Abstract:
The purpose of this study is to assess teachers’ perception, implementation and challenges of teaching
grammar: in the case of Woreta Senior Secondary School, in Grade 11. Descriptive survey research design
and mixed method research approach were used. It was conducted during the second semester of 2023
academic year. The sample of the study consisted of five (5) availably selected EFL teachers and two
hundred sixty four (264) randomly selected grade 11 students. Three data gathering instruments were used
to obtain the desired data from participants: classroom observation, interview for teachers and
questionnaire for students. Classroom observation was one of the data gathering tool that helps to assess
the practices of grammar instruction. Teachers’ interview was also used to identify teachers’ perceptions
and challenges of grammar instructions and students’ questionnaire helps to give witnesses about the
practices of grammar instruction. The data collected with these instruments were analyzed qualitatively
as well as numerically (quantitatively). The data from the observations and interviews were analyzed
qualitatively, whereas the data from a questionnaire were analyzed using descriptive statistics such as
frequency, percentage, mean and standard deviation. From the analysis of teachers’ interview, all
teachers had positive perception about inductive grammar teaching approach. However, classroom
observations and interview findings revealed that almost all teachers were teaching deductively. They
forwarded the reason why they applied deductive approach was that it saves time and it is also easy for
the teachers to give explanation. They also said that most students require teachers’ explanation because
of their poor English background. The overall findings of this analysis confirmed that grammar was not
taught on account of language use (indirect, discovery and student-centered learning). Teachers were
found still sticking to the traditional teacher-fronted methods of grammar teaching. The lessons were
begun with prior explanation of the grammar rules. The findings also further indicated the challenges:
poor English language proficiency of both students and teachers, isolated sentence form exercises, limited
time, non-English speaking environment, large class size, lack of authentic teaching materials, students’
expectation (excessive dependency of students on their teachers) were hindered the implementation of
inductive approach or grammar in general. Finally, it is recommended that teacher should adopt and use
an appropriate approach and methods which help students to interact and use the language for
communicative purpose.
