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
The two last aspects aimed to identify teachers‘ principle regarding feedback and correcting students‘ grammatical errors. The findings are
represented in table 4.3. Table 4.3: Principle about error treatment
No.
Statements
Strongly Agree
Agree Not Sure
Disagree Strongly
Disagree
17.
Since making errors is a normal part of learning, a teacher‘s corrective feedback is a waste of time, as
it does not help learners eliminate errors.
50 50
18.
Grammatical correctness is one of the important criteria by which language performance should be
judged.
100 19.
Students‘ spoken grammatical errors should be corrected immediately in order to avoid imperfect
learning
100 20.
Students‘ spoken grammatical errors should be corrected only when they cause difficulty in
communicating the right meaning.
25 75
21.
Students‘ written grammatical errors should be corrected immediately in order to avoid imperfect
100
commit to user
learning.
22.
Students‘ written grammatical errors should be corrected only when they cause difficulty in
understanding the meaning.
100 23.
My students dislike being corrected in class.
75 25
24.
Form-focused correction helps learners to enhance their grammatical performance.
100 25.
Teachers should only underline students‘ written grammatical errors.
75 25
26.
Teachers should only annotate students‘ written grammatical errors with marking codes.
100 27.
Students themselves should think about the errors they make and find the correct forms by
themselves.
50 50
Adapted from Lee 2008, pp. 81-82 The importance of grammatical accuracy in learners‘ language
performance can be recognized from the positive responses of all teachers at BEC Pare Kediri to the statement 18. 100 teachers strongly agreed that grammatical
correctness is one of the important criteria by which language performance should be judged. Furthermore, 100 teachers at BEC Pare Kediri tend to rely on form-
focused correction in their grammar teaching. They agreed that students‘ grammatical performance could be improved through form-focused correction
statement 24. Participants‘ positive responses to error treatment correlate with Allwright and Bailey‘s 1991 beliefs that learners can adjust their expectations
and revise their input through teachers‘ corrective feedback. Although all teachers at BEC Pare Kediri responded positively to error
treatment, it does not necessarily mean that they always tend to correct their students‘ grammatical error as soon as they happen. 75 teachers have reported
that they are not sure their students dislike being corrected on the spot. The rest of teachers 25 disagreed with that motion statement 23.
commit to user
However, 100 teachers at BEC Pare Kediri tend to correct immediately the students‘ spoken grammatical errors in order to avoid imperfect learning
statement 19. The correction is given by the teachers as stated in statement 20 inf
erred that most of the teachers disagreed if the students‘ spoken grammatical errors should be corrected only when they cause difficulty in communicating the
right meaning. It means that the teachers will give the correction to all students‘ spoken grammatical errors without regarding the effectiveness of communication
flows. In line with the second type of error, the students‘ written grammatical errors, the teachers 100 believed that it is also should be corrected
immediately in order to avoid the imperfect learning. The highest percentage is also shown by the doubt of the teachers 100 about correcting students‘ written
grammatical errors that should be corrected only when they cause the difficulty in understanding the meaning.
Concerning the marking strategy, most of the teachers 75 favor to employ when dealing with students‘ written grammatical errors statement 25.
The teachers will only underline the students‘ grammatical errors. As stated in statement 26, they will not annotate the errors with marking codes as the teachers
are not sure with the effectiveness of that activity. Furthermore, a half of teachers at BEC Pare Kediri 50 are also not sure to ask their students to think about the
errors they make and find the correct form by themselves. The rest a half teacher 50 disagreed on having self-correction since the teachers realized that the
teachers are responsible to facilitate and help the students‘ to correct all types of their errors in the learning process at BEC Pare Kediri.
3. The Reflection of Teachers’ Beliefs in Teaching Grammar in Classroom
