COMPARATIVE STUDY ON STUDENTS’ GRAMMAR ABILITY IN CONVENTIONAL

CLASSROOM SETTING AND COMPUTER-ASSISTED LANGUAGE LEARNING
SOFTWARE/ONELINE PROGRAM SETTING
Proposed by : Maulidia Rachmawati Nur

Success in learning English as a second/foreign language manifests in the ability in
employing various skills which are important for communication both orally and in written
form. These language skills include listening and reading (receptive skills) as well as
speaking and writing (productive skills). However, success in performing these four language
skills are essentially dependent upon some

„language learning ingredients‟, such as

grammar, vocabulary, and pronunciation, which are usually language elements. Among these
three language elements, grammar is considered the most important as it serves as the
foundation for more advanced language learning. Analoging language learning as the
building of the house, grammar serves to be the foundation of the house. Once it is strongly
built, it could be used as the basis ( Weissberg, 1974).
There has been an inconclusive discussion regarding the role of grammar teaching in
second/foreign language learning. In the end of 1970s, Larsen-Freeman (1979) pointed out
that there were a number of issues in the teaching grammar that can be categorized into those
which are methodological (e.g., treatment of errors, emphasis on either inductive or deductive
learning, role of first language, and sequence of grammatical items) and practical (e.g.
presentation of grammatical structure, essence of drills and practice, emphasis on either linear
or cyclical syllabus, and heterogeneous class.
In her later article, Larsen-Freeman (1991) revisited grammar-teaching issues and
considered those related to pedagogy to be important ones. These include sequencing,
presentation, and error correction. With regard to sequencing, it has been noted that learners
do not learn structures one at a time. However, there seems to be little control over where to
start a grammar sequence. The usual advice is to begin with the simple structures and move
towards the more complex, though the concepts of simplicity and complexity are not easily
and operationally defined.

CALL can be used for teaching grammar. Form-focused instruction refers to opportunities for learners to direct their attention to ggrammar. such as buying tickets. Ellis(1998) points out that regardless of how grammar topics are chosen.To put it briefly. there will a group of students learning grammar in a conventional classroom setting and a group of students learning grammar from a Computer-Assisted Language Learning (CALL) software/online program. analyze grammatical patterns. be + negative in “She is not here now”). .g. including discourse-based grammar. Thus. explicit instruction. grammar is the core of language teaching. Instead. or taking a phone message for a co-worker. The grammar lesson would come from whatever language it takes to accomplish the particular goal (e. In the eyes of most language teachers and learners. These opportunities include activities that require learners to produce language. asking for directions. CALL (Computer Assisted Language Learning) can help provide students with opportunities for learning grammar in all of these ways. Some experts would advise not to plan a syllabus around grammatical topics. are of paramount importance. production practice. such as adverbs or relative clauses. Interaction refers to alternate turn-taking between the student and the computer. receive explicit instruction and feedback. despite the great number of issues in teaching of grammar of grammar and inconclusive discussion over it. grammar learning requires that learners receive a combination a structured input. Interaction can provide opportunities for form-focused instruction within the discourse of a conversation. form-focused instruction. and such conversations can even be about grammar.1987). they might disagree about the best learning activities. teachers are advised to teach grammatical items as needed by their learners and they should present them in such as way that they can help learners learn grammar points better. In this study. Discourse-based grammar prompts teachers to select grammar on the basis of its importance in particular situations and to present grammar examples within their relevant contexts. and feedback about correctness. which provides a type of structured input. two issues. In this case. or comprehend language that demands an understanding of grammatical relations.. While many teachers agree that learning grammar is essential for second-language (L2) acquisition.(Doughty. they would focus on teaching learners how to accomplish particular goals in English. or between the student and other people. what grammar points to teach and how to teach them. and interaction.

Participants in the control and experimental groups are limited to fifth semester students in………………The test was designed by the researchers. achievement test. . It was used as both a pre-test and a post-test to find out the impact of the software program on students‟ achievement.Research question : The research question of this study is: Is there a statistically significant difference in students‟ grammar ability taught in a traditional teacher-directed classroom setting as compared with students taught by CALL (Computer-Assisted Language Learning)? Instrument : The instruments of this research will be software program. and paper-based questionnaire.