TEACHER BELIEFS OF ENGLISH GRAMMAR INSTRUCTION IN MERDEKA CURRICULUM

Syafina Azalia, Anita Triastuti, Margana Margana

Abstract


As one of the essential elements in mastering the English language, grammar teaching remains a subject of debate. While the Merdeka curriculum encourages students to be more active in class and become independent learners, some teachers prefer to teach grammar in an isolated and explicit manner, while others believe in teaching grammar implicitly and within context. Given this issue, understanding teachers' beliefs about grammar is crucial to uncovering how they teach it in the classroom. This study aims to explore the teaching practices of two teachers at a reputable high school in Yogyakarta. Employing a descriptive qualitative method, the study used observation and open-ended interviews to gather data. In analyzing the data, the study applied the framework of Graus & Coppen (2016) to specify the grammar instruction strategies used by the teachers. The findings revealed that both teachers align with the goals of the Merdeka curriculum, which aims to foster independent learning by implementing various grammar instruction methods, such as Meaning-Focused Instruction that emphasizes linguistic function rather than form, Focus on Form (FonF) technique that concentrate on correcting grammar errors through student reflection rather than direct error correction, Implicit instruction which integrates grammar learning in real-life contexts, and Inductive Teaching Strategies that encourage critical thinking by having students deduce grammar rules from examples in the text rather than being explicitly taught the rules. Therefore, this study demonstrates that both teachers' methods align with the goals of the Merdeka curriculum.

Full Text:

PDF

References


Alghanmi, B., & Shukri, N. (2016). The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context. English Language Teaching, 9(7), 70. https://doi.org/10.5539/elt.v9n7p70

Altun, L., & Dinçer, R. (2020). A Comparison of Implicit and Explicit Teaching in Terms of Grammar and Writing Skills of Intermediate Learners. Bart?n University Journal of Faculty of Education, 9(1), 96–105. https://doi.org/10.14686/buefad.601184

Andriani, A., Yuniar, V. D., & Abdullah, F. (2021). Teaching English Grammar in an Indonesian Junior High School. AL-ISHLAH: Jurnal Pendidikan, 13(2), 1046–1056. https://doi.org/10.35445/alishlah.v13i2.956

Aprizani, Y., Islamiah, N., & Furyanto, F. A. (2018). Explicit Grammar Instructions to Enhance Students’ Reading Ability on Cognitive Aspect. Journal of Linguistics and Education, 8(1), 19–25. https://doi.org/10.14710/parole.v8vi1i.19666

Arifin, S. (2023). Investigating a Teacher’s Beliefs and Practices in Teaching Grammar: A Case Study of a Senior Teacher of English in a High School in Jakarta. Indonesian Journal Of Educational Research and Review, 6(1), 195–203. https://doi.org/10.23887/ijerr.v6i1.58943

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

Chen, M. (2014). Postmethod pedagogy and its influence on EFL teaching strategies. English Language Teaching, 7(5), 17–25. https://doi.org/10.5539/elt.v7n5p17

Chen, M., & Li, W. (2022). The Influence of Form-Focused Instruction on the L2 Chinese Oral Production of Korean Native Speakers. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.790424

Daloglu, A. (2020). EFL Students’ Beliefs about How They Learn Grammar Best. English Language Teaching, 13(10), 158. https://doi.org/10.5539/elt.v13n10p158

Ellis. (2014). Grammar Teaching for Language Learning. Babylonia: The Journal of Languange Teaching and Learning.

Fitriyani, A., Warni, S., & Kaniadewi, N. (2020). ENGLISH AS A FOREIGN LANGUAGE TEACHERS’ BELIEFS ABOUT GRAMMAR TEACHING IN CLASSROOM. ELLTER Journal, 1(1), 12–24. https://doi.org/10.22236/ellter-j.v1i1.4910

Graus, J., & Coppen, P. A. (2016). Student teacher beliefs on grammar instruction. Language Teaching Research, 20(5), 571–599. https://doi.org/10.1177/1362168815603237

Guci, R. I., Rochsantiningsih, D., & Sumardi, S. (2021). Focus on Form and Focus on Forms in Implicit Grammar Teaching Strategy. Indonesian Journal of EFL and Linguistics, 6(1), 127. https://doi.org/10.21462/ijefl.v6i1.347

Hays, R., & Daker-White, G. (2015). The care.data consensus? A qualitative analysis of opinions expressed on Twitter Health policies, systems and management in high-income countries. BMC Public Health, 15(1). https://doi.org/10.1186/s12889-015-2180-9

Maulidiyah, N. (2024). Explicit Instruction: A Method to Engage Students in English as A Foreign Language (EFL) Source-Based Writing. Journal of English Educational Study (JEES), 7, 159–166.

