Students’ Perspectives Toward Grammar Teaching Methods in English Language Education Study Program

Abstract

The purpose of this research is to elucidate students' perspectives on grammar teaching methods. It observed 5th-semester students from the 2019 academic year, in English Language Education Study Program. Five students were chosen at random from each class, so the total sample for this study was 25. The descriptive quantitative research method was applied to this study. The information was gathered using a questionnaire that represented two grammar teaching methods: explicit and implicit. Each one consists of six statements, with several options for students to choose from, including strongly agree, agree, neutral, disagree, and strongly disagree. The findings revealed that each student has a different perspective on what method is required. The questionnaire results showed that approximately 80% of students agreed with every statement in the explicit method, and the majority of them chose neutral to the statements in the implicit method, with an average percentage of 37%-70%. As a result, students can be taught using both implicit and explicit methods, as both have advantages, and it is determined by the needs of each student.

Teaching Grammar Through Project based Learning: Empowering Students' English Proficiency

“…Ho & Binh, (2014) discovered that communicative grammar instruction increased students' grammatical understanding as well as their oral communication skills. Suradin et al, (2022) discovered that students' attitudes toward explicit and implicit grammar instruction approaches differ, with some favoring one over the other. Tanaka & Ishizaki (2018) discovered that linguistic activities in the classroom increased kids' reading and math exam scores, but the impact may vary depending on the learning environment.…”