English Grammar Research Articles

Online Grammar Learning: How the Learners Perceive its Effectiveness

The pandemic forced all learning to be done online using technologies that can connect students and teachers in different locations. This online teaching and learning also needs to be applied to the teaching and learning of English grammar which is usually much more comfortable to be done offline. This study was conducted to find out university students' perception about the effectiveness of their online grammar learning and their reasons to say that their online grammar learning is effective or ineffective. The data were collected by using a questionnaire to 35 university students of batch 2017, 2018, and 2019. The findings revealed that the most of the students (68.57%) perceived that the online grammar learning is not effective. The reasons are that they could not understand the materials easily when they learnt it online (65.71%), they could not interact with other friends to learn together (54.29%), they could not get grammar corrections from the teachers directly in online learning (37.14%), and they could not follow teachers' grammar explanation easily (37.14%). Besides that, the requirements that they needed to fulfill to use the applications for their online learning also becomes another problem in their grammar learning such as the applications used needed strong internet connections (65.71%), the applications required the students to have a large storage capacity in the device that they used for grammar learning (31.43%), and the applications required the students to have more than 1 gigabyte of internet quota (25.71%).

EFL Students’ Perceptions on Flipped Learning in an English Grammar Class

The objective of this research was to investigate EFL students’ perceptions on the implementation of flipped learning. Employing a concurrent mixed method of data gathering techniques, this research was conducted in an English Literature Study Program of a private university in Padang, West Sumatera Province. The participants were fourth-semester students in an intermediate English grammar who were encouraged to actively participate in the class. The flipped instruction was implemented in four meetings. At the end of the sessions, a Google form questionnaire was handed out. Quantitative and qualitative data analysis found out that most students expressed positive perceptions on flipped learning, as indicated by its efficacy to facilitate preparation for offline sessions, making them more active, and completing grammar exercises better. Overall, flipped learning was acknowledged to be effective for English grammar in this study, despite few suggestions for the lecturers to assist them understanding material better.

Textual Metafunction Analysis about Education News Text on Selected National Online Newspapers

The textual meta function is about the verbal world, especially the flow of information in a text, and is concerned with clauses as messages. In each meta function an analysis of a clause gives a different kind of structure composed from a different set of elements. The aim of this study was to analyze and identify the functions took from three different online newspapers, Jakarta Post, Jakarta Globe, and Tempo, with the context of educational news on the topic, "Merdeka Belajar Curriculum". This study used a qualitative approach as its methodology. The data was taken from the websites of Jakarta Post, Jakarta Globe, and Tempo. A functional English grammar was employed to analyze the data. Based on the study's findings, it identified three themes present in the Jakarta Post, Jakarta Globe, and Tempo: topical, interpersonal, and textual. Topical theme consisted of 43.5% of the article is unmarked theme and 16.5% marked theme. Interpersonal theme consisted of 3% of the article is modal adjunct, 4% is vocatives, and 6.5% is finite. Textual theme consisted of 2% of the article is conjunctive adjunct and 24.5% is conjunctions. The result is that in online newspapers related to education, topical themes are more prevalent, whereas interpersonal themes are less common. The function of Theme-Rheme used on educational news has a different definition for each type. In the findings, topical themes are more prevalent in the news. The topical theme used a simple structure so the article can be understood. However, the percentage of each type is different between the three newspapers, the effectiveness of each media in conveying information based on its advantages and disadvantages is constant.

DEVELOPING LEARNING MEDIA BY USING BASIC ENGLISH GRAMMAR POCKET BOOK

The objective of this research is to develop learning materials for the precise understanding of Basic Grammar in English, in the form of a Pocket Book, specifically designed for eighth-grade students at MTs Bustanul Ulum, Glagah, Lamongan. The research employed a developmental research approach, consisting of ten stages: Need Survey, product design, design validation, design revision, try out 1, product revision, try out 2, product revision, and final product. The developed product underwent review by a supervisor, Media Expert, and Material Expert, and was evaluated by 15 students from MTs Bustanul Ulum. The research instruments included a questionnaire for the Validators, a questionnaire for student feedback, and an interview guide for the teacher to analyze the students' results. The students' responses were analyzed using both quantitative and qualitative methods, with the quantitative analysis used for calculating the results and the qualitative analysis employed for interviews, critiques, and suggestions. The findings indicated that the students required a supportive book for learning English with simple explanations and comprehensibility. The outcome of this study was the creation of a Basic English Grammar Pocket Book. The researcher suggests that this product can be utilized in the learning process for an extended period as it facilitates easy studying and allows students to carry the book everywhere they go.

