2. 8992-31680-2-CE.pmd

EnJourMe (English Journal of Merdeka):
Culture, Language, and Teaching of English
Journal homepage: http://jurnal.unmer.ac.id/index.php/enjourme/index

Exploring students’ perceptions of English grammar learning andExploring students’ perceptions of English grammar learning andExploring students’ perceptions of English grammar learning andExploring students’ perceptions of English grammar learning andExploring students’ perceptions of English grammar learning and
its pedagogical implication at Vocational High Schoolits pedagogical implication at Vocational High Schoolits pedagogical implication at Vocational High Schoolits pedagogical implication at Vocational High Schoolits pedagogical implication at Vocational High School

Miftachul Ulumiyah, Agus Gozali*Miftachul Ulumiyah, Agus Gozali*Miftachul Ulumiyah, Agus Gozali*Miftachul Ulumiyah, Agus Gozali*Miftachul Ulumiyah, Agus Gozali*

English Language Education Program, Faculty of Cultural Studies, Universitas Brawijaya, Jl Veteran, 65145, Malang, Indonesia
*Corresponding author: agus.gozali@ub.ac.id

ARTICLE INFO

Received 18 November 2022
Accepted 09 December 2022
Available online 20 July 2023

Keywords:

English grammar, pedagogical
implication, students’ perception

DOI: 10.26905/enjourme.v8i1.8992

How to cite this article
(APA Style):

Ulumiyah, M., & Gozali, A. (2023).
Exploring students’ perceptions of
English grammar learning and its
pedagogical implication at Voca-
tional High School. EnJourMe (En-
glish Journal of Merdeka): Culture,
Language, and Teaching of English,
8(1) 18-26, doi: https://doi.org/
10.26905/enjourme.v8i1.8992

ABSTRACT

Grammar is the system of language which deals with the form and structure of
words in making sentences well, therefore grammar plays an important role in
English subjects. Yet, many students place grammar as the last choice in English
subjects, especially students at Vocational High Schools (VHS) who learn English as
English for Specific Purpose (ESP) learners, and they are focused on production skills
rather than language skill knowledge. Therefore this study was held to investigate
VHS students’ perceptions of English grammar learning to understand and com-
plete their needs in the class. This study was conducted on a VHS with 112 eleventh
graders as the participants. This study obtained quantitative data through a survey
by distributing a questionnaire adapted from Xiao (2019), Sariçoban (2016), and
Sopin (2015) with three main aspects such as students’ attitudes, students’ learning
styles, and grammar teaching method preferred by students in English grammar
learning. This study revealed that students at this VHS have positive attitudes
toward English grammar learning, they also like guided learning styles, and prefer
varied teaching ways from the teacher in learning English grammar.

EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English Vol. 8, No, 1, July 2023, Page 18–26

1. Introduction
Grammar is one of the language components or a system of language which deals with the

form and structure of words in making sentences well. Learning a language doesn’t mean only study-
ing four skills of proficiency; listening, speaking, reading, and writing, but also understanding the
system of rules underlying. Xiao (2019) stated that grammatical knowledge is closely connected with
phonetics, vocabulary, discourse, and pragmatic knowledge, and directly influences the accuracy and
appropriateness of language competence and expression. Therefore, grammar plays an important role
to be taught in learning English as basic knowledge.

Exploring students’ perceptions of English grammar learning and its pedagogical implication at Vocational High School
Miftachul Ulumiyah, Agus Gozali*

| 19 |

These days, English grammar learning is considered difficult and complex knowledge which
makes students feel insecure when learning. As stated by Paris and Yussof (2012), grammar classes are
perceived as scary and complicated by students. Many students take grammar as their last interest. As
stated by Mahbub (2018) it usually happens to Secondary School students, precisely students at
Vocational High Schools (VHS) who learn English as English for Specific Purposes (ESP) learners.
Since students at VHS are prepared to enter the workplace and focus on the development of students
skills in a specific field, so their interest and enjoyment in English are small, moreover in English
grammar.

The success of English grammar learning can be seen in how students feel enjoy and confident
in learning English grammar. Incecay and Dollar (2011) stated that learners’ beliefs may be influen-
tial factors in their experience within the classroom. It can also be influenced by how the interactions
between teachers, students, and the learning environment also the learning tasks that are implemented
in the classroom, or it can be called pedagogical implication (Murphy, 2008). Therefore, understand-
ing students’ perceptions of English Grammar and its pedagogical implication that including how
the student’s attitudes toward English grammar learning, how the student’s learning style, and how
the grammar teaching method is preferred by students while in the class, it can impact their compe-
tence in learning English Grammar and can make students believe that learning English Grammar is
pleasing.

