Skripsi Revisi Full Khodim

INVESTIGATION ON BARRIERS EXPERIENCED BY
th
7 SEMESTER STUDENTS OF ENGLISH DEPARTMENT
IN MASTERING GRAMMAR
A THESIS
Submitted in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan in English Education
by
Mohamad Khodim
SN. 2518012
ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
INSTITUT AGAMA ISLAM NEGERI PEKALONGAN
2021
th
A THESIS
Submitted in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan in English Education
by
Mohamad Khodim
SN. 2518012
ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
INSTITUT AGAMA ISLAM NEGERI PEKALONGAN
2021
i
APPROVAL SHEET

th
Mohamad Khodim
2518012
Approved by:
Supervisor,
Eros Meilina Sofa, M.Pd.

NITK. 19860509201608D2011
Assigned by:
Dean of FTIK IAIN Pekalongan, Head of English Education
Department of FTIK
IAIN Pekalongan,
Dr.H.Sugeng Sholehuddin,M.Ag. Ahmad Burhanuddin, M.A.

NIP. 19730112 200002 1 001 NIP. 19851215 201503 1 004
ii
APPROVAL SHEET
This undergraduate thesis titled "Investigation on Barriers Experienced
by 7th Semester Students of English Department in Mastering Grammar"
submitted by Mohamad Khodim in partial fulfillment of the requirements for the
degree of Sarjana Pendidikan in English Education has been examined and
approved by the panel of examiners, dated on Friday, Desember 31th 2021.
Examiner I Examiner II
Dewi Puspita Sari, M.Pd Muhammad Jauhari Sofi, M.A.

NIP. 19790221 2007122 001 NIP. 198612262018011001
iii
SURAT PERNYATAAN
KEASLIAN SKRIPSI
Yang bertanda tangan dibawah ini:
Nama : Mohamad Khodim
NIM : 2518012
Fakultas : Tarbiyah dan Ilmu Keguruan
Dengan ini menyatakan bahwa skripsi yang berjudul “Investigation on
Barriers Experienced by 7th Semester Students of English Department in
Mastering Grammar” adalah benar-benar hasil karya penulis atas izin Allah,
kecuali dalam bentuk kutipan yang telah penulis sebutkan sumbernya.
Demikian surat ini saya buat dengan sebenar-benarnya.
Pekalongan, 14 Desember 2021
Yang Menyatakan,
Mohamad Khodim
NIM. 2518012
iv
Perumahan Pesona Griya Karanganyar
Karanganyar, Pekalongan
NOTA PEMBIMBING
Lamp : 3 (Tiga) Eksemplar

Hal : Naskah Skripsi
Sdr. Mohamad Khodim
Kepada
Yth. Dekan FTIK IAIN Pekalongan
c.q. Ketua Jurusan TBIG
di
PEKALONGAN
Assalamu ‘alaikum Wr. Wb.

Setelah diadakan penelitian dan perbaikan, maka bersama ini saya
kirimkan naskah skripsi saudara:
Nama : Mohamad Khodim
NIM : 2518012
Jurusan : Tadris Bahasa Inggris
Judul : Investigation on Barriers Experienced by 7th Semester Students
of English Department in Mastering Grammar
Dengan ini mohon agar skripsi tersebut dapat segera dimunaqosahkan.
Demikian nota pembimbing ini dibuat untuk digunakan sebagaimana
mestinya. Atas perhatian Bapak/Ibu, saya sampaikan terimakasih.
Wassalamu’alaikumWr. Wb.
Pekalongan, 25 Desember 2021

Pembimbing

NITK. 19860509201608D2011
v
MOTTO
“BUKAN KARENA KITA HEBAT, TETAPI KARENA ALLAH YANG
MEMFASILITASI DAN MEMUDAHKAN URUSAN KITA”
vi
ABSTRAK
Penelitian ini bertujuan untuk menginvestigasi kesulitan mahasiswa dalam

menguasai/mempelajari grammar serta menemukan solusi untuk mengatasi
masalah tersebut. Lima mahasiswa semester 7 jurusan Bahasa Inggris dari salah
satu universitas di Pekalongan dipilih sebagai objek penelitian ini. Penelitian ini
bersifat kualitatif dengan menerapkan metode penelitian narrative inquery. Data
diperoleh melalui proses wawancara semi struktur kemudian di analisis
menggunakan teori dari Brooker. Hasil penelitian ini yakni mahasiswa Bahasa
Inggris semester 7 mengalami kesulitan dalam menguasai grammar; mereka
merasa khawatir saat belajar grammar di kelas (threatening), kurangnya motivasi
mahasiswa Bahasa Inggris semester 7 dalam mempelajari grammar (benign), dan
kecenderungan mahasiswa bahasa Inggris semester 7 yang lebih tertarik belajar
grammar dengan teman sebaya/di luar kelas (challenging). Oleh karena itu solusi
dalam mengatasi masalah tersebut yakni dosen/guru seharusnya menerapkan
metode pembelajaran grammar yang menyenangkan dan efektif untuk
meningkatkan motivasi mahasiswa dalam mempelajari grammar.
Kata Kunci: Grammar, mempelajari, kendala/kesulitan
vii
ABSTRACT
This study aims to explore students barriers in mastering grammar also looking
for solutions to overcome the barriers. There are fives students from 7 th semester
of English department of an university in Pekalongan who became participant in
this resarch. In conducting this research, the researcher used qualitative approach
with applying narrative inquery method. Data are collected from semi-structured
interview then researcher analyzed them using theory from Brooker. The result
showed that 7th semester students of English department having barriers in
mastering gramar; they worried in learning grammar (threatening), students’ lack
motivation in learning grammar (benign), and students prefered to learn grammar
with friends/outside class (challenging). Therefore, fun and effective grammar
learning would be a solution to overcome those barriers that should be applied by
teachers/lectures inside class.
Keyword: Grammar, learning, barrier
viii
PREFACE
Alhamdulillah, all praises to Allah who has permitted me to finish this
thesis. I hope this thesis will give benefits for all the readers. This thesis is
focused on 7th semester students of English department who have difficulties in
learning grammar. Phenomena of students barriers in learning grammar is often
discussed on linguistcs barriers context. As English students, researcher interested
to choose this topic because the writer found the problem inside his own self. The
researcher tried to illustrate how English students having problems in learning
grammar and how should lectures or teachers solve the problem. For All the
readers if you find mistakes in my thesis it might be from the writing
accurateness, unclear sources of quotes or others, do not be doubt to notice me.
Thank you.
Pekalongan, Desember 14th 2021
The Researcher
Mohamad Khodim
ix
ACKNOWLEDGEMENT
Alhamdulilah, may we always thanksgiving for everything that Allah
gives for us. Thank you Allah, you give me a health, you give me your guidence,
and you has permitted me to finish this thesis.
Alhamdulillah I was born inside muslim family, thank you Dad (Jayadi)
and Mom (Dasri). Thanks for your support, thanks for your sincereness, and
thanks for everything.
Alhamdulillah Allah gives me easiness to complete all my obligations;
Thanks Mr. Mutammam, Thanks Mom Eros, and all teachers and lectures who
always teach me in kindness. May Allah grants you all full of mercies.
For all people who always help me, I pray to Allah, may Allah makes easy
all of your affairs dunya and akheerat aamiin.
x
TABLE OF CONTENTS
COVER .......................................................................................................... i
APPROVAL SHEET .................................................................................... ii
APPROVAL SHEET ................................................................................... iii
LEMBAR PERNYATAAN KEASLIAN SKRIPSI .....................................iv
NOTA PEMBIMBING .................................................................................. v
MOTTO ........................................................................................................vi
ABSTRAK................................................................................................... vii
ABSTRACT ............................................................................................... viii
PREFACE .....................................................................................................ix
ACKNOWLEDGEMENT ............................................................................. x
TABLE OF CONTENTS ..............................................................................xi
CHAPTER I: INTRODUCTION .................................................................. 1
1.1 Background ........................................................................................ 1
1.2 Formulation of the Problems ............................................................. 3
1.3 Operational Definitions ...................................................................... 4
1.4 Aims of the Study ............................................................................... 5
1.5 Significances of the Research ............................................................. 5
CHAPTER II: THEORITICAL BACKGROUND....................................... 6
2.1 Literature Review ............................................................................... 6
2.1.1 Place of Grammar among Language Skills .............................. 6
2.1.2 English Grammar for University Students ............................... 8
xi
2.1.3 Barriers in Learning Grammar ................................................ 9
2.1.4 Solution on Student Barriers in Learning Grammar ............. 13
2.1.5 Conceptual Framework ........................................................... 14
CHAPTER III RESEARCH PROCEDURE .............................................. 16
3.1 Research Methodology ..................................................................... 16
3.2 Research Context.............................................................................. 17
3.3 Setting and Participant .................................................................... 17
3.4 Data Collection ................................................................................. 18
3.5 Data Analysis .................................................................................... 18
3.6 Research Steps .................................................................................. 19
3.7 Research Schedule ............................................................................ 20
CHAPTER IV: RESULTS AND DISCUSSIONS....................................... 22
4.1 Results ............................................................................................... 22
4.1.1 Students Feel Worries on Grammar ....................................... 22
4.1.2 Students Low Motivation in Learning Grammar .................. 24
4.1.3 Learning Grammar Outside Class; Students’ Responses ...... 25
4.1.4 How to Motivate Students in Learning Grammar ................. 27
4.2 Discussions ........................................................................................ 29
4.2.1 Threatening Barrier on Students in Learning Grammar ...... 29
4.2.2 Benign Barrier on Students in Learning Grammar ............... 30
4.2.3 Challenging Barrier on Students in Learning Grammar ....... 30
4.2.4 Solutions to Help Students in Learning Grammar ................. 33
CHAPTER V: CONCLUSION ................................................................... 35
xii
5.1 Summary of the Findings ................................................................. 35
5.2 Recomendation ................................................................................. 36
REFERENCES
ATTACHMENT
CURRICULUM VITAE
xiii
1
CHAPTER I
INTRODUCTION
1.1 Background
One of the factors that cause anxiety in writing for English Foreign
Language (EFL) learners is feeling worry on grammar structure. From
several reasons. Learning English is difficult enough for them which has
totally different grammatical structure compared with their own language
grammar (Albaysoni & Alhaisoni, 2017). Furthermore, students perception
on grammar state that grammar is hard, grammar is the main rule of
language, and the main key to master a language; it could become
boomerang for them selves (Mirazna & Hikmah, 2019).
In universities writing with appropriate grammar is a must for
college students because it is one of requirements for the work paper
acceptance according to academic context. Various courses are provided
for students to support them in learning grammar such as “Introduction to
Grammar, Grammar in Writing Text, and Academic Writing Course”
(Istiarto Djiwandono, 2016).
On the other hand, the implementation of teaching grammar on
EFL learner is still being debated. It is about grammar lesson existence
which should be taught or not. In fact, the important of grammar can not
be neglected. From students perspective; grammar is one of aspects for
measuring their ability in English. Grammar builds communicative
1
2
interactions, and grammar works together with language to make a sense
(Mirazna & Hikmah, 2019). From different side, the experts state;
grammar will be not appropriate when it is given to young
learner/beginner learners, but grammar is perfect applied on mature
learners include college students (Ji, 2018).
Grammar has correlation with learner cognitive skills; students will
be aeasier to master grammar when they have reached higher education
level (Uibu & Liiver, 2015). On the other hand, although students who
learn English are students of higher education even students of college
level and in line department, many of them still have difficulties in their
writing to use grammar properly; for example barriers in constructing
good sentences in their thesis (Effendi et al., 2017).
Many previous studies (Susanto, 2018; Rismasari, 2019; Albaysoni
& Alhaisoni, 2017; Muayad, 2018) investigated case related with students
anxiety in learning grammar, but the objects were not English students.
Therefore, the researcher is interested to conduct a research related to
English students who are having barriers in learning grammar. The
researcher want to discover how factors are causing barriers or difficulties
for them in mastering grammar.
The researcher prefered to explore 7th semester students of English
department barriers in mastering grammar as considered with below
observation. Researcher conducted observation in an university in
Pekalongan, Jawa Tengah, Indonesia by observing online class (WhatsApp