Moeen, A. A., Nejadansari, D., & Dabaghi, A. (2019). The impact of implicit vs explicit grammar teaching through scaffolding on Iranian learners’ speaking achievement; focusing on fluency, accuracy, and complexity. Journal of Applied Research in Higher Education, 11(4), 800–813. https://doi.org/10.1108/JARHE-01-2019-0021

Murniati, C. T., & Riyandari, A. (2016). A Journal of Culture, English Language Teaching & Literature THE IMPLICATION OF PRE-SERVICE TEACHER’S BELIEFS ABOUT GRAMMAR FOR ENGLISH LANGUAGE POLICY IN INDONESIA.

Murtisari, E. T., Salvadora, L., & Hastuti, G. (2020). ISOLATED AND INTEGRATED GRAMMAR TEACHING IN TERTIARY EFL CONTEXT: INDONESIAN TEACHERS’ BELIEFS. SAGA: Journal of English Language Teaching and Applied Linguistics, 1(1), 17–30. https://doi.org/10.21460/saga.2020.11.9

Nurusus, E., Samad, A., Syed, Z., & Rahman, A. (2015). Exploring Teachers’ Beliefs in Teaching Grammar. The English Teacher, 44(1).

Rahman, A. M. A., & Rashid, R. A. (2017). Explicit and Implicit Grammar Instructions in Higher Learning Institutions. English Language Teaching, 10(10), 92. https://doi.org/10.5539/elt.v10n10p92

Roeder, R. V, Daniela, A.-J., & Miller, E. R. (2020). Grammar in Communicative Language Teaching Article in International Journal of English Language Teaching. International Journal of English Language Teaching. https://www.researchgate.net/publication/358089256

Ruiz, S., Rebuschat, P., & Meurers, D. (2021). The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL. Language Teaching Research, 25(4), 510–539. https://doi.org/10.1177/1362168819872859

?ahinkaya, H. A. (2024). Explicit vs. Implicit Grammar Teaching in EFL Classroom: A Literature Review. International Journal of Academic Research in Education, 9(1), 14–26. https://doi.org/10.17985/ijare.1369773

Sato, M., & Oyanedel, J. C. (2019). “I think that is a better way to teach but …“: EFL teachers’ conflicting beliefs about grammar teaching. System, 84, 110–122. https://doi.org/10.1016/j.system.2019.06.005

Savage, K. Lynn., Bitterlin, Gretchen., & Price, Donna. (2010). Grammar matters : teaching grammar in adult ESL programs. Cambridge University Press.

Shukhratovna, D. (2023). The Importance Of Inductive Approach In Teaching Grammar. Arabic in the Age of Globalization: Innovative Approaches and Teaching Methods, 1(1), 364–367. https://doi.org/10.47689/atgd:iyom-vol1-iss1-pp364-367-id28508

Tarigan, K. E., & Stevani, M. (2022). English Teachers’ Beliefs in Teaching English Grammar to Improve Students’ Speaking Skill. Print) Journal of English Langaugeand Education, 7, 2022. https://doi.org/10.31004/jele.v7i1.236

Wesely, P. M., Vyn, R., & Neubauer, D. (2024). Teacher beliefs about instructional approaches: Interrogating the notion of teaching methods. Language Teaching Research, 28(1), 29–51. https://doi.org/10.1177/1362168821992180

Wyatt, M., & Dikilita?, K. (2021). English language teachers’ self-efficacy beliefs for grammar instruction: implications for teacher educators. Language Learning Journal, 49(5), 541–553. https://doi.org/10.1080/09571736.2019.1642943




DOI: https://doi.org/10.31932/jees.v8i1.4194

Article Metrics

Abstract view : 293 times
PDF - 136 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.