TAY NGUYEN UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

THE GRADUATION ASSIGNMENT

AN INVESTIGATION INTO THE COMMUNICATIVE

ACTIVITIES THAT TEACHERS USE IN TEACHING GRAMMAR
TO 10TH GRADE STUDENTS AT Y JUT HIGH SCHOOL

Supervisor’s name: Tran Thi Mai Huong, MA.

Student’s name: Nguyen Kim Hoan
Student Code: 20701074
Class: English Pedagogy K20A

Đak Lak, July, 2024

 ACKNOWLEDGEMENT

During the process of making my graduation assignment, I extend my

appreciation to express my deepest gratitude to all those who contributed to
the successful completion of this investigation into the communicative
activities that teachers use in teaching grammar to 10th-grade students at Y
Jut High School.
First and foremost, I extend my heartfelt thanks to my supervisor, Ms.
Tran Thi Mai Huong, MA., Lecturer of the Faculty of Foreign Languages,
Tay Nguyen University, whose invaluable guidance, support, and
encouragement have been instrumental in the development and completion of
this research. Her willingness to help me solve problems in the process of
making my graduation assignment, and share their experiences, strategies,
and insights has been essential to the success of this research.
Second, I am profoundly grateful to acknowledge the support of the
teachers at Y Jut High School for facilitating this research. Their assistance in
coordinating interviews, observations, and data collection has been greatly
appreciated. I would also like to thank the 10th-grade students at Y Jut High
School for their enthusiastic participation and cooperation. Their feedback
and perspectives have been invaluable in understanding the effectiveness of
communicative activities in grammar lessons.
Finally, I would like to express my gratitude to everyone who helped to
finish this research, whether directly or indirectly. I understand that my work
is far from exhaustive, even with my best efforts. Therefore, any suggestions
or critiques for the research would be greatly valued. Reaching this milestone
would not have been possible without your encouragement and support.
Thank you.
Đăk Lăk, 8th July, 2024
STUDENT

Nguyen Kim Hoan

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 TABLE OF CONTENTS

ACKNOWLEDGEMENT.............................................................................. i
TABLE OF CONTENTS............................................................................... ii
CHAPTER 1 – INTRODUCTION............................................................... 1
1.1. Statement of the problem ..........................................................................1
1.2. Significance of the study ...........................................................................3
1.3. Objectives of the study ..............................................................................3
CHAPTER 2 - LITERATURE REVIEW ....................................................4
2.1. Definition of communicative activities. ....................................................4
2.2. Characteristics of communicative activities. .............................................6
2.3. Some issues related to grammar teaching................................................. 8
2.4. Overview of various communicative activities used in teaching grammar.
...........................................................................................................................9
2.4.1. Role-plays ...............................................................................................9
2.4.2. Information-gap activities ......................................................................9
2.4.3. Pair or group discussions ......................................................................10
2.4.4. Games and Simulations ........................................................................10
2.4.5. Problem-Solving Activities.................................................................. 10
2.4.6. Storytelling ...........................................................................................11
2.4.7. Debates................................................................................................. 11
2.4.8. Interviews .............................................................................................11
2.5. Studies highlighting the positive impact of communicative activities. ...11
CHAPTER 3 – METHODOLOGY............................................................ 14
3.1. Subjects of the study ...............................................................................14
3.2. Scope of the study ..................................................................................14
3.3. Research questions ..................................................................................15
3.4. Research method .....................................................................................15
3.4.1 Research instrument ..............................................................................15
CHAPTER 4 – POSSIBLE FINDINGS .....................................................17

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4.1. Kinds of communicative activities are now being designed and used by
Le Duan High School teachers to reinforce grammar concepts for the 10th
graders. ...........................................................................................................17
4.2.1. Result from teachers’ questionnaires. ...................................................17
4.2. The attitudes about grammar activities of 10th-grade students at Y Jut
High School. ...................................................................................................20
4.2.1. Students’ attitude toward grammar lessons ..........................................20
4.3 Discussion ................................................................................................36
CHAPTER 5 – CONCLUSION AND RECOMMENDATIONS .............37
5.1. Conclusion ...............................................................................................37
5.2. Recommendations for future research .....................................................37
REFERENCES .............................................................................................39

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 CHAPTER 1 – INTRODUCTION

1.1. Statement of the problem

One of the most crucial courses that students study in school is English.
Due to its importance in various aspects, more and more learners set their
priority purposes in learning English, especially learners in Asian countries in
general and in Vietnam in particular. English is considered as being an
important subject that must be taught both in formal and non-formal
education. English as a foreign language is a subject that must be taught in all
schools, from junior high to senior high school. English has developed into a
term that can understand social, cultural, and commercial contexts. Therefore,
English is used as one of the mandatory subject for high school level which
aims to prepare students after graduating from school. In an increasingly
globalized world, the ability to use grammar correctly and confidently is
essential for effective communication in various social, academic, and
professional contexts. By enhancing grammar instruction through effective
communicative activities, this study seeks to equip students with the
necessary skills to navigate and succeed in diverse social environments.
Improving students' grammatical skills contributes to their overall linguistic
proficiency, thereby enhancing their social interactions and future
opportunities.
From a theoretical perspective, the effectiveness of communicative
activities in language learning is supported by Vygotsky's Social
Development Theory, which emphasizes the importance of social interaction
in cognitive development (Vygotsky, 1978). According to Vygotsky, learning
is a social process, and students learn more effectively when they are engaged
in meaningful communication with others. This theory suggests that
communicative activities, which encourage interaction and collaboration
among students, can significantly enhance grammar learning by providing a
context for practical language use and immediate feedback.

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 As the field of language education changes, the role of communicative
language teaching has gained prominence as a pedagogical approach that
prioritizes meaningful language use and interaction. Grammar instruction is a
fundamental aspect of language education, yet traditional methods often fall
short in engaging students and fostering effective language acquisition.
Traditional grammar teaching is often centered around rule memorization and
mechanical exercises, but it may not fully address the communicative
competence required for effective language use in real-life situations. The
shift towards communicative activities, which emphasize interaction and
practical language use, offers a promising alternative. Communicative
activities in grammar help learners apply grammar knowledge to real-life
communication, thereby improving their ability to use language more
naturally and flexibly. This may include activities such as discussing, sharing
ideas, or practicing through specific communication situations. Recognizing
the need of communicative activities in teaching grammar, this investigation
aims to delve into the specific communicative activities integrated into
grammar lessons at the high school. However, the implementation and
efficacy of these methods in grammar instruction require further exploration,
particularly in high school settings.
At Y Jut High School, teachers face the dual challenge of making
grammar lessons both engaging and effective for 10th-grade students. The
integration of communicative activities is believed to enhance student
participation and comprehension, but there is a lack of systematic
investigation into their use, frequency, and impact on student learning
outcomes. Additionally, the social dimension of language learning – including
students' ability to communicate effectively in diverse social contexts –
underscores the importance of effective grammar instruction.
This study aims to address these theoretical and social dimensions by
investigating the types of communicative activities that teachers at Y Jut High
School use in teaching grammar to 10th-grade students. It will examine

