, drills, and repetition, ,|fficulties involved in acquiring a second language (Richards, 1974). The
not thiough
memorization and wriffen manipulation of explicit rules. pres€rt study does not use CAto predict difficulty or explain errors. ln-
However, langualr
learning was still ordered around structurat principles. rtead, CA is used for the definition of salient input, which might assist L2
Audiolinguolism was another structural method that It..rrners (Ghabanchi & Vosooghi, 1999).
shared this impliclt
orientation toward grammar" By the 1960s, inspired by Most of the scholars in the fields of language learning and teaching state
chomslqy's theory
tlrat, when learners are confronted with difficult grammatical forms, they

WI yATERt!! lN o v e otA.t r ENGLIsH IANG uAG E rEAcH tN6

Msrohmowoti, Empower Azort Slides: ControstiveAnolysis Approoch for Teaching Grammor
I ffi
 often compare thc fir.st l:rrrgrr;rge (L.l).trrrl tlrn...,,.il
cause this comparison is implicit, rt may rc:strlt
l.rrr;,rr.r;,t: (l 2). no f I xplrtt lttltttttttt(lrttt tilrrntt ll,,w I tti'lrrlt Works
irr tlrt l,,r1r.rtr()tr of wr.oltg ,, ( ,l] [ tilal<cs ;tv.til.tlrlc t'r1rii, it lrilgr-rtstic information about the structure
rules due to an incomplete L2 l<nowledge (serlinkt.r,
r rrr.rl rrr Ghabanc6r & iif the Englislr l.rir;1r.ry,,' ur or(lol'to help speed and otherwise facilitate
vosooghi, l'999)' To avoid misconception, the
conrrrsrrvc lrrrguistic fearur.e! rlrc developmr:nt ol tlrr.:;trtclents'interlanguage. lt dOes not "teach rules"
should be taught explicirly.
A study conducted by Ghabanchi and vosooghi lrut describes how Ertglish worl<s. Grammar is not taught as subiect
(rgg9) showed that nratter to be mentorizcd.
Persian speakers of Engrish benefited
from expricii"rporrr" of cA which I'roctice
facilitated the subsequent rearning of the
target gr#rnuti.ar forms. The GBT uses a wide variety of exercise types to encourage and accommo-
experimentalgroups achieved significantly
bettir rJsults on all tasks in conr rlate a variety of student language-learning strategies. The purposes of
parison with the contror groups who
rearnt the same structures impricitry
from comprehensible input only. practice are multifaceted, but all lead toward the goal of creating suc-
ln Ukraine, the use of cA approach was <-cssful cornmunication experiences.
supported by the governmenr. Blending Approoches
The book of Karamysheva (20r)), "contrastive
Grammar of Engrish and GBT blends a gramrnar syllabus and explicit grammar teaching with
Ukrainian Languages" is the book that is ,,Recommended
by the Ministry ol communicative methods, using grammar as a springboard for interac-
Education ond science, youth ond sport of rJkraine
os o textbookfor students ol
higher educotion institurions. " cAis rive, communicative practice oPPortunities.
arso apptied in other tanguage teaching.
Radojevi$ (20 r r) appried cA to the teaching cative lV1 e thods
Co m m u ni
of auxiriary serection in L2 GBT seeks to engage students in communicative Practice that ideally
Italian in serbia. rn Indonesia, sorne
research reported the apprication of structures.
this research in Arabic (Nurbayan et ar., provides ample opportunity for creative use of target In
2009) and Japanese teaching GBT, communicative practice means that real people are communicat-
(Febrianty, 2CI l0).
The studies above further convince ing in real time about real things in a real place for a real PurPose.
,, an Engrish grarnmarteaching
practitioner, to appry the cA approach T", Usoge Ability Gools
in teachin! gr;rn.,",. using Azor
Grammor materiar. The next section tre immediate goal is to help students develop an interlanguage suffi-
discusses this miteriar, especiaily from
the perspective of the author, Betty cient to their needs and PurPoses'
Schramfer Azar.
Structure Aworeness
AZAR GRAMMI\R GBT seel<s to create awareness and understanding of English structures,
ln grammarteaching, Azar has i.e., awareness of the form, meaning, and appropriate use of structures'
taken the position as a practitioner
thanas an academician. Ail the books
rather It helps many students formulate how to say what they mean and helps
she wrote are based on Grammar-
Based reaching (GBT), which she lead to successful communication experiences, the building blocks of
sees as an effective, ever-evolving,
widespread pedagogjlar practice (Azar,2ao7). and second-language acq uisition.
The description of Gram_ Buitding Familiority and Comfort Level
mar-Based Teaching (Azar,2OA4 sire
applies are as follows:
. The Basic Approoch GBT seeks to build familiarity through rePetition and variety in practice
GBT uses grammar as the base, the starting modes and promote the students' comfort level in using their new lan-
point and foundation, for gua8e.
the development of a, ranguage skilrs,
i.e. Jpeaking, iirr"n,ng, writing,
and reading. Error Correction
GBT, viewed ntist;rl<r:s ;r.s op1;ortunities for learning' Corrective feed-
bacl< is a natural alrrl .rr r t.Pt('rl P.u t <;f e Erammar-based class.

