Abstract:
The main objective of this study was to assess the implementation of CGT at classroom level. In order
to address the objective of the study, qualitative and quantitative research design was used. The
subjects of the study were 10 EFL teachers from HSSS and from HPS and 80 grade 10 students from
Hirna Secondary School. The subject of the study was selected using available sampling technique for
teachers and simple random sampling techniques for students. Three kinds of data collection
instruments such as: questionnaire, interview and classroom observation were used in the study. The
quantitative data which was gathered through close ended questionnaires were analyzed by
descriptive statistics of percentage and tables. The data obtained from open ended questionnaires,
interviews and classroom observation were analyzed qualitatively. The findings indicated that,
majority of EFL teachers have believed that CGT is effective method to teach grammar. Contrary to
this, the implementation of CGT in most classroom observation session up on implementing CGT
shows that deductive method of grammar teaching was practiced. On the basis of the finding, it was
concluded that there is mismatch between teachers’ understanding and implementation of CGT. Thus,
in order to promote the value of CGT activities and to increase the students’ interest towards this
communicative activity, EFL teachers’ teaching practice in teaching grammar should be changed.
EFL teachers should give emphasis to effective way of practicing CGT activities in EFL classroom
and familiarize learners to different CGT activities. In addition to this, EFL teachers should give
communicative tests and examination to change students’ view from form focused grammar learning
into communicative grammar learning method that improves students’ communication.