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teachers' preferences, the frequency of activity use, and the perceived
effectiveness of these activities from both teachers' and students' perspectives.
The study will also identify challenges teachers face in implementing
communicative activities and propose strategies to overcome these obstacles.
By providing a comprehensive analysis of the current use of
communicative activities in grammar instruction, this investigation will offer
valuable insights for educators. By improving teaching methods and student
engagement, the study contributes to the broader social cause of fostering
effective communication skills among young learners, preparing them for
success in an interconnected world. This investigation seeks to explore and
analyze the communicative activities employed by teachers in the teaching of
grammar to 10th-grade students at Y Jut High School.
1.2. Significance of the study
The investigation can assess how well the current communicative
activities align with the objectives outlined in the curriculum. The study
provides insights into effective communicative activities that can be
incorporated into grammar lessons. Understanding which activities are most
engaging and effective can help teachers refine their instructional methods,
making grammar lessons more dynamic and interactive. Through the
investigation, curriculum developers can identify specific communicative
activities that prove to be effective in teaching grammar. These successful
strategies can then be integrated into the curriculum to enhance its overall
quality and efficacy.
1.3. Objectives of the study
This study is aimed:
To find out the types of communicative activities that are now being
designed and used by Y Jut High School teachers to reinforce grammar
concepts for the 10th grade.
To analyze the attitudes about grammar activities of 10th-grade
students at Y Jut High School.

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 CHAPTER 2 - LITERATURE REVIEW

2.1. Definition of communicative activities.

Communicative activities refer to interactive tasks or exercises designed
to facilitate communication and language learning. These activities focus on
enabling participants to use the target language in real-life situations,
promoting meaningful communication rather than just memorization of
vocabulary or grammar rules. Communicative activities can include role-
plays, discussions, debates, information-gap tasks, simulations, and
collaborative projects. The goal of such activities is to engage learners
actively in using the language for authentic purposes, fostering fluency,
confidence, and communicative competence.
The communicative method in teaching languages places a strong
emphasis on the idea of efficient teacher-student contact using language as a
medium of communication (Banciu, 2012). This relates to the situation in
which how classroom activities can make the most of chances for students to
communicate in the target language during meaningful activities.
By using communicative activities, English teachers can increase the
effectiveness of language acquisition. Teachers can use certain activities that
encourage students to interact or chat with one another in the classroom to
create such an environment. By using communicative activities, English
teachers can increase the effectiveness of language acquisition. Teachers can
use certain activities that encourage students to interact or communicate with
one another in the classroom to create such an environment. Ahmad and Rao
(2013) assert that teachers in communicative classrooms will engage in the
practice of "talking less and listening more," as well as take an active role in
facilitating their students' learning. In fact, a teacher's attitude during
communicative activities might inspire students to participate in the lesson.
As a result, the learning activity will be greater results, and student motivation
will undoubtedly raise accomplishment levels.

4
 Regarding the previous research on the subject of communicative
language education, several studies have attempted to identify the
communicative activities that EFL teachers engage in. For example,
According to Chang's (2011) research, "EFL Teachers' Attitudes toward
Communicative Language Teaching in Taiwanese College," teachers have
positive attitudes toward the CLT (Communicative Language Teaching)
tenets and exhibit CLT characteristics in their beliefs. Furthermore, the
findings show that Taiwanese college English instructors think CLT can
improve the effectiveness and significance of English instruction. A statistical
difference was found between the students' scores for their English speaking
ability before and after learning through communicative activities, according
to Phisutthangkoon (2012) in their search entitled The Use of Communicative
Activities to Develop English Speaking Ability of the First Year Diploma
Vocational Students. The study concludes that teaching communicative
activities to students' speaking abilities is useful.
Brown defines communicative activities as "drills or exercises in which
students practice language forms in a context where they have to focus on
both form and meaning in order to complete the task" (Brown, 2001, p. 43).
Brown highlights the balance between form and meaning in these activities.
According to Richards and Rodgers (2001), communicative activities are
"designed to encourage communication in situations where meaning must be
negotiated by the participants" (Richards & Rodgers, 2001, p. 161). This
definition highlights the focus on interaction and the necessity for learners to
understand and convey meaning effectively.
Littlewood describes communicative activities as "tasks that provide
opportunities for learners to use language with a focus on achieving
communicative goals rather than practicing language forms in isolation"
(Littlewood, 1981, p. 17). This perspective highlights the goal-oriented and
purposeful use of language in communicative activities.

5
 Besides, Harmer defines communicative activities as "activities where
students are required to perform real communication, which involves them in
using any or all of the language at their disposal" (Harmer, 2007, p. 85).
Harmer’s definition underscores the practical application of language skills in
authentic communication scenarios.
The term "communicative activities" refers to a variety of instructional
techniques and exercises utilized by teachers to facilitate language learning
through communication and interaction among students. These activities
likely involve methods that encourage students to engage actively in using the
target language for meaningful communication rather than just focusing on
the mechanical aspects of grammar rules.
2.2. Characteristics of communicative activities.
Brown (2001:43) suggests the six interconnected characteristics of
Communicative Language Teaching. Brown's six characteristics provide a
holistic and comprehensive framework that covers the essential aspects of
communicative activities. This comprehensive nature ensures that all critical
elements of CLT are addressed, giving a well-rounded understanding of how
communicative activities can be effectively implemented in grammar
teaching. One of the core principles of Brown's characteristics is the emphasis
on real communication. This aligns perfectly with the goals of the
investigation, which aims to explore how communicative activities can make
grammar instruction more meaningful and practical for students. By focusing
on real-life communication, the study can highlight how these activities help
students use grammar in authentic contexts. Brown emphasizes the
integration of form and meaning, which is crucial in grammar teaching.
Communicative activities must not only engage students in meaningful
communication but also ensure that grammatical forms are used accurately.
This dual focus helps in developing both communicative competence and
grammatical accuracy, making Brown's framework particularly relevant.
Brown advocates for the use of authentic materials in communicative

