TEACHERS’ BELIEFS IN TEACHING GRAMMAR
THESIS
Submitted as a partial fulfillment
of the Requirements for the Degree of
SarjanaPendidikan
Kristian Nugraha A
112013003
FACULTY OF LANGUAGE AND ART
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
TEA
CHERS’ BELIEFS IN TEACHING GRAMMAR
THESIS
Submitted as a partial fulfillment
of the Requirements for the Degree of
SarjanaPendidikan
Kristian Nugraha A
Kristian Nugraha A
112013003
FACULTY OF LANGUAGE AND ART
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright @2016: Kristian Nugraha A and Anita Kurniawati, M.Hum.
All rights reserved. No part of this thesis may be reproduced by any means without the prior written permission of at least one of the copyright owners or the English Language Education Program of SatyaWacana Christian University, Salatiga.
TABLE OF CONTENTS
COVER PAGE ... ii
PERNYATAAN TIDAK PLAGIAT ... iii
PERNYATAAN PERSETUJUAN AKSES ... iv
APPROVAL PAGE ... v
PUBLICATION AGREMENT DECLARATION ... vi
COPYRIGHT STATEMENT ... vii
TABLE OF CONTENT ... viii
ABSTRACT ... 1
INTRODUCTION... 1
LITERATURE REVIEW ... 2
THE STUDY... 8
FINDINGS AND DISCUSSION ... 10
CONCLUSION ... 19
TABLE 1. LIST OF PARTICIPANTS ... 21
TABLE 2. LIST OF LENGTH AND DATE OF INTERVIEWS ... 22
ACKNOWLEDGEMENT ... 23
REFERENCES ... 24
TEACHERS’ BELIEFS IN TEACHING GRAMMAR
Kristian Nugraha A
Abstract
There is no doubt that many educators teach grammar to the students is one of the major aspect in language learning and teaching process. However, there aresome different beliefs in how grammar need be teach to the students from teachers and experts.Some of these educators believe in explicit grammar teaching while some others believe in implicit grammar teaching. Hence, to respond such problem the researcher make this study to find about teachers’ beliefs in teaching grammar. The research purpose is to find out about what is their purpose or reason in teaching using one of particular way of teaching. In this aspect, the way of teaching will be explicit and implicit grammar teaching. Ten teachers from Faculty of Language Literature Universitas Kristen SatyaWacana, Salatigaare going to be interview with semi-structured interview. The participants are teachers from English language education program and literature program. The researcher will identified the reasons of one particular way of grammar teaching itself and the two different beliefs based from the data,which gained from the participants. The result show two different beliefs from participants with their own reasons. In addition, the researcher found that most of the participants is in explicit grammar teaching side.
Key words: Belief, Grammar, Grammar Teaching, Explicit, Implicit INTRODUCTION
Grammar is an inseparable part of a language. It gives possibility for people all across the globe to communicate with each other and grammar reduce miscommunication that occur in communication. In addition, there are experts such as Christensen (1967) as cited in Mc.Nalleyand Moerman (2001). That pointed out “Grammar maps out the possible; rhetoric
narrows the possible down to the desirable or effective” (p. 39). Therefore, it is very important
for a teacher to teach grammar to the students.
debates of experts. Some of the experts believe in explicit grammar teaching, Moeler and Ketsman (2010) argued, in maximizing grammar learning, students need to be taught about grammar rules and given examples in how grammar is used. In the other hand, other researcher support implicit grammar teaching, Jezperzen (1949) believe that grammar should be study by analyzing it in the context to make students utilizing the language better. In addition, providing grammar in context make teachers can expose and improve students to a new language.
