Abstract
This study investigated English as a Foreign Language teachers' beliefs toward grammar teaching in the classroom. This research paper aimed to explore EFL teachers' belief about grammar teaching and the factors influencing teachers in shaping their beliefs on grammar teaching. A qualitative study using a semi-structured interview with eight English as foreign language teachers of secondary schools in East Jakarta has been conducted. The result revealed that most teachers believed that grammar was essential. Explicit grammar teaching was also believed to be more effective to be implemented in teaching grammar, yet teachers still used both explicit and implicit instructions. Nonetheless, some teachers believed that implicit instruction that was suggested in the 2013 Curriculum was less effective due to the limited time of English learning in classroom practice. The factors shaping the teachers' beliefs involved the student factor and the teacher factors which included teachers' prior education and personal experiences. This research was expected to improve the teaching of grammar practices and suggest an effective approach to be implemented in teaching grammar in EFL context for teachers in classroom.
Highlights
Alghanmi & Shukri (2016) have stated that English language has been considered as a central language used as a bridge for communication among native speakers and non-native speakers around the world, along with the influence of globalization and technology that have been overgrowing nowadays
The findings showed that teachers’ positive beliefs of grammar teaching involved the importance of grammar in English language teaching and the instructions used to teach grammar, which were explicit and implicit, followed by the responses of the students
Mentioning the importance of grammar teaching, all the participants expounded that they had a strong belief that grammar was essential in English language teaching as a foreign language
Summary
Alghanmi & Shukri (2016) have stated that English language has been considered as a central language used as a bridge for communication among native speakers and non-native speakers around the world, along with the influence of globalization and technology that have been overgrowing nowadays. They said that in teaching and learning the English language, grammar was believed as an essential element which provides the speaker with the needed patterns in order to arrange words and sentences in a form that is understandable and enable someone to communicate accurately, meaningfully, and appropriately. In Indonesian education context, English is taught as a foreign language (EFL). It is mainly organized by the Ministry of National Education and Culture, and decreed by law Number 20 Year 2003 about the National Education System and is currently using the 2013 Curriculum (Nur & Madkur, 2014). In the undergoing Curriculum, communicative language teaching is adopted, where students learn English by observing, questioning, exploring, associating, and communicating (scientific approach). A study has shown that students in Indonesia had a low level of grammatical quality in their language use (Sugeng, 2015)
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