3
group) of English Education Department of students 6th semester on
Microteaching subject on May, 28 2021 ago. On that day, lecture gave
them instruction to write a short reflection about body language after
watching their friends’ video in their teaching practise. Beside the lecture
discovered students perception related to body language material, lecture
also did inspection; how is perfect students writing as planning in making
thesis proposal later. From 38 students inside class, there were only 3
students who have courage to show up their work. In the end of lesson, the
lecture gave evaluation for the three students on their writing. Lecture
found that students have barriers in applying grammar into their writing
such as mistake in using tenses and mistake of word placement on
sentences (Observation in Microteaching Subject 6th Semester Class A,
2021). From this case, the researcher believed that English students of 7th
(students current level) semester having barriers in mastering grammar.
1.2 Formulation of the Problem
Based on background of the study above, below are the research
questions:
1. What barriers are experienced by 7th semester students of English
department in learning grammar?
2. What are solutions to overcome the barriers experienced by the
students in learning grammar?

4
1.3 Operational Definition
To avoid misunderstanding about the terms in this study, the
researcher provides several definitions related to the study as follows:
1. Grammar: Formulas, or systems in language which is used to produce
good sentence (sentence which has appropriate context, can be
understood well by participants who receive the information inside the
sentence from textual source or oral source) (Kolln & Funk, 2009).
According to Halliday, grammar is components that have function to
create unity. Structure of paragraph must be coherence; there is good
way to link each sentence to create understandable messege inside text
(Handayani et al., 2018). Grammar is not only a discussion about
structure and sentence form. More than that, by learning grammar
students also discover how rules and cultures work inside the language
(Mohammed, 2011).
2. Barrier: Barrier is a circumstances or obstacles that prevent movement
or access (IGI Global, 2020). Barrier is similiar with word trouble,
difficulty, problem or something that makes our effort to do something
being stopped or could not succesfully completed.
3. Learn: Learn/Learning is an activity that has a goal to discover
something. By learning human can adsorp a knowledge and modify it.
Knowledge contains many things; not only focus on cognitive aspect;
it includes beliefs, attitudes, behaviors, skills, and others (Schunk,
2012).
5
1.4 Aims of the Study
This research has two main goals they are:
1. To know what barriers are experienced by 7th semester students of
English department in learning grammar.
2. To discover what are solutions to overcome the barriers experienced
by the students in learning grammar.
1.5 Significances of the Research
Beside this research is important enough for writer as one of
requirements to be graduated and reaching S1 degree, this research
hopefully will give good contribution for English education. Whoever read
this paper it might be teacher or student especially from English education;
they can evaluate their strategies; how should they do teaching or learning
grammar to avoid anxieties inside.

6
CHAPTER II
THEORETICAL BACKGROUND
2.1 Literature Review
2.1.1 Place of Grammar among Language Skills
Studying grammar is crucial thing for language learners
according to SLA (Second Language Acquisition) theory precisely
on input processing theory; a theory which discuss students
development in learning language (Sugiharto, 2005). Normally,
when teachers having experience to teach a language for the first
time, they need to make introduction related to the language that
will be learned in class such as what are the features inside that
language including grammar; for example teacher gives lesson for
students about constructing sentence according to target language
rules. This phase must be doing because when students learning
new language they are required to be able recognizing the
characteristics of that language (Vanpatten & Cadierno, 1993).
According to Developmental Pattern Teory, learning
grammar is the last phase in learning language which is called
Acquisition Order after students passed the Silent Period; a phase
when students just listen and absorb what they have learned
without doing practise, and Propositional Simplification; a phase
6
7
when students begin to practise by talking and writing although the
grammar still messy and unorganized well (Ellis, 2003).
Grammar is really closed with writing context; to be great
in writing students need to master grammar. Grammar is not just
give formal impression on a text. More than that, with grammar a
text will be meaningful and make a sense. (Wang, 2008).
Althought grammar has important function for a language, there is
still contradiction inside; grammar is not necessery to be taught in
class; the main goal in learning language is to be natural and
communicative while using that language, so teachers should not
force their students to master grammar. This argument is refuted
according to Richards, 2002; the debate about grammar must be
stopped; the focus is not on students’ must learning grammar, but
researchers need to discuss how should teachers teaching grammar
in class to decrease students’ anxiety in learning language because
of grammar (Furaidah & Mukminatien, n.d.).
The topic about grammar among language skills are often
found in English language education researchs such as a research
that was conducted by Male, 2011 on students of FKIP-UKI
Jakarta. This research aimed to gain students perception about the
importance of grammar in language learning. The result showed
that as many 61% students agreed that grammar is crucial to learn;
they would be able to construct good sentences or pharagraphs

