A Study On The Perception Of 2001 - 2002 Academic Year English Department Students On Grammar And Its Relation To The Types Of Monitor Models

Abstract

This research aims to investigate the perceptions of English Department students of the 2001–2002 academic year toward grammar and its relationship to the types of Monitor Model. Grammar plays an important role in English language learning because it helps learners construct meaningful and grammatically accurate sentences. However, students may have different perceptions of grammar depending on their learning experiences, knowledge, and approaches to language acquisition. This study is based on Stephen Krashen’s Monitor Model, which distinguishes between language acquisition and language learning and explains how learned grammatical knowledge functions as a monitor in language production. This research employs a descriptive quantitative method to examine students’ perceptions of grammar and their relationship to the types of monitor use. The research participants are students of the English Department who entered the university during the 2001–2002 academic year. Data are collected through questionnaires designed to identify students’ attitudes toward grammar, their understanding of grammatical rules, and their use of conscious grammatical knowledge when producing English. Interviews may also be conducted to obtain additional information about students’ learning experiences. The collected data are analyzed descriptively, followed by appropriate statistical procedures to examine the relationship between students’ perceptions and monitor-use categories. The study is expected to provide insight into how students understand the importance of grammar and how they apply grammatical knowledge in communication. It also seeks to identify whether students tend to emphasize grammatical accuracy, communicate spontaneously, or balance both approaches when using English. The findings may help English lecturers develop teaching strategies that integrate grammatical instruction with communicative practice. In conclusion, this research is expected to contribute to a better understanding of students’ perceptions of grammar and the application of Krashen’s Monitor Model in English language learning.