In VHS, English is taught as ESP, and it should be totally different from General English (GE)
instructions which are very general in nature (Pramono, 2012). Teaching English in VHS should refer
to the program of study that is being taught to students. As aforementioned, students at VHS still
need knowledge of English. It can be needed for a specific discipline or a particular communicative
context for their skills in a specific field (Lailiyah & Yustisia, 2022; Liu et al., 2011). Teaching gram-
mar in VHS is not as detailed as teaching grammar for university students majoring in English. It
means that teaching grammar in VHS is integrated. It can be explained that teaching grammar in
VHS needs to be integrated into the specific field of their major of study (Integrated-Learning).

2. Method
This research used a quantitative approach that deals with numerical and statistical data.

This research also applied a survey as the design of the study. In collecting the data, the researchers
conducted only at one point in time, so a Cross-Sectional design was also applied in this research.

The researchers used a questionnaire as the instrument of this research, which was distributed in
the form of a paper to eleventh graders of SMK Negeri 12 Malang. The questionnaire was adapted
from Xiao (2019), Sariçoban (2016), and Sopin (2015). Before being validated by the expert, the
questionnaire was translated into Bahasa Indonesia to avoid misunderstanding among students. It
consisted of 18 statements, and was divided into three aspects, those are students’ attitudes toward
English grammar learning, students’ learning styles in learning English grammar, and teaching meth-
ods preferred by students in English grammar learning. The researchers used the two-Likert scale
which is used to allow the individual student to choose the options written in the questionnaire, they
are (1) disagree and (2) agree. The researchers, then, inputted the data using Microsoft Excel and then

EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English
Vol. 8, No. 1, July 2023, pp. 18–26

| 20 |

analyzed the result of the scale using IBM SPSS Statistics 22 to find out the score of the criteria of
each question.

3. Results and discussion
3.1. Students’ Attitudes Toward English Grammar Learning

In this aspect, the focus was on students’ feelings toward English grammar learning, this means
how students perceive English grammar and English grammar learning in the class. Six statements were
presented in items number 1, 2, 3, 4, 5, and 6. The result of students’ responses is shown in Table 1.

Item English Statements
Scores

Total
Disagree Agree

1 I love studying English grammar.

22 90 112
19.6% 80.4% 100%

2 I think learning grammar is boring.

70 42 112
62.5% 37.5% 100%

3 I think learning grammar is more difficult than learning
Reading, Writing, Listening, and Speaking.

71 41 112
63.4% 36.6% 100%

4 Confident in learning well.

53 59 112
47.3% 52.7% 100%

5 At first, I’m afraid of making grammar mistakes, but
then I overcome this problem myself and try to take
part in the activities.

30 82 112
26.8% 73.2% 100%

6 I believe that if I learn grammar, I will have no problem
with English.

32 80 112
28.6% 71.4% 100%

Table 1. Result of students’ attitudes toward English Grammar learning

According to the data, it can be concluded that students maintain interest and self-confidence
in English grammar learning. It can be seen that most students like studying English grammar (80.4%),
and commonly express the feeling that learning grammar is not boring (62.5%). The students devote
that learning grammar is not difficult but rather than learning other skills like writing, reading speak-
ing, and listening (63.4%), so most students are confident in learning grammar well (52.7%). They
try to overcome their difficulties in learning grammar (73.2%) because they believe it can help them
while learning English subjects (71.4%).

3.2. Students’ learning styles in learning English Grammar
In this aspect, the focus was on students’ learning styles in learning English grammar. Six

statements were presented in items number 7, 8, 9, 10, 11, and 12. There were three variables; those

Exploring students’ perceptions of English grammar learning and its pedagogical implication at Vocational High School
Miftachul Ulumiyah, Agus Gozali*

| 21 |

are the way students rewrite the teacher’s explanation, students’ superiority in learning English gram-
mar, and the way students learn with friends.

The way students rewrite teacher’s explanation
This variable discussed how students rewrite teachers’ explanations about English grammar

while in class. There was one statement that was presented in item number 7. The result of how
students rewrite the teacher’s explanation is shown in Table 2.

