Pre-service English teachers’ beliefs toward the teaching English grammar
Keywords:
Pre-service english teacher beliefs, Teaching Grammar, Pedagogic Knowledge, Grammatical Knowledge, Teaching MediaAbstract
Numerous studies have been conducted to investigate the beliefs of pre-service teachers in teaching grammar in English education. This study, is located in a university of education in Cirebon, explores pre-service English teacher beliefs in teaching grammar since their beliefs could shape how they teach in the future. To understand the knowledge gap of pre service teachers’ beliefs to teach grammar, the study employed an interpretive paradigm, qualitative approach, case study design, thematic analysis, and purposive sampling. Data was generated using semistructured interviews. The research findings indicate that pre-service teachers do perceive grammar as challenging, but nonetheless, they believe that grammar is crucial to master. The beliefs of pre-service teachers in teaching grammar are influenced by their schooling experiences, where positive experiences foster confidence and self-assurance, whereas negative experiences lead to self-doubt. Despite the varying learning experiences in grammar found in this study, both participants believe that to provide effective instruction to students, pre-service teachers need to have a well-balanced blend of pedagogical knowledge and grammatical knowledge.
References
Abdi, H., & Asadi, B. (2015). A synopsis of researches on teachers’ and students’ beliefs about language learning. International Journal on Studies in English Language and Literature (IJSELL), 3(4), 104-114.
Alhaysony, M. and Alhaisoni, E. (2017) ‘EFL teachers’ and learners’ perceptions of grammatical difficulties’, Advances in Language and Literary Studies, 8(1), p. 188. doi:10.7575/aiac.alls.v.8n.1p.188.
Al-Sabbagh, R.S. (2022) ‘The impact of interactive whiteboard use on teaching grammar to grade seven EFL learners’, International Journal of Learning and Teaching, pp. 160–167. doi:10.18178/ijlt.8.3.160-167.
Barrick, L. (2020) ‘Interviews: In-depth, semistructured’, International Encyclopedia of Human Geography, pp. 403–408. doi:10.1016/b978-0-08-102295-5.10832-7.
Bell, H. (2016) ‘Teacher knowledge and beliefs about grammar: A case study of an english primary school’, English in Education, 50(2), pp. 148–163. doi:10.1111/eie.12100
Busch, D. (2010) ‘Pre-service teacher beliefs about language learning: The Second language acquisition course as an agent for Change’, Language Teaching Research, 14(3), pp. 318– 337. doi:10.1177/1362168810365239.
Berry, A. (Ed). (2015) Re-examining pedagogical content knowledge in science education [Preprint]. doi:10.4324/9781315735665.
Creswell, J.W. (2013) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th Edition, SAGE Publications, Inc., London.
Dadvand, B. and Behzadpoor, F. (2020) ‘Pedagogical knowledge in English language teaching: A lifelong-learning, complex-system perspective’, London Review of Education, 18(1). doi:10.18546/lre.18.1.08.
Díaz Larenas, C. (2015). A case study on EFL teachers’ beliefs about the teaching and learning of English in public education. Porta Linguarum Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras. https://doi.org/10.30827/digibug.53765
Dikici, I. Z. 2012. “Pre-service English Teachers’ Beliefs Towards Grammar and Its Teaching at Two Turkish Universities.” IJALEL 1 (2): 206–218. doi:10.7575/ijalel.v.1n.2p.206
Gilakjani, A.P. and Sabouri, N.B. (2017) ‘Teachers’ beliefs in English language teaching and learning: A review of the literature’, English Language Teaching, 10(4), p. 78. doi:10.5539/elt.v10n4p78.
Kiger, M.E. and Varpio, L. (2020) ‘Thematic analysis of qualitative data: Amee Guide no. 131’, Medical Teacher, 42(8), pp. 846–854. doi:10.1080/0142159x.2020.1755030.
Kiss, T., & Lin, C. (2016). Beliefs, knowledge and practices of grammar pedagogy: Teaching dyslexic learners. Malaysian Journal of ELT Research, 12(1), 37-59. Retrieved from http://journals.melta.org.my/index.php/majer/article/view/24
Lestari, A.D. and Ningrum, A.S. (2022) ‘Active learning: Monopoly as a media in teaching grammar for eight grader students’, Journal of Languages and Language Teaching, 10(2), p. 256. doi:10.33394/jollt.v10i2.4894.
Mart, Ç.T. (2013) ‘Teaching grammar in context: Why and how?’, Theory and Practice in Language Studies, 3(1). doi:10.4304/tpls.3.1.124-129.
Merisi, P.O. and Pillay, A. (2020) ‘Understanding what shapes English education pre-service teachers’ perceptions of preparedness to teach grammar’, English in Education, 54(4), pp. 346–357. doi:10.1080/04250494.2020.1740056.
Merisi, P.O. and Pillay, A. (2020) “Exploring pre-service teachers' beliefs about teaching and learning grammar: Implications for teacher education,” Journal of Education [Preprint], (79). Available at: https://doi.org/10.17159/2520-
Murniati, C.T., & Riyandari, A (2016). The Implication of Pre-Service Teacher‟s Belief about Grammar for English Language Policy in Indonesia. A Journal of Culture, English Language Teaching and
Literature. CELT. Vol. 16. No.1, July: 2016, Soegijapranata Catholic University: Indonesia
Myhill, D., Jones, S., & Watson, A. (2013). Grammar matters: How teachers' grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education, 36, 77– 91.
Naruemon, D. (2013) Thai pre-service teachers’ beliefs about the learner-centred approach and their classroom practices (Unpublished doctoral dissertation). Newcastle University, London, UK).
Raikhapoor (2020) ‘Teachers’ beliefs and practices on teaching grammar’, Proceedings of the 1st International Conference on Education, Society, Economy, Humanity and Environment (ICESHE 2019) [Preprint]. doi:10.2991/assehr.k.200311.013.
Sanchez, H.S. and Borg, S. (2014) ‘Insights into L2 teachers’ pedagogical content knowledge: A cognitive perspective on their grammar explanations’, System, 44, pp. 45–53. doi:10.1016/j.system.2014.02.005.
Sofian, R.F. and Anggraeni, A. (2021) ‘An analysis the use of visual media in teaching English to young learners’, PROJECT (Professional Journal of English Education), 4(4), p. 622. doi:10.22460/project.v4i4.p622-627.
Sugiyono. (2013). Quantitative, Qualitative, and R&D Research Methods. Bandung: Alfabeta.CV
Thanh, N.C., & Thành, T.T. (2015). ‘The Interconnection Between Interpretivist Paradigm and Qualitative Methods in Education’, American Journal of Educational Science 1 (2): 24–27
Vishnupriya, S. and Bharathi, R. (2022) ‘Impact of audio visual aids in teaching’, International journal of health sciences, pp. 7847–7859. doi:10.53730/ijhs.v6ns3.7877.
You, K. (2019) ‘Teachers’ practices and beliefs about grammar teaching’, JALT2018—Diversity and Inclusion, 2018(1), p. 214. doi:10.37546/jaltpcp2018-29.
Yusof, N.M., Narayanan, G. and Arif, M. (2019) ‘A teacher’s pedagogical belief in teaching grammar: A case study’, International Journal of Academic Research in Business and Social Sciences, 9(13). doi:10.6007/ijarbss/v9-i13/6251.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Sharon Sion Sibarani, Hendriwanto, Nunung Nurjannah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share and adapt the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
