UNGGUL KREATIVE INOVATIF RELIGIUS DAN ANDAL

UNGGUL KREATIVE INOVATIF RELIGIUS DAN ANDAL (UKIRAN)

Senin, 20 Juni 2011

Peringatan Isro' Mi'roj Nabi Muhammad SAW


UNDANG MASYARAKAT SEKITAR 
SMP N 3 WARUREJA MENGADAKAN 
PERINGATAN ISRO' MI'RAJ NABI MUHAMMAD SAW.
Hari Sabtu (18/06) OSIS SMP N 3 Warureja mengadakan kegiatan peringatan Isro' Mi'raj Nabi Besar Muhammad SAW. Acara tersebut diikuti oleh seluruh warga SMP N 3 Warureja, komite sekolah, tokoh masyarakat dan warga desa Banjaragung.
Acara yang diadakan di halaman  SMP N 3 Warureja dari pukul 08.00 pagi tersebut berlangsung sangat meriah dan hikmat dibuka dengan kesenian Hadroh siswa SMP Negeri 3 Warureja. Dalam sambutan pada acara acara tersebut Kepala SMP N 3 Warureja Drs. H. Alfatah, M.Pd mengatakan bahwa peringatan isro’ Mi’roj di SMP N 3 Warureja adalah wujud nyata dari visi yang dicanangkan SMP N 3 Warureja yakni menciptakan insan yang Unggul Kreatif Inovatif Religius dan Andal atau disingkat UKIRAN. Selanjutnya beliau menyampaikan kepada seluruh siswa bahwa mulai tahun ajaran 2011/2012 ini, Sekolah akan menyelenggarakan sholat dhuha di pagi hari dan sholat Dhuhur berjamaah. Program ini merupakan upaya mengamalkan nilai-nilai Isro’ Mi’roj, yang tak lain adalah mendirikan sholat lima waktu dan memperbanyak sholat sunnah lainnya.
Setelah sambutan dari Kepala Sekolah dilanjutkan dengan ceramah agama yang disampaikan oleh K.H. Drs. Khoirul Amin, M.Si. Dalam ceramahnya beliau menyampaikan inti sari dari Isro’ Mi’roj Nabi Muhammad SAW adalah pendidikan, yaitu pendidikan akhlakul karimah atau budi pekerti yang baik. Perjalanan Nabi dalam peristiwa tersebut adalah perjalanan pendidikan dari Allah SWT, terutama tentang sholat lima waktu. Dengan demikian, nilai-nilai Isro’ Mi’roj menjadi sangat aktual untuk diamalkan dalam kehidupan di rumah dan sekolah. Lebih lanjut beliau menjelaskan sejarah tentang Isro' Mijra', beliau ceritakan bahwa ketika Isra' Mijra' Nabi Muhammad mengendarai kendaraan yang namanya Buraq yang menurut beliau kecepatannya melebihi kecepatan apapun sekarang ini dan sekali dia meloncat jauhnya sejauh mata memandang. Selama kurang lebih 1 jam, beliau menyampaikan dengan gaya jenaka kisah-kisah nabi dan contoh-contoh nyata tentang akhlak yang baik dalam kehidupan sehari-hari. Kiai mencontohkan bagaimana seharusnya seorang anak menghormat bapak-ibu, guru, dan orang yang usianya lebih tua. “Jika anak tidak menghormat orang tua, dia tidak akan menjadi anak yang sukses,” ujarnya menyitir salah satu hadist Nabi.

Selain diisi dengan kegiatan ceramah agama, peringatan Isro'Mijra' kali ini juga tari-tarian religious, puisi dan paduan suara  siswa-siswi SMP N 3 Warureja dan pembagian hadiah bagi siswa berprestasi.
Selesai acara peringatan Isro Mi’roj dilanjutkan dengan pembagian raport kepada orang tua siswa.