WI MATERIALS AND MEDTA tN ENGLtSt-t I AN( ,r rn ( ,l l t

ACutNG Mtvolttttttwolt. I tttlxtwetAlrtt r \llrlct { irl,}'rrlii'
11't'rl1 rrr Al11ri'r'rt lr lrtr lrttr lttttl' (itttrttttXtt I fifi!
 . Grammor Concepts
GBT teaches grammar conceptuaily wrtrrerut - the pr4gmatlcs of or g,rrrtztrrg a complex subject for pedagogical pur-
ever. a.fining those termt,
By teaching grammar conceptuaily, GBT Poses
herps ttucrcnrs gain a better -
conception of ranguage itserl that is, that frequency vs. nonflrequency of usage
ranguage ..nr,r,, of intrreatt - simplicity vs. complexity of structure
sound or writrng ro crcate meanrns.
ff"":::l::::T:,:l.t1.?:gh
has structure and predictability" tr usefulness to students' interlanguage
Use of Cogniave Skills areas of difficulty for students
GBT assumes that students naturaily utirize - appropriate spiraling, adjusting depth and breadth according to level
their cognitive skirts in pun Recycling and Spiroling
suing second-ranguage acquisition.
GBT suppries in?ormation and an.
swers as weil as rots of practice in a comfortabre GBT gives repeated exposure to and practice with structures through-
environment that an" out a unit and a series. Through spiraling, grammar concepts are ex-
courages cognitive exploration of both
the particutars of grammatlcal
usage and the underrying organizationar plored more deeply and expanded upon;tasks require more complex
principres of Engrish.
. lnductive vs. Deductive language use; students experience more variety in the linguistic con-
Students are encouraged to figure grammar texts and collocations associated with a structure.
patterns out for themservet
(inductive), and are arso giveriexpricit Contexts
information about grammar (de.
ductive). GBT uses both sentence-level and extended contexts. Sentence-level
. Exomples vs. Explonations exercises can help clarify form and meaning, expose students to a vari-
Explanations of grammar are keyed ety oftypical usages ofthe target structure, and allow students to focus
to exampres, not vice-versa. Stu.
dents learn from understanding what on grammar in uncomplicated contexts. GBT also employs short
is t,"ppening in of ur.
age, not from knowing "rures"; For "*"rprus contextualized passages. lt is assumed students will have access to lenghy
exampre, ;n ?he" Azar series, th€
grannmar charts are set up so that extended discourse contexts fron'l other sources.
students rook at exampres first* _
at an expranation if necessary not the Sponta neou s Commu ni cotive I nte r acti o n
. t"n Descriptiye ys. prescriptive
other way around"
Spontaneous give-and-take generated by interesting and informative
GBT provides descriptive information items is central, not peripheral, to the intended use of GBT materials
about how Engrish works. rt doer
not take a prescriptive approach and is a prime language-teaching opportunity teachers are expected to
to ranguag",""Ji;s, but it does give
usage guidance, especiaily as exploit. Much of GBT exercise content is selected for the purpose of
to registur, inforilar vs. formar or
spoken vs. wriffen. ".g., sparl<ing communicative interactions among students and between stu-
. Terminology dents and teacher.
Terminology is seen as just a rittte Authentic vs. Adapted Languoge
herp arong the way as students begrn
to grasp grammar concepts and understandings The exercise content in most GBT materials is often based on authentic
It is a temporary toot to faciritate teachur-rtrJunt r.,o* Engrish works.
or sources that have been adapted for pedagogical PurPoses. Adapted ma-
communication and terial allows for a streamlined focus in the classroom at times that au-
as a later toor for those students
who choose to use reference textg
thentic materials might lead to digressions from the main teaching points
. ;;;jrn fl||:#ff#nd
grammar handbooks arter leaving
crass study, or confusion about unfamiliar names, references, and the like.
The syllabus and sequence of presentation Vocobulary
are principarty based on:
- the grammar information needs of
second ;"il;;
New vocabulary is not introduced at the same time a new structure is
rearners introduced. After the structure is well understood and practiced, new
vocabulary is brought in, especially in contextualized exercises.

