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All Journal Pendas mahakam : jurnal pendidikan dan pembelajaran Sekolah Dasar
Armadi, Samsu
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Mathematics Other

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The Role and Challenges of Grammar Teaching in Developing Students' English Writing Skills Armadi, Samsu
Pendas Mahakam : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol. 10 No. 1 (2025): June
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

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Abstract

Grammar teaching plays a crucial role in developing students' English writing skills, particularly at the university level. Academic writing demands the use of appropriate grammatical structures to convey ideas logically and clearly. However, in practice, grammar teaching faces various challenges, such as lack of student interest, monotonous learning methods, and limited learning time. This study aims to examine the role of grammar teaching and the challenges faced in improving students' writing skills. This study used a descriptive qualitative approach, using observation, interviews, and document analysis as data collection techniques. This study demonstrates that a good understanding of grammar significantly contributes to the quality of students' writing. However, challenges such as negative transfer from the first language (L1), low learning motivation, and a lack of varied pedagogical approaches require attention. These findings suggest the need for innovation in grammar teaching methods to effectively support the improvement of students' writing skills.
Reflections on Academic Leadership: Between Innovation, Resistance, and Students Freedom Armadi, Samsu; Bahrani, Bahrani
Pendas Mahakam : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol. 10 No. 2 (2025): December
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

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Abstract

Changes in academic leadership often bring complex dynamics. The author's experience as head of a study program provided a space for reflection on how innovation can trigger internal resistance when different paradigms collide. Efforts to provide academic freedom to students—especially in determining thesis topics and types of research—became a point of friction with some lecturers who still maintained old patterns. This article explores these empirical experiences in a narrative-analytical format, combining personal reflections with theoretical frameworks on academic leadership, scientific freedom, and the dynamics of university bureaucracy. Using a reflective qualitative approach, the article outlines five main focuses: innovation, resistance, internal conflict, leadership under pressure, and academic freedom as a student right. The findings suggest that innovation often requires challenging negotiations within organizational culture, while resistance can open the door to more constructive dialogue when managed appropriately. The article concludes with recommendations for strengthening more supportive, adaptive, and humanistic academic leadership.
Co-Authors Bahrani