A Need Analysis for a Grammar Learning Model: The Teacher

Current Practices and Expectations

Wisma Yunita

, Ilza Mayuni

, Emzir

Universitas Bengkulu, Indonesia

Universitas Negeri Jakarta, Indonesia

Keywords: Needs Analysis, Grammar Learning Model, Practice, Expectation

Abstract: Developing a learning model for a course is normally preceded by a need analysis and is done thoroughly

by investigating the teachers’ and students’ needs, and the current situation related to the course to be

developed. Revealing the the teachers’ current practices and expectations will lead to the real and current

situation of the needs. This study was a qualitative study involving two English grammar teachers and

aimed at revealing the teachers’ current practices and expectations of a grammar learning model at

Universitas Bengkulu, Indonesia. Taken by using an observation checklist & field notes, and an interview

guide, the data were analyzed qualitatively. The findings show that the teachers did not state the aims of

learning, did not give a syllabus to the students, used the deductive approach and presentation technique,

and a commercial book as the sole souce for teaching the English grammar. They expect to have a grammar

learning model that puts the priority on English tenses and parts of speech, covers the attitude and

participation assessments, and variety of tests for grammar learning. In conclusion, they need a learning

model that can facilitate a better grammar learning at a university.

1 INTRODUCTION

Needs analysis is an activity to seek information on

how a course is conducted involving the elements of

a language learning such as the teachers, the students,

the materials and the evaluation (Richards, 2001). In

a well-managed course, teachers teaching a language

is preceded by doing the need analysis to meet the

aims of the teaching and learning process to be

carried out. One of the aspects to be analyzed in

need analysis process is the learning situation

(Nation and Macalister, 2010) or the place where the

learning is conducted and the situation of the

teaching and learning process.

Needs analysis is carried out in many activities

such as in research, business, and education. In

education, it is applied at the beginning of

developing a curriculum or a learning model

including a model for learning languages. This is in

line with Tzotzou (2014) who argues that need

analysis is a required step conducted in developing a

curriculum or a course to gather information on the

current and future needs of the students taking the

course. In learning a new language course, the

learners are required to learn the grammar, the

vocabulary and language skills.

Grammar as a part of language knowledge is an

important part of a language that should be taught by

orienting to communication. It may not merely be

taught for learning the form but also the forms.

Learning the form means learning the language

syntactic structure while learning the forms means

learning the grammar form and the meaning at the

same time. Nowadays, grammar is learnt by

orienting to communication in a meaningful context

and this is called form focused instruction (Spada in

Lyster, 2015). This means that the process of

learning grammar should aims at developing the

students’communicative competence (grammatical,

discourse, strategic and sosiolinguistics competence).

This is in line to Canale and Swain in Dorji (2017:2)

who states that ‘communicative competence refers

to the knowledge and skills necessary for

communication. It comprises of four components;

grammatical competence, sociolinguistic

competence, discourse competence, and strategic

competence’. It can be seen that grammar

competence is the first competence among the four.

680

Yunita, W., Mayuni, I. and Emzir, .

A Need Analysis for a Grammar Learning Model: The Teacher Current Practices and Expectations.

DOI: 10.5220/0009101406800687

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 680-687

ISBN: 978-989-758-405-3

In achieving the grammatical competence, the

learners should master and be able to use the rules in

spoken and written. The rules are many and some

rules tend to be inconsistent. The refore the language

learners should learn it thoroughly. To ease the

learners to learn the grammar, a learning model

which oriented to build the learners’ communicative

competence should be developed. A model for

learning grammar that is developed by conducting

needs analysis as the starting point of the developing

process (Nation and Macalister, 2010).

This needs analysis will involve the students, the

teachers and the environment. A former study on a

needs analysis for grammar learning was conducted

by Yunita (2018) who discuss the needs analysis

from the students’ perspectives. She found that the

students need a complete grammar learning model

that is based not only on stories but also in line with

the current trends in teaching grammar of the

English language. The study also uncovered that the

students need a learning model with a

comprehensive support system incorporating the

combination of inductive and deductive approaches

to teaching grammar and has a joyful learning

situation.

