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STUDENTS’ ATTITUDES TOWARD GRAMMAR TEACHING: INDEPENDENT AND INTEGRATED GRAMMAR TEACHING METHODS THESIS

  Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan RATNA WINDHI ARSARI 112013005 ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA 2017

STUDENTS’ ATTITUDES TOWARD GRAMMAR TEACHING: INDEPENDENT AND INTEGRATED GRAMMAR TEACHING METHODS THESIS

  Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan RATNA WINDHI ARSARI 112013005

  ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA 2017 ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA 2017

  

  windhi.arsarigmail.com

COPYRIGHT STATEMENT

  This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.

  Copyright 2017: Ratna Windhi Arsari and Dr. Elisabet Titik Murtisari, M.TransStud.

  All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga. Ratna Windhi Arsari

  Sarjana Pendidikan

STUDENTS’ ATTITUDES TOWARD GRAMMAR TEACHING: INDEPENDENT AND INTEGRATED GRAMMAR TEACHING METHODS

Ratna Windhi Arsari

Abstract

  It is important to be open to what the students have in mind regarding whether grammar should be taught as an independent course which focuses on grammar only or as an integrated course which is embedded into other (non- grammar) courses. Taking this into account, this study investigates students’ attitudes and preferences regarding the independent and integrated grammar teaching methods. The study was conducted in the English Language Education program of the Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga. 110 questionnaires were distributed to students of batch 2013 and 2015 of the English Language Education program. The data was analyzed and categorized based on three main themes comprising Perceived Effectiveness, Stimulation Level, and Preference. The study found that the independent method was perceived as more effective to help enhance the participants’ understanding of meanings, language accuracy, and language competence. It was also believed to help the participants with the application of grammar rules better. Meanwhile, related to rules understanding and language skills development, the integrated method was seen to be more useful. In regards to stimulation level, both batches found integrated grammar delivery to be more interesting, motivating, and helpful to build their confidence in speaking English. However, the participants considered both the independent and integrated methods to be applicable for their grammar learning since both methods would complete each other’s weaknesses.

  Key Words: attitude, preference, independent grammar delivery, integrated grammar delivery

Introduction

  Regarding EFLESL grammar teaching at university level, many scholars and researchers have proposed that independent grammar courses should be given attention in foreign language teaching. DeKeyser (1998), as cited in Spada, Jessop, Tomita, Suzuki, and Valeo (2014), stated that teaching grammar rules in isolation Regarding EFLESL grammar teaching at university level, many scholars and researchers have proposed that independent grammar courses should be given attention in foreign language teaching. DeKeyser (1998), as cited in Spada, Jessop, Tomita, Suzuki, and Valeo (2014), stated that teaching grammar rules in isolation

  However, giving the rules directly may only be necessary when the students have not gained sufficient knowledge of the target language (Krashen, 1982; cited in Şik, 2015, p. 2142). Taking it into account, the integrated method is seen as a more effective alternative to teaching grammar which can make the learning become more meaningful. Mitchell (2000), as cited in Borg Burns (2008), believed that grammar teaching should be inserted to or followed by “meaning-oriented activities and tasks, which give immediate opportunities for practice and use”. That way, learners are given the opportunity to figure out the structures by themselves through frequent and authentic exposures of the target language (Zhang, 2009, as cited in Şik, 2014, p. 2). In this case, using the target language as a classroom medium instruction is advisable as it may also support the students’ grammatical skill development.

  I feel intrigued to investigate the students’ disposition regarding this issue

  of whether grammar should be taught as an independent or integrated course. Therefore, the purpose of my study is to find which kind of grammar teaching methods is favored by the students and is helpful for their grammar learning. This study can be used as a communication device between the students and lecturers regarding the students’ grammar learning preferences. It can also be used as a feedback for the lecturers to improve or modify their methods of grammar teaching.

Literature Review

  When the students show a positive response toward the teaching method, there is a chance that they will gain new and more knowledge of English language grammar. It means that attitudes are responsible for the learners’ language “growth or decay, restoration or destruction” (Hohenthal, n.d.). Therefore, the teachers should be more aware of the students’ responses toward the delivery of grammar teaching as they may influence the students’ grammar learning outcomes.

