Teaching Grammar to Heterogeneous Class (a Case Study in a Non-Formal English Course in Bandung)  

Oleh:

Fathimah, Diana Nur ; 'Aqil, Muhammad Hasanul

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 14 : Konferensi Linguistik Tahunan Atma Jaya Keempat Belas, page 208-211.
Topik: EFL teaching; Grammar teaching; Heterogeneous class; Non formal course
Fulltext: hal 208-211.pdf (18.75MB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 14 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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A number of works in EFL field has shed light on whether grammar should be taught implicitly or explicitly. One of them is Celce-Murcia’s work which states that the amount of grammar teaching should be determined by students’ variable, which can be age, level of proficiency, or educational background. The problem arises when, in reality, teachers might be faced with various students in the same class. While most of the research focuses on teaching grammar to students with heterogeneity in one variable only, the present research aims to discover teachers’ strategies in teaching grammar to heterogeneous class with students being different in terms of age, educational background, and level of proficiency. The research is a qualitative single case study, taking place in one non-formal course in Bandung. The data were collected through interviews and classroom observations and interpreted based on the theories on grammar pedagogy. The result shows that inductive method and explicit approach to teaching grammar is the most preferable strategies that can accommodate heterogeneous class. Nevertheless, deductive method is also useful in some specific cases. The suggestion will be that teachers should be able to negotiate with students and have the flexibility in deciding the approach to teaching grammar.

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