Synchronous And Asynchronous Learning In Grammar Classes: Tertiary Level EFL Students’ Attitude Agung Ginanjar Anjaniputra 2 , Dwi Rukmini 2 {anjaniputragi@mail.unnes.ac.id 1, wiwidwirukmini@mail.unnes.ac.id 2 } English Department, Universitas Negeri Semarang, Semarang, Indonesia 1,2 Abstract. Implementing online learning becomes inevitable due to the Government’s policyin responding to the Covid-19 pandemic. Educational institutions all over the country in primary, secondary, and tertiary levels urge teachers to teach from home. While online learning is mandatory during this pandemic, its implementation in the fields is more varied and heterogenous among practitioners. In addition to it, from the perspective of students, online learning for more than half of a semester is new and results in challenges for them. Besides, to learn grammar is still deemed difficult by most EFL learners. Not only do students have to adapt to innovative ways of learning grammar, but they are also required to learn a terrifying ordeal of taking the subject. Hence, this study is intended to examine students’ attitude towards synchronous and asynchronous learning of grammar. To collect the data of their attitude, a survey design was administered to 7 classes by adapting Tang & Chaw’s (2013) questionnaire. The results show that the students’ attitude towards asynchronous and synchronous learning can be seen from six aspects comprising learning flexibility, technology use, learning readiness, study management, online interaction, and online practices. To conclude, synchronous and asynchronous learning can be implemented with respect to students’ inclination and the nature of courses being learnt. Keywords: blended learning, EFL learning, synchronous, asynchronous, grammar, tertiary level 1 Introduction The covid-19 pandemic has brought about significant changes in everyday life. People are instructed by the government to stay at home. Implementing online learning has become inevitable due to the Government of Indonesia’s policy on working from home (Indonesia’s Ministry of Education and Culture, 2020). Educational institutions all over the country in primary, secondary, and tertiary levels urge teachers to teach from home. However, debates over what is best to be implemented are prevalent among practitioners. Some propose synchronous learning because it allows teachers to directly deliver the materials, whereas some others have a predilection for asynchronous learning for it provides a wide range of activities. Hence, a study concerning students’ attitude is expected to address such an issue so as to understand students’ view on ELTLT 2020, November 14-15, Semarang, Indonesia Copyright © 2021 EAI DOI 10.4108/eai.14-11-2020.2310658