  Additionally, the right choice of texts may also promote the learning. Mickan (n.d.) stated that students tend to like to learn using texts in which they have already been familiar with the “language used in [the] texts, whether as spoken dialogues or reading blogs” (p. 18). This somehow infers that the materials used for teaching should be authentic. Nunan (1998) argued that when learners are exposed to authentic materials, they are also exposed to a range of different Additionally, the right choice of texts may also promote the learning. Mickan (n.d.) stated that students tend to like to learn using texts in which they have already been familiar with the “language used in [the] texts, whether as spoken dialogues or reading blogs” (p. 18). This somehow infers that the materials used for teaching should be authentic. Nunan (1998) argued that when learners are exposed to authentic materials, they are also exposed to a range of different

  In order to understand further what grammar and attitude are, this section also reviews literatures to provide clearer pictures about grammar and attitude. It includes some relevant studies regarding students’ attitudes toward grammar teaching as well.

A. Defining Grammar

  Pontarolo (2013) stated that the analysis or study of grammar has been deep rooted since the ancient Greek. According to her, the Greeks themselves claimed grammar as “rules that govern the production of texts” (p. 42). Almost the same, Bade (2008), as cited in Pontarolo (2013), defined it as “the structure of

  a language, a set of rules that shows changes in words and the way they connect together to form new units” (p. 43). Meanwhile, Duso (2007), as mentioned in Pontarolo (2013), asserted that grammar does not solely govern how words should

  be combined to produce well-structured texts but also to communicate. From those definitions, it can be concluded that grammar refers to rules of combining words to create well-formed texts. Thus, grammar is one significant aspect of language learning that the learners should be exposed to.

A.1 Independent Grammar Delivery

  In grammar teaching, some teachers may prefer to give the rules directly to the students together with several examples and exercises. This is often done in an independent grammar class. Focus on forms is the term that researchers usually In grammar teaching, some teachers may prefer to give the rules directly to the students together with several examples and exercises. This is often done in an independent grammar class. Focus on forms is the term that researchers usually

  Regarding the benefit, independent grammar delivery is somehow beneficial to help students gain understanding in certain grammatical aspects which have higher levels of complexity. Therefore, Ling (2015) proposed that explaining the rules explicitly may help the students gain a more profound understanding of the grammar items which has strong influence to the participants’

  entire language learning. This will give the students the opportunity to enhance their grammatical awareness and competence to produce comprehensible utterances and texts. Ellis (2004), as cited in Tamayo (2012), strengthened the idea by arguing that learning grammar by focusing on forms may help the students attain grammatical accuracy (p. 1).

  Through this method, the teacher can also help the learners obtain explicit grammar knowledge through “the practice of error correction”, which is useful for monitoring the learners’ language production since explicit “knowledge [may] facilitate[s] the intake and development of implicit language which is useful to monitor the language output” (Widodo, 2006, p. 125). From there, students will

  be able to identify, correct, and learn from their mistakes. Therefore, it is be able to identify, correct, and learn from their mistakes. Therefore, it is

  However, giving and explaining rules only are not enough and can be less motivating. Interactive activities may still be needed as an attempt to encourage students’ participation in the classroom. That is why Raimes (2002), as cited in Spada and Lightbown (2008), was concerned that the students will be less motivated if the lesson only focuses on forms and gives little attention to interactive and communicative activities (p. 191). Therefore, some scholars may prefer that grammar course should be integrated into interactive and communicative tasks.

A.2 Integrated Grammar Delivery

  Eventually, many researchers and scholars came to an understanding that it is also important to embed the lesson in various communicative tasks so that the students can practice their knowledge in real-life settings using authentic materials. Doughty Williams (1998) and Long Robinson (1998), as cited in Spada Lightbown (2008), referred communicative tasks as the activities in which meaning becomes the “primary focus” while maintaining grammatical aspects in it. Many researchers use focus on form term to refer to the method. Long (1991), as mentioned in Spada Lightbown (2008), referred this term as a teaching in which grammar is integrated into communicative tasks, where teachers also involve to provide assistance when the students face difficulty.

  Integrating grammar teaching into other (non-grammar) courses may also benefit the participants in relation to their language skills development. Cowan (2009), as cited in Spada et al. (2014), stated that each skill is actually connected to one another that neither grammar, vocabulary, nor should reading be taught separately (p. 2). Ling (2015) also shared the same view that this kind of teaching will give the students the chance to understand better “the relationship between the semantics and function and context by incorporating the discourse into the context” (p. 557).

  Through this method, the teacher may also promote the growth of the implicit grammar knowledge of the learners. In language learning, the implicit knowledge may contribute in developing the learners’ communicative skills (Widodo, 2006, p.125). Different from the explicit knowledge, this knowledge is acquired rather than learned. In his study, Widodo (2006) explained that “implicit knowledge is gained through sub-conscious learning process” (p. 125-126). Here, sub-conscious learning process happens when the teacher helps the students figure out the structures or rules through communicative tasks. Therefore, the learners are expected to be able to think in an analytical way to be able to gain implicit knowledge.