ffit MATERIALSAND MEDIA IN ENGLISH

I.ANGUAGE TEACHING
Mlttohmowott, Empowar Aror'r Sltrlrl Controstive Anolysis Approoch for Teoching Grommor
I f
 Grommor os Contellt tlr.rt tlir: ptt:st)t)t;ltiotl cotrtcnt contains aset
Sirrrrrrolrs (20 l0lr) r.x1,l.ri1r-.
Those of us who engaSe in GB-l- oftclt rrotit r. rlr.rr ..rrrrlr.ntr, cnjoy ,,1 .,lrrlcs for cu<-lt 1(.(lton,,l tlrc tlr.tlrit:r'. EaCh SCt Of SlideS iS made Up Of
t;rll<rrrg
about grammar; they become meaningfully (:t rg. r[,r .( l i n l
r I rr <rc cJiffcrent tyl)os of ',1i, l,'., t lr.rr t lc.rl with the Srammar point
r rc content. Conl _ in that Sec-
municative interaction with grammar ias the tol)rc rs scen
as a valuabl. rrrrrr, i.c. SeCtion Opcrtcr rlt<lt', (-lrar-t slides, and Let's PraCtice slideS. Sev-
language-learning experience in GBr equally as valuable ,.r,rl chapt€rs also conr;Irr arr additional type of slide that is Preview slides.
as tall<ing aborr
any other academic subject that requires negotiation
of nneaning and Some case studies of the applications CA is discussed below following
cognitive understanding of information and ideas. r tir. order of each set of slide. Because the language learners are lndonesians
Laying Foundotions
.rrr<l the malority areJavanese, the language Srammar contrasted are Bohasa
Perceive that with appropriate instruction those errors
are less lil<ely tcr ln,k)nesio or Basa lowo and English.
become fossilized and more likely to be replaced by
accurate language
use over time. Longitudinal GBT studies are needed.
I believe tnri onty I'review slides
through longitudinal studies are we going to find unequivocar,
repl: Not all chapters contain these slides. They provide introductory mate-
cable, data-supported evidence for the overall effectiveness
of GBT rn r i.rl and give students informal Practice with the chapter target structure
terms of learner outcomes.
{'ru11n1ot'ls1 20 l0b). The first chapter has this preview. See Figure I "

(Azar; 2007)

