Abstract
This study investigates the effect of grammar teaching methods on students’ writing skill in secondary level. The study was based on action research, carried out in the academic year 2017 in one of Sudanese secondary schools. The participants were in second year. They studied English for the same number of years (6 years).The study followed two different methods of grammar teaching: 1) grammar in 'context' and 2) in 'isolation' to assess which method is more beneficial for English learners to write grammatical error-free composition. Students were divided into two groups: control and experimental groups.For the purpose of high measurement, participants in the two groups sat for apre English test on writing. The results showed that P-value of T-test (0.567) was greater than significant level (0.05) which means there was no statistical difference between experimental and control groups in the pre-test. Then the experiment was run; teaching the two groups using different methods.The control group was taught grammarin isolation method; where experimental group was taught grammar in context.Instructions lasted for two months and the two groups had the same writing test. The results indicated that P-value of T-test (0.000) was less than significant level (0.05) which means there was statistical difference between experimental and control in post-test. Finding showed that: teaching grammar ‘in context’ helps students to produce better writing than teaching grammar ‘in isolation’.
Highlights
Grammar plays a vital role in writing because those grammatically correct essays could be understood
The results indicated that P-value of T-test (0.000) was less than significant level (0.05) which means there was statistical difference between experimental and control in posttest
This study aims to investigate the correlation between grammatical error-free writing production and grammar teaching methods
Summary
Grammar plays a vital role in writing because those grammatically correct essays could be understood . Ellis (2006),states that if grammar teaching is not focused on, the learners could produce understandable and meaningful utterances, but they lack accuracy. Krashen (1982), claims that there is no relationship between grammar study and writing. This study aims to investigate the correlation between grammatical error-free writing production and grammar teaching methods. Two familiar grammar teaching methods were tested: teaching grammar ‘in context’ and ‘in isolation’ to.the researcher decided to conduct this study to solve problems encountered teachers in classroomsto help students to master grammar when they write their texts. Two familiar grammar teaching methods were tested: teaching grammar ‘in context’ and ‘in isolation’ to.the researcher decided to conduct this study to solve problems encountered teachers in classroomsto help students to master grammar when they write their texts. 1
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