Based on the differences of implicit and explicit belief, this study is going to find out about what is teachers’ beliefs in teaching grammar. Also, this study is trying to discover the
following research question: what is teachers’ beliefs about explicit and implicit grammar teaching? In this context, teachers are lecturers of the Faculty of Language and Arts (FLA) Universitas Kristen SatyaWacana, Salatiga. Study of teachers’ beliefs in grammar teaching is very important because, first grammar is the foundation of a language. Debata, (2013) say that without a good grammar a person cannot fully utilize a language. Second, teachers’ beliefs are
going to affected their teaching and decision. In addition, this study is significant for both students and lecturers, because students could have a better knowledge of teaching beliefs. The last one is, it is a good reflection for the lecturers and students to realizing their own beliefs.
LITERATURE REVIEW
Grammar and Its Importance
groups that make upsentences,not only inEnglish but also in any language. Everyone can
arrange sentences together even as a child we all can do grammar. In the other hand, to be able to
talk about how sentences were built or about the types of words and word groups that make up
sentence thatknowsaboutgrammar. Third,grammar can help someone see clearly on how a
pattern is used. Debata (2013) illustrate grammar as two cars and grammar as their machines. For
the first car who do not know about grammar will always find a difficulty in proceeding each time he got a machine problem. The second car who know grammar will go smoothly even though it faces trouble with his machine. The fourth one is grammar make people communicate in a proper way. Johnson (2012) add that without good grammar, clear communication is nearly impossible. Proper grammar help the people to not to be misunderstood by the others while expressing thoughts and ideas. Johnson also add that good grammar make a good impression. He said that other people consider the speaker as a mark of educated person. Educated person talk differently compare to less educated person. For example; there are 2 persons one is a professor and the other one is street seller, both of them are talking to each other. In that conversation, they can understand each other well, but how a professor talk and how a street seller talks in that conversation is different. In conclusion, grammar is a vital aspect to learn any languages. It provides rules that can help people arrange words and it help people to properly expressing what is inside their mind with less misunderstanding.
Teaching grammar
Rimmer, etc. They found that grammar should be teach inside the classroom. Freeman (2003) said that grammar is important because, in teaching a language we should first learning the grammar or the rule therefore, we can fully utilize a language. In addition, Hudson (2008) and Rimmer (2008) mentioned that teaching grammar to the students could help students learning their contextual skills such as writing or speaking. It is true that grammar can help students perform better by enhancing their knowledge on certain language and to help them arrange the words they know. In addition, Leifstein (2009) say that teaching grammar inside the classroom can help the students to control the language. As we know that grammar can help us to understand a language, it helps us to control the output of our words. Therefore, less miss communication and the outcome of our communication will go, as we want to.
Teachers’ beliefs
Generally, belief mean a state of habit where the mind trust or confidence in a particular aspect. Nespor (1987) and Borg and Burns (2008) mentioned that teachers’ beliefs are significant
in guiding the classroom. Some also add that teachers’ beliefs shaped by prior experiences of
teaching and being taught, influence how and what they teach Poulson et al (2001); Twiselton (2002); Hadjioannou and Hutchinson (2010). Beliefs is very important to determine where the classroom is going to go and how will the teacher make decision. The teachers’ decision is going to shape the classroom thus; the belief is an important role in teachers’ classroom. Even though
Explicit and implicit grammar.
The concept of “explicit grammar teaching” and “implicit grammar teaching” are well
known for quite some time in educational world. The concept of explicit grammar is where approaching students from general into more specific. In other words, it start with a general notion or theory, which then narrow and applied. In the other hand implicit method is more of a bottom-up approach, moving from the more specific into more general, in which we make specific observations, detect patterns, formulate hypotheses and draw conclusions.
Explicit grammar teaching make students work on the form. In explicit method, students learn rules that arrange a sentence for example; teacher that teach writing. If that teacher belief is in explicit grammar teaching, s/he might spend more in teaching grammar to the students rather than teach writing itself. Students might find themselves become aware of grammar rules.
In the other hand, implicit is focusing on the context, which students need to analyze to find out how a sentence was form. Teachers tend to make the students doing the lesson as usual for example; a reading teacher is going to give students with a lot of text, which contain grammar rules. Teacher will not take too many times in explaining grammar; s/he chose to let the students to explore the grammatical rules and applied in a context by him/herself.
