1. 7
CHAPTER 11
REVIEW OF RELATED LITERATURE
A. Literature Review
1. Grammar in Teaching and Learning
1.1 The Definition of Grammar
Grammar is the rules of a language that show how sentences are
formed, or how words area inflected1
. Grammar is also the rules of the
means of language to construct the sentences and it guides people how to
speak and write correctly. When someone knows how to construct
sentences are utterances in understandable form.
Jeremy Harmers said that:
The grammar of language is the description of the ways in which
word can change their forms and can be combined in to sentences
in that language2
.
1.2 Grammar in Language Teaching
Language has three major parts: phonology (that is sound or
pronunciation), vocabulary (that is words), and grammar. In learning
certain language, grammar is part of language components that must be
learned by the students. It is essential to avoid misunderstanding when
they use the language to communicate. By studying grammar of the target
language without neglecting to other components, the learners will
understand the language either oral or written. In teaching English
grammar for junior high school, grammar is one of the language
components to be taken into accounting by the teacher because it is the
principle in constructing sentences in a language. Grammar is a central to
the teaching and learning of languages. It is also one of the more difficult
aspects of language to teach well. Many people including language
teachers, hear the word “grammar” and think of a fixed set of word forms
and rules of usage. They associate “good” grammar with the prestige
forms of the language, such as those used in writing and in formal oral
1
http: //www. Thefreedictionary. Com /grammar.
2
Jeremy Harmer, The Practice of English Lnguage Teaching, (New York: Longman, 2002),
p. 12.
7

2. presentations, and “bad” or “no” grammar with the language used in
everyday conversation or used by speakers or no prestige forms.
From the explanation above, grammar is the main components of
the language that must be learned and understood because it very
important to communicate with other people oral or written.
2. Mind-mapping in Teaching Modal
2.1. The Definition of Mind-mapping
Mind-mapping is a useful technique that improves the way you
take a notes and supports and enhances your creative problem solving3
.
Besides that, mind-mapping is a note which has differences with
conventional note4
. A mind-map is a diagram used to present words,
ideas, tasks or other items linked to and arranged around a central key
word or idea.
Mind-maps are used to generate, visualize, structure and classify
ideas, and as an in study, organization, problem solving, decision making
and writing. By using mind-map, you can quickly identify and understand
the structure of a subject and the way that pieces of information fit
together as well as recording the raw facts contained in normal notes.
2.2. How to Make Mind-mapping
Mapping is one of the more common types of informal invention. It
should be used when writers encounter writers’ block or when they are
having trouble organizing their thoughts or ideas. This type informal
invention is good for coming up with ideas that are connected to a central
topic and it also be used to further develop ideas that have already been
discovered. Mapping is used by writers to gather their thoughts and ideas
before they begin a paper or other document. It is more visual learners and
can be used in both fiction and non-fiction writing. The end result of
mapping should be guidelines for this type of invention:
3
http: // www.mindstools. Com/pages/article/newISS_01. htm
4
Yovan Putra. Memori dan Pembelajaran Efektif, ( Bandung: Yrama Widya, 2008), p. 257.
8

3. There are many steps to make a mind-mapping as follows:
1. Generate a topic.
What will be the focus of your thinking? Your topic should be
no more than a few words. By keeping your topic simple, you
will be able to understand more aspects of it through the map. A
broader topic will give you more with which to work in the
future.
2. Place that topic in the center of the page.
Write it in bold letters. Circle of place a square around the topic.
3. Start writing what comes to mind.
As you generate thoughts, draw a branch from the main topic;
keep it to as few words as possible. Print clearly.
4. Begin branching.
Try to extend your thoughts from one idea to the next. Draw
lines between thoughts to create lateral thinking. Number your
ideas to create organization.
5. As new ideas come forth, draw a different branch from your
topic.
6. Repeat branching until all your ideas appear on the map.
7. When you are finished mapping, carefully study the
connections that you have made between your thoughts and
ideas and try to relate them5
.
From the steps above, the researcher concludes that mind-
mapping is interesting and creative way to memorize something.
Besides that, it can be used from many functions like to summarize
the material, to improve creativity, and also to save the time as well
as possible.
To teach the experimental group, the writer used mind-
mapping method. Small group discussion was also applied to
support the effectiveness of teaching and learning process.
5
http://www.wikihow.com/make-a-mind-map
9

