ICST 2016

Teachers’ Belief and Classroom Practices Toward Grammar Instruction in

the Communicative Language Teaching

Ance Jusmaya1*, Afriana2

1,2
Universitas Putera Batam, Indonesia

jusmayaance@gmail.com , afrianaupb@gmail.com

*Corresponding Author
Received: 10 October 2016, Accepted: 4 November 2016
Published online: 14 February 2017

Abstract: There are on-going debate about the best way to teach grammar and the role of formal grammar
instruction and its contribution to the improvement of students' language skills in the field of English as
Foreign Language. Different views, approaches and methodologies about grammar teaching have come out for
language teachers. Some teachers are already implementing their practices based on their beliefs for grammar
teaching. Teachers have relied on their beliefs and created their own personal theories which led to different
styles and modes in teaching grammar. The purpose of the present qualitative case study was to look into
teachers’ belief and classroom implementations of grammar instruction with regard to communicative language
teaching (CLT). The study focused on what are the teachers of SMIKN 1 Batam belief about the importance of
grammar in learning English and its role in teaching English as a Foreign Language and their actual classroom
practices of teaching grammar in Communicative Language Teaching .Data were collected through classroom
observations, interviews, and document and record collection. The findings indicated that the teachers agree
with the beliefs that grammar should be the main component of any language teaching but their perceptions of
what they belief to be effective instruction are influenced by their experience as learners. The results suggest
that teachers’ beliefs are generally reflected in their classroom practices, but exceptions may occur due to
departmental regulations. In other words their instructional decisions were also influenced by their perceptions
of their students’ needs and interests

Keywords: Beliefs; Communicative Langauge Teaching (CLT); Grammar Instruction.

