Using EGRA Technique to Improve Students' Grammar Mastery

The purpose of this research was to investigate the significant effect of an English grammar application on the students’ grammar mastery in a present perfect tense lesson at the twelfth grade of SMAN 1 Banjarsari. The research approach used a quantitative approach and a quasi-experimental method with an achievement test to collect the data. The achievement tests were pre- and post-tests. The population was 216 students, and the sample of this research was 70 students, which consisted of 35 students from the control class and 35 students from the experimental class. The control class used a simpler application, whereas the experimental class used an English grammar application for the treatment. The data was analyzed using the statistical program SPSS 22 version. Based on the data analysis result, it was determined that the different mean values of the post-test in the experimental and control classes were 68.51 and 68.14. The t-test result retrieved a signed score of 0.000 ≤ α = 0.05. The result showed that the null hypothesis was rejected and the alternative hypothesis was accepted. This means that there was a significant effect of using the English Grammar application on students’ grammar mastery in the present perfect tense lesson at the twelfth grade of SMAN 1 Banjarsari.

The objective of this research is to investigate the significant effect of using Speedy English Grammar application towards students' grammar mastery in simple past tense at the twelfth grade of SMK Walisongo. The research approach used was a quantitative approach and quasi experimental method with achievement test in collecting the data. Achievement test included pre-test and post-test. This research was conducted at the twelfth grade of SMK Walisongo Menes. The samples of this research were 40 students that consisted of 20 students of experimental and 20 students of control class. The experimental class used Speedy English Grammar and the control class used English Grammar and Test application. The data was analyzed by using statistical of program SPSS 22. Based on the result of data analysis, the result showed that mean of post-test both experimental and control class different were 76.70 and 70.45, and for the result of t-test obtained sign score 0.000 ≤ α = 0.05. The result indicated the alternative hypothesis was accepted and the null hypothesis was rejected. As the result there was significant effect of using the Speedy English Grammar application towards students’ grammar mastery in simple past test at the twelfth grade of SMK Walisongo Menes.

The objective of this research is to examine the effectiveness of Speedy Grammar application on students' grammar mastery in simple past tense at the twelfth grade of a vocational school in Banten. This research employed a quasi-experimental method with achievement tests in collecting the data. Achievement tests included pre-test and post-test. This research was conducted at the twelfth grade of a vocational school in Banten. The samples of this research were 40 students that consisted of 20 students of experimental and 20 students of control class. The experimental class used Speedy English Grammar and the control class used English Grammar and Test application. The data were analyzed by using statistical of program SPSS 22. Based on the result of data analysis, the result showed that mean of post-test both experimental and control class different are 76.70 and 70.45 and for the result of t-test obtained sign score 0.000 ? ? = 0.05. The result indicated the alternative hypothesis was accepted and the null hypothesis was rejected. It is concluded that Speedy English Grammar application was effective in improving students' grammar mastery in simple past test at the twelfth grade of a vocational school in Banten.

This research aims to determine the effectiveness of the mistake buster technique in improving students’ grammar mastery at eight grade students of SMP Islam Pecangaan. In this research, the writer used quantitative approach in the form true experimental design. The population of this research was eight grades of SMP Islam Pecangaan and the samples of this research were VIII A as experimental class and VIII B as control class of SMP Islam Pecangaan. In experimental class was taught by using Mistake Buster Technique while in control class was taught by using conventional technique. Random sampling was choosing as the technique of sampling. Then, the instrument of this research was test. The test was pre-test and post-test. This research consisted of five meetings with three treatments. The result of this research showed that the mean score of pre-test in experimental class was 61,61. After giving the treatment, it became 91,25. Then, the mean score of pre-test in control class was 55,62 and the post-test was 75,63. It showed that the score pre-test and post-test in experimental class was higher than control class. It means that the use of mistake buster technique was effective to increase students’ understanding about grammar. Besides that, the score of t observe was 2,057 while the score of t table in 5% significance level was 2,009 . So, it showed the significant of t observe > 5% = 2,057 > 2,009. It means that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. There was an effectiveness of mistake buster technique to improve students’ grammar mastery at eight grade students of SMP Islam Pecangaan.

