TEACHING READING TROUGH GRAMMAR TRANSLATION

METHOD ( GTM )
 TABLE OF CONTENT

I. INTRODUCTION

A. Background of the Study

B. Identification of the Problem

C. Limitation of the Problem

D. Formulation of the Problem

E. Benefit of the Research

II. THEORITICAL FRAMEWORK

A. Definition of Teaching

B. Definition of Reading

C. Definition of Teaching Reading

D. Definition of the Grammar- Translation Method

III. RESEARCH METHODOLOGY

A. The Purpose of the Research

B. Research Method

C. Place and Time

D. Object of the Research

E. Steps of The Research

F. Technique Data Analysis

 CHAPTER I

INTRODUCTION

A. Background of the Study

English is one of the languages in the world that master in many various field

globally. There are many reasons why getting students to read English text is an

important part of teacher’s job. Many students want to be able to read texts in English

either for careers, for study purposes or simply for pleasure.

Reading is useful for language acquisition provided that students more or less

understand what they read, the more they read, the better they get at it. Reading also has a

positive effect on students’ vocabulary knowledge, on their spelling and on their writing.

As an English teacher we must make decision to choose language teaching

method will be most effective. Especially in teaching reading, the writer will propose a

case of study that teaching reading through The Grammar Translation Method (GTM) at

junior high school. This method is used for the purpose of helping read and appreciate

foreign language literature. It is hope that, through the study of the grammar of target

language, students will become more familiar with the grammar of native language and

will help them speak and write in native language better.

B. Identification of Problem

From background of study, there writer will identify problems that related in this

issue, as follows

1. What are the goals of teachers who use the grammar- Translation method
 2. How to teach reading through GTM

3. How does reading have a positive effect on student’s grammar knowledge?

4. How significant is the influence of using ( the GTM ) on students reading skill

C. Limitation of the Problem

Limitation of the problem and this thesis, the writer would like to analyze in

intensive reading.

D. Formulation of the Problem

Based on the limitation of the problem above, the writer formulate the study as

Follow:

- How does the teacher teach reading through the GTM?

E. Benefit of the Research

The writer would like to encourage English Teaching reading is would beneficial,

because:

1. The students become familiar with the grammar of English

2. The students can speak and write in English better

3. Reading has a positive effect on student, vocabulary, knowledge, on their

spelling, and on their writing.
 CHAPTER II

THEORITICAL FRAMEWORK

A. Definition of Teaching

Teaching is a process to give guidance the students to reach the goals. According

to Romiszowski ( 1981 ) :

“goal directed teaching process” that pre planned.1

Teaching known as “Instruction” it means process that makes someone do

learning. Teaching is a media for learning process includes behavior individual changes

through pre- planned.

According to Gagne and Briggs (1979): Instruction is a set of events which affect

learners in such way that learning’s facilitated.2

B. Definition of Reading

Reading is saying the words from the book or something written loudly or

silently. Reading has a positive effect on students’vocabulary knowledge, on their

spelling and on their writing.

1
Udin Saripudin Winataputra dan Rustana Ardiwinata, Perencanaan Pengajaran, Dirjen
Pembinaan Kelembagaan Agama Islam dan Universitas Terbuka, 1994, p.4
2
L.B Curson, Teaching in Further Education, An Outline of Principles and Practice, Fourth
Edition, Cassell, 1996. p.9
C. Definition of Teaching Reading

There are two kinds of reading, extensive and intensive reading. The term

extensive reading refers to reading which students do often away from the classroom and

the term intensive reading, on the other hand, refer to the detailed focus on the

construction of reading texts which takes place usually ( but not always ) in classrooms.

Reading will be given as soon as language learners have had sufficient practice in

listening and speaking. After the Student has good ability of listening and speaking,

reading can be introduced. Reading lesson may be given in a single class on it may be

added ad supplementary work whether it is given as a supplementary work, the material

of reading must be graded depending on the levels of the language learners.3

D. Definition of the Grammar- Translation Method

The Grammar- Translation method focuses on translating grammatical forms,

memorizing vocabulary, learning rules, and studying conjugations.

The purpose of using the GTM is to able to read literature written in the target

language. The students are given the grammar rules and examples, are told to memorize

them, and then are asked to apply the rules to other examples. They also learn

grammatical paradigm such as verb conjugations.4

3
Harmer, Jeremy. How to Teach English. Essex, 2007. Pearson Longman. P.99
4
Larsen- Freeman, Diane. Techniques and Principles in Language Teaching. 1986. New York: Oxford
University Press.
 CHAPTER III

RESEARCH METHODOLOGY

A. Purpose of the Research

The purpose of this research is for examining and finding information from a

phenomenon that occurs in learning reading process.

The research instructs the students, so they can understand what they read, and

add their vocabularies, their grammar and writing ability.

B. Research Method
.
In this thesis, the writer will use qualitative method that finds can’t get through

statistic procedure or another settlement form. It means, there are no absolute rules except

to do the very best with your full intellect to fairly represent the data and communicate

what the data reveal given the purpose of the study.

C. Place and Time

The research will take a place at …………………., on November 2008.

D. Object of the Research

The object of the research is the students at ………………………………… grade

eighth.
E. Steps of the Research

Observation

The observation includes the English teacher and the Students grade eighth at

………………………….. The writer will be a passive observer.

The writer will observe the teacher and the students in the classroom while they

are studying and their teacher teaches reading through the Grammar –Translation

Method.

Interview

The interview will be done to the teacher and the students to get information that

relate with reading class and teaching method. The questions are given in written list

form.

Discussion

The writer will discuss with teacher and the students the experience the result as

learning process.

F. Technique of Data Analysis

Data analysis will be done by observation; comprehension and deep clarify from

the result of some information that accepted.

The writer will focus on Diane Larsen Freeman‘s statement that through the study

of the grammar of the target language, students would become more familiar with the

grammar of their native language and would help them speak and write their native

language better. .
 BIBLIOGRAPHY

Hariwijaya, M, and P.B, Triton.2007. Pedoman Penulisan Ilmiah Proposal dan Skripsi.
Yogyakarta: Oryza

Setiyadi, Ag. Bambang. 2006. Teaching English as a Foreign Language, Yogyakarta:

Graha Ilmu.

Larsen- Freeman, Diane. 1986. Techniques and Principles in Language Teaching. New York:
Oxford University Press.

Udin Saripudin Winataputra dan Rustana Ardiwinata. 1994. Perencanaan Pengajaran, Dirjen
Pembinaan Kelembagaan Agama Islam dan Universitas Terbuka.

L.B Curzon, 1996. Teaching in further Education, An Outline of Principles and Practice, Fourth
Edition, Cassell

Harmer, Jeremy.2007.How To Teach English, Essex: Pearson Longman

Compare the expression below ! give an example each !

1. After, All

2. Among, Between

3. Already, All ready

4. Alike, like

5. Ago, Age

6. All, Whole

Answer :

1. After : later

I arrived after he had left

After all : in spite of all

He failed after all

2. Among : surrounded by

There is a butter fly among flowers

Between: two limits

Indonesia lies between Asia and Australia continent

3. Already

It is eight o’clock I have breakfast already

All ready : quite entirely

They have been all ready

4. Alike : similar , like one another

The two sister are very alike

Like : be found of

Like : I like fruits, but I don’t like vegetables

5. Ago : to indicate time measured back to a paint in the past

She left a few minutes ago

Age : length of time a person has lived or a thing has lived or a thing existed

What’s his age ?

6. All : the whole number of

He has lived all his life in London

Whole

They ate the whole of chicken, all of it.