6
activities. This is particularly important in grammar teaching, as it helps
students see the relevance of grammar in real-life situations. The study can
investigate how teachers use authentic materials to create engaging and
realistic scenarios for practicing grammar. They are described as follows:
1) Classroom goals are focused on all the components (grammatical,
discourse, functional, sociolinguistic, and strategic) of communicative
competence.
2) Language techniques are designed to engage learners in the pragmatic,
authentic, functional use of language for meaningful purposes. Organizational
forms are not the central focus, but rather aspects of language that enable the
learners to accomplish those purposes.
3) Fluency and accuracy are seen as complementary principles
underlying communicative techniques. At times fluency may have to take on
more importance than accuracy in order to keep learners meaningfully
engaged in language use
4) Students in a communicative class ultimately have to use the
language, productively and respectively, in unrehearsed context outside the
classroom. Classroom tasks must therefore equip the students with the skills
necessary for communication in those contexts.
5) Students are given opportunities to focus on their learning process
through an understanding of their own styles of learning and through the
development of appropriate strategies for autonomous learning, and
6) The role of the teacher is that of facilitator and guide, not an all-
knowing best owner of knowledge. Students are therefore encouraged to
construct meaning through genuine linguistic meaning through genuine
linguistic interaction with others.
Communicative activities enable the learners to attain the
communicative objectives of the curriculum, engage learners in
communication, and require the use of such communicative processes as
information sharing, negotiation of meaning, and interaction (Richards &
Rodgers 1986:76).
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2.3. Some issues related to grammar teaching.
Grammar teaching can present several challenges and issues, including:
Traditional grammar teaching often Focuses on accuracy over fluency
and prioritizes correctness and accuracy in language usage at the expense of
fluency. This approach may hinder students' ability to communicate
effectively in real-life situations where fluency is more important than perfect
grammar.
First, grammar teaching sometimes relies overemphasis on rules and
heavily on explicit instruction of grammar rules and memorization of
grammatical structures. This approach may lead to rote learning and may not
effectively develop students' ability to use grammar naturally in context.
Second, Grammar teaching sometimes relies heavily on explicit
instruction of grammar rules and memorization of grammatical structures.
This approach may lead to rote learning and may not effectively develop
students' ability to use grammar naturally in context.
Third, grammar lessons that lack meaningful context or relevance to
students' lives can result in disengagement and limited retention. It's essential
for grammar teaching to integrate real-life examples and communicative
activities to help students understand how grammar functions in authentic
situations.
Fourth, students may struggle to apply grammar rules learned in
isolation to real communication situations. They may find it challenging to
transfer their knowledge of grammar to spontaneous speech or writing.
Fifth, some students may experience anxiety or frustration when learning
grammar, especially if they perceive it as complex or tedious. Negative
emotions can hinder learning and motivation.
Sixth, different students may have varying levels of proficiency and
learning styles when it comes to grammar. Teachers need to accommodate
this variability by providing differentiated instruction and opportunities for
practice.

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 Seventh, grammar teaching should be integrated with the development of
other language skills, such as speaking, listening, reading, and writing. Failure
to do so may result in a fragmented understanding of language and limited
proficiency overall.
Addressing these issues requires adopting a communicative and learner-
centered approach to grammar teaching, incorporating authentic materials,
providing opportunities for meaningful practice, and fostering a positive
learning environment that encourages experimentation and risk-taking.
2.4. Overview of various communicative activities used in teaching
grammar.
Every writer has a unique perspective on communication activities. To
varying degrees, they all discuss the same or similar communicative tasks,
though. These are a few types of typical communicative activities.
2.4.1. Role-plays
Students assume specific roles and engage in scripted or improvised
conversations, allowing them to practice grammar in realistic situations. Ladousse
(1987) claims that using role play in lessons can put students in situations in which
they are required to use and develop language necessary for social relationships
and also help them build up their social skills. Role-plays are helpful, especially
when teaching shy students who find it hard to engage in discussions about them.
For example, role-plays can involve booking a hotel room, ordering food in a
restaurant, or negotiating a business deal.
2.4.2. Information-gap activities
Students work in pairs or groups to exchange information that is missing
from each other's materials. This requires them to use specific grammar
structures to convey and understand information accurately. According to
Thornbury (2005), learners can close the knowledge gap in these kinds of
tasks and it can be bridged by using the language. Therefore, to gather the
information, the participants have to communicate. These actions are

9
classified as functional communication activities by Littlewood (1994). He
places a strong emphasis on students processing material together and sharing
it. For instance, students might have different schedules and need to ask
questions to fill in missing details.
2.4.3. Pair or group discussions
Students discuss topics or respond to prompts in pairs or small groups,
using targeted grammar structures in their conversations. This encourages
natural language use and provides opportunities for peer interaction and
feedback. According to Celce-Murcia (2001), it is important to remind
students that each member of a group should have a specific role in the
discussion, such as keeping track of time, taking notes, or reporting the
group's conclusions. As a result, students are frequently asked to discuss a
subject included in or not covered in the textbook. After spending a few
minutes brainstorming ideas in groups or pairs, students will present their
ideas to the class as a whole.
2.4.4. Games and Simulations
Games and simulations provide a fun and engaging way for students to
practice grammar. These activities often involve competitive or cooperative
elements that motivate students to use grammatical structures accurately.
According to Wright, Betteridge, and Buckby (2006), "gaming provides a
context in which grammar is used naturally and enjoyably, making it a
valuable opportunity for language practice" (p. 4).
2.4.5. Problem-Solving Activities
Problem-solving activities require students to work together to find
solutions to problems. These tasks necessitate the use of specific grammatical
structures as students communicate their ideas and strategies. According to
Nunan (1989), "Problem-solving tasks require learners to use language
accurately and purposefully, engaging them in meaningful communication"
(p. 12).

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2.4.6. Storytelling
Storytelling activities involve students creating and sharing stories using
target grammatical structures. This activity fosters creativity and allows
students to practice grammar in a narrative context. Thornbury (2005) states
that "Storytelling is a powerful way to integrate grammar instruction with
creative language use, helping students to internalize grammatical forms
through narrative practice" (Thornbury, 2005, page 58).
2.4.7. Debates
Debates require students to argue for or against a particular stance, using
persuasive language and grammatical structures. This activity helps students
practice complex grammatical forms in a structured and competitive setting.
Ur (1996): "Debates provide a platform for extended language use,
encouraging learners to practice advanced grammatical structures and
rhetorical techniques" (Ur, 1996, p. 120).
2.4.8. Interviews
Interviews involve students asking and answering questions in a
structured format. This activity helps students practice question formation and
response patterns, enhancing their grammatical accuracy and fluency. Harmer
(2007): Interviews are a great way to practice question-and-answer
exchanges, as they reinforce grammatical structures in a naturalistic
communication setting, according to Harmer (2007) (Harmer, 2007, p. 105).
2.5. Studies highlighting the positive impact of communicative activities.
Some previous studies show that various communicative activities in
teaching grammar can improve students’ grammar.
Firstly, a study done by Praise and Meenakshi (2015) suggested that the
aim is students’ communicative competence by not only applying
grammatical rules to construct proper sentences, but also understanding how
to use them orally, appropriate context to implement the grammar theory
when to apply grammatical sentences, and especially to whom are the
grammatical sentences be used.