The description about Grammar-Based reaching above t're,,

shows us how I
,',,i1rw / I
r
tle^lru
teaching grarmar is wisely developed for both fluenly yrr*".=o : ,,,,,,,
) ffimcwii{ssd,r'- cn!'
,
and accuracy, taughr
inductively and deductively, used authentic and adapted
language. tt workr
with sentence-levei and connected-discourse rnateria!, anci
is engaged irr
open-ended communicative interaction and controtled
response exercises.
'Do both'is what Auar (2007) taught to
all practitioners because the lan.
guage learners need both. lt is also what
is implemented in all material as= Figure l. Preview of chapter l: Present Tense (Simmons, 2010c)
sisting her book, like her ppt series.
to main discussion, Present Tense, I guided
lrr this preview, before going
EMPO\ryEruNG AZAR'S SLIDES rlrt. lcarners to discuss the concept of English sentence. I started by asking
My structure r crass foilowed Azar's srides organization. rtr{.student to pay attention to the sentence'l'm glad to meet you','l'm
simmo.c
(2010a), the slides maker, states that the presentations lr ,,rn Czech Republic' and 'l live in Mexico City'. Then I aslced the learners
in her srides provicre
visual aids for teachers to use in class. T'h"r"
is one presentation for carlr !,r.,.1y those sentences in lndonesian. The learners stated, "Saya senong
chapter in the textbook" Each chapter contains
new content for every grarr. t,('r lumpo dengon Anda," "Soyo dori Republik Ceko," and"soyo tinggal di Kota
mar chart, including an array of exampres, images,
and exercise types de Al,,ksiko. " I wrote all the sentences in both languages in the whiteboard'
signed to further illustrate each grammar point. pnesentations,
sections, arrrl I asked the learners to analyze the part of speech of the lndonesian
individual slides give the autonomy to the teacher ..('rrtences. The parts of speech were written below each word. The next
to present it sequenrially
or in any order desired. within every presentation, the
contents slide scrvor
..r analyzing the difference of the lndonesian and English sentences' Part
(.1) rs
as a menu qlstem to provide quick
movement from one section of the chaptor ,,1 .,[rccch. The result of the analysis was 'l live in Mexico City' and 'Soyo
to another. A hop back to the contents slide from any
orhcr slide is accor, tutt1\)l di KotoMeksiko' ltavc tltc silmc part of speech. 'l'm glad tO meet you'
.l'm from czech Republic'and
plished with the'menu, button (Simmons, 2010b). .,,,,i ,snyo senong berjuu4to tlrrt!,rut Anrlrl' and

ffir
wl MATERIALSAND Mt t)tn tN ttJr.l 1.,1 lln il(,r tA(,t Il,A( lilN(. hlt..r,lnttowttll. I rrtltrtwt:tAl,tl'r \li,ler I rrrrll'rtlrtt' Atr'tly:lr A1'1'r"'rr lt lirr Iett<lltttg('trtnutxtt
I J!l!
 'Soyo dori Repubtik Ceko' have diffcrcnt part of s;rt.r., lr I lr.- , lif lr.r r.r rr-e rs clr rr. lsolvcd thrs;rrolrlr.rrr lry r.xpl.rirring that in lndoncsian, all thc question
tothe existence of 'to be' in English sentence. w,rrds contairrrrrg tlrr. wor d'yurtg'that cannot be translated literally into
The next discussion was answering why in thosc. s(!rr.r(.cs ,to be,rs ',lo'. "Do' is ar.rxili.rr y v<:r
b having no meaning. After this, the lecturer started
used. The discussion was guided into the concept that English rr:rninding the studcnts that in using question word, we should pay atten-
sentenc(:s
must have at least 'subject' and 'verb'. lf there is no ,verb, in ri( )r! to the purpose of question. lf asl<ing the subject, so no need to use
the sentencc
expressed, 'to be' as the helping verb must be used. The discussion
of .t<r .rirxiliary verb.
be' in Present Tense was not continued in this discussion because ,to solving the grammar problem raising from interlingual transfer was ef-
be,
discussion would appear in the main discussion. The point is tive by starting it from the cause. lt means, the students must have the
that the stu l,'<
dents have learnt the concept of English sentence. , lt:ar understanding about the similarities and differences of those languages"
lr lrclped them to build a new different construction of the new language
Section Opener Slide rlrcy learn.
Preceded in each grammar point, this sride offers an exampre
of use of
Srammar in the sentence. lt focuses attention and encourages discussion of Clrart slides
the grammar point (simmons, 2010b). See Figure 2 for the-example
of scc_ These slides follow the content of the charts in the student Bool<. They
tion opener slide. ,'rplore chart component and break the grammar point into manageable
, lrunl<s" ln these slides, there are boxes containing the grammar explanation
(',irnmons, 20l0b)"
One case study in applying CA in this chart slides was when discussing
tlrc FrequencyAdverb in Present Tense. See Figure 3.

