This document discusses using grammar through text and tapping dialogue to teach grammar in vocational high schools. It begins with background on problems teachers face, like students' low scores and motivation. It identifies issues like lack of grammar ability and proposes using grammar through text and tapping dialogue to improve students' skills. Grammar through text involves using a passage to teach a grammar point, like teaching passive voice. Tapping dialogue is a creative writing exercise where students continue a dialogue. The document discusses teacher preparation, teaching activities, and advantages and disadvantages of the methods, like texts providing context and input but sometimes being too difficult. It concludes with thanking the reader.

1. Combining Grammar through a Text and Tappering Dialogue in
Teaching Grammar
in Vocational High Schools
By::
Nova Ayu Jamiarti
86729/2007

2. Common high schools
Curriculum used: KTSP 2006 with
GBA
Focus on explicit teaching of
genre and improve students’
literacy outcomes effectively
Focus on transactional text and
monologue text
Vocational high schools
Curriculum used: KTSP 2006
Focus on making students are
able to communicate in novice
level, elementary level, and
intermediate level.
Focus much more on
transactional text than
monologue text
Chapter I. Introduction
A. Background

3. Problems that teacher faced in vocational high schools
students’ score
students’ ability
students’ attitude during the
lesson
English become
uninteresting subject
still under the average of competence
standard
still low  doubt in answering question,
poor in communication skill
the way teacher teaches is monotonous
most of the exercises were taken from
textbooks
no variation in giving practices

4. Kidd (1992)
Using dictation
(split dictation,dicto-
comp,dictoglos,etc)
It is limited for
intermediate and advanced
level only, and students’
cannot listen to the native
speaker
Seeger (2009)
Using deductive and a
consciousness-raising
approach
Consciousness-raising
does not require students
to produce the target
language
Al-kharrat
(2010)
Using deductive and
inductive approach
It is difficult to recapture
the students’ attention and
deductive way can be too
rigid that it doesn’t allow
students to think
divergently
Eclectic method

5. B. Identification of the Problem
>The lack of grammar ability
>The less motivation students have
>The way teacher teaches in the classroom
>The monotonous exercise given by the teacher

6. C. Limitation of the Problem
D. Formulation of the Problem
“The use of Grammar through a Text and Tappering
Dialogue in improving students’ grammar ability in
vocational high schools.”
1. How can the combination of GTT and Tappering
Dialogue be used in improving students’ grammar
ability in vocational high schools?
2. What are the advantages and disadvantages of using
GTT and Tappering Dialogue in improving students’
grammar ability in vocational high schools?

7. E. Purposes of the Paper
 To explain the use of GTT and Tappering
Dialogue in improving students’ grammar
ability in vocational high schools
To describe the advantages and
disadvantages of GTT and Tappering Dialogue
improving students’ grammar ability.
Later, this paper is hoped can be observed
further.

8. Grammar is an analysis of the structure of
language that combines and manipulates
words to form sentences.
Chapter II. Review of Related Literature
A. The Nature of Grammar

9. B. Teaching Grammar
Teacher should not only focus on form,
vocabularies, or pronunciation, but also should
teach how to use the language and make clear the
relationship between grammatical form and
communicative function. The teacher should
combine both inductive and deductive. Besides,
he/she should focus on the procedural rather than
declarative knowledge.

10. C. Teaching Grammar in Vocational High Schools

11. D. Text
Text is continuous pieces of communication,
spoken and written language which is not only a
group of paragraphs, but it stands as an act of
communication.
Kind of texts:
1. Literary text
2. Factual text
3. Media text

12. E. Grammar through a
text
DOG ATTACK
Jessica Johnson was out walking with her husband when she
was attacked by an unsupervised Alsatian dog. Jessica’s leg was
bitten, and she had to have stitches in two wounds. Two days later,
because two wounds had become infected, Jessica was admitted to
hospital. Even after she was discharged, she needed further
treatment from her GP – and she was told to rest for two weeks.
Jessica is self-employed and her business was affected while
she was sick. Also, the trousers and shoes she’d been wearing at
the time of the attack were ruined by bloodstains, and had to be
thrown away.
Jessica told us, ‘I’m now trying to get compensation from the
owners of the dog.’

13. E. Grammar through a
textThornburry (2008): teach passive through a text
>Tell the title of the text
>List the possible vocabularies which might appear in the text
>Give the text to students and ask them to answer the question: Who is
attacked? Where? How badly? Who was to blame?
>Write two sentences in the board and ask students to analyze the
different
>Elicit a description from the students, and explain more about the
passive
>Ask the students to find other examples and discuss it in pairs
>Asks the students to recover the text
>Asks the students to write their own story by using passive structures

14. F. Tappering Dialogue
Tappering Dialogue is a kind of writing exercise which involves
the students’ creativity in creating spoken text.
Example:
The weather’s rather cold today, isn’t it
Couldn’t find the ones I wantedYes, and the school is cold
They are repairing the heating Which ones did you want?
Teacher, why aren’t you wearing
earrings today?
Teacher Volunteer

15. Chapter III. Discussion
A. Teacher’s Preparation
Selecting Material
• authentic material that suitable with the
syllabus
• appropriate with the students’ interest
and ability.
Preparing the Media
• print out
• slides of power point

16. B. Teaching Activity
preparing the students to learning process
providing the text
making transition from the context to the grammatical
point
asking the students to discuss the target language
asking the students to practice the grammar point
giving Tappering Dialogue activity to students

17. Why Dogs Chases Cats
Once long ago, Dog was married to Cat. They were happy
together, but every night when Dog came home from work, Cat said
she was too sick to make him dinner. Dog was patient with this talk
for a while, but he soon got mighty tired of fixing dinner for them
both after a hard day's work. After all, Cat just stayed home all day
long.
One day, Dog told Cat he was going to work, but instead he
hid in the cupboard and watched Cat to see if she really was sick. As
soon as Cat thought Dog had left, she started playing games with
Kitten. They laughed and ran about. Cat wasn't the least bit sick.
Dog jumped out of the cupboard. When Cat saw him, she
stuck a marble in her cheek and told Dog she had a toothache. Dog
got so mad at her he started chasing her around and around the house.
Dogs have been chasing Cats ever since.

18. Advantages:
C. Advantages and Disadvantages of using
GTT and Tappering Dialogue
Disadvantages:

19. Advantages:
provide co-textual information
text provides grammar input,vocabulary input, skill practiced
integrated, and exposure to features of text organization.
the text will be more engaging
students are more eager to practice the language
help students to be more creative in expressing what they want to
say in sentences
Tappering Dialogue is good for independent study

20. Disadvantages:
the difficulty of the text
misleading impression of the alternative of using simplified text
not all of students have the same interest with text given.

21. D. Conclusion and Suggestion

22. Thank You