Communicative Approach in Teaching Grammar Among the Grade 9 Students of Ubay National High School: Basis for Instructional Development Plan

AUTHOR(S)

BILLY DAVE D. MALUGAO

ABSTRACT

— Many textbooks have been published since the advent of Communicative Language Teaching (CLT) to include communicative activities, authentic resources and personalized contexts. However, when the teaching and learning of grammar is concerned, most of the language teachers tend to go back to their conventional way of teaching English grammar, which consist of mainly drills and memorization of the rules involved. In this study the researcher compared the two approaches in teaching English grammar, to find out what approach is better and effective. A quasi-experimental design was used to measure the efficacy of the approaches in teaching grammar among the Grade 9 students of Ubay National High School, Labason, Zamboanga del Norte. The study revealed that the pre-test and post-test mean score of the control group is above average and the pre-test and post-test mean score of the experimental group is excellent. Also, there is no significant difference in the pre-test and post-test result of the control group, while there is a significant difference in the pre-test and post-test result of the experimental group. Furthermore, there is no significant difference between the post-test results of the control and experimental group when they are exposed to communicative approach and conventional approach. An instructional development plan was proposed. Keywords — CLT, communicative approach, grammar, quasi-experimental, learner-centered, teaching English language