ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
NADIA ISLAMI, NIM. 2130104044. Judul Skripsi: “Students' Perceptions of Individual Assignment Prior to Classroom Discussion in Language Learning Assessment Course. (A Study of Sixth Semester Student of English Teaching Department UIN Mahmud Yunus Batusangkar Academic Year 2024/2025)”. Jurusan Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar, 2025.Dalam mata kuliah Language Learning Assessment, individual assignment diberikan untuk membantu mahasiswa memahami materi sebelum berpartisipasi dalam diskusi kelas. Namun, masih ditemukan sebagian mahasiswa yang menunjukkan partisipasi terbatas dalam diskusi meskipun telah menyelesaikan individual assignment. Sehingga menimbulkan perertanyaan penelitian dalam studi ini yaitu, Bagaimana persepsi mahasiswa terhadap tugas individu sebelum diskusi kelas dalam mata kuliah Penilaian Pembelajaran Bahasa di Departemen Bahasa Inggris UIN Mahmud Yunus Batusangkar?Penelitian ini menggunakan pendekatan kualitatif dengan desain fenomenologi. Informan penelitian ini adalah delapan mahasiswa semester enam Program Studi Tadris Bahasa Inggris UIN Mahmud Yunus Batusangkar tahun akademik 2024/2025 yang mengambil mata kuliah Language Learning Assessment. Teknik pengambilan sampel yang digunakan adalah purposive sampling, dengan kriteria mahasiswa yang sedang aktif mengikuti perkuliahan, pernah menyelesaikan seluruh individual assignment yang diberikan dosen, tetapi belum pernah berpartisipasi dalam diskusi kelas. Data dikumpulkan melalui wawancara dan dianalisis dengan tahapan reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa individual assignment membantu mahasiswa memahami materi, membuat mereka lebih siap saat diskusi, melatih kemandirian belajar, serta tidak menambah beban. Selain itu, individual assignment juga menumbuhkan motivasi belajar, meningkatkan rasa percaya diri, dan memperbesar keaktifan mahasiswa dalam diskusi kelas. Namun, masih ada beberapa mahasiswa yang menahan diri untuk berpartisipasi karena takut melakukan kesalahan.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
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.