Advantage and disadvantage of teaching grammar with implicit method
accurate. Therefore, students in this atmosphere might find this is a good place to polish their skill in communicating with the others.
The next one is it gives more opportunity to practice therefore grammar might acquire naturally. Krashen, (1982) as cited in Basoz, (2014) mentioned that grammar be acquired naturally through process of practice. Implicit classroom provides a place where students can practice their skill in the context because students not only learning the grammar rules, but they apply it.
Even though implicit grammar teaching is indeed has some beneficial effect it also has some flaw in it. The first flaw of implicit grammar teaching is, it does not have clear grammatical rules. Research conducted by Basoz (2014) pointed out that students got difficulty in finding grammar rules by themselves. Only putting grammar in context and tell the students to find the rules is hard. Not every student has capabilities in finding grammar rules in context, for example; we can speak our own mother tongue because we practice it from the day we are born but, not everyone can answer about the grammar rules of our mother tongue.
The second flaw is to explain the Illogical and dissimilar grammatical rules. Some rules in English grammar might be different from the rules in student’s mother tongue. By simply put
it into a context will be hard for non-native speaker and not everyone can link their language and the new language especially in this circumstances. This new rules need to be explained to reach a better comprehension of a language.
Therefore, teachers need to use the implicit grammar teaching wisely to maximally utilizing its potential.
Advantage and disadvantage of teaching grammar with explicit method
Teaching grammar as an explicit subject has some beneficial for the learners. The first benefit in has is, explicit grammar teaching is more controllable. Ling (2015) stated that teaching grammar as an explicit subject make the learning becomes controllable. Focusing on one particular aspect make the students conscious of what they are learning and teacher can easily monitor to their progress. Therefore, when the flow become controllable it will become easier to appropriately teaching the students because, we know their progress and students know what to learn.
Second, it is easier to understand the grammar concepts. Ling (2015) mentioned that explicit grammar teaching can make students more profoundly understand the grammatical items, and it has strong systemic. Explicit grammar teaching goal is to master grammar by studying grammar rules, emphasize the awareness purpose and controllability in the process of learning grammar.
Third, teachers can explain illogical and dissimilar grammar rules clearer. Some basic features of English grammar structure are illogical or dissimilar to speaker of other languages and hard to understood, for example; V1 and V2 does not exist in Indonesia. Lynch (2005) said that explicit grammar could help the students to understand through a clear rule of grammar and not just simply put the illogical or dissimilar rules in context.
Fourth, it is helpful for adult learners. Brown (2000) and Ellis’ (1996) as cited in
to learn from a structured lesson; they can learn from a clear rule and they can relate the new information with their L1.
Explicit grammar teaching has many strong points but it also has one major problem. The problem of explicit grammar teaching is the application of the grammar rules in context. Ling (2015) the teacher pay less attention to the practical application of language, which is not conducive to cultivate the students' communicative competence in an all-round. Explicit grammar teaching, which makes teachers as the center in classroom teaching and forms the teaching mode whose center is grammar activity. With this teaching method, most of the students can make grammatical and correct sentences, but cannot use English for practical in the field.
THE STUDY
Context of the study
The researcher conducted his study in English Language Education program of the Faculty of Language and Arts in Universitas Kristen SatyaWacana, Salatiga for two main reasons. First, Universitas Kristen SatyaWacana, Salatiga is awell known for the quality of both teachers and the university itself. Second English language education program and literature program were programs that specialized in educating young learners to become language role models in the future.
Participants
long they have teach in FLA. The list of participants are listed in table 1. List of participants (p.22).
Data collection instruments
A set of semi structured interview questions were design to gain information about what teachers’ perception about implicit and explicit grammar. To capture the data, the researcher
combined the two methods: using tape recording and note taking during the interview at the same time Zacharias (2013). To get a rich, valid data and to avoid misunderstanding, the researcher used Indonesian during the interviews.