11
 Secondly, A study by Swain and Lapkin (1998) demonstrated the
benefits of communicative language teaching (CLT) on second language
acquisition. They found that learners who engaged in communicative
activities showed significant improvements in language proficiency compared
to those in traditional grammar-focused classrooms.
Third, Communicative activities in general encourage students to learn
in creative and meaningful ways while promoting fluency (Richards and
Rodgers, 2010). Richards and Rogers (2010) also highlight that “language
learning is best served when students are interacting, completing a task,
learning content or resolving real life issues as the goal of the language is to
develop communicative competence”.
Fourth, Lopez & Agullo (2013) argued that the main objective of
Communicative Language Teaching is to teach communicative competence,
which includes the knowledge of the construction blocks of sentences (e.g. parts
of speech, tenses), a teaching methodology that refers to some aspects of language
such as making use of language for various purposes and functions, varying them
in taking account of the setting and the audience for instance, differentiating
between formal and informal, written and spoken discourse, etc.
Fifth, A study by Fotos and Ellis (1991) explored the impact of
communicative grammar tasks on learners' acquisition of specific
grammatical structures. They found that communicative tasks, such as
problem-solving and information-gap activities, facilitated better
understanding and use of grammar compared to traditional instruction. The
study highlighted the role of meaningful communication in grammar learning.
Sixth, Nassaji, and Fotos (2004) did a study that reviewed various
approaches to grammar instruction, focusing on the integration of form-focused
and communicative methods. The review concluded that communicative
activities, when combined with form-focused instruction, resulted in higher levels
of grammatical competence. Learners benefited from the contextualized practice
and interaction provided by communicative activities.

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 Last but not least, Lightbown and Spada (1990) investigated the effects
of different instructional approaches on second language learners. The
researchers found that learners exposed to communicative activities
demonstrated improved grammatical performance. The interactive and
engaging nature of these activities contributed to better retention and
application of grammar rules.
These studies demonstrate that communicative activities may be useful
in giving students lots of chances to practice their English in real situations.
All ages and skill levels of English language learners can benefit from these
activities. It is a fact, that teachers might run into some issues using these
activities in grammar classes. Furthermore, no prior research has been done
on the thesis about a survey on the actual circumstances surrounding the use
of communicative activities in English grammar lessons for students in grade
ten at Y Jut High School. Therefore, the study's researcher chooses to look at
how communicative activities are used to teach English grammar to tenth-
grade students at Y Jut High School.

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 CHAPTER 3 – METHODOLOGY

3.1. Subjects of the study

The subjects of the study will be conducted with the participation of 5
teachers and 80 students from 10th grade at Y Jut High School. This research
will collectively contribute to a holistic understanding of the communicative
activities used in teaching grammar to 10th-grade students at Y Jut High
School. While some students pick up English quickly, others find it
challenging to communicate in the language during grammar sessions or
speaking to their peers. A large number of students can generally apply basic
grammatical knowledge but not all students possess the ability to speak
English with ease. Therefore, the researcher surveyed to learn more about the
actual use of teachers’ communicative activities in grammar courses as well
as any potential challenges. This includes identifying which specific
activities, such as information-gap tasks, role-plays, group discussions, games
and simulations, problem-solving activities, storytelling, debates, and
interviews, are utilized by teachers. The study explores how often these
activities are used and the manner in which they are integrated into the
curriculum. This includes examining lesson plans, observing classroom
interactions, and gathering teachers' reflections on their practices. Focus on
the attitudes and perceptions of 10th-grade students regarding the
communicative activities used in their grammar courses. Students' perceptions
of how these activities impact their understanding and mastery of grammar.
This involves gathering feedback on which activities they find most helpful
and why. How engaged and interested students are in the various
communicative activities. This includes measuring their enthusiasm,
participation levels, and overall enjoyment of the activities.
3.2. Scope of the study
The study focuses on exploring the implementation and communicative
activities in grammar instruction to 10th-grade students at Y Jut High School.

14
The study is limited to a survey on the actual situation of Y Jut High School's
use of communicative activities to teach English grammar to tenth-grade
students. To better understand the kinds of communicative activities that Y
Jut High School uses to teach English grammar to tenth graders, as well as the
perspectives of the students regarding the use of communicative activities in
grammar lessons.
3.3. Research questions
The study aims to answer the following questions:
- Which types of communicative exercises are now being designed and
used by Y Jut High School teachers to reinforce grammar concepts for the
10th grade?
- To what extent do 10th-grade students at Y Jut High School actively
engage in communicative grammar activities?
3.4. Research method
The research methodology which included a combination of surveys, and
document analysis to gather detailed information. Each method's construction
process, steps, and description are covered in the following section.
3.4.1 Research instrument
Survey the classroom and analyze the document.
This study tool consists of a series of questions and other prompts to
gather data from participants. Questionnaires offer more advantages than
other survey formats because they are less expensive and do not demand
much effort from the questioners than other survey formats. Questionnaires
also allow the researcher to gather information from a large number of
respondents in a relatively short period and provide a standardized way of
collecting data, ensuring that all participants respond to the same set of
questions. This uniformity is crucial for comparing responses and identifying
patterns or trends. Because questionnaires can be completed anonymously,
they often encourage more honest and candid responses, especially on
sensitive topics such as personal attitudes and perceptions. With

15
questionnaires, it is possible to cover a wide range of topics, including the
types of communicative activities used, frequency of use, perceived
effectiveness, and challenges faced. This broad scope helps in obtaining a
comprehensive understanding of the subject. This is particularly important in
a school setting where coordinating individual interviews or focus groups
with a large number of students and teachers can be logistically challenging.
Additionally, because "they are self-administered and can be given to large
groups at the same time," they can save researchers a significant amount of
time (Seliger & Elana, 1989). Eighty students at Y Jut High School who are
in grade tenth were among the participants in this study.
There is part one consists of 4 questions designed for five teachers of
English. The purpose of these questions is to learn more about the kinds of
communication activities that teachers frequently employ, how they set them
up in grammar lessons, and what kind of communicative activities they think
are important.
One questionnaire consisting of two-part questionnaire with ten
questions in each is intended for students. Twenty items that the investigator
created make up the students' questionnaire. It covers the number of years
spent learning English, students' proficiency in the language, the kind of
grammar being taught, the reasons for liking or disliking the way grammar is
taught, students' ability to apply grammar rules to written and oral
communication, students' capacity to use or adapt grammar to real-life
situations, students' participation in meaningful interactive communication
during grammar lessons, and how grammar lessons support interaction with
the outside world. The purpose of the first section is to learn what the students
think about grammar courses in general. The purpose of the second section is
to ascertain what the students think, specifically, about communicative
activities. These questions were given to eighty 10th-grade students at Y Jut
High School.

