Covert Approach To Overt Approach

Introduction

This critical response is based on two articles on different approaches and issues in teaching grammar for young learners in the primary ESL classroom. In the 21st century, English has been known as a global language. In order to master this language, it is essential to learn the grammar of this language, so that this can help to enhance the competency in English. Grammar can be taught covertly and overtly depends on the techniques that the educators used. The educator chooses to use songs to reinforce the learning of Subject Verb Agreement (SVA); we can conclude that the educator uses covert approach to reinforce grammar. However, there are some educators disagree on the technique to reinforce grammar covertly, they prefer to

From my point of view, it is found that using covert approach to reinforce grammar is more effective compare to overt approach. For example, using songs to reinforce the learning of SVA is effective because it makes language memorable and helps the students to remember the SVA rules naturally rather than drilling overtly. Using songs to reinforce the learning of SVA is one of the techniques used by the educators to reinforce grammar to young learners. Why? It is because drilling for the SVA sentence patterns to young learners overtly will kill the motivation of the young learners to learn. According to Pawlak (2004) in Hussein & Parilah (2015), the experts prefer Communicative Language Teaching in teaching second language. It is because learning grammar overtly will against the natural process of acquiring a language. This will kill the interest and motivation of the young learners. The research done by Affendi & Shazwani (2010) portrayed, we can see that the 15 respondents out of 3 students registering an outstanding increment of 100 percent and above. Therefore, we can conclude from the data, using song to reinforce the learning of SVA helps the students to remember the SVA rules naturally is more effective than application of rules and drilling of

One of the techniques to reinforce the learning of SVA is listening to English song. The song lyrics should be treated as grammar text to reinforce grammar. According to Affendi & Shazwani (2010), by using songs to teach grammar, the educators have nothing to lose but to add variety to the lesson, help to boost students” motivation and extend the students’ attention span. I agree with the above statement, the students will not pay attention on a monotonous grammar class. This will not motivate them to learn nevertheless this will decrease the enthusiasm of the students to learn grammar. The students will enjoy the grammar lesson if they can gain something amusing and meaningful from the grammar lesson. The language is being practiced unconsciously when the students sing the song. The students will not feel tied to the rules and structures of the grammar and they can learn more. According to the research done by Affendi & Shazwani (2010), the feedbacks from the respondents show that they enjoy having to be involved in using songs to reinforce the learning of SVA and the results shows that 3 out of 15 students registering outstanding increment of 100 percent and above. From the analysis, I conclude from the data, teaching grammar covertly by using songs help to increase the attention span of the young