8
when they can master grammar. The other students argued
grammar cannot help them to be fluent in using language, the most
important aspect in communcation is understandable message not
grammar.
2.1.2 English Grammar for University Students
Actually the question about when students should start
learn grammar is a controversial. As logic reason, when students
start learn grammar on early stage, it will be good for them;
students have more experience in learning grammar sure they will
be easier to master grammar (Sugiharto, 2005).
In college level, students must be more intelegent in
comprehending grammar. As consideration; universities require
students to have good writing ability according to academic
purpose for example journal publishing. Writing activities in
formal institution are called academic writing; writing with use
proper grammar is the main requirement for the work paper
acceptance. Many case of journal publishing which is rejected
because the lack of grammar inside (Istiarto Djiwandono, 2016).
Other facts, many universities use TOEFL (Test of English
Foreign Language) to measure students’ English competence
which become one of requirements for students in S1 degree
graduation. Inside of TOEFL, there is one section of type questions
which are students having difficulties to answer; that is type

9
question of structure and writen expression. This evidence shows
that EFL students grammar was poor, and grammar lesson in
university level should having more attention from lectures (Etta
Tilana et al., 2019)
Beside TOEFL, especially for English students, they are
required to make a thesis in English. As many case of EFL students
difficulties in making thesis, one of them is barriers in constracting
text according to correct grammar. Therefore, grammar can not be
neglected by students or even lectures to teach it in class (Utami,
2018).
According to research from Solikhah, 2017 there are three
parts of grammar lesson caused anxiety for students to learn, they
are problem on sentences, problem on tenses, and problem on
agreements. In addition, students competence on their first
language (mother tongue) grammar is considered on students
success in learning target language (English) grammar.
2.1.3 Barriers in Learning Grammar
Difficulties in learning might happen because of these
factor: disability, learning without parent support, unappropriate
curriculum (from student side), students capacity, lecture/teacher
quality, learning environment, learning process also the way
students using their strategies in study will give impact on learning
success (Ma’rifah, 2017).

10
According to Brooker, difficulty/barrier is classified into 4
aspects; Harmful, Threatening, Challenging, and Benign
(Brooker et al., 2017). Students might feel harmful; they have
stressed feeling, think someone’s expectation, or difficult to divide
a part time. This feeling may appears when students have
complicated problem at home or at school such as conflicts with
lectures, forcement/pressure from specific person, regret feels on
serious case, and discouragement (Essel & Owusu, 2017). Beside
harmful, students usually have problem with their confidence to
perform in class, it is named threatening feeling; students feel
overthinking on something, feel worrying on things which have
done (Brooker et al., 2017). There is also challenging barrier;
interest feeling to do more although someone have difficulty
inside; he/she may looking for solutions to keep moving. Students
might not fully active in class discussion but sometimes they prefer
to learn with their friends (Merriam, 2021). And the last there is
benign barrier; students are not eager to learn deep because it does
not give impact to their life (students have low motivation to learn)
(Brooker et al., 2017).
In linguistic education, the common difficulties appear such
as reading and spelling, include other general intelegence. This
kind of difficulties are categorized as barrier according to
coginitive skill (Lenhard, 2013).

11
Bringing deep into language education barriers which have
two gapes to focus such as syntactical (grammar), and sentential
(writer preference using certain types in making sentence
(Solikhah, 2017). Moreover, a theory from Rod Ellis states
difficulties in grammar have three classification; difficulties
associated with enviromental factors of language, with linguistic
factors, and psychological difficulties. Difficulties related with
enviromental means students problem that happen during learning
take place; do students feel hard to learn around crowded
atmosphere, students anxiety to face teacher teaching style and
others. Linguistic difficulties means nature of language; how its
structural form and compare with student’s mother tongue. For
example students anxiety when facing type of language structure
which totally different with their original language form. The Last
psychological factors is related with tudents ability in
comprehending material. This happen because students lack of
motivation to learn, family condition, and others (Effendi et al.,
2017).
The way teacher in teaching grammar using grammar
translation method (traditional) also caused difficulties to
comprehend grammar for students. Learning grammar with
translating word by word caused students feel not free to catch the
meaning of text or expressing idea. Teacher must evaluate their

12
teaching grammar strategies based on students problem and
necessery (Ji, 2018).
There are several researches related to student difficulties in
learning grammar such as a research which is conducted by
Susanto, 2018; the research shows that students having difficulties
in learn grammar because internal and external factors. Internal
factor is oriented on individual problem in way learning gramar
(cognitif), and external factor is refers to teacher teaching style and
unconducive classroom atmosphere. The participants of this study
were EFL students from PBI who randomly selected. Than, there
are also similiar research from Rismasari, 2019 which has result
that grammar put the high number on student success in writing
ability. According to research from Albaysoni and Alhaisoni, 2017;
grammar lesson is being difficult because it feautures which is
inconsistence and students also teachers perspective about
grammar difficulties. EFL students from Saudi University were the
participants of this research. Similiar with mentioned reseachs; a
research from Muayad, 2018 shows that teacher traditional style in
teaching grammar is not enough for students in mastering languge
especialy in writing skill. Students of University of Technology,
Department of Materials Engineering take part in this research.
In this study, researcher conducted a research that
investigate 7th semester students of English department barriers in

13
mastering grammar. This research is similiar with above four
previous studies, but there is difference inside; the participants are
from 7th semester students of English Department and this research
is conducted in Pekalongan, Central Java, Indonesia.
2.1.4 Solution on Student Barriers in Learning Grammar
The way grammar teaching in class which is monotonous
only focused on structure makes students feel bored. The
techniques in teaching grammar should be modified and upgraded
with purpose to motivate students in learning grammar (Apen,
2016)
There are two techniques to teach grammar for students; the
first is deductive approach. Deductive approch means lectures or
teachers teach grammar through giving grammar formulas to
students directly; students are required to create sentence based on
formulas which they have learned from teacher. This way is known
well as traditional teaching grammar. The second is teaching
grammar with appliying inductive approach. It means
lectures/teachers teach grammar to students with focused on the
grammar concept. Teacher provides English sentences (target
language) and than explain what the type of grammar used inside
the sentence, what the meaning inside the sentences or how
students should express and use the sentences. Applying inductive

14
approach in teaching grammar is recomended; it is more efficient
and systematic (Apen, 2016).
2.1.5 Conceptual Framework
Grammar is being most common problem appears in
language learning. This problem does not mean that grammar
should be dismissed from language learning because grammar is
one of crucial aspects in language learnig. There will be factors
caused students barriers in learning grammar and sure there will be
solutions to overcome that barriers. Researcher used theory from
Brooker, 2017 to discover type of barriers gained by the students.
After researcher knows what kind of barriers are experienced by
the students, researcher analyze students aspirations/responses also
looking for several relevant journals related with appropriate
grammar learning strategies to overcome students barriers in
learning grammar.
Based on the description, the conceptual framework could
be drawn as below:
15
Barriers experienced
by the students in
mastering grammar
Brooker Theory 1. Students feel

threaten or
stressed in
1. Harmful learning grammar
2. Threatening 2. Students less
3. Challenging motivated in
4. Benign learning grammar
3. Students prefer to
learn grammar
with friends
Solutions
Table 1 Conceptual Framework

