In-service Teachers’ and Pre-service Teachers’ Beliefs about Teaching Grammar: Integrated or Separated?

Study about in-service teachers’ and pre-service teachers’ beliefs about teaching grammar are rarely to be conducted in Indonesia. The purposes of this phenomenological study are to find out senior high school teachers’ and pre-service teachers’ beliefs about teaching grammar and the similarity and differences between their beliefs. A total of twelve participants participated in this study consisting of six senior high school teachers in Yogyakarta and six pre-service teachers from an Islamic university in Yogyakarta. The data was collected using in-depth interviews. Furthermore, the structure of the interview instrument was designed to find out not only finding their beliefs but also their manifestation in the classroom. The findings of this study showed that both in-service teachers and pre-service teachers were having same beliefs that is grammar should be taught using integrated teaching grammar approach even though they had various understanding of teaching grammar. When using integrated teaching grammar approach, in-service teachers’ participants showed more variation activities that can be applied in the class than pre-service teachers did. Another finding revealed that in-service teachers’ beliefs were well manifested in the classroom situation. The researcher also found a fact that the teachers’ teaching experience did not contribute significant result in teachers’ finding. Likewise, the background of pre-service teachers also did not vary their beliefs and manifestation.