Teaching English Grammar in an Indonesian Junior High School

Agis Andriani; Vani Dwi Yuniar; Fuad Abdullah

doi:10.35445/alishlah.v13i2.956

Teaching English Grammar in an Indonesian Junior High School

Agis Andriani, Vani Dwi Yuniar, Fuad Abdullah

Abstract

English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun & Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.

Keywords

English Grammar, Junior High School Students, Teaching English Grammar

Full Text:

PDF

References

Abdullah, F., & Lulita. (2018). Social actors in an intercultural communication classroom: A discursive lens of intercultural education. IJELT, 13(1), 31–51.

Abdullah, F., Tandiana, S. T., & Amelia, R. (2020). Storybird-Based Narrative Writing Activities among Indonesian EFL Learners: Focusing on Contributions. Premise: Journal of English Education and Applied Linguistics, 9(2), 164-182.

Ahmadi, M. R. (2011). The effect of integrative and instrumental motivation on Iranian EFL learners’ language learning. ELT Voices, 1(2), 7-15.

Airasian, P. W. (1994). Classroom assessment (2nd ed.). New York: McGraw-Hill.

Amalia, H., Abdullah, F., & Fatimah, A.S.(2021). The title of your paper: Capitalize the first letter only. Journal of Language and Linguistic Studies, 17(Special Issue 2), 794-810.

Andriani, A., & Abdullah, F. (2017). Invigorating the EFL students in acquiring new linguistic knowledge: Language learning through projects. A Paper Presented in the 4th International Language and Language Teaching Conference in Sanata Dharma University. Yogyakarta, Nov 2017, 1–15.

Bade, M. (2008). Grammar and good language learners. In Griffiths, C. (ed.) Lessons from good language learners . Cambridge: Cambridge University Press.

Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559.

Benitez-Correa, C., Gonzalez-Torres, P., & Vargas-Saritama, A. (2019). A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students. International Journal of Instruction, 12(1), 225-236.

Bowen, J. D., Madsen, H. S., & Hilferty, A. (1985). TESOL techniques and procedures. Newbury House Pub.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47.

Celik, B. (2015). Comparing the Effectiveness of Form-Focused and Meaning-Focused Instructions in EFL Teaching. Journal of Education in the Black Sea Region, 1(1), 5-15.

Chang, S. C. (2011). A contrastive study of grammar-translation method and communicative approach in teaching English grammar. English language teaching, 4(2), 13.

Coffin, C., Donohue, J., & North, S. (2013). Exploring English grammar: From formal to functional. London: Routledge.

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, California: Sage publications.

Dalil, Z., & Harrizi, M. (2013). The importance of grammar in second language teaching (Unpublished Manuscript). Universite Hassan II, Casablanca, Morocco.

Derewianka, B., & Jones, P. (2010). From traditional grammar to functional grammar: bridging the divide (Unpublished Manuscript). University of Wollongong, Australia.

Ellis, R., Basturkmen, H. & Loewen, S. (2002). Doing focuson-form. System, 30(4), p.419-432

Ellis, R., Basturkmen, H., & Loewen, S. (2002). Doing focus-on-form. System, 30(4), 419-432.

Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. Berne and Pieterlen, Switzerland: Peter Lang.

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. New York: Newbury House Publishers

Greenbaum, S., & Nelson, G. (2009). An introduction to English grammar. London: Pearson Education.

Gunawan, W. (2014). SFL in l2 writing teacher education: A case study of an EFL pre-service teacher in conceptualizing grammar (Unpublished PhD Thesis). University of Massachusetts, Amherst.

Hassan, B. A. (2001). New trends in teaching grammar in the secondary school: A review article (Unpublished Manuscript) Mansoura University, Egypt.

Hinkel, E., & Fotos, S. (Eds.). (2001). New perspectives on grammar teaching in second language classrooms. London: Routledge.