Figure 2. section opener sride of chapter 5: Asking

euestions
(Simmons,20l0d)

The figure presented herwas the stides about the

concept that for sornc Figure 3. Chart Slides of Chapter l: Present Tense (Simmons, 2010c)
students' it was stiil confusing, especiarty when spontaneousry
they try ro
acquire by translating into lndonesian. ln this case,
the contrastive analysis When discussing the adverb 'ever', before coming to Slide 36 having
was utilized to solve this problem.
i'xPlanation that'ever' is not used in statement, the lecturer asked the learn-
When translated into tndonesian 'what broke?,and ,what
do you do in ,'r s, "Do you ride horses?" Majority answer was 'no', but the minority'yes'
the classroom?' in the figure above became 'Apo yang pecoh?,
andiApo yong .ur\wcr was trapped in the answer, "Yes, I ever ride horses." When the Slide
komu lokukon di kelas lpA?'. ln this case, students tend
to say ,What dici l(, was presented, what happened was lil<e most of the scholars in the fields
break?' because the analogy of the word 'yang' in lndonesian .do,
is or ,dicl, ,,1 l.urguage learning and teaching state that, when learners are confronted
in this context.
wrtlr clifficult grarnrn;rtic.rl forrrrs, thcy often conduct an Ll-L2 comparison
.rrrrl sirtcc this corttll.u irorr t', irrrlrlicit, it may result in the formation of wrong

WI MATERIAL.S AND Mt Dtn tN I lJr.t t,.t I I Ar lr ,r lA( ,r lI A( I ilN(,

,
J Mt"r,ltttxtwttlt, I ttrlx,wet Atrtr :'Jt,ln* t ,,ttt'tt\ttvt Atr,tlyrtt Alrlrrott<lr lor It'orltinly Grdtrrnror
I ff,
rules due to an incomplete L2 l<nowlcdge (Rolritt:on, r ilrrl rrr (ilrltl.tlr< lrl Il wr.r't-. helpecJ by thc 1(rlllerlr c, Alr,rl rilt l,rtttttt sr:r/rttlg <tdct rnosctlah?'ln the Case
,,1 rroun after tlre wpr tl 'lr.rvt- .
'tr oulrlr.' is situation faced the subiect, so the
Vosooghi, 1999). The students automatically tr:rrrrl.rtt'rl rrr ln<lorrt:siAlt, "Soyrt
'li.rvr,:' is not 'puny<t';rrrrl it rrrrt.,l Irt' ,rrr action verb. This shOws that addreSS-
pernoh naikkuda"" To avoid the wrong concept, I t'espontk:rl ttrat tn lndortt:
sian, it is okay to say 'soyo pernoh,' but in English 'ever' thrt they translatatl irrli rhe difficulty in langu;r1it: tx:<-;use of the transfer Process problem should
into pernoh'is positive adverb. I showed the previous slide Presenting tlre lrr. solved from thc vicw of CA.
FrequencyAdverb partitioned into positive and negative. ln this case stu(ly,
I empowered learner spontaneity in contrasting the L I and L2 as the anr.ltot CONCLUSION
of their acquisition of the concept of 'ever' use in Present Tense posittve communicative explicit Srammar teachinS is the solution to keep the
statement" rrrotivatien in learning English grammar. ln teaching this explicit grammar'
,tr..rting with difficurclrarma. form of L2 and the learner incomplete L2
t, ,,<rwLdge, CA analysis is taught explicitly to avoid
misconception of gram-
Let's Practice Slides
These slides provide a wide range of exercise tyPes. lt can be dotta rrr,rr A set of Azar materials is a good alternative to use in this teaching
lrr.CZUS€ it is grammar-based material developed for both, fluency
and accu-
orally or in writing; alone, in pairs, small groups, or as a wholc cl'tsr
I .r( y. ln usint these materials, the case studies
in this chapter show that
(Simmons, 2010b). The example of this kind of slide is presented in Figtu e
4. ,,,|<iressing tfie difficulty in language because of the transfer Process Prob-
l,'rn should be solved from the view of CA of those languages' Last but not
Ir..rsr, supported learners'spontaneity in contrasting the Ll and
L2 is an
,'lIr:ctive anchor in grammar acquisition.

