7481 20251 1 SM

4rd English Language and Literature International Conference (ELLiC) Electronic ISSN: 2579-7263
Proceedings – (ELLiC Proceedings Vol. 4, 2021) CD-ROM ISSN: 2579-7549
THE ROLE OF PEDAGOGICAL GRAMMAR IN ENGLISH

LANGUAGE TEACHING AS SECOND AND OR FOREIGN
LANGUAGE THROUGH E-LEARNING PLATFORM: ZOOM
MEETING IN PANDEMIC ERA
Erna Nawir
Universitas Negeri Padang
Indonesia
erna.nana97@gmail.com
Abstract
Due to the pandemic of covid-19, ensuring the continuity synchronous English language learning,
this article deals with the importance of pedagogical grammar learning in second and or foreign
language acquisition. An adaptable learning and teaching approach mediates the possibility to have
effective language learning in real and contextual practice which is also known as Communicative
Language Teaching (CLT). One of the alternative approaches based on CLT is through e-learning.
Focusing on CLT’s experiential learning method, zoom meeting platform is one of the media that
is applicable in language learning classes. Some principles are worth to be considered as teaching
and learning guidance related to its effectiveness which are reflected from the learning activities
focusing on fluency-focused activities and accuracy-fluency activities. Nevertheless, supported
accurate instructional materials have to be taken into account that should be designed so as in
teaching foreign and or second language with the help of the media utilized through zoom meeting.
In conclusion, undeniably, there are two basic guidance of teaching pedagogical grammar through
e-learning platform ‘zoom meeting´ in improving EFL learners’ language element for their language
skill online, namely how to use it (the function ) and the content-related help (the pedagogical).
Keywords: Role, Pedagogical Grammar, Pandemic, Zoom Meeting Platform
Introduction
The urgency of mastering language must be mastered when learning English,

knowledge and language skills is no both in oral and written form (Burke
longer something new, especially in 2007). The aim is to make language
foreign languages. The implementation learners have language competence as
of the use of foreign languages is no native speakers do (Juango 2017).
longer seen as a language that has only an Therefore, the integration of grammar,
orientation focus on motoric physical which is one of the micro linguistics
development, but has included all scopes of education, is needed as a very
domains of language learner important element in the language
development as a whole as well learning process.
(Gallahue 1989). Mastery of vocabulary Educational linguistics is an
and grammar are the two main assets for interdisciplinary science that combines
learning a language, especially in the world of linguistics within the world
mastering a foreign language. These two of education (Suhardi 2017). A modern
aspects are often an inhibiting factor in approach in educational linguistics that is
communication if the learner does not intended to assist the learning of foreign
master the language (Santosa 2017). languages and second languages in the
English grammar as one of the factors context of their acquisition has led to the
THE ROLE OF PEDAGOGICAL GRAMMAR IN ENGLISH LANGUAGE TEACHING AS SECOND AND OR FOREIGN
LANGUAGE THROUGH E-LEARNING PLATFORM: ZOOM MEETING IN PANDEMIC ERA
Erna Nawir 220
presence of grammar that is made conducted by Omar (2019). The ability to