16
 CHAPTER 4 – POSSIBLE FINDINGS

4.1. Kinds of communicative activities are now being designed and used
by Le Duan High School teachers to reinforce grammar concepts for the
10th graders.
Teachers used several communicative exercises when teaching
grammar. Three types of activities were utilized more frequently than the
class survey: information-gap tasks, group discussions, and role-plays.
4.2.1. Result from teachers’ questionnaires.
Four questions were handed out to five English teachers at Y Jut High
schools. . All questionnaires were collected and the results are shown below:
Item 1: The types of communicative activities that my students have
experienced in my grammar lessons.

Figure 4.1: Teachers’ reflection about types of communicative activities

that my students have experienced in my grammar lessons
As can be seen from Figure 4.1 illustrates how teachers employed a
range of communicative activities to teach grammar. Three activities like
Information-gap tasks, Group Discussions, and Role- plays were used more
often than Problem-solving activities. 100 percent of teachers used these three
activities; meanwhile, four teachers were applying Games and simulations. It
was also clear that Information-gap tasks, Games and simulations, Group
Discussions, and Role- plays often chosen by all teachers (100 %), because
Information-gap tasks mimic real-life situations where information exchange

17
is necessary, making the learning experience more relevant and engaging for
students, Games and simulations are inherently fun and engaging, which can
increase student motivation and interest in grammar lessons and Discussions
allow students to hear different viewpoints and use a variety of grammatical
structures in context, enhancing their understanding and versatility in using
grammar. Besides, Games and simulations (80 %) were also an activity often
used when teaching communication in grammar lessons. Only two teachers
often used Problem-solving activities because they explained that this activity
was effective for advanced classes. For weak students, Problem-solving
activities were really difficult.
Item 2: You use that type of communicative activity in grammar lessons
frequently.

Figure 4.2: The type of communicative activity in grammar lessons that

teachers often use
Figure 4.2 illustrates the frequency of different types of communicative
activities used by teachers in grammar lessons at Y Jut High School. The data
reveals the following patterns among the five teachers surveyed. All five
teachers always Use Information-Gap Tasks: This indicates a unanimous
preference for this type of activity. Information-gap tasks are highly valued
for their effectiveness in promoting active communication and practical
application of grammar rules. Besides, all five teachers always use Group
Discussions: Similar to information-gap tasks, group discussions are

18
consistently used by all teachers. This reflects a strong belief in the benefits of
collaborative learning and peer interaction for enhancing grammar skills.
Meanwhile, three Teachers Always and One Teacher Often Use Role-Plays:
Role-plays are frequently used by the majority of teachers, with three teachers
incorporating them always and one often. This highlights the importance
placed on contextual and situational grammar practice, where students can
simulate real-life conversations. One teacher often, one teacher sometimes,
one teacher rarely, and two teachers never use problem-solving activities: The
use of problem-solving activities shows more variation. While one teacher
uses them often and another sometimes, their use is less frequent among the
other teachers. This suggests a lower overall preference for problem-solving
activities compared to the other types of communicative tasks.
The results from Figure 4.2 highlight the following trends in the use of
communicative activities in grammar lessons:
The consistent use of information-gap tasks and group discussions by all
teachers underscores their perceived effectiveness in teaching grammar.
These activities facilitate active participation, critical thinking, and peer
learning, which are crucial for mastering grammar concepts.
The frequent use of role-plays by most teachers indicates a strong
emphasis on contextual learning. Role-plays allow students to practice
grammar in realistic scenarios, helping them to internalize grammatical
structures and improve their communicative competence.
The varied frequency of problem-solving activities suggests differing
opinions on their effectiveness. While some teachers find them valuable for
engaging students in critical thinking and applying grammar rules in complex
situations, others may find them less suitable for their instructional goals or
student needs.
The data from Figure 4.2 shows a strong preference among teachers for
using information-gap tasks and group discussions in grammar lessons, with
frequent use of role-plays as well. The varied use of problem-solving

19
activities indicates room for exploration and improvement. By maintaining
high-engagement activities and finding ways to better integrate less frequently
used methods, teachers at Y Jut High School can create a more balanced and
effective approach to teaching grammar.
4.2. The attitudes about grammar activities of 10th-grade students at Y
Jut High School.
The students' questionnaire is divided into two sections. Each section
comprises ten questions that were posed online to 85 tenth-grade students;
however, only 80 responses were obtained. The remaining pupils refrained
from participating in the online survey due to personal issues.
4.2.1. Students’ attitude toward grammar lessons
Twelve items in the questionnaires are designed to investigate students'
attitudes regarding grammar lectures in general. They are as follows:
Item 1: I am interested in all the activities in grammar lessons.

Figure 4.5 The level of students' interest in all the activities in

grammar lessons.
Figure 4.5 shows the survey evaluated student interest in various
activities during grammar lessons at Y Jut High School. The responses
indicate the following levels of interest: The majority of students (62%)
strongly agree that they are interested in all the activities. This high level of
strong interest suggests that the activities used in grammar lessons are

20
engaging and resonate well with most students, effectively capturing their
attention and participation. A smaller portion of students (11.3%) agree, but
not strongly, indicating that while they find the activities interesting, their
enthusiasm might not be as intense as those who strongly agree. This group
still finds value and engagement in the activities but may have other interests
or preferences as well. A segment of students (7.5%) remains neutral,
indicating ambivalence. These students may not find the activities particularly
engaging or disengaging, suggesting that there could be room for
improvement to make the activities more universally appealing. A small
percentage of students (3%) disagree, indicating that they do not find the
activities interesting. This highlights the importance of understanding the
needs and preferences of this minority to ensure that the lessons are inclusive
and engaging for all students. Importantly, no students chose strongly
disagree, indicating a lack of outright disinterest or aversion to the activities
conducted in grammar lessons.
The survey results indicate that a significant majority of students at Y Jut
High School are highly interested in the activities used in grammar lessons,
with 62% strongly agreeing and 11.3% agreeing. However, there is a small
portion of students who are neutral or disagree. By diversifying activities,
incorporating student feedback, and emphasizing interactive and real-world
elements, teachers can further enhance engagement and ensure that all
students find grammar activities interesting and beneficial.

