ASSESSING THE IMPLEMENTATION OF COMMUNICATIVE GRAMMAR TEACHING: THE CASE OF GRADE TEN AT HIRNA SECONDARY SCHOOL

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.