Hasil pencarian

An Analysis of Poetry Used in Teaching Grammar (A Study at English Teaching Department of IAIN Batusangkar)

ABSTRAK VIVI NOVIA, NIM 14 104 083, judul skripsi “An Analysis of Poetry Used in Teaching Grammar (A Study at English Teaching Department of IAIN Batusangkar)”,Jurusan Bahasa Inggris, Institut Agama Islam Negeri (IAIN) Batusangkar tahun 2018. Penelitian ini tentang penggunaan puisi oleh dosen dalam mengajarkan mata kuliah Grammar IV Jurusan Tadris Bahasa Inggris Tahun Pelajaran 2015/2016 yang ditulis sendiri oleh dosen tersebut. Tujuan dari penelitian ini adalah, 1) untuk menggambarkan kesesuaian antara materi grammar yang diajarkan di Grammar IV Jurusan Tadris Bahasa Inggris Institut Agama Islam Negeri Batusangkar dengan puisi yang digunakan dalam mata kuliah Grammar IV, 2) untuk menggambarkan kesesuaian antara karakteristik puisi bahasa Inggris yang benar dengan puisi yang digunakan dalam mata kuliah Grammar IV. Desain penelitian ini adalah analisis konten, dengan mengunakan pendekatan kualitatif. Data dalam penelitian ini adalah dokumen puisi yang berjumlah 9 script puisi. Instrument kunci penelitian ini adalah peneliti sendiri. Untuk memeriksa keabsahan dari data hasil penelitian, peneliti mengunakan data triangulasi yaitu dengan cara mencocokkan hasil analisis dengan teori. Dalam penelitian ini, peneliti menganalisis data mengunakan 6 langkah yang disarankan oleh Chelimsky (1989). Peneliti menggambarkan kesesuian antara materi grammar pada mata kuliah Grammar IV dengan puisi yang digunakan dalam mata kuliah Grammar IV dengan mengunakan teori Sukur (2012), dan Azar (2001). Peneliti menggambarkan kesesuain antara karakteristik puisi Bahasa Inggris yang benar dengan puisi yang digunakan dalam mengajar mata kuliah Grammar IV dengan mengunakan teori Wu Chung (2010). Hasil dari penelitian ini ada dua yaitu: 1) puisi yang digunakan dalam mata kuliah Grammar IV sudah sesuai dengan materi Grammar IV berdasarkan silabus Grammar IV Jurusan Tadris Bahasa Inggris IAIN Batusangkar Tahun Pelajaran 2015/2016 tetapi ada yang tidak ada materi pembelajarannya didalam puisi, 2) puisi tersebut belum sesuai dengan karakteristik puisi bahasa inggris yang benar karena kurang sesuainya 2 buah karakteristik puisi bahasa inggris yaitu pola baris dan rima.

Grammarly as a Tool for Improving Students' Grammar: A Thematic Literature Review

*ABSTRACT* This study aims to examine the use of Grammarly in academic writing through a thematic literature review of scholarly studies published between 2021 and 2026. The study focuses on identifying the key themes emerging from previous research, examining the benefits and limitations of Grammarly in academic writing, and analyzing the research methodologies employed in the existing literature. This study employed a qualitative thematic literature review approach. Relevant scholarly articles were collected and analyzed thematically to identify recurring patterns, relationships, and findings regarding the use of Grammarly in academic writing. The findings revealed four major themes: (1) the effectiveness of Grammarly in improving academic writing quality, (2) students’ perceptions toward the use of Grammarly, (3) the role of Grammarly within the writing process, and (4) the limitations and challenges associated with its use. The reviewed studies indicate that Grammarly is generally perceived as an accessible, efficient, and useful tool for detecting and correcting surface-level writing errors. It also contributes to students’ writing confidence, grammatical awareness, and efficiency during the proofreading and revision processes. However, Grammarly has limitations in addressing macro-level aspects of writing, such as idea development, argumentation, organization, and coherence. In addition, the tool may occasionally provide inaccurate feedback, including in its premium version, and excessive reliance on automated suggestions may hinder the development of students’ independent editing skills. The review also found that most previous studies employed descriptive qualitative and mixed-methods approaches, primarily using questionnaires, interviews, and perception-based surveys, while relatively few employed experimental or quasi-experimental designs. Therefore, the existing evidence tends to reflect users’ perceptions rather than objectively measured improvements in writing quality. Overall, Grammarly functions effectively as a supplementary automated writing support tool at the mechanical level, but it should not replace instructor or peer feedback. Its effective use requires pedagogical guidance and integration with explicit instruction in higher-order writing skills.

