ENHANCING GRAMMAR TEACHING IN AN INDONESIAN SENIOR HIGH SCHOOL THROUGH THE USE OF GRAMMAR WHEEL
Main Article Content
Abstract
Attaining proficiency in grammar is crucial for students as it serves as the foundation for language use. However, many individuals shy away from learning it, perceiving it as a daunting and challenging task. This research is aimed at enhancing grammar teaching by applying Grammar Wheel. It focuses on the active and passive voice mastery of three forms of tenses including simple past tense, past continuous tense, and past perfect tense. Conducted in one of the public Senior High Schools in Indonesia, this study was participated by 35 students and an English teacher. Having troubles in comprehending grammar, the teacher needed media and activities to deliver the grammar materials interestingly. Two cycles of Classroom Action Research (CAR) were implemented. The data were collected using observation sheets, field notes, video recordings, interview guidelines, and exercise sheets. The analysis was carried out qualitatively following the steps proposed by Cresswell (2012). The results revealed that language teaching had been successfully improved and students were more motivated to engage in the learning process being in a comfortable and supportive learning environment. Furthermore, learners’ knowledge in mastering the three types of tenses increased significantly as evidenced by their writing. Hence, the Grammar Wheel has proven to be an effective tool for teaching grammar in the classroom.
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How to Cite
Syakira, S. A., Priyana, J., Lestari, A. E., Dewi, I. L., & Pujiasih, E. (2024). ENHANCING GRAMMAR TEACHING IN AN INDONESIAN SENIOR HIGH SCHOOL THROUGH THE USE OF GRAMMAR WHEEL. English Review: Journal of English Education, 12(2), 499-508. https://doi.org/10.25134/erjee.v12i2.9350
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Alizain, M. R. (2019). Promoting Grammar Awareness Through Task Activities. Journal of Applied Linguistics (ALTICS), 1(1), 66–75. https://doi.org/10.36423/altics.v1i1.329
Benitez-Correa, C., Gonzalez-Torres, P., & Vargas-Saritama, A. (2019). A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students. International Journal of Instruction, 12(1), 225-236.
Burns, A. (2010). Doing Action Research in Language Teaching: A Guide for Practitioners. Routledge.
Chambers, G. J., & Yunus, M. M. (2017). Enhancing Learners’ Sentence Constructions via "Wheel of Grammar. Pertanika Journal of Social Sciences and Humanities, 25(4), 1641–1650.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson Education International.
Gibbs, G. (2014). Student engagement, the latest buzzword. Times Higher Education.
Hejvani, F., & Farahani, M. V. (2018). Global Journal of Foreign Language Teaching. Language Teaching, 8(2), 76-91.
Hervina, H., Afdaleni, A., & Taslim, F. (2022). Examining the Roles of Grammar Instruction in Language Teaching. Journal of Innovation Research and Knowledge, 2(2), 391-396.
Islami, A. P. (2020, October). Environmental education in grammar learning process for junior high school students by using multifunctional English learning media (MELDe). In Journal of Physics: Conference Series (Vol. 1655, No. 1, p. 012062). IOP Publishing.
Kemmis, S., & McTaggart, R. (1988). The Action Research Planner (3rd ed.). Geelong: Deakin University
Komara, C., & Tiarsiwi, F. (2021). Exploring Indonesian EFL Learners’ Perception of English Learning Grammar. Journal of English Language Teaching and Linguistics, 6(2), 459–470. https://doi.org/10.21462/jeltl.v6i2.564
Listia, R., & Febriyanti, E. R. (2020). EFL learners’ problems in using tenses: an insight for grammar teaching. IJET (Indonesian Journal of English Teaching), 9(1), 86-95.
Nurhayati, D. A. W. (2020). Basic Need Analysis in Practical English Grammar: An Effort on Creating and Empowering Autonomy Learners. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(2), 381–393.
Obeidat, M. M., & Alomari, M. D. A. (2020). The Effect of Inductive and Deductive Teaching on EFL Undergraduates' Achievement in Grammar at the Hashemite University in Jordan. International Journal of Higher Education, 9(2), 280-288.
Rhovaidah, A. E. T., Hadi, M. S., & Mutiarani, M. (2021). Using Media in the Form of Favorite Movies to Teach Grammar and Vocabulary to Eleventh graders. Jurnal Studi Guru Dan Pembelajaran, 4(3), 570-574. https://doi.org/10.30605/jsgp.4.3.2021.1212
Saputra, B., Usadiati, W., & Asi, N. (2019). The Effect of Grammar Wheel and Mind Mapping on the Students’ Writing of Narrative Text of the Eighth Grade of SMPN 10 Muara Teweh. Journal Compound, 7(1), 17–30. https://e-journal.upr.ac.id/index.php/JCP/article/download/260/249/518
Savignon, S. J. (2017). Communicative competence. The TESOL Encyclopedia of English Language Teaching.
Septianasari, L., Huznatul A., F., & Baihaqi, Y. (2019). Mother Tongue Issues and Challenge in Learning English as Foreign Language. IJIET (International Journal of Indonesian Education and Teaching), 3(2), 204–214. https://doi.org/10.24071/ijiet.v3i2.1941
Yaccob, N. S., & Yunus, M. M. (2019). Language Games in Teaching and Learning English Grammar: A Literature Review. Arab World English Journal, 10(1), 209–217. https://doi.org/10.24093/awej/vol10no1.18
Yakubova, D. (2022). Teaching Grammar for EFL Students and Its Approaches. Involta Scientific Journal, 1(7), 265-268.
Yunita, W., Emzir, & Mayuni, I. (2018). Needs Analysis for English Grammar Learning Model From Students’ Perspectives. English Review: Journal of English Education, 6(2), 85–94. https://doi.org/10.25134/erjee.v6i2.1258