16
CHAPTER III
RESEARCH PROCEDURE
3.1 Research Methodology
The writer used qualittive approach to conduct the research. The
simple difference between qualitative research and quantitative research is
on the reserach goal; qualitative research is used for find a problem than
quantitative research is used for experimenting a problem (Sugiyono,
2016). In this research writer want to discover students problem in
mastering grammar which factors that are causing that problem is still
unknown yet, so qualitative approach is appropriate to be applied in this
research. Qualitative approach research requires participants to tell and
share their stories relate to a case to found problem (Shakouri, 2014) and
qualitative research is an approach to conduct a research that relate to
human behaviours experienced in social life (Bolderston et al., 2006).
This research applied narrative inquery. Narrative inquery is such a
method that use stories to investigate a case as focus data. The stories is
contained of life experience of participants (Savin-baden & Niekerk,
2007). Narrative inquery is a research method that most popular in the
world according to its benefits such as many supporting articles, book
references, a bevy of importance research award, and narrative inquery is
suitable for be used in teaching and learning research (Craig, 2014)
16
17
3.2 Research Context
This research discussed senior students of English Department
experience which have barriers in mastering grammar. Grammar becomes
the most common problem appears in EFL context. Researcher conducted
this research in Institut Agama Islam Negeri (IAIN) Pekalongan;
Pekalongan, Central Java, Indonesia.
3.3 Participants
There were five senior students of English Department who are
participated in this research. They are two males, and three females who
are around 21-22 years old which come from different district and
different character. As reason, researcher want to investigate students
experience in learning grammar from various students background and
various students perspective, so the data result can represent all
information of senior students of English department related to barriers in
learning grammar. In delivering data, the researcher kept all personal
informations of the participants according to ethic code in research.
No. Name Gender Age Description

(Pseudonyms)
1. Anton Male 22 He lives near from
town which has good
access to connect
with internet and
other facilities.
2. Jaka Male 21 He lives in mountain
area, the culture and
condition might be
totally different with
18
the urban.
3. Mutiara Female 21 She is one of active
students in class
discussion.
4. Kirana Female 21 She is one of
students who seems
not intersted to join
discussion in class.
5. Citra Female 21 She is one of
students that having
final project (writing
thesis) now.
Table 2 List of Participant
3.4 Data Collection
The researcher conducted a semi-structured interview to collect the
data. This research instrument is choosen relate to topic discussed;
interview is appropriate to gather information especially digging
participants’ experience stories on a case. Semi-structured interview can
be useful and easy to conduct because researcher can modify the questions
as best as they need to collect the important data from participants
(Dejonckheere & Vaughn, 2019). The interview is conducted using
Bahasa Indonesia to avoid miss understanding and deep analyzing
participants’ pure messege.
3.5 Data Analysis
The researcher used thematic analysis to find the common pattern
that will appear. Thematic analysis has six phase to do; they are
familiarising, generating initial codes, searching for themes, reviewing

19
potential themes, defining and naming themes, and producing the report.
This approach is appropriate based on its accessbility and flexibility; and
suitable for new researcher (Braun & Clarke, n.d.)
To investigate students barriers in mastering grammar, the
researcher used theory from Brooker. Brooker or Abi Brooker is senior
lecturer of Melbourne School of Psychological Sciences at the University
of Melbourne. She is qualified Mental Health First Aid trainer, offering
training to tutors of the MSPS undergraduate subjects. Her research
interest include experiences of well being and distress at university and
during times of transition (The University of Melbourne, 2021)
According to Brooker (2017), barrier is classified into 4 aspects;
Harmful (stressed feeling, think someone’s expectation, difficult to divide
a part time), Threatening (overthinking on something, feel worrying on
things which have done), Challenging (difficult to solve problem alone,
need to share with friend), Benign (students are not eager to learn deep
because it does not give impact to their life) (Brooker et al., 2017). Then,
the researcher gained students rensponses also looking for relevant
journals related with proper grammar learning strategies that would be
applied in class as a solution to overcome the barriers.
3.6 Research Steps
Researcher arranged research steps to make sure this research is
completed systemically; heare are the research steps:
a. Exploring the problem and developing detailed phenomena

20
In this step, researcher explored the problem that would be discussed in
this research, and than developed it to be more detailed phenomenon.
b. Conducting literature review
Conducting literature review was purposed to investigate and to know the
method that would be used to analyze the data.
c. Stating the aim and research question
The research question was stated after conducting a literature review.
After that, the researcher stated the aim of this research.
d. Collecting the data
In this step, the researcher collected the data from participants by using a
semi-structured interview
e. Analyzing the data
After collecting the data, the researcher analyzed and interpreted the data
using theory from Brooker about classifying students barriers in learning.
f. Writing the research
While analyzing the data, researcher also wrote the research to hasten the
writing.
3.7 Research Schedule
NO Progress JUN AUG SEPT OCT NOV DES

2021 2021 2021 2021 2021 2021
1. Submission of
the research
topic
2. Research topic
approval
21
3. Writing
Research
proposal
4. Proposal
approval
5. Seminar
proposal
examination
6. Conducting
and writing the
research
7. Estimation of
thesis
examination
Table 3 Research Schedule
22
CHAPTER IV
RESULTS AND DISCUSSIONS
4.1 Results
Researcher gained data from interview process related with the
topic students barriers in mastering grammar and analyzed it become
these three main points; Students Feel Worries on Grammar, Students
Have Low Motivation in Learning Grammar, Learning Grammar
Outside Class; Students’ Responses, and How to Motivate Students in
Learning Grammar.
4.1.1 Students Feel Worries on Grammar
This sub topic is contained 7th semester students of English
department worries while learning grammar; this worries is refered
to why do English senior students having barriers in mastering
grammar; this can be seen from the data that:
“I think my grammar is reaaly bad, grammar is difficult to

learn. I have problem with the grammar since I was on elementary
school; I was so panic when lecture ask me to write text with good
grammar spontaneosly”
(Anton, WhatsApp interview, October 28th 2021)
The underlined sentence I think my grammar is really bad,
grammar is difficult to learn and I was so panic when lecture ask me
to write text with good graamar spontaneosly; these statement
22
23
showed that Anton felt worry in applying grammar because lack of
confidence.
“I feel worry and panic when lecture ask me to write text

with proper grammar. After I finished the given task I told to my
self, is my grammar correct? I’m afraid to submit this task to my
lecture; grammar is hard to learn!, I realized that grammar is hard
lesson since I was on junior high school.”
(Jaka, WhatsApp interview, October 29th 2021)
Similiar with Anton, Jaka also felt worry in learning
grammar. According to the underlined text, Jaka said that grammar
is difficult to learn; he afraid to show up his grammar skill to the
lecture.
Below are the next interview about students worries on
grammar with female students;
“I think I’m not sure If I have mastered grammar, so I will

be really confuse and panic when lecture ask me to write a text in
line with grammar rule.”
(Mutiara, WhatsApp interview, October 28th 2021)
“I realized that grammar is such a hard lesson. For the

question do I feel panic when lecture ask me to write a text with
appliying grammar; the answer is yes exactly!; I think I can’t write
with proper grammar without dictionary and internet hepls.”
(Kirana, WhatsApp interview, October 29th 2021)

24
“In English education department, writing activity becomes

routine activity for the students, sure we are habit to try writing
texts with good grammar. On the other side I cannot deny that I am
person who is easy to get panic. When lecture ask me to wite using
best grammar; I feel worry and confused.”
(Citra, WhatsApp interview, October 30th 2021)
According Mutiara; she argued that she can not master
grammar yet; feeling worries appears when lecture ask her about
grammar. Kirana’s answer is more specific bacause she explained “I
can’t write with good grammar without dictionary and internet
helps”. Then, the answer from Citra showed that Citra also has
problem with her confident. The answer from female students
actually is almost same with male students which showed that
students felt worry about grammar; with the reason grammar is
difficult to learn, so they doubt even panic to show it up (grammar)
infront of lecture.
4.1.2 Students Low Motivation in Learning Grammar
This part explored students motivation in learning grammar.
most of students believe that grammar is crucial to learn; despite
grammar is difficult to learn; they think, grammar is a key to master
language. On the other hand there were 2 students who have low
motivation in learning grammar. this can be seen from the data that:
25
“English examination force me to learn grammar. I can’t

enjoy grammar lesson in class. I know that grammar is important,
but so far I never try to learn grammar continually at home or ask
my friends to help me in learning grammar.”
(Anton, WhatsApp interview, October 28th 2021)
According to Anton, he was not eager to learn grammar;
Anton push his self to learn grammar because one factor; it was just
for English examination. Finally, Anton could not enjoy grammar
lesson; this showed that Anton has low motivation in learning
grammar.
“Honestly, I feel not eager to learn grammar since I

learned lots of various tenses in English grammar and I realized
that grammar is such a hard lesson. This reason caused my
laziness to learn grammar appear.”
Litle bit different with Anton’s reply, Kirana was lazy to
studying grammar which has lots of rules inside. This evidence
showed that Kirana has low motivation in learning grammar.
4.1.3 Learning Grammar Outside Class; Students’ Rensponses
This section expressed students experience in learning
grammar. Most of students explained that grammar lesson being
more fun when they learn grammar together outside class. This can
be seen from the data that:

26
“I think learn grammar with friends is more comfortable

for me. I feel free to ask on how my grammar works in text.”
(Jaka, WhatsApp interview, October 29th 2021)
“I can enjoy grammar lesson in class, but Learning

grammar with friends it is so fun! I more be able to remember the
grammar formulas using unique way from my friends ideas.”
(Mutiara, WhatsApp interview, October 28th 2021)
“I have ever learned grammar inside small group

discussion. In my opinion I prefer this one; I feel more confident to
ask with my friends than in wider class.”
“Learn grammar with friends is more enjoyble and I think I

could more understand the grammar lesson by learning with
friends.”
(Citra, WhatsApp interview, October 30th 2021)
From the above evidence, learning grammar with friends will
be a solution for students to overcome their barriers in learning
grammar, because students felt free (confident) to ask anything they
wondering about grammar with friends, they also could enjoy
grammar teaching through unique way by their friends.

