scholarly journals Developing Online Learning Assessment Instrument for English Sentence Structure Course during Covid-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 170
Author(s):  
Emy Sudarwati ◽  
Fatimah Fatimah ◽  
Yuni Astuti ◽  
M. Faruq Ubaidillah
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Assessment Instrument ◽  
Learning Assessment ◽  
Test Time ◽  
English Department ◽  
Sentence Structure ◽  
English Sentence ◽  
Design Based Research ◽  
English Grammar

Anchored by the need for constructing an online assessment which is mediated by honesty as the character value for grammar mastery among undergraduate students during Covid-19 pandemic, in the present study we developed a test of English Sentence Structure (ESS) situated in an English department of a public university in Malang, East Java, Indonesia. To enact such a purpose, Design-based Research (DBR) was carried out in the study. Findings from the study showcase that the test was valid and reliable, giving it accessible portion for use in the English department. Aside from that, students also opined positively toward the use of the test in measuring their English grammar mastery. Despite these, we found that students’ score in the tryout phase is low affected by their lack of test preparation, inappropriate situated test time, and ineffective teaching and learning enactment. The paper ends with recommendation for future researchers.

scholarly journals Snowball Throwing in Teaching Grammar

2018 ◽  
Vol 5 (1) ◽  
pp. 52
Author(s):  
Yanuarti Apsari
Keyword(s):  
Teaching And Learning ◽  
Classroom Observation ◽  
Teaching Material ◽  
English Department ◽  
English Grammar ◽  
Speaking Skill ◽  
The Subject ◽  
Material Forming ◽  
Teaching Grammar ◽  
Answering Questions

The aims of this study were to describe the implementation of snowball throwing in teaching grammar and to investigate the benefits of applying snowball throwing. The research was conducted at STKIP Siliwangi Bandung. This study employed qualitative research involving one class consisting of second semester students in English department who were taking the subject of foundation of English grammar. The data were obtained from classroom observation and students’ interview. The findings showed that there are seven stages in implementing snowball throwing in teaching grammar. The stages consist of preparing teaching material, forming group, re-explaining the material to the member of the group, formulating question, tossing the ball, answering questions and evaluating teaching and learning process. In addition, the findings also revealed that there are some benefits from applying snowball throwing in teaching grammar such as improving of students’ comprehension in learning grammar, creating enjoyable learning’s atmosphere, increasing students’ vocabulary mastery, developing students’ speaking skill, developing of students’ cooperation skill and increasing of students’ participation in the class.   Keywords: Snowball throwing; benefits; grammar.

scholarly journals Medical Education Adaptations Post COVID-19: An Egyptian Reflection

2020 ◽  
Vol 7 ◽  
pp. 238212052095181 ◽  
Author(s):  
Mohamed HK Shehata ◽  
Enjy Abouzeid ◽  
Nourhan F Wasfy ◽  
Adel Abdelaziz ◽  
Ray L Wells ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Alternative Methods ◽  
Learning Assessment ◽  
Proper Role ◽  
Leadership Support ◽  
Phase Study

Background: Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. Objective: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding teaching and learning/assessment for undergraduate students. Design: A mixed method exploratory 2-phase study was conducted. Data was collected through a questionnaire and focus groups. Results: The responses of the participants were categorized according to main themes; University preparedness, Role of faculty in the transition, Role of ME units/Departments/National/Regional bodies in the transition, Role of Egyptian Knowledge Bank, New teaching methods/strategies, New assessment methods/strategies and Projection into the future. The staff level of preparedness for that unexpected shift was evaluated as optimum to high and a good leadership support was reported by 70% of them. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank’s crucial role in this transition. Additionally, 64.1% of the participants identified a clinical skills teaching challenge and 76.3% of them reported absence of alternative methods for summative assessment. Finally, there is a communication problem with the students that leads to their detachment. Conclusions: Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. Many recommendations emerged including the need to integrate online learning into the curriculum at favorable percentages.

GRAMMATICAL DIFFICULTIES FACED BY SECOND LANGUAGE (L2) LEARNERS IN WRITING SENTENCES

2019 ◽  
Vol 10 (1) ◽  
pp. 71-80
Author(s):  
Khairun Nasir
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
English Department ◽  
Research Subjects ◽  
English Writing ◽  
Grammar Teaching ◽  
English Grammar ◽  
Five Factors ◽  
L2 Learners ◽  
Cover Up

