STUDENTS’ PERCEPTION AND TEACHERS’ PREFERENCE IN ENGLISH GRAMMAR TEACHING METHODS IN SENIOR HIGH SCHOOL
Abstract
This study aims to analyze students’ and teachers’ preferences for learning methods in English Grammar in High School 3, Jambi City. Learning English grammar is often considered complex and less interesting by learners, so a well-designed pedagogical approach is needed to make the learning process more effective. This study uses a mixed-method approach. Quantitative Data were collected through the completion of questionnaires by 38 students of Class X, and qualitative data were collected through in-depth interviews with 2 teachers of Class X, Class observation, and documentation. Subjects consisted of students and teachers of English class X in SMA Negeri 3 Jambi City. The results showed that students responded positively to eight teaching methods. Then teachers tend to apply a communicative and deductive approach, using English as the main language of instruction, employing realia and diverse media, and adjusting error-correction strategies to students’ needs. It found a gap between current teacher practices and students’ preferences for a more interactive, emotionally supportive learning environment. This study emphasizes the importance of aligning grammar-learning methods with students’ expectations to enhance teaching effectiveness in EFL contexts.
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References
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Sihombing, R. E., Silalahi, Y. A., Sianturi, T. T., Panjaitan, K., & Napitupulu, S. (2022). Using Audio-Lingual-Method to Overcome Student’s Listening Problem In Senior High School Kartika Pematangsiantar. International Journal of Education and Humanities, 2(2), 42-47. https://doi.org/10.58557/ijeh.v2i2.74
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Suhria, S., & Ilmi, N. (2023). Student Perspectives on the Grammar Translation Method in English Language Learning. Scolae: Journal of Pedagogy, 6(1), 1-6. https://doi.org/10.56488/scolae.v6i1.103
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Yin, R. K. (2018). Case study research and applications (Vol. 6). Thousand Oaks, CA: Sage.
Zhang, S. (2023). Analysis on the application of communicative Language teaching in senior high school english class. Journal of Theory and Practice of Social Science, 3(10), 50-57. https://doi.org/10.6918/IJOSSER.202308_6(8).0016
Alhourani, A. Q. (2021). Investigating the match and mismatch between students’ learning styles and teacher’s teaching styles in a Saudi school: A case study. Journal of World Englishes and Educational Practices, 3(2), 10-20. https://doi.org/10.32996/jweep.2021.3.2.2
Bermeo Lima, M. E. (2023). Audio-lingual method to improve students’ speaking skills in secondary school.(Students’ Experiences). Universidad Técnica Cotopaxi
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Collins-Warfield, A. E., Niewoehner-Green, J. E., Scheer, S. D., & Mills, K. J. (2025). Student-ready critical care pedagogy: A student-centred instructional approach for struggling students. Teaching in Higher Education, 30(2), 375–395. https://doi.org/10.1080/13562517.2023.2249401
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
Creswell, J. W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantative and Qualitative Research. New Jersey: Pearson Education International.
Dakhalan, A. M., & Tanucan, J. C. M. (2024). The direct method in language teaching: a literature review of its effectiveness. Lingeduca: Journal of Language and Education Studies, 3(2), 130-143. https://doi.org/10.70177/lingeduca.v3i2.1354
Demir, S., & Erdogan, A. (2018). The role of teaching grammar in first language education. European Journal of Educational Research, 7(1), 87-101. https://doi.org/10.12973/eu-jer.7.1.87
Dos Santos, L. M. (2020). The discussion of communicative language teaching approach in language classrooms. Journal of Education and E-learning Research, 7(2), 104-109. https://doi.org/10.20448/journal.509.2020.72.104.109
EF EPI, English Proficiency Index (2024a). Trend EF EPI.h ttps://www.ef.co.id/epi/regions/asia/indonesia/
EF EPI, English Proficiency Index (2024b). EF EPI Trends Global Comparative Averages. https://www.ef.co.id/epi/regions/asia/indonesia/
Fitria, T. N. (2023). Non-EFL students’ perception of grammar and their ability in understanding basic grammar. Anaphora: Journal of Language, Literary, and Cultural Studies, 6(1), 75-89. https://doi.org/10.30996/anaphora.v6i1.8565
Ghafar, Z. N., Sawalmeh, M. H., & Mohamedamin, A. A. (2023). Impact of Communicative Language Teaching Method on Students’ Speaking and Listening Skills: A Review Article. International Journal of Linguistics, Literature and Translation, 6(1), 54-60. https://doi.org/10.32996/ijllt.2023.6.1.8
Hamid, R. J., Maing, R. A., Rampeng, Muhammad, A. F., & Sahib, N. (2025). Postgraduate EFL instructional models in Indonesia: aligning student perceptions with lecturer rationales. Cogent Education, 12(1), 2590863. https://doi.org/10.1080/2331186X.2025.2590863
Hans, A., & Hans, E. (2017). Role of grammar in communication–writing skills. International Journal of English Language, Literature and Humanities, 5(1), 39-50. https://doi.org/10.24113/ijellh.v5.issue1.42
Hauer, J., & Quill, T. (2011). Educational needs assessment, development of learning objectives, and choosing a teaching approach. Journal of palliative medicine, 14(4), 503-508. https://doi.org/10.1089/jpm.2010.0232
Ibrahim, M., & Mursyid, A. M. M. (2018). Improving the speaking ability of secondary school students through Community Language Learning (CLL) in the Indonesian context. International Journal of Humanities and Innovation, 1(3), 20-27. https://doi.org/10.33750/ijhi.v1i3.20
Kasman, H., & Ariza, H. (2023). The effect of using silent way towards students vocabulary mastery. Modality Journal: International Journal of Linguistics and Literature, 3(1), 11–22. https://doi.org/10.30983/mj.v3i1.6365
Liu, K., & Deris, F. D. (2023). Teachers’ perceptions of communicative language teaching approach in English grammar teaching. Arab World English Journal, 14(3), 124-136. https://dx.doi.org/10.24093/awej/vol14no3.8.