Exploring students’ perceptions of English grammar learning and its pedagogical implication at Vocational High School

Grammar is the system of language which deals with the form and structure of words in making sentences well, therefore grammar plays an important role in English subjects. Yet, many students place grammar as the last choice in English subjects, especially students at Vocational High Schools (VHS) who learn English as English for Specific Purpose (ESP) learners, and they are focused on production skills rather than language skill knowledge (Mahbub, 2019). Therefore this study was held to investigate VHS students’ perceptions of English grammar learning to understand and complete their needs in the class. This study was conducted on a VHS with 112 eleventh graders as the participants. This study obtained quantitative data through a survey by distributing a questionnaire adapted from Xiao (2019), Arif (2016), and Sopin (2015) with three main aspects such as students’ attitudes, students’ learning styles, and grammar teaching method preferred by students in English grammar learning. This study revealed that students at this VHS have positive attitudes toward English grammar learning, they also like guided learning styles, and prefer varied teaching ways from the teacher in learning English grammar.

Students’ Perception on Online Learning of English Grammar Course: Determining the Challenges Faced by The Students

The purpose of this research is to elaborate on students' perceptions of online learning in the English grammar course, Department of English, State University of Gorontalo. The participants in this study were 15 students from all classes for the 2020/2021 academic year, 3 of whom were taken from each class. This study uses qualitative research method, the data obtained from the results of written interviews. Next, this this study uses thematic analysis to analyze the data. The results of this study found 6 themes consisting of implementing online classes, advantages of online classes, disadvantages of online classes, constraints on using online classes, independent learning, and suggestions. Online learning has been implemented since the Covid¬19 pandemic. And this raises various perceptions from students regarding online learning itself. This is evidenced by the perceptions of students who have been given to this research. Then this online learning has positive and negative impacts. In other words, online learning has advantages and disadvantages. Furthermore, the results of this study indicate that most students strongly disagree if online learning can be used on an ongoing basis. Considered the disadvantages and obstacles are more than the advantages.

Leader trait analysis of Vladimir Putin: A translation studies approach to personality scores in translated English to Russian speech

The study of how political leader personalities affect the foreign policy of their states is a long-standing query in foreign policy analysis, within which the use of leaders’ speech, or verbal statements, to explain how leaders behave is a methodologically productive subfield. One of the more prominent and reliable methodologies used to assess leader personality through leader speech is Leader Trait Analysis (LTA), developed by Margaret Hermann. However, because LTA was developed using English language vocabulary and grammar, its accuracy using Russian language speeches to discern leader personality traits has relied on translation. Translation is both inefficient and may not accurately transfer the semantics of speech upon which LTA’s results depend. Responding to this issue, this paper applies Mona Baker’s translation studies criteria to qualitatively compare the semantic equivalence, or maintenance of a text’s original meaning, between English translations used to create an LTA profile for Vladimir Putin and Putin’s original Russian speeches. The research identifies the preponderance of grammatical differences between English and Russian in limiting how well English translations of Russian speech maintain semantic equivalence relevant to assessing leader personality. It is concluded that an accurate understanding of Russian leaders’ personalities requires Russian language specific LTA profiling.

Equivalent Classification of Verb Forms in English and Kyrgyz Languages (Based on the Gerund and Special Forms of the Verb)

In the Kyrgyz language, there are various forms of verbs that do not preserve the basic lexical and grammatical meaning of the verbs. We call them special forms of verbs. The same phenomenon occurs with verbs in English grammar. They are called impersonal verbs. Is to classify verb forms in English and Kyrgyz languages based on gerund and special forms of the verb. The article analyzes the forms of verbs in two languages, although their names are different, proves the similarities and differences in their functions and meanings in the sentence, and also establishes a classification of equivalence. In the Kyrgyz language there are also various forms of verbs that do not preserve the main lexical and grammatical meaning of the verbs. We analyzed the forms of verbs in English and Kyrgyz languages and proved that although their names are different, they have both similarities and differences in their function and meaning.

