The above findings reveal that the teachers at BEC Pare Kediri belief the importance of grammar in which the formal and direct instruction helps the
students to communicate fluently with correct grammar. Conversely, the mastery of grammar rules does not guarantee the students‘ ability to produce and use the
language appropriately.
b. Principle in Grammar Pedagogy
The second component is gra mmar pedagogy, aimed to explore teachers‘
principle about grammar teaching approaches. There are four themes that have been targeted related to the different grammar teaching approaches: Inductive,
Deductive, Focus-on-Form and Focus-on-Meaning. The result can be seen in table 4.2.
Table 4.2: Principle about approaches to grammar teaching
No.
Statements
Strongly Agree
Agree Not Sure
Disagree Strongly
Disagree
7.
My students expect me to teach grammar rules directly.
25 75
8.
Grammar is best taught explicitly deductively, teachers should analyze structures, tell students the
rules and then let them do related exercises.
75 25
9.
Grammar is best taught implicitly inductively, students should examine many examples and find
out the grammar rules patterns themselves.
100 10.
Direct explanation of grammar makes my students feel secured and ensure their straightforward grasp
of grammar
75 25
11.
If they know it, teachers should use the learners‘ L1 to explain grammar rules.
75 25
12.
Students‘ self-discovery of grammatical rules is time-consuming but results in better learning and
understanding.
100 13.
Grammar teaching should focus on the form and meaning of structures and their use in context.
100 14.
Grammar is best taught through work which mainly focuses on communication and shifts to
grammatical form if necessary.
100
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15.
Teachers should pre-plan what grammatical feature to cover in the lesson.
100 16.
Teachers are advised to employ grammar terminology when teaching grammar.
100
Adapted from Lee 2008, pp. 81-82 Statements 7 investigated the teachers‘ principle about the students‘
grammar learning expectation. Most of the teachers at BEC Pare Kediri 75 stated that they are not sure if their students expect them to present grammar rules
directly. It is due the course condition in which the paradigm is that the students are having the high interest in improving their speaking ability of English. The
teachers believe that their students have already achieved the grammatical rules in formal school. They only need to enhance and sharpen their knowledge of
grammatical rule to be practiced in the real communication. Because of that reason, the students do not hope the teachers teach grammar rules directly in the
classroom. In line with the statement 7, statement 10 examined the teachers‘
principle about the students‘ grammar learning preferences. On the contrary, the teachers believed that the students would feel more secured and would show
greater understanding of grammar rules if those rules were presented to them directly. The 75 teachers at BEC Pare Kediri strongly agreed with that principle
while the 25 teachers strongly disagreed. The ground might be based on the forgettable grammatical rules that have been studied long time ago by the
students. So, the beliefs are inferred the teachers to teach grammatical rules directly to the students in order to create the enjoyable and comfortable students‘
feeling. perpustakaan.uns.ac.id
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The principle in grammar pedagogy are also related to the two way of teaching grammar; explicit deductive and implicit inductive. Anchored in the
statement 8 and 9, it can be wrapped up that grammar is taught in both explicitly and implicitly in the classroom. There was a belief that grammar is best taught
explicitly deductively which got 75 agreed and 25 disagreed. In this method, teacher should analyze the structures, tell students the rules and then let them to
do related exercises. The all teachers in BEC Pare Kediri 25 also believed that grammar could be also best taught in a way of implicit inductive method. This
method offered the students to examine many examples and find out the grammar rules patterns themselves. Rooted in the finding, it can be concluded that
grammar rules are taught in such two methods. In the same vein, all teachers at BEC Pare Kediri 100 expressed their dissatisfaction towards students‘ self-
discovery of grammatical rules as they consider it time consuming, but they have acknowledge its‘ effectiveness in grammar learning as mentioned in statement 12.
Responses to statement 13 showed that all teachers at BEC Pare Kediri 100 focused to the use of Focus-on-Form and Focus-on-Meaning teaching
approaches in their grammar instruction. In fact, they tend to adopt a sort of a balanced approach that addresses both the form and the meaning of the structures.
This has also been confirmed in the responses to statement 14 as 100 of teachers at BEC Pare Kediri agreed that they should focus on communication in their
grammar instruction but they have to shift to teach grammatical form if necessary. The preferences for a balanced approach correlate with
Long and Robinson‘s 1998: 23 views that the topmost task for language teacher is ‗not to choose
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between form-based and meaning-based instruction but to find the best balance of these two orientations‘.
Participants‘ responses to statement 15 and 16 came, partially, as expected. 100 teachers stated that they prefer to plan for their grammatical
activities before bringing them to the class. Using grammatical terminology is very important because 100 of teachers at BEC Pare Kediri agreed to employ
grammatical terminology in their grammar instruction. The teachers sure that grammatical terminology will help the students to understand grammatical
structures easily.
c. Principle about Error Correction and Feedback Approaches