Below is the list of the questions that the interviewer used to ask the interviewees:
1. How long have you been teaching?
2. What lesson do you teach?
3. What is your opinion about teaching grammar?
4. Did you introduce grammar inside your classroom? Why?
5. How you introduce grammar inside your classroom? (Skill/content classroom).
Data collection procedure
As for the interviews, the researcher informed participants about the purpose of this study and why the participants chosen. During the interview, the interviewer recorded what the interviewee said and took notes based on their answers. In addition, the interviews were conducted in Indonesian language to avoid miscommunication. Also the list of length and date of interviews are listed in table 2. List of date and length of interviews (p.23).
Data Analysis Procedure
For analyzing the qualitative data and categorizing themes found in the data, the researcher begin with, making clean transcriptions of the interviews data. Then, the researcher coded the findings into several themes.
To present the data, the researcher gave several points that consists of data description, data display, data analysis and data interpretation. Firstly, the researcher wrote the data description. Afterwards, the researcher displayed the data in the form of participants’ interview
excerpts. After that, for the data analysis the researcher highlighted the important findings
FINDINGS AND DISCUSSION
In this discussion and findings researcher put what he gains from the interview into 3 themes. The first part is teachers’ belief in grammar. He put it as the first theme because teachers’ belief in grammar teaching will affect by their view on grammar itself. Hence,
researcher put this on my first section of finding and discussion.
The second theme is teachers’ belief and reason in choosing explicit way. Explicit
researcher chose this second points of findings and discussion because the main point of this research is to find out teacher’s belief in teaching grammar and explicit and implicit grammar
beliefs is one of the main point of this thesis research. Hence looking for teachers’ belief in grammar in explicit grammar is important. Also, researcher find out that most of the teachers are in favor with explicit way.
The last theme is teachers’ belief and reason in choosing implicit way. Implicit grammar
method are grammar goes with context. For example; when a teacher teach reading, s/he will not really discuss the grammar, but s/he will let students read a text with a particular grammar pattern and let them analyze first. The reason researcher chose this third point of findings and discussion is almost the same with the second theme. Implicit belief is also one of the main point of the research hence it looking for teachers’ belief in implicit grammar is important.
Teachers’ beliefs on grammar’s role in language
After conducting several interviews on some teachers at Universitas Kristen SatyaWacana, the researcher found that there are several different opinions regarding to how important grammar’s role in language. There are two different opinions about grammar. The first
opinion is some teacher said that grammar is important for a language and it cannot be separated. The second one is grammar might be consider important to be taught. Most of the subjects (8 out of 10) had positive feeling towards the first statement. Also Sik (2015) he said that grammar is important subject to be taught to the students. Some of them are participant D and I.
Excerpt 1
grammar is not good that will be shameful. You can express your feeling the way you want but, your basic need to be strong. (Participant D, March, 29th 2017)
Based on excerpt 1, participant D describe grammar as basketball, because if someone want to be good at basketball s/he needs to master the basic such dribbling or running. In Participant D’s point of view, grammar is like the foundation or the basic and basketball is
language. Therefore, in order to master a language and do many things with a language a person needs to master the grammar. More over participant I also adds another opinion about how important grammar is.
Excerpt 2
Grammar is inseparable part of English, hence you cannot learn English without learning grammar. Because grammar got 3 parts; form, meaning and usage. For that reason grammar is very important and if you learn language you must learn grammar. (Participant I, May 31th 2017)
In excerpt 2, participant I declared that learning grammar is very important because, grammar got 3 usages. First is the form, how person can construct word to word into a sentence. Second is the meaning, a well form sentence is going to have a meaning, but those which do not follow the rule of grammar may not have a meaning. The last one is the usage, how people is going to use grammar is different, but by simply following the rule can make the speaker becomes understandable in expressing speaker thought or in another aspects.
