Understanding Of Grammar Research Articles

The impact of implementing visual grammar on learning participle adjectives by EFL learners

PurposeThis paper aims to examine the impact of using visual grammar on learning participle adjectives by EFL (English as a Foreign Language) learners.Design/methodology/approachThe study follows an experimental design in which two groups participated in the study. The experimental group used visual grammar tools in learning participle adjectives. The control group was taught the participle adjectives in a traditional way. A pre–post test was designed and presented to the participants in the two groups.FindingsThe results showed that the experimental group made statistically significant improvements in their performance in using participle adjectives due to the use of visual grammar tools.Research limitations/implicationsThe current study is only limited to the effect of visual images on a particular grammatical issue, that is participle adjectives. Besides, the study does not include the gender variable; there may be variation in the results depending on the variable of gender.Practical implicationsThe present study can provide language instructors with some guidelines on how to incorporate visual grammar applications in teaching grammar aspects. Learners can also be encouraged to have a better understanding of English grammar, using the different connotations of visual images.Social implicationsUsing visual images in teaching grammar will increase the learners' ability to think beyond their classroom environment. They can use this experience whenever they face visual images in different societal activities.Originality/valueThis paper is one of the initial attempts to investigate the effect of using visual grammar on learning participle adjectives.

OPTIMIZING COMMUNICATION ETHICS IN THE DIGITAL AGE

The current Covid-19 pandemic has an impact on life today. One of them is the development of digital media which is changing very rapidly, all activities of people's lives that are transformed into all digital, of course, also have an impact on the style of communication between humans. This study aims to explain the ethics of communicating in today's digital era. One of them is the existence of social media. Due to the ease of using social media on digital media, users are often negligent in using communication etiquette. This research uses qualitative and descriptive research methods. From the results of the study, information was obtained that ethics and politeness norms are very necessary in communicating, especially in digital media. Communication ethics can be explored through a good understanding of grammar, early education about manners, learning to understand and limiting curiosity about the privacy of others.

STRUCTURAL DECOMPOSITION OF PASHTO PATH PS

Background and Purpose: Past studies categorized Pashto prepositions as pre-position, post-position and ambi-position on the basis of their syntactical position in a unit of grammar. This paper aims to analyze the Pashto path prepositions and to find out its syntactic differences from other major languages, particularly English.
 
 Methodology: A data corpus consisted of 245 clauses and sentences collected from Pashto grammar books was analysed using a nanosyntax approach, following Pantcheva and Svenonius’ decomposition of Path Ps and Place Ps where the terminal nodes of Pashto path Ps in the data were identified.
 
 Findings: The findings revealed that Pashto Path Ps exhibited Pantcheva’s eight functional semantic heads, but its complexity due to ambiposition and precedence of place Ps over path Ps in complex phrases required adjustments in Pantcheva and Svenonius’ syntactical models to harness the complex patterns of Pashto prepositional system. Moreover, the headedness of PPs in Pashto is flexible, as it can be both head initial and head final.
 
 Contributions: This paper not only contributes to the existing literature on Pashto Path Ps but also reflects that the existing syntactic models may further be enriched by their application to cross linguistic data. This paper suggests further studies into Pashto prepositions from other syntactic and semantic perspectives such as nanosyntax algebraic models and iconicity which will not only contribute to the understanding of Pashto grammar and syntax but also to learning Pashto as a second language and translating it.
 
 Keywords: Preposition, post position, ambiposition, Path Ps, Place Ps.
 
 Cite as: Sardaraz, K., & Kainat. (2022). Structural decomposition of Pashto path Ps. Journal of Nusantara Studies, 7(1), 168-195. http://dx.doi.org/10.24200/jonus.vol7iss1pp168-195

Augmented Creativity: Leveraging Natural Language Processing for Creative Writing

Recent advances have moved natural language processing (NLP) capabilities with artificial intelligence beyond mere grammar and spell-checking functionality. One such new use that has arisen is the ability to suggest new content to writers to inspire new ideas by using “machine-in-the-loop” strategies in creative writing. In order to explore the possibilities of such a strategy, this study provides a model to be adopted in creative writing courses in higher education. An NLP application was created using Python and spaCy and deployed via Streamlit. The AI allowed students to see if their grammar aligned with those principles and techniques taught in class to assist with a deeper understanding of the grammatical aspects of the content and also to improve their creativity as writers. The study at hand seeks to determine the efficacy of a new proprietary NLP on improving understanding of grammar and creativity in student writing. Participants in the study were assessed through surveys and open-ended questions. Findings note that participants agreed the algorithm assisted them in a better understanding of grammar but were not as receptive to assistance in improving their creativity. It should also be noted that the suggestions provided by the algorithm did not necessarily improve the written artifacts submitted in the study. Results indicate that students enjoy using NLP as part of the creative writing process but largely, as with other language processing tools, to assist with grammar and syntax.