  However, since the tasks often require analytical thinking, integrated grammar teaching method may not suit some learners well. Spada and Lightbown (2008) claimed that this kind of teaching may not work well with children or those students who have low English proficiency as the method emphasized on “the unconsciousness, abstractness, and automaticity of grammar study” (Ling, 2015, p.

  557). In other words, this method may be more applicable for teaching students with higher level of English competence.

B. Defining Attitudes

  According to Allport (1935), as cited in Schwarzz Bohner (2001), the word attitude refers to "a mental and neural state of readiness, organized through experience, exerting a directive and dynamic influence upon the individual's response to all objects and situations with which it is related". Meanwhile, Merriam-Webster Dictionary defines the word into several definitions. One of them implies “attitude” as “an organismic state of readiness to respond in a characteristic way to a stimulus (as an object, concept, or situation)”. The definitions above show that attitudes somehow concern with a person’s responses regarding an idea, belief or entity.

  According to Lambert (1967), as cited in Hohenthal (n.d.), attitudes consist of three components, which are cognitive, affective, and conative components. Gardner (1985), as mentioned in Hohenthal (n.d), further explained the differences between each of those components. He stated that “the cognitive component refers to an individual’s belief structure, the affective to emotional reactions, and the conative component comprehends the tendency to behave in a

  certain way [...]”. Therefore, a student’s response may differ one from another

  depending on their opinions and preferences. That is why it is important to take in mind the students’ grammar learning preferences since learning requires both parties – the teacher and students – to cooperate well for successful learning.

C. Previous Studies on Students’ Attitudes toward Grammar Teaching

  Studies that investigate EFLESL students’ attitudes toward grammar

  teaching have been long conducted and resulted in various findings. For example,

  a study conducted by Pazaver and Wang in 2009 came to the conclusion that it would be better for teachers to limit the practice of grammar instruction. For data collection purpose, they interviewed 16 immigrant students who were taking an ESL course at a Canadian university. Two of the participants stated that learning the rules only was not sufficient because students had to be given the chance to apply these rules to promote fluency. Another participant claimed that too much focus on grammar instruction might not have been useful for his intended field of work.

  Meanwhile, a study conducted by Shahzadi and Janjua (2016), with 100 participants who studied ESL at University of Education Multan Campus, showed

  a positive response toward the independent method. The participants believed that independent grammar courses could help them become competent and confident English users. Shahzadi and Janjua (2016) also stated that the participants’ views on this matter were still influenced by the society’s belief that if a person could speak proper English, he or she was often considered well-educated. Here, society’s view toward English also became another consideration for the participants to be able to learn grammar in the best way. This shows that certain external factors can also affect the students’ attitudes toward grammar teaching.

The Study

A. Context of the Study

  The study is part of an umbrella research entitled “Students’ and Teachers’ Attitudes towards Grammar Teaching Delivery: Independent or Integrated?” led by Dr. E.T. Murtisari (Faculty of Language and Arts, Universitas Kristen Satya Wacana). This study was conducted at Faculty of Language and Arts of Universitas Kristen Satya Wacana, Salatiga, Central Java. There are two English programs offered by the faculty, which are English Language Education and English Literature. Focusing on the English Language Education program, independent grammar courses used to be highlighted. This was proven by a number of courses available such as Basic Grammar, Intermediate Grammar, Advanced Grammar, and Integrated Course (IC), the latter being actually the integration of grammar and other language skills (e.g. reading and writing).

  Due to the changing of curriculum in 2014, some courses had fewer credits than they used to be. For example, Basic Grammar and Intermediate Grammar were once worth for 4 credits. Now, they are only worth for 2 credits. Some courses were even removed such as Advanced Grammar and IC. From this, it is seen that less attention is given to grammar. Many lecturers consider that grammar will eventually develop as the students develop their English skills (e.g. writing, reading, and listening). Therefore, grammar courses started to be integrated into other courses that put more emphasis on the content and context.

  Bearing the idea in mind, this study focuses on investigating the following research questions:

  1. What are the attitudes of students of the English Language Education program toward the delivery of grammar teaching in the faculty?

   What are the students’ opinions on independent grammar course?  What are the students’ opinions on integrated grammar course?

  2. Which methods are preferred by the students – independent or integrated?

B. Participants

  There were 110 participants involved in the study. They were students whose major was in English Language Education. The participants came from two different groups of students. They were students of batch 2013 who used the old curriculum and those of batch 2015 who used the new one. Through cluster sampling method, 55 people had been chosen from each batch to fill in the prepared questionnaires.