Excerpt 3
I think grammar is needed to be taught because students need to become a teacher or script editor or other. If their grammar is bad then what can they do.Also most of the students here got accepted because of their grade in High school. (Participant H, may 28th 2017)
Participant H is trying to say that as a role model such as teacher or writer students need to be taught English because role model is person that give examples on how language use. If experienced of her she said that grammar might not be that important.
Excerpt 4
When I was in Australia, I have a landlady and she came from Indonesia but she has become an Australian. Her grammar is not that good but, she can life there just fine. Hence, is grammar that important? But as for us professionals we need to learned grammar. Students here will become teachers or litterateur or perhaps for business or role model. Grammar will show how professional we are and if students become a teacher they can explain to the students why this phrase using this grammar pattern and so on. (Participant J, may 23th 2017)
here. With the data above, we can conclude that every teachers’ belief that grammar is important to be taught.
Teachers’ beliefs and reasons in explicit grammar teaching
After conducting the interview, the researcher found that most of the teachers is in favor of explicit grammar. There are varies reasons that shape this belief on the teachers. One of the reason that make teachers belief in explicit grammar teaching is because first many of the participants said that they are growing in explicit grammar teaching environment. Participant F for example, mentioned that she grow up with explicit grammar teaching.
Excerpt 5
I grow up with explicit grammar from elementary school to high school and I feel helped by explicit grammar teaching. (Participant F, May, 10th 2017)
Participant F means that she is growing in this method and it helped her to master a grammar by explicit way. She also mentioned that she learned English by this means since she was in elementary school until she went to high school, which make her learn grammar explicitly for 12 years since her tender age. This also happened to the most of teachers in researcher’s place who most of the subjects are product of explicit grammar teaching who got the same treatment as participant J.
Second reason is the students. One of the teacher that so is participant A. In her point of view, students need to be teach explicitly because there are not really exposed with English language.
Excerpt 6
they mother tongue, watch TV in Indonesian language. They rarely get any exposure in the other hand they watch program with other language such as Korea. Therefore, I think that teaching by means of implicit is rather not suitable. (Participant A, March, 21th 2017) Participant A said that students who live outside of English speaking country are lacking of input from the outside. It is true that most of the students might not get a big input outside the classroom consider that students live in a society that English is a foreign language. In addition, it cannot be denied that television program and what students watched might not enhance or give their input to their English language.
The third reason is some teachers pointed that student need grammar for at least their basic. Participant D for example, he mentioned about the need of the students to be taught grammar explicitly for at least the basic knowledge.
Excerpt 7
I think we need to put more grammar based learning in the classroom for at least the basic. Learning while doing it might sounds good but, I think that we need to put more structure in the lesson. (Participant D, March, 29th 2017)
By the interview from participant D the researcher found that, participant D want to put more explicit grammar base on the classes for the students. Participant D is trying to say that Students need to be provided with more teaching in grammar because they need a strong grammar.
Fourth reason is explicit grammar is important for the students for accuracy and fluency. Participant I believe that explicit grammar teaching can give more proficiency on students’ accuracy and fluency.
Excerpt 8
more understanding in grammar. Which will be very beneficial for their accuracy and fluency. (Participant I, may, 31th, 2017)
We can look at Participant I statement, that grammar can affect students’ accuracy and
fluency that will make them a good models in language later on and it can be achieve through explicit method.
Fifth reason is beginner students might need more attention on their grammar. Like participant B in her classroom. She use explicit grammar teaching on her skill courses because, most of the students there are new students.
Excerpt 9
I tent to give grammar to my writing classroom because students that takes my class are new students and usually they got many grammatical errors. (Participant B, March29th 2017)
Participant B tend to that teach grammar in their classroom. She said that grammar is necessary to this classroom because students are currently new and got many grammatical errors. Skills courses might become trouble beginner learners especially if they got grammar problem, which make things more complicated.
Also other teacher such as participant D put explicit grammar teaching in his writing class. He mentioned that beginner students need more attention on their grammar.
