Integrated Story-Based Grammar Learning Model: The Effectiveness and Students’ Perception on Its Implementation in a Grammar Classroom

Yunita, Wisma; Mayuni, Ilza; Emzir, Emzir

doi:10.2991/icoie-18.2019.66

Cited by 5 publications

(12 citation statements)

References 11 publications

(10 reference statements)

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“…The second instrument used was a closed questionnaire adapted from Yunita et al, (2018). The questionnaire was employed to explore the students' voices.…”

Section: Methodsmentioning

confidence: 99%

“…In her study, she described how several approaches could be employed in the teaching and learning process. Thirdly, there is also a study from Yunita et al, (2018). They did experimental research but in offline grammar classes.…”

Section: Extensionmentioning

confidence: 99%

“…Therefore, every English learner is encouraged to have a good understanding of structure. Furthermore, Yunita et al, (2018) argue that learning a language means learning its structure. Harmer (2003) mentions that if the grammatical rules is used too carelessly by the speakers, communication process may suffer.…”

Section: Introductionmentioning

confidence: 99%

“…Effendi et al, (2017) even report that at the university level, plenty of students who have studied grammar for a long time of period still have dilemma arranging correct and good sentences. According to Yunita et al, (2018), the teaching and learning process of grammar is still regarded as problematic by the students who learn English as a foreign language like Indonesian. Al-mekhlafi & Nagaratnam (2011) even explain that in grammar classes, students might feel uncomfortable or completely afraid.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the Effect of the Pace Model on Students’ Grammar Mastery and Students’ Voices on Its Usage

Aniuranti¹,

Tsani²,

Wulandari³

2022

SELJU

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Students commonly regard grammar as a challenging element of English. Therefore, every English teacher is always encouraged to use effective alternatives. Furthermore, the teaching and learning process that is still running online often causes many obstacles. One of the recommended teaching models for grammar class is PACE Model. This study explored the effectiveness of the PACE model to teach English grammar and students' voices toward this model. The method employed was pre-experimental research or one group pre-test post-test design. For collecting the data, the team employed a test and a questionnaire. The data were analysed using simple statistical calculations like average and percentage. The result revealed that the PACE model is an effective way of teaching English grammar because the average score of the post-test (52.33) was higher than the pre-test (24.67). There was a significant improvement in the test result. The data from the questionnaire also showed that most of the students had positive perceptions about the usage of the PACE Model. Overall, the PACE model was an adequate model to teach English grammar online because it received positive responses from the students.

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“…The second instrument used was a closed questionnaire adapted from Yunita et al, (2018). The questionnaire was employed to explore the students' voices.…”

Section: Methodsmentioning

confidence: 99%

Section: Extensionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the Effect of the Pace Model on Students’ Grammar Mastery and Students’ Voices on Its Usage

Aniuranti¹,

Tsani²,

Wulandari³

2022

SELJU

View full text Add to dashboard Cite

show abstract

“…It might occur since grammar is commonly considered a hard language component. According to Yunita, Mayuni & Emzir (2018), in Indonesia, learning English grammar is still regarded as a challenging matter for the students in the EFL context. Besides, based on the pre-observation conducted in the Intermediate Grammar class, the average percentage of student participation was 58.82%.…”

Section: Abstract: Student Involvement; Grammar; Literary Work; Action Researchmentioning

confidence: 99%

The Implementation of Literary Works for Promoting Student Involvement in Learning English Grammar

2021

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Nowadays, every teaching and learning process is supposed to apply a student-centered concept in which the pupils are the center of the process, and they are encouraged to participate actively in the process. Therefore, all education levels have implemented this concept, including the university level. Unfortunately, many pupils are still passive during the teaching process. This phenomenon also appears in the English Language Teaching Department of Universitas Nahdlatul Ulama Purwokerto. The low participation of the students happens in all classes, including grammar class. Based on the pre-observation process in a grammar class, the average score of student participation was only 58.82%. From seven categories of student participation, two indicators were still 0% called asking a question and giving constructive or positive comments to the teacher or other students. There was also one category that only achieved 41.18%. Besides, the atmosphere was not conducive since some students talked to their classmates and looked quite bored. Based on this condition, the researchers decided to do action research. After doing a literature study, we agreed to use literary works to overcome the problem. The research was done in one cycle that consisted of three meetings. The instruments used for collecting the data were an observation sheet of student participation and a teacher observation sheet. The data gathered were analyzed using simple statistics like percentage and average score, then the analysis presented through diagram and words. The literary works used in this study were a short story, a film script, and a novel. This action research is successful if the percentage of student involvement can achieve 65%. The result reveals that student participation was getting better after the implementation of literary works in the teaching and learning process. In the first action, the average percentage was 69.29 %, then it became 75.89% in the second meeting. In the third act, the student involvement achieved 78.15%. The most impressive finding appeared in the third meeting. Three students asked questions. Asking questions as one of the indicators of participation did not appear in the first and the second meeting. The atmosphere was getting conducive since the implementation of the literary works in the grammar class. In short, this action research is successful in boosting student involvement in grammar class.

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Digital storytelling for EFL preschool classroom: tools, activities and themes proposed by preservice teachers

Castillo-Rodríguez

Díaz

Lage

2022

ESPIRAL

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The storytelling practice, in general, and the digital storytelling (DS), in particular, entail many advantages for young pupils in the educative context. The main aim of this paper was to examine the tools, the type of activities, and the themes of the stories devoted to preschool pupils. Preservice preschool teachers were asked to choose tools to create their genuine story materials and to design an activity for a specific target age of preschool education to go with them. A total of 136 preservice teachers’ tasks were analysed for this study. The results showed that the most frequent tool type in the three target age (3, 4, and 5 years old) was the one allowing the integration of Dialogues in the stories; the most popular activity type was Reading comprehension for 4- and 5-year-olds, and Images (match or order) for 3-year-olds; and the most recurrent theme was Animal and pets for 4- and 5-year-olds and Friendship for 3-year-olds. This type of study is essential to train preservice teachers both digitally and methodologically for today's school.

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Integrated Story-Based Grammar Learning Model: The Effectiveness and Students’ Perception on Its Implementation in a Grammar Classroom

Cited by 5 publications

References 11 publications

Exploring the Effect of the Pace Model on Students’ Grammar Mastery and Students’ Voices on Its Usage

Exploring the Effect of the Pace Model on Students’ Grammar Mastery and Students’ Voices on Its Usage

The Implementation of Literary Works for Promoting Student Involvement in Learning English Grammar

Digital storytelling for EFL preschool classroom: tools, activities and themes proposed by preservice teachers

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