Teaching Grammar within Supervisory Acts on Students’ Academic Writing Works


  • Abdur Rofik Universitas Sains Alqur'an
  • Ana Widiyanti Universitas Sains Alqur'an
  • Latifah Dwi Ariyani Universitas Sains Alqur'an




grammar teaching, writing, grammatical expansion, writing skill


The debate over prescriptive and descriptive grammar remains great among linguists. The distinct perception of if grammar should be taught embedded with writing activities or not are always interesting in English as Foreign Language () contexts. The present study therefore is aimed at revealing (1) the students’ first grammar construction in their writing, (2) how , and (3) factors to construct various structures of grammar in writing. The study involved 3 participants of English literature study program in a private university. Their first writing works were analyzed to find the structures of grammar that they wrote. They then were required to expand their grammar in writing after getting grammar teaching. Furthermore, they proposed their perception of grammar teaching embedded with writing. The findings revealed that the grammatical structures written by the students after they got grammar teaching were more various than those before they were taught. The study also uncovered that the action research led the students to develop their linguistics knowledge, and enhance their writing competency. Furthermore, the study unveiled that grammar rule understanding was prominent to writing practices, and to support grammatical expansion, vocabulary took an essential role to enhance the students’ writing practices.


Alsagoff, L. (2009). A visual grammar of English. Singapore: Pearson Education.

Conhead, A. (2012). Academic vocabulary, writing, and English for academic purposes: Perspective from second language leaners. 43(1). 137-145. https://doi.org/10.1177/0033688212439323

Feeris, 1999. The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Teaching. 8(1). pp. 1-11. https://doi.org/10.1016/S1060-3743(99)80110-6

Hinkel, E. (2018). Descriptive versus prescriptive grammar. The TESOL Encyclopedia of English Language Teaching. https://doi.org/10.1002/9781118784235.eelt0053

Hudson, R. (2004). Why education needs linguistics? Journal of Linguistics, 40(1), 105-130. https://www.jstor.org/stable/4176859

Jones, S., Myhill, D. & Bailey, T. (2013). Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing. Read Writ 26, 1241–1263. https://doi.org/10.1007/s11145-012-9416-1

Keen, J. (1994). Grammar, metalanguage, and writing development. Teacher Development: An international Journal of Teachers’ Professional Development. 1(3). https://doi.org/10.1080/13664539700200029

Leech, G. & Svartvik, J. (1975). A communicative grammar of English. Singapore. Longman.

Leech, G. Deuchar, M. & Hoogenraad, R. (1982). English grammar for today: A new introduction. London. The Macmillan Press Ltd.

Lees, R. B. (1961). The constituent structure of noun phrases. American Speech. 36(3). 159-168. https://doi.org/10.2307/453514

Myhill, D. A., et al. (2012). Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ linguistics understanding. Research Papers in Education. 27(2). https://doi.org/10.1080/02671522.2011.637640

Rofik, A. (2018). Grammatical errors made by secondary students in writing: from interlingual to intralingual. JELLT (Journal of English Language and Language Teaching. Vol. 2(2), pp. 19-28. https://doi.org/10.36597/jellt.v2i2.3270

Rofik, A. (2020). Grammatical accuracy of Indonesian-English translation. Journal of Applied Studies in Language. 4(2). pp. 321-330. http://dx.doi.org/10.31940/jasl.v4i2.2173

Saeb, F. (2014). The effects of focused and unfocused written corrective feedback on the grammatical accuracy of beginner EFL learners. International Journal of applied Linguistics & English Literature, 3(2). pp. 22-26. http://www.journals.aiac.org.au/index.php/IJALEL/article/view/1075

Swan, M. (2002). Practical English usage 2nd edition. Oxford. Oxford University Press.

Towsey, A. (1952). Descriptive and prescriptive grammar in language study. ELT Journal. 6(4). pp. 133-137. https://doi.org/10.1093/elt/VI.4.133

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language and Learning: A Journal of Research in Langugae Studies. 46(2). 327-368. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-1770.1996.tb01238.x

Zuhriyah, M. (2017). Problem-based learning to improve students’ grammar competence. REGISTER Journal, Language and Language Teaching Journal. Vol. 10(1), pp. 1-13. https://journalregister.iainsalatiga.ac.id/index.php/register/article/view/875/689