scholarly journals ELEMENTARY GRAMMAR (A Practice Book for Basic English Grammar)

2021 ◽  
Author(s):  
Mezia Kemala Sari
Keyword(s):  
English Grammar ◽  
Basic English

This Elementary Grammar book is devoted to helpinglearners proceed at their rate according to what they areinterested in studying. It helps students learn how to learngrammar better, study, and solve grammatical problems. Some illustrations, such as pictures and other visual presentations, are deliberately made to help students visualize some emphasized grammar points.

APPLICATIONS OF SOCIAL MEDIA TO LEARN SPEAKING

2020 ◽  
Vol 18 (1) ◽  
pp. 77-85
Author(s):  
DEWI SRI KUNING
Keyword(s):  
Social Media ◽  
English Grammar ◽  
Rosetta Stone ◽  
The Media ◽  
Basic English ◽  
Listening And Speaking ◽  
English Speak

Abstract. Applications of Social Media to Learn Speaking. Social media is not a new things for the students right now. Many young generations that uses social media as the media to learn English, especially speaking. Generally, many applications in social media, as Youtube, Instagram, Facebook, Whatsapp, Telegram, Twitter, and so on that can be used by user to interact about all things in everywhere and everytime. Beside that, social media also has special applications to learn speaking, they are (1) Learn to Speak English with Busuu, (2)Hello English, (3) Learn English Daily, (4) Learn English Grammar Quickly, (5) English Listening and Speaking, (6) English Conversation Practice, (7) Memrise, (8) Duolingo, (9) ABA English, (10) Rosetta Stone, (11) Hello English Kids, (12) Voxy, (13) Basic English for Beginers, (14) Learn English. Speak English, and (15) Listen and Speak.

scholarly journals Learning Basic Grammar Using Task-Based Learning: A Perspective on Analyzing Online Media Text

2019 ◽  
Vol 4 (1) ◽  
pp. 19
Author(s):  
Dwi Astuti Wahyu Nurhayati
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Deep Understanding ◽  
Qualitative Approach ◽  
Online Media ◽  
English Grammar ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Teaching Learning ◽  
Basic English

This paper displayed the perspective on analyzing online media text using task-based learning in learning basic grammar. The data were collected for 6 months through observation, interview and questionnaires from July to December 2018 in IAIN Tulungagung. It involves 45 Indonesian undergraduate students who were taking English Basic Grammar with online media text. The data was analyzed using a descriptive qualitative approach. The finding revealed that the students got experience of using online media text as learning basic grammar medium. Their perspectives on analyzing online media text using task-based learning are various (not interesting, passive in the learning process, low interest in reading, tend to rely on friends, and difficult to analyze the online text). Furthermore, their’ perspective of using task-based learning in learning Basic English Grammar can be categorized into five types: the act of acquring strategy, the experiencing process, the process of acquiring benefits, the pupils’ responses, and evaluating their performance. It also reported that some benefits of task-based instruction strategy in teaching learning Basic English Grammar can be ability to deep understanding the materials, having good cooperation, having the ability to memorize, managing the time effectively, identifying the kinds of grammar part, and increasing the communication abilities. While the disadvantages of task-based learning in learning Basic English Grammar through analyzing the online media text included having difficulties in analyzing, not being used to with the learning model, getting bored and uncomfortable with the strategy, and being burdened with the task.

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 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 A STUDY OF STUDENTS’ ERRORS IN USING WRITTEN PASSIVE SENTENCE

2020 ◽  
Vol 4 (2) ◽  
pp. 1-9
Author(s):  
Achmad Anang Darmawan Darmawan
Keyword(s):  
English Department ◽  
Past Participle ◽  
English Grammar ◽  
Communication Context ◽  
Passive Sentence ◽  
Main Component ◽  
Basic English

The aim of this research is to invesitgate students’ error in using English written passive sentence. The subjetcs of this research were ten second semester students of English department setudents of STKIP Al Hikmah Surabaya who took Basic English Grammar course. The objectives of this course were the students had ability in using accurate English grammar either in spoken and written for formal (scientifict and academic) or informal (daily communication) context. Passive sentence was one of grammar materials taught in this course. The objective of the material was the students were able to use passive sentence in spoken and written context. The research used descriptive quantitaive method as design of this research. The instrument of this research were documentation.  The data of this research were students’ work in writing sentence using accurate passive sentence. The result of this research showed many students made errors in composing passive sentence. There were 80 errors found from students’ sentences. 45% errors made by the students when they could not use correct past participle on their sentence. The result also showed that 22,5% error found from students’ work when they omitted be as the main component of passive sentence. There were also 17,5% errors found from students sentence in using correct be form on their sentence. 15% errors were also found based on the use of accurate singular and plural component of passive sentence.

Team-based learning and English grammar: Building community and lowering affect

2021 ◽  
Vol 6 (2) ◽  
pp. 5097
Author(s):  
Sonja Launspach
Keyword(s):  
Qualitative Analysis ◽  
Learning Community ◽  
Reflective Writing ◽  
English Grammar ◽  
Summative Assessments ◽  
Team Based Learning ◽  
On Line ◽  
Building Community ◽  
Basic English ◽  
Positive Effect

This paper explores the initial use of Team-Based Learning (TBL) and Ungrading approaches in a synchronous on-line basic English grammar course for non-linguistics majors. The study employs TBL and Ungrading approaches to create a supportive learning community, address students’ fear of grammar, and provide more effective formative and summative assessments. Qualitative analysis of students’ reflective writing suggests that implementation of both TBL and Ungrading has a positive effect on students’ learning experiences.

scholarly journals PRAKTIKALITAS MATERI AJAR BASIC ENGLISH GRAMMAR BERBASIS MULTIMEDIA PADA TINGKAT PERGURUAN TINGGI

2020 ◽  
Vol 19 (1) ◽  
pp. 61-71
Author(s):  
Yuli Tiarina ◽  
Hermawati Syarif ◽  
Jufrizal Jufrizal ◽  
Yenni Rozimela
Keyword(s):  
English Grammar ◽  
Basic English

Penelitian ini bertujuan untuk menemukan praktikalitas materi ajar Basic English Grammar Berbasis Multimedia Interaktif yang telah dikembangkan dan dapat diakses melalui http://thetiarina.com/e-tiarina/. Metode yang digunakan yaitu kuantitatif dengan melibatkan 3 orang mahasiswa untuk uji individu dan 27 orang mahasiswa untuk uji kelompok kecil. Temuan penelitian ini adalah (1) berdasarkan uji individu, kualitas desain pembelajaran dan tampilan visual Materi Ajar Basic Grammar tergolong baik (85,47 dan 83,33, dan; (2) berdasarkan uji kelompok kecil, kualitas desain pembelajaran dan tampilan visual draft Materi Ajar Basic Grammar juga tergolong baik (84,26 dan 87,85), materi ajar ini mudah digunakan (81,64) dan organisasi materi ajar ini mudah dipahami (80,35).

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