Obstacles to mastery of grammar
RRL
(FOREIGN)
Despite the importance of the English language all over the world, as it represents the language
of the age, development and economy; students still suffer from difficulties in learning the
English language, especially its grammar, and they suffer from weakness in the grammatical,
semantic and pragmatic levels that appear in their spoken or written language.It is found out
that students in various stages face many difficulties and problems in learning English grammar,
which can be traced back to the old teaching style, inappropriate curriculum, and the non-
enthusiastic psychological state of the student. It is evident that teachers lack the ability to
diversify the methods of teaching English grammar, and their lack of focus on modern
communicative teaching activities as well as the weak motivation of students in learning
grammar due to the inappropriate environment and material sources (Ajaj, 2022). Addressing
these issues requires a multifaceted approach that includes updating teaching methods,
revising curricula to be more engaging and relevant, and enhancing the overall learning
environment to better support student motivation and engagement.
Learning English as a Foreign Language (EFL) is considered a challenging for EFL learners
because it is kind of a long-term process (Darus and Subramaniam, 2009). Thus, EFL learners
might face many problems which affect their learning motivation. In learning English grammar
in context, the students cannot keep away from their first language (L1) and it is a crucial
problem for them (Sunarto, 2012).
Students usually depend on their L1 in cases such as making sentences, translating sentences,
describing words, etc. This is in line with the statement by Richard (as cited by Wu & Garza,
2014) that L1 can interfere with EFL learners‘ grammar error. In this case, learners tend to
create a sentence in their L1 then translating it into L2. This seems relatable because many
sentences make more sense in the students native language than in English due to direct
translation from L1 into English (Bennui 2008).
Alhaysony and Alhaisoni (2017) in their study found that students think grammar rules are not
important to learn, and they are more focused on learning vocabulary. The reason may be that
they lack motivation to learn or use grammatical features properly and lack experience of
grammar learning. Since they have a problem with these issues, grammar difficulties will persist
as an obstacle in grammar learning.
Wahyuningtyas and Bram (2018) said that most of the students in their study have some
difficulties in remembering the Present Perfect Continuous Tense formulas, analyzing, and
differentiating the verb and time used in the tenses. Therefore, it becomes a challenge for
teachers to provide interesting materials and create an enjoyable learning atmosphere in order
to solve those problems.
Darus and Subramaniam (2009) in their study discovered that even though in writing essays
the students lacked knowledge of vocabulary, the major problems they faced were basically
entrenched in the lack of English grammar knowledge which includes some grammar features.
Verb tenses, singular/plural forms, word choice, subject/verb agreement, prepositions, articles,
and word order, for example, were considered the most difficult grammatical features.
LOCAL
Acording to Nanquil (2021), Previous studies and literatures discussed how language teachers
deal with grammar errors and problems of ESL and EFL students. Traditional and modern
approaches were being used then based on their studies. In the current situation, still many
learners are having laborious time to master the English language and grammar due to many
factors such as poverty, lack of materials, and poor reading comprehension among others. It is
a big challenge for language teachers to recalibrate and upgrade themselves in terms of
content, mastery, and strategy for them to sustain and maintain effective classroom
environment. Although the phenomenon global English has been emerging for a number of
years, professionals and students still have to observe prescribed grammar rules in the
workplace and academe. As problems in grammar continue to disrupt language skills,
instructional strategies and approaches will be effective instrument to assist learners to develop
competence and confidence. Primary consideration in the practices and strategies of the
teacher is the characteristics of the learners because everyone in the classroom is unique and
diverse. This thought requires the language teacher to be sensitive to variables and factors that
may promote or hamper learning in the class, among these are needs, experiences, mental
capacity, motivation, attitude, and beliefs. Not to forget another crucial factor is socio-
economic status because in some schools, classrooms are not equipped with adequate facilities
and materials. Hence, creativity and reflection are shield and guide to teachers in their quest for
excellence and quality. From the thoughts reflected in this study, it can be justified that film
viewing is effective in increasing the vocabulary of the learners at the same time, it further
enhances the language proficiency and awareness of the learners. This is more evident if the
language teacher himself will guide and direct the learners on what and how to do the
pedagogical tasks.
Results of the investigation clearly shows how essential it is for language teachers to be
oriented and updated on the trends, issues, and perspectives on language and grammar
teaching since problems on this area have been perennial in many schools. The challenges
encountered by language teachers will remind them of the possible actionable plans and
strategies they can apply to address existing problems and challenges gradually.
References:
•Ajaj, I. (2022).Investigating the difficulties of learning English Grammar and Suggested
methods to overcome them. ResearchGate. Retrieved from
https://www.researchgate.net/publication/364445391_Investigating_the_Difficulties_of_Learni
ng_English_Grammar_and_Suggested_Methods_to_Overcome_Them
•Sandy, M. (2020).Students' Difficulties in Learning Bacis Grammar. Respository. Retrieved from
https://g.co/about/qcwcc9
•Nanquil, L. (2021). Changes and Challenges in Teaching of Grammar in the Age of Disruption.
ResearchGate. Retrieved from
https://www.researchgate.net/publication/355260330_Changes_and_Challenges_in_the_Teac
hing_of_Grammar_in_the_Age_of_Disruption
