Procedure Of Teaching Grammar Using Memory Enhancement
DOI:
https://doi.org/10.21512/lc.v5i2.379Keywords:
teaching grammar, teaching procedure, memory enhancementAbstract
Teaching grammar has been regarded as a process of understanding from the context. It means a teacher teaches the pupils contextually more than just the rules. However, I have my own experience that teaching grammar methods must depend on the purposes of learning grammar. Some people learn grammar as a means to fulfill the syllabus needs for schools but other people learn grammar for special purposes out of school syllabus, such as for entrance test. For these reasons, the methods of teaching grammar should be different. The students who learn grammar based on the school syllabus probably needs longer procedure of learning that usually uses contextual teaching through listening, speaking, writing, and reading. Nevertheless, students who learn grammar for test need shorter procedure of learning such as memorizing. Therefore, I propose giving a workshop of teaching grammar using memory enhancement as another alternative teaching grammar method. This workshop would show the class that grammar can be learnt through memory enhancement process, i.e.; mind map, music, memory technique and drill to boost up students understanding for test preparation.
Plum Analytics
References
Alabi, Amos Oyetunde. (2008). The Teacher as a Resource in the Planning and Implementation of Primary English Classes. Pakistan Journal of Sciences, 5 (8), 841-844.
Atkinson, R.C. (1975). Mnemotechnics in Second Language Learning. American Psychologist, 30, 821. 828.
Buzan, Tony. (1984). Use Your Head. London: Guild Publishing.
Buzan, Tony. (1986). Use Your Memory. London: Guild Publishing.
Buzan, Tony. (2003). Head Strong: Memperkuat Hubungan Otak dan Tubuh untuk Mendapatkan Fisik dan Mental yang Fit, (cetakan kedua). Jakarta: Gramedia Pustaka Utama.
Buzan, Tony. (2007). Buku Pintar Mind Map, (cetakan keempat). Jakarta. Gramedia Pustaka Utama.
De Porter, Bobby. (2000). Quantum Teaching. Bandung: Kaifa.
Foster, Bob & Mulyana, Ade. (2008). Kumpulan Soal dan Pembahasan Bahasa Inggris SNMPTN 2001 – 2008, UM-UGM 2003-2008, dan UMB 2008 Soal dan Pembahasan. Bandung: Ganesha Operation.
Gannerud, Eva & Ronnerman, Karin. (2005). Studying Teachers’ Work through Mind-Maps. New Zealand Journal of Teachers’ Work, 2(2), 76-82.
Hardiwinoto & Setiabudi, Tony. (2003). Anak Unggul Berotak Prima. Jakarta: Gramedia Pustaka Utama.
Joyce, B. & Weil, M. (2000). Models of Teaching, (6th ed.). Boston: Allyn and Bacon.
Lorayne, H., & Lucas, J. (1974). The Memory Book. New York: Stein and Day
Lorayne, Harry. (1995). How to Develop a Super Power Memory. Florida: Frederick Fell.
Meier, P.S. (2007). Mind-Mapping, 52, 1-4. Accessed from http://www.soc.surrey.ac.uk/sru/SocialResearchUpdate
Prashnig, Barbara. (2007). The Power of Learning Styles. Bandung: Kaifa.
Pressley, M., & Dennis-Rounds, J. (1980). Transfer of a Mnemonic Keyword Strategy at Two Age Levels. Journal of Educational Psychology, 72(4), 575-582.
Richmond, Aaron S., Cummings, Rhoda, & Klapp, Michael. (2008). Transfer of the Method of Loci, Pegword, and Keyword Mnemonics in the Eight Grade Classroom. Researcher, 21(2).
Rose, Colin. (1995). Accelerated Learning: Action Guide. Iilinois: Nightingale Conant.
Rose, Colin. (1997). Accelerated Learning: How Memory’s Secrets Unlocked the Way to Relaxed, Easy Learning. Great Missenden, Bucks: Accelerated Learning Systems.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
USER RIGHTS
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)