REFERENCES
nr l;rrf, M. 2O05.The Role of Grammar in Developing EFL. Freshman students'
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I I (2). Retrieved January 8, 20 I 3, from http://tesl-ei.org/ej42lal

.pdf
l: Present Tense (4'h ed.). New
Figure 4. Let's Fractice Slide Chapter llr r rwn, H. D. 20OO .'Principles of Longuage Learning ond Teaching
(Simmons,20l0c) Yorl<: Addison WesleY Longman.
I ilr,.. R. 2006. Current lsiues in the Teaching of Grammar: An Sl3
Perspective'
Figure 4 can be used as a basis to use CA approach in teaching. Marry IESOL Quarterly, a0( l): 83- 107'
students were not eiry to accept the concept of non-action verb in tha I cl,r ianr/, 2010. Pendekoton Anolisis Kontrostif dolarn Pengoiaron Sakubun Level
F.
Dosor. Presented in ASPBJI natinal seminar conducted by universitas
Bina
word 'having' in this exercise. ln lndonesian, this sentence is translated Into g, l/
'Apakoh komu punyo omasoloh dengan PR-mu?' So the word 'having' tranl Nusantara. Retrieved Januury 201 3 from http://elib.unikom'ac'id/files/disk
'
lated into 'sedangpunya' was accepted as the progressive form. ss6l
i ,lr,rlxrnchi, 2., & vosooghi, M. 1999. The Role of Explicit contrastive lnstruction
The explanation in this chapter about'have' is only 'when hovc "'owrt to
irr Learning Difficuli [,2 Grammatical Forms: A Crosslinguistic Approach
(can be progressive)' and there is no clear definitiorr ebout it. ln thls serr l): l2l 30'
I ;rnguage Awarertcss I lr" Rerrrlir4; Motrix' 6( - I
tence, 'have' is the condition of subject, so if irr lrr<lorresian, the leanrerr

