| This thesis discusses an analysis of implicit grammar instruction (IGI) by student teachers of Atma Jaya Catholic University of Indonesia, Jakarta. The aims of this thesis are to investigate: (1) student teachers’ implicit grammar instruction in the Teaching Internship Program, (2) how well student teachers explain the implicit grammar, and (3) student teachers’ implicit grammar instruction that needs further improvement. Using descriptive analysis as research methodology, the researcher referred to Puchta’s (2019) implicit grammar approaches for young learners, namely Audio-lingual Approach (ALA), Natural Approach (NA) and Communicative Language Teaching (CLT). The researcher analyzed 18 student teachers’ video transcription who have taken Teaching Internship Program in primary schools in odd semester of Academic Year 2019/2020. To analyze the data, the researcher developed a table of implicit grammar instruction category as research instrument, consists of category, frequency, utterance, and code. The findings showed that implicit grammar instruction was available in student teachers’ teaching performance, and it was mostly found in presentation part when student teachers explained the language focus of the lesson. Other than that, implicit grammar instruction was also found in practice and production part, even though it was not as significant as presentation part. Further, it is found that student teachers have developed IGI based on ALA, NA and CLT. However, repetition and drilling from ALA and strong-built comprehension from NA need further improvement. It is concluded that student teachers have developed IGI positively, even though they needed to pay attention more to IGI theories. |