An Investigation Of EFL Teachers’ Implementation Of Communicative Grammar Tasks At Nejo Preparatory School: The Case Of Grade 11.

Abstract

This study aimed at examining implementation of communicative grammar tasks at Nejo Preparatory School especially in grade 11. In order to address the research questions of the study, the descriptive survey method was chosen so that the problem under discussion would be investigated. The subjects of the study were 94 grade 11 students of 630 a total population of grade 11 students and 8 English teachers who teach English in the same school. To select the population, systematic probability sampling and census sampling techniques were employed. The required data were collected through questionnaire, classroom observation and interview respectively. Then, mixed approach data analysis was carried out to analyze the data collected through the tools. The findings from the analysis revealed that the existing activities of grammar lesson were implemented at an isolated sentence level regardless of discourse, and mostly practiced by an individual learner in the form of exercise. It was proved that the presentation is usually given in lecture method and in doing so, a lot of the time is covered by the teacher. Pairwork and group-work are rarely encouraged; as a result, the students are not provided opportunities to practice communication and to take responsibility to learn communicative grammar by their own practice. The finding also indicated that the exercises are form based that prepares the students only for examination rather than for real communication. From the classroom observation, the while-Task and Post-Task activities were observed to be meaningless because there was no students’ involvement to practice communication and to initiate them to think beyond the ordinary context. Therefore, it can be concluded that they are not helpful to develop the students’ communicative skills. Moreover, the tasks do not create suitable situation for communicating in English as the grammar lesson is rarely integrated with productive skills. Therefore, EFL teachers are suggested to implement grammar tasks in a contextualized and meaningful method, involve students in while-task and post-task activities and integrating grammar lesson mostly with productive skills (I.e. speaking and writing).