27
4.1.4 How to Motivate Students in Learning Grammar
From the above evidences we found that English Students 7 th
Semester have several kinds of barrier. Researcher tried to explore
students perception on how grammar should be thaught in class;
what are things that students need in learning grammar which can
motivated them in learning grammar. This can be seen from the data
that:
“Like I said before; Grammar is difficult enough to learn,

but in my opinion, when teacher makes grammar become such a
fun class, sure students will enjoy the class and students being
motivated to learn grammar. Finally, students can master
grammar.”
(Anton, WhatsApp interview, December 30th 2021)
“Teacher should avoid grammar learning method which is

monotonous, as we know grammar usually is thaught by only focus
on memorizing formulas to construct good sentence. Teachers need
to improve the way they do teaching grammar to motivate students.
It can be like learning grammar through conversation video. I’m
sure that students won’t feel bored and finally they can get easy to
master grammar.”
(Jaka, WhatsApp interview, January 1st 2022)
According to Anton and Jaka they argued that the way
teacher/lecture teaching grammar in class gives effect on students
motivation in learning grammar. Students will be more antusiast and
enjoying grammar lesson when teacher could apply innovative

28
grammar learning method, so students being motivated to learn and
grammar and there is nothing impossible for students to master
grammar easily.
“I think lectures may apply new techniques in way they do

teaching grammar in class. Teachers can make discussion about
students daily sentences to compared with proper grammar, or
teacher may use other properties to support the lesson like pictures
and others. Hopefully those suggestion make students be easier to
master grammar”
(Mutiara, WhatsApp interview, December 30th 2021)
“Maybe, teachers should provide more time for students to

do practise in class. For example teacher show the students a video
conversation than teacher ask students to analyze the grammar
which is used in video together. Grammar learning will be not fun
when it’s just focus on theory and grammar formulas.”
(Kirana, WhatsApp interview, December 31th 2021)
“By practising writing continually, and students feel free to

write what they love such as quotes, caption; students will be
easier to learn grammar.”
(Citra, WhatsApp interview, December 30th 2021)
According to the above phenomenas, students need their
lecture/teacher improvement in teaching grammar. Students hope;
grammar can be learned with fun and enjoyble through strategies
that teacher/lecture may apply inside. All those students responses

29
can be inferred as solution to overcome students barriers in
mastering grammar that the teacher/lecture may consider it.
4.2 Discussions
Researcher gained the data related to students barriers in mastering
grammar and researcher analyzed it by using theory from Brooker, 2017.
According to Brooker, there are 4 kind of barriers; Harmful (stressed
feeling, think someone’s expectation, difficult to divide a part time),
Threatening (overthinking on something, feel worrying on things which
have done), Challenging (difficult to solve problem alone, need to share
with friend), Benign (students are not eager to learn deep because it does
not give impact to their life) (Brooker et al., 2017).
4.2.1 Threatening Barrier on Students in Learning Grammar
Five participants expressed their experience in learning
grammar; most of them have learned grammar more than 10 years;
it was started since they were on elementary school. They have
learned a lots of grammar lesson such as verb tenses, punctuation,
word kinds (adjective, noun, verb, adverb), and others. On the
other hand, they still feel worries when their lecture ask them in
writing text according to proper grammar.
According to the narrative data, Anton explained that he
was so panic when lecture ask him to write a text in line with
grammar rules. He judged that his grammar is bad. From this
evidence we could see that Anton’s overthinking on grammar

30
makes him afraid to show up his grammar to the lecture. The
feeling overthinking on something which will be done or have be
done is named Threatening according to Brooker (2017).
Beside Anton; Jaka, Mutiara, Kirana, and Citra also said the
same thing related with their barriers in grammar learning.
According to Jaka; Jaka felt worries when lecture ask him to show
up his writing. He felt unconfident and affraid; he imagined that
the lecture will give lots correction on his work. Kirana adjusted;
she felt not confident to write grammar without internet and
dictionary helps. Actually this phenomena is normally happen;
when anxiety feeling appears on someone, it caused someone fears
to complete tasks in a situation. Anxiety common appears on adults
or age 18 and older (Bledsoe & Baskin, 2014)
Researcher inferred that almost of students felt worry when
lecture ask them to show up their grammar; they have no
confidence to perform well in class. According to Deemer; barrier
that is related to someone unconfidently in completing or
performing task is named Threatening barrier (Deemer et al.,
2014).
4.2.2 Benign Barrier on Students in Learning Grammar
While researcher discover how English senior students feel
worries on grammar precisely, researcher against curious with

31
students motivation in learn grammar. Researcher found that there
were two students who have less motivation in learning grammar.
According to Anton, he felt no comfort to learn grammar;
but he know that English examination that would be held having
purposes; one of them is to measure students grammar. This reason
forced Anton to learn grammar although Anton do not interest to
learn more about grammar. In other side, Anton never try to learn
grammar seriously or try to looking for solution to help him in
learning grammar such as studying with friends.
Similiar with Anton, Kirana was not eager to learn
grammar because of its complexity. Many students experienced
grammar as hard lesson; they have problems with constructing
sentence and less using English in daily communication (Effendi et
al., 2017). Kirana said; she sometimes try to learn grammar outside
class, but she was lazy to do it continually. Grammar still such a
hard lesson to learn for her. Therefore, Anton and Kirana has low
motivation in learning grammar. Low motivation is categorized as
Benign barrier according to Brooker (2017).
4.2.3 Challenging Barrier on Students in Learning Grammar
In this part, researcher found that most of students feel
comfort with group learning such as learning outside class with
friends. According to Jaka, learning grammar with friends is more
comfortable because he did not feel shy or afraid to ask anything

32
about grammar lesson that he could not understand it yet. Learn in
scale group with friends can support students achieving good score
in class. By learning with friends students could be more active and
interactive; those way learning in groups may be solution to
overcome students learning barriers in class (Senior & Howard,
2014). The others students have same idea about that; Mutiara
adjusted that learning grammar with friends become more fun than
learning grammar in class with lecture, because sometime her
friends create unique way to learn grammar for example making
easy steps to remember grammar structure.
According to the above phenomena, researcher found that
students feel worries when learning grammar with lecture; they
feel threaten with grammar teaching which is just focus on correct
structural sentence. Students prefer to learn grammar with friends
because they feel comfortable and enjoyble. Therefore researcher
inferred; 7th semester students of English departments having kind
of barriers which is named Challenging barrier; difficult to solve
problem alone, need to share with friend (Brooker et al., 2017).
Challenging means interest feeling to do more although someone
have difficulty inside; he/she may looking for solutions to keep
moving (Merriam, 2021).