Excerpt 10
Usually I put input about grammar on the left side my students’ paper and I used to fix the phrase but, now if things gotten too hard I will just give mark on the students’ paper such as WF or wrong form or others. (Participant D, March, 29th 2017)
Participant D is giving more hint and sometimes give the correct form to the students in students’ paper. He is trying to give students the example of the correct form which very helpful
Other teacher that use explicit method in teaching skill course is participant F. She said that by using explicit method could give a clear explanation of grammar items.
Excerpt 11
I will point out which grammar pattern that is wrong for example the use of nor and or. After that, I will explain it in the classroom. (Participant F, May, 10th 2017)
After a detailed interview with participant F, the researcher also found that the explanation that is going to be deliver by participant F is a detailed explanation, which is very explicit way of teaching. The detailed explanation is the combination of how to use the pattern, the different of nor and or, when to use it and examples.
Teachers’ beliefs and reasons in implicit grammar teaching
While other teachers said that grammar, need to be learn in implicit way. Brown (2008) as cited in Ling (2015) also mentioned that knowledge from implicit learning can be adsorb well by the students because they focus on form and meaning in the same time
The researcher found that some teachers belief in implicit teaching and they got some reasons for putting their belief in it. The first reason is to developing participant autonomy skill. Participant E for example she is confident in teaching students in implicit way because of this reason.
Excerpt 12
My reason to conduct grammar teaching implicitly because I want to make the learners become autonomy learners or independent learner. I want them to stand by themselves when facing problem and to make them become more aware with the phrase that they made. (Participant E, April, 4th 2017)
Second reason why teachers agreeing in this method is it can create non-boring classroom for the students to learn.
Excerpt 13
When we teach them with the same material times to times they might get bored. If we taught them again for example in writing. We need to make sure it is briefly taught. We got many materials to teach therefore, we cannot make grammar become hindrance. (Participant C, March, 30th 2017
Participant C imply that, teachers do not need to teach grammar way too deep but, as necessary as possible. She also mentioned that repetitions in teaching grammar repeatedlycould make students bored. For that,reason grammar need to be teach briefly and do not make it into a hindrance for the lesson.
Third reason is to make students analyze first. Participant E mentioned use implicit method in her speaking class. She said she belief implicit can make students become more active and analyzing the data.
Excerpt 14
Usually I write down mistakes that made by students in the white board. Then I ask them which part of it that is wrong. I did that to make them think if they are not capable of finding the mistake then I will explain. They need to try first and not always counting on me. (Participant E, April, 4th 2017)
In Participant E point of view, by putting mistakes on the white board and ask the students will make the whole class to analyze. Then when they think by themselves, it is good and can make them help themselves later on if they make mistakes.
Excerpt 15
I ask the students to be more independent, revised your own language use your tool or ask your friend. (Participant J, may 23th 2017)
Most of the content courses students are all senior students. Also based on what she said, if we related this with grammar teaching participant J is somehow show implicit grammar teaching in her method because she want the students to analyze. What is more is, participant J is more explicit teacher. Other also think less of grammar for example participant H
Excerpt 16
I do not really pay much attention on grammar,but still I give mark on the wrong points and because they are already pass the grammar class. Hence, I expect less mistakes from them. (Participant H, may 28th 2017)
The researcher also found all of the teachers have same opinions regarding this content courses and regardless of their own belief. The teachers mostly put mark on students’ works and
let them think for themselves, which we can categorize it as an implicit method. Most of the reasons this happened is because students already pass grammar class and they are now higher students who are hopefully know about grammar.
CONCLUSION
Second important point is, most the teachers are in favor of explicit grammar teaching.Most of the participants think so, because of several facts such as experience,most of the participants grew in explicit grammar environment and they felt that their current grammar level is the fruit of the explicit environment. In addition, the subjects think explicit grammar is necessary because of, students’ condition. They think that students need a clearer explanation for
grammar rule because they are not living in English environment.The last one is a personal taught that said that students’ grammar would become better because of explicit grammar
teaching.
