A Qualitative Analysis of Challenges Faced by Teachers in Teaching Grammar at Darul Falah Islamic Boarding School

Surya, Aditia (2026) A Qualitative Analysis of Challenges Faced by Teachers in Teaching Grammar at Darul Falah Islamic Boarding School. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study aims to describe and analyze the various challenges in the process of teaching and learning grammar at the Darul Falah Islamic Boarding School. The primary focus of this study is to identify the factors that influence the effectiveness of grammar instruction within the context of a boarding school environment, which has unique characteristics, both academically and culturally. This study employs a qualitative method using a case study approach to gain an in-depth and contextual understanding of grammar teaching practices. The study participants consist of English teachers and students. Data were collected through in-depth interviews, classroom observations, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions to produce systematic and comprehensive findings. The research findings indicate that grammar instruction faces various interrelated challenges, including pedagogical, linguistic, institutional, as well as affective and motivational aspects. From a pedagogical perspective, teachers face limitations in applying communicative and contextual methods due to time constraints, limited learning resources, and curriculum requirements. From a linguistic perspective, students’ low English proficiency hinders their understanding of abstract grammatical concepts. Institutional factors such as the packed schedule of boarding school activities, the dominance of local and Arabic languages, and limited learning facilities also restrict opportunities for English practice. Additionally, students’ low motivation toward grammar instruction impacts their participation in class. Nevertheless, teachers strive to implement adaptive strategies to overcome these various obstacles; thus, improving the quality of grammar instruction requires a holistic and contextual approach.

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