Reassessing the Grammar Translation Method: Evidence from teaching the simple past tense in Islamic higher education

Mil'ul Hana Muharror; Rosiana Rosiana; Ahdi Riyono; Diah Kurniati

doi:10.61251/ijoep.v3i1.205

Authors

Mil'ul Hana Muharror English Education Department, Faculty of Teacher Training and Education, Universitas Muria Kudus, Indonesia
Rosiana Rosiana English Education Department, Faculty of Teacher Training and Education, Universitas Muria Kudus, Indonesia
Ahdi Riyono English Education Department, Faculty of Teacher Training and Education, Universitas Muria Kudus, Indonesia
Diah Kurniati English Education Department, Faculty of Teacher Training and Education, Universitas Muria Kudus, Indonesia

DOI:

https://doi.org/10.61251/ijoep.v3i1.205

Keywords:

learning English, learning method, Grammar Translation Method, language learning

Abstract

This study examined the efficiency of the Grammar Translation Method (GTM) in improving the understanding of university students regarding the Simple Past Tense. It employed one-group pre-test and post-test experimental design with 24 first-semester students of the Department of Islamic Education, Faculty of Tarbiyah and Teaching Sciences, IAI Khozinatul Ulum Blora. The students completed a pre-test to determine their prior knowledge, followed by three teaching sessions involving each of the GTM components with explicit grammar explanation, translation practice, and sentence-pattern drills. Post-test was then employed to measure learning gain quantitatively. Data analysis involved Shapiro–Wilk normality test, descriptive statistics, and paired-sample t-test to assess the significance of variations in scores. Findings indicated that the pre-test mean score of 61.25 improved to 70.83 in the post-test, and the paired-sample t-test indicated a statistically significant difference (t = -8.536, df = 23, p = 0.000). Thus, the null hypothesis was rejected, supporting the fact that the Grammar Translation Method significantly improved students' command of the Simple Past Tense. These results suggest that GTM remains an effective and useful way to teach grammar, particularly for low-exposure students.

Author Biographies

Mil'ul Hana Muharror, English Education Department, Faculty of Teacher Training and Education, Universitas Muria Kudus, Indonesia

Mil’ul Hana is currently a master’s student in English Education at Universitas Muria Kudus. In her academic career, Mil’ul Hana focuses on the professional development of English teachers, with specific attention to self-directed learning and the role of institutions within the context of Islamic schools. Besides her academic activities, she also engages in teaching and developing curriculums.

Rosiana Rosiana, English Education Department, Faculty of Teacher Training and Education, Universitas Muria Kudus, Indonesia

Rosiana was a student of English Education Graduate Program at Universitas Muria Kudus when the study was conducted. Her interests include professional development and teaching practices, particularly in CLIL (Content and Language Integrated Learning). This study has been part of her academic pursuit and holds significant value in learning journey.

Ahdi Riyono, English Education Department, Faculty of Teacher Training and Education, Universitas Muria Kudus, Indonesia

Ahdi Riyono is a lecturer who practices education as an active participant in the processes of teaching and academic development. The nature of professional engagement of the person is in relation to language teaching, instructive practice, and educational programs management. During his professional life, Ahdi Riyono has demonstrated a high level of dedication to developing communicative abilities of students and advancing educational institutions in numerous initiatives related to academia.

Diah Kurniati, English Education Department, Faculty of Teacher Training and Education, Universitas Muria Kudus, Indonesia

Diah Kurniati is an educator with extensive experience in language education and classroom practice. This person’s expertise and interests include language pedagogy, curriculum design, and learner-centered education. Throughout her career, she has made a contribution to language teaching and mentoring as well as development of instructional materials for effective language acquisition.

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