Item English Statements
Scores

Total
Disagree Agree

7 After my teacher presents a new structure, I take notes
with my own expressions and write my own example
sentences.

64 48 112

57.1% 42.9% 100%

Table 2. Result of the way students rewrite teacher’s explanation

According to the data, most students do not take notes with their own expressions and ex-
ample sentences (57.1%). From the data, it can be seen that most students rewrite the teacher’s
explanation based on what the teacher wrote on the blackboard or whiteboard. So, the teacher needs
to write the explanations of the material clearly and effectively to make students understand, and
then they can rewrite the explanation well.

Students’ superiority in learning English Grammar
This variable discussed something needed that made students feel confident in learning English

grammar while in class. Three statements were presented in items number 8, 9, and 10. The result of
students’ responses is shown in Table 3.

Item English Statements
Scores

Total
Disagree Agree

8 If I get exercises about the new structures that my
teacher has just presented, I can better learn and I will
not forget them.

34 78 112

30.4% 68.6% 100%

9 I can better learn a new structure through formulas,
graphs, or grids.

28 84 112

25.0% 75.0% 100%

10
I follow written directions better than oral directions.

40 72 112
35.7% 64.3% 100%

Table 3. Result of students’ superiority in learning English Grammar

EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English
Vol. 8, No. 1, July 2023, pp. 18–26

| 22 |

According to the data, most students think that exercises from teachers related to the material
that has been presented are important (68.6%). The students can better learn a new structure through
formulas, graphs, or grids (75.0%), and the written directions can help students more (64.3%).
Therefore, it is needed for the teacher to take some notes on the blackboard or whiteboard while
explaining the material.

The way students learn with friends
This variable discussed how students build interactions or relationships with their friends while

learning English grammar in class. Two statements were presented in items number 11 and 12. The
result of the way students learn with friends is shown in Table 4.

Table 4. Result of the way students learn with friends

Item English Statements
Scores

Total
Disagree Agree

11 Whereas I’m mainly learning the new structures from
my teacher, I also observe my friends who are successful
in English to strengthen the structures I’ve learned.

17 95 112

15.2% 84.8% 100%

12 In class, I prefer working on my own rather than
collaborating with my friends

98 14 112
87.5% 12.5% 100%

According to the data, most students learn English grammar together with their friends who
are successful in English to strengthen their learning (84.8%), and they also prefer collaboration
learning with their friends when learning English grammar (87.5%). It can be concluded that most
students agree to build interactions and relationships with their friends to make them more moti-
vated.

3.3. Grammar Teaching Method Preferred by Students
In this aspect, the focus was on what students needs and desire when a teacher teaches English

grammar in the class. Six statements were presented in items number 13, 14, 15, 16, 17, and 18. The
result of students’ responses is shown in Table 5.

According to the data, most students prefer a teacher’s presentation about grammar structure
in a real context (85.7%), and commonly want the explanation with all details and in a formulaic
way (72.3%), by presenting the structures from simple to complex (84.8%). The students prefer the
teacher’s correction of their grammatical mistakes (81.3%), and also the teacher’s correction of the
language used in learning English grammar (91.1%). Most students also prefer the teacher’s presen-
tation about English grammar in varied and effective ways, like using stories, movie clips, jokes,
English songs, or summarizing some grammar knowledge into memorable tips (91.1%).

Exploring students’ perceptions of English grammar learning and its pedagogical implication at Vocational High School
Miftachul Ulumiyah, Agus Gozali*

| 23 |

Item English Statements
Scores

Total
Disagree Agree

13 I would like my teacher to explain to me a new structure

by presenting it in a real context.

16 96 112

14.3% 85.7% 100%

14 I would like my teacher to explain to me a new structure

with all the details, and in a formulaic way.

31 81 112

27.7% 72.3% 100%

15 I prefer the teacher's presentation of new structures from

simple to complex.

17 95 112

15.2% 84.8% 100%

16 I don’t like being corrected for grammatical mistakes by

my teacher.

91 21 112

81.3% 18.8% 100%

17 I would like my teacher to tell me whether I use the

language correctly or incorrectly.

10 102 112

8.9% 91.1% 100%

18 I would like my teacher to present English grammar in a

more vivid one, such as using stories, movie clips, jokes,

English songs, or summarizing some grammar knowledge

into memorable tips.

