scholarly journals Development of Basic English Grammar Teaching Materials Based on Situational Approach in English Language Education Study Program of Universitas Muslim Indonesia

2020 ◽  
Vol 7 (2) ◽  
pp. 163
Author(s):  
Muhammad Yunus ◽  
Abdollah Abdollah
Keyword(s):  
Language Education ◽  
Control Group ◽  
Learning Method ◽  
Study Program ◽  
Grammar Teaching ◽  
English Grammar ◽  
Approach Method ◽  
Oral Approach ◽  
Teacher Center ◽  
Basic English

This study is a research development of Basic English Grammar teaching materials in the English Language Education Study Program of the Faculty of Literature UMI. This study aims to obtain more effective teaching methods between Oral Approach and Teacher Center Learning or lecture methods.  This research was conducted using the pseudo experiment method (quasi experimental research). Quasi Experimental Design in this design was used by two groups of subjects. One group was given a specific treatment (experiment), while the other was used as a control group. Both groups were given pre-test measurements. After that the group given treatment (Situational Based Approach) is an experimental group, then both groups are done measurement (post-test) or acquisition. Pre-test Group - Treatment - Post-test. Research site at UMI Faculty of Literature. The number of respondents as many as 50 students is divided into two groups, namely the experiment group and the control group of 25 people each. The results   showed that there was a significant difference between the Oral Approach method and the Teacher Center Learning method or the lecture method in improving the student's learning outcomes in Basic English Grammar learning. The cause is that the Oral Approach method has a higher average and improvement compared to   the Teacher Center Learning method or lecture method because the Oral Approach method brings more active students into learning. Although given the same material at the same time, but in oral approach method therefore students are active in the learning process. So, lecturers are just facilitators. While in the method of lecture students are only fixated on the explanation of teachers and students are less active in learning. Therefore, oral approach teaching method is more effective than Teacher Center Learning method on Basic English Grammar teaching.

scholarly journals The Effect of Data-Driven Learning of Grammar on Georgian EFL University Students’ Grammar Achievement

2021 ◽  
Vol 17 (33) ◽  
pp. 168
Author(s):  
Nino Tsulaia
Keyword(s):  
University Students ◽  
Classroom Interaction ◽  
Real Life ◽  
Data Driven ◽  
Control Group ◽  
Learning Method ◽  
Grammar Teaching ◽  
English Grammar ◽  
Significant Difference ◽  
Experimental Group

The purpose of this study is to investigate the effect of Data-Driven Learning of grammar on Georgian English as a Foreign Language (EFL) University students’ grammar achievement. The study used a quasiexperimental research design with a quantitative approach. The sample of the research was 44 Georgian EFL students of Sokhumi State University, divided into experimental and control groups with 22 students in each. The experimental group was instructed English grammar using the Data-Driven Learning method and the control group was taught by conventional, explicit grammar teaching approach. The result of the paired-samples T-test showed that there was a significant difference in the scores for the control group (M=62.13, SD=14.46) and experimental group (M=1.5, SD=0.58) conditions; t=8.3, df=3, significance p=0.003<0.05. Thus, the difference between control and experimental group achievements was statistically valuable, Data-Driven group students achieved significantly higher results than the traditional teaching group students. A questionnaire was applied to evaluate experimental group students’ perceptions of the Data-Driven Learning method. The results showed that students felt positive about the DDL method. Based on students‘ achievements and evaluation of the method, it can be inferred that Data-Driven Grammar Learning is an effective grammar instruction method. It builds a student-centered learning environment with improved classroom interaction, enhanced autonomous learning, and increased student engagement. It offers real-life language exploration possibilities and a skills-oriented grammar teaching process.

The Effect Of Implementation Of Learning Method Of Team Based Learning On Motivation And Learning Outcomes Of Nursing Diploma Study Program In Health Academy Of Karya Husada Yogyakarta

2016 ◽  
Vol 3 (1) ◽  
pp. 20
Author(s):  
Pritta Yunitasari ◽  
Wiwik Kusumawati ◽  
Moh Afandi
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Research Result ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Method ◽  
Study Program ◽  
Average Value ◽  
Team Based Learning ◽  
Motivation And Learning

