STUDENTS’ ATTITUDES TOWARD GRAMMAR TEACHING: INDEPENDENT AND INTEGRATED GRAMMAR TEACHING METHODS
Ratna Windhi Arsari
Abstract
It is important to be open to what the students have in mind regarding whether grammar should be taught as an independent course which focuses on grammar only or as an integrated course which is embedded into other (non-grammar) courses. Taking this into account, this study investigates students’ attitudes and preferences regarding the independent and integrated grammar teaching methods. The study was conducted in the English Language Education program of the Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga. 110 questionnaires were distributed to students of batch 2013 and 2015 of the English Language Education program. The data was analyzed and categorized based on three main themes comprising Perceived Effectiveness, Stimulation Level, and Preference. The study found that the independent method was perceived as more effective to help enhance the participants’ understanding of meanings, language accuracy, and language competence. It was also believed to help the participants with the application of grammar rules better. Meanwhile, related to rules understanding and language skills development, the integrated method was seen to be more useful. In regards to stimulation level, both batches found integrated grammar delivery to be more interesting, motivating, and helpful to build their confidence in speaking English. However, the participants considered both the independent and integrated methods to be applicable for their grammar learning since both methods would complete each other’s weaknesses.