C. Instruments of Data Collection

  Questionnaires, each consisting of 36 closed-ended questions and 3 open- ended questions, were distributed to the participants. The items were developed by the team and partially adapted from Azad’s study in 2013 regarding teachers’ attitude toward grammar teaching in relation with EFL, which involved 30 EFL teachers from Bangladesh University. Although Azad’s study did not focus on the students’ attitude, some of the questionnaire items were adaptable to be included in this study. The questions were translated into Indonesian to account the participants’ English competence which varies one from another.

D. Data Collection Procedure

  The data was collected through cluster sampling method. I entered 5 different classes to distribute the questionnaires that had been developed and arranged to answer the research questions. Structured questionnaires were used to make sure that the participants could provide relevant answers to the proposed research questions.

E. Data Analysis Procedure

  The collected data was analyzed through quantitative analysis of the questionnaires. For the analysis of the closed-ended questions, I categorized the participants’ answers into 4 categories – strongly agree, agree, disagree, strongly disagree. Then, their responses from each of the categories were calculated to find the most stand-out category. Meanwhile, for the open-ended question, I used coding to analyze the participants’ answers and highlighted ideas that occurred

  frequently in the participants’ explanations.

Findings and Discussion

  This section discusses and presents the results of data analysis of the questionnaires. The gathered data were put into categories asked in the research questions, which are attitudes and preferences. Then, it was categorized into three main themes – Perceived Effectiveness, Stimulation Level, and Preference.

  Perceived Effectiveness covered the discussion on the participants’ attitudes regarding the effectiveness of the independent and integrated methods in supporting their grammar learning. The effectiveness was judged through the Perceived Effectiveness covered the discussion on the participants’ attitudes regarding the effectiveness of the independent and integrated methods in supporting their grammar learning. The effectiveness was judged through the

  5) rules understanding and application in communicative settings; 6) language skills. Meanwhile, Stimulation Level section discussed the effectiveness of both methods for motivating the participants to learn grammar in depth. This was determined according to the participants’ responses on their interests and motivation levels to learn grammar using either one of the methods. This section also reviewed the participants’ responses on whether the independent or integrated method could help develop the participants’ confidence in speaking. Preferences, then, showed the participants’ choices concerning learning preferences and types of text they would like to use in independent and integrated grammar courses.

A. Students’ Attitudes toward Independent and Integrated Grammar Delivery

A.1 Perceived Effectiveness

  Table 1 summarizes the participants’ responses in terms of how effective the independent method in helping the participants increase their understanding of meanings, language accuracy, and language competence. The findings showed that most of the participants gave a very positive response toward the independent method. Detailed findings are presented as below.

  Table 1

  Independent Grammar Delivery Perceived Effectiveness

  Learning grammar through 1 independent grammar course

  47 46 93 7 - 7

  helps me significantly to understand the meaning of a

  particular structure. 2 Learning grammar by

  54.5 43.6 98 2 - 2

  referring to the rules directly is easier.

  36 62 98 2 - 2

  3 Learning grammar through

  24 71 95 5 - 5

  independent grammar course helps improve my language accuracy significantly.

  34.5 61.8 96 4 - 4

  Learning grammar by

  27 64 91 9 - 9

  referring to the rules directly is helpful to my grammatical competence development.

  27 71 98 2 - 2

  5 Independent grammar course

  2013 25.5 69 94.5 5.5 - 5.5

  helps me improve my English competence.

  23.6 74.5 98 2 - 2

  Table 1 indicates that two strongest responses were given to S1 (understanding meanings) and S2 (explicit explanation). With 93 of 2013 and 100 of 2015 students responding agree to S1, it conveyed the participants’ beliefs that the independent method could significantly help them understand the meaning of certain structures. In support of the finding, Ling (2015) proposed that teaching the rules explicitly may help the participants gain a more profound understanding of the grammar items which has strong influence to the participants’ entire language learning.

  Then, with 98 participants of each batch endorsing S2, most of the participants agreed that grammar would be easily learned when teachers explained the rules explicitly. With reference to explicit explanation of the rules, teaching the rules explicitly can help the students gain explicit “knowledge [which may] facilitate[s] the intake and development of implicit language which is useful to monitor the language output” (Widodo, 2006 p.125).

  After that, it was followed by the idea that independent grammar delivery could help improve the participants’ English competence (S5) and accuracy (S3). However, a less response was given to the idea that explicit explanation of the rules help increase their grammatical competence (S4). Even so, the response given to S4 was still high. It may imply that learning the rules explicitly would eventually improve the participants’ grammatical competence.