21
 Item 2: I am very motivated to join communicative grammar activities.

Figure 4.6 The level of students' motivation to join communicative

grammar activities.
Figure 4.6 presents the level of students' motivation to participate in
communicative grammar activities at Y Jut High School. The survey
responses are as follows: 76.3% of Students Strongly Agree that they are
motivated to join communicative grammar activities. This suggests that the
activities are highly engaging and resonate well with most students, fostering
a positive and motivating learning environment. A smaller portion of students
(11.3%) agree that they are motivated, though not as strongly. These students
find the activities motivating but may not have the same high level of
enthusiasm as those who strongly agree. An equal percentage of students
(11.3%) remain neutral about their motivation. This indicates a level of
ambivalence, suggesting that these students may not find the activities
particularly motivating or demotivating. This group represents an opportunity
for teachers to explore ways to enhance engagement. A very small percentage
of students (1%) disagree, indicating that they do not find the activities
motivating. This highlights a minority whose needs and preferences may not
be fully met by the current activities. Importantly, no students strongly
disagree with participating in communicative grammar activities, suggesting
that even those less motivated are not strongly opposed to them.

22
 The data from Figure 4.6 reveals a high level of motivation among
students at Y Jut High School to join communicative grammar activities, with
76.3% strongly agreeing and 11.3% agreeing. However, there is a small group
of students who are neutral or disagree. By continuing to use engaging
activities, incorporating student interests, varying activity types, and creating
a positive and relevant learning environment, teachers can further enhance
student motivation and ensure that all students are motivated to participate in
communicative grammar activities.
Item 3: I feel very confident when using grammar after participating in
communicative activities.

Figure 4.7 The level of student's confidence when using grammar after
participating in communicative activities
Figure 4.7 provides data on the level of students' confidence in using
grammar after participating in communicative activities at Y Jut High School.
The survey responses are as follows: The majority of students (70%) strongly
agree that they feel confident using grammar after participating in
communicative activities. This suggests that these activities are effective in
building students' grammatical competence and self-assurance in using
grammar in various contexts. A smaller portion of students (17.5%) agree,
though not as strongly, indicating that they feel confident but may still have
some areas where they seek improvement or feel less certain. A segment of
23
students (10%) remains neutral about their confidence. These students might
feel somewhat unsure or indifferent about their grammatical abilities post-
activity, indicating potential areas for further support and reinforcement. A
very small percentage of students (2.5%) disagree, indicating a lack of
confidence in using grammar even after participating in communicative
activities. This highlights a minority that may require additional assistance or
different instructional approaches to build their confidence. None of the
students strongly disagree, indicating that even those who are less confident
still recognize some benefit from participating in communicative activities.
The data from Figure 4.7 indicates a high level of confidence among
students at Y Jut High School in using grammar after participating in
communicative activities, with 70% strongly agreeing and 17.5% agreeing.
However, there is a small group of students who are neutral or disagree. By
continuing to use effective activities, providing positive feedback, addressing
individual needs, encouraging peer support, offering varied practice
opportunities, and incorporating real-life contexts, teachers can further
enhance students' confidence in their grammatical abilities.
Item 4: The communicative grammar activities helped me understand
grammar concepts.

Figure 4.8 The level of student's understanding of grammar concepts by

using communicative grammar activities

24
 Figure 4.8 presents data on students' perceptions of their understanding
of grammar concepts after participating in communicative grammar activities
at Y Jut High School. The survey responses are as follows: The majority of
students (66.3%) strongly agree that communicative grammar activities
enhance their understanding of grammar concepts. This suggests that these
activities are highly effective in clarifying and reinforcing grammatical rules
and structures. A significant portion of students (22.5%) agree, though not as
strongly, indicating that they find these activities beneficial for understanding
grammar, albeit with some room for improvement or further reinforcement. A
segment of students (10%) remains neutral, indicating ambivalence. These
students might not find a significant difference in their understanding of
grammar concepts through communicative activities compared to traditional
methods. A very small percentage of students (1%) disagree, indicating that
they do not feel communicative grammar activities improve their
understanding of grammar concepts. This highlights a minority whose
learning needs may not be fully addressed by the current activities.
Importantly, no students strongly disagree with their understanding of
grammar concepts through communicative activities. This indicates that the
activities are generally effective in fostering learning and comprehension
among students.
The data from Figure 4.8 indicates a high level of perceived
understanding of grammar concepts among students at Y Jut High School
through the use of communicative grammar activities, with 66.3% strongly
agreeing and 22.5% agreeing. However, there is a small group of students
who are neutral or disagree. By continuing effective practices, providing clear
instructions, using varied activities, offering regular feedback, integrating
formative assessments, encouraging peer learning, and connecting activities
to real-life contexts, teachers can further enhance students' understanding of
grammar concepts through communicative activities.

25
 Item 5: In the grammar lessons, I have the choice to talk with my friends.

Figure 4.9 The level of students having the opportunity to practice

speaking with friends in the grammar lesson
Figure 4.9 presents data on the level of students opportunities to practice
speaking with friends during grammar lessons at Y Jut High School. The
survey responses are as follows: The majority of students (60%) strongly
agree that they have ample opportunities to practice speaking with friends in
grammar lessons. This suggests that the grammar lessons are designed to be
highly interactive, encouraging students to engage in speaking activities
frequently. A significant portion of students (26.3%) agree, though not as
strongly, indicating that they generally feel they have opportunities to practice
speaking but may see room for increased or improved opportunities. A
segment of students (11.3%) remains neutral, indicating ambivalence. These
students might not feel a significant impact from the speaking opportunities
provided or may find them inconsistent. A very small percentage of students
(2,5%) disagree, indicating that they do not feel they have sufficient
opportunities to practice speaking with friends. This highlights a minority that
may require additional or different speaking activities to meet their needs.
Importantly, no students chose strongly disagree, indicating a lack of
significant dissatisfaction or perceived lack of opportunities for speaking
practice in grammar lessons.

26
 The survey results from Figure 4.9 indicate overall satisfaction among
students regarding their opportunities to practice speaking with friends during
grammar lessons. The majority of students perceive these opportunities
positively, suggesting that current instructional practices effectively support
speaking skill development. By leveraging this positive feedback and
addressing areas of neutrality or disagreement, teachers can further enhance
students' speaking proficiency and overall learning experience in grammar
lessons.
Item 6. I feel very positive in my classroom during communicative
grammar activities.

