Textual Enhancement-Based Grammar Instructional Model (TEBGIM)

The research was due to some problems found by the researcher during
preliminary research. The grammar was still taught conventionally which was still
held in lecturer-centered; the instructional book used in grammar teaching did not
provide students with good input exposure and students‟ final mark in which more
than half of them (65%) failed to achieve the good grade. The purpose of the
research was to find out problems related to the model of teaching that is currently
used in the grammar instruction at English education department of IAIN
Bukittinggi, to design the model of instruction, to develop Textual Enhancement-
Based Grammar Instructional Model (TEBGIM) for complex sentences, and to
find out the effect of the developed model toward students‟ grammar mastery. The
research design used was Research and Development (R&D) by applying Four-D
Model by Thiagarajan et.al (1974) that is defining stage, designing stage,
developing stage, and disseminating stage. The product testing was carried out at
the third semester English education department students of IAIN Bukittinggi.
The instruments used in this research were interview guides, observation sheet,
tests, documentation, and questionnaires. To analyze the data, the researcher
applied Miles, Huberman and Saldana‟s interactive model (data condensation,
data display and conclusion drawing and verification) for qualitative data and ttest
for quantitative ones. The research findings exhibit that (1) the grammar
lecturers still applied traditional method in their teaching with limited learning
resources. Mostly grammar point was explained at the beginning to introduce the
new lesson. This model of teaching did not meet students‟ needs for getting
challenging and active involvement to solve language problems in grammar
learning; (2) the design of the prototype model of instruction that can help to solve
the problem of instruction was to use Textual Enhancement-Based Grammar
Instruction Model (TEBGIM) with the syntax of attending task, noticing task,
analyzing task, checking task and production task. (3) The developed model met
the criteria valid and practical. (4) TEBGIM promoted students‟ grammar mastery
in using complex sentences