4. The process of teaching and learning to teach modal are follows:
a. Students are divided into six groups. Each group consists of ten
students.
b. Teacher gives example of mind-mapping to each group.
c. Teacher explains the material in front of class by using mind-
mapping.
d. Teacher asks each group to summarize the material by using
mind-mapping.
e. After finished, each group has to present it.
f. And the last, teacher asks each student to make mind-mapping
individually.
The students in the control group were taught without using
mind-mapping. The teacher only explains the material classically
and the students answer questions.
The steps of the teaching and learning were as follows:
a. Students are divided into six groups. Each group consists of ten
students.
b. Teacher explains the material in front of class classically.
c. Teacher gives students exercise which is related to the topic.
d. Teacher asks each group to correct together.
2.3. Mind-mapping as A Method
2.3.1Mind-mapping as A Note-Taking Method
In teaching and learning process, students get additional
material such as information of theory, cause-effect, facts or happening
of something. Its information will be processed by students in their
mind so that it will be memorable.
Memory is a biology process, transferring codes of
information. The basic of memory is a something which has similar
function with human personality and it is different thing between
10

5. human being and others creature. Memory can review information in
the past and future.
A material as information will be processed and memorized
by students as a memory. There are many things that will do by
students to memorize the material; one of them is taking a note the
material that they have learned. Taking a note is a way to improve
memory power and it helps students to memorize a few of material in
their mind. Generally, the students use the traditional note in long
linier letter that convey all of school lesson, so that it looks so
monotone and boring.
Brain can’t process information in a good form and
arrangement but it must be looked for, choose and arranged in to
pictures, symbols, sounds and feeling.
Mind-mapping is the best technique to help thought process
because using graphic technique from human’s mind setting whose
storage universal key to open brain capacity. Mind-mapping is a
technique to summarize the material and to project the problems in to
map form or graphic technique so that it’s easier to understand.
Based on the explanation above, the writer can take conclusion
that mind-mapping is may appropriate method for students because it
has graphics, symbols, letters, colors to summarize the schools’
material.
2.4.1The Differences Between Conventional Note and Mind-
mapping6
Conventional Note Mind Mapping
1. Only letter form
2. Only in one color
3. Need long time to review
4. Spend time too much in
studying
1. Letter, symbol and picture
2. Colorful
3. Need short time to review
4. Spend a few time, faster
and more effective
6
Iwan Sugiarto, Mengoptimalkan Daya Kerja Otak dengan Berfikir Holistik dan Kreatif,
(Jakarta: PT. Gramedia, 2004), hlm. 76
11

6. 5. Static 5. It makes someone be more
creative
From the differences above, the writer can draw conclusion that
conventional note is traditional note because it has disadvantages like
only one color, static, need longer time, while mind-mapping is
modern note because there are many compositions such as colors,
letters, symbols and also make someone think creative.
3. The Advantages of Mind-mapping
Mind-map can be used for:
1. Problem solving
2. Outline / framework design
3. Anonymous collaboration
4. Marriage of words and visuals
5. Individual expression of creativity
6. Condensing material into a concise and memorable format
7. Team building or synergy creating activity
8. Enhancing work morale7
.
From the advantages above, the writer concludes that mind-
mapping gives good influence to someone.
4. Modal
4.1 The Definition of Modal
A modal verb is an auxiliary verb that can be used to change the
grammatical mood of a sentence8
. Modal auxiliaries are followed by (one
or primary auxiliary verb) and a main verb (except in the case of inversion,
etc). Unlike the primary auxiliaries (be, have and do) which mainly have a
grammatical function, the modal auxiliaries carry meaning. Although it is
an overly strong definition you may say as a mnemonic intercept modal as
7
http://en.wikipedia.org/wiki/mind_map
8
http://en.wikipedia.org/wiki/English_modal_auxiliary_verb
12

7. conveying the mood or opinion of speakers, e.g. expressing ability,
obligation, advice, possibility, etc9
.
4.2 The Kind, Usage and Example of Modals
1. Can
Can means be able to (ability)10
Can refers to the present or future.
Can also expresses possibility and in informal speech, is used
to request and grant permission.
Kathleen can speak Spanish, but she cannot speak Russian
(ability)
Can I take my examination early? (Permission)
It can snow in April (possibility)
2. Could
Could expresses ability, subject to certain conditions which
probably do not exist. In this use, could cab refer to the present,
the past, or the future.11
I could go now, if I wanted to. (I don’t want to)
I could dance all night. (If circumstances permitted)
If nations behaved more rationally, more of the world’s
problems could be solved. (Passive form).
He could speak French well if he had a chance to practice
it.
Could you go if I came by for you? (Refers to the future).
To express ability in the past, could is used with a past
adverbial.
When I was sixteen, I could dance all night.
9
Tony Penston, A Concise Grammar for Eng;ish Language Teachers, (Greystones: TP.
Publication, 2005), p. 65.
10
George E. Wishon and Julia M. Burks, Let’s Write English. (USA: Litton Educational
Publishing International, 1980), p.230.
11
Ibid, p. 231.
13