33
4.2.4 Solutions to Help Students in Learning Grammar
This research is not only focus on discovering students
barriers in mastering grammar; more than that, researcher also
provided solutions to overcome that barriers through exploring
relevant journal which is contained of strategies that would be
appropriate to be applied for the students.
As before discussion, researcher found that students have
theatening and challenging barrier; students prefer to learn
grammar with friends; they feel threaten while learn grammar with
their lecture. Those kind of barriers made some students feel not
eager to keep motivated in learning grammar which is called
benign barrier. Therefore, below researcher discussed solutions to
overcome their barriers.
According to students’ explanation; grammar taught at
class with put primary focus on structural/form. This reason why
do students feel worries on grammar. Teachers need to change this
mindset that grammar importance is not only on form/structure but
it is also on its sense (meaning) and function. Moreover, usually
teacher taught grammar in class only using textbook; it would be
not effective. Lectures or teachers must insert grammar into their
students daily activities; words/sentences that daily pronounced by
students could be arranged according to proper grammar and make
it sounds. It means students must be able to produce sentence that

34
is correct according to the source language grammar, than students
continue to arrange sentence according to the correct target
language (English) grammar. This is called Consciousness
Activities (Contextual Grammar Learning) from Rod Ellis
(Sugiharto, 2005).
Beside teachers or lectures should change their way in
teaching grammar, students argued lectures may consider the
properties that might help them in teaching grammar. Using
language learning platform that is many provided in mobile device,
students can increase their interest in learning grammar. With so
many features inside the platform it would make grammar learning
become such a fun class, even the easy of accessing platform
students can learn with friends at home (Yuliyanto & Fitriyati,
2011).
35
CHAPTER V
CONCLUSION
5.1 Summary of the Findings
Finally, researcher found that kind of barriers which are experienced
by 7th semester students of English department in mastering grammar are
Threatening, Benign, and Challenging barrier; this result is gained through
analyzing data using Brooker theory. Most of students feel worries in
learning grammar (threatening), some students have low motivation in
learning grammar (benign), and students prefer to having grammar class that
is comfortable for them like study with friends (challenging). According to
the theory from Brooker, there is one more barrier called Harmful; stressed
feeling, think someone’s expectation, difficult to divide a part time.
Researcher did not found the type of barrier on 7 th semester students of
English department. Therefore, the solutions to help students in learning
grammar must be lineared with their barriers; such as lectures should avoid
teaching grammar which is just focus on structure because this made
students feel threaten, and lectures need to prove their strategies in teaching
grammar like using language learning platforms to build students interest in
learning grammar.
35
36
5.2 Recomendation
After knowing the barriers experienced by 7th semester students of
English department, researcher hopes that teacher or lecture willing to
evaluate their teaching strategies in learning grammar and looking for the
solutions to overcome students barriers in mastering grammar such as
applying teaching grammar strategies that had been provided by the
researcher.
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*ATTACHMENTS
Transcription of the Interview
Anton’s Interview
Nama
Naskah Wawancara
(samaran)
Pewawancara : Sudah berapa lama kamu mempelajari grammar?
Anton : Seiujurnya saya mempelajari grammar tidak konsisten,

artinya hanya setiap ada pelajaran sekolah saja saya
mempelajari grammar, kalau untuk belajar grammar
secara mandiri dan konsisten saya belum pernah.
Pewawancara : Contoh grammar apa saja yang sudah pernah kamu
pelajari?
Anton : Semua jenis grammar saya pelajari waktu sekolah.
Pewawancara : Apakah anda menikmati pembelajaran grammar?
Anton : Kurang meninkmati sih kalau ini, lebih berasa terpaksa

harus belajar grammar karena merupakan pelajaran
wajib dan ada di ujian nasional.
Pewawancara : Selama pembelajaran grammar, apakah ada kendala
didalamnya? Coba jelaskan!
Anton : Kalo bicara kendala pasti ada, terutama dari diri
sendiri yang sudah memberikan stigma kalo grammar
itu bikin susah dan bikin bingung, hingga akhirnya
merasa terbebani kalu harus berurusan dengan
grammar.
Pewawancara : Sejak kapan kamu merasa bahwa grammar merupakan
salah satu materi yang sulit untuk dipelajari?
Anton : Sejak saya belum mengenal grammar, denger dari
temen-temen kalo grammar itu susah.
Pewawancara : Apa motivasimu mempelajari grammar?
Anton : Ya karena saya merupakan mahasiswa B. Inggris mau

gak mau harus bisa dan belajar.
Pewawancara : Bagaimana tanggapanmu ketika mahasiswa jurusan
bahasa inggris diharuskan menguasai grammar?
Anton : Sangat setuju dan merupakan terobosan yang baik.
Pewawancara : Apakah kamu merasa cemas/bingung bahkan panik

ketika dosen menyuruhmu menulis teks dengan
grammar yang bagus?
Anton : Betul karena saya merasa grammar saya sangat buruk
sekali.
Pewawancara : Pernahkah kamu mencoba mempelajari grammar
diluar kelas; misalkan dengan teman? Coba jelaskan
perbedaan yang kamu rasakan saat belajar grammar
dengan temanmu sendiri!
Anton : Untuk belajar grammar di luar kelas saya belum
pernah, kalau sama temen paling mentok belajar
speaking.
Pewawancara : Kira-kira apa saja kesulitan yang akan kamu temui jika
kamu sebagai mahasiswa b. Inggris tidak bisa
menguasai grammar? Sebutkan juga dampak yang
berpengaruh dari kesulitan² tersebut!
Anton : Tentu banyak, salah satunya jika kita menjadi seorang
guru dan ada murid yang menanyakan tentang
grammar dan guru tersebut tidak menguasai grammar
itu sangat mencoreng nama baik universitas, guru B.
Inggris harus menguasai grammar agar kualitas murid
yang di didik juga menjadi baik.
Pewawancara : Menurutmu, pembelajaran grammar yg bagaimana
agar mahasiswa bisa menikmati pembelajaran
grammar tersebut dan mahasiswa bisa lebih mudah
untuk menguasai grammar?
Anton : Mapel bahasa Inggris menurut saya pribadi banyak
siswa yang kurang menyukainya/peminatnya,
mengenai pembelajaran yang bagaimana agar siswa
menikmati dan muda untuk menguasai tergantung
bagaimana penyampaian dari guru yang bersangkutan,
jika guru tersebut mampu mengajar dengan cara
menyenangkan, bukan tidak mungkin siswa akan
menikmati pembelajaran, dan sedikit demi sedikit
berminat untuk belajar grammar secara sukarela,
dengan begitu siswa mampu memahami grammar.
Jaka’s Interview
Nama
Naskah Wawancara
(samaran)
Jaka : Saya mempelajari grammar sudah hampir 9 tahun

lamanya. 3 tahun ketika saya masih duduk di bangku
SMP. 3 tahunnya lagi ketika saya duduk di bangku
SMA. Dan kebetulan, saat ini, status saya adalah
mahasiswa IAIN Pekalongan jurusan tadris bahasa
Inggris. Jadi, secara tidak langsung, sampai sekarang
pun, saya masih mempelajari grammar.
pelajari?
Jaka : Grammar yang sudah saya pelajari sejauh ini adalah
sentence yang terdiri dari subjek dan predikat. Subjek
sendiri menggunakan noun dan pronoun. Sedangkan
predikat menggunakan verb dan adjective. Selain itu,
saya juga belajar tentang tenses dan to be.
Jaka : Pada saat saya masih duduk di bangku SMP, saya

mulai berfikir bahwa belajar grammar itu ternyata
susah. Singkat cerita, pada saat itu saya memutuskan
untuk memperdalam materi lagi, salah satunya adalah
materi tentang grammar (karena waktu itu sedang
persiapan Ujian Nasional) Karena ada paksaan pula
dan dorongan dari dalam hati untuk mendapatkan nilai
yang memuaskan. Ketika dalam situasi seperti itu,
maka, mau tak mau, saya harus mencari atau membuka
materi kembali tentang grammar. Jadi, dari situ, saya
merasakan bahwa belajar grammar itu ternyata
menarik. Kita akan paham jika kita fokus dalam
mempelajarinya.
Jaka : Banyak sekali kendala yang saya temukan dalam
mempelajari grammar. Sampai saya pernah berfikir
bahwa materi grammar adalah salah satu materi yang
sangat sulit untuk dipelajari. Sampai saya berdikir :
apakah saya akan bisa menguasai grammar nantinya?
Khususnya materi tentang tense yang banyak sekali
aturannya. Menurut saya, materi tense adalah materi
tersulit. Selain itu, penggunaan to be juga
membutuhkan waktu yang tidak sebentar. Harus
diulang-ulang supaya bisa paham. Awal-awal saya
belajar (to be) saya sangat bingung soal penggunaan
kata ganti orang dan benda. Selain itu juga penggunaan
kata ganti tunggal dan kata ganti jamak.
Jaka : Saya baru menyadari jika materi grammar merupakan
salah satu materi yang sulit untuk dipelajari ketika
saya duduk di bangku SMP.
Sebenarnya saya sudah menyadari akan hal itu dari
awal, bahwa materi grammar itu sulit dan susah
dipahami.
Jaka : Saya ingin bisa menulis teks bahasa Inggris dengan