In addition, regarding the needs analysis for

grammar learning, another study was conducted by

Fitrawati (2016) who studied the students’ problems

and needs in grammar I course and points out that:

"There is a gap between the objective of

Grammar 1 course and the students’ achievement in

the class, students get the problems in understanding

Grammar 1 due to inappropriate teaching materials

used in the teaching and learning process, and the

students need a multimedia-based teaching materials

to improve their understanding and achievement in

Grammar 1 course (p.302)."The two studies above

have specifically sought for the needs of the students

for learning grammar from the students’

perspectives. The current paper will continue to

uncover the needs analysis on grammar learning

model from the teachers’ perspectives and the

situation where the teaching and learning process

takes places. The question on how the English

grammar courses were practiced in a university

context in Indonesia and what the teacher’s

expectation for a grammar learning model were, will

be discussed in further detail in this paper.

2 METHOD

This study is a descriptive qualitative study aimed at

revealing the teachers’ current practices and needs or

expectations in grammar classrooms at an

Indonesian university. The data were taken by using

interview and observation. Two English grammar

teachers were interviewed and observed while they

were doing the teaching and learning process in the

classrooms. The interview guideline covered the

goals of learning (Dick, Carey and Carey, 2009)

grammar, students’ mastery of English grammar, the

approach, material, and assessment of the learning

process. Those aspects are also arranged by referring

to the components of a learning model proposed by

Joyce, Weil and Calhoun (2009) consisted of ‘the

syntax, social system, principle of reaction and

support system’. Meanwhile, the observation

checklist covered the factors of need analysis for a

learning model proposed by Nation and Macalister

(2010) consisted of the students, teachers, and

situation. There were 24 questions for this

observation checklist with two alternative answers

(yes and no) and spaces for field notes. For the

teacher’s factor, there are 11 questions provided

covering the goals of learning, the syllabus, material,

the approach, classroom management, and

assessment of learning. Besides the students’ factor,

there are 6 questions provided covering the interest

and enthusiasm for learning, classroom interaction,

and accomplishment of the learning goals. Then,

there were 7 questions for the factor of situation

covering the facility and learning resources. All of

the instruments had been validated by three experts

in language teaching. The data taken from the

instruments were analyzed by using Miles and

Huberman (1992) consisted of data reduction, data

display and conclusion drawing.

3 RESULT

The data for the result of this study derived from the

observation checklist to reveal the current practice in

teaching English grammar, and interview guideline

to describe the teacher’s expectations for a grammar

learning model. The result of the study based on the

observations conducted in two classes will be

explained first, then followed by the result of the

interview for the teacher’s expectation on a grammar

learning model.

3.1 The Teachers’ Current Practices

The teachers’ current practice was taken from the

question on the observation checklist and consisted

A Need Analysis for a Grammar Learning Model: The Teacher Current Practices and Expectations

681

of the goals of learning, syllabus, material, approach,

classroom management, and learning assessment.

The result shows that the two teachers did not state

the aims of learning grammar and did not give any

syllabus to the students at the first meeting of the

class. The teacher did not give the materials on parts

of speech but following the materials in the

commercial sourcebook for learning grammar and

the tenses first. The parts of speech (nouns, verbs,

adjectives, adverbs, articles, and preposition) are

given as the final assignment. Also, the teachers

used the deductive approach in teaching the English

grammar in which the teacher was the center of the

learning process. The teacher explained the rules of

the English grammar, asked the students to do the

exercises in the commercial coursebook and then

discuss the answers of the exercises with the

students in the class. The teacher dominated the

learning process by explaining the grammar rules.

No activity involving grouping and no use of media

for learning such as texts, video, LCD projector,

laptop or laptop speaker. The teacher only relied on

the grammar book written by Betty S. Azar,

whiteboard, and board marker.

Figure 1: The teacher explained the grammar rules to the

students.