<p>The study of grammar has been shifting in language teaching classroom. However, the fact that the difficulty to understand grammar, especially past tense among the junior high school students has been an issue that needs to be solved. This study investigated the effect of using storytelling of Prophet Yusuf based on Quran verses towards students’ grammar mastery at the 8th grade in MTsS Diniyyah Pasia, Agam, West Sumatera. This quasi-experimental research involved 32 sample students who were treated as experimental class and taught by using storytelling of Prophet Yusuf and another 32 students as control class who were taught by using conventional technique. These two groups of samples were determined by using purposive sampling technique. To analyze the data from the students’ grammar test of pretest and posttest of experimental and control classes, the researcher used SPSS program. The result of the post-test scores of both classes, experimental and control classes, showed that the t-obtained (3.557) was bigger than t table (1.67). It indicates that the use of Prophet Yusuf Storytelling which is based on Quran verses in learning Grammar can help the students to master the grammatical pattern effectively.</p>

Grammar as essential aspect of English component helps students to recognize pattern and avoid errors. Alternative media is needed to make grammar learning more successful since students find it challenging to master grammar when it is taught using conventional method. This research aimed to find out about how effectively Macbox media works to help students in improving their grammar mastery. True-experimental research design was used in this research by using class X MA Matholi'ul Huda Bugel students as the research population. The two classes used as sample are 36 students of XG as the experimental class and 38 students of XH as the control class. Both classes received pre-test, treatment and post-test in order to gather research data. Then, SPSS 25.0 was utilized to examine the data outcomes. The findings of the research showed that the differences were seen in the two classes' average scores. For pre-test, the experimental class's average pre-test score was 48.47, while the control class' was 48.02. For post-test, the experimental class’s average score was 75,41 and the control class’ was 62,76. The significance value for both classes was revealed by the independent sample t-test analysis result, which were 0.000 (sig (2-tailed) < 0,05). It means that there are the significant differences between both classes. The result and discussion show the use of Macbox media is significantly effective in improving students’ grammar mastery. It means that the use of Macbox media is more effective in improving students' grammar mastery compared to the use of conventional learning method

In learning grammar, appropriate teaching strategy and great motivation can enhance students’ grammar mastery. CALL stratey was used as the variation ofteaching and learning toward grammar mastery. The goal of this research was to find out the effect of CALLstrategy and learning motivation toward students’ grammar mastery. The design of this research wasquasi experimental research. The population of this research was the students of first year in academic 2016/2017 at AMIK Selatpanjang Kabupaten Kepulauan Meranti. The techniqueused in selecting the sample was Cluster Random Sampling. The sample of this research was A1 as the experimental class and B1 as the control class. The instrumentsused in this research were grammar mastery test and questionnaire test. The hypotheses were analyzed by using t-test and Two Ways ANOVA. The finding showed that (1) Students taught by using CALL strategy produced better achivementtoward students’grammar masteryas compared to CLT strategy.(2) Students with high learning motivation taught by using CALL strategy produced better achievement toward grammar mastery than high motivated learning students taught by using CLT strategy. (3) Students with low learning motivation taught by using CALL strategy produced lower achievement toward grammar mastery than low motivated learning students taught by using CLT strategy. (4) There was nointeraction between teaching strategies (CALL and CTL) and students’ learning motivation toward grammar mastery. In conclusion, CALL strategy worked effectively to produce better achievement as the teaching and learning strategy toward grammar mastery at AMIK Selatpanjang Kabupaten Kepulauan Meranti.

<span id="docs-internal-guid-89d98319-7fff-a1f8-9b27-8ee4af79d903"><span>This study was aimed to obtain empirical evidence about the effect of the gallery walk strategy on students’ ability in writing descriptive paragraphs in the tenth grade of SMA Birem Bayeun Aceh in 2020/2021 academic year. This research used quantitative method and the research design used is a quasi-experimental design. The population of this study were all tenth grade students of SMA Negeri 2 Birem Bayeun Aceh Timur. The sample technique used total sampling that consist of 47 students. The sample are divided into two groups: class X MIA</span><span><span>1 </span></span><span>as an experimental class consist of 24 students and X MIA</span><span><span>2 </span></span><span>as a control class consist of 23 students. The instrument of this research was written test. The results and the effect size of this study were obtained from data calculations using t-test with a significance level of (α) =0,05. The results showed that the post-tests’ mean score in the experimental class was 78,45 while in the control class it was 60,26. thus means the post-tests’ mean score in the experimental class is higher than the control class (78,45 > 60,26). Therefore, the statistical hypothesis test showed that the ρ-value of the post-test and the gained score is 0.000 < sig α 0,05. The effect size of this result is 1,53. It can be conclude that the alternatives hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. It means that the gallery walk strategy was significant effect on the students’ ability in writing descriptive paragraph at SMA Negeri 2 Birem Bayeun Aceh Timur in academic year.</span></span>

