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All Journal International Journal of Evaluation and Research in Education (IJERE) ELT Worldwide: Journal of English Language Teaching Journal of Educational Science and Technology JETL (Journal Of Education, Teaching and Learning) Abdimas UNWAHAS : Jurnal Pengabdian Masyarakat UNWAHAS Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Research and Innovation in Applied Linguistics Journal of Teaching and Education for Scholars GLENS: Global English Insights Journal
Anugrah Puspita Ayu Muhammad
Universitas Halu Oleo
Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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The Role of Grammar Awareness in Students’ Writing Performance Anugrah Puspita Ayu Muhammad; Asna Wirayanti; Waode Ade Sarasmita Uke
GLENS: Global English Insights Journal Vol. 3 No. 1 (2025): GLENS, November 2025
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i1.318

Abstract

This study investigates the role of grammar awareness in students’ writing performance among English Department students. The research aims to explore how students’ awareness and understanding of grammatical structures contribute to the accuracy, coherence, and overall quality of their writing. The study employed a quantitative descriptive method with a correlational design. Data were collected from 40 English Department students through a grammar awareness questionnaire and written essay assessments. The data were analyzed using descriptive statistics and Pearson correlation analysis to examine the relationship between grammar awareness and writing performance. The findings revealed a significant positive correlation between students’ grammar awareness and their writing performance, indicating that students with higher grammatical awareness tend to produce more accurate and cohesive written texts. The results suggest that explicit grammar awareness instruction should be integrated into writing courses to enhance students’ linguistic competence and writing quality. This study highlights the importance of raising students’ awareness of grammar not only as a set of rules but also as a tool for effective communication in academic writing contexts.
Optimization of SAMR model scaffolding for the development of descriptive writing skills Nggawu, La Ode; Nurindah, Nurindah; Muhammad, Anugrah Puspita Ayu; Uke, Waode Ade Sarasmita; Atma, Nurul; Madil, Wahyudin; Thao, Nguyen Thi Phuong; Apita-Chavez, Minerva
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38142

Abstract

This research presents an investigation of how the application of the digital substitution, augmentation, modification, redefinition (SAMR)-based scaffolding might be used to support first-semester basic writing students in overcoming challenges related to grammar proficiency and descriptive writing. A mixed-methods sequential explanatory design was used with 40 students enrolled in English language courses. Quantitative data were obtained through a 14-item Likert-type questionnaire measuring SAMR integration and challenges faced, while qualitative analysis was conducted on semi-structured interview data using NVivo to code thematically. The scores for all implementation indicators indicate that high average values were obtained (global M=3.37), indicating that SAMR-based activities and scaffolding were viewed as useful and engaging for supporting descriptive writing. The level of challenges was perceived as low to moderate (mean=2.59 overall). The key issues were that lecturers needed to offer more consistent support, access to devices was restricted, and students had uneven digital skills. Thematic results identified growth in grammatical consciousness, development of short texts, and creativity as projects that resulted in multimodal outcomes and student involvement. The research also underscores the importance of strong institutional structures and continued support for teaching. It concludes that employing SAMR-informed digital scaffolding is a strategy with the potential to support writing instruction through technology.
Co-Authors Agustina, Sitti Ainun Musa, Nur Apita-Chavez, Minerva Asbar Asbar, Asbar Asna Wirayanti Darnawati Darnawati Jamiludin Jamiludin Jamiludin Jamiludin Kisman Salija, Kisman La Batia La Ode Nggawu Madil, Wahyudin Misnawati Misnawati Muhammad Basri Muhammad Basri Mustakim Mustakim Nguyen Thi Phuong Thao NURINDAH NURINDAH Nursenang Nurul Atma Sahril Nur Saidna Zulfiqar Bin-Tahir, Saidna Zulfiqar Samsuddin Samsuddin Sibali, Alwi Silawati, Aminah Maulidah Nugraha Sukadi Linta Vega, Nofvia De Waode Ade Sarasmita Uke Wirayanti, Asna