Abstract

• The purpose of this study is to study the effects of interactive method in teaching English grammar at the upper secondary level. The research design that was used in this study was nonequivalent control group design, one of the quasi-experimental designs. The instruments used in this study were pretest and posttest. The participants in this study were (72) Grade Ten students from No. (1) Basic Education High School and (81) Grade Ten students from No. (4) Basic Education High School in Magway Township, Magway Region. The two intact groups in each school were assigned into experimental groups and control groups. The participants were pretested before the treatment. The experimental group was taught by using interactive method while the control group was taught by using conventional method. After the treatment period, a posttest was administered to both groups. The collected data was analyzed by using independent samples t test. It was found that the students who were taught by interactive method achieved significantly higher scores in grammar achievement test. So, it can be concluded that the interactive method brings positive effects on students’ grammar achievement at the upper secondary level. The results of this study provided that interactive method is effective in teaching English grammar.