This research deals with the grammatical difficulties faced by students in their English writing sentences. It begins from L2 students that complains English Grammar as one of the complicated features in writing, especially the students from English Department of IAIN Lhokseumawe. Therefore, the objectives of this research were to find out any grammatical difficulties faced by the students in their English Writing Sentences and to cover up any reasonable factor occurs in using English Grammar to their English writing. Case study was adopted in this research by using descriptive qualitative approach. English Department students of IAIN Malikussaleh Lhokseumawe in the second semester (2017/2018 Academic Year) were taken purposively as research subjects. The data were student’s written sentence transferred as documentary evidence with retrospective interview transcription; and (2) Focus Group Discussion note. After analyzing the data qualitatively by Interactive Model Technique, it was found that students got some grammatical difficulties related to (1) problems of meaning complexity, (2) problems of form complexity, and (3) problems of form-meaning mapping relationship. Moreover, by five factors contribute to those difficulties, namely: (1) knowledge of syntactic constituents, (2) knowledge of semantics; (3) knowledge of pragmatics; (4) previous grammar teaching and learning; and (5) L1 knowledge. As the implication, it is suggested that L2 learners be aware of the grammatical difficulties that they are referring to and it is also important that lecturers develop some instructional approaches which focus exclusively on one aspect of language or another (e.g., form and meaning) in teaching the writing that associated with its genre.

scholarly journals ENGLISH GRAMMAR AWARENESS FACILITATES L2 LEARNERS’ WRITING

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Nor Syahiza Shahabani ◽  
Irma Wahyuny Ibrahim
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Grammar ◽  
English Classes ◽  
L2 Learners ◽  
The Government ◽  
English Classroom ◽  
Strongly Agree

“Words—so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them”, Nathaniel Hawthorne (1804-1864). It is true that from just words can become a phrase then a sentence but what we may need to realize is how hard and challenging it is to make the sentence right. To face the real world, writing is the most challenging skill to teach for language teachers mainly because students take time to grasp and digest the knowledge of writing skill. To make matters worse, writing test is also the most popular means of test for placement in entering schools and universities. Due to this reason, L2 learners crave to write clearly and accurately in English. Undeniably, how a person writes with acceptable choice of words and correct grammar represents the L2 learner’s competency in English Language. This study is done to explore the importance of having English grammar awareness to facilitate L2 learners in their writing activities. The study thus aims to determine how grammar awareness amongst the L2 and other support systems such as English classes & facilities help facilitating L2 writing. 84 undergraduate students answered the questionnaire. The quantitative data have been analysed at the end of the research. Some of the findings are 75% of the respondents indicated that they were still unsure on the use of proper grammar in writing despite 94% of the respondents agreed and strongly agreed that they understood when the instructor/teacher taught them English Grammar. The mix-up results in the findings have shown some drawbacks in the teaching and learning practices. Moreover, only 63% of the participants answered agree and strongly agree that their learning institution has an English classroom that is conducive for learning (self-access centre), which can be considered as not satisfactory since English Language is the second language in Malaysia. It is hoped that the government of Malaysia could provide complete conducive learning centre for schools and universities. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0758/a.php" alt="Hit counter" /></p>

scholarly journals Basic Need Analysis in Practical English Grammar: An Effort on Creating and Empowering Autonomy Learners

2020 ◽  
Vol 4 (2) ◽  
pp. 381
Author(s):  
Dwi Astuti Wahyu Nurhayati
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Peer Assessment ◽  
Classroom Interaction ◽  
Learning Material ◽  
English Grammar ◽  
Need Analysis ◽  
Media Learning

This paper presents the students’ need analysis in Practical English Grammar course. The data were collected through questionnaires and interview by individual or group assessment. It involves 34 Indonesian undergraduate students who were majoring in English, took, join Grammar class and conducted classroom interaction in English teaching and learning process in IAIN Tulungagung, East Java, Indonesia. The data were analyzed using descriptive qualitative approach. The finding revealed some students’ perspectives on Practical English Grammar course (lack of learning media, ineffective teaching strategy, unsupportive class atmosphere, and Grammar as difficult course); some student-considered effective ways to learn Practical English grammar (YouTube, discussion, appropriate learning techniques, progress report, peer assessment, and game); and students’ results on their need analysis in learning Practical English Grammar in form of independent option on: learning media, learning strategy, learning material, and creating own questions and its answers.

scholarly journals Effectiveness of an Educational Software System (Desire2Learn) in Teaching English Grammar

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Mohammad Seemab Khan ◽  
Fatimah Ali ◽  
Ghulam Mustafa ◽  
Shahzad-ul-Hassan Farooqi
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Educational Software ◽  
Group Analysis ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Grammar ◽  
Experimental Group