1. Introduction
The primary goal of language learning today is to develop communicative competence, or the
ability to communicate effectively and spontaneously in real life settings. Language teachers today
would not deny that grammatical competence is an integral part of communicative language ability.
Therefore, grammar should not only be learned, but also applied to some linguistic or communicative
purpose and it should be viewed as a basic source for effective communication. For that reason, the
teacher cannot ignore the study of grammar in teaching English and grammar teaching should be
taught integrated to the other skills.
Basically, the teachers believe that grammar instruction and providing grammar exercises for
students are necessary. As Borg (2006: 41) states that belief refers to the study of what teachers
know, think, and believe, consequently it relates to what teachers do in the classroom. In other
words, teachers’ classroom practices are influenced by their beliefs. Their belief play a major role in
the teachers' professional development. The teachers’ perceptions of an effective way to instruct
grammar reflect their beliefs about the importance of grammar teaching. For example, some teachers
think that an effective way to teach grammar is to provide students with explicit explanations,
examples, and activities related to the grammar points, and some teachers clearly expressed that a
communicative way of teaching, such as introducing grammar points through examples and activities,
Teachers’ Belief and Classroom Practices Toward Grammar Instruction in the Communicative Language Teaching
as well as using structured input is an effective method for grammar instruction. It will reflect to their
way in interaction with their student in the classroom later. Therefore, investigating such issues
provide clearer understanding of why teachers do what they do in the classroom and how teachers'
beliefs about teaching especially in teaching grammar is needed.
Actually, the study of teachers’ beliefs in the context of grammar teaching has gained
popularity among researchers. There have been a number of studies on teacher beliefs and grammar
teaching. For example Studies by Kalsoom & Akhtar (2013). They explore the relationship between
teachers’ beliefs, and their classroom practices. Teaching and learning in an English language
classroom in the context of grammar is the center point of their study. It was found that teachers
emphasize grammar and widely used method of grammar teaching is deductive. Besides, Hassan
(2013) also studied about the correlation between teachers’ beliefs and teaching grammar and their
actual classroom practices. This study explored different beliefs of English teachers about teaching
grammar and their ways of teaching in their classroom. The investigation of their reported
beliefs and their classroom practices indicated a number of contradictions among teachers’ reported
beliefs and their classroom practices. Although previous studies have investigated teachers' beliefs
and classroom practices in schools in some countries, however no research has been carried out
specifically on the impact of teachers' beliefs and practices in the Communicative Language Teaching
in Indonesian schools context . Therefore, the study of teacher’s belief which point out teachers’
belief toward grammar instruction in communicative language teaching and how the teachers
implement grammar instruction in their CLT classrooms could be needed to conduct.
Due to the background of the problem above, the problems are then formulated as follow,
(1)what are the teachers of SMIKN 1 Batam belief about the importance of grammar in learning
English and its role in teaching English as a Foreign Language?(2) What are the teachers’ actual
classroom practices of teaching grammar in Communicative Language Teaching?. The objective of
this research is to find out: (1) Teachers of SMIKN 1 Batam belief about the importance of grammar
in learning English and its role in teaching English as a Foreign Language? (2) The teachers’ actual
classroom practices of teaching grammar in Communicative Language Teaching? .The result of the
research is supposed to have theoretically and practical significance. Theoretically, it is expected that
the result of this study can enrich the theories of Teaching grammar. Practically, it can be a guideline
and reference for the English teacher to apply aspect of teaching grammar in the Communicative
Language Teaching in order and to improve their teaching quality. In addition, the research is hoped
can be published in the national Journal.
Language and grammar are two things which support each other. It is the structural
foundation of a language. For example, a language can be called a language, when it has a set of
grammatical rules. On the other hand, grammar will not exist without a language to arrange. Grammar
has been at the foundation of learning languages, therefore it is a necessary component of any
language teaching programmed, and plays an important role in language teaching. Nowadays,
knowing of the grammatical rules of the language would be the basic part that should be achieved for
meaningful communication. Therefore, the use of communicative language teaching has a big role
on the way grammar should be taught and learned, because it emphasizes on meaning and how
language is used. As the result grammar should not be taught in isolated. Students should be
provided with the context and should be able to create realistic picture of English and apply what they
have learned in actual situations.
Teachers' beliefs can be influenced by teacher’s behaviors. It is what teachers think, what
teachers believe and what teachers do in the teaching and learning process. It is necessary to get deep
comprehension of teachers’ beliefs because they have clearly been seen as one of the crucial factors
that affect teachers and their teaching practices. It is becouse teachers beleif itself as the process of
understanding how teachers conceptualize their work. Understanding teachers’ beliefs is a better
approach to realizing how they usually teach (Hampton 1994, Richards and Lockhart 1996).
Understanding what language teachers think, know and believe is a prerequisite for understanding
their classroom practices and enhancing their educational development (Borg 2009, Johnson 1994).
According to Johnson (1994:439) understanding teachers' beliefs is essential to improving
teaching practices and teacher education programs. It could be important because of two main
reasons. First teachers’ classroom practices are influenced by their beliefs. Second, beliefs play a
major role in the teachers' professional development. Therefore, investigating such things that
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Teachers’ Belief and Classroom Practices Toward Grammar Instruction in the Communicative Language Teaching
provide clearer understanding of why teachers do what they do in the classroom and how teachers'
beliefs about teaching change over time.
According to Canale and Swain (1985:777) to achieve communicative competence, learners
need to be competent in four aspects: linguistic, sociolinguistic, discourse, and strategic
competence . They adds that linguistic competence that also called as grammatical competence,
concerns learners’ use of lexis, syntax, and structures. Then, sociolinguistic competence concerns
learners’ appropriate use of language in different situations and settings. After that discourse
competence refers to the speakers’ ability to form oral and written language appropriately and
meaningfully. And the last one, strategic competence relates to the use of strategies that can be used to
make up for the inadequate abilities in other aspects of competence.
The place of grammar instruction in second/foreign language learning is a controversial
issue. Due to the development of the history of language teaching, the focus of grammar teaching
aims had shifted from the formal correctness towards communicative effectiveness. The appearance
of the Natural and Communicative Approaches in the seventies and eighties, has led to a countless
debate concerning the effectiveness of explicit and implicit grammar teaching in language classrooms
and to a presentation of a great deal of research that supports and undermines the importance of
grammar instruction in ESL / EFL contexts.