10 102 112

8.9% 91.1% 100%

Table 5. Result of Grammar teaching method preferred by students

The discussion of this research was presented based on the research findings. Based on the
findings that the researcher found, students at SMK Negeri 12 Malang have positive attitudes toward
English grammar learning, it can be seen from how students like studying English grammar. They also
devote that learning English grammar is not boring. The finding is in contrast with the theory from
Mahbub (2018) that students at VHS have less interest in English, moreover in English grammar.
This may happen since they learn English as ESP learners, and then they are prepared to enter the
workplace and focus on the development of students’ skills in a specific field. Then, nowadays En-
glish grammar learning is considered difficult and complex knowledge that makes students feel inse-
cure. As stated by Paris and Yussof (2012), grammar classes are perceived as scary and complicated by
students. Yet, the statement is rejected by the result of this research. Based on the findings that the
researchers found, students at SMK Negeri 12 Malang are confident when learning English grammar,
they also think that English grammar is not more difficult than learning other skills like reading,
writing, speaking, and listening.

EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English
Vol. 8, No. 1, July 2023, pp. 18–26

| 24 |

In line with that, students at SMK Negeri 12 Malang can better learn with their friends by
collaborating in groups. They believe that collaboration can strengthen their knowledge of English
grammar because they can ask and learn together with their friends who are successful in English
grammar. The finding is related to theory from the previous research (Sariçoban, 2016), it is clear that
students also need to use social effective strategies to learn English grammar and have a better learn-
ing environment. Then, the finding is also related to the theory from Murphy (2008), to make stu-
dents get the motivation while in class, it is important to maintain the interactions between teachers,
students, and the learning environment also the learning tasks that are implemented in the classroom.
Then, students at SMK Negeri 12 Malang like getting many exercises about the new structures that
teacher presented. Students believe if they get the exercises they can remember and will not forget the
material from the teacher. The result is different from the finding from previous research (Sariçoban,
2016), that students prefer getting many materials with fun grammar teaching like using games
rather than getting many exercises. Then, Xiao (2019) refuse the idea, he said that it is okay for
teachers to give many exercises to students related to the material to make students have direct expe-
rience to know the differences and new ideas related to the material that was just presented by the
teacher.

Then, based on the findings that the researcher found, students at SMK Negeri 12 Malang
prefer detailed explanations from teachers related to English grammar material. It can be seen from
how students prefer grammar presentations in real contexts and in a formulaic way. The result is
related to the findings from the previous research (Xiao, 2019), the teacher needs to teach grammar
knowledge in a rich and real context to get the learning process effective. Then, the students at SMK
Negeri 12 Malang also prefer the teacher’s correction of their grammatical mistakes and their lan-
guage uses. The finding is in contrast with the theory from Lightbown and Spada (2021), that gram-
mar instruction and error correction for foreign and second language learners have been neglected
because it will not make students more communicative. Yet, Incecay and Dollar (2011) argued by
stating that grammar instruction and error correction can make students know their mistakes, so they
can resolve the problem, moreover, it will make them remember again and again. They also stated
that learners’ beliefs may be influential factors in their experience within the classroom, so it will help
students if they want to do it. Then, the findings of this research also found that students at SMK
Negeri 12 Malang prefer varied ways of teaching English grammar, like using stories, movie clips,
jokes, English songs, or summarizing some grammar knowledge into memorable tips. The result of
the finding is related to the findings from previous research (Sopin, 2015), the more varied ways the
teacher in explaining the lesson, the more effective it makes students understand the lesson. So the
teacher needs to know the best way to teach English grammar.

4. Conclusion
In general, the eleventh graders of SMK Negeri 12 Malang have positive attitudes toward

English grammar Learning, they also like guided learning styles and they prefer varied teaching ways
from the teacher while in the class. In sum, the researcher is concerned that the important thing in
English grammar learning is to understand all three factors of students’ perceptions from students’

Exploring students’ perceptions of English grammar learning and its pedagogical implication at Vocational High School
Miftachul Ulumiyah, Agus Gozali*

| 25 |

attitudes toward English grammar learning, students’ learning style, and the grammar teaching method
preferred by students. It is also needed to build good interactions between teachers, students, and the
learning environment also the learning tasks that are implemented in the classroom to make enjoy
and effective English grammar teaching and learning process.

