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All Journal Jurnal Asimilasi Pendidikan
Rizki Alawiya
IAI Al-Manan NU Lombok Timur, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Paradox of Grammatical Awareness: Interfacing Explicit Knowledge and Grammaring in English Tense Proficiency: A Case of Pre-Service Teachers Rizki Alawiya; Nur Ilmi Wathoni
JURNAL ASIMILASI PENDIDIKAN Vol. 4 No. 2 (2026): Jurnal Asimilasi Pendidikan
Publisher : LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) ARROSYIDIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61924/jasmin.v4i2.101

Abstract

Grammar is an important aspect of learning a language because it conveys the full meaning of sentences and how readers or listeners understand them, whereas mastery of English grammar is currently seen as a dynamic process called grammaring. In this process, learners must possess explicit knowledge of rules. They are also required to stay aware of how to integrate three dimensions of language: form, meaning, and use. Many studies have focused on analyzing students' writing errors. Meanwhile, this study aims to examine students' grammatical awareness when identifying and explaining the use of English tenses in a given context. The research involved first-year students in the English Education Department in the 2025/2026 academic year. A descriptive quantitative method was employed to analyze and describe students' current grammatical proficiency, using data from their written responses to a final examination in the Basic Grammar course. The findings showed that students performed better at identifying tenses (54.17%) rather than at explaining their use (43.33%). A paradoxical trend also emerged: whereas the Simple Present produced strong identification but poor explanation accuracy (70% vs 30%), the Past Continuous showed the opposite pattern (30% vs 56.7%). These findings suggest that students have disjointed explicit knowledge, frequently depending on intuitive recognition or memorization instead of a cohesive comprehension of Form, Meaning, and Use.
The Effectiveness of the Simulation-Based Learning Method in Improving Statistical Inferential Testing Abilities Using SPSS for English Students Ahmad Zuhri Rosyidi; Mul Muliadi; Hazairin Alfian; Rizki Alawiya; Lalu Hasan Ashari
JURNAL ASIMILASI PENDIDIKAN Vol. 4 No. 3 (2026): Jurnal Asimilasi Pendidikan
Publisher : LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) ARROSYIDIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61924/jasmin.v4i3.173

Abstract

This study investigates the effectiveness of Simulation-Based Learning (SBL) in improving students’ ability to conduct inferential statistical analysis using SPSS. The research employed a quantitative approach with a sample of 31 students, utilizing observation and testing as data collection methods. Statistical analysis was conducted through normality tests, homogeneity tests, and hypothesis testing. The results of the Kolmogorov-Smirnov and Shapiro-Wilk tests indicated that both pre-test and post-test data were not normally distributed (p < 0.05). Furthermore, Levene’s test revealed that the data did not meet the assumption of homogeneity of variances. Consequently, non-parametric analysis was applied using the Wilcoxon Signed Rank Test. The Wilcoxon test results showed a Z value of -4.794 with a significance level of 0.000 (p < 0.05), confirming a significant difference between pre-test and post-test scores. These findings demonstrate that SBL is effective in enhancing students’ statistical analysis skills, particularly in applying inferential tests through SPSS. Overall, this research provides empirical evidence that SBL is a powerful pedagogical approach for bridging theoretical knowledge and practical application in statistical learning, thereby equipping students with essential competencies for academic and professional contexts.  
Co-Authors Ahmad Zuhri Rosyidi Hazairin Alfian Lalu Hasan Ashari Mul Muliadi Nur Ilmi Wathoni