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All Journal Jurnal Pendidikan Humaniora PRIMACY Journal of English Education and Literacy
Aslamiyah, Sarah
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Penggunaan Program Grammarly dan Kegiatan Noticing untuk Mengevaluasi Keterampilan Menulis Tulisan Akademik Mahasiswa Aslamiyah, Sarah; Setiawati, Sisilia Halimi
Jurnal Pendidikan Humaniora Vol 11, No 01: March 2023
Publisher : Pascasarjana UM

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Abstract: This study aims to determine the effectiveness of using corrective feedback from Grammarly combined with noticing activities to evaluate students' academic writing. A quantitative method with a quasi-experimental method design was used to analyze the academic writing of fourth-semester students majoring in English Education at a private university in Sidoarjo. The results of this study are that the experimental class has a higher average value than the control class. This is in line with the significant reduction in grammatical errors in students' academic writing in the experimental class. This proves that using corrective feedback from Grammarly combined with noticing activities successfully reduces grammatical errors in students' academic writing.Abstrak: Penelitian ini bertujuan untuk mengetahui efektifitas penggunaan corrective feedback dari Grammarly yang digabung dengan kegiatan noticing untuk mengevaluasi tulisan akademik mahasiswa. Metode kuantitatif dengan desain quasi-experimental method digunakan untuk menganalisis tulisan akademik mahasiswa semester empat jurusan Pendidikan bahasa Inggris sebuah universitas swasta di Sidoarjo. Hasil penelitian ini adalah kelas eksperimen memiliki nilai rata-rata lebih tinggi dibandingkan kelas kontrol. Hal ini sejalan dengan adanya penurunan yang signifikan pada kesalahan tata bahasa dalam tulisan akademik pemelajar di kelas eksperimen. Ini membuktikan bahwa penggunaan corrective feedback dari Grammarly yang digabung dengan kegiatan noticing berhasil dalam menurunkan kesalahan tata bahasa pada tulisan akademik pemelajar.
STUDENTS’ AWARENESS TOWARD 21ST CENTURY SKILLS Khilda Shopia; Aslamiyah, Sarah; Isnaniah; Syifa Fadhilah Hamid; Purnawati; Muhamad Rizky Fadhil
PRIMACY Journal of English Education and Literacy Vol. 3 No. 2 (2024): December - 2024
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/primacy.v3i2.6342

Abstract

Understanding 21st-century abilities is essential for students to succeed in the quickly changing digital and information age. These abilities, which are divided into learning, literacy, and life skills categories, include vital proficiencies including critical thinking, creativity, teamwork, communication, information literacy, and flexibility. In order to successfully handle societal difficulties, this study looks at how well students comprehend and apply these abilities. The results show that although students show a moderate level of knowledge regarding digital literacy and teamwork, deficiencies in critical thinking, problem-solving, and leadership abilities still exist. The design of the curriculum, teacher participation, and availability of digital tools are some of the factors that affect awareness. Incorporating 21st-century skills into teaching methods through competency-based assessments, technological integration, and experiential learning is necessary to raise awareness. Thus, it can emphasize how critical it is to develop these abilities in order to equip pupils for both societal and lifetime learning.
Co-Authors Isnaniah Khilda Shopia Muhamad Rizky Fadhil Purnawati Setiawati, Sisilia Halimi Syifa Fadhilah Hamid