2. Material & Methodology

The research conducted to find out teachers’ belief about the importance of grammar in
learning English and its role in teaching English as a Foreign Language. Besides, the teachers’ actual
classroom practices of teaching grammar in Communicative Language Teaching at SMKN 1 Batam.
The naturalistic qualitative method of research is used for this study. It is qualitative method because
this research is collecting, analyzing and interpreting data by observing what people do and say.
Qualitative method of research in much more subjective uses very different methods of collecting
information, mainly individual, in-depth interview, and focus groups. Small number of people are
interviewed in depth or relatively small number of focus groups were conducted. This research also
used descriptive method of research because it describes data and characteristics about the population
or phenomenon being studied. In short, descriptive research deals with everything that could be
counted and studied. It often focuses on a particular variable or factor. The research conducted at
SMIKN 1 Batam. It is the first vocational school in Batam. The location is in Jalan Prof. Dr. Hamka
No.1, Tembesi, Batu Aji Batam.
The population of this research was the English Teachers in SMKN 1 Batam. The researcher
took that school because of their geographical locations were convenient and the English teachers
were accessibility. The total number of English Teacher in that school is five. The majority of the
teachers (60 %) stated that their highest educational qualification was master degree , the most
common subject that teachers had majored in at university was English Education .Their age varied
from 25 to 60, their teaching experience ranged from 1 to more than 15 years.The sample of this
research was five English teacher in SMKN 1 Batam which teach in the first, second and third grade.
The research conducted in the first semester of the academic year 2014/2015.
In order to address the research questions for this study, the qualitative paradigm was chosen
to investigate a phenomenon with details about how the teachers conducted their teaching through
classroom observations. A qualitative approach also allowed the researcher to hear the teachers’
voices regarding how they viewed grammar instruction in CLT through individual interviews.
Additionally, a case study design was chosen, because the researcher was interested in the
experiences, insights, and voices of a particular group of English Teacher in SMKN 1 Batam
The research conducted at SMIKN 1 Batam. It is the first vocational school in Batam. The
location is in Jalan Prof. Dr. Hamka No.1, Tembesi, Batu Aji Batam.. The population of this research
was the English Teachers in SMKN 1 Batam. The researcher took that school because of their
geographical locations were convenient and the English teachers were accessibility. The total
number of English Teacher in that school is five. The majority of the teachers (60 %) stated that
their highest educational qualification was master degree , the most common subject that teachers
had majored in at university was English Education .Their age varied from 25 to 60, their teaching
experience ranged from 1 to more than 15 years. The sample of this research was five English

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Teachers’ Belief and Classroom Practices Toward Grammar Instruction in the Communicative Language Teaching
teacher in SMKN 1 Batam which teach in the first, second and third grade. The research conducted
in the first semester of the academic year 2014/2015.
In order to address the research questions for this study, the qualitative paradigm was chosen
to investigate a phenomenon with details about how the teachers conducted their teaching through
classroom observations. A qualitative approach also allowed the researcher to hear the teachers’
voices regarding how they viewed grammar instruction in CLT through individual interviews.
Additionally, a case study design was chosen, because the researcher was interested in the
experiences, insights, and voices of a particular group of English Teacher in SMKN 1 Batam
Data collection took place over a period of one month. The researcher triangulate the data
by conducting non-participant observations and interviews, and collecting a variety of documents and
records. Four classroom observations conducted for each teacher in order to capture in detail how and
if any of the teacher carried out grammar instruction in their CLT classrooms. The researcher also
took field notes with thick descriptions which offered details and rich data of these observations
(Rossman & Rallis, 2003). The field notes included what was happening in the class, the teachers’
behaviors, the students’ responses, as well as questions and thoughts that came up during the
observations. For the purpose of this study, syllabi, copies of textbooks used during the observations,
and handouts from each participant were collected because documents and records often contain
information that requires accountability. The syllabi listed class goals and objectives which reflect the
values of the instructors or the department about Grammar teaching. This source of information will
be analyzed and compared with the participants’ actual teaching from the observations and responses
from the interviews.
Data analysis technique in this descriptive qualitative research involved a process design to
condense raw data into categories or continues comparison or constant comparative. This process uses
inductive reasoning. Data analysis is the process of formulating interview transcript, field notes,
photographs, graphic or other material which is formulated by the researcher. Data are analyzed
inductively. The researcher needs to obtain some important questions and interesting aspects of the
field conditions. After that, the researcher developed it. Processing data analysis will began when the
researcher collect data in class. However, the researcher needs to analyze the data extensively after
leaving the field.

