Utilizing Digital Comics in College Students’ Grammar Class

Utomo, Dias Tiara Putri; Ahsanah, Finaty

doi:10.21462/jeltl.v5i3.449

Cited by 12 publications

(16 citation statements)

References 11 publications

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“…Therefore, every student has to get a sufficient notion of grammar. Utomo & Ahsanah (2020) mention that mastering grammar assists the learners in arranging better language structure and create meaningful messages. Harmer (2003) argues that communication may suffer if the speakers use grammar rules too carelessly.…”

Section: The Concept Of Grammarmentioning

confidence: 99%

“…Even though the importance of English grammar is undeniable, many pupils often face problems in mastering structure. According to Utomo & Ahsanah (2020), commonly the students have realized that learning grammar can be effortful. Effendi et al, (2017) add that many students who have studied grammar for several years at the university level still have problems arranging correct and good sentences.…”

Section: The Concept Of Grammarmentioning

confidence: 99%

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The Use Of Ice Breakers In Online English Grammar Classes

Aniuranti

2021

Surakarta English and Literature Journal

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In the English language teaching process, every teaching phase is paramount for the achievement of its goals. At the beginning of the classes, the teachers might bring an ice breaker. Based on the previous studies, ice breaker is considered a crucial component in EFL classes. Considering the prominence of ice breakers, the researcher regards the importance of a literature study about ice breakers, especially in grammar class. English grammar is frequently considered a complicated element. Besides, nowadays, the learning process has to be conducted online. This study is mainly aimed to explain the concept of ice breakers, English grammar, and online learning, and the examples of ice breaking possibly used in online grammar classes. The method employed was the literary study conducted through several stages called collecting, reducing and presenting the data and concluding the results. This study suggests several relevant theories to the usage of ice breakers in online grammar classes. Moreover, this study proposes some ice breakers for teaching grammar. The ice breakers are jumbled sentences, correcting mistakes, English songs, storytelling activities, and English humour.

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Section: The Concept Of Grammarmentioning

confidence: 99%

Section: The Concept Of Grammarmentioning

confidence: 99%

The Use Of Ice Breakers In Online English Grammar Classes

Aniuranti

2021

Surakarta English and Literature Journal

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“…Harmer (2003) mentions that if the grammatical rules is used too carelessly by the speakers, communication process may suffer. Utomo & Ahsanah (2020) also explain that the learners who master English grammar properly will use better language structure and create meaningful messages. Wang (2010) adds that in the teaching and learning process of foreign languages, structure is always essential.…”

Section: Introductionmentioning

confidence: 99%

“…Although the signification of structure is undoubted, many students frequently encounter difficulties in understanding grammar including university students. Utomo & Ahsanah (2020) argue that students mostly have recognized that learning English structure can be demanding for them. 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.…”

Section: Introductionmentioning

confidence: 99%

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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“…In the totally online mode, educators are completely engaged internet network to the learning process (Algahtani, 2011;Zeitoun, 2008). As a result, many educators incorporate various online learning tools into their educational systems (Ambarita, 2021;Mustakim, 2020;Retnaningsih, 2020;Utomo & Ahsanah, 2020;Yuliana, 2020) and apply bichronous learning (Sambeka & Rares, 2021). It was Martin et al, (2020) who have brought the term bichronous learning to the fore.…”

Section: Introductionmentioning

confidence: 99%

The implementation of bichronous online learning: EFL students’ perceptions and challenges

Utomo

Ahsanah²

2022

ELTF

Self Cite

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The COVID-19 pandemic has made online learning as a common instructional delivery today. Since various methods, approaches, and technologies are involved, it is important to understand students’ perceptions for taking further decision in teaching. The current research aimed to investigate Indonesian students’ perceptions of the implementation of bichronous online learning along with the challenges in the level of higher education. Bichronous online learning refers to the blending between asynchronous and synchronous online learning. In this study, asynchronous learning was carried out through Edmodo while the synchronous mode was implemented via Zoom. The participants were 57 first-year university students who experienced full bichronous online learning in the English for Specific Purposes class. This research applied explanatory sequential mixed-methods as suggested by Creswell (2014). The quantitative data were obtained by Likert-scale questionnaires while the qualitative data were acquired through interviews and observations. The results indicated that students had positive perceptions of bichronous online learning in terms of motivations, academic achievement, and communication and interactions. Bichronous online learning promoted students’ engagement, active interaction, and feedback exchange which highly contributed to their learning outcome. However, technical issues such as poor internet connection and limited data plan were the biggest challenges faced by the students. It is expected that educators can adjust which online learning tools are convenient to use and cater to students’ needs.

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Utilizing Digital Comics in College Students’ Grammar Class

Cited by 12 publications

References 11 publications

The Use Of Ice Breakers In Online English Grammar Classes

The Use Of Ice Breakers In Online English Grammar Classes

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

The implementation of bichronous online learning: EFL students’ perceptions and challenges

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