Sabtu, 21 Mei 2011

Paper 4 PARTIAL DICTATION


PARTIAL DICTATION 

By A. Fatah
1.      Definition of Partial Dictation
Partial Dictation is one of innovative English dictation activities. Johansson (as cited in Erik, 1996), who was one of the first to use partial dictation as a test of foreign language proficiency, defined it a test where subjects listen to recordings of material in the foreign language and are required to fill in the missing words in a written version of the recordings. Meanwhile, DeFilippo and Sadow (2006) defined that Partial Dictation (sometimes known as cloze) is most of the dictations in this text are partial dictations where words, phrases, or chunks of language have been deleted, and students are required to listen and write down the missing words. Further, Lado and Oller (as cited in Thrasher, 2000) emphasized that Dictation/partial dictation has sometimes been claimed to be a good test of listening. Lado (as cited in Thrasher, 2000) denounced it and Oller (as cited in Thrasher, 2000) praised it. Oller (as cited in Thrasher, 2000) claimed that it was a good example of what he called a ‘pragmatic’ test. He defined pragmatic test as any procedure or task that causes the learner to process sequences of elements in language that conform to the normal textual constraints of that language and which require the learner to relate sequences of linguistic elements via pragmatic mappings to extralinguistic context.
It can be concluded that Partial dictation is an English test where the students listen to the teacher’ story or tape recorder and are asked to fill in the missing words in the written story/text.
2.      Samples of Partial Dictation
A.    Text
  Listen to a short story from the teacher and fill in the blanks.
The Two Friends and the Bear
John and James were two friends who were crossing a 1…. Suddenly, they hit a huge black 2 …. Imagine how terrified they were. They tried to run but the bear 3 … them. 4 … managed to climb up into a tree but, 5 … fell to the ground and pretended to be dead. He knew that a bear will only attack something if it is 6 ….
The bear 7 …  him all over, while the man tried to hold his breath as best he could, hoping that the animal would not discover the pretence. Finally, the bear must have thought that the man really was 8 ….
Finally, the danger over, John came down from the tree and asked his friend, “Well, what did the bear 9 … into your ear?”. The bear 10 …., “It would be good if you fell from the tree and pretended to be dead with me!”

Transcript
The Two Friends and the Bear
John and James were two friends who were crossing a 1 forest. Suddenly, they hit a huge black 2 bear. Imagine how terrified they were. They tried to run but the bear 3 chased them. 4 John managed to climb up into a tree but, 5James fell to the ground and pretended to be dead. He knew that a bear will only attack something if it is 6 alive.
The bear 7 smelled him all over, while the man tried to hold his breath as best he could, hoping that the animal would not discover the pretence. Finally, the bear must have thought that the man really was 8 dead.
Finally, the danger over. John came down from the tree and asked his friend, “Well, what did the bear 9 whisper into your ear?” The bear 10said,“That it would be good if you fell from the tree and pretended to be dead with me!”
Taken from. English in Focus for Junior High School
Grade VIII (SMP/MTs).2008