Learning motivation is an important thing owned by a Nursing student because it directly affects the student’s learning outcomes. The learning method of team based learning is student center learning strategy to improve the student’s motivation and learning outcomes. The research objective is to get to know the effect of implementation of learning method of team based learning on students’ motivation and learning outcomes compared to lecturing method. The research type is quantitative with quasi-experiment pre-test-post-test with control group approach. The research respondents are students of semester II in Nursing Diploma Study Program of Health Academy of Karya Husada Yogyakarta totaling 91 people. The research result shows that after getting intervension, the learning motivation of intervension group is higher than control group. The average value of intervension group is 119.19 ± 19.19, while control group is only 100.36 ± 23.26. The learning outcomes of intervension group is higher than control group. The average value of intervension group is 80.21 ± 11.58, while control group is only 60.46 ± 16.32. Therefore, it can be concluded that the improvement of motivation and learning outcomes of students of Nursing Diploma of Health Academy of Karya Husada Yogyakarta in the implementation of learning method of team based learning is higher than lecturing learning method.

scholarly journals Relationship Between Attitudes toward E-Learning Method and Learning Achievement in English Language Study Program Students at FKIP UMSU

2019 ◽  
Vol 2 (3) ◽  
pp. 550-558
Author(s):  
Ratna Sari Dewi ◽  
Selamat Husni Hasibuan
Keyword(s):  
Student Attitudes ◽  
English Language ◽  
Language Education ◽  
Learning Method ◽  
English Language Education ◽  
Study Program ◽  
Learning Achievement ◽  
E Learning ◽  
Linearity Test ◽  
The Relationship

The purpose of this study was to determine the relationship between student attitudes towards the E-Learning method and the learning achievement of English Language Education students at North Sumatra Muhammadiyah University. This research was conducted at UMSU with the subject of English Language Education Semester VIII. Data collection in this study was conducted using a questionnaire and documentation study. Questionnaires are used to collect data on student attitudes in online learning, while documentation studies are used to collect data on student learning outcomes. The technique used in this study is to test the validity and reliability. Data processing techniques use the SPSS version 20 program by carrying out tests of normality and linearity. The results of the linearity test at a significance level of 0.007 <0.05 which indicates the relationship between the attitude of e-learning learning and learning achievement is linear. between the attitude of students towards E-Learning learning with learning achievement in the English study program UMSU.

scholarly journals Investigating Preposition Usage Problems of English Language Education Study Program Students

2021 ◽  
Vol 2 (1) ◽  
pp. 19-34
Author(s):  
Albertus Agung Sanjaya ◽  
Barli Bram
Keyword(s):  
English Language ◽  
First Language ◽  
Language Education ◽  
Private University ◽  
English Language Education ◽  
Study Program ◽  
English Grammar ◽  
Education Study ◽  
Students First ◽  
Incorrect Usage

As one of the English grammar elements, prepositions might be considered difficult for students of English as a foreign language (EFL). Many studies on this topic have been conducted but it remains problematic and unresolved. Accordingly, the researchers aimed to explore the prepositions in this paper. Gathering the data from fifty acknowledgments of undergraduate theses of the English Language Education Study Program (ELESPA) of a private university in Yogyakarta, the researchers analyzed preposition usage problems that occurred in the acknowledgments. Results showed that three main problems involving the use of prepositions, namely the misselection of prepositions for, in, and to, insertion of prepositions about and to, and omission of prepositions about. Factors causing the problems were investigated and it was found that students’ first language (L1) influenced the incorrect usage of English prepositions.

scholarly journals Students’ need on basic English grammar teaching material based on interactive multimedia: an innovative design

2019 ◽  
Vol 4 (1) ◽  
pp. 29
Author(s):  
Yuli Tiarina ◽  
Hermawati Syarif ◽  
Jufrizal Jufrizal ◽  
Yenni Rozimela
Keyword(s):  
Learning Style ◽  
Rap Music ◽  
Interactive Multimedia ◽  
Visual Learning ◽  
Teaching Material ◽  
Grammar Teaching ◽  
English Grammar ◽  
Almost All ◽  
Practice Time ◽  
Basic English