Figure 4.10 The level of students' positivity in my classroom during

communicative grammar activities.
Figure 4.10 presents data on the level of students' positivity in the
classroom during communicative grammar activities at Y Jut High School.
The survey responses are as follows: The majority of students (72.5%)
strongly agree that they feel positive in the classroom during communicative
grammar activities. This suggests that these activities create a highly engaging
and encouraging learning environment that promotes positive emotions and
attitudes. A smaller portion of students (16.2%) agree, though not as strongly,
indicating that they generally feel positive but may have occasional
reservations or areas where they feel less enthusiastic. A segment of students
(8.8%) remains neutral, indicating ambivalence. These students might not

27
experience a significant change in their positivity during communicative
activities compared to other classroom activities. A very small percentage of
students (2.5%) disagree, indicating that they do not feel positive during
communicative grammar activities. This highlights a minority whose
emotional and motivational needs may not be fully met by the current
activities. No students chose strongly disagree, indicating that none strongly
oppose or feel very negative about the classroom atmosphere during these
activities.
The data from Figure 4.10 shows that the majority of students at Y Jut
High School experience a high level of positivity during communicative
grammar activities, with 72.5% strongly agreeing and 16.2% agreeing. While
there are some students who are neutral or disagree, the overall classroom
atmosphere appears to be supportive and conducive to learning during these
activities. By continuing to promote engaging activities, create a supportive
environment, address student feedback, encourage peer support, vary
instructional approaches, and celebrate achievements, teachers can further
enhance positivity and student engagement during communicative grammar
activities.
Item 7. I have to face challenges when participating in communicative
grammar activities.

Figure 4.11 The level of students' challenges when participating in

communicative grammar activities

28
 Figure 4.11 presents data on the level of students' challenges when
participating in communicative grammar activities at Y Jut High School. The
survey responses are as follows: A majority of students (52.5%) disagree that
they face challenges when participating in communicative grammar activities.
This suggests that most students find these activities manageable and within
their skill level, contributing to a positive and accessible learning
environment. A significant portion of students (37.5%) are neutral regarding
the challenges they face. This group may not experience significant
difficulties but also might not find the activities entirely easy, indicating a
balanced or mixed perception. A smaller portion of students (10%) agree that
they face challenges when participating in communicative grammar activities.
This indicates that a minority of students experience some difficulties, which
may require additional support or modifications to the activities. No students
strongly agree or strongly disagree, indicating that extreme perceptions of
challenge or ease are absent among the students.
The data from Figure 4.11 indicates that a majority of students at Y Jut
High School do not find communicative grammar activities particularly
challenging, with 52.5% disagreeing and 37.5% remaining neutral. However,
a small group (10%) agrees that they face challenges. By identifying specific
challenges, providing additional support, differentiating instruction,
encouraging peer assistance, monitoring and adjusting activities, and fostering
a positive attitude towards challenges, teachers can further minimize
difficulties and enhance the effectiveness of communicative grammar
activities for all students.
Item 8. I use feedback from teachers or peers to improve my
participation in communicative grammar activities frequently.

29
 Figure 4.12 The frequency of students use feedback from teachers or
peers to improve my participation in communicative grammar activities
Figure 4.12 presents data on the level of students' challenges when
participating in communicative grammar activities at Y Jut High School. The
survey responses are as follows: The majority of students (76.3%) strongly
agree that they face challenges when participating in communicative grammar
activities. This suggests that these activities are perceived as demanding,
requiring considerable effort and engagement from students. A smaller but
notable portion of students (17.5%) agree, though not as strongly, indicating
that they also find these activities challenging but may be less affected or
more confident in managing the difficulties. A small segment of students
(6.3%) remains neutral, indicating ambivalence. These students might not
experience significant challenges or might find the activities balanced in
terms of difficulty. No students disagree or strongly disagree, indicating a
consensus that communicative grammar activities present some level of
challenge.
The data from Figure 4.12 indicates that a significant majority of
students at Y Jut High School perceive communicative grammar activities as
challenging, with 76.3% strongly agreeing and 17.5% agreeing. A small
portion (6.3%) remains neutral, while no students disagree. By providing
scaffolding and support, differentiating instruction, enhancing peer

30
collaboration, using formative assessments, providing clear instructions and
expectations, and fostering a growth mindset, teachers can help students
manage and overcome the challenges they face in communicative grammar
activities, ultimately enhancing their learning experience and outcomes.
Item 9. I give and receive feedback from peers during communicative
grammar activities frequently.

Figure 4.13 The frequency of students give and receive feedback from
peers during communicative grammar activities
Figure 4.13 presents data on the frequency of students giving and
receiving feedback from peers during communicative grammar activities at Y
Jut High School. The survey responses are as follows: The majority of
students (75%) strongly agree that they frequently give and receive feedback
from their peers. This suggests that peer feedback is a common and integral
part of grammar lessons, fostering a collaborative and interactive learning
environment. A notable portion of students (18.8%) agree, though not as
strongly, indicating that they generally experience frequent peer feedback, but
possibly not as consistently or intensively as those who strongly agree. A
small segment of students (6,3%) remains neutral, indicating ambivalence.
These students might not experience peer feedback as frequently or might
have varied experiences depending on the activity. No students disagree or
strongly disagree, indicating a consensus that peer feedback is at least a
regular part of their experience during communicative grammar activities.

31
 The data from Figure 4.13 indicates a high frequency of peer feedback
during communicative grammar activities at Y Jut High School, with 75% of
students strongly agreeing and 18.8% agreeing. A small portion (6,3%)
remains neutral, while no students disagree. By formalizing peer feedback
sessions, training students in feedback techniques, incorporating feedback
into assessment, using feedback templates, promoting a feedback culture, and
monitoring and reflecting on feedback, teachers can further enhance the
frequency and quality of peer feedback, thereby enriching the learning
experience and outcomes for all students.
Item 10. I often prepare for communicative grammar activities in
advance before going to school.

Figure 4.14 The frequency of students preparing for communicative

grammar activities in advance before going to school
Figure 4.14 presents data on the frequency of students preparing for
communicative grammar activities in advance before going to school at Y Jut
High School. The survey responses are as follows: The majority of students
(68.6%) strongly agree that they prepare in advance for communicative
grammar activities. This suggests a high level of commitment and
responsibility among students towards their grammar lessons, indicating that
they recognize the importance of preparation for effective participation. A
significant portion of students (21.3%) agree, though not as strongly,
indicating that they generally prepare in advance but may not do so as

32
consistently or thoroughly as those who strongly agree. A small segment of
students (8.8%) remains neutral, indicating ambivalence. These students
might prepare inconsistently or may not see a significant impact of
preparation on their performance in communicative grammar activities. A
very small percentage of students (1,2%) disagree, indicating that they do not
prepare in advance. This highlights a minority that may require
encouragement or support to understand the benefits of preparation. No
students strongly disagree, suggesting that even those who do not prepare
may not feel strongly opposed to the idea of preparation.
The data from Figure 4.14 indicates a high frequency of advanced
preparation for communicative grammar activities among students at Y Jut High
School, with 68.6% strongly agreeing and 21.3% agreeing. A small portion
(8.8%) remains neutral, and a very small percentage (1,2%) disagrees. By
emphasizing the importance of preparation, providing clear guidelines, integrating
preparation into class routines, using incentives, facilitating group preparation, and
monitoring and reflecting on preparation, teachers can further encourage and
support students in preparing for communicative grammar activities, thereby
enhancing their participation and learning outcomes.
Item 11. I feel satisfied with the grammar lessons and communicative
activities in your 10th-grade classes.

