Exploring strategies for teaching grammar in English for Specific Purposes (ESP) at PPNS Surabaya

Teaching grammar is a essential aspect of language learning, since it provides the basis for understanding and using language effectively. In the context of English for Specific Purposes (ESP), grammar instruction should be tailored to the specific goals of learners in integrating language skills with the vocabulary, writing, communication and genre of the students’ target field or profession. This aim of this study is to investigate the strategy of teaching grammar in English for Specific Purposes (ESP) at shipbuilding major of Politeknik Perkapalan Negeri Surabaya (PPNS) and to illustrate the lecturers’ challenges in teaching grammar for ESP context in a current educational context. This study is conducted using a qualitative research design in the form of descriptive research. The researcher conducted semi-structured interviews with the three English lecturers who teach at PPNS. The findings show that the lecturers mostly used an inductive approach which required students to find out the grammar rules by themselves. Moreover, lecturers usually use English as the dominant language during the class. Sometimes, lecturers also integrate L1 during the explanation since L1 can facilitate the development of language skills and various aspects of language learning such as students' input awareness, self-confidence, less stress and anxiety, and less stress. The research results also indicate that the implementation of grammar teaching strategies is essential to be explored since teaching grammar is essential in learning the four English skills and can facilitate students to be professional in their field. Furthermore, the lecturer found several challenges regarding the implementation of teaching grammar in ESP. These include students’ motivation, students’ comprehension, and the facilities. Therefore, teaching grammar needs to be integrated while learning English specifically for the ESP students to be professional in their own field.