This research
explores teachers' beliefs and practices regarding grammar instruction
integrated into the Communicative Language Teaching (CLT) approach for English
as a Foreign Language (EFL) learning in a vocational high school in Surakarta. This
study aims to find out the relationship between teachers' beliefs and how they
implement the strategy of grammar teaching integrated into Communicative Language
Teaching, as well as the extent to which teachers' desired goals have been
achieved. Using a qualitative case study method, the researcher collect the
data through questionnaires, interviews, classroom observations, and document
analysis involving two English teachers. The findings reveal that both teachers
understood the principles of integrating grammar into CLT, emphasizing
contextual applications of grammar in real-life communication. However,
discrepancies in conceptual understanding, particularly about inductive teaching,
indicate the need for targeted professional development. The study highlights a
divergence in prioritizing accuracy and fluency. One teacher emphasized fluency
to boost students' confidence, while the other aimed to balance fluency and
accuracy for effective communication. Although lesson plans aligned with CLT
principles, classroom practices revealed a stronger focus on grammar rules than
on their functional application in real-life contexts. Delayed feedback and
diverse evaluation methods fostered a supportive learning environment, yet the
alignment between teachers' beliefs and classroom implementation requires
further refinement. This research underscores the potential of CLT to enhance
communicative competence and offers insights into improving grammar instruction
strategies for EFL learning in vocational schools. However, it also highlights
areas that require improvement, such as aligning theoretical understanding with
practical application, balancing accuracy and fluency, and fostering a deeper
focus on the functional use of grammar. The study provides recommendations for
professional training, curriculum development, and future research to bridge
the gap between theoretical understanding and practical application.