Hong, Y. C., & Ganapathy, M. (2017). To Investigate ESL Students' Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study. English Language Teaching, 10(9), 17-35.

Indrianti. (2012). Developing student-centered grammar materials for beginners' level Indonesian. Electronic journal of foreign language teaching, 9, 380-401.

Kemendikbud. (2013). Permendikbud 81A No. 68 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Pertama/MTs. Jakarta: Kementrian Pendidikan dan Kebudayaan Republik Indonesia.

Kreshen, S. P., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. London: Printice Hall Europe.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.

Larsen-Freeman, D. (2001). Teaching grammar. Teaching English as a second or foreign language. Boston: Heinle & Heinle.

Lee, J. F., & Van Patten, B. (1995). Making Communicative language teaching happen. Boston: McGraw-Hill.

Lin, C. J., Hwang, G. J., Fu, Q. K., & Cao, Y. H. (2020). Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach. Computers & Education, 103876.

Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. Foreign language research in cross-cultural perspective, 2(1), 39-52.

Mart, Ç. T. (2013). Teaching grammar in context: why and how? Theory & Practice in Language Studies, 3(1).

Mason, J. (2017). Qualitative researching. London: Sage Publications.

Mattarima, K., & Hamdan, A. R. (2011). The teaching constraints of English as a foreign language in Indonesia: the context of the school-based curriculum. Sosiohumanika, 4(2).

Milawati, M. (2019). Grammar translation method: Current practices in EFL Context. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 187-196.

Nešić, I. D., & Hamidović, K. Ć. (2015). Teaching English grammar: Efficiency of inductive and deductive approaches students' perceptions. Zbornik radova Filozofskog fakulteta u Prištini, (45-3), 189-205.

Oosterhof, A. (2001). Classroom applications of educational measurement. New Jersey: Prentice-Hall, Inc.

Rama, J. L., & Agulló, G. L. (2012). The role of the grammar teaching: from communicative approaches to the common European framework of reference for languages. Revista de Lingüística y Lenguas Aplicadas, 7(1), 179-192.

Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge university press.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge: Cambridge university press.

Riggenbach, H., & Lazaraton, A. (1991). Promoting oral communication skills. Teaching English as a Second or Foreign Language, 2, 125-136.

Shirzad, S. (2016). Trends in teaching grammar. International Journal of Modern Language Teaching and Learning, X (3), 84-89.

Stern, H. H. (1983). Fundamental concepts of language teaching: Historical and interdisciplinary perspectives on applied linguistic research. Oxford: Oxford University Press.

Tandiana, S.T., Abdullah, F. & U. Komara. (2017). Digital writing tools: Teaching argumentative essays beyond the traditional frontiers. Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language the First International Conference on Language, Literature, Culture, and Education, Nov 2017 (pp. 336-343). Bandung: Balai Bahasa, Universitas Pendidikan Indonesia.

Tandiana, S. T., Abdullah, F., Komara, U., (2018). Talk- Write: A groundbreaking technique for shaping the students’ argumentative writing skills on discussion essays. EEAL Journal (English Education and Applied Linguistics Journal), 1(1), 1-9.

Thornbury, S. (1999). How to teach grammar (Vol. 3). Harlow: Longman.

Ur, P. (1996). A course in language teaching: practice and theory. Cambridge: Cambridge University Press. 313-30.

Widiati, U., & Cahyono, B. Y. (2006). The Teaching of English Grammar In The Indonesian Context: The State Of The Art. Celt: A Journal of Culture, English Language Teaching & Literature, 6(2), 115-139.

Widodo, H. (2006). Approaches and procedures for teaching grammar. English teaching, 5(1), 121.

Wong, C. C. Y., & Barrea-Marlys, M. (2012). The role of grammar in communicative language teaching: An exploration of second language teachers’ perceptions and classroom practices. Electronic Journal of Foreign language teaching, 9(1), 61-75.

DOI: https://doi.org/10.35445/alishlah.v13i2.956