Writing requires learners to articulate their thoughts and ideas in a coherent and organized manner. Understanding grammar can help students organize their thoughts in sentences that readers can easily understand. This study, title " A Correlation Study Between Students' Grammar Mastery and Writing Ability in The Second Semester Students of The English Education Study Program", aim to investigate the correlation between students' grammar mastery and their writing ability and to know the extent of the two variables correlate. The research method used is a quantitative method that applies a correlational study. The research instrument is documentary data, with the sample of this study being 19 students. The results show that there is a correlation between the two variables. The correlation between the two variables is proven by the rxy=0.747. The correlation coefficient is in the range of 0.60 to 0.80 showing a strong correlation, which indicates the extent of the correlation between the two variables. In simple terms, the null hypothesis (H0) was rejected. Meanwhile, the alternative hypothesis (H1) was accepted, which means that second-semester students of the English Study Program who are good at grammar are also likely to be good at writing.

This study aims to determine: The use of transformation drill has a significant effect on students' grammar mastery in passive voice the 11th grade at SMK Negeri 9 Kabupaten Tangerang. The results of hypothesis testing with t-test at the end of learning (posttest) in the control class and the experimental class. obtained tcount = 31.398 with a significance level of 95% (∞= 0.05) obtained ttable = 1.687 because 31.398>1.687 (tcount > ttable) then Ho is rejected. Thus, at the end of the lesson there were differences in students' grammar mastery between the control class and the experimental class. Thus, based on the results of research that has been done that transformation drill has an effect and improve students' grammar mastery. Its application in the classroom can make students play an active and creative role.

The aim of this study is to investigate the effect of learning tenses using abbreviated formulas on students’ grammar mastery at the Takhasus grade of Mazro’atul Lughoh Islamic Boarding School Pare Kediri. The method of this study is quantitative by taking 20 students of the population, and using saturated sampling. This study was pre experimental research design conducted with one group. Before giving treatment, the writer gave pre-test. After four meetings, the writer gave the post-test. The scores of pre-test and post-test were collected from twenty essay questions, then, it was analyzed by using t-test. The findings of this study shows that learning tenses using abbreviated formulas on students’ grammar mastery was effective. It is proved by the result of the calculation of paired sample t-test with the sig (2 tailed) with the result was .000, and it was < 0.05. It is considered that the null hypothesis (Ho) in this study is rejected and the alternative hypothesis (Ha) is accepted, which states that there is a significant difference between students learning tenses before and after using abbreviated formulas. It means that learning tenses using abbreviated formulas affects students’ grammar mastery.
 
 Keywords : Grammar Mastery, Abbreviated Formulas, Tenses.

Grammar mastery is one of the most essential components in English language proficiency. However, However, many EFL students often deal with tenacious learning difficulties. They take place due to monotonous learning instructions and students’ different learning motivation. The academic research examines the effectiveness of Wayground (formerly Quizizz) in increasing students’ grammar mastery across varying levels of learning motivation. By using a quasi-experimental mixed-method design, the research involved 70 eleventh-grade students at SMA Negeri 1 Pecangaan, Jepara. They were assigned to an experimental group receiving instruction through Wayground and a control group receiving conventional methods. The research data were gathered through assessments of grammar mastery administered as pre-test and post-test, a questionnaire of learning motivation adapted from Gardner’s Attitude/Motivation Test Battery, and a questionnaire of student perception. Quantitative data were analysed using paired-sample t-tests, independent-sample t-tests, and two-way ANOVA. Qualitative data served to enrich and support the interpretation of the findings. The results indicate that both instructional approaches led to significant improvements in students’ grammar mastery. The experimental class achieved a higher mean gain score than the control class but the difference was not statistically significant. Furthermore, learning motivation and the interaction between instructional method and motivation did not have significant effect on grammar mastery improvement. Nonetheless, students reported positive perceptions of Wayground, principally regarding increased engagement, enjoyment, and the provision of immediate feedback. These findings suggest that Wayground represents a pedagogically beneficial supplementary tool for grammar instruction, especially for boosting active and enjoyable learning experiences in EFL classrooms.