8. Could is also used in noun clause (to replace can) when the
verb in the main clause is in the past tense.
He says he can speak Chinese. I know he can teach
Arabic.
He said he could speak Chinese. I knew he could
teach Arabic. Could is used to request permission. It is
somewhat more formal and polite than can.
Could I borrow your pencil?
Could + have + past participle refers to ability that for some
reason was not used.
I could have passed, but I didn’t study.
He could have joined us, but he didn’t get our
invitation in time
3. May
May expresses possibility.
I may go, but I don’t really want to.
It may rain, according to the wheatear report.
The compound or perfect form (May + have + past
participle) expresses speculation about the possibility that
something happened or a condition existed in the definite
pass.
The judge’s car is not here. She may have left.
Bert may have been athletic once, but he is not
anymore.
May is also used to express permission. It is considered
more formal and polite than can and could12
.
May I smoke in your class?
In the phrase may as well, may is used to express
resignation to an undesirable situation.
12
Ibid, p. 232
14

9. You may as well consider your plans are failure.
They will never work out.
I may as well leave. It is too late to ply tennis
4. Might
Might expresses possibility which is considerably slighter
or weaker than that expressed by may.
I might accompany you, but it doesn’t appear very
likely.
It might snow in October; you can never be sure.
Might is used to express possibility in reported speech or in
other direct object noun clauses when the verb in the main
clause is in the past tense.
The news paper says it may rain tomorrow.
The news paper said it might rain tomorrow.
We thought that the new director might like to
change the books.
The compound or perfect form of might (might + have +
past participle) expresses past possibility or speculation.
We did not speak to him; he might have become
angry.
You might have been hurt! (Passive form)
Danny might have said that.
When used with the second person, this form may express
dissatisfaction because the person spoken to did not do
something.
You may have apologized.
You might at least have said hello to me.
Might is used to ask permission. It is more formal and more
polite than may, can, or could.
Might I be excused early?
5. Should
15

10. Should expresses the idea of avoidable obligation13
.
He should study more.
In this meaning, should have two negatives. One means
absence of obligation to do something; the other means the
obligation not to do something.
Should I take Kathleen some candy?
No, you don’t need to
Or,
No, you needn’t bother. She has no appetite.
No, you shouldn’t. She is not allowed to eat sweet.
Should is also used to express the idea of avoidable
obligation in reported speech.
Ratemo says they should go.
Ratemo said they should go.
In addition, should is used to state an obvious conclusion or
a logical deduction.
He took dancing lessons for years. He should be an
excellent dancer. (We are not sure, but based on our
knowledge of his long study, we assume that he
dances very well).
The combination of should + have + past participle
expresses the preceding meanings of should but refers to
indefinite past time.
Bert should have studied more. (but he did not)
He said that they should have gone.
He studied for years. He should have passed the
examination
6. Shall
13
Ibid, p. 233.
16

11. Shall expresses a request for agreement of an offer to do
something for someone. This is only really common use of
shall.
Shall I answer the telephone for you? (Do you want
to me to answer the telephone?)
Shall I go now and come back later? (Do you want
to me to go now and come back later?)
Shall is used with the first person pronouns I and we to
express future action14
. The resulting construction is formal;
the modal will is more often used for this purpose. Shall is
used by someone for formal writing and platform speaking
I shall leave for Spain tomorrow.
We shall return in September
Shall can express a threat
If you speak like that again, you shall be punished.
Shall may express a promise.
You shall receive a diploma in June.
7. Will
Will is used in the simple future construction. This is most
common use. Formerly, shall was used with I and we, and
will with he, she you and they. In certain situations, this
order was reserved. This distinction has disappeared.
Consider the shall usage strictly; it is always safe and
correct to use will.
I will do it whatever you think best.
I will act in the play if you will.
Will you please carry this for me?
Will is used to express strong determination.
I will pass this course (I am determined)
The negative of will may express refusal.
14
Ibid, p. 234.
17

12. My uncle will not be there tonight. (simple future
negative)
They think I will accept the decision, but I won’t.
8. Would
` Would expresses the result of a condition in a contrary to
fact situation15
. The clause in which it occurs is preceded or
followed by an if clause.
If I had time, I would go with you.
Would you help him if you could?
If I were rich, I would buy that house for you
Even if were rich, I would not buy jewelry.
In the interrogative, would may inquire as to someone’s
willingness to do something, ask about someone’s
preferences, or invite someone to do something.
Would you be kind enough to do this for me?
Would your friend be interested in this book about
ancient art?
Would you like to join us for tea tomorrow?
Would expresses the idea of willingness and determination
in reported of indirect discourse. It replaces will in indirect
after past tense main verbs.
Mrs. Reilly said she would go with us.
She says she will go if she can.
She said she would go if she could.
Would expresses a habitual or customary action in the past.
When I was young, my grandfather would tell me
stories.
I would sit beside him and him listen for hours.
Would in the negative expresses refusal. It is the past of
will not.
15
Ibid, p. 234.
18