An Analysis of Students’ Grammatical Errors in Writing Narrative Texts

Senior high school students still make a large number of errors related to grammar when they have writing narrative text. This study aimed to analyze the types of grammatical errors, identifying the sources of errors, and knowing the writing difficulties commonly faced by the tenth grade students of senior high school in their narrative texts. Descriptive qualitative method was used in this study. There were two kinds of data being used namely quantitative data and qualitative data. There were three different instruments applied such as, the teacher, writing test, and questionnaires. There were only 23 narrative texts collected and analyzed. Based on the error analysis, there were 308 grammatical errors classified into four types, namely ‘omission’, ‘misformation’, ‘addition’, and ‘misordering errors’ in students’ narrative texts. ‘Misformation errors’ are the biggest number of errors there were 131, the most dominant errors are ‘misformation of alternating form errors’. The errors occured because of the students’ interlingual and intralingual transfer. There were cognitive problem that made the students feel difficult in writing narrative texts because of their lack of knowledge of English grammar and vocabularies.

Investigation the Relationship Between the Students' Achievement and the Use of Grammar Learning Strategies

This study aims to investigate the relationship between the students' achievement in learning English language and the use of the grammar learning strategies in learning English language. The participants are 43 male and female students from grade 4 from the Department of English, College of Arts, University of Anbar. The study was conducted during the first semester of the academic year 2022-23. To achieve the aim, two questions were formed: "Is there a relationship between the students’ achievement and the use of grammar learning strategies?" and "To what extent do the EFL grade 4 students use grammar learning strategies? "A questionnaire and a diagnostic test were used to collect the data. The results revealed that there was no relationship between the students' achievement and the use of the grammar learning strategies. In addition, the level of the use grammar learning strategies in learning English grammar was medium.

A comparison of concept-based instruction and a deductive approach in teaching English grammar

The purpose of this research was to determine which teaching method was more effective in teaching English grammar. Using a matched control experimental design, 33 pairs of primary student teachers at Battambang Teacher Education College were equally assigned into two groups, the control and experimental groups, based on their placement test scores. The experimental group was taught using concept-based instruction (CBI), while the control group was taught using a deductive approach. A post-test was used to measure the participants’ grammar performance after the teaching of both approaches, while a students’ engagement observation checklist and a satisfaction questionnaire were used for observing their learning engagement and levels of satisfaction with CBI, respectively. Based on the results of the post-test, no significant difference in the student teachers’ grammar scores was found. The results of the observation checklist indicated that there was a high level of learning engagement in the experimental group in terms of ‘Initiative’ and ‘Effort’ composition scales, while the ‘Disruptive’ and ‘Inattentive’ scales were low. Analysis of the satisfaction questionnaire indicated that the experimental group was ‘satisfied’ with CBI. They expressed that CBI could help them improve their grammar ability and provide them with confidence in learning grammar despite the difficulty with the language of instruction and the need for cooperation among peers. Based on these findings, some pedagogical implications and recommendations for further study were discussed.

Challenges in Teaching Grammar to Secondary School English Learners in District Vehari

Research demonstrates problems with secondary school English grammar instruction. The study's objectives are to (1) identify the challenges of teaching English grammar to secondary school students, (2) examine ways to improve it, and (3) prioritize solutions. This descriptive study was quantitative. All secondary public school English teachers in Vehari were studied. The researcher randomly sampled. The study used a nine-subscale questionnaire (Alam, 2005). Researchers administered a questionnaire to nearly 150 secondary school teachers during in-person visits.Percentage, mean score, and standard deviation yielded the findings. The survey found that secondary school English teachers dislike teaching grammar since they need a background. In secondary school, English grammar teachers require excellent training. The audio-lingual strategy also worked better for English teachers. Teachers think English grammar is complex. Teacher training may inspire secondary school students to study English grammar and language. This study may aid high school grammar teachers.

STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF ICT-BASED BLENDED LEARNING FOR ENGLISH GRAMMAR CLASS.

During the transition period following the pandemic Covid19, the use of ICT (information and communication technology) has significantly impacted the teaching and learning processes in EFL classes. Since the implementation of “new normal”, many educational institutions have started to implement blended learning. Utilizing technology has been considered as an essential solution to allow blended-learning possible in various fields of subjects, including English grammar. This research was aimed to investigate students’ perspective on the ICT utilization for blended learning of English grammar. The subjects of this research were third semester students at Muhammadiyah University of Tangerang. Researchers used questionnaires and interviews to collect data on how they perceive technology integration in blended learning to facilitate them study English grammar. The participants experienced blended learning by using LMS (Learning Management System); video conferencing platform; video sharing website; social media and game-based application. The findings showed that students’ perception of the use of technology for learning grammar in blended learning indicated positive results

Contextualization Strategies Used by Pre-service Teachers’ in Teaching English Grammar in Malawian Secondary Schools

The purpose of this study was to explore contextualization strategies used by pre-service teachers when teaching English grammar during their teaching practicum in secondary schools in Malawi. The study employed a qualitative single case study design. From the population of 130 University of Livingstonia pre-service teachers, 10 were purposefully sampled because they took English as their major or minor teaching subject. Data was collected through semi-structured interviews, classroom observations and document analysis of English textbooks, lesson plans and schemes of work. After collection, data was stored in a flash disk and was served in Google drive for safety in case of loss. Analysis of the data was done thematically after sorting it into categories. Ethical principles were considered to protect participants’ privacy. The criteria of trustworthiness i.e. credibility, transferability, dependability and confirmability were also ensured. Key findings show that pre-service teachers used a number of contextualization approaches such as authentic assessment, authentic materials, cooperative learning and integration of literature to teach grammar. The study recommends that teacher education institutions should effectively train pre-service teachers on how to use the strategies to teach English grammar so as to enhance meaningful learning among secondary school students.

Teaching Grammar in Intermediate English Grammar Class: What is Happening beyond the Classroom?

Teaching grammar is a very complex task to do since the lecturer does not only teach the rules but also teach other aspects of language. As language component, grammar will always play a significant role within the English skills such as listening, speaking, reading, and writing. In relation to this regard, this study exposed the practice of teaching grammar at intermediate grammar class as a part of grammar courses in State University of Malang and seek for the issues of what was happening beyond the classroom which encompassed lecturer’ role, students’ role, classroom management strategy, approach, technique, materials, tasks, language used, lecturer-students interaction, and students’ participation in teaching and learning process. This study used both qualitative and quantitative research approach where the results were described quantitatively in numbers and qualitatively in words describing the phenomena taking place. The results suggested that the teaching and learning process of intermediate grammar at State University of Malang manages to meet almost all of the indicators and criteria within the aspects measured in the observation checklist. The teaching and learning process manages to meet 86.2 % of the indicators which means it meets 50 indicators out of 58. Thus, the teaching ang learning process can be considered as excellent.

EFL Teachers’ Voice about the Pedagogical Competencies in Teaching English Grammar Context

This research was focused on understanding pedagogical competence voiced by EFL teachers in teaching grammar context. The research was conducted in Makassar. This study was descriptive qualitative research that involved six teachers in Makassar as participants which chose randomly. The instrument of this research was an interview which was analyzed with a qualitative method. The result of the current study showed that four indicators including pedagogical competence owned by the teachers namely the competence in understanding the students’ need in learning grammar, competence in preparing teaching grammar, competence in choosing method and technique in teaching grammar, and competence in choosing assignment and evaluating the students’ outcome after learning grammar. This research would have a great theoretical and practical contribution to undergraduate students and future researchers in the English language department, especially students from the education department or candidates of teachers in terms of understanding pedagogical competence.