Figure 4.15 The level of student's satisfaction with the grammar lessons
and communicative activities in your 10th-grade classes

33
 Figure 4.15 presents data on the level of students' satisfaction with the
grammar lessons and communicative activities in 10th-grade classes at Y Jut
High School. The survey responses are as follows: The majority of students
(76.3%) strongly agree that they are satisfied with the grammar lessons and
communicative activities. This suggests that the current teaching methods and
activities are highly effective in meeting students' needs and expectations,
creating a positive learning experience. A significant portion of students
(18.8%) agree, though not as strongly, indicating that they are generally
satisfied with the grammar lessons and communicative activities, but perhaps
with some areas for improvement. A small segment of students (3.7%)
remains neutral, indicating ambivalence. These students might have mixed
feelings or find certain aspects of the lessons satisfactory while others may
need enhancement. A very small percentage of students (1.2%) disagree,
indicating that they do not find the grammar lessons and communicative
activities satisfactory. This highlights a minority that may have specific
concerns or preferences not being met. No students strongly disagree,
suggesting that there is no strong dissatisfaction with the current grammar
lessons and communicative activities among the students.
The data from Figure 4.15 indicates a high level of student satisfaction
with grammar lessons and communicative activities at Y Jut High School,
with 76.3% of students strongly agreeing and 18.8% agreeing. A small
portion (3.7%) remains neutral, and a very small percentage (1.2%) disagrees.
By continuing successful practices, addressing minor dissatisfaction,
incorporating student feedback, diversifying activities, providing additional
support, and celebrating successes, teachers can further enhance student
satisfaction and ensure that grammar lessons and communicative activities
remain effective and engaging for all students.

34
 Item 12: You believe that communication-focused grammar lessons help
you learn better than traditional grammar lessons.

Figure 4.16 The level of students believe that communication-focused

grammar lessons help you learn better than traditional grammar lessons
Figure 4.16 presents data on students' belief that communication-focused
grammar lessons help them learn better than traditional grammar lessons at Y
Jut High School. The survey responses are as follows: The majority of
students (75.9%) strongly agree that communication-focused grammar
lessons help them learn better than traditional grammar lessons. This suggests
that these students find the interactive and practical nature of communicative
activities to be more beneficial for their understanding and retention of
grammar concepts. A significant portion of students (17.7%) agree, though
not as strongly, indicating that they generally find communication-focused
grammar lessons more effective but might see some benefits in traditional
methods as well. A small segment of students (5.1%) remains neutral,
indicating ambivalence. These students might not see a significant difference
between the two approaches or might benefit equally from both. A very small
percentage of students (1.3%) disagree, indicating that they do not believe
communication-focused grammar lessons are more effective than traditional
ones. This highlights a minority that may have specific preferences for
traditional methods or face challenges with communicative activities. No
students strongly disagree, suggesting that there is no significant opposition to
the effectiveness of communication-focused grammar lessons.

35
 The data from Figure 4.16 indicates a strong belief among students at Y
Jut High School in the effectiveness of communication-focused grammar
lessons, with 75.9% strongly agreeing and 17.7% agreeing. A small portion
(5.1%) remains neutral, and a very small percentage (1.3%) disagrees. By
continuing to emphasize communicative activities, blending approaches,
providing clear instructions and support, gathering continuous feedback,
highlighting success stories, and fostering a positive learning environment,
teachers can further enhance the effectiveness of communication-focused
grammar lessons, ensuring that all students benefit from these engaging and
interactive learning experiences.
4.3 Discussion
The purpose of this part was to discuss the study's findings. We'll talk
about the gathered data to discuss to illustrate the research questions.
It was possible to determine the kinds of communicative activities used
in grammar lessons, the opinions of teachers and students regarding these
activities, and some challenges in implementing the communicative activities
in each lesson at Y Jut High School by analyzing the results of class
questionnaires, interviews, and comparison with methodology theory.

36
 CHAPTER 5 – CONCLUSION AND RECOMMENDATIONS

5.1. Conclusion
This study has provided valuable insights into the methods and
effectiveness of communicative activities in grammar instruction. The study
aimed to explore both the actual use of these activities by teachers and the
attitudes of students towards them. Besides, the study found that a variety of
communicative activities are frequently used by teachers at Y Jut High School
to reinforce grammar concepts. Information-gap tasks, group discussions,
role-plays, and games and simulations are particularly popular. These
activities are chosen for their ability to engage students in meaningful
communication while practicing grammatical structures. Teachers at Y Jut
High School are committed to integrating communicative activities into their
grammar lessons. They believe these activities enhance students' grammatical
understanding and communicative competence. However, they also face
challenges such as time constraints, large class sizes, and limited resources,
which can impact the effectiveness of these activities. The majority of 10th-
grade students at Y Jut High School have a positive attitude towards
communicative activities in grammar lessons. They find these activities
interesting and engaging, which contributes to a higher level of participation
and motivation. The activities help students to apply grammar in practical
contexts, making the learning process more relevant and enjoyable. The study
also indicates that communicative activities are effective in improving
students’ grammatical skills and their ability to use grammar in real-life
communication. Activities such as group discussions and role-plays provide
opportunities for students to practice grammar in a supportive and interactive
environment, leading to better retention and understanding.
5.2. Recommendations for future research
The inquiry can evaluate how well the communication activities match
the curriculum's stated aims in grammar teaching. Providing teachers with
professional development opportunities focused on communicative teaching

37
strategies and classroom management can help them implement these
activities more effectively. Regularly soliciting feedback from students about
the activities can help teachers tailor their approaches to better meet students’
needs and preferences. Teachers should consider diversifying the types of
communicative activities used to cater to different learning styles and
preferences. Incorporating more problem-solving activities, storytelling, and
debates could engage a wider range of students. To make sure that the
instructional strategies are in line with the curriculum's intended learning
goals, alignment is essential. The inquiry can evaluate how well the
communication activities match the curriculum's stated aims in grammar
teaching. To make sure that the instructional strategies are in line with the
curriculum's intended learning goals, alignment is essential.
Because the current study is still limited in the number of participants,
the scale can only cover a small area. If there are chances for research, I
would like to conduct a long study to investigate educational approaches and
strategies to track the impact of communicative activities on students'
grammar to 10th-grade students at Y Jut High School proficiency over an
extended period.

38
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 SUPERVISOR’S COMMENTS

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Daklak, July 8th, 2024

SUPERVISOR
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