A Case Study of Students’ Barriers in Passive Voice Sentences

This study was to find out the errors experienced by students in composing passive voice sentences. It also explained the factors that caused students' barriers in constructing passive voice sentences. This study focused on students' errors and bariers in constructing passive voice sentences in the form of Simple Present Tense, Simple Past Tense, and Present Future Perfect Tense. The research approach used was a qualitative method through a case study. The subject of this research was 12 students in class XII of SMKS Yaspenmas Sei Lepan. Data collection techniques were tests and interviews. The findings of this study were the types of student errors on omission 62.4%, misinformation 10.6%, misordering 27%. As well as the location of the error in the passive voice sentence in the form of Simple Present Tense in the use of to be 75%, past participle 100%, then the use of to be in the Simple Past Tense 95, 83% and past participle 64.6%, then the use of have in Present Future Perfect Tense 36.1%, been 100%, and past participle 33.3%. These errors were due to internal factors and external factors. The internal factors were students’ lack of interest in learning English as well as lack of vocabulary mastery and lack of understanding of grammar. The external factors were lack of parental attention, lack of supporting media in the learning process, inadequate school infrastructures, and the road to school was difficult to pass.

QuillBot as an online tool: Students’ alternative in paraphrasing and rewriting of English writing

QuillBot is an online application to paraphrase writing, avoid plagiarism, summarize long sentences and improve grammar to be more precise and look professional. The objective of this research is to review the QuillBot as an Artificial Intelligence (AI) tool system for students’ in paraphrasing and rewriting English writing both in the free and premium versions. This research applies descriptive qualitative. The data used is an English abstract article. The results show that QuillBot paraphrasing tools use several ways to paraphrase the text: 1) paraphrasing by using equations or synonyms, 2) paraphrasing by changing the form of the word, 3) paraphrasing by using active or passive sentences, and 4) paraphrasing by changing the order of words in sentences. This paraphrasing uses Standard Mode, which serves to balance changes to the text when users input them but still keeps them from changing the actual (original) meaning of the text, also making the result look more original. QuillBot is one of the paraphrasings and summarizing tools that can be used by students for rewriting any content based on a state-of-the-art AI system. This tool can be the students’ alternative which provides a solution by helping paraphrase when students do not have the idea to paraphrase English writing manually. However, a good knowledge of vocabulary and understanding of English grammar, of course, will help students or other users (s) both in using online or manual paraphrasing to be better or the best quality.

STUDENTS’ PERCEPTION ON THE USE OF ENGLISH-SUBTITLED MOVIES TOWARD STUDENTS’ SPOKEN GRAMMAR UNDERSTANDING

Grammar is a problematic issue regarding English comprehension for the students, both spoken and written. Several studies showed that English- subtitled movies are effective to develop students' skills in English. Thus, students' behavior in watching English-subtitled movies can be interlinked with their understanding of spoken Grammar. This study aims to find students' perception of using English subtitled movies toward students' Spoken Grammar Understanding. Ten participants who enrolled in spoken grammar course participated in this study. An online closed-ended questionnaire is employed to determine students' perception of using English subtitled movies to their Spoken Grammar Understanding. An online semi-structured interview was then used to clarify and elaborate the students’ view on using English subtitled movies to their Spoken Grammar Understanding further. From the result, the subtitled movies are perceived to impact the students’ spoken grammar understanding significantly. This study implies the use of subtitled movies in English teaching and learning grammar.

