T1 Abstract Institutional Repository | Satya Wacana Christian University: Students’ Attitudes Toward Grammar Teaching: Independent and Integrated Grammar Teaching Methods

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