13. The guard would not look at my passport.
He would not let me enter the country.
He would not answer my questions.
9. Must
Must expresses the idea of necessity or unavoidable
obligation, or a condition which cannot be changed16
.
One must eat to live. (There is no choice)
The time is up. We must go. (Perhaps we do not to,
but we have no choice).
You say you want to pass. Then you must try
harder. (It is the only way.)
Similarly, must is often replaced by have to in the past
tense sentences and in subordinate clauses when the main
clause is in the past tense.
He must work next week = He had to work last
week
Bert must be in Chicago on Tuesday = he had to be
in Chicago last Tuesday.
Must in the negative expresses prohibition and is used to
keep someone from doing something. The prohibition may
be because of a rule, a law, the general disapproval of
society, or the danger involved.
You must not walk on the grass. (There is a rule
against it).
You must not pick the flowers in the park. (It is
prohibited by law).
You must not smoke in class.
Children must not across busy streets alone.
Must is sometime used to express a logical deduction, an
obvious or unavoidable conclusion, or a strong
16
Ibid, p. 235.
19

14. supposition17
. In this meaning, must can refer to past time
by combining with have + Past participle.
The door is locked; he must not be at home. He
must have gone out.
The lights went out. The electricity must be off.
I failed the examination. You must think I am
stupid!
The opera star fainted. She must have been ill.
Must + the present progressive tense tends to produce this
meaning.
The actress must be sleeping.
The company must be planning a ling rehearsal.
10. Ought to
Ought to like should expresses desirability, avoidable
obligation, or duty18
. It relates to present or future time.
Ought to and should are often used interchangeably.
You ought to study more. (If you want to learn).
The child ought to be reading by now.
Ought to + have + past participle, referring to past time,
indicates that a duty has not been done or, in the negative,
something wrong has been done.
You failed; you ought to have studied more.
You ought not to have wasted your time.
From the definition above, the writer can conclude that modals
are many types, functions, and usages. In this research the writer
explains all modals above because it is important to be known and
learned for students.
B. Previous Research
In making this thesis, the writer was considering some previous research to
support the writer’s thesis that is:
17
Ibid, p. 235.
18
Ibid, p. 236.
20

15. 1. The effectiveness of using mind-mapping approach to improve
students’ ability in writing recount text (a case of the eight students of
SMP 2 Comal in the academic year of 2008)19
.
This research concludes that the students’ progress during the teaching
and learning activity by teaching recount text is god. The students’
achievement in writing recount text improved. It is supposed by the
significant result of the pre-test that is low (64%), second test is in the
middle (76.557%) and the post-test is high (80.744%). And the component
of writing also improve that are fluency from 3.302 to 4.116, grammar
from 3.023 to 3.837, vocabulary from 3.186 to 4.023, content from 3.07 to
3.884, and spelling from 3.419 to 4.33. It states that mind-mapping is
effective to improve the students’ ability in writing recount text.
2. Teaching reading comprehension using mind-mapping technique
(an experimental study on eleventh grade students of SMK 8 Semarang in
the academic year of 2006/2007)20
. This research shows that the students
in the experimental group improved better in the average score of reading
comprehension test that those in the control group. The differences in the
average score improvement is statistically significant at the (0.5) alpha
level of significance. The students who were taught using mind-mapping
technique improved 2.40 point whereas those who were taught without
using mind-mapping technique improved 0.20 point in the average score.
This research is different from previous ones. This research
focuses on mind-mapping to improve student’s understanding on
modal with experimental study. The writer need two classes, 8 A
(Experimental group), 8 B (Control group). There is any differences
between experimental and control class in the teaching and learning
process. It means that experimental group were taught using mind-
mapping and control group were taught without using mind-mapping.
19
Heni Dwi Asti ika. The Effectiveness of Using Mind-mapping Approach to Improve
Students’ ability in Writing Recount Text, (Semarang: UNNES press, 2008).
20
Setiyo Bekti, Teaching Reading Comprehension Using Mind-mapping Technique,
(Semarang: UNNES press, 2007).
21

16. C. Statement of Hypothesis
In conducting the research, the researcher proposed the working
hypothesis:
There was any improvement of students’ understanding on modal at eight
grade students of SMP NU 05 Awwalul Hidayah Gemuh Kab. Kendal in
the academic year of 2009/2010 by using mind-mapping method.
22