specifically for the benefit of language write from an academic side is
learners. The mastery of language considered very necessary to see this
elements, especially for language ability as one of the requirements in
teachers, is a main thing to enable the graduation at the higher education level
language competency desired for as outlined in their final paper. The
language learners to be achieved. This students’ writing ability cannot be fully
approach is known as pedagogical realized due to the lack of students’
grammar (Leech in Odlin 1994; Bygate et knowledge, especially in following the
al 1995). Recognizing the existence of rules of English grammar that should be
essential pedagogical grammar in the in their writing.
field of education, especially in teaching Due to the importance of learning
English as both a second language and a pedagogical grammar, the sustainability
foreign language, various studies have of the effectiveness of this learning
emerged that are oriented towards process is questionable considering the
teaching this pedagogical grammar. ongoing global pandemic outbreak.
Several studies have been carried Synchronous learning is difficult to be
out so that language acquisition through put in practice. Based on the explanation
the desired competencies can be that has been stated above, the author
achieved, for example teaching needs to explore further about the role of
approaches carried out by teachers either pedagogical grammar in learning English
deductive, inductive, structural or as a foreign language and a second
communicative approaches in order to language through zoom meetings which
identify and overcome problems is one of the e-learning platforms as an
experienced by language learners during alternative medium for language learners
the learning process (Effendi et al 2017). in mastering language competencies,
Then another study that explores the especially in this pandemic era
aspects behind the language teaching
approach carried out by the language Methodology
teacher by Yusuf et al (2019) which
shows that the belief in language teachers The methodology used was library
that comes from the background of research to collect and analyse the data.
teaching experience greatly affects the As asserted by Zeid (2004) ”Library
teaching methods which is applied by the research is a research used library sources
teacher in his language class. to get the data”. The writer integrated her
Furthermore, it is not only the aspect of ideas by synthesizing to make
view that is seen from the teacher as a conclusion. Therefore, the writer used
teacher, but one other side that is the main some sources and books as references, or
object of achievement in teaching, in other words, the data did not come
namely the language learners themselves, from field.
as in the study conducted by Almazloum
(2018) which emphasizes that the beliefs Findings and Discussion
of learners in the language learning
process are also something that needs to Pedagogical Grammar Learning
be put forward as a crucial factor for in English as a Second (Foreign)
consideration. Pedagogical grammar Language
learning, focuses on language skills, is The relationship between
also one of the many focuses to lead pedagogical grammar learning, in this
language learners towards maximizing case the grammar of English, with the
language competence as in the study acquisition of this language as a foreign
Erna Nawir 221
language and / or a second language is information. For example, although a

one of the three main areas explored grammar of a language can be
which builds the framework for any documented for learning purposes that
research carried out by both researchers are not related to pedagogical aspects, the
and language teachers. According to grammar designed is intended for
Ortega (2003) and Wang (2003) in Keck learners of foreign languages as a second
& Kim (2014: 3), there are three main language which still involves both
areas, namely Grammar Description, linguistic descriptions of the language
Acquisition of Grammar as a Second itself and considerations based on the
Language (L2 Grammar Acquisition), objectives and learning needs of the
and Learning Grammar in Second learner. Then in the realm of language
Language (L2 Grammar Instruction). acquisition research, grammar
These three domains are three elements descriptions also play a very important
that cannot be separated from each other role, especially when trying to delve
because of the interaction process deeper into the nature of the language
between one element and another that learner and its development. For more
supports each other and is mutually details, it can be seen from the following
supportive in providing the required image:
Figure 1. Learning Framework for Pedagogy of Grammar (English as a Second or

and Foreign Language) (Ortega and Wang in Keck & Kim, 2014).
Erna Nawir 222
The three domains of (Agustina et al 2016). E-learning is