     B.   Dialogue
            Listen to the following dialogues and complete the missing information
Transcript

3.      The Advantages and The Weaknesses of Partial Dictation
As a testing method, dictation has been confirmed to be reliable and valid by many researchers. Based on the summary of empirical studies, Oller (as cited in Osamu, 1997), for example, considers dictation to be a type of integrative test, a test which requires a learner to use several language skills at the same time). Heaton (as cited in Osamu, 1997) says, "the integrated skills involved in tests of dictation include auditory discrimination, the auditory memory span, spelling, the recognition of sound segments, a familiarity with the grammatical and lexical patterning of the language, and overall textual comprehension", and claims, "dictation tests can prove good predictors of global language ability". Dictation is, in a sense, an established means of testing. Teachers can make use of different genre and a number of dictation activities to conduct their lessons so as to change a boring, threatening and stressful classroom atmosphere into a relaxing, supportive and enjoyable learning environment which subsequently brings a positive influence on learners’ performance (Davis & Rinvolucri, Wajnryb, as cited in Kit, 2004).
Martinez Lopez (as cited in Gonzalez, 2008) mentioned many advantages of partial dictation for the teachers and the students. For the students: practice in note taking, associating sound and spelling, discovering things which are not heard, learning from errors on a feedback session, reinforcing learning and the possibility of self correction. The advantages for the teachers: it can be used in a large class, it is quick to prepare and administer and easy to score, many things can be asked for in short time, it constitutes a source of information for problem areas an a good reference of the general progress of  students.
As a teaching method, however, dictation lacks sound empirical grounds. Harris (as cited in Osamu, 1997), for example, insists that dictation can be a useful pedagogical device but offers little empirical support. Davis and Rinvolucri (as cited in Osamu, 1997) also mentioned that dictation is an effective measure of teaching, and provide us with various methods of dictation. However, empirical support for their claim of effectiveness is slight. One example of empirical data was provided by Yoshida (as cited in Osamu, 1997). He found statistically significant positive correlations between dictation and the results of listening tests, and, based on these findings, claims that dictation can be a good teaching device. His findings do indicate that dictation is a good predictor of learners' listening ability. However, a good predictor does not necessarily turn out to be a good teaching device. The literature as a whole, therefore, shows that dictation has been utilized by foreign language teachers for teaching with precarious empirical support.
4.      Scoring of Partial Dictation
The scoring based on Kaga (as cited in Kondo, 2008) is as follows:
a.       Exact-word. A word is considered as a test item. If a word is written in the exact spelling and in the correct order. The item is assigned one point.
b.      Garbling. An answer is given not in the exact spelling. This is assigned no point.
c.       Losing. An answer is not given and there’s no space for the word. This is assigned no point.
d.      Failing. An answer is not given and there’s the blank for the word. This is assigned no point.
5.      Tips for Teachers in Conducting partial Dictation.
DeFilippo and Sadow (2006) gives 8 tips for Teachers in Conducting partial Dictation. They are:
1.  When reading the full dictations, try to speak naturally, at normal speed, keeping the features of the spoken language. If you are reading the full text at normal speed and you know the exercise will be fairly easy for your students, give the word, phrase, or chunk of language only once. Try to start with a pace that is comfortable for your students, and then make them work a bit at understanding. If you think the text will be difficult for your students, repeat two, possibly three times. When field testing our material, several teachers said that they thought the material looked quite difficult for their students, but they were surprised how well their students did. It's up to you to decide what works best. If you have to repeat more than three times, the text is too difficult for your students.
2.  The students may want to check the spelling of a word or words as you are giving the dictation. It's best to tell them to wait until the end of the activity.
3.  For numbers, have the students write numerals, rather than the word (15, instead of fifteen), except for single-digit numbers (1-9). They should also use dollar ($) and percentage (%) symbols rather than writing out the words.
4.  One key to making the dictation a positive experience is to have students correct their own work. When the dictation is completed, the students check with each other in pairs on what they've heard, while you walk around helping and clarifying. This, in itself, allows for a great deal of discussion. After they have self-corrected, they can turn to the full dictation texts for confirmation. You can then go over the dictation with the class and discuss whatever vocabulary or concepts they don't understand.
5.  Rather than read the full dictations from the appendix, you may find it helpful to copy the page you're dictating and fill in the blanks yourself ahead of time. This is helpful when giving feedback. It's easier when you're working from the same page as your students.
6.   There was no one pattern that was followed when choosing words or phrases to be deleted. Sometimes the deletions focus on idioms, sometimes on numbers, sometimes grammar, sometimes vocabulary.
7.  You and your students can also create dictations from local newspapers, the Internet, or any other source. This way you can choose a timely topic and easily adapt it to the level of your students.
8.  With higher level students, you may want to ask a student to give a full dictation. The reader may prepare for this by listening to the CD.


Resources:

Erik. Marmberg Larsh. 1996. Initiation of a Teacher Education Project in Tanzania. 1st ed. Finland: Faculty of Education, Abo Akademi.

Gonzalez, Antonio Bueno. 2008. Testing English as a Foreign Language: An Overview and Some Methodological Considerations. Granada: Universidad de Jaen. http//:eric.ed.govERICDocsdata/ericdocs2sqlcontent_storage_ 010000019b8017976c.pdf.pdf. (1 October  2008).


Kit, Chiang Oi. 2004. Report on the Action Research Project on English Dictation in a Local Primary School. http://edb.org.hkHKTCdownloadjournalj2P1-10.pdf.pdf. (24 September 2008).

Kondo, Yusuke. 2008. Language Anxiety as a Predictor for English Proficiency and its Change. Japan: Waseda University.

Osamu, Takeuchi. 1997. Dictation: Is it really effective for language teaching? Kansai University, Audio-Visual Education 20. Osaka, Japan: Faculty of Informatics, Kansai University.


Thrasher, Randy. 2000. The Testing of Listening Comprehension. International Christian University Language Testing Fall. http://subsite.icu.ac.jppeoplerandyLesson%20Six%20Text.pdf.pdf. (26 September 2008).
DeFilippo, Judith and Catherine Sadow. 2006. Interactive Dictations
A Listening/Speaking/Writing Text. ISBN:0-86647-197-9.