  Moving onto the other method – the integrated method, the participants’ responses seemed to be fairly positive regarding the methods’ effectiveness in promoting their understanding of meanings, language accuracy, and language competence. Table 2 is used to present the findings in details.

  Table 2

  Integrated Grammar Delivery Perceived Effectiveness

  Learning grammar through an

  22 71 93 7 - 7

  1 integrated grammar course helps me significantly to understand the meaning of a

  16.4 78.2 95 5 - 5

  particular structure. 2 Learning grammar will be

  easier if the teacher gives the students the opportunity to figure out the rules by

  14.5 54.5 69 31 - 31

  themselves. 3 Learning grammar through an

  14.5 74.5 89 11 - 11

  integrated grammar course helps improve my language accuracy significantly.

  15 80 95 5 - 5

  4 My grammatical competence

  7.3 56.4 64 36 - 36

  improves when the teacher gives me the opportunity to figure out the rules by myself.

  13 67 80 20 - 20

  5 Integrated grammar course

  11 84 95 5 - 5

  helps me improve my English competence.

  16 75 81 9 - 9

  In regards to the effectiveness of integrated grammar delivery, Table 2 revealed that two strongest responses were given to S1 (understanding meaning) and S3 (grammar accuracy). With 93 of 2013 students and 95 of 2015 agreed with S1, this indicated that integrated grammar delivery was considered to be effective to help the participants learn grammar in depth. Then, 89 of 2013 students and 95 of 2015 students supported the notion that integrated grammar delivery could cater the participants’ grammatical accuracy development (S3).

  Hereafter, the participants agreed that the integrated method can supports their English competence development significantly (S5), and that implicit explanation could help develop their grammatical competence (S4). The least response was given to the idea that learning grammar would be easier if the students were given the chance to figure out the rules by themselves (S2).

  While it is true that the results indicated in Table 2 were somehow high, the results shown in Table 1 were much higher. This indicates that the participants tended to perceive independent grammar delivery to be more effective to facilitate the students’ understanding of meanings, language accuracy, and language competence. Through the independent method, a simple and clear explanation of the rules or forms can be given or drawn out from examples (Widodo, 2006, p. 127). Therefore, the possibility of the students gaining more understanding and developing English competence will likely happen. Correspondingly, Ellis (2004), as cited in Tamayo (2012), claimed that learning grammar by focusing on form can help the students attain grammatical accuracy (p. 1).

A.1.1 Rules Application

  With respect to the effectiveness of the independent method for rules understanding and application, the participants tended to have an overwhelmingly positive attitude toward the method. It was found that more participants were in favor of the independent method to help them apply the rules in communicative settings. For more detailed results, Table 3 presents the findings gathered from both batches.

  Table 3

  The Effectiveness of Independent Grammar Delivery for Rules Application

  6 Independent grammar course

  2013 22 64 84 14.5 - 14.5

  helps me significantly to understand how particular grammar structures are used in

  2015 18 76 94 5.5 - 5.5

  communication context. 7 Independent grammar course

  helps me significantly to apply the rules in communicative

  2015 27 67 94 5.5 - 5.5

  contexts outside the classroom.

  Surprisingly, the data in Table 3 identifies that the participants had the strongest tendency to choose the independent method to help them apply the rules in communication (S7). There were 91 of 2013 students and 94 of 2015 students who agreed with S7. It is in line with Tamayo’s (2012) research finding which found that explicit explanation of grammar points in independent grammar courses helps the students apply and identify the rules in communicative contexts. Next, a less response was given to the idea that independent grammar delivery could help the participants understand the rules used in communicative settings. It is seen through the total percentage of the participants who agreed with S6 which were 84 (2013) and 94 (2015).

  Proceeding to the integrated method, it is seen that the participants tended to show a greatly positive response toward the use of the integrated method in terms of rules understanding. More participants seemed to find integrated Proceeding to the integrated method, it is seen that the participants tended to show a greatly positive response toward the use of the integrated method in terms of rules understanding. More participants seemed to find integrated

  Table 4

  The Effectiveness of Integrated Grammar Delivery for Rules Application

  6 Integrated grammar course helps me significantly to

  29 65.5 94.5 5.5 - 5.5

  understand how particular grammar structures are used in

  2015 25.5 67 93 7 - 7

  communication context. Integrated grammar course

  16 71 87 13 - 13

  helps me significantly to apply the rules in communicative contexts outside the

  With 94.5 of 2013 students and 93 of 2015 students agreed with Q6, and 87 of 2013 students and 96 of 2015 students agreed with S7, it indicated that the integrated method is believed to be more effective to help the participants understand the rules in communicative settings. Ling (2015) has supported this notion by stating that implicit explanation of grammar support a better understanding of “the relationship between the semantics and function and context by incorporating the discourse into the context” (p. 557).

