Exploring english pre-service teachers' beliefs of teaching grammar in senior high school: A narrative inquiry

Salsabila, Ulpa (2026) Exploring english pre-service teachers' beliefs of teaching grammar in senior high school: A narrative inquiry. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Grammar plays a central role in English language teaching in the Indonesian EFL context; however, its instruction remains challenging despite the growing adoption of communicative approaches. This study aims to explore an English pre-service teacher’s experiences and beliefs regarding grammar instruction during the Teaching Practicum in a senior high school setting. The focus is placed on how these beliefs are enacted in classroom practice and how they are shaped through real teaching experiences. Employing a qualitative narrative inquiry design, data were gathered through semistructured interviews, narrative frames, and supporting documents. This methodological approach enabled an in-depth exploration of the participant’s lived experiences during the teaching practicum, particularly in relation to beliefs about grammar instruction and the ways these beliefs were negotiated within the senior high school EFL classroom context. The results reveal that the pre-service teacher perceived grammar not as an isolated body of rules but as a resource for constructing meaningful communication. This belief was reflected in the preference for implicit grammar instruction, where grammatical features were introduced through inductive processes and communicative classroom activities rather than explicit rule explanation. As a result, classroom instruction prioritized fluency, learner participation, and contextual language use, while grammatical accuracy was addressed gradually through feedback and exposure. Furthermore, the teaching practicum experience emerged as a pivotal factor in shaping and refining these beliefs. Through direct classroom interaction, lesson implementation, and reflection on student responses, the participant experienced a shift from theoretical knowledge acquired in teacher education courses toward more practical, classroom-oriented understandings of grammar teaching. Overall, the study demonstrates that grammar instruction in senior high school EFL contexts can be meaningfully implemented through implicit and communicative approaches that integrate form, meaning, and use. These findings highlight the importance of balancing communicative goals with grammatical development in classroom practice. In addition, teacher education programs should place greater emphasis on practicum-based mentoring and structured reflection to support preservice teachers in bridging theory and practice.

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