In other hand some teachers goes for implicit because they want the students become an autonomy students. Teachers that goes for implicit hope that students can solve their problem without help from the others.The researcher himself sincerely hope that teachers need to look more into the students. Students are different from place to place and it is teachers’ job to guide the students into a better person. Hence, teachers need to teach students in a way that students can get things better despite of teachers’ beliefs. Also, with this finding researcher hope that this
study becomes significant for both students and lecturers to have a better knowledge of their teaching beliefs. In addition, it is a reflection for the lecturers to realizing their own beliefs. Although, it is a pity that the limit of this research is, its’ limited participants and the area
Table 2
List of date and length of interviews
No Paticipants Date of interview Length of interview
1 A May-3-2017 20minutes 16 seconds
2 B May-29-2017 22 minutes 28 second
3 C May-30-2017 21 minutes 43 second
4 D May-31-2017 21 minutes 3 second
5 E April-4-2017 22 minutes 40 second
6 F April-10-2017 22 minutes 15 second
7 G April-18-2017 23 minutes 43 second
8 H May-23-2017 23 minutes 35 second
9 I May-23-2017 20 minutes 57 second
Acknowledgement
First, I am grateful to the God for the good health and wellbeing that were necessary to complete this thesis. I offer my sincerest gratitude to my supervisor, Anita Kurniawati, M.Hum. who has supported me throughout my thesis. Without your guidance, patience, advice, and time, my thesis will not be accomplish. In addition, I would like to thank the examiner of my thesis, M. Ch. Eko Setyaruni, M.Hum. for your time and patience in examining my thesis.
I thank my fellow ELEP students, especially 2013’ers. Thanks for everything that we have
References
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implicit grammar instruction? Procedia-social and behavioral sciences 232, 430-438. Borg, S., and A. Burns. (2008). Integrating grammar in adult TESOL classrooms.” Applied
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Dakmouche. (2008;3). Integrative grammar in teaching academic writing. Unpublished magister dissertation, University of Constantine, Constantine.
David Crystal. (2004). Rediscover grammar.Retrieved March 22, 2017, from
https://www.bookdepository.com/Rediscover-Grammar-David-Crystal/9780582848627.
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Krashen, S. (1982). Principles and practice in second language acquisition, Pergamon: Oxford
Lynch. (2015). Grammar teaching: implicit or explicit. Retrieved June 12, 2017, from http://www.eslbase.com/teaching/grammar-teaching-implicit-explicit.
Moeller, Aleidine Kramer and Ketsman, Olha. (2010)., "Can we learn a language without rules?" Faculty publications: department of teaching, learning and teacher education. 170.
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studies 19: 317328.
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APPENDICES
Appendix A
Name : Participant A
Sex : female
Date : May-3-2017
Interview
1. How long have you been teaching? Around 5 years
2. What lesson do you teach? I teach interlingua communication, structure of language and, translation
3. What is your opinion about teaching grammar? I think grammar affect the output of the students.
4. Did you introduce grammar inside your classroom? Why? Yes I did, because in translation you need to know grammar to make your translation become better.
5. How you introduce grammar inside your classroom? (Skill/content classroom). Usually I explained the rules first then I gave students examples in how to apply itin the context.
Appendix B
Name : Participant B
Sex : female
Date : May-29-2017
1. How long have you been teaching? I teach here since 2011.
2. What lesson do you teach? IC, writing, speaking, reading, ESP, ELTM.
3. What is your opinion about teaching grammar? I think grammar is very important to be taught to make learners arrange a meaningful words.
4. Did you introduce grammar inside your classroom? Why? Yes I did, because students need to be reviewed and some of classes such as IC include grammar inside it.
5. How you introduce grammar inside your classroom? (Skill/content classroom). Usually I gave marks on students paper whenever they got grammatical errors and gave some clues to help them solve the problems.