EilI MATERIALS AND MEDIA IN I I'II .I I',I II AN(,i ,lN (,t I LA( } IIN(i /. l ttt|towar Asttt l \ll.lel I tifll,l,tllvl Atr.rlyrtt A1,,,,.,.,. lt Iot le<l<ltitlg Gr<tmnxlr
l f!!|
 Karamysheva, I L0l2. Controstive (,rottrrnttt ol I rryh..lt ,t,,,1 I ll. r,ttrttrttt I tttt1rt1111,1,5
Vinnytsia: Nova Knyha Publishers. Retricverl J.rrrrr.rr y ll, /(l I l. 1r <.rnr liltp'll
novaknyh a.com. ualdown loads/pdf/504. pd f
Nurbayan" Y., Abdurahman, M., Zaenudin, M", Ramdlr:rrr, A. Novranti, N., &
lskandar, D" 2009. Pengembangan MateriAjar Balaghah Bcrbasis Pendel<atarr
Kontrastif untul< Meningkatkan Kualitas Mahasiswa Bahasa Arab FPBS Upl Media Used in the Teaching of English in
Jurnol Penelitian, l0(2). Retrieved January B, 2013, from http:/ljurnal.upi.eclrr/
filelfayan_N urbayan. pdf Elementary Schools
Petrovitz, w. 1997. The Role of context in the presentation of Grammar, EU
Journol, -51(3), 201-207. Retrieved March r9,20r3, frorn hrtpt?a3.l2"l4s.t66l Shirly Rizki Kusumaningrum
E[T/files/S1-3- l.pdf Doctorote Progrom in E[f Stote University of Malong, East Jovo
Richards, ). 1974. A Non-Contrastive Approach to Error Analysis. ln.f . Richarcls
(Ed.), Error Analysis; Perspecrives on second Languoge Acquisition (pp. iz2- lBB)
Essex: Longman" lcaching media plays an imPortant role in the process of teaching and
Radoievi$, D. 201 L A Contrastive Analysis Approach to the Teaching of Auxiliary
lr-.rr rriflg English for Indonesian EFL learners, especially for those in elemen-
Selection in L2 ltalian. lst lnternotional Conference on Foreign Laiguoge Teoc)i
r.rr y schools. ln line with the nature of English as a foreign language' it is not
ingond Appliedlinguistics, (pp. 377-3az). sarajevo. RetrievedJanuaryg, 2013,
,r..r.rl os a medium for daily communication. Therefore, English is consid-
from http:/ieprints.ibu.e du.bal 57 I
,'r,.<l as a difficult subiect to master. According to Kasbolah (1993' cited in
Rodriguez, A. G. 2009. Teoching Grammor to Adult Engtish Language Leorners: Focu5
',,,y,rnto, 2007: 100), the use of media can ease the learners in learning En-
on Form. center for Adult English Language Acquisition (CAELA) of the cen
ter for Applied Linguistics. Retrieved February 26, zol3, from http:ll r,lr.,lr and can make the learning atmosPhere more interestinS.
www.cal.orfcaelanetwori<lpdfsf!-eachingGram marFinalweb.pdf The word medio is derived from the Latin medium, meaning "bewveen"
,, r wlrich it refers to anything that carries information between a source
Simmons, L' 2010a. Teocher Resources Disc. Pearson Education, lnc. Retrieverl and
August I 9, 20 I 0, from http:l/www.azargrammar.com/materials/feg/ r I (.Leiver. Thus, teaching media can be simply defined as teaching aids uscd
FEG03_PowerPoint. htm I l,y tlre teacher to deliver the materials to the learners. Teaching media can
Simmons, L. 2010b. FEG Teacher Nores. FEG powerpoint supplements (3rd ed.). 1,,. 111 15U fOfm Of newspapers, SOngS, flaShCards, comPuters, crossword
Pearson Education, lnc. Retrieved August 19, 2010, fnom http:ll l).
1,'rzzlc, paint application, and so on (see Figure
www.azargrammar. com/assetsfegpowerpoint_031FEG_GacherN otes. ppt
simmons, L. 201 0c. Chapter I: Presenr rime. FEG plwerpoint supplement,
i:.,r
ed.). Pearson Education, Inc. Retrieved August lg, zol0, from htip://
www.ivargrammar.comlassets/fegpowerpoint*O3/FEG_Chapter_0 I .pps
simmons, L. 201 0d. chapter 5: Asking euestions" FEG powerpoint supplements
(3rd ed.). Pearson Education, lnc. Retrieved August 19,2010, from http:ll
wwwazargram mar"com/assets/fegpowerpoint_o3/FEG_chapter_0s. pps
Sugirin. 2009. Cross-culturol Understonding: What Every EFL Teacher Should
Know.
[short Lecture]. MGMP Bahasa lnggris sMA Kabupaten purworejo. Retrieve<l
January 3, 20 I 3, from http://staff.uny.ac.idlsites/default/files/perrgabdian/drs
sugirin

i
:

I'igure l. Teaching Media (pictures are taken from www.google'com)

WI View publication stats MATIRIAI".SANDMl I)ln tr.J Ittr.t t.,l IIAJ ]i,r,A(,t IIn( IilN(, I 279