3. Results and Discussion

In this research, the researcher had collected all data needed. The beliefs’ questionnaires have
been collected by the researcher. Subjects were asked to return the questionnaires after one or two
days. The data were analyzed through calculating the frequencies and percentages that were listed in
tables respectively. The observation was conducted with each class of English teacher. The
purpose of the class observation was to find out the teachers’ current practices and strategy used
of teaching grammar in the classroom.
The questionnaire was aimed to seek personal information about the teachers, and their
teaching and learning of grammar. Then, it also focused on teachers’ actual practices and procedures
to teach grammar in their classrooms. Most of the teachers participated in this study (60 %) have
Master degree of Education, majoring in English, whereas some teachers (40 %) have bachelor’s
degree in English. Thus, most of the teachers have graduated from the Faculty of Education in
outside Batam and have had pre-service training abroad. It also found that 30 % English teachers in
schools are experienced as minimum years of teaching English is 5-10 and 10-15 years and only 20
% teachers have 1-5 years of experience of teaching English and more than 15 years of teaching
English. Thus, this study explores the beliefs of teachers who have spent many years in teaching
English. Besides, many teachers of English in SMKN 1 Batam have exposure to English in their
community. They receive sufficient exposure to the language they teach, and this may affects on their
use of English and accordingly on their performance in classrooms.
The statements of the beliefs’ questionnaire are analyzed according to the following
components

a. The way students learnt English Grammar

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Teachers’ Belief and Classroom Practices Toward Grammar Instruction in the Communicative Language Teaching

Table 1. Showing the teachers’ beliefs about the way of learning grammar
No Statements Strongly Agree Strongly Disagree
Agree Disagree
1 Students can acquire English without teaching grammar 3 2
(i.e. similar to how children learn their mother tongue). 60% 40%
2. Grammar is best learned naturally through trying to 3 2
communicate 60% 40%

Table 1 reveals that many teachers agree with that students can acquire English without
teaching grammar and grammar can be taught naturally through communication. However 40 %
teachers disagree, because they thinks that grammar is best learnt formally not naturally because in
Indonesia it self English as Foreign Language.

b. Importance of Grammar in Learning English

Table 2. Showing the teachers’ beliefs about the importance of grammar

No Statements Strongly Agree Strongly Disagree
Agree Disagree
3. Grammar should be the main component of 3 2
any language teaching course 60% 40%
4. Explicit/Direct teaching of grammatical rules 5
is important for the mastery of English 100%
5. Grammar should be taught to all levels of 2 3
students (i.e. beginner, intermediate and 40% 60%
advanced).
6. It is important to focus on grammar in all 5
English lessons 100%

Statistics in table 2 show that more than half of the teachers agree with the beliefs that
grammar should be the main component of any language teaching, English mastery results in explicit
teaching of grammar and grammar should be taught to all levels of students. However, most teachers
are disagree with the belief that it is important to focus on grammar in all English lessons. To
highlight the component of the importance of grammar, the study reveals that many teachers are with
the idea of integrating grammar in all English lessons, as an important part of all English lessons, not
with the idea of focusing on grammar as the whole in the English courses, as it isn't a guarantee of
English mastery.

Table 3. Showing the teachers’ beliefs about the approaches to grammar teaching
No Statements Strongly Agree Strongly Disagree
agree Disagree
7. Grammar is best taught incidentally (i.e. there 1 4
is no need to pre-plan grammar lessons) 20% 80%
8. Teachers should begin a grammar lesson by 5
explaining how separate structures work. 100%
9. The major part of a grammar lesson should 5
involve students in practicing structures. 100%
10 Students can improve their grammatical 5
accuracy through regular practice of structures. 100%
11. The main role of the teacher in a grammar 2 3
lesson is to explain the new grammar rule 40% 60%
12. Practice of structures must always be within a 5
full communicative contexts 100%
13 Drills are very useful exercises to learn and 5
teach grammar. 100%

