UNDERSTANDING ENGLISH APPROACHES TO TEACHING GRAMMAR IN CONTEXT

This study employed a phenomenological qualitative research design to explore the lived experiences of Junior High School English teachers in teaching grammar in context. It aimed to examine teachers’ instructional approaches, coping strategies in addressing classroom challenges, and educational management insights derived from their experiences. The study was conducted in Junior High Schools in Kapalong East District and involved ten (10) English teachers selected through purposive sampling. Data were collected through In-Depth Interviews (IDI) and analyzed using thematic analysis to identify recurring patterns, which were organized into themes and subthemes reflecting participants’ lived experiences. Findings revealed three major domains. For instructional approaches, teachers used communicative and contextualized grammar instruction, integrating grammar across language skills and adopting learner-centered strategies. These were reflected in embedding grammar in meaningful texts and communicative tasks, linking reading, writing, speaking, and listening, and promoting active learner engagement. For coping mechanisms, three themes emerged: scaffolding learners’ language difficulties, balancing communicative fluency with grammatical accuracy, and managing instructional constraints. These were shown through vocabulary support, gradual and differentiated instruction, delayed feedback and recasts, confidence-building strategies, self-correction, and adaptive responses to limited time, large classes, and curriculum demands through integration and structured activities For educational management insights, findings emphasized strengthening professional development, leadership support, and policy alignment. These were evident in continuous training, collaboration, reflective practice, instructional supervision, resource provision, supportive school culture, flexible pacing, integrated curriculum planning, and
performance-based assessment. The study recommends sustained professional development, stronger instructional leadership, improved resources, flexible curriculum implementation, and communicative and performance-based assessment practices. Future researchers are encouraged to conduct similar phenomenological studies in other contexts to further enrich understanding of grammar instruction and communicative competence development.