Mainandar, L., & Suri, M. (2022). Penggunaan Metode Grammar Translation Method Untuk Meningkatkan Kemampuan Menulis Teks Descriptive. Journal of Education Science, 8(2), 293-297. https://doi.org/10.33143/jes.v8i2.2430
Rahmawati, DR, Wardani, DK, Noviani, L., & Yuliyanto, R. (2024). Moderating effect of self-regulation on the relationship between adversity quotient and family social support on academic procrastination in thesis completion. Psikohumaniora: Jurnal Penelitian Psikologi, 9(2), 195–214. https://doi.org/10.21580/pjpp.v9i2.21384
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Rizaty, M. A. (2023). Data Tingkat Kecakapan Bahasa Inggris Penduduk Indonesia (2020-2023). DataIndonesia.id. https://dataindonesia.id/varia/detail/data-tingkat-kecakapan-bahasa-inggris-penduduk-indonesia-20202023
Roeder, R., Araujo-Jones, D., & Miller, E. R. (2020). Grammar in communicative language teaching: Teacher beliefs about theory versus practice. International Journal of English Language Teaching, 8(4), 45-64.
Sa’diyah, S. H., & Rozi, F. (2023). Utilizing Suggestopedia Method in Teaching English Grammar. ENGLISH FRANCA: Academic Journal of English Language and Education, 7(1), 29-34. https://doi.org/10.29240/ef.v7i1.5525
Setiawan, R., Kurniadiansyah, M. D., Iasya, L., Nathalia, H. T., & Aulia, N. R. (2026). Pembelajaran grammar bahasa inggris berbasis teori dan storytelling. Jurnal Penamas Adi Buana, 9(02), 113-127. https://doi.org/10.36456/penamas.vol9.no02.a10864
Sihombing, R. E., Silalahi, Y. A., Sianturi, T. T., Panjaitan, K., & Napitupulu, S. (2022). Using Audio-Lingual-Method to Overcome Student’s Listening Problem In Senior High School Kartika Pematangsiantar. International Journal of Education and Humanities, 2(2), 42-47. https://doi.org/10.58557/ijeh.v2i2.74
Sorohiti, M., & Aini, E. N. (2021). Grammar Teaching Materials: What Makes Them Interesting?. In 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020) (pp. 270-277). Atlantis Press. https://doi.org/10.2991/assehr.k.210120.135
Sorohiti, M., Nugraha, H. N. R., & Rahmawati, F. (2024). Teacher awareness, identification of learning difficulties, and effective teaching strategies for English grammar mastery. Indonesian EFL Journal, 10(1), 45-54. https://doi.org/10.25134/ieflj.v10i1.9330
Suhria, S., & Ilmi, N. (2023). Student Perspectives on the Grammar Translation Method in English Language Learning. Scolae: Journal of Pedagogy, 6(1), 1-6. https://doi.org/10.56488/scolae.v6i1.103
Veren, Yulia, Y. G. S., & Regina. (2024). Total Physical Response Method as a Stress-Free Learning Method in English Language Teaching: English . Journal of English Development, 3(02), 278–287. https://doi.org/10.25217/jed.v3i02.4832
Vireak, K., & Bunrosy, L. (2024). Exploring language teaching methods: An in-depth analysis of grammar translation, direct method, and audiolingual method: A literature review. International Journal of Advance Social Sciences and Education, 2(2), 151-168. https://doi.org/10.59890/IJASSE.V2I2.1766
Yin, R. K. (2018). Case study research and applications (Vol. 6). Thousand Oaks, CA: Sage.
Zhang, S. (2023). Analysis on the application of communicative Language teaching in senior high school english class. Journal of Theory and Practice of Social Science, 3(10), 50-57. https://doi.org/10.6918/IJOSSER.202308_6(8).0016
Published
2026-04-21
How to Cite
ATINI, Atini; TARIDI, Muhamad.
STUDENTS’ PERCEPTION AND TEACHERS’ PREFERENCE IN ENGLISH GRAMMAR TEACHING METHODS IN SENIOR HIGH SCHOOL.
JESS (Journal of Education on Social Science), [S.l.], v. 10, n. 2, p. 166-175, apr. 2026.
ISSN 2550-0147.
Available at: <http://jess.ppj.unp.ac.id/index.php/JESS/article/view/670>. Date accessed: 24 may 2026.
doi: https://doi.org/10.24036/jess.v10i2.670.
Section
Artikel