Computer Assisted Language Learning (CALL) has brought enormous developments in teaching and learning process recently. Teaching with computer technology using different methodologies is one of the widely investigated areas in education sector nowadays. This research aims at exploring the efficacy of Computer Assisted Language Teaching (CALT) using Desire2Learn (D2L) Educational software, for teaching subject-verb agreement deductively at Al-Majma’ah University in Saudi Arabia. This study also investigates the attitude of Saudi EFL learners towards CALT-D2L’s effect on their learning achievement. Sixty nine undergraduate students of level three from Department of English, College of Education, Al-Majmaah University, were involved in this study. The sample was divided into two groups: (CALT-D2L “Experimental Group” while the other traditional chalk and talk method based as “Control Group”. Analysis of the data of both groups indicates that experimental group outperformed control group in term of the percentage of result compared. Moreover students exhibit positive attitude towards using D2L software in grammar learning.

scholarly journals UNDERGRADUATE STUDENTS’ PERCEPTION TOWARDS GRAMMAR ASSESSMENT IN THE EFL CLASSROOM

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Fadhlur Rahman
Keyword(s):  
Undergraduate Students ◽  
Quantitative Data ◽  
Likert Scale ◽  
The State ◽  
Assessment Process ◽  
Learning Assessment ◽  
English Department ◽  
Classroom Assessments ◽  
Assessment Questionnaire

The present study aimed to explore how grammar assessment in the EFL classroom has been implemented at the English Department of the State Islamic University of Ar-Raniry (UIN Ar-Raniry). The researcher investigated the learners’ perspectives regarding the congruence of the grammar assessment with the planned learning, assessment authenticity, transparency, and their capability in the classroom. A total of 69 fourth-year students of the English Department responded to the questionnaire with 24-five-point Likert scale items. The quantitative data of Students’ Perceptions of Assessment Questionnaire (SPAQ) items were descriptively analysed by using the SPSS16 program. The result presented significant insights into the ways students perceive grammar classroom assessments. The study showed that students felt a slight congruence between grammar assessment and planned learning, as well as inadequate transparency regarding the purpose, authenticity, and the forms of the assessment process. Equally important, the result shows that students perceive their capability are somewhat unsatisfied.

scholarly journals An Exploration into Gender-related Differences in Pronunciation among Libyan Learners of English as a Foreign Language

2018 ◽  
pp. 08-19
Author(s):  
Hawa Es-skare ◽  
Mariem Aburawi ◽  
Khalifa Shenina ◽  
◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Female Students ◽  
Read Aloud ◽  
Male Students ◽  
English Department ◽  
The Right ◽  
Department Faculty ◽  
Better Than

This research paper mainly discussed the gender-related differences from the aspects of pronunciation, mainly intonation and stress, among Libyan students who learn English as a foreign language. The researchers have randomly selected twenty undergraduate students from the third and fourth semesters (ten female students and ten male students) from the English department, Faculty of Arts, Misurata University to participate in the research and asked to read aloud several written sentences. Their actual pronunciation was recorded and analyzed using a quantitative approach to find out if there were significant differences among female and male participants' pronunciation. The research results revealed that there were not considerable differences between female and male participants' pronunciation. Both groups have had some difficulties in recognition of the correct intonation pattern and putting the stress on the right words. Moreover, female students generally outperformed male ones, though; male participants were slightly better than female ones in identifying the accurate stressed words. Finally, it was suggested that individual differences among learners, including gender-related differences, play an important role in enhancing language teaching and learning process.

scholarly journals Error Analysis of English Sentence Structure in Students’ Written Paragraphs

2021 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Dike Sundari ◽  
Jumatul Hidayah ◽  
Sarwo Edy ◽  
Farida Esmianti
Keyword(s):  
Mixed Method ◽  
Mother Tongue ◽  
Writing Skills ◽  
Teaching Material ◽  
English Department ◽  
Sentence Structure ◽  
English Sentence ◽  
English Writing ◽  
Mixed Method Design ◽  
English Students

This research aimed to find out the types of sentence structure errors in English paragraphs written by tertiary English students and the factors causing the errors. This research employed an explanatory mixed-method design. Fourth-semester students from the English department of IAIN Curup were engaged as the subjects of this research. Positivism-governed document analyses and constructivism-based interviews were conducted to solicit the data as desired. The quantitative findings garnered from document analyses endorsing a ready-to-use construct proposed by Dulay, Burt, and Krashen (1982), revealed that there were four types of sentence structure errors students made, namely omission, addition, misformation, and misordering. Those types of errors were exhibited in a proximate composition which meant that the students had compatible difficulties in terms of the four types of errors. As uncovered from students' writing works, the four types of errors were found in the domains of words, phrases, and clauses. Subsequently, the qualitative findings, elicited from interviews, demonstrated that the factors of sentence structure errors extended to students' mother tongue interference, overgeneralization in the use of English rules and norms, and the lecturer's teaching material delivery and method. Anchored in the data gained, this research discussed the data from the perspective of interlanguage theory, wherein some reviews of SLA and EFL pedagogy-related theories were offered to help lower the factors causing English sentence structure errors in writing skills. Keywords:  Errors, Sentence Structure, English writing skill

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