This article, a part of dissertation entitled  Developing Basic English Grammar Teaching Material based on Interactive Multimedia at University Level, presents the results of a study conducted to find the model of Basic English Grammar teaching material based on interactive multimedia needed by the students. This empirical research employed both quantitative and qualitative analyses. Seventy eight students of English Department of Universitas Negeri Padang were involved. The students  were required to articulate their need on a design of Basic English Grammar teaching material based on interactive multimedia. The data were collected through an open questionnaire. The first result is that Basic English Grammar teaching material based on interactive multimedia is very needed (with the score 3.1 out of 4). Second, the result indicates the organization of Basic English Grammar teaching material based on interactive multimedia. The organization consists of six parts. They are Time to watch/sing/read, Time to chat, Time to Focus, Time for fun practice, Time for tube, and Time for action. Third, the students have different learning style. Fourty two students (53.84%) have visual learning style. Twenty two students (28.21%) have audio learning style. The rest, fourteen students (17.95%) have kinestetic learning style. Four, the finding shows the students have their favorite movies, colors, and music. The students like comedy/humor, drama, horror, dokumentary, and action movies; they love pop, jazz, rock, country, and rap music; they adore blue, green, black, pink, and red color. Another important research finding is almost all students (91%) have their own laptop. Those findings will be considerations in designing the Basic English Grammar teaching material based on interactive multimedia. Further research to see the effectiveness of the model of Basic English Grammar teaching material based on interactive multimedia needs to be done.

scholarly journals Developing Cooperative Learning Based E-Module to Teach Basic English Grammar of the First Semester of English Study Program Students at FKIP – UIR

2017 ◽  
Vol 4 (2) ◽  
pp. 1-11
Author(s):  
Arimuliani Ahmad
Keyword(s):  
Word Order ◽  
Learning Outcome ◽  
Word Choice ◽  
Study Program ◽  
First Semester ◽  
English Grammar ◽  
Grammatical Errors ◽  
Basic English ◽  
Verb Tense ◽  
Finite Verb

Achieving learning outcome requires a set of the material that can be understood easily by the students. The material should be appropriate in the learning process. It should give the opportunity for the students to learn both in the classroom and out of the classroom. The students can learn independently by using the appropriate material. However, the material of Basic English Grammar is still quite enough to give a chance for the students to practice and learn cooperatively. This research is aimed obtain e-module of Basic English Grammar, so that it can be used as a source of learning for first semester students of English Study Program of FKIP-UIR. The research method used in this study is R & D (Research and development) of Borg and Gall. The participant of this research is 30 students from first semester who learn Basic English Grammar. In this research, the researcher tried to find out students’ need because it is the first step to do in this research design. So, the data was obtained by writing test.The findings suggest that the participants made 386 errors in writing their paragraph. There are 45 errors (11.66%) of the agreement of singular and plural, 106 errors (27.46%) of the using of verb tense, 51 errors (13.21%) of the finite verb, 25 errors (2.48%) of the non-finite verb, 28 errors (7.25%) of the pronoun, 20 errors (5.18%) in using the preposition, 9 errors (2.33%) of the context of usage, 55 errors (14.25%) of the context of meaning, 22 errors (5.70%) of the word choice and 25 errors (6.48%) of word order. To sum up, the most frequent grammatical errors made by the students are errors in writing verb tense. Based on this finding, the researcher will design e-module of Basic English Grammar.

scholarly journals (No) drama with grammar

2021 ◽  
Vol XV (1) ◽  
pp. 128-135
Author(s):  
Kristina Hietz
Keyword(s):  
Language Learning ◽  
Group Dynamics ◽  
English Learners ◽  
Performing Arts ◽  
Language Education ◽  
Control Group ◽  
Grammar Teaching ◽  
Master's Thesis ◽  
Post Test

This Window-of-Practice contribution is based on my Master’s thesis written in the Department of Foreign Language Education in Innsbruck, Austria. It discusses a performative approach to teaching grammar in EfL contexts. “Performative” is used as an umbrella term to describe different forms of language teaching that derive from the performing arts (Schewe, 2013). The motivation behind this topic lies in my enthusiasm for drama and the conviction that a drama-based approach applied to language learning is efficient, motivating and sustainable. The contribution provides insights into the methodology and procedure of a case study that investigates effects of drama-based teaching. The case study was performed in 2017 at an upper secondary school in Austria, where English learners were taught English conditional clauses via a drama-based approach. The study, including a control group, a mixed-method, pre-and post-test design, yields quantitative and qualitative data on effects of drama-based teaching. Despite the lack of significant differences in test results between treatment and control groups, the study provides evidence that a performative approach applied to grammar teaching is successful and related to fun, increased motivation and positive group dynamics.

scholarly journals Effectiveness Extending Concept Through Language Activities (ECOLA) Method in Learning Editing Student Scientific Articles