The Needs Analysis of English Learning on Nursing Students

The process of teaching and learning English in universities often encounters obstacles in their efforts to achieve learning objectives. The obstacle that often arises is the inadequate learning plan so that it affects the material and implementation of the learning process which is sometimes not in accordance with the field of science that is being studied by students. Seeing this, it is very important to plan learning by conducting a needs analysis based on students' needs for learning English. This study aims to analyse the need for learning English based on four basic skills and also to identify and describe the needs of nursing students’ mastery of the English language. This research was conducted using a qualitative descriptive approach. The object of this research is first year nursing students at STIKES NOTOKUSUMO. The data obtained illustrates that the purpose and motivation of students to learn English is to support academic development and be able to speak English. While their main obstacle is in terms of vocabulary mastery and understanding of grammar. The results of the analysis of English learning needs concluded that the importance of speaking and emphasis on grammar and vocabulary is needed to improve English language skills, especially for nursing students.

THE FACTORS OF STUDENTS’ SILENCE IN THE ENGLISH SPEAKING CLASSROOM PERFORMANCE AT ELEVENTH GRADE OF SMKN 1 TEMBILAHAN

The phenomenon of silent students often occurs in the learning process of English, especially in English speaking classes, where students do not respond to the teacher when the learning process is running, so this interferes with the smooth learning process. This study aims to determine the factors that cause students to be silent when learning in English speaking class and determine the dominant factor in the eleventh grade of SMKN 1 Tembilahan. This research is a quantitative descriptive study. This research instrument uses a questionnaire that contains 20 statements. Moreover, the total population is 459 students, and the total samples taken 25% of the total population, as many as 116 students. The sampling technique in this study was random sampling. The sample used in this study was the 11th-grade students of all departments in the SMKN 1 Tembilahan school. Based on calculating students' responses to 20 questionnaire statements, it was found that ten factors caused students to be silent when learning English. They are inadequate vocabulary, the inability to manage vocabulary, lack of understanding of English grammar, unconfident in their abilities, afraid of making mistakes, lack of pronunciation, feeling nervous while speaking, getting difficulty in understanding English material, afraid of being criticized, and feeling embarrassed to speak in front of the class. While the dominant factor comes from the indicator (students' proficiency), which has 4 points, the first point is that grammar understanding is still lacking, then the second point is a lack of self-confidence, and for the third and fourth points, they have the same point which is about vocabulary. Based on the results of the study, it can be concluded that the ten statements above are the factors that cause students to stay silent in learning English and the dominant. They come from the indicators (students' proficiency) in the eleventh grade of SMKN 1 Tembilahan, as the researcher explained above.

فعالية طريقة رسم الخرائط الذهنية لترقية فهم القواعد للطلاب في دراسة اللغةالعربية

This study aims to find out how the mind was effective or ineffective in increasing the ability of the Arabic language to the Indonesian language of the eighth grade students in the Integrated Islamic Intermediate School in the Civil Institute of Palangi. This research was conducted in the eighth semester of the Integrated Islamic Intermediate School in Madani Balangouqi. The population in this study is the eighth semester of the Integrated Islamic Intermediate School at the Civic Institute of Palnguqi. The model includes two semesters, the eighth chapter A as an experimental class and the eighth chapter B as an arbitration class. This research is quasi-experimental with the design of a pre- and post-test team control group. And the variables of this research are either the freedom variable based on the method of teaching mental mapping, or the linking variable to improve students' understanding of Arabic grammar. The hypothesis testing consists of two stages: The first stage using descriptive hypothesis testing techniques. And the second stage using the exam, which was pre-tested for tests of normality and homogeneity. The result showed that the method of studying mental mapping is effective in promoting the ability of students in the eighth semester in understanding the grammar of the Arabic language. Keywords: Mind Mapping Method, Grammar, Studying Arabic

Designing HOTS-based Digital Media to Teach Writing: Exploring Students’ Need Analysis

21st Century skills are one of the educational goals in Indonesia. One of the main goals is enable students to compete at the global level. As a consequence, HOTS-based learning is introduced through 2013 curriculum. In this case, media, materials and teachers should be able to facilitate the students getting used to implement HOTS. To fulfil these challenges, this study investigated the students’ needs which are then used as a basis in the development of digital media. This study is classified into research and development (R & D). A questionnaire was employed to take the data and was distributed to 83 senior high school students. Three students voluntarily took part in the interview to confirm the results of the questionnaire. The results of this study showed that students faced difficulty in learning writing, especially in using the correct grammar and mastering English vocabulary. Consequently, they need and want the material or activity in the media that can train them to improve their understanding of grammar and vocabulary mastery. In addition, they also declared that they need to improve their HOTS, as they are still unable to use analyzing and creating skills. At the same time, the learning-need data indicated that students hoped that the developed media should provide opportunities for fellow students and teachers to mutually review writing and provide constructive comments. The material in the media is expected to provide warm-up activities in forms of videos, quizzes and problems to be discussed. All the topics provided must be relevant to their daily life.

