APPLYING BILINGUAL TO ENHANCE GRAMMAR LEARNING FOR SPEAKING: SYSTEMATIC LITERATURE REVIEW

Authors

  • Fibria Cahyani Department of English Education, IKIP Widya Darma, Surabaya, Indonesia.
  • Edy Suseno Department of English Education, IKIP Widya Darma, Surabaya, Indonesia.

DOI:

https://doi.org/10.22159/ijss.2023.v11i4.48310

Keywords:

Bilingual, Grammar, Reading, Speaking, Writing

Abstract

For concepts to be communicated, sentences must be constructed properly. To achieve these goals, it is essential to keep the ability to modify grammatical rules. A review of ten credible research revealed that many students in Asia and Europe have grammar difficulties. The age range of these students is 6–24. Information was found on the Google Scholar website. All articles were published between 2019 and 2022. The writings’ themes center on improving grammar, speaking, and bilingual skills. The gathered data were analyzed using a systematic literature review method. Analyzing such data, it is found that all of the authors used bilingual instruction to teach the participants grammar in the English class. Implementing such a strategy leads to improvements in the pupils’ speaking abilities. The development of other abilities such as reading, writing, and listening is impacted. This discovery will help teachers teach related subjects. It also motivates other researchers to come up with new findings.

Author Biographies

Fibria Cahyani, Department of English Education, IKIP Widya Darma, Surabaya, Indonesia.

Teaching English Department

Edy Suseno, Department of English Education, IKIP Widya Darma, Surabaya, Indonesia.

Teaching English Department

References

Bozorgian, H., Fallahpour, S., & Muhammadpour, M. (2022). Grammar instruction to young adolescents at lower proficiency levels through metacognitive intervention. Language Related Research, 13(3), 339-369.

De la Fuente, M. J., & Goldenberg, C. (2020). Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom. Language Teaching Research, 26, 943-962.

Elashhab, S. (2020). The impact of translanguaging on the EFL competence development of Arabic speaking learners. Asian EFL Journal Research Articles, 27(3), 393-413.

Fan, N. (2020). Strategy use in second language vocabulary learning and its relationships with the breadth and depth of vocabulary knowledge: A structural equation modeling study. Frontiers in Psychology, 11, 752.

Halim, T., Wahid, R., & Halim, S. (2021). Challenges of teaching and learning grammar in online classes at the tertiary level. ELT Forum: Journal of English Language Teaching, 10(3), 212-221.

Madarova, S., & Laborda, J. G. (2020). Seven common misconceptions in bilingual education in primary education in Spain. Cypriot Journal of Educational Sciences, 15(2), 358-368.

Marlini, S., Yunita, W., & Syahrial, S. (2022). Grammar in spoken discourse: A need analysis of English education study program students. Jurnal Iqra’: Kajian Ilmu Pendidikan, 7(1), 164-177.

Moqbel, M. S. (2022). Mother tongue use in EFL grammar classroom: Attitudes and impact. Language Teaching and Educational Research, 5(1), 36-58.

Osatananda, V., & Salarat, P. (2020). The tolerance of English instructors towards the Thai-accented English and grammatical errors. Indonesian Journal of Applied Linguistics, 9(3), 685-694.

Putri, D. S., & Sada, C. (2021). Improving students’ speaking skill in the aspect of grammar and vocabulary about describing animals by using cue cards media. Journal of English Education Program, 2(2), 87-96.

Shafi, S., Kazmi, S. H., & Asif, R. (2020). Benefits of code-switching in language learning classroom at university of education Lahore. International Research Journal of Management, IT and Social Sciences, 7(1), 227-234.

Sibarani, C. (2019). Students’ perceptions of teachers’ use of Bahasa Indonesia in the English classroom. Journal of English Teaching, 5(3), 217.

Suseno, E. (2020). Learning speaking through communicative grammar on systemic functional linguistics (Sfl). ELT Worldwide, 7(2), 136-50.

Suseno, E., & Purwati, O. (2020). Enhancing speaking proficiency by adapting grammar-translation method and electronic dictionary for young learners. Indonesian Journal of English Teaching, 9(1), 44-66.

Suseno, E., Purnomo, H., & Nuryana, A. (2022). The implementation of grammar translation method to better speaking competence supported by developing reading and listening skills. International Journal of Indonesian Education and Teaching, 6(1), 61-79.

Vysotki, V. M., Patalashko, E. V., Stepanenko, V. E., Makarova, T. V., & Balabanova, I. A. (2021). Language as a communication resource and its place in the representation of world practices: Philosophical and linguistic approach. Linguistics and Culture Review, 5(S3), 574-584.

Yuvilda, M. (2022). Using bilingual teaching method to improve students’ English-speaking ability at the eleventh grade of Sint Gabriel vocational high school Maumere in the academic year of 2022/2023. Edunipa Journal, 3(3), 12-17.

Yuzlu, M. Y., & Dikilitas, K. (2021). Translanguaging in the development of EFL learners’ foreign language skills in Turkish context. Innovation in Language Learning and Teaching, 16(2), 1-15.

Published

01-07-2023

How to Cite

Cahyani, F., & Suseno, E. (2023). APPLYING BILINGUAL TO ENHANCE GRAMMAR LEARNING FOR SPEAKING: SYSTEMATIC LITERATURE REVIEW. Innovare Journal of Social Sciences, 11(4), 8–12. https://doi.org/10.22159/ijss.2023.v11i4.48310

Issue

Section

Original Article(s)

Most read articles by the same author(s)