penggunaan grammar yang bagus. Selain itu, saya juga
selalu mengatakan kepada diri sendiri bahwa materi
grammar adalah materi yang sangat penting untuk
dipelajari. Dan menjadi materi yang sangat krusial.
Jaka : Seharusnya hal itu tidak menjadi masalah yang besar
bagi kita. Khususnya bagi mahasiswa jurusan bahasa
Inggris karena materi grammar merupakan materi yang
sangat penting untuk dipelajari.
grammar yang bagus?
Jaka : Ya. Saya merasa hal yang demikian ketika misalnya
dosen menyuruh saya untuk menulis teks dengan
grammar yang bagus. Jadi, agak memakan waktu yang
lama pada saat proses menulis. Setelah selesai menulis
pun, akan saya ulangi dan teliti lagi dari awal. Sembari
berfikir: apakah grammar yang saya tulis itu sudah
sesuai? Apakah sudah bagus? Apakah ada
grammarical error yang terdapat di dalamnya?
Saya jadi tidak percaya diri untuk kemudian
memperlihatkan tulisan saya kepada dosen untuk
dikoreksi pada akhirnya.
Jaka : Ya, pernah. Seperti yang sudah saya sebutkan dalam
jawaban saya dari pertanyaan nomor 2, ketika saya
masih duduk di bangku SMP dan pada saat itu tengah
menjelang Ujian Nasional. Saya sangat termotivasi
untuk bisa mendapatkan nilai Ujian Nasional yang
tinggi. Jadi, saya belajar lebih dari pada biasanya. Saya
jadi belajar dengan lebih giat lagi. Karena hal itu pula,
saya mau tak mau harus mendalami materi tentang
grammar kembali. Ketika saya mendapatkan kesulitan,
saya pun sering meminta bantuan kepada teman.
Sering kali kami saling membantu sama lain. Dan dari
situ, ternyata belajar grammar dengan teman lebih
mudah dipahami karena lebih intens saja. Selain itu,
dengan teman sendiri, tidak merasa sungkan untuk
bertanya dan tidak takut pula jika sampai melakukan
kesalahan.
Jaka : Menurut saya, kesulitan yang akan saya temui jika
saya sebagai mahasiswa b. Inggris tidak bisa
menguasai grammar adalah tidak bisa berkomunikasi
dengan baik. Tidak bisa menguasai mata kuliah
dengan baik. Tidak bisa menulis teks bahasa Inggris
dengan grammar yang bagus. Pasalnya, masih banyak
yang menganggap jika grammar tidak terlalu penting.
Bahkan, orang yang berkomunikasi dengan terlalu
menggunakan grammar dianggap orang yang kaku. Di
lingkungan kampus itu sendiri, dalam berkomunikasi,
pasti tidak luput dari penggunaan grammar. Supaya
tidak terjadi kesalahpahaman.
Lalu, apa dampak yang berpengaruh dari kesulitan
tersebut?
Ketika kita dihadapkan pada situasi yang
mengharuskan kita menggunakan grammar, kita akan
menghadapi kesulitan. Dan sering kali terjadi
kesalahpahaman dalam kalimat yang kita tulis atau
yang kita ucapkan.
Jaka : Menurut saya, grammar harus diajarkan dengan
banyak memberikan contoh-contoh misal dari film
atau pun article yang memuat materi grammar. (Tidak
monoton ; seperti hanya menjelaskan materi saja. Hal
ini malah akan membuat mahasiswa/mahasiswi merasa
bosan). Dengan cara diatas, para mahasiswa/mahasiswi
akan dengan mudah menguasai materi grammar karena
berkaitan dengan apa yang mereka suka.
Mutiara’s Interview
Nama
Naskah Wawancara
(samaran)
Mutiara : Saya sudah mempelajari grammar selama 10 tahun.

pelajari?
Mutiara : 16 tenses.
Mutiara : Saya sangat menikmatinya dalam mempelajari

grammar.
Mutiara : Terkadang ada, seperti saya suka lupa dalam
menyusun kalimat dan membedakan jenisnya.
Mutiara : Saya merasa kesulitan dalam mempelajari grammar
semenjak kuliah, karena setelah dipelajari lebih dalam
lagi ternyata ada banyak sekali yang belum saya kuasai
sehingga saya terkadang menemukan sedikit kesulitan
dalam mempelajarinya.
Mutiara : Supaya bisa berbicara menggunakan bahasa Inggris

dengan baik dan benar berdasarkan PUEBI.
Mutiara : Menurut saya menguasai grammar adalah suatu hal
yang wajib bagi mahasiswa bahasa Inggris karena
grammar adalah tumpuan utama dalam mempelajari
bahasa Inggris baik dalam menyusun kalimat dan
dalam berbicara menggunakan bahasa Inggris sesuai
dengan PUEBI.
grammar yang bagus?
Mutiara : Iya, terkadang saya merasa kebingungan ketika
mendapat perintah atau pertanyaan dari Dosen karena
belum terlalu menguasai grammar, sehingga terkadang
muncul rasa khawatir atau takut ketika sedang
menunggu giliran ataupun perintah/pertanyaan
dadakan.
Mutiara : Pernah, terkadang saya belajar grammar diluar kelas
bersama dengan teman saya dan lebih asyik ketika
belajar bersama-sama, sebab saya dan teman saya bisa
menemukan cara tersendiri untuk mengingat rumus
grammar.
Mutiara : Biasanya kesulitan yang terjadi pada diri saya yaitu
lupa dalam membedakan macam-macam grammar,
akibatnya akan berpengaruh dalam menyusun kalimat
dan berbicara sesuai dengan PUEBI.
Mutiara : Menurut saya dalam pembelajaran grammar,
mahasiswa dapat menggunakan beberapa teknik
supaya mudah untuk dipahami, seperti menggunakan
teknik berdialog yang digunakan dalam kehidupan
sehari-hari, atau dengan teknik gambar seperti
menggunakan gambar yang menarik lalu
dideskripsikan, ataupun bisa berupa teks atau objek
lainnya. Dengan teknik-teknik tersebut, sehingga
mahasiswa dapat dengan mudah mengerti berbagai
jenis kalimat yang ada di dalam grammar serta dapat
memahami dan menguasai grammar tersebut.
Kirana’s Interview
Nama
Naskah Wawancara
(samaran)
Kirana : Kalo belajar bahasa inggris kan udah dari tk, grammar
tuh kayanya udah diajarin pas SD, tapi kalo ada
keinginan belajar grammar sendiri selain gara gara
sekolah itu pas liburan mau ke semester 6 kalau nggak
salah. Itu juga cuma sebentar abis itu nggak dilanjutin.
pelajari?
Kirana : Grammar yang diajarin di sekolah sama di kampus,
kalo yang belajar sendiri cuma tenses sama sebagian
part of speech.
Kirana : Cukup menikmati, tapi nggak lama, soalnya rada susah

juga malas.
Kirana : Ada, karena belajar lewat internet jadi terkadang
bingung karena apa yang aku cari jawabannya kadang
suka beda beda tergantung sumbernya (nggak terlalu
sering sih). Yang paling mengganggu itu rasa malas.
Juga kadang suka nggak yakin, pengen tanya ahlinya
langsung aja, tapi nggak tau mau tanya siapa.
Kirana : Sejak SD kalo nggak pas SMP. Gara gara ada past
perfect, past continuous, present continuous dll.
Kirana : Agar bisa lebih pandai dalam bahasa Inggris. Karena

