Abstract:
This research aims to explain the practice of teaching grammar communicatively at Tulu Chukala high school .Teachers’ practice of teaching grammar was examined. As this study tested, how teaching of grammar a communicatively taught to high school student needs to be mentioned. A sample of 20 male and female teachers took part in this study. Data were collected through questionnaire, interview, classroom observation and textbook analysis. Mixed method was employed to achieve the research objectives and to address the problem. The result of interview and classroom observation was analyzed qualitatively and the result of textbook and questionnaire was analyzed qualitatively. Quantitative data was analyzed using descriptive statistics while qualitative data was analyzed on the basis of the content of the information that was provided by the respondents. The data therefore, that were collected from different sources were organized, described and interpreted in an integrated manner using descriptive method of data analysis. The result of textbook analysis and classroom observation showed that there are enough communicative tasks in the text book and the structures are integrated with language skills. Both structural and communicative approach help learners in developing their language skills but teachers gave less attention in teaching of grammar communicatively. The result of questionnaire and interview revealed that teachers gave less emphasis for teaching grammar contextually. The rule of relevance should be applied Teachers should not teach all the grammar part to use it e effectively. They should only teach that students have problems with.. The finding indicated that, teachers should implement principles of grammar teaching for effective teaching. Particularly, they ought to economize their time in presentation to maximize students practice in production stage.