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Teachers’ Belief and Classroom Practices Toward Grammar Instruction in the Communicative Language Teaching
Observing the frequency counts in table 3, it is found that majority of the teachers disagree in
teaching Grammar incidentally (i.e. there is no need to pre-plan grammar lessons) . Also, most of
teachers don't believe that teachers should begin a grammar lesson by explaining how separate
structures work. However, there is a kind of contradiction in most of the teachers' beliefs regarding
the main role of the teacher in a grammar lesson in explaining the new grammar rule. Beside that
most of the teachers also believe that Drills are very useful exercises to learn and teach grammar .

d. Error Correction and Students’ Communication in English

Table 4. Showing the teachers’ beliefs about error-correction and communication in English
No Statements Strongly Agree Strongly Disagree
agree Disagree
14. If students receive explicit/direct grammar 3 2
instruction, they are more likely to be able to 60% 40%
correct their errors
15. It is important to correct all grammatical errors in 3 2
students’ oral work 60% 40
16. It is important to identify all grammatical errors in 5
students’ written work. 100%
17. Students rarely become error-free because 1 4
English grammar is very complex 20% 80%
18. You do not need to speak grammatically correct 3 2
sentences to communicate well. 60% 40%

Through the statistics in table 4, it is found that some teachers strongly disagree with that
explicit grammar instruction is more likely enable students to correct their errors and that it is
important to identify all students' errors in written work whereas many others agree with correcting all
students' oral grammatical errors, speaking grammatically correct sentences isn't needed to
communicate well in English, and with that English grammar is complex so students' rarely become
error-free. Thus, when the component of error-correction is highlighted it is found that many teachers
believe in correcting all students' oral grammatical errors and this may negatively affect students'
communication and production of new sentences.

Table 5. Showing the teachers’ beliefs about their students’ ability to understand grammar
No Statements Strongly Agree Strongly Disagree
agree disagree
19. Students generally do not learn the grammatical 3 2
structures they are taught because they are unable 60% 40%
to understand and remember rules.

Regarding students' ability to understand and remember grammatical rules, it is clearly

shown in table 5 that 60 % teachers agree with that students generally do not learn the grammatical
structures they are taught because they are unable to understand and remember rules. This may
indicate that many teachers have bad expectation about their students. This isn't encouraging, and
negatively affects teachers' teaching and reflected in their performance

Table 6. Showing the teachers’ beliefs about grammar

No Statements Strongly Agree Strongly Disagree
agree disagree
21. Instructions and strategies given in the 3 2
"Teacher's Book" for teachers to teach 60% 40%
grammar are difficult to understand
and follow.

Table 6 shows that some of the teachers agree with that Instructions and strategies given in the
"Teacher's Book" for teachers to teach grammar are difficult to understand and follow. However 40
% of the teachers disagree with that statement.
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Teachers’ Belief and Classroom Practices Toward Grammar Instruction in the Communicative Language Teaching

Table 7. Showing how the teachers actually teach grammar in their classes
The approaches No %
a. You first present the grammatical rule then give examples to your students
b. You first give examples then ask students to discover the grammatical rule from the given 3 60%
examples.

c. Both (a) and (b). 2 40%

d. Neither (a) nor (b). Using another way
No Answers
Total

Frequency-statistics in table 7 illustrate that teachers who are following inductive approach
(60%) are more than those teachers (40%) who are following both deductive and inductive approach
to grammar teaching

Table 8. Showing the most frequently-used strategies by the teachers

Strategies Never Rarely Occasionally Frequently
a. Translating English grammatical rules into 3 2
Indonesian 60% 40%
b. Writing explanation of a grammar rule. 4 1
i.e. teacher writes the structure on the black board. 80% 20%
before explaining it to the whole class.
c. Providing as many examples as possible in 2 1 2
teaching structures 40% 20% 40%
d. Correcting students' grammatical errors in the 3
class.
e. Eliciting the grammatical rule s from examples 2 1
40% 20%
f. Comparing English grammar with 1 3 1
Indonesiangrammar. 20% 60% 20%
e.g. comparing how the passive is used
in English and Indonesian grammars
g. Using Oral pattern-practice drills. 4 1
E.g. Teacher: He stole the picture. 80% 20%
Class : The picture was stolen.
Teacher : He left the door open.
Class : The door was left open.
h. Using comparison and contrast between the 1 4
grammatical structures of English 20% 80%
i. Presenting grammatical structures in complete 1 4
texts such as giving different structures in a short 20% 80%
story.