aku ambil jurusan bahasa inggris juga. Dan sepertinya
bakal berguna dalam dunia pekerjaan.
Kirana : Sebenarnya perlu. Karena kita jurusan bahasa inggris
kan? Anak anak yg ambil jurusan ini kemungkinan
akan bekerja dengan pekerjaan yang mungkin nggak
jauh jauh dari bahasa Inggris. Dan grammar juga
penting dalam pembelajaran bahasa. Kalo kita cuma
bisa vocab tapi grammarnya salah, pasti akan sulit
dimengerti atau bisa menyebabkan kesalahpahaman.
grammar yang bagus?
Kirana : Kalau harus nulis tanpa bantuan internet atau buku
grammar kemungkinan besar bakal panik.
Kirana : Kalau diluar kelas alias dirumah sendirian pernah.
Kalau sama guru les dan sama temen pernah. Kalo
sama temen aja belum pernah.
Kirana : Pasti malu, karena udah ambil jurusan bahasa inggris 4
tahun tapi grammarnya masih ga bisa. Menurut saya,
orang yang ambil jurusan bahasa Inggris itu karena dia
suka atau bakal ambil pekerjaan yg masih
berhubungan dengan bahasa Inggris. Nah kalo misal
ingin ambil pekerjaan yang berhubungan dengan
bahasa Inggris namun grammarnya masih kurang
bagus pasti akan mempengaruhi dia dalam
pekerjaannya dan hasil pekerjaannya. Atau mungkin
dia tidak bisa diterima dipekerjaan yang diinginkan.
Kirana : Lebih banyak praktek mungkin ya, misal diberikan
video percakapan mengenai grammar yg dibahas juga
diperlihatkan jelas mengenai waktunya. Jadi mungkin
akan lebih mudah untuk dipahami daripada sekedar
mengetahui teori dan rumus saja.
Citra’s Interview
Nama
Naskah Wawancara
(samaran)
Citra : Dari SD sudah mendapat pelajaran bahasa Inggris

terkait grammar meskipun itu hanya dasar
pengetahuan grammar. Itu pun saya hanya mendapat
dari bangku sekolah saja.
pelajari?
Citra : Grammar yang paling sering diajari simple present,
past, future.. karena itu yang paling sering digunakan
ketika menulis.
Citra : Menikmati ketika saya sudah paham terkait

penggunaan grammar yang sudah sesuai dengan
kalimat. Meskipun terkadang mengalami kesulitan
untuk menyesuaikan konteks.
Citra : Tentu, terlebih untuk konteks penulisan yang lebih
berbobot seperti artikel.
Citra : Sejak menginjak bangku perkuliahan. Karena dari
bangku sekolah saya tidak diharuskan menulis teks yg
panjang. Hanya menulis 1 atau 2 kalimat saja.
Tapiketika memasuki bangku perkuliahan dikagetkan
untuk menulis artikel yang berbahasa Inggris. Ini
menjadi tantangan saya untuk lebih mempelajari
grammar lagi.
Citra : Bisa menulis skripsi dengan grammar yang sudah

sesuai. Tidak hanya skripsi, tapi juga bisa menulis
apapun yang sesuai dengan penggunaan grammar.
Sehingga pembaca menangkap maksud dari tulisan
saya.
Citra : Itu memang diharuskan tapi menurutku tidak hanya
untuk jurusan TBIG saja. Karna B. Inggris sudah
menjadi bahasa yang mendunia, jadi sebaiknya kita
paham sedikit tentang grammar. Terkhususkan untuk
mahasiswa TBIG yang alangkah baiknya, mereka
harus lebih paham tentang grammar tersebut.
grammar yang bagus?
Citra : Iya, terlebih saya orangnya panikan. Itu malah
membuat saya bingung malah tidak paham ketika
dijelaskan. Kecuali diajarkan dengan pelan.
Citra : Pernah, saya kira lebih paham karena kita dapat
berdiskusi dan mengobrol. Meskipun ujung-ujungnya
bercanda. Tapi dari situ saya menemukan
kenyamanan untuk belajar lagi.
kamu sebagai mahasiswa B. Inggris tidak bisa
Citra : Menulis jurnal ataupun artikel. Sehingga banyak
kesalahan yang saya temui ketika menulis
Pewawancara : Menurutmu, pembelajaran grammar yang bagaimana
Citra : Dengan praktek menulis.. bisa dengan menulis sastra
(puisi, cerpen, caption, quotes, dll) yg membuat
mahasiswa lebih tertarik membuatnya,.. dari hal
sederhana tersebut, mahasiswa akan dengan mudah
belajar grammar dari hal yang mereka sukai.
CURRICULUM VITAE
Name : Mohamad Khodim
Student Number : 2518012
Place and Date of Birth : Pekalongan, April 6th 2000
Gender : Male
Address : Desa Pecakaran RT 04 RW 02, Kecamatan
Wonokerto, Kabupaten Pekalongan
Education Background :
1. SDN 01 Pecakaran (2012)
2. SMP Islam FQ Wonokerto (2015)
3. MA Fatkhul Qowim Wonokerto (2018)
4. IAIN Pekalongan (2021)

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INVESTIGATION ON BARRIERS EXPERIENCED BY

Submitted in Partial Fulfillment of the Requirements

ENGLISH EDUCATION DEPARTMENT

Submitted in Partial Fulfillment of the Requirements

ENGLISH EDUCATION DEPARTMENT

INVESTIGATION ON BARRIERS EXPERIENCED BY

Eros Meilina Sofa, M.Pd.

Dr.H.Sugeng Sholehuddin,M.Ag. Ahmad Burhanuddin, M.A.

This undergraduate thesis titled "Investigation on Barriers Experienced

by 7th Semester Students of English Department in Mastering Grammar"

submitted by Mohamad Khodim in partial fulfillment of the requirements for the

degree of Sarjana Pendidikan in English Education has been examined and

approved by the panel of examiners, dated on Friday, Desember 31th 2021.

Dewi Puspita Sari, M.Pd Muhammad Jauhari Sofi, M.A.

Yang bertanda tangan dibawah ini:

Nama : Mohamad Khodim

Fakultas : Tarbiyah dan Ilmu Keguruan

Dengan ini menyatakan bahwa skripsi yang berjudul “Investigation on

Barriers Experienced by 7th Semester Students of English Department in

kecuali dalam bentuk kutipan yang telah penulis sebutkan sumbernya.

Demikian surat ini saya buat dengan sebenar-benarnya.

Pekalongan, 14 Desember 2021

Lamp : 3 (Tiga) Eksemplar

Assalamu ‘alaikum Wr. Wb.

Pekalongan, 25 Desember 2021

Eros Meilina Sofa, M.Pd.

“BUKAN KARENA KITA HEBAT, TETAPI KARENA ALLAH YANG

MEMFASILITASI DAN MEMUDAHKAN URUSAN KITA”

Penelitian ini bertujuan untuk menginvestigasi kesulitan mahasiswa dalam

Kata Kunci: Grammar, mempelajari, kendala/kesulitan

Keyword: Grammar, learning, barrier

Alhamdulillah, all praises to Allah who has permitted me to finish this

focused on 7th semester students of English department who have difficulties in

learning grammar. Phenomena of students barriers in learning grammar is often

discussed on linguistcs barriers context. As English students, researcher interested

researcher tried to illustrate how English students having problems in learning

readers if you find mistakes in my thesis it might be from the writing

accurateness, unclear sources of quotes or others, do not be doubt to notice me.

Pekalongan, Desember 14th 2021

Alhamdulilah, may we always thanksgiving for everything that Allah

and you has permitted me to finish this thesis.

thanks for everything.

Alhamdulillah Allah gives me easiness to complete all my obligations;

all of your affairs dunya and akheerat aamiin.

APPROVAL SHEET .................................................................................... ii

APPROVAL SHEET ................................................................................... iii

LEMBAR PERNYATAAN KEASLIAN SKRIPSI .....................................iv

NOTA PEMBIMBING .................................................................................. v

ABSTRACT ............................................................................................... viii

TABLE OF CONTENTS ..............................................................................xi

CHAPTER I: INTRODUCTION .................................................................. 1

1.1 Background ........................................................................................ 1

1.2 Formulation of the Problems ............................................................. 3

1.3 Operational Definitions ...................................................................... 4

1.4 Aims of the Study ............................................................................... 5

1.5 Significances of the Research ............................................................. 5

CHAPTER II: THEORITICAL BACKGROUND....................................... 6

2.1 Literature Review ............................................................................... 6