Paper 3 LEARNING VOCABULARY THROUGH CHAINED WORD GAME


LEARNING VOCABULARY
THROUGH CHAINED WORD GAME
1.          Preface
In learning English as a foreign language, vocabulary plays an important role. It is one element that links the four skills of speaking, listening, reading and writing all together. In order to communicate well in English as a foreign language, students should acquire an adequate number of words and should know how to use them accurately.
Traditionally, vocabulary has not been a particular subject for students to learn, but has been taught within lessons of speaking, listening, reading and writing. During the lesson, students use their own vocabulary and are introduced to new words provided by the teacher and classmates which they apply to classroom activities. For many learners of English, whenever they think of vocabulary, they think of learning a list of new words with meanings in their native language.
A number of learners may share the same experience of looking up words in a bilingual dictionary to find their meanings or definitions when they encounter new words. Working this way, after a short period of time, many learners may find out that learning vocabulary in lists does not satisfy themselves, and they think the cause for it is just their bad memorization, Gnoinska (1998:12). Research and publications have shown that this is not a very effective way to study. Nation (2000, p.6) states that the "look and remember" way of vocabulary learning seems to be not very effective for learners of the English language.
Unlike the traditional method of learning and teaching, in a Contextual Teaching Learning (CTL) approach, learners are required to take part in a number of meaningful activities with different tasks. This is to improve learners' competence by encouraging them to be a part of the lessons themselves.  One of the good ways to learn vocabulary is by using a game. 
Many experts of language teaching methodology agree that playing games is a good way to learn vocabulary, especially in CLT class. With the use of games, the teacher can create various contexts in which students have to use the language to communicate, exchange information and express their own opinions (Wright, Betteridge and Buckby, 1984). Huang (1996: 1) comes to a conclusion that "learning through games could encourage the operation of certain psychological and intellectual factors which could facilitate communication heightened self-esteem, motivation and spontaneity, reinforcing learning, improving intonation and building confidence."
Some experts have also figured out characteristics of games that make vocabulary learning more effectively. Lee (1995:35) lists several main advantages when games are used in the classroom, including "a welcome break from the usual routine of the language class", "motivating and challenging" "effort of learning", and "language practice in the various skills."
In summary, games are useful and effective tools that should be applied in vocabulary classes. The use of vocabulary is a way to make the lessons more interesting, enjoyable and effective.
Here this paper discusses on using a chain word game to teach vocabulary. It is hoped that teachers will learn and use it as an alternative of language learning strategies that support students’ learning, especially in learning vocabulary.
2.     Learning Vocabulary through Chain Word Game
The game is adapted from “Kata Berkait” Quiz Program at RCTI Channel hosted by Nico Siahaan. It was popular 1n 2002 – 2004. It can be used to review vocabulary, practice spelling and develop the ability to cooperate, to complete without being aggressive, and to be “a good loser”.



3.      Steps in applying the Game

  1. The teacher makes a draft in his/her paper 3 lists of chain words. Each consists of 8 words related one to another. They are based on the material given.
Example: The teacher will teach the vocabularies of school environment, so the teacher writes the words which relate it.
List 1                           List 2                           List 3
Book                           Flag                             Chair
Teacher                        Ceremony                    Broken*
Room                          Yard*                          Ruler*
Dirty                            Grass*                         Expensive*
Floor                            Green*                                    Shoes*
Ceramics                     Bag                              Girl*
White                          Student*                     Beautiful*
Dress                           Uniform                      School
  1. Divide the class into groups (2 or 4 groups) and name them Group A, B, C, etc. or let the members of the group name themselves.
  2. Draw 8 lines on the board and write the key words on the top and bottom lines.
See example:
Book













 





Dress


  1. The turning group guesses the word by asking to the teacher a letter below, above or between the words.
  2. The teacher writes the group’s score. It is based on the number of the letter  in a word which can be guessed by the group.
Example: The word “Teacher” has 7 letters. So the group which can guess it gets the score 7. Asterisk mark (*) means doubled score.
  1. The winner is the group who gets highest score.

4.    Closing
That’s all the discussing of learning vocabulary through Chain Word game. I hope it is useful for all. Thank you.