Appendix C
Name : Participant C
Sex : female
Date : May-30-2017
Interview
1. How long have you been teaching? I teach here since 2006.
2. What lesson do you teach? Grammar, writing, listening, and content courses.
3. What is your opinion about teaching grammar? It is important, but it also depend on the need.
5. How you introduce grammar inside your classroom? (Skill/content classroom). Usually I include grammar in the classroom when students got grammatical errors.
Appendix D
Name : Participant D
Sex : male
Date : May-31-2017
Interview
1. How long have you been teaching? I teach here since 2006.
2. What lesson do you teach? IC, reading, speaking, writing, intro to literature, interpreting, multi culturalism.
3. What is your opinion about teaching grammar? Teaching grammar is very important, because grammar affect the flexibility of a language user in using certain language.
4. Did you introduce grammar inside your classroom? Why? Yes I did, I want students grammar to be good.
5. How you introduce grammar inside your classroom? (Skill/content classroom). I tried to make a fun activity or tell them the rules directly.
Appendix E
Name : Participant E
Date : April-4-2017
Interview
1. How long have you been teaching? I teach here since 2003.
2. What lesson do you teach? Speaking, IC, listening, grammar, CISEL, TEAL.
3. What is your opinion about teaching grammar? Grammar is important to be taught and it cannot stand alone.
4. Did you introduce grammar inside your classroom? Why? Yes I did, because some students have bad grammar comprehension.
5. How you introduce grammar inside your classroom? (Skill/content classroom). Usually I discuss the error with the students and make them think first.
Appendix F
Name : Participant F
Sex : female
Date : April-10-2017
Interview
1. How long have you been teaching? Since 2006.
3. What is your opinion about teaching grammar? Very important, because grammar is the system of the language.
4. Did you introduce grammar inside your classroom? Why? Yes, because students still got problem with grammar even though they already passed grammar classes.
5. How you introduce grammar inside your classroom? (Skill/content classroom). I look at the errors and teach the pattern which most of students did wrong.
Appendix G
Name : Participant G
Sex : female
Date : April-18-2017
Interview
1. How long have you been teaching? Since 1998.
2. What lesson do you teach? Skill and content courses.
3. What is your opinion about teaching grammar? Grammar is the pattern of a language and it is important.
4. Did you introduce grammar inside your classroom? Why? Yes I did
5. How you introduce grammar inside your classroom? (Skill/content classroom). I explain part to part and pin point pattern which most of students did wrong.
Name : Participant H
Sex : female
Date : May-23-2017
Interview
1. How long have you been teaching? Since 1989.
2. What lesson do you teach? Speaking class, grammar class, content courses and skill courses.
3. What is your opinion about teaching grammar? Grammar is importance for guide to apply it in a real context.
4. Did you introduce grammar inside your classroom? Why? Yes, because I still found many students with little comprehension in grammar.
5. How you introduce grammar inside your classroom? (Skill/content classroom). I conduct an individual consultation and put commend on students works.
Appendix I
Name : Participant I
Sex : female
Date : May-23-2017
Interview
1. How long have you been teaching? Since 2010
3. What is your opinion about teaching grammar? Grammar is inseparable part of language and it is very important to be taught.
4. Did you introduce grammar inside your classroom? Why? Yes, I taught that because some new students still need to be taught grammar.
5. How you introduce grammar inside your classroom? (Skill/content classroom). I gave them feedback, explanation and training.
Appendix J
Name : Participant J
Sex : female
Date : May-31-2017
Interview
1. How long have you been teaching? Since 2003.
2. What lesson do you teach? Skill courses and content courses.
3. What is your opinion about teaching grammar? Grammar is the skeleton of a language and without it we got nothing to say, but the importance of grammar teaching is depend on how it will be used.
4. Did you introduce grammar inside your classroom? Why? I did, but depend on the class and the students. If it necessary I will teach it if it not that necessary I will not really touch it.
