Revalidation of Grammar Attitude Scale: The Fuzzy Delphi Method Approach

Abstract

Grammar instruction remains a contentious issue in the field of teaching and teacher education. It is generally agreed that attention to grammatical form is necessary and beneficial, but research is still needed on some teaching grammar-related issues. Because learners' mastery of grammar is the key to language proficiency, it is essential to examine teachers' attitudes towards grammar instruction, and a valid measurement instrument is required. As a result, the study sought to revalidate teachers' attitude scales regarding the teaching of grammar, as well as obtain consensus and expert opinions on the scale. The study uses the Fuzzy Delphi method with a seven-point Likert scale to collect responses from nine experts in the English Language Teaching field. The evaluation of a twenty-item questionnaire was assigned to experts. The Fuzzy Delphi technique was used for data analysis. The triangular fuzzy numbering (triangular fuzzy number) method was used to analyze the data, and the 'defuzzification' process was used to determine the position (ranking) of each variable. The response and expert consensus on the grammar teaching attitude scale are at a satisfactory level, according to the findings. The overall expert consensus agreement exceeds 75%, the overall value of the threshold (d) is 0.2, and a -cut is greater than 0.5. The elements of the priority guidelines were prioritized and refined by adding and removing items suggested by the experts. Further research is suggested for future researchers.