| Language instructors have been encouraged to engage learners to be communicative in second language (L2) learning. Hence, classrooms are expected to be learner-centered. According to Larsen-Freeman (2015), however, methods of grammar teaching remain the same. In addition, some second language acquisition (SLA) researchers argued that teaching grammar has little impact toward learners’ natural SLA process (Krashen, 1981). Furthermore, survey research concluded that in most classrooms, teachers remain in their beliefs that grammar can be taught traditionally through teacher explanation, mechanical drills and mostly in individual work (Larsen-Freeman, 2015). The results of this research shown that both collaborative work did not yield a significant result on learning past passive voice. |