Meanwhile, in the other class, the teacher used the

presentation technique and made students worked in

the group consisted of three students. They have to

prepare a topic of the material for learning and

explain it to the other students in every meeting. In

this class, the teacher did not give any syllabus or

source materials such as books or modules; he just

gave topics for the learning at the first meeting and

formed students’ groups. The teacher functioned as

the observer and gave comments on teaching

material presented by the students if it was needed.

The following picture showed how the teacher ran

the class with the presentation technique for learning

English grammar.

Figure 2: A group of students presented the learning

materials for other students

Furthermore, the syllabus has not yet used the

learning media in the form of texts or English videos

that has local stories or Indonesian culture. The

learning materials being used during the teaching

and learning process were the commercial English

grammar book, Fundamental English Grammar,

written by Betty S. Azar. The book is the only

source material used by the lecturer in teaching the

grammar. The learning materials were given based

on the content of the book and there is no material

selection process based on the students' needs. In

another class, it was found that the teacher has not

yet determined any book for the learning process.

The students tended to be given a range of topic on

English grammar and asked to find out the material

independently. The teaching and learning process

was conducted by dividing students into groups

consisted of three students. The group was given the

responsibility to work on one topic and present it to

their friends respectively every week. The groups

were also asked to provide exercises to be done by

the other students. In this class, the teacher tended to

be the facilitator and given additional explanations if

it were needed.

In further, the teachers did not assess the students’

attitude, activeness and participation during the

teaching and learning process. In B class, the teacher

focused on the students’ presentation. There is no

specific form provided for the assessment of this

aspect. Meanwhile, for the assignment, one teacher

gave an assignment for the students in the form of

doing the exercises in the sourcebook and gave

feedback for the assignment, the other one did not

assign any task to be done at home.

After explaining the teachers’ aspect, the next aspect

to be discussed is the students’ aspect covering the

students’ enthusiasm and interaction in the

classroom. The students paid attention to the

teachers’ explanation of the learning materials, did

the exercises in the grammar book or exercises

provided by the group who did the presentation, and

ICELS 2019 - International Conference on Education, Language, and Society

682

discussed the material with their classmates. Next,

the students did not practice the materials that have

been learned with their classmates nor asked their

teachers if they have difficulties in understanding the

materials. Last, the time allocation for the learning

process was adequate to achieve the goals of

learning English grammar.

Finally, the third aspect was the situation covering

the classroom for learning and the sources of

learning. The classroom for learning has all the

facilities needed for learning. The arrangement of

tables and chairs, the whiteboard, the lighting are in

good and perfect condition for learning. Regarding

the reference books for learning, one class has the

reference book while the other one was not. Both

teachers did not design the books/modules or any

reference for learning by themselves and did not

prepare any handout or additional text for facilitating

the learning process. Meanwhile for the facilities

such as LCD projector, laptop, recorder, video

player and internet resources were available and

provided by the faculties, but unfortunately, the

teacher in A class did not use them for the learning

process. In contrast, the teacher in the B class

utilized the facilities by asking the presentation

group students to delivered materials for other

students in the classroom teaching and learning

English grammar.

3.2 The Teachers’ Expectation.

The data on the teachers’ expectations were gathered

by using interviews with the two teachers regarding

the learning goals. The students’ current mastery of

English tenses, the approach being used for teaching,

the material, the media, the assessment and the test

for learning. For the learning goal, the results from

the interview revealed that the teacher expected the

students to master the English tenses and the parts of

speech. It was stated by Teacher 1 (T1) as in the

following excerpt:

“Saya yang paling saya tekankan, anak ini

dasarnya harus menguasai tenses bu. Tenses

itu termasuk tenses dalam bentuk aktif maupun

dalam bentuk pasif. Semua tenses bu… nah

itulah yang saya tekankan pada hmm.. dari

awal saya masuk sampai mid-semester. Tenses

dalam bentuk aktif dan pasif…. Saya pikir itu

sangat mendasar sekali. Setelah itu baru yang

lainnya.” [Ar]

Meanwhile, for the description on the students’

current mastery of English tenses, it was stated the

students’ mastery were fair and they need to

improve it to be better due to the fact there were still

some students who got a very low score in the

previous learning process of the same course. The

teacher’s statement can be seen in the following

excerpt:

“[Penguasaan tata bahasa Inggris mahasiswa]

Sebagian sih udah …udah ini…udah

separo…kalo untuk yang ini mid belum saya

koreksi. Tapi kalau dari yang

kemaren-kemaren separo bisa…penguasaan

tata bahasa mereka masih lebih di atas anak

D-III. Ada beberapa yang rendah

sekali…..karena memang mungkin kurang

[pemahaman ] dasarnya.” [Zr]

Next, related to the approach being used in the

process of teaching and learning, both teachers used

the deductive approach and presentation technique

which also resembled the deductive approach in

learning the language. The two teachers admitted

that they did not use any texts or stories in teaching

English grammar. T1 admitted that it was her fault

because they enjoy teaching the grammar by using

the deductive approach. It was easier to conduct, not

a time-consuming approach as it is in the inductive

approach, and she got used to it. This was stated by

one of the teachers as follow:

“Ini memang kesalahan saya sendiri sih...

Karena lebih enak aja gitu ya…hmm…Dulu

waktu kuliah [diajar] kayak gitu mungkin yaa,

waktu kursus juga begitu diajarkan.

Diturunkan. Pertama sudah terbiasa. Kedua itu

kalo itu… kalo yang induktif itu banyak

miss-nya, time consuming juga, mahasiswa

juga banyak bengongnya juga”

In addition, related to the material for learning

grammar that has been given to the students. Both

teachers agree that the materials covering the parts

of speech by putting priorities to teaching English

tenses. For the parts of speech, they expected the

material to be taught first were the nouns and

pronouns. Likewise, Teacher 2 (T2) mentioned that

a topic of asking questions is also needed because it

can influence the students’ speaking skills.

Moreover, related to the media for learning, both

teachers agree that LCD projector and laptop were

needed in a teaching and learning process but videos

and the players were not needed in learning English

grammar. They also considered that the use of social

media such as facebook or youtube was not needed

in teaching English grammar. The needed media are

only grammar books such as Betty S. Azar’s Books.

The two teachers did not use the learning resources

A Need Analysis for a Grammar Learning Model: The Teacher Current Practices and Expectations

683

such as a module or compilation of materials made

by the teachers themselves.

In further, related to the assessment for learning,

the teachers stated that assessment on the students’

attitude, honesty and participation in the learning

process, was needed. T1 did the attitude assessment

by taking photographs of the students while they

were doing the grammar test. T1 also mentioned that

the assessment should cover the mid-test, final test,

final assignment and presentation task. For the

informal learning, it could be done by giving

correction on the students’ sentences during the

lesson and by giving correction and suggestion for

students’ presentation.

Finally, in relation to the test forms to be used in

the learning process, the teacher agreed if there were

a discrete point test (a test that evaluate the specific

parts of the English grammar by using multiple-

choice items), error analysis test, closed-ended test

(a multiple-choice test, filling in the gap, rewriting

sentences, and correcting sentences), and

open-ended test (sentence completion and writing

sentences). Meanwhile for the oral or written

elicitation test and translation test according to T1

was not necessary. The teachers often used were the

elicitation, error analysis, closed-ended and

open-ended test.

4 DISCUSSION

The result from the current practice of the teachers

showed that the teacher did not state the aim of

learning English grammar, did not give a syllabus to

the students, did not give materials based on the

learning goals but following the materials in the

commercial sourcebook for learning grammar. A

good classroom teaching and learning should have

clear goals on what to learn and it was written on the

syllabus given to the students at the first meeting of

the course. This is contrary to the theories mentioned

by Ellis (2014) stating that the aims of learning a

language grammar is to make the students using the

language features accurately and fluently in a

communication process. In addition, the teacher

used a limited source of learning, the commercial

book only. This is considered as an inadequate

source since it has not yet designed based on the

students’ needs and the course’ aim of learning. The

commercial materials written by the author from the

western world could not always be appropriate for

the students in the Indonesian context. The good

materials should be closed to the students’ daily life.

