Abstract
The term data-driven data-driven dialogue (DDD) has emerged recently as a valuable tool for organizing classroom discussion of any predicted lessons and monitoring students' learning process in the classroo O’Brian, Nocon, and Sands (2010). The background of this study is most of the teachers in Indonesia tend to skip the dialogue process when they teach grammar to their students. These conditions impact the use of inappropriate grammar and decreased student interest in learning grammar, especially in English. Thus, this study aims to describe how data-driven dialogue methods can be applied in English classes for Senior High School students. The research was conducted in one of the Senior High Schools in Yogyakarta. The data collected through the DDD method using the four steps include (1) Predict, (2) Explore, (3) Explain, and (4) Take Action.
Highlights
Grammar teaching has been found to improve students’ proficiency
Surveys have repeatedly shown that grammar teaching in the classroom is still traditional in the sense that it is focused on structural pattern drilling and memorizing. This has been observed by Bjork (2005) assuming this long tradition of teacher-centered teaching and rote learning is often used in the Indonesian classroom
Not a few of the English teachers in Indonesia only asked their students to work on grammar questions based on the LKS provided by the government, without ensuring that students understood or did not understand the grammar concept requested
Summary
Grammar teaching has been found to improve students’ proficiency. Many scholars have developed and tested an array of teaching techniques that can best enhance students' grammar learning. Surveys have repeatedly shown that grammar teaching in the classroom is still traditional in the sense that it is focused on structural pattern drilling and memorizing. This has been observed by Bjork (2005) assuming this long tradition of teacher-centered teaching and rote learning is often used in the Indonesian classroom. One reason for this persistence is that teachers often base their teaching practices on their experience as learners. The lack of explanation given by the teacher makes most students not interested in learning English
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