Grammatical Error Analysis in Descriptive Writing of Accounting Students at Politeknik Harapan Bersama Tegal

Most students have difficulty in learning English especially for Writing material, because in addition to the problem vocabulary there is also a lack of student’s understanding of Grammar. It takes a while to work on Writing because it should consider the aspects of Vocabulary and Grammar. This research was conducted to find some Grammar errors which commonly done by students of Accounting study Program at Politeknik Harapan Bersama Tegal. So the purpose of this research is to analyze student Grammar mistakes in particular in descriptive text. This research uses qualitative descriptive methods as a method of research. Data presented in the form of descriptive analysis. From the results of the study showed that students make mistakes on the Verb Agreement 7.07%, Capitalizing 34.84%, Grammatical Error (Usage) 2.52%, Sentence Pattern 4.04%, pronoun 49.49%, Spelling 2.02%. From the result, it can be concluded that the students should learn Grammar especially about pronoun, because of the mistakes that most students do.

GENDER INFLUENCE FOR TENSES OF GRAMMAR UNDERSTANDING IN ENGLISH STUDENTS 2018-A OF STKIP PGRI JOMBANG

Tenses in grammar are considered to be one of the difficult parts of learning English by most young students,because tenses are not well mastered by students as a simple indicator, general students think twelve or maybe sixteen tenses in English. This conceptual confusion leads to a low budget for applying English in the right limits. According to Merriam Webster gender is a person's internal sense of being male, female, some combination of male and female, or neither male nor female. Female and male have different characteristics and different abilities as in understanding grammar. According to Grey (2001) convey that female have the verbal intelligence (language) than male.The type of the research was analytic observational with Microsoft Excel.The study was conducted in English students 2017-B of STKIP PGRI JOMBANG. The population in this study was English students 2017-B of STKIP PGRI JOMBANG. The sample in this study was 10 students that consist 5 male students and 5 female students. The research instrument to collect data was a questioners. The results showed that Gender influences the results of students' understanding of grammar. The factor that most influences the results is the level of student learning. Female is more diligent than male, evidenced by female learning English every day, while male learns English only every month.

GENDER INFLUENCE FOR GRAMMAR UNDERSTANDING IN ENGLISH STUDENTS 2018-A OF STKIP PGRI JOMBANG

Grammar is the science that teaches how to compose words to become a sentence correctly. According to Gleason and Ratner, 2009: 231-269;Thornbury, 1999 that grammar is a set of rules that explores the forms and structures of sentences that can be used in a language. Some people assume that gender is very influential in understanding something. Female are considered more perceptive in understanding a thing while the male are more sluggish in understanding a thing. According to Grey (2001) convey that female have the verbal intelligence (language) than male. The type of the research was analytic observational with Microsoft Excel. The study was conducted in English students 2018-A of STKIP PGRI JOMBANG. The population in this study was English students 2018-A o f STKIP PGRI JOMBANG. The sample in this study was 10 students that consist 5 male students and 5 female students. The research instrument to collect data was a questioners. The results showed that Gender influences the results of students' understanding of grammar. The factor that most influences the results is the level of student learning. Female is more diligent than male, evidenced by female learning English. Therefore the researchers want to find out a difference in student learning outcomes and there are factors that cause a difference in student learning results for male and female students 2018A English Students of STKIP PGRI JOMBANG.