This is in line to Rusman (2012) who states that the

process of learning needs to based on the learning

theories, learning aims should be known and needs

to have the learning components such as the

material, approach, and curriculum. If a course has

an unclear aims, the target of the learning will

vague. Meanwhile, the aims are more likely will

determine the material and the approach for learning

to be use in the classroom.

Furthermore, regarding the approach being used

for the teaching and learning process, the teacher in

A class used the deductive approach in teaching. On

the other hand, the other B class used the

presentation technique with group works for

teaching and learning in the classroom. The use of

the deductive approach for learning grammar is quite

common in this context even though nowadays such

an approach can no longer be fully accepted since

the grammar learning should also aim at developing

the students’ communicative competence. It means

that the main reason of people learning a language is

for communication and in this term grammar plays

the role as the rules keeping the communication run

as it should be (Newmeyer, 2017). Therefore,

grammar teaching cannot be separated from the

language skills. This is supported by Sekelj dan Rigo

(2017) who mentioned that the language skills

should be taught along with the grammar. The

grammar teacher should deliver the material based

on how the language is being used in the natural

context, and the teacher needs to provide the space

for learners to practice the language in a

communicative and fluency-oriented activities.

The observation result also shows that the

teacher in Class A did not use learning media, for

instance, videos or stories of the students’ culture.

The teacher in Class B used the media for learning

such as the LCD projector and laptop but also has

not yet used the students’ culture content in the form

of videos or stories for the teaching and learning

process. This means that the teaching and learning

process has not yet considered the needs of the

intercultural competence, the one’s ability to

appreciate their own culture and other’s culture that

are different from theirs (Byram, 2013; Kramsch,

2013).

Finally, regarding the assessment, the teacher did

not yet fully use the assessment on the students’

attitude, activeness and participation during the

teaching and learning process. The teachers didn’t

do this assessment directly in the classroom but they

usually observe and record the attitude and the

students’ activeness and participation during the

classroom activities. The teacher might be used their

observation and record on the students’ attitude

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684

during the learning process, besides the students’

test result, for the whole semester to determine the

students’ final score.

The other aspect of the current practice was the

students, covering their enthusiasm and interest,

interaction in the classroom and the accomplishment

of their learning goals. In terms of this aspect, in the

process of teaching and learning classroom the

students have had good enthusiasm seen from their

attention on the teacher’s explanation of the learning

materials and the willingness to do the exercises in

the grammar book or exercises provided by the

group who did the presentation, and discussed the

material with their classmates. However, the

students did not yet practice the materials that have

been learned with their classmates nor asked their

teachers if they have difficulties in understanding the

learning materials. These phenomena could be

occurred due to the view of learning the language

usually focus more on the language form. In fact in

learning English grammar, the students should focus

on the form and the meaning at the same time. This

is in line to the argument pointed out by Bandar and

Gorjian (2017) that learners provided with learning

instruction that focuses on form and meaning

continuously resulting in students better

achievement on English grammar. In addition, the

reluctance in using the language or asking questions

to teachers about the language grammar could be

caused by the boredom of learning the grammar and

the view that language grammar is not important to

learn from their point of view at the time of learning.

It is a misleading thought in interpreting the

communicative approach with its communicative

competence which in fact putting grammatical

competence as the first one of the four competence.

It can be said that grammar knowledge is the prime

element of a language learning process since

itexisted in every language skill.

Finally, regarding the situation aspect of the

current practice of English grammar learning, all

facilities needed for the teaching and learning

process has been fulfilled. The classroom has had a

good tables’ and chairs’ arrangement, lightning and

whiteboard, and LCD projector. This condition has

fulfilled a good environment for language learning

and has provided technology for the learning

language. Larsen-Freeman dan Anderson (2011)

state that technology not only supports the learning

process but also gives a contribution to easing

learners accessing any source for learning the new

language.

