This document outlines a research study on teaching grammar explicitly in secondary schools. It discusses how grammar is often neglected in English classrooms due to a focus on other skills and content. The study aims to examine why teachers neglect grammar, ways to attract students to learning grammar, and effective grammar teaching methods. It defines key terms and outlines limitations around teacher and student samples. The significance of the study is that it could help teachers construct better grammar teaching methods and improve students' English grammar skills for future education and social interaction.

1. Contents
Teaching Grammar Explicitly in Secondary School.................................................................................1
1.Introduction. ...................................................................................................................................1
3. Statement of Research Problem......................................................................................................2
4.Research Objectives.........................................................................................................................2
5.Research Questions. ........................................................................................................................2
6.Operational Definitions....................................................................................................................2
7. Limitations Of the study. .................................................................................................................3
8. significant of study..........................................................................................................................4
The Needs of Teaching Grammar Explicitly in Secondary School.
1.Introduction.
Englishisan importantlanguage aroundthe world anditis a worldwide usedasthe linguafrancainthe
world.InMalaysia,Englishhasbeenknownassecondlanguage andthusit isimportantto be
emphasized amongthe studentsinMalaysia. Englishisthe wayforthe people tointeracteachother
especiallywhocomesfromdifferentcountries,culture and social context.Asforthe contextmeaning,
Englishinscience and mathematics hadbeenestablishedon2003 forthe sake to improve English
amongthe studentsbuthoweverithadbeen abolishedin2011 due to some factors.Therefore,the
stressinthisstudy is on the secondaryschool since these studentsare the one whowill furthertheir
studyintertiaryeducation.
2.Background of the Research.
As I understand that grammar is importantwhen learningor teachingEnglish,grammar should be prioritized in
learningEnglish.Fromthe other perspectives, as an English user or learner,learninggrammar is important as well
other than the four skillsto be emphasized. But, in the classroom, as I can see that most of the teachers tend to
teach the literatureand emphasize the 4 skills in English learning.Furthermore, the teachers arerushingto finish
the syllabusand atthe sametime, they need to focus on the tests and examinations as well. So, they need to
prioritizewhatis importantthus they neglect the teaching grammar. To add to this point, what can I see is that
actually if a teacher decide to teach the grammar to the students, they will choosethe easiestgrammar to teach
such as present tense, past tense and pastcontinuous tense, irregular verbs,modal and etc. They will neglect the
other grammar which is quitecomplicated such as verb to have, verb to do and verb to be.

2. 3. Statement of ResearchProblem.
As I understandthatgrammaris one of the compulsoryelementsforteachingEnglish,Irealize that
some of the teachersare neglectingtoteachthe grammar in classroom. The stepstakenare to allocate
more time inteachingEnglishatschool as to make it more effectiveinteaching.The fourimportant
skillsbe thoughtseparatelywhichmeanwill be focusingmore onone skill onthatparticularday.Other
than that fourskills,theyare alsootherscomponentinEnglishsyllabussuch asliterature andlanguage
art whichtotallywill notfocusedongrammar.Unfortunatelyteachingof grammarisstill being
neglectedasitisthoughtindirectlyalthoughthe rulesbe statedintextbook.Iamfocusingonteaching
grammar insecondaryschool because the secondaryschool isimportantforemphasizingthe grammar
because thisstage iswhere theyare goingto proceed fortertiaryeducation.
4.ResearchObjectives.
The objectivesof the researchstudyare to:
4.1.1 to examine the reasonsforteacherstoneglectthe teachingof grammarinlesson.
4.1.2 to construct the waysfor attractingstudentstolearngrammar inclassroom.
4.1.3 to investigatethe methodsthatunderstandableforthe studentstolearngrammarinclassroom.
5.ResearchQuestions.
The questionsof the researchare to:
5.1.1 Why the teachersneglectthe teachingof grammarinthe classroom.
5.1.2 How to attract studentsinlearninggrammarinthe classroom.
5.1.3 What are the bestmethodstoteach the grammar inthe classroom?
6.Operational Definitions.
1.6.1 Structural Rules
Accordingto Wikipedia,grammaristhe setof structural rulesgoverningthe composition
of clauses,phrasesandwordsinanygivennatural language.Sometimes,knownasthe
“rules”of language,butinfact no language hasrules.
1.6.2 Approach and Methods
Atthe currentstage,grammar has alwaysbeenthe issue inteaching,how toteachit

3. and whatkindsof approach and methodsuitableto teachit hasbeenarguedforthe last
twentyyears.Yet,nosolutiontothisproblem.A few methodsandapproachesmaysuit
to teachit but itneedstobe revisedbecausewe are dealingwithdifferentlevel of
Students’proficiency.
1.6.3 Communicative Language Teaching
Whenthe communicative language teaching(CLT) replacedthe grammartranslation
methodandthe structural approach,itwas thoughtto be a goodidea.The former
methodof teachinggrammarwas arguedbecause itemphasizedmore ongrammatical
rules.Asinthe current situations,itisfoundthatstudentsneedtocommunicate fluently
because of the needof Englishintheirworkplace.So,the studyingof Englishisfocused
more on the importance of the communicative competence.
1.6.4 Grammar in Communication
Studyby higgsand Clifford(citedinCelce –Murcia,1988) indicatedthatstudentswholearnEnglish
throughcommunicationfirstmodel,often developedthe habitof usingungrammatical form. In
Malaysia,due to differentethnicityand the influencesfrommoviesandbooks,some of the studentsare
actuallycan speakEnglishbutsomehowtheyare notwell aware withthe grammarusedinthe
conversation.Toaddto thispoint,some of the studentsare tendto use streetlanguage insteadof using
the properEnglishlanguage suchas “lah”,“maa”, “what the fuck”,“shit”,“what the hell”,“ayaa”and
etc.
7. Limitations Ofthe study.
 The sample will be the students:
The experimental groupstudentswhowill be exposedtothe new techniquesthat will helpthemin
learninggrammarinmore effective way.The studentsare fromthe mix abilitiesproficiencyandeven
the highachievementswillbe involvedtoobserve the effectof the course.
 Teachers:
1. Questionnaire 1

4. To gather the background information of teachers to seek their qualification and their
experience in teaching English.
2. Questionnaire 2
To elicit their knowledge in understanding of teaching grammar and their opinions in
helping them to teach grammar.
ResearchInstruments:
1. Questionnaire.
2. Interview.
3. Test ( pretest and posttest )
8. significant of study.
The researchis importantforthe teachersas itcan helpthe teacherstoconstruct the methodstoteach
the grammar the classrooms.Andnow,the educationDepartmentneedto startto make the changesin
curriculumespeciallyinEnglishbecause of the rejectingof learningScience andMathematicsinEnglish
eitherinprimaryandsecondaryschool.The stepstakenare to allocate more time inteachingEnglishat
school as to make it more effective inteaching.If the grammarcan be usedinthe correct way,the
communitycanuse the Englishasthe mediumof interactioninsocial context. The studentscanuse the
grammar ina properwaywhentheywrite the essayor in the conversationwiththe correct
pronunciation.