Form-Focused Instruction in the Heritage Language Classroom: Toward Research-Informed Heritage Language Pedagogy

Heritage language speakers have been recognized as a special group of language learners, whose knowledge of and experiences with the language, as well as their motivations for (re)learning their home language, differ drastically from that of an average learner of a second language. Current heritage language pedagogical approaches mainly focus on the development of communicative (or functional) abilities of the heritage learners; however, heritage speakers continue to struggle with structural accuracy and complexity of their speech and, thus, often fail to develop higher levels of proficiency in their heritage language. In this paper, we propose that focus-on-form needs to be an integral part of teaching heritage learners from the start of instruction. We base our argument on the results of extensive linguistic research on heritage Russian and on insights from the currently available pedagogically oriented classroom and laboratory-based research on heritage learners. We formulate and discuss instructional methods that help educators develop heritage learners’ attention to grammatical form and ability to recognize form-meaning mappings; foster conceptual understanding of grammar, and increase their metalinguistic awareness. Given consistent parallels across different heritage languages, the methodologies developed for Russian learners readily apply in other heritage language classrooms as well.

Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 

How secondary school students may benefit from linguistic metaconcepts to reason about L1 grammatical problems

In L1 grammar teaching, teachers often struggle with the students’ conceptual understanding of the subject matter. Frequently, students do not acquire an in-depth understanding of grammar, and they seem generally incapable of reasoning about grammatical problems. Some scholars have argued that an in-depth understanding of grammar requires making connections between concepts from traditional grammar and underlying metaconcepts from linguistic theory. In the current study, we evaluate an intervention aiming to do this, following up on a previous study that found a significant effect for such an approach in university students of Dutch Language and Literature (d = 0.62). In the current study, 119 Dutch secondary school students’ grammatical reasonings (N = 684) were evaluated by language teachers, teacher educators and linguists pre and post intervention using comparative judgement. Results indicate that the intervention significantly boosted the students’ ability to reason grammatically (d = 0.46), and that many students can reason based on linguistic metaconcepts. The study also shows that reasoning based on explicit underlying linguistic metaconcepts and on explicit concepts from traditional grammar is more favored by teachers and (educational) linguists than reasoning without explicit (meta)concepts. However, some students show signs of incomplete acquisition of the metaconcepts. The paper discusses explanations for this incomplete acquisition.

FUNCTIONAL AND SEMANTIC FIELD OF FREQUENCY IN THE RUSSIAN AND PERSIAN LANGUAGES (BASED ON THE THEORY OF FUNCTIONAL GRAMMAR)

This article is devoted to the study of the field of frequency in the understanding of functional grammar. The means of expression of frequency on the material of Russian and Persian languages in the structural-semantic plan are considered. Description of frequency in Russian and Persian in the functional aspect makes it possible to determine the essence and semantic structure of the category under study, as well as to obtain data on the methods of its language expression. A comparative study of frequency expressions in Russian and Persian has not yet been conducted. The purpose of this study is, firstly, to identify the system of meanings mentioned, and secondly, to move in the direction from meaning to form and indicate the totality of the means that are used in the sentence to express these meanings. The main method used was comparative analysis. The lack of linguistic research on this topic indicates the relevance of the choice of topic, and the novelty of the work is that it is the first time that all language means of expression of frequency are systematized. The practical value of the work lies in the fact that the research methodology can be applied to the description of other semantic and functional fields.

RANCANG BANGUN APLIKASI MOBILE LEARNING TENSES BAHASA INGGRIS

All that requires a media to understand each other and understand one another. The media is language. Language is a medium for communication so cooperation will be created in various aspects. English is the connecting language used as a medium of communication between countries in the world. But some people find it difficult when learning English. The difficulty experienced is due to a lack of understanding of grammar, one of which includes tenses. Learning media as a means of improving the quality of education is very important in the learning process. The research methodology used is waterfall method as an application development methodology. The first step to do is to analyze the needs of the system made, including library research, data collection, consultation, and design. From this analysis a system design using usecase diagrams, activity diagrams and class diagrams is made as a system design to be made. After the system is designed, the next step is to write the program code. At writing the programming language program code used is java, android studio and genymotion as an emulator. Blacbox test results show the software can find out the functions that are not correct, interface errors, performance errors and functionally produce the expected results.

Implementation Of Self-Regulated Learning Model In E-Learning English Writing

This Academic article discusses the implementation of self-regulated learning model in e- learning English Writing, especially on enriching writing skill. This study uses a qualitative method. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors' interpretation, the discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second / foreign language learners. (2) The understanding of English language grammar and vocabulary is indispensable for second / foreign language learners. (3) The self-regulated learning model can increase the learning motivation because this model encourages students to acquire knowledge and skills on their own voluntarily; and (4) learners who have high self-regulated learning, will have good learning outcomes as well.