Paper 2 EEE METHOD: An Alternative of Integrative Grammar Teaching


 
I.       INTRODUCTION
1.1 The Background of Problem
Grammar gains its prominence in language teaching, particularly in English as a foreign language (EFL) and English as a second language (ESL), Without a good knowledge of grammar, learners’ language development will be severely constrained. Practically, in the teaching of grammar, learners are taught rules of language commonly known as sentence patterns. According to Ur (as cited in Widodo, 2006:1), in the case of the learners, grammatical rules enable them to know and apply how such sentence patterns should be put together. The teaching of grammar should also ultimately centre attention on the way grammatical items or sentence patterns are correctly used. In other words, teaching grammar should encompass language structure or sentence patterns, meaning and use.
Further, grammar is thought to furnish the basis for a set of language skills: listening, speaking, reading and writing. In listening and speaking, grammar plays a crucial part in grasping and expressing spoken language (e.g. expressions) since learning the grammar of a language is considered necessary to acquire the capability of producing grammatically acceptable utterances in the language (Corder, 1988:123). In reading, grammar enables learners to comprehend sentence interrelationship in a paragraph, a passage and a text. In the context of writing, grammar allows the learners to put their ideas into intelligible sentences so that they can successfully communicate in a written form. Lastly, in the case of vocabulary, grammar provides a pathway to learners how some lexical items should be combined into a good sentence so that meaningful and communicative statements or expressions can be formed. It is concluded that by learning grammar students can express meanings in the form of phrases, clauses and sentences. It cannot be ignored that grammar plays a central role in the four language skills and vocabulary to establish communicative tasks.
In the context of EFL, teaching grammar has traditionally been dominated by a grammar-translation method where the use of mother tongue is clearly important to elicit the meaning of target language by translating the target language into native languages. For example, according to Larsen-Freeman and Richards and Rodgers (as cited in Widodo, 2006:2), in such a method learners are required to learn about grammar rules and vocabulary of the target language. In the case of grammar, it is deductively taught; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples.
Many teachers think that teaching grammar separately is not favorable to learners since learners only learn the way language is constructed, and very often when they are given grammatical rules, the learners work well on such cases. However, when they write or speak, the learners make grammatical mistakes or even unnecessary ones. Helping learners apply grammatical rules into communicative tasks (for example, writing and speaking) is very challenging.
Similarity, in learning a grammar, foreign students face a dilemma. On the one hand, students need to know the rules, as that is what they are tested on at schools. On the other, with a number of foreign visitors, or living in an their country there is a good need for communication with them. Therefore, if students need grammar for communication, it should be taught communicatively, that is, meaning-based. On the other hand, if students need the grammar knowledge to be able to translate from foreign language to their own language, and that is what they are going to be graded on, then form-based approaches will be more appropriate. That is why there is a need to look at the ways of combining form and meaning in teaching foreign languages.
Teachers, especially in the context of EFL, could benefit from learning some alternative teaching approaches for teaching grammar so that they can integrate grammar or structure into other language skills in such a way that the goal of learning language is ultimately achieved.
Therefore, in this paper, I would like to write a possible solution, integrative grammar teaching combines a form-based with a meaning-based focus. Spada and Lightbown (1993: 205) have also argued "that form focused instruction and corrective feedback provided within the context of communicative interaction can contribute positively to second language development in both the short and long term". Thus, integration of form and meaning is becoming increasingly important in current research. Celce-Murcia, Dornyei and Thurrell (as cited in Depdiknas, 2004:46) call it "a turning point" in communicative language teaching, in which "explicit, direct elements are gaining significance in teaching communicative abilities and skills". Of course, depending on the students and their particular needs, either form or meaning can be emphasized. But in having various students with different needs in the same group, or having various needs in the same students, an integrative grammar teaching approach creates optimal conditions for learning for everyone in the classroom. Musumeci (as cited in Sysoyev 1999:2) mentions the idea of connecting form and meaning in grammar teaching as a developing trend in reference to the proficiency oriented curriculum. She points out that students should be able to learn explicit grammar rules as well as have a chance to practice them in communication in the authentic or simulation tasks.



1.2 Problem Formulations
1.2.1 How to teach grammar?
1.2.2 What approaches can the teacher be used to teach grammar?
1.2.3 How was and should grammar be taught?
1.2.4 What is an integrated grammar teaching?
1.2.5 What is an EEE method?
1.3 The Scope of the Study
         This study is conducted to answer the following questions:
1.3.1 How was and should grammar be taught?
1.3.2 What is an integrated grammar teaching?
1.3.3 What is an EEE method?
1.4 The Objectives of the Study
1.4.1  To find an alternative approach in teaching grammar
1.4.2  To understand the description of EEE method as an alternative of an integrated grammar teaching..
1.5 The Significances of the Study
1.5.1 The theoretical benefit of the study is contributing to the teaching theory and strategy in teaching grammar.
1.5.2 The practical benefit of the study for:
1) Teachers
a. The teachers will understand EEE method as an alternative of an integrated grammar teaching and apply it in teaching grammar.
b. The teacher can help the students to increase their grammar understanding which support their English proficiency.
2) School
It gives positive impact to other teachers in creating learning process.