Advantages and Disadvantages of Using Grammarly Application in Thesis Writing

YONA SYAFIRA, No Reg. 2030104067, entitled: “Advantages and Disadvantages of Using Grammarly Application in Thesis Writing”. English Teaching Department Faculty of Tarbiyah and Teacher Training Islamic State University of Mahmud Yunus Batusangkar. The problem in this study was that the Grammarly application is widely used by students, particularly in thesis writing, however, there has been limited research on its advantages and disadvantages in thesis writing. The purpose of this research was to find out the advantages and disadvantages of using the Grammarly application in thesis writing. This research was descriptive quantitative method. The population in this research were 33 students of the English Teaching Department of UIN Mahmud Yunus Batusangkar registered in the 2024/2025 academic year, who had utilized the Grammarly application while completing their thesis. The research sample was chosen using a total sampling technique. To collect the data, the researcher used a questionnaire that consisted of 34 items. The questionnaire was distributed to respondents by using Google Forms. In analyzing the data, the researcher used descriptive statistics.The results of this research showed that Grammarly has eight advantages in thesis writing, First, Grammarly fast and efficient evaluation writing, with a total average of 3.28, indicating that students strongly agree that Grammarly offers fast and efficient evaluation, this is the main and most widely felt advantage by students. Second, it is practical and helpful, with a total average of 3.26, indicating that students strongly agree that Grammarly practical and helpful in writing process. this is another major advantage and is most widely felt by students. Third, it offers comprehensive features, with a total average of 3.24, indicating that students agree that Grammarly provides comprehensive feature. Fourth, Grammarly provides suggestions for vocabulary and sentence structure, with a total average of 3.23, showing that students agree that it enhances vocabulary and sentence structure during the thesis writing process. Fifth, Grammarly provides useful feedback for learning gains, with a total average of 3.18, indicating that students agree that its feedback contributes to writing improvement. Sixth, it helps enhance the accuracy and clarity of writing, with a total average of 3.17, showing that students agree that Grammarly enhanced accuracy and clarity in writing. Seventh, Grammarly help students identify mistake in writing. with a total average of 3.17, indicating students agree that Grammarly help in identify mistake. Lastly, Grammarly enhance students' confidence in writing, with a total average of 3.11, indicating that students agree that Grammarly helps them feel more confidence in their writing. However, this study also showed several disadvantages of using Grammarly in thesis writing. First, Grammarly does not always align with the writer’s ideas, with a total average of 3.00, showing that students agree that its suggestions may not always writer ideas. Second, Grammarly requires an internet connection, with a total average of 2.94, indicating that students find this require an internet connection. Third, Grammarly lacks a feature to identify the correlation between sentences, with a total average of 2.70, indicating that students agree that it does not effectively analyze sentence relationships. Lastly, Grammarly tends to over-detect errors, with a total average of 2.52, indicating that students agree it sometimes over detection.

Students’ Perception Towards Advanced Grammar Assignments Given By The Lecturer

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.

STUDENTS' GRAMMAR LEARNING STRATEGIES IN ONLINE LEARNING DURING COVID-19 PANDEMICS STRATEGI PEMBELAJARAN TATA BAHASA SISWA DALAM PEMBELAJARAN ONLINE SELAMA PANDEMI COVID-19

The problem in this study is that students' strategies in learning grammar have not been revealed when learning online during the Covid-19 pandemic, because during the pandemic period students learn online, one of which is learning Grammar. This study aims to find out what strategies are used by students in learning grammar when learning online.This study uses a descriptive quantitative design with a cross-sectional design method. The population is 63 fourth semester students in the 2021/2022 academic year. The sample is the fourth semester students. The researcher used total sampling, so that 63 people from the population were directly selected as samples. The total questionnaires in this study were 32 items. The instrument used was a questionnaire about strategies in learning grammar during online learning during the Covid-19 pandemic (Pawlak: 2013). Questionnaires were distributed via google form. The previous questionnaire was validated by three validators. The results of the validity of this instrument are calculated by the Aiken formula with the general results being 0.83 – 0.91 and is in the very high validity criteria. Reliability was calculated using SPSS 22.0 software with the Cronbach Alpha method. The reliability result is 0.839 with a very reliable category. The data analysis used is descriptive analysis. According to Arikunto (2006:236) the steps used are: Selecting the Data, Classifying the Data, Tabulating the Data, Accounting the Frequency, Describing the Data by Using the Term Below, and Analyzing and Interpreting the Data. After the data was analyzed, it was found that there were four strategies used by students in learning grammar during online learning during the Covid-19 pandemic, namely cognitive grammar learning strategy, metacognitive grammar learning strategy, affective grammar learning strategy, and social grammar learning strategy. The strategy with the highest frequency of use is metacognitive strategy, which is in the medium category with a percentage of 73.02% with an average of 19.52.

ENGLISH STUDENTS’ PERCEPTIONS OF THE USE OF WHATSAPP IN LEARNING GRAMMAR

This research was motivated by the use of the WhatsApp application by lecturers in Grammar learning and caused various perceptions from students. The purpose of this study is to describe students' perceptions of online learning in grammar courses at UIN Mahmud Yunus Batusangkar for the 2021/2022 Academic Year. This research is a qualitative descriptive research conducted at UIN Mahmud Yunus Batusangkar. The informants of this study were 10 English students who took grammar courses for the 2021/2022 Academic Year. Informants were selected using purposive sampling techniques. In this study, the researcher as a key instrument. The supporting instruments in this study are interview guidelines, audio recordings, and documentation. The results showed that students have two perceptions about the use of Whatsapp in learning grammar courses, namely: 1) Positive Perception. Students said that the use of Whatsapp in grammar courses allows students to reread the material sent by the lecturer, the delivery of learning materials is quite satisfying because the lecturer takes advantage of the features in the WhatsApp application, and the way the lecturer explains the material is also interesting because it uses games as a learning method. 2) Negative Perception. For negative perceptions, students say that there are problems with the network, lack of maximum or limited explanations of lecturers in learning grammar, students have difficulty understanding the material, lack of student participation in learning, and cheating to imitate friends' answers in learning discussions.

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