The Use of Grammar Translation as a Method of Teaching Reading Comprehension
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To find out the possible implementation of GTM in different kinds of school
- To ascertain whether grammar translation method help in teaching reading comprehension
- To ascertain the whether grammar translation have effect on teaching reading comprehension
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Reading is one of proficiencies that must be mastered by the student. A teacher as well as uses meaningful reading materials to simplify their students to understand the materials easily(Afiah, 2018). Reading is a skill in English that focus on recognition of written symbols. The students must have interest to identify the written text. Nowadays Especially English reading is the most comprehension that wants to be master by major people. In general reading is process done by reader to get the massage expressed by the writer thought the written language(Hidayatullah et al., n.d.). Reading as thinking. It is not just the recognition of words, but involves gaining meaning printed symbols (words) and understanding the meaning it carries. Reading predominantly visual thinking. It is the method by which perception of printed symbols because some forms reaction in the mind(Özdemir & Akyol, 2019). Reading is no single skill, but a combination of many skills leading to deriving from print and to the enjoyment of sharing another person’s insight. He also explains that reading in this extend, the reader must be able to use the information to make inferences and read critically and creatively to understand the figurative language, determine author’s purpose evaluate the ideas conveyed and applied, and apply the ideas to actual situation. Moreover, there are two definitions about reading(Elleman & Oslund, 2019). Reading is the process of constructing meaning from written text. It is a complex skill requiring the coordination of a number of interrelated sources of information. Second, Reading is a selective process. In involving partial use of available minimal language cues selected from perceptual input on the basis of the reader’s expectation. As this partial information is processed, tentative decisions are made to be confirmed, rejected or refined as reading progresses(Özdemir & Akyol, 2019). In addition, Reading is a fluent process of readers combining information from a text or their own background knowledge to build meaning. The goal of reading is comprehension. If students cannot understand the text is given, then they cannot find the information that is in the text. Therefore, reading comprehension is necessary to support students success in reading comprehension(Soto et al., 2019). Moreover, Reading is an extraordinary achievement when one considers the number of levels and components that must be mastered. Another definition about reading comprehension Reading comprehension is the process of making meaning from text.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to the use of grammar translation as a method of teaching reading comprehension
Sources of data collection
Data were collected from two main sources namely:
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information the use of grammar translation as a method of teaching reading comprehension. 200 staffs of selected secondary school Esan West, Edo State were selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the use of grammar translation as a method of teaching reading comprehension. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of the use of grammar translation as a method of teaching reading comprehension Summary
This study was on the use of grammar translation as a method of teaching reading comprehension. Three objectives were raised which included: To find out the possible implementation of GTM in different kinds of school, to ascertain whether grammar translation method help in teaching reading comprehension and to ascertain the whether grammar translation have effect on teaching reading comprehension. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staffs of selected secondary school in Esan west, Edo state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, teachers, vice principals adm and senior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The success in teaching and learning can be depending on how the teacher presents the lesson and the teaching technique used as well. It is in order to make the students feel comfortable and enjoyable when they are learning. Regarding to teaching reading through GTM
Recommendation
Reading is usually boring for students. Teachers should try to create a good atmosphere in the classroom so that the students can enjoy the learning process reading and writing. Grammar Translation Method as one of the interesting media can be used to motivate the student in teaching and learning activity especially reading activity, in order to help the students understand the material easily
References
- Afiah, D. S. S. (2018). Improving Students’ Reading Ability Using Grammar Translation Method. Academic Journal Perspective : Education, Language, and Literature, 2(1), 223. https://doi.org/10.33603/perspective.v2i1.1624
- Borna, M., & Fouladchang, M. (2018). The Comparison Of effectiveness Connectivism Instructional Method With Grammar-Translation Method On Students’ Academic Engagement In EFL. Modern Journal of Language Teaching Methods, 8(4), 88–98. https://doi.org/10.26655/mjltm.2018.4.5
- Bryman, A. (2006). Integrating quantitative and qualitative research: How is it done? Qualitative Research, 6(1). https://doi.org/10.1177/1468794106058877
- Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1). https://doi.org/10.1177/1529100618772271
- Chang, S.-C. (2011a). A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar. English Language Teaching, 4(2). https://doi.org/10.5539/elt.v4n2p13
- Chang, S.-C. (2011b). A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar. English Language Teaching, 4(2), 13. https://doi.org/10.5539/elt.v4n2p13
- Elleman, A. M., & Oslund, E. L. (2019). Reading Comprehension Research: Implications for Practice and Policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3–11. https://doi.org/10.1177/2372732218816339
- Elmayantie, C. (2015). The Use of Grammar Translation Method in Teaching English. Journal on English as a Foreign Language, 5(2), 125. https://doi.org/10.23971/jefl.v5i2.372