Table 8 displays the strategies which many teachers use, respectively ; writing explanation of
a grammar rule on the black board, providing as many examples as possible in teaching structures,
correcting students' grammatical errors in the class, eliciting the grammatical rules from examples,
using Oral pattern-practice drills, using Oral pattern-practice drills, using comparison and contrast
between the grammatical structures of English, presenting grammatical structures in complete texts
such as giving different structures in a short story. Then, some teachers still use the strategies of
translating English grammatical rules into Indonesian.

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Teachers’ Belief and Classroom Practices Toward Grammar Instruction in the Communicative Language Teaching
Table 9. Displaying the statistics regarding the effectiveness of the strategies
Strategies Not at all Fairly Effective Very
effective effective Effective
1. Translating English grammatical rules into 2 1 2
Indonesian 40% 20% 40%
2. Writing explanation of a grammar rule. 2 1 2
i.e. teacher writes the structure on the black board. 40% 20% 40%
before explaining it to the whole class.
3. Providing as many examples as possible in 4 1
teaching structures 80% 20%
4. Correcting students' grammatical errors in the 2 3
class. 40% 60%
5. Eliciting the grammatical rule s from examples 3 2
60% 40%
6. Comparing English grammar with Indonesian 2 3
grammar. 40% 60%
e.g. comparing how the passive is used in English
and
Indonesian grammars
7. Using Oral pattern-practice drills. 2 3
E.g. Teacher: He stole the picture. 40% 60%
Class: The picture was stolen.
Teacher: He left the door open.
Class: The door was left open
8. Using comparison and contrast between the 3 2
grammatical structures of English. 60% 40%
9. Presenting grammatical structures in complete 2 3
texts such as giving different structures in a short 40% 60%
story.

Consistent with the finding reached by much research (e.g.Borg2003, ; Andrew's 2003; Burns
2008 ), this study indicates that teachers in SMKN 1 Batam do a complex beliefs about pedagogical
issues (e.g. importance of grammar) including beliefs about students (e.g. their ability to understand
grammar) and classroom practices (i.e. approaches to grammar teaching). Also, these beliefs may be
derived from the teachers prior experience of teaching English as majority of them have taught
English for 10-15 years, as Borg (2003) has suggested before . Thus, Teacher’s belief are correlated
with the strategies used to teach grammar. In this case teachers say and do in the classrooms are
governed by their beliefs.
The teachers generally learned English in different ways. Some learned in a formal setting.
The teachers who believe that language teaching should include both communicative activities and
grammar instruction practice these ideas in their classes. Two teacher’s that researcher’s interviewed
stated that explicit grammar instruction is an effective way to help students understand the language.
In their classroom practices, they provided their students with grammar formulas and explanations
followed by communicative activities. The teacher believes that explaining grammar rules to students
before asking them to do activities is an effective way to teach English, because this is how they
learned English and it worked for them .However, other teachers refuse to explain grammar in their
classrooms, because they believe that it is not helpful for the students. They believe that explicit
grammar instruction will only help them receive good grades on tests; it will not facilitate their
communication with others. They also feel that focusing on communicative activities without
explaining grammar is a viable way for students to learn English.

4. Conclusion
This qualitative case study examined teacher’s belief towards grammar instruction in a
Communicative Language Teaching context. The findings shows that teachers’ perceptions of
grammar instruction are impacted by their learning experiences. It means that there is a link
between implementations and teacher beliefs, perceptions, and prior experiences. These teachers’
prior experiences included direct observations and interactions with students. Their instructional
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Teachers’ Belief and Classroom Practices Toward Grammar Instruction in the Communicative Language Teaching
decisions were also influenced by their perceptions of their students’ needs and interests. In
accordance with the conclusions above, the researcher suggests that teachers should concern
about the quality of their teaching and be aware of their skills and weaknesses. they have to improve
their classroom practices.

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