The purpose of this research was to find out the effectiveness of 5E learning cycle in dynamic electricity kelas X SMA Negeri 3 Medan in Academic Year 2012/2013. The research method was quasi experiment. The samples were divided into experiment and control class. Population in this research was all students of grade X in SMA Negeri 3 Medan. The sample in this research consist of two class X 1 as experiment class and X 2 as control class determine by simple random sampling. The results that were obtained: (1) the post-test mean value of the experiment class was 76.29 is good category and 69.29 was the mean value for control class is good enough category. Standard deviations for both classes were 10.31 and 9.48. The t count was 2.94 and t table was 1.99 then the t count > t table . Hence, alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected.(2) Furthermore, the mean value of student’s learning outcomes in experiment class from affective and psychomotor domain were 72.68 and 71.6 while in control class were 69.7 and 69.8. It was concluded that there were no effect difference of 5E learning cycle and direct instruction learning model for affective and psychomotor domain on students learning outcomes in dynamic electricity.(3) In addition, the mean value of instrument’s sensitivity index in experiment class was 0.320 that was sensitive category while in control was 0.281 which meant that was not sensitive category. The percentage the result of class learning mastery in experiment class was 85.7% that was categorized passed meanwhile in control class was 57.1 % that categorized not passed. Then, the mean value of activities observation result in experiment class was 73.15 while in control class was 68.15 that were included in good category. It was concluded that 5E learning cycle is more effective than direct instruction learning model. Therefore, the effectiveness of 5E learning cycle was high on the student’s learning outcomes Keywords: 5E learning cycle model, learning outcomes, effectiveness

This study is motivated by the low skill of writing student poetry which is influenced by several factors. This study aims to influence the use of chain writing method on the poetry writing skills of X grade students of SMA N 4 Binjai. The method used in this research is experimental method with two group posttest only design. The population in this study were all X grade students of SMA Negeri 4 Binjai totaling 110 people and the samples in this study were X IPA 3 students as the experimental class with 35 students and X IPA 2 as the control class with 36 students. The data analysis technique used in this study is quantitative data by testing the requirements of analysis, homogeneity test, homegenity test and hypothesis testing. The results of the study in the experimental class obtained an average value of 79.57 in the good category, while the results of the study in the control class at an average value of 47.91 were in the very poor category. Based on the similarity test of the average value, it is known that the experimental class is greater in value than the control class with a difference of 31.66%. Based on the results of the t test that has been carried out, the value obtained at a significant level a = 0.05 is obtained the value of the t table provision of 2.03 and the tcount = 13.58. Therefore, tcount ˃ ttable is 13.58 > 2.03, so ho (null hypothesis) is rejected and ha (alternative hypothesis) is accepted. Overall, it can be concluded that teaching using the chain writing method has a positive effect on the results of students' poetry writing skills in class X SMA Negeri 4 Binjai.

The present study aims to examine the effectiveness of Google Classroom-assisted blended learning in two EFL grammar classes. It investigates the difference between EFL students’ grammar mastery applying blended learning and discussion method. Framed in experimental research, this study recruited 52 EFL student teachers in an Indonesian university to participate. Data were garnered through multiple choice tests. Study findings reveal that the significance value of paired sample t-test was 0.00 < 0.05, showing that there was significant influence of blended learning toward the EFL students’ grammar mastery. The significance value of t-test (2.029) > t-table (0.2732) indicates that there was a difference in the students’ grammar mastery after giving treatment in experimental and control groups. The N-gain value was 0.1164 > 0.7, proving that Google Classroom-aided blended learning was effective to foster the students’ grammar mastery. Since the t-test (2.029) > t-table (0.2732), H1 was accepted and H0 was rejected. This means that Google Classroom-assisted blended learning gave a positive impact on the students’ grammar mastery. This study concludes with some empirical evidence that Google Classroom-mediated blended learning is promoted to be an innovative learning management system in EFL classes to boost students’ grammar mastery.