How Much English Grammar is Needed in the Ship’s Engine Room

At the Faculty of Maritime Studies in Split, marine engineers have the opportunity to attend an ESP (English for Specific Purposes) course as part of the Special Education Program for Seafarers, which is a prerequisite for their career advancement. A series of surveys were carried out to detect their needs, expectations and the ways they perceive ESP teachers, courses and themselves as English language users. The responses referring to teachers were always clear and consistent – they are expected to understand essential ship engine systems and processes, concepts and contexts, etc. to produce a good learning platform. On the other hand, the responses that were supposed to help teachers to strike a balance in the ESP concept (that includes both general and vocational English) were somewhat ambiguous. Most of the respondents think that their overall command of the English language is “good” or “very good”, while their command of grammar is “good” or at least “sufficient”. Nevertheless, 94% admit that, in their case, learning grammar is “very important” or “necessary”. In the most recent survey, featuring another type of questionnaire, where the respondents were asked to break down the 50-hour ESP course into units, they allocated only 12.44 class hours for grammar (less than 25% of the course time). Further research will, hopefully, help ESP teachers to strike a reasonable balance between grammar, general English and vocational content.

Syntactic Complexity Development in English Grammar Pedagogy

In line with the recommendation that syntactic complexity-focused instruction should be provided to EFL learners at the university level, the present study modified the traditional teaching content of English grammar in China into a syntactic complexity-focused syllabus. We examined translations by 52 first-year undergraduate students enrolled in an English Grammar course in pre- and post-tests to determine whether explicit teaching of syntactically complex structures could lead to the development of syntactic complexity. The results demonstrate that the mean length of clauses, the number of appositive clauses and sophisticated structures in the post-test were significantly higher than the ones in the pretest, while the number of clause, adverbial clauses and attributive clauses decreased, which means students used fewer subordinate clauses but more reduced structures. In addition, linguistic descriptions for the differences between two tests as well as students’ responses to syntactic complexity-focused instruction, were provided to fully understand the nature and characteristics of their syntactical change and pedagogical implications are drawn from these findings.

Students’ Attitudes towards Learning English Grammar: The Case of the English Department Students at the University of Raparin.

This research paper investigates the students’ attitudes toward learning English grammar and the possible factors that may affect the learning process. The significance of the study is revealing the attitudes of the English department students of Raparin University towards English Grammar. For this, some questions were raised to identify the students’ perspectives, methods, and techniques used by the instructors. The research was carried out at the English language department in the College of Basic Education at the University of Raparin. The study involved 40 second and third-year EFL learners who participated in an online questionnaire that included 20 items and the mixed method used to gather the data. The results present that while students recognize the importance of grammar in language learning, they find it challenging to learn. Also, the researcher discovered that the technique instructors use to teach grammar is unsuitable, and students find grammar complex because of its numerous rules. Finally, the study illustrates the significance of encouraging and nurturing positive attitudes among learners toward learning the language’s grammar to enhance teaching effectiveness.

Challenges in Developing an ELT Primary School English Grammar Curriculum in China

The national curriculum in China is the most crucial guideline for teaching in primary and secondary schools. This research looked at how English language teaching (ELT) preservice teachers in China learned to implement critical pedagogy (CP) through the process of co-constructing a compulsory ELT curriculum with ESL students (ELLs). Having a clear understanding of English grammar is essential to learn it successfully. Second language (L2) classrooms increasingly involve teachers and researchers in curriculum development and implementation. Different educational aims and objectives are reflected in how these educators communicate concerns about the second language acquisition process, mainly grammatical competence. The data for this qualitative study were obtained from (1) audio recordings of discussions between teacher educators and (2) audio recordings of discussions with students in primary school. Researchers and teachers have devised a syllabus to facilitate learning, teaching, and research in primary grammar classrooms that addresses their concerns. The syllabus can be adapted over time to meet the classroom's needs. Describe how to design a course that meets pedagogical goals based on experiences as a syllabus participant in this paper. Based on the procedure of ten-week classes, the author examines its approximate necessity and practicality from the perspective of the teaching objectives. The research's significant focus is exploring the integration and implementation of syllabus tasks and the associated challenges and issues. Furthermore, the syllabus's effectiveness in engaging students is also responsible for its reliability. The paper focuses on the new pedagogical approaches and analyses the potential future of ELT in China.