The result of the interview on the teachers’

expectation on the grammar learning model showed

that in term of the aims of learning, the students’

mastery of English grammar, the approach, the

material, media and assessment of learning, the

teachers’ expectation are realistic since a good

teaching and learning process involving all of those

elements. The teachers expect to have a grammar

learning course that aims to teach the students the

basic knowledge of English grammar, the parts of

speech, the tenses and the knowledge on how to ask

questions in English. The students are also expected

to master that knowledge as well for the grammar

course. This expectation could be caused by the

view on the importance of this basic knowledge for

learning English. The parts of speech consisted of

nouns, verbs, adjectives, adverbs, articles, and

prepositions are there in English sentences. For the

approach, both teachers expect to have an approach

that combines both the deductive and inductive ways

of learning English grammar. The approach could be

the one called Story-based approach with its four

phases; ‘presentation, attention, co-construction and

extension’ (Adair-Hauck and Donato, 2010). In

other words, they expect to have grammar learning

that focuses on forms and meaning or oriented to

communication. However, the teachers also note that

they still prefer the deductive approach as it was the

one approach they have familiar with, the one they

were taught or trained in during their study time

years ago.

Next, for the material. Both teachers prefer to use

the commercial and did not too fond of the material

compilation materials. One teacher agreed to use the

materials from the websites that discuss the grammar

materials as it can be used as the additional material,

the other teacher still preferred to used the

commercial textbook. This finding shows that the

teacher did not like to develop the material

themselves, and tend to rely on the commercial book.

This could be due to the ease in finding the book and

use it in the teaching and learning process without

much effort on designing ones that met the

students’needs. In fact, a teacher should design the

course which has clear goals of learning and

materials. Relying on the textbook only will limit the

students’ input on grammar knowledge.

Then for the media, the teachers expect to have

an LCD projector and laptop but they consider using

social media such as youtube and facebook

unnecessary. The preferences to rely on textbook

only and do not open the ways of learning to match

new developments in language teaching will limit

the students’ absorbing knowledge process. The

teacher should allow the students to find out other

A Need Analysis for a Grammar Learning Model: The Teacher Current Practices and Expectations

685

sources of learning grammar. Materials on English

grammar, videos or texts, are available abundantly in

internet websites. Using technology in the teaching

and learning process is a part of the current practice

in language teaching. The use of technology in

teaching and learning process will give wider

chances for students to learn a new language (Naqvi

and Al Mahrooqi, 2016). The students can learn a

new language maximally by making used of the

technology for learning which enabled them

accessing much information on the new language.

Finally, in term of the assessment, the teachers

expect to do the assessments for the mid-test, final

test, and assignments and have all types of test for

grammar learning, for instance the open-ended and

closed-ended, discrete point, error analysis,

elicitation and translation (Nunan, 2005). In contrast,

the other teacher thought that elicitation and

translation were not necessary for a grammar test

and preferred to use error analysis, closed-ended,

and open-ended test. All those types of English

grammar tests are good to be used in assessing the

students’ grammar learning achievement. However,

the ones that the teacher commonly used are the

closed-ended and error analysis.

5 CONCLUSION AND

SUGGESTION

This study has shown that the current practice in

English grammar teaching seems to still be in the

traditional approach paradigm of grammar teaching.

The teachers have not yet provided students with

clear aims of learning which is usually written in the

course syllabus given to students at the first meeting

of the course. The use of the deductive approach was

in practice, learning materials rely solely on

commercial books and have not yet designed based

on the students’ needs. The use of the text such as

stories, dialog and the source culture content

(legends) have not yet in practice. This is in contrast

to the current trends in language teaching in

Indonesia using text-based or genre-based approach

and has not yet considered the importance of

intercultural competence in learning a language.

Future studies on designing the grammar learning

model that incorporates the teaching of grammar

oriented to the reaching of students’communicative

competence and intercultural competence are

suggested, especially a future study that based on a

needs analysis and in line with the current trends in

learning a language grammarr in particularly.

ACKNOWLEDGMENTS

The authors would like to express their greatest

appreciation to two grammar teachers, Drs. Arasuli,

M.Si and Zahrida, SS., M. Hum and their students

who had participated in this study. Deepest

appreciation also goes to the Head of the English

Education Study Program and the Head of the

Department of Language and Arts of the Faculty of

Teacher Training and Education of Universitas

Bengkulu for giving the permission to conduct the

study at the department.

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