pedagogical grammar have a very electronic learning or learning by
important role for teachers of English using electronics (Chusna 2019). E-
as a foreign language and a second learning is also defined as any
language in professional decision teaching and learning that uses
making. According to Freeman electronic circuits (LAN, WAN, or the
(2003) in Keck and Kim (2014: 4) that internet) which aim to convey the
each domain still has its own aspects content of learning materials, so that
which become the basis for learning interactions occur, and or
consideration in teaching pedagogical tutoring (Koran 2002 in Yazdi 2012).
grammar. In the realm of grammar Therefore, e-learning is a technology-
description, aspects that need to be based learning media which can be in
considered, for example, are the form of internet operation through
explaining what grammar actually is, electronic devices which aims to
how it interacts with the linguistic deliver teaching materials and the
system and how it can be described to continuity of learning interactions to
learners. Then in the realm of occur, so that everything related to the
grammar acquisition itself, an aspect learning process still runs well.
that needs to be considered is to According to Situmorang
question what is actually meant by (2016), the steps of the learning model
language acquisition, how and when through e-learning are divided into
that acquisition occurs, and what the three stages. The first stage is the
role of learning in the process really stage called the constructivism stage
is. Then in the realm of grammar which is in the form of activities
instruction, the questionable aspect as aimed at repetition of previously
input for consideration is what is the taught material whose purpose is to
relationship between pedagogical motivate students to learn the next
grammar and the research that is being material. Then the second stage is
carried out based on context and in called the cooperative learning stage
what ways this research can provide a where students are given the
clear picture of the way grammar opportunity to open e-learning, log in
teaching being carried out. and study and work on lab sheets
through collaboration with friends
Learning Through the E-Learning aimed for interaction between
Platform: Zoom Meeting students in addition to improving their
social life but also increasing their
Internet technology-based understanding of the material they are
long distance learning developed in learning through the activities they do.
the 1990s or what is known as e- Then the third stage is the stage of
learning is one option that can be teacher’s acts as a facilitator to ensure
taken to ensure that the learning the learning process can run well. So
process and progress in education in other words, the steps above are
Erna Nawir 223
stages that can direct how the learning application is in terms of time and
process occurs in the e-learning place, user volume and facilities
learning model. (Rosyid et al 2020). In terms of time,
The benefits of learning with the learning process does not make
the e-learning model provides several learners spend too much time, because
benefits (Elyas 2018), for example in it is enough to activate the internet
terms of flexibility, especially in network and open the application, and
terms of time and place which provide in terms of place, no space limitation
the widest possible space for students so that the learning process continues
to access lessons, then in terms of outside the class. Then, in terms of
independence which provides user volume, the availability of video
flexibility for students to being able to conferencing features that can be
learn on their own in the sense of the carried out simultaneously in a much
word which determine when students larger number of users than in
want to start, when students decide to conventional classrooms which
end it, from which starting point makes the teacher or lecturer is easier
students can determine to start to monitor the process and more
learning teaching materials and at effective. Then in terms of facilities,
what intensity students can repeat all through this application, users, both
the teaching materials they want to teachers and learners, can take
learn. Then in terms of costs, both advantage of the available features
financial and non-financial costs such such as conversation transcripts and
as transportation costs, video calls, enabling them to carry out
accommodation costs, administrative the process of recording conversations
costs, and other costs needed to carry and video calls without having to
out the learning process. Therefore, activate or operate additional
maximizing the benefits of this applications by simply activating the
learning model, teachers must available settings.
consider three important points in
producing an attractive e-learning The Role of Pedagogical Grammar
model so that the quality of learning through the E-Learning Platform:
can be improved, namely simple Zoom Meeting
(making it easier for students to get
access), personal (teachers interact Pedagogical grammar
well with students) and fast (being learning means how grammar taught
responsive to all students’ complaints to language learners through a
and needs). language classroom teaching
Zoom Meeting is an approach which is not only teaches a
application platform used as an description of the grammar system
alternative in e-learning using video itself, but also how to teach and its
as a medium which was inaugurated implementation in the actual context.
in 2011 in San Jose by its founder Eric The approach of teaching English
Yuan (Hakien & Rahman 2020). The grammar pedagogy as a foreign
effectiveness of using this application language and or a second language not
greatly supports the learning process only shows how language learners
carried out remotely because it helps perceive the grammar, but also how to
the learners to absorb material and learn it, and in what ways it can be
participate in the learning process taught (Larsen-Freeman in Keck &
smoothly (Ismawati & Prasetyo Kim 2014 ) Astrid (2011) expained
2020). The effectiveness of using this that learning grammar through the
Erna Nawir 224
CLT (Communicative Language platform provides the possibility of

