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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran DIKSI Litera Indonesian Journal of Applied Linguistics (IJAL) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Indonesian Journal of Integrated English Language Teaching IJEE (Indonesian Journal of English Education) LingTera Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature IJIET (International Journal of Indonesian Education and Teaching) LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Indonesian Journal of English Language Teaching and Applied Linguistics JEES: Journal of English Educational Study Journal of English Language and Pedagogy WAHANA LITERASI: Journal of Language, Literature, and Linguistics Formosa Journal of Sustainable Research (FJSR) Literacy : International Scientific Journals of Social, Education, Humanities Studies in English Language and Education Journal of Education, Social & Communication Studies
Anita Triastuti
Universitas Negeri Yogyakarta
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : JEES: Journal of English Educational Study

 1 
TEACHER BELIEFS OF ENGLISH GRAMMAR INSTRUCTION IN MERDEKA CURRICULUM Azalia, Syafina; Triastuti, Anita; Margana, Margana
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4194

Abstract

As one of the essential elements in mastering the English language, grammar teaching remains a subject of debate. While the Merdeka curriculum encourages students to be more active in class and become independent learners, some teachers prefer to teach grammar in an isolated and explicit manner, while others believe in teaching grammar implicitly and within context. Given this issue, understanding teachers' beliefs about grammar is crucial to uncovering how they teach it in the classroom. This study aims to explore the teaching practices of two teachers at a reputable high school in Yogyakarta. Employing a descriptive qualitative method, the study used observation and open-ended interviews to gather data. In analyzing the data, the study applied the framework of Graus & Coppen (2016) to specify the grammar instruction strategies used by the teachers. The findings revealed that both teachers align with the goals of the Merdeka curriculum, which aims to foster independent learning by implementing various grammar instruction methods, such as Meaning-Focused Instruction that emphasizes linguistic function rather than form, Focus on Form (FonF) technique that concentrate on correcting grammar errors through student reflection rather than direct error correction, Implicit instruction which integrates grammar learning in real-life contexts, and Inductive Teaching Strategies that encourage critical thinking by having students deduce grammar rules from examples in the text rather than being explicitly taught the rules. Therefore, this study demonstrates that both teachers' methods align with the goals of the Merdeka curriculum.
Co-Authors A. Ashadi, A. Adhelia, Shafira Al Mawardi, Muhamad Rasyid Azalia, Syafina Azizah, Shofie Nurul Bramasta Barca Sanchia Dewi, Henda Harmantia Dian Palupi Dika Maharani Ella Wulandari Elyza, Ferlya ENDANG NURHAYATI Erna Andriyanti Godlove Elioth Kiswaga Happy Cruzia Rini Harry Nurwanto Hidayati, Sari Ibnu Hajar Irvan Effendi Joko Priyana Laser Romios Luluk Iswati Lusi Nurhayati Margana Margana Nadjib, Nurfadilah Nandes, Yogi Novario Nur Rohmah, Anis Ichwati Pahrozi Ahmad Palupi, Diah Philip Chappell Pratomo Widodo Putri Dini Meutia Riazi, Mehdi Rochma, Anis Firdatul Siregar, Dio Ilham Prasetyo Suci Cundo Widuri Sugirin Sugirin Sukarno Suwarsih Madya Syafruddin Syafruddin Tadkiroatun Musfiroh Ubaidillah, M. Faruq Ummi Zurrahmi