A.1.2 Impact on Language Skills

  Overall, the participants’ responses toward the use of the independent method for enhancing their language skills was fairly positive. This is seen Overall, the participants’ responses toward the use of the independent method for enhancing their language skills was fairly positive. This is seen

  Table 5

  The Effectiveness of Independent Grammar Delivery for Developing Language

  8 Independent grammar course

  have a significant impact on my listening skill

  12.7 54.5 67 33 - 33

  development. 9 Independent grammar course

  have a significant impact on my speaking skill

  15 67 82 18 - 18

  development. 10 Independent grammar course

  have a significant impact on

  my reading skill development. 2015

  20 60 80 20 - 20

  11 Independent grammar course

  have a significant impact on my writing skill development.

  38 60 98 2 - 2

  Among the four language skills, two strongest responses were given to S11 (writing skill) and S10 (reading skill). With 94 of 2013 students and 98 of 2015 students agreed with S11, it revealed that the independent method was perceived to be much more effective for improving the participants’ writing skill. Next, there were 76 of 2013 students and 80 of 2015 students agreed with S10 which indicated that the independent method was believed to help increase the participants’ reading skill. This was immediately followed by the finding that 71 of 2013 students and 82 of 2015 students agreed with S9 (speaking skill). The Among the four language skills, two strongest responses were given to S11 (writing skill) and S10 (reading skill). With 94 of 2013 students and 98 of 2015 students agreed with S11, it revealed that the independent method was perceived to be much more effective for improving the participants’ writing skill. Next, there were 76 of 2013 students and 80 of 2015 students agreed with S10 which indicated that the independent method was believed to help increase the participants’ reading skill. This was immediately followed by the finding that 71 of 2013 students and 82 of 2015 students agreed with S9 (speaking skill). The

  Concerning the use of the integrated method to improve language skills, a much more positive response was gathered from the participants. In other words, this may indicate that integrated grammar delivery can cater the students’ language skills development better. Table 6 is used to provide detailed information regarding the participants’ responses.

  Table 6

  The Effectiveness of Integrated Grammar Delivery for Developing Language

  8 Integrated grammar course

  have a significant impact on my listening skill development.

  13 58 71 29 - 29

  9 Integrated grammar courses

  9 75 84 16 - 16

  have a significant impact on my speaking skill development.

  2015 14.5 71 85.5 14.5 - 14.5

  10 Integrated grammar course

  have a significant impact on

  my reading skill development.

  16 69 85 15 - 15

  11 Integrated grammar course

  2013 23.6 73 96 4 - 4

  have a significant impact on my writing skill development.

  33 58 91 9 - 9

  Similar to Table 5, the two highest responses were given to the idea that integrated grammar helps improve students’ writing and reading skills. There Similar to Table 5, the two highest responses were given to the idea that integrated grammar helps improve students’ writing and reading skills. There

  Comparing the results presented in Table 5 and 6, the findings confirmed that the independent method was still highly favored in terms of writing skills development. However, the overall results indicated that the integrated method was regarded as more effective for improving the participants’ language skills. Based on Cowan’s (2009) statement, as cited in Spada et al. (2014), each skill is actually connected to one another that neither grammar, vocabulary, nor should reading be taught separately (p. 2).

A.2 Stimulation Level

  Going into the discussion on the stimulation level of the independent method, Table 7 shows the participants’ responses concerning the idea. They had

  a moderately positive response toward the stimulation level of the method to keep motivated and interested in learning grammar.

  Table 7

  Stimulation Level of Independent Grammar Delivery

  12 Learning grammar through

  independent grammar course is boring.

  13 Learning grammar through

  independent grammar course is interesting.

  14 Learning grammar through

  independent grammar course motivates me to learn grammar

  21.8 63.6 85 15 - 15

  in depth.

  I spend more time outside the

  classroom to review the lessons

  I have received from independent grammar courses.

  5 53 58 42 - 42

  16 Learning grammar through

  independent grammar course

  helps me become a confident

  11 78 89 11 - 11

  English user.