2020 ◽  
Vol 3 (2) ◽  
pp. 417-423
Author(s):  
Asep Supriyana ◽  
Emzir E ◽  
Endry Boeriswati
Keyword(s):  
Causal Relationship ◽  
Control Group ◽  
Learning Method ◽  
State University ◽  
Literature Study ◽  
Experimental Conditions ◽  
Control Group Design ◽  
Study Program ◽  
Group Design ◽  
Independent Variable

This study aims to determine the effectiveness of the ECOLA method on the ability to edit scientific articles of students. The method used in this research is the expriment method. This method is used to examine the possibility of a causal relationship, by exposing one or more experimental groups and one or more experimental conditions. The design used in this study is the pretest posttest control group design. This research was conducted at the Indonesian Literature Study Program, Faculty of Language and Art, Jakarta State University. In this study, the independent variable is the ECOLA learning method and the dependent variable is the ability to edit scientific articles. Based on the research results it is known that there is an effective ECOLA method used to improve the ability to edit scientific articles of students. Keywords: ECOLA methods, editing skills, scientific articles   Abstrak Penelitian ini bertujuan untuk mengetahui efektivitas metode ECOLA terhadap kemampuan menyunting artikel ilmiah mahasiswa. Metode yang digunakan dalam penelitian ini adalah metode exprimen. Metode ini digunakan untuk meneliti kemungkinan hubungan sebab akibat, dengan cara mengekspos satu atau lebih kelompok eksperimental dan satu atau lebih kondisi ekperimen. Desain yang digunakan dalam penelitian ini adalah pretest posttest control group design.  Penelitian ini dilaksanakan di Program Studi Sastra Indonesia, Fakultas Bahasa dan Seni, Universitas Negeri Jakarta. Dalam penelitian ini, variabel bebas berupa metode pembelajaran ECOLA dan variabel terikatnya adalah kemampuan menyunting artikel ilmiah. Berdasarkan hasil penelitian diketahui terdapat metode ECOLA efektif digunakanuntukl meningkatkan kemampuan menyunting artikel ilmiah mahasiswa.   Kata kunci: metode ECOLA, kemampuan menyunting, artikel ilmiah

scholarly journals The Efficacy of Pair Interaction in Teaching Communicative English Grammar

2018 ◽  
Vol 9 (1) ◽  
pp. 181
Author(s):  
Suhartina R
Keyword(s):  
Language Proficiency ◽  
Small Groups ◽  
Tertiary Education ◽  
Pair Interaction ◽  
Control Group ◽  
Control Group Design ◽  
Grammar Teaching ◽  
English Grammar ◽  
Quasi Experimental ◽  
Equivalent Control

Grammar learning for proficiency has been debated by the language acquisition and linguists proponents. The study aimed at finding out the best grammar teaching strategies for proficiency to be used in actual communication. The study used a quasi-experimental non-equivalent control group design that involved 120 students of English Department of four different private universities in Makassar which were selected randomly from the same year intake. The data were collected through proficiency test which covered the aspects of grammar, listening, speaking, reading and writing. Multivariate analysis was used to examine the proficiency differences among students who learned grammar through pair interaction and those learned through small groups interaction in five areas of proficiency. The data analysis results and interpretation showed that students who learned grammar through pair interaction activities outperformed their peers in small groups interaction to a large extent in all areas of language proficiency. Pair-Interaction activities can be used extensively for low proficiency students in tertiary education as it provides more opportunities for students to practice accross the scheduled communicative grammar activities.

scholarly journals Multimedia and Critical Thinking on Arabic Guided Writing Learning

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (2) ◽  
pp. 211-223
Author(s):  
Muhammad Kamal bin Abdul Hakim
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Language Education ◽  
Total Sample ◽  
Arabic Language ◽  
Learning Activities ◽  
Control Group ◽  
Research Approach ◽  
Study Program ◽  
Guided Writing

The aims of study was to determine the effect of multimedia through film and digital games with pictorial stories in groups of students who have high and low critical thinking patterns on guided writing learning activities in the Arabic Language Education Study Program, Jakarta State University. The study was conducted on the third semester students of the 2018/2019 school year with a total sample of 44 students, which were divided into two groups: 22 students for the experimental group and 22 students for the control group. The research approach uses quantitative research with a 2x2 factorial experimental method. Data collecting technique used tests for writing instruments and critical thinking instruments. The data analysis technique used two-way ANOVA. The results of two-way analysis are known that there are significant effects of multimedia and critical thinking patterns on learning activities of Arabic workshop writing.

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