II.  REVIEW OF RELATED LITERATURE
2.1 Teaching Grammar
The field of grammar has been divided and subdivided in many ways. Usually, when students and teachers think of grammar, they think of the rules which govern written and spoken language. Patterson (1999) described this field as applied grammar, which makes sense, in that, speakers and writers intend to apply the grammar to their tasks. Within that field of grammar, there are both descriptive and prescriptive grammars. Patterson explained that prescriptive grammar is the rules that direct written and spoken language. These rules were further subdivided by Vavra (1996:32) into rules of usage and syntax. Usage includes rules about concepts like double negatives and slang words. Syntax encompasses rules of sentence structure and its component parts.
Grammar teaching in the primary and secondary levels consists primarily of these syntax rules, usually accompanied by any the favorite usage rules of any individual teacher. Therefore, the grammar teaching and learning that are primarily described in this review will be the prescriptive rules of syntax and usage. Also, this type of grammar has been referred to as traditional grammar or school grammar.
2.2 How Grammar Was And Should Be Taught: A Comparison Between
      Different Methods And Approaches

The following table gives a brief idea about how grammar was taught throughout different methods and approaches (Atlagh 2003:8)
What you can notice from this brief description of how grammar was or is still taught is that the earlier methodologies placed a higher emphasis on production in a limited form (Grammar Translation, Direct Method), but never considered the needs of the learners or presented language as a package. Whereas later methodologies combined learners’ needs with tasks to enhance their communicative competence but arguably sacrificed accuracy over fluency, as there was no focus on form.
Beginning in the 1970's, interest in the teaching of 'reallanguage' has increased as people have become more and more interested in the language used in various social and cultural settings. As a result, there has been a rapid shift of research and practice from audiolingual and grammar-translation methods to the exploration of communicative language teaching, and much attention has been paid to focusing on global and integrative tasks, rather than on discrete structures. A review of the research starting from 1970's (Ellis, 1997) shows that communicative Language teaching was perceived as a departure from grammar in favour of focusing on the meaning only.
A comparison of communicative (also referred to as meaning-based) to form-based (also referred to as structure-based) approaches in language teaching shows that communicative language teaching enables students to perform spontaneously, but does not guarantee linguistic accuracy of the utterances. On the other hand, form-based approaches focus on the linguistic and grammatical structures, which makes the speech grammatically accurate. But this accuracy is observed in prepared speech only, and students lack the ability to produce spontaneous speech. Prabhu (as cited in Atlagh, 1985:3) conducted an experiment in communicative language teaching and found that:
“the experimental group, which received meaning-based instruction, did well on the meaning-based test, but showed low results on the discrete-point test. The control group, on the other hand, having received structural instruction, performed better on the grammar structure tasks, rather than on the global and integrative tests. Conclusion: The outcome of this experiment is quite logical and obvious and can be explained by the washback effect. Students' performance was better on the tasks they were trained for.”

