Abstract Grammar instruction has traditionally been associated with rote memorization and teacher-centered methods in Indonesian language classrooms, often resulting in students who know grammatical rules but struggle to apply them in real communication. This study investigates innovative approaches to grammar teaching, focusing on genre-based pedagogy, task-based learning, project-based activities, and technology integration. Employing a mixed-methods case study design, data were collected from 60 undergraduate students and three instructors at a state university in Java through grammar tests, questionnaires, classroom observations, interviews, and document analysis. Quantitative findings revealed a significant improvement in grammatical competence, with mean scores rising from 62.3 in the pre-test to 77.8 in the post-test, confirmed by paired t-test results (p < 0.05). Qualitative data indicated that innovative strategies enhanced student engagement, fostered contextualized learning, and encouraged collaborative problem-solving. However, challenges such as limited digital infrastructure, large class sizes, and teacher readiness were also identified. The study concludes that innovative approaches are effective in balancing form-focused and meaning-focused instruction, leading to improved grammatical accuracy and communicative competence. These findings highlight the importance of professional development, curriculum alignment, and institutional support to ensure sustainable implementation. Theoretically, the research contributes to applied linguistics by examining innovation in Indonesian-language classrooms, while practically, it provides insights for teachers and policymakers seeking to modernize grammar pedagogy.
Maria Ulviani (Tue,) studied this question.