Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia

Research Article

The Teaching Technique of Grammar in Kampung Inggris Pare

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  • @INPROCEEDINGS{10.4108/eai.27-4-2019.2285335,
        author={Rafiud Ilmudinulloh and Rafi and Sugeng Bayu Wahyono and Bayu},
        title={The Teaching Technique of Grammar in Kampung Inggris Pare},
        proceedings={Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia},
        publisher={EAI},
        proceedings_a={ELLIC},
        year={2019},
        month={7},
        keywords={the teaching technique grammar colored markers and kampung inggris pare},
        doi={10.4108/eai.27-4-2019.2285335}
    }
    
  • Rafiud Ilmudinulloh and Rafi
    Sugeng Bayu Wahyono and Bayu
    Year: 2019
    The Teaching Technique of Grammar in Kampung Inggris Pare
    ELLIC
    EAI
    DOI: 10.4108/eai.27-4-2019.2285335
Rafiud Ilmudinulloh and Rafi1,*, Sugeng Bayu Wahyono and Bayu1
  • 1: Graduate School of Yogyakarta State University, Study Program of Instructional Technology Jln. Colombo 1 Karangmalang, Depok Sleman Yogyakarta 55281 +62 274 550836/pps@uny.ac.id
*Contact email: rafiud12_.2017@student.uny.ac.id

Abstract

This study aimed to describe: 1) concept, 2) characteristic and 3) advantages and weaknesses of the grammar teaching technique in Kampung Inggris Pare. The study held in two courses namely: KRESNA Institute and SMART Collage where this technique used for the first time. This study used a phenomenological research design. Research subjects consisted, courses founders, teachers, and students. Data were collected by participant observation, in depth interview and documentation. Thence, data was analyzed by IPA (Interpretative Phenomenological Analysis). The results of the study expressed that the teaching technique of grammar was a teacher skill in writing and noting grammar materials in whiteboard by colored markers. The technique was supported by the theories of color psychology and behavioristic learning. This technique helped students to remember the important points in the learning and boost teacher’s confidence in teaching, but not influencing to color-blind students and consuming much time in the implementation.