2.3 Eee Method As An Integrative Grammar Teaching
2.3.1  Integrative Grammar Teaching
Integrative grammar teaching, which presupposes students' interaction while learning, can be viewed as a cognitive process of learning an L2 that reflects the sociocultural theory proposed by the Russian psychologist Vygotsky (as cited in Depdiknas, 2004:61). In talking about the development of a child's brain and his socialization, Vygotsky argues that there is a strong relationship between learning and cognitive development, in which cognition develops as a result of social interaction and sharing the responsibility with a parent or a more competent person. From an early age, children look to their parents for clues to acceptable social behavior. This brings us to Vygotsky's zone of proximal development (ZPD) in which there are two main stages of an individual's development. The first stage is what a child or learner can do by himself; the second stage is his potential, what he can accomplish with the help of another, more competent person. The distance between two points is called the zone of proximal development. Vygotsky also introduces the notion of a mediator - a person who helps students to accomplish what they cannot do by themselves. According to Appel and Lantolf  and Lantolf and Pavlenko (as cited in Atlagh, 1985:4), the role of the mediator in teaching a foreign language is placed on a foreign language teacher, whose task is to direct students in the right direction and help them reach the second stage in the ZPD.
2.3.2 EEE Method
What is meant by integrative grammar teaching, is combining the form and the meaning, using what is called the EEE method (Exploration, Explanation, and Expression), which Athlagh (2007) prefers to call the XXX method because it is easy to retain. This method of XXX consists of three equally important stages: (Sysoyev, 1997:2)
“Exploration is the first stage of integrative grammar teaching. This stage is characterized by "inductive learning." Students are given sentences illustrating a certain grammar rule and are asked as a group to find the pattern and, with the help of the teacher, to formulate the rule. Many scholars have arguing against passive or inactive learning (see, for example, Johnson, 1995; and others) in which teachers refer to a textbook for explanations of rules. I completely agree with this critique. Students should be given opportunities to figure out everything by themselves, receiving help only when necessary. To make the task easier in the beginning, some grammatical forms or endings can be highlighted. Students tend to prefer assignments that allow them to explore the language. The knowledge they obtain becomes theirs and it is often much easier to remember. Exploration, then, works as an excellent tool for motivation. Explanation is the second stage of learning. As students find sequences or patterns in the examples they used during the exploration stage, the teacher or the students can summarize what was previously discovered, now focusing on the form. In some situations it may be essential to go to the textbook and together with students relate 'textbook rules' with the examples and findings of the exploration stage. The explanation stage is quite important because students feel safer when they know the rules and have some source to go back to in case of confusion or for future reference. Depending on students' proficiency, confidence, and actual performance, this stage can sometimes be omitted. However, students should be aware of and experience the strategies they may use to refer to the explicit rules, if needed. Expression is the third and last stage of the process. After discovering certain grammatical patterns in the exploration stage and getting to know the rules in the explanation stage, students start practicing the production of meaningful utterances with each other in communication and interactive tasks. The rationale of this stage is to provide students experience in applying their acquired knowledge in practice by making meaningful utterances. On the one hand, this may also serve as a motivation technique, since learners can actually see what they can do with what they have learned. On the other, the expression stage gives them the opportunity to practice communicating under the teacher's supervision, which usually assures the students that they can produce a correct utterance. Communicative interaction will be better if it is content-based, which allows students to relate it to something they care or know about, thus making it authentic.

III.     DISCUSSION
Based on the review of related literatures, it can be conclude that In teaching grammar, teachers face a dilemma, let alone students. On the one hand, students need to know the rules, as that is what they are tested on at schools. On the other, with a number of multinational companies requiring that their personnel staff have a good mastery of the English language, teaching and learning English should also have a functional purpose as it is stated by the NCET. That is why there is a need to look at the ways of combining form and meaning in teaching. As a possible solution, integrative grammar teaching combines a form-based with a meaning-based focus.
Spada and Lightbown (as cited in Tracy 1995: 7) have argued that “form focused instruction and corrective feedback provided within the context of communicative interaction can contribute positively to second language development in both the short and long term”. Using what is called the EEE method shows three steps, in the first, exploration stage, learners look at certain sentences and discover a grammatical pattern under an instructor's supervision. This stage also involves cognitive learning. Instead of being given an explicit rule, students spend some time discussing and discovering grammatical patterns, which, as the survey shows, helps them understand the rules. A teacher is given the role of the mediator working within the zone of proximal development. He starts at the point where his students are and pushes them, with his help, to grow and improve their competence. In the second, explanation stage, the teacher explains explicit rules, which, as Lightbown (and Pica (as cited in Liu 2001: 4) show, will make their speech more grammatically accurate. It is important for the teacher to connect the rules to the examples from the exploration stage, which builds on what students already know, as well as provides content-based examples for the third stage. In the third, expression stage, students use new structures in interaction, producing meaningful utterances. This stage prepares learners for spontaneous use by helping them focus equally on form and on meaning in using their language in communication. Finally, the evaluative questionnaire, which was administered to determine the attitudes of the students towards a new method of grammar teaching, showed that students liked the method and thought its work was effective.
Here I show an example of EEE method steps:




The rule: The use of the ending -s with verbs in the present simple tense.
 Stage 1. In the exploration stage, students are given the following
               Sentences and are asked to find  the grammatical pattern. All
               instruction was done in English.
1). I go to school every day.
2). My mother works at the IBM company.
3). Water boils at 100 C.
4). My friends play tennis with me.
5). They ride bicycles.
Example:
T:   Now, I want you to look at the board. You will see several sentences. In some of them we add "-s" to the verb, in some we do not. (T points at every sentence.) Thus, where ending "s" is, it is underlined (sentences 2 and 3). In sentences where we don't have "-s" (points at 1, 4, and 5) the underlining shows where it could be. Words in bold determine whether we should add "-s" to verbs or not. Your task will be to think why we sometimes use and sometimes don't use "-s" with verbs.
Stage 2. In the explanation stage, the teacher ends the first stage and tells
               the students the explicit grammatical rules.

