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All Journal New Language Dimensions Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora
Sunoko Setyawan
FKIP UNEJ
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Standard English Grammar and Professional Identity: Perceptions of EFL Students in Language Education Setyawan, Sunoko; Pramudita, Rizqi Febrian; Astuti, Yuni
New Language Dimensions Vol. 6 No. 1 (2025): New Language Dimension, June 2025
Publisher : English Department, Universitas Negeri Surabaya

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Abstract

The demand for formal English proficiency both in academic and professional environments highlights the critical role of Standard English Grammar in building effective communication and professional identity. This study investigates how EFL students in a university’s English Language Education Study Program perceive the importance of standