Implicit Teaching Strategies on Grammar Instruction

INTRODUCTION

Explicit and Implicit Knowledge

Explicit and Implicit Instruction

Implicit Language Knowledge

Explicit Language Knowledge

Something that can be accessed without any involved consciousness, focusing on meaning rather than form, and without using meta-language.

Something that the student is aware of, takes a focus on form, and can also be verbalized utilizing meta-language.

Implicit Language Instruction

Explicit Language Instruction

It is given spontaneously in another communication-oriented activity, is unobtrusive (minimum interruption), introduces target forms in context, makes no use of meta-language, and promotes free use of the target form.

It emphasizes the importance of openly teaching the rules and grammar structures of the target language in order to organize linguistic elements for communicative purposes efficiently and accurately.

METHODOLOGY

Participant

This case study used a qualitative method to discover how high school Indonesian EFL learners identified the significance of grammar and conceptualized their connection with their language skills.

Instruments

Procedure

Data Analysis

It involved 45 Indonesian EFL high school learners learning English as one of the subjects at one of senior high schools in Bengkulu, Indonesia.

The data was collected from an open-ended questionnaire and interview sessions assigning six questions:

First, the processes of questionnaire and then, the interview sessions.

  1. Grammar importance
  1. Grammar and English language profiency
  1. English learning priority
  1. The most significant skill;

5-6. Ideal teaching strategies on grammar instruction

Data collection, data reduction, data display and conclusion drawing.

FINDINGS

The relation between students’ grammar proficiency and students’ English proficiency: 41 students agreed that there is a relationship. However, the rests, four students argued that those two do not have any relation.

The ideal grammar teaching and learning process in students’ perception: There were 31 out of 45 students preferred explicit learning of grammar, other 14 students declared their preferences in learning grammar implicitly.

The importance of grammar learning: There were 41 out of 45 students argued that grammar is essential/essential, the other four students stated that grammar is unimportant.

CONCLUSION

Students related to the important role grammar plays in a communication process, Also, they stated that being in a right proficiency level of grammar may lead them into a better level of understanding towards the conversations done in English. Finally, the participants are inclined into the explicit teaching instead of the implicit.