          Example:
T: Very good. You proved to be very good scholars and found the rule correctly. You were right. In using the present simple tense, we add ending s (-es) to the verb in the first person singular, that is, when it refers to 'he,' 'she,' and 'it,' like in our examples: 'My mother works at the IBM company,' and 'Water boils at 100 C' (shows on the board). In the other cases, like you can see here (points at the other examples) we have just the infinitive of the verb or the way it is in the dictionary without 'to.' You can use Present Simple tense to describe what you or others usually/often/sometimes do. For example, "My wife's name is Linda. She works at the Giant. She is a cashier. She likes to talk to people," and so on. Or we can use this tense to talk about facts that represent a universal truth. For example, "The sun rises in the East. Water boils at 100 C."



Stage 3. Expression. The teacher divides students into pairs and gives them
               the task.
Example:
T: Now split into pairs and tell your partner about each of your family members, friends, relatives: where they live, where they work, what they like to do, and so on. You can imagine some things, if you want. Like if you do not have a brother, imagine that you do and think what he does. After you listen to each other's stories, you will be asked to report to the whole group about your partner's family or friends. Ok? Do you have any questions?
IV. CONCLUSION
4.1 Conclusion
In learning a grammar, students face a dilemma. On the one hand, students need to know the rules, as that is what they are tested on at schools. On the other, with a number of foreign visitors., or living in an L2 country there is a good need for communication in an L2. That is why there is a need to look at the ways of combining form and meaning in teaching foreign languages.An alternative way of combining form and meaning in teaching L2 grammar to ESL students. The teacher can apply the EEE method, consisting of three stages (exploration, explanation, and expression) has been proposed. A series of experimental lessons were administered to ESL students to study the patterns of classroom interaction during each of the suggested stages. As the analysis of the lessons shows, in the first, exploration stage, learners look at certain sentences and discover a grammatical pattern under an instructor's supervision. In the second, explanation stage, the teacher explains explicit rules, which will make their speech more grammatically accurate. In the third, expression stage, students use new structures in interaction, producing meaningful utterances. Finally, some studies showed that students liked the method and thought its work was effective.

4.2 Recommendations
4.3.2 EEE Method was effective to teach grammar, so it needs to be improved.
4.3.2 It increased students’ English communicative competence so that the teacher should apply it in their grammar teaching.
4.3.2 The teachers, especially an English teacher should search and use as many as possible teaching learning approaches and strategies to develop students’ competence in English.





















   
REFERENCES

Atlagh, Ahmed. 1997. Integrative Grammar Teaching: X-ploration, X-planation and X-pression. El Bakkali High School, Inzeggane-Ait Melloul. http://www.mate.org./maNL24_2.pdf  (March 3, 2008).

Corder, S. (1988). Pedagogic grammar. In W. Rutherford & M. Sharwood-Smith (Eds.), Grammar and second language teaching (pp. 123-145). New York: Harper & Row Publishers, Inc.

Depdiknas. 2004. Landasan Teoritis Bahasa Inggris. Jakarta: Depdiknas.

Duckart, Tracy D. 1995. How to Teach Grammar/Whether to Teach Grammar. http://www.eric.ed.gov/ERICDocsdataericdocs2sqlcontent_storage_010000019b80146231.pdf
Ellis, R. 1997. SLA research and language teaching. Oxford: Oxford University Press.
Liu, Dilin And Peter Master. 1995. Critical And Innovative Approaches To Grammar Teaching: An Introduction.

Patterson, N. G. (1999). The role of grammar in the language arts curriculum. Retrieved  June 17, 2005, from http://www.npatterson.net/grammar.html. (February 25, 2008)

Spada, N., Lightbown, P. 1993. Instruction and the development of questions in the L2 classroom. Studies in Second Language Acquisition, 15: 205-224. http://eprints.qut.edu.auarchive/00001792011792.pdhttp. (February 25, 2008)

Sysoyev,  Pavel V. 2003, Integrative L2 Grammar Teaching: Exploration, Explanation and Expression. The Internet TESL Journal, Vol. V, No. 6, June 1999. http://iteslj.org/  (March 1, 2008).

Vavra, E. (1996). On not teaching grammarb [Electronic version]. bEnglish Journal, 85(7).  http://iteslj.org/  (March 1, 2008).

Widodo, Handoyo Puji. 2006. Approaches And Procedures For Teaching Grammar. English Teaching: Practice And Critique May 2006, Volume 5, Number.http://Education.Waikato.Ac.Nz/Research/Files/Etpc/2006v5n1nar1.Pdf Pp. 122-141. (February 25, 2008)