Implementing of Academic Text in Advanced Grammar Learning

Abstract

Grammar has the main role in English language learning. It can be given an impact on English language skill mastery. The purposes of this study were to find deeply comprehending on grammar mastery using academic text. The method of study used a one-group experimental design. The sample was 25 students in the English Language Program at Universitas Indraprasta Jakarta. The sample was taken using purposive sampling. Essay test and observation technique were the instruments used in collecting the data. The data analysis used t-test paired two samples for means. The finding revealed that the students have a significant increase in scores from the pre-test and post-test results. Here, there was an increase of 33.6 points from pretest to posttest. The average score for pretest was 49.04 and the average score for posttest was 82.6. While the result of t-test paired two samples for means was t Stat < t-table (-19.5164 < 2.0638). It means that academic text gave more information deeply to identify English structure. The results of this study also have implications for improving students' reading skills, especially at the level of reading comprehension and vocabulary mastery.

The Effectiveness of the Explicit and Implicit Grammar Teaching Online to Improve the Grammar Mastery

“…Their findings revealed that after only four courses employing this method, more than half of the students could name 16 tenses and construct sentences in various forms, indicating that the pupils had improved. It also agreed with research by Baron (2020) and Kaharuddin (2022), which found that teaching grammar directly produced somewhat superior results.…”

“…More than half of the students were able to identify 16 tenses and construct sentences in various forms. Moreover, Baron (2020) conducted a study involving 25 university students in Jakarta to compare direct and indirect methods of teaching grammar from academic texts. The results revealed that teaching grammar directly was slightly more effective, although the difference was not significant.…”