Teaching) approach can be an synchronous learning (Johns Hopkins
alternative way taken by a language University 2010 in Hong Ng, 2020).
teacher in pedagogical grammar Along with the basic objectives and
learning since it is emphasized on specific features of the
learning objectives oriented towards communication-based learning
the ability of learners to be able to approach (CLT) for contextual
communicate through a learning teaching that is directly related to the
process that combines knowledge, life or real conditions of the learner,
skills, and values through direct there are several principles in relation
experience known as experiential to the use of this zoom application
learning. As asserted by Larsen- which should be used as a guide by
Freeman (2000), in another words, instructors or teachers in this CLT-
grammar learning approach is not based learning process. These
only sufficient to the structure of the principles are as follows (Hong Ng
language itself or what is also called 2020):
the linguistic structure-centered 1. The availability and use of
approach, but has shifted to a authentic learning materials as a
communicative approach as well. basis for facilitating the learning
In this era, e-learning is very process such as current topics to
much needed as it is today, a language engage learners.
teacher must pay attention to some 2. An instructor or teacher not only
basic principles of communicative functions as a facilitator but also as
approach in pedagogical grammar a supervisor of the learning
learning which must be reflected in process.
learning activities which are 3. It is necessary to group the
developed in two types of activities, learners during the learning
namely activities that emphasize process in small groups to ensure
fluency (fluency-focused activities) the maximum use of the time
and activities that emphasize accuracy allocated to each learner in
(accuracy-focused activities). communicating.
Selection of the right e-learning media 4. In CLT learning, there are needs to
such as the zoom meeting application conduct learning activities based
is considered as "a nearly face to face on accuracy, for example the
interaction" (Blum 2020) which will movement of teachers in
be a very effective means of achieving monitoring learners from one
language learning goals to maximize group to another to provide
the acquisition of English as a foreign suggestions and input, directing
language and or a second language answers, monitoring the
shown from the learner's language appearance of learners, or making
competence by taking into account the important notes during learning
stages of acquisition development process.
either naturally or in a structured 5. Take advantage of all the features
context (Keck & Kim 2014: 128). in the zoom meeting application
Zoom Meeting as a computer- that have the potential to carry out
assisted learning tool is an effective synchronous learning, such as:
communication tool offers a
similarity between face-to-face and • Teaching equipment, such
web-video-based conferencing as audio devices, videos,
technology (Giebers et al, 2014). This text conversations,
Erna Nawir 225
whiteboards, polls current pandemic, e-learning model is one

conducted externally and of the choices that can be used as the right
created by the teacher or approach in helping language learners to
instructor and break or develop their language competence and
break rooms. skills. Grammar learning that is
• Audio equipment (e. g specifically for the benefit of learners
only one person can talk at needs to be explored deeper to get the right
a time). facilities and infrastructure that can help
• Video image (via network the effectiveness of learning achievement
camera): large image for in accordance with the context of e-
the speaker and thumbnail learning learning, especially for those
for the participants as well using a zoom meeting platform which is
as simultaneous screen believed to replace face-to-face learning,
sharing due to the similarity between the two. The
• Create a special creation of principles that underlie the development of
text and images. communication competencies must always
• The possibility of using be the basic considerations in learning
video. pedagogical grammar in the context of e-
• The possibility of using learning
parallel video, audio, text
speech and whiteboards.
• Slide and video shows References
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4rd English Language and Literature International Conference (ELLiC) Electronic ISSN: 2579-7263

Proceedings – (ELLiC Proceedings Vol. 4, 2021) CD-ROM ISSN: 2579-7549

THE ROLE OF PEDAGOGICAL GRAMMAR IN ENGLISH

Keywords: Role, Pedagogical Grammar, Pandemic, Zoom Meeting Platform

The urgency of mastering language must be mastered when learning English,

presence of grammar that is made conducted by Omar (2019). The ability to

language and / or a second language is information. For example, although a

Figure 1. Learning Framework for Pedagogy of Grammar (English as a Second or

The three domains of (Agustina et al 2016). E-learning is

CLT (Communicative Language platform provides the possibility of

whiteboards, polls current pandemic, e-learning model is one

Blum, S. D. (2020). A Professor Explores Hong Ng, C. (2020). Communicative

Giebers et al. (2014). A dynamic Analysis Richards, J, C. (2006). Communicative

Keterampilan Menulis Narasi Jurnal lImiah Foristek, 2 (1), 143-

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