Abstrak
ABSTRACT AFIFA MARLIATI, NIM 17 301 04 001, entitled: “Students’ Perception Towards Advanced Grammar Assignments Given By The Lecturer,” English Teaching Department, Faculty of Tarbiyah and Teacher Training at Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar in 2024. The background of the study is the existence of differences in students’ perceptions towards Advanced Grammar assignments given by the lecturers. The problem addressed in this research is students' perception towards Advanced Grammar assignment given by the lecturer have not yet been described. The aim of this study is to describe the students' perceptions towards Advanced Grammar assignments given by the lecturer at UIN Mahmud Yunus Batusangkar in 2024. The descriptive quantitative research design was used to analize and interpreting the data of students' perceptions towards Advanced Grammar assignments given by the lecturer. The population is fourth semester English Teaching Department students from class A,B, and C, who take Advanced Grammar course totaling 47 students. Simple random sampling was used to select the sample size, totaling 42 students. 5 students were chosen for a tryout to test the validity of research instrument. Data was collected through a closed-ended questionnaire related to cognitive, affective and conative component of perception, consist of 60 statements. The questionnaire's validity was tested using SPSS software version 28, comparing r-calculate with r-table. Reliability was assessed with SPSS's Cronbach's alpha method, resulting in a reliability coefficient of 0.982, indicating high reliability. Next the researcher shared the link of questionnaire from google form via whatsapp group of Advanced Grammar class. Overall, students' perceptions of the Advanced Grammar assignments were generally positive. The findings show that for the cognitive component, 11 students (26.19%) had a strongly positive perception, 28 students (66.67%) had a positive perception, and 3 students (7.14%) were neutral. In the affective component, 6 students (14.29%) were strongly positive, 32 students (76.19%) were positive, and 4 students (9.52%) were neutral. For the conative component, 6 students (14.29%) were strongly positive, 32 students (76.19%) were positive, and 4 students (9.52%) were neutral. The highest category of students’ perception towards Advanced Grammar assignments given by the lecturer in cognitive component 11 students (26.19%) had a strongly positive perception, in affective component 6 students (14.29%) were strongly positive, and in conative component 6 students (14.29%) were strongly positive. The research indicates that advanced grammar assignments are positively received, enhancing knowledge, engaging students emotionally, and promoting active learning behaviors.