5. References

Arikunto, Suharsimi. (2002). Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: Rineka Cipta

Biddix. (2009). Research Rundowns: Instrument, Validity, Reliability. SAGE Publications

Brown, H. Douglas. (2007). Principle of Language Learning and Teaching (Fifth Edition). San Francisco
State University: Pearson Longman

Creswell, John W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative
and Qualitative Research (Fourth Edition). University of Nebraska–Lincoln: Pearson

Creswell, John W. (2013). Research Design: Qualitative, Quantitative, and Mixed Method Approaches.
SAGE Publications

Defranzo, Susan E. (2011). Differences Between Qualitative and Quantitative Research. SAGE Publica-
tions

Dutta, Subhadeep. (2018). Specialism on English Grammar and Compositions (Abstract Approaches).
FSP Media Publications

Ellis, R. (2006). Current Issues in The Teaching of Grammar: An SLA perspective. TESOL Quarterly, 40(1),
83-106.

Emel, A. K. A. Y., & Toraman, Ç. (2015). Students’ attitudes towards learning English grammar: A study
of scale development. Journal of Language and Linguistic Studies, 11(2), 67-82.

Gilokar, R. (2018). Organizational Behavior Perception: JEELS, 15(2), 250-261

Hinkel, E., & Fotos, S, (2002). New Perspectives on grammar teaching in second language classrooms.
Mahwah, NJ: Lawrence Erlbaum Associates.

Incecay, V., & Dollar, Y. K. (2011). Foreign language learners’ beliefs about grammar instruction and
error correction. Procedia-Social and Behavioral Sciences, 15, 3394-3398.

Isyam, A. (2013). Grammar: is it essential to teach it explicitly at secondary schools?. Proceedings of
ISELT FBS Universitas Negeri Padang, 1, 65-70.

Könings, K., Seidel, T., Brand-Gruwel, S., & Van Merriënboer, J. (2011). Students’ and Teachers’ Percep-
tions of Education: Differences in Perspectives. Paper presented at 14th Billenial Conference for
Research on Learning and Instruction of EARLI, England.

Lailiyah, M., & Yustisia, K. K. (2022). Collaborative concept mapping: A study of group work satisfaction
in vocational higher education. Journal of Vocational Education Studies, 5(2), 312–321. https://
doi.org/10.12928/joves.v5i2.6181

Lightbown, P. M., & Spada, N. (2021). How Languages Are Learned 5th Edition. Oxford university press.

Liu, J. Y., Chang, Y. J., Yang, F. Y., & Sun, Y. C. (2011). Is what I need what I want? Reconceptualising
college students’ needs in English courses for general and specific/academic purposes. Journal
of English for Academic Purposes, 10(4), 271-280.

EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English
Vol. 8, No. 1, July 2023, pp. 18–26

| 26 |

Mahbub. (2018). English Grammar teaching in Vocational High School: A need analysis: JEELS, 5(2),
229-233

Mei, Ananta. (2016). The Policies of Vocational High School in Indonesia: JSTORE12(2), 2754-766

Mujis, Daniel. (2010). Doing Questionnaire Research in Education with SPSS. 2nd Edition, London: SAGE
Publications

Murphy, P. (2008). ‘Defining pedagogy’. In K. Hall, P. Murphy & J. Soler (Eds.), Pedagogy and Practice:
culture and identities (pp.28-39) London: SAGE publications

Nassaji, H., & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual
Review of Applied Linguistics, 24, 126-145.

Paris & Yussof. (2012). Enhancing Grammar using board game. Procedia Social and Behavioral Sci-
ences, 68, 213-221: ELSEVIER

Priyatno, Duwi. (2014). SPSS 22 Pengolah Data Terpratis. ANDI Yogyakarta

Quirk, R, S. Greenbaum, G. Leech and J. Svartvik. (1985). A Comprehensive Grammar of the English
Language, London and New York: Longman. 63(2), 408-414.

Sariçoban, A. (2010). Learner preferences in the use of strategies in learning Grammar (Dilbilgisi
Öðreniminde Strateji Kullaniminda Öðrenci Tercihleri). ISSN 1304-4990.

Sopin, G. (2015). Students’ perception of Grammar teaching and learning in English language class-
room in Libya. Journal of Research & Method in Education, 5, 67-72: IOSR

Vishal, Barath. (2017). Students’ Perceptions through English Subject as the Foreign Learners: JEELS
110(2), 335-346

Wiratna, V. Sujerweni. (2014). SPSS untuk Penelitian. Pustaka Baru Press. ISBN: 97786027819078

Xiao, Z. (2019, April). Study on Senior High students’ perceptions of English Grammar learning and
pedagogic implications——Within the domain of English key competences. In 1st Interna-
tional Symposium on Education, Culture and Social Sciences (ECSS 2019) (pp. 297-302). Atlantis
Press.