  As shown in Table 7, the two strongest responses were given to S16 (confidence) and S14 (motivation). With 80 of 2013 students and 86 of 2015 students agreed with S16, it showed that independent grammar delivery could significantly promote the participants’ confidence in speaking English. There were 78 of 2013 students and 85 of 2015 students responding agree on S14 which identified that the participants tended to believe that independent grammar delivery could stimulate their motivation to learn grammar in depth. Next, a moderately strong response was given to S13 (interest) and S12 (boredom) which As shown in Table 7, the two strongest responses were given to S16 (confidence) and S14 (motivation). With 80 of 2013 students and 86 of 2015 students agreed with S16, it showed that independent grammar delivery could significantly promote the participants’ confidence in speaking English. There were 78 of 2013 students and 85 of 2015 students responding agree on S14 which identified that the participants tended to believe that independent grammar delivery could stimulate their motivation to learn grammar in depth. Next, a moderately strong response was given to S13 (interest) and S12 (boredom) which

  In the light of the integrated method, the participants held a strong positive response toward the stimulation level of the method. Compared to the independent method, the integrated method was seen to be more stimulating to promote the students’ interest, motivation, and confidence. Table 8 sums up the participants’ response regarding the matter.

  Table 8

  Stimulation Level of Integrated Grammar Delivery

  12 Learning grammar through

  an integrated grammar course is boring.

  13 Learning grammar through

  15 67 82 18 - 18

  integrated grammar course is interesting.

  16 69 85 15 - 15

  14 Learning grammar through

  15 65 80 20 - 20

  integrated grammar course motivates me to learn

  12.7 74.5 87 13 - 13

  grammar in depth.

  15 I spend more time outside the classroom to review

  what I have learned from integrated grammar

  3.6 52.7 56 44 - 44

  courses. 16 Learning grammar through

  9 76 85 15 - 15

  independent grammar

  course helps me become a

  13 80 93 7 - 7

  confident English user.

  As presented in Table 8, with 85 of 2013 students and 93 of 2015 students agreed with S16, the participants gave the strongest response to the idea that integrated grammar delivery could help stimulate their confidence in speaking. These were a bit higher than the response on S16 in Table 7, which were 80 (2013) and 89 (2015). In support of the idea, Widodo (2006) asserted that one of the ways to help students build self-confidence in using the language communicatively is by getting the students to put it into practice and the teacher “implicitly directs” the students toward the complete form (p. 132).

  The second strongest response was given in regards to the participants’ grammar learning motivation. With 80 of 2013 students and 87 of 2015 students agreed with S14, the integrated method was perceived to be motivating. If the lesson put too much emphasis on forms Raimes (2002), as cited in Spada and Lightbown (2008), concerned that the students will likely be demotivated if the lesson only focuses on learning grammar points or rules without any interactive and communicative activities (p. 191). The same strong response was also shown in S13 (interest), and was followed by S12 (boredom). The least response was given to the idea of reviewing what the participants have learned from integrated grammar courses (S15).

A.3 Learning Preference

  Table 9 summarizes the participants’ responses regarding learning grammar at sentence and type of short texts used in independent grammar courses.

  For the most part, the results demonstrated that the participants tended to hold a positive view toward the ideas. The data percentage is presented as below.

  Table 9

  Learning Preferences and Learning Grammar at Sentence Level in Independent

  Grammar Courses

  17 I prefer to learn grammar in

  31 54.5 85.5 14.5 - 14.5

  which the teacher gives the rules directly.

  25 64 89 11 - 11

  18 I prefer to practice my

  18 53 71 29 - 29

  grammar knowledge at sentence level in the classroom.

  7 69 76 24 - 24

  Referring to Table 9, the positive response given to S17 (85.5 of 2013 students and 89 of 2015 students agreed with it) implies that the participants preferred to learn grammar explicitly. In addition, with 71 of 2013 students and

  76 of 2015 students agreed with S18, they also showed a fairly positive response in regards to learning grammar at sentence level.

  For deeper investigation on the type of short texts used to learn at sentence level, I categorized the type of texts into Phrases, Sentences, Very Short Conversation texts (no more than 3 lines), Short Conversation Texts (4-5 lines), and Short Paragraphs (no more than 5 lines). From there, the participants were asked to choose which kind of texts they would like to use. It is found that the participants showed a strong positive response toward the use of Short

  Conversation Texts (4-5 lines). Table 9 presents the participants’ choice of short texts.

  Figure 1. 2013 and 2015 students’ preferences regarding type of short texts used

  in independent grammar courses

  From Figure 1, it can be seen that the highest percentage was given to Short Conversation Texts (4-5 lines), which were 33 (2013) and 35 (2015). The participants further explained their answers that by using short conversation texts they could focus on both learning the grammar points and identifying the contexts of occurrence of those grammar points. This may be due to the nature of the text itself. This idea is in accordance to Mickan’s (n.d.) statement that the students are accustomed to “language used in texts, whether as spoken dialogues or reading blogs” (p. 18).

  Then, it was followed by 36 of 2013 students and 24 of 2015 students choosing Short Paragraphs (no more than 5 lines). The third highest response was Then, it was followed by 36 of 2013 students and 24 of 2015 students choosing Short Paragraphs (no more than 5 lines). The third highest response was

  Proceeding to the discussion on the participants’ learning preferences and learning grammar using longer texts (at discourse level) in integrated grammar course, the findings conveyed that the participants tended to hold a much less positive response compared to the ones in Table 9. The results are summarized in Table 10.

  Table 10.

  Learning Preferences and Learning Grammar at Discourse Level in Integrated

  Grammar Courses

  17 I prefer to figure out the rules

  by myself through communicative activities.

  9 64 73 27 - 27

  18 I prefer to practice my

  grammar knowledge at discourse level in the

  The data revealed that the participants held a moderately strong view toward learning grammar implicitly (figuring out the rules by themselves). This is shown through the percentage of those who agreed with S17 (62 of 2013 The data revealed that the participants held a moderately strong view toward learning grammar implicitly (figuring out the rules by themselves). This is shown through the percentage of those who agreed with S17 (62 of 2013

  The fact that higher percentages were shown in Table 9 can be interpreted that both batches preferred to learn grammar explicitly. Widodo (2006) stated that it can make the learning become efficient and more organized in terms of rules presentation (p.128). The findings also revealed that more participants preferred to learn grammar at sentence level.

  Furthermore, I had gathered the information related to type of long texts the participants would prefer to use when they learned grammar at discourse level. The texts were divided into 6 types including Very Short Conversation Texts (no more than 3 lines), Short Conversation Texts (4-5 lines), Medium Length Conversation Texts (6-8 lines), Short Paragraphs (no more than 5 lines), Medium Length Paragraphs (6-8 lines), and Long Paragraphs (more than 8 lines).

  From the data analysis, it was found that the participants also preferred to use Short Conversation Texts (4-5 lines) to learn grammar in integrated grammar courses. For a detailed look at the analysis, Figure 2 is used to sum up the findings.

  Figure 2. Preferences regarding type of texts used in integrated grammar courses

  It is seen in Figure 2 that the most favored type of text was Short Conversation Texts (4-5 lines) with 22 of 2013 students and 24 of 2015 students selecting it. The participants clarified that through short conversation texts, real contexts were presented which could help them apply the rules in real- world dialog settings. In support to that, Nunan (1998) in his article called Teaching Grammar in Context states that when learners are exposed to authentic materials, they are also exposed to a range of different linguistic and experiential contexts of the grammatical features being taught (p. 108). They also stated that 4-

  5 lines conversation texts were just right (convenient) – neither too short nor too long.

  The next strong response was given to Medium Length Conversation Texts (6-8 lines) with 24 of 2013 students and 16 of 2015 students choosing it. It was then followed by Short Paragraphs, with a slightly less response given

  (22 of 2013 students and 16 of 2015 students). The participants choosing Medium Length Paragraphs (6-8 lines) was getting fewer with 13 of 2013 students and 15 of 2015 students selecting it. A much fewer response was given to Long Paragraph (more than 8 lines). There were only 15 of 2013 students and

  11 of 2015 students choosing it. At last, the participants gave a very poor response toward the use of Very Short Conversation Texts (no more than 3 lines) with only 7 of 2013 students participants and 9 of students selecting.

B. Students’ Preferred Grammar Teaching Methods

  This section was written according to the result of the open-ended questions analysis. The findings gathered conveyed that the participants were actually more in favor of the use of both methods. However, if they had to choose one, the results indicated that the participants would tend to prefer the use of the independent method. Figure 3 is used to sum up the results in details.

  Figure 3. Grammar teaching method preference.

  According to Figure 3, most of the participants strongly preferred the use of both methods: independent and integrated methods. The participants believed that using both of the methods would be better since they could cover each other’s weaknesses. They further stated that using both methods could also cater most of the students’ grammar learning in the classroom considering learners’ different learning styles. Ling (2015) seemed to have the same view toward the idea. She states that independent and integrated grammar delivery do not contradict to each other, but they actually complete each other in terms of various materials, settings, and the students’ current level of language competence. Therefore, using both methods may be the best alternative that the teacher can use to teach grammar. This is shown through the number of participants choosing both of the methods, which was 47 (2013) and 40 (2015).

  Then, a fairly strong response was given to the independent method with