Grade Ten English Teachers’ Grammar Lesson Presentation Vis-A-Vis Communicative Approach: The Case Of Sirbo Secondary School, Grade 10 In Focus

Abstract

The purpose of this study was to investigate the implementation of communicative approach during the teachers’ grammar lesson presentation because there was inadequate students’ communicative competence while the teachers presented the grammar lesson. With this respect, EFL teachers and grade 10 students of Sirbo Secondary School were the sources of data. From the total 120 population size, 30 students were the participants of the study or sample size. For questionnaire, they were selected through systematic sampling method which was an interval of four. An interview was made with two EFL teachers and six students who were selected from 30 students through simple sampling method. To achieve this study, descriptive research method in which quantitative and qualitative research methods were employed. The data gathering instruments were questionnaire, interview and classroom observation. The questionnaires were distributed to 30 students. In addition, the classroom observation was made in three sections. Each section was observed twice. The data obtained through close-ended questionnaires were analyzed quantitatively and interpreted in line with the available literature. On the other hand, the information obtained through open-ended questionnaires, interview and classroom observations were described qualitatively. As a result, the findings of the study revealed that the teacher-centered approach was implemented. Similarly, on the factors hindering teachers from using the communicative approach during their grammar lesson presentation, there were controversies among students and teachers about the teachers’ grammar lesson presentation with communicative approach. Nevertheless, the controversy was identified during the classroom observation. The teachers dominantly used teacher-centered approach. However, the respondents (students and teachers) believed that grammar could best be learnt through communicative approach. Furthermore, the findings found out that the knowledge and skills gap observed among teachers led to inappropriate presentation of the grammar lesson with communicative approach. In general, the improper implementation of communicative approach during the teachers’ grammar lesson presentation led to the students’ inadequate communicative competence. Recommendations were forwarded to maximize the adequate communicative competence of the students through the effective implementation of the teachers’ grammar lesson presentation with communicative approach.