This document discusses using ICT, specifically the program Socrative, to teach grammar in a more engaging way. It defines grammar and outlines traditional grammar teaching approaches. Socrative allows teachers to create real-time multiple choice quizzes and polls to assess student understanding. Both teachers and students can access Socrative through web or mobile apps. The benefits of Socrative include increased student engagement, immediate feedback, and flexibility. The document provides instructions on setting up Socrative accounts and creating/administering quizzes. Previous studies on using ICT and Socrative to teach grammar are also summarized.

1. USING ICT IN TEACHING
GRAMMAR
Jeane Tuilan
Bonifasia Ekta Fima N.
Yulia Agustina

2. GRAMMAR
Language is system of signs, but who writes the rule?
~ Tim Taylor, 2014
A Choice made in grammar is not only a choice made in
meaning
~ Tsui, 1993

3. WHAT IS GRAMMAR?
• Grammar is negotiated system of rules that governs a system
of systems.
• Grammar reflects many characteristics of language, and
language is highly personal, emotional and powerful in
addition to being data driven, cultural and sometimes dull to
the core
• Grammar is both simple and complex

4. THREE PERSPECTIVES OF GRAMMAR CONTENT

5. TEACHING GRAMMAR
“In the past, a traditional classroom, with its
emphasis on grammatical competence and explicit
knowledge of language rules, did not provide
occasions for learners to communicate…”
Adair-Hauck & Donato, 2002

6. THE ROLE OF GRAMMAR IN ELT
• Grammar Teaching can be seen in most formal
classroom language teaching
• Grammar teaching is less important for children
than for adults
• Grammar teaching is less important in listening and
reading than in writing

7. USING TRADITIONAL APPROACH IN TEACHING
GRAMMAR
• Forms are isolated  form oriented
• Grammar as a product  structure is emphasized
• Direct teaching is promoted and activities are
teacher centered
• Deductive method  meaning is minimalized, no
room for creativity

8. PREVIOUS STUDIES
• Using ICT to focus on grammar and engage pupils in creative
activities, Crofton School. (Hants Stubbington, 2010)
• Naba’h, A.M.A. (2012)  The impact of a software program
on students performance in grammar. The study attempts to
bridge the gap between the theoretical and practical sides of
using CALL in teaching grammar
• Bandung, Murti. (2017)  Using Kahoot in Changing Students’
Perception in Learning Grammar
• Kaya, Ayhan & Balt, Nuri. (2016).  Using Socrative in
ELT Classes. The study deals with the attitudes of prep
school students toward using Socrative in the
classroom as a tool of response system in real time.

9. USING ICT IN TEACHING GRAMMAR
• Teaching English as a second or foreign language need
variation and creativity especially in teaching grammar in
order to make the class more joyful, more relaxing and make
the students interested in joining the class

10. SOCRATIVE IN TEACHING GRAMMAR
• Socrative is a smart student response system that enables instructors
to discover or assess what students have learned in their lectures in
real time. (Kaya & Balt, 2016)

11. BENEFITS OF USING SOCRATIVE
• It is a very useful tool for instructors who have
difficulties engaging their students in the material
taught.
• It helps instructors to motivate their students to the
material being taught.
• It gives an opportunity to see the result of taught
material at once.
• It can be used anywhere, anytime as it facilitates
learning, and getting feedback

12. HOW TO USE SOCRATIVE?
• It requires internet connectable devices like smartphones, tablets,
laptops, etc.
• The users need to create an account from www.socrative.com.
• Instructors and students access Socrative through separate
entryways.
• Once instructors create an account from Socrative they have their
own virtual room and room name.
• The instructors can create multiple choice quizzes, open ended
quizzes online and exit tickets in their rooms
• The instructors can use the Socrative template for creating quizzes
and import them into their room for future usage.

13. …CONT’D
• Students need only to download the application to their
smartphones or tablets.
• When students access the system they will be asked to enter the
room name of their instructor.
• Before starting a Socrative quiz there are choices for setting the
quiz. Instructors are able to choose student paced-immediate
feedback.
• Students receive immediate right/wrong feedback and
explanations after they answer each question.
• Students answer questions in order and cannot skip or change
their answers.

14. …CONT’D
• The instructor is able to monitor their progress via a live results
table or student paced – student navigation.
• Students have the ability to edit questions, skip questions and
navigate the quiz their own way.
• Once they've completed the activity they can submit the entire
assessment.
• The instructor is able to monitor their progress via a live results
table or teacher paced quiz (Teachers control the flow of
questions).
• The instructor sends one question at a time and shows the
responses as they come in. They can skip and revisit questions.

15. REFERENCES
Arafi, Sultanul. (2016). English Teaching and Learning through ICT: A
Comparative Study between Private and Public Universities
in Bangladesh. Bangladesh: Green University
Arbelaiz, A. M. & Gorospe, J. M.C. ((2009). Can the grammar of
schooling be changed? Computers and Education.
Bandung, Murti. (2017). ICT Use: Changing Students’ Perception in
Learning Grammar Through Kahoot Program. The Asian
Conference on Education.
Bikowski, Dawn. (2018). Technology for teaching grammar. The TESOL
Encyclopedia of English Language Teaching, First Edition.
DOI: 10.1002/9781118784235.eelt0441

16. Chapelle, C. (2009). The relationship between second language acquisition
theory and computer-assisted language learning. The Modern
Language Journal, 93, 741–53. doi:10.1111/j.1540-4781.2009.00970.x
Naba’h, Abdallah M Abu. (2012). The impact of computer assisted grammar
teaching on EFL pupils’ performance in Jordan. International Journal
of Education and Development using Information and Communication
Technology (IJEDICT), 2012, Vol. 8, Issue 1, pp. 71-90
Kaya, Ayhan & Balt, Nuri. (2016). Taking Advantages of Technologies: Using the
Socrative in English Language Teaching Classes. International Journal
of Social Sciences & Educational Studies ISSN 2409-1294 (Print),
March 2016, Vol.2, No.3
Wash, Pamela D. (2014). Taking advantage of mobile devices: Using Socrative
in the classroom. Journal of Teaching and Learning with Technology,
Vol. 3, No. 1, June 2014, pp. 99 - 101. doi: 10.14434.jotlt.v3n1.5016

17. DISCUSSION
• What’s your experience in handling the students’ difficulties in learning
grammar?
• What’s the appropriate approach/method used in teaching grammar in
your class?
• How do you use ICT in teaching Grammar?

18. HOW TO MAKE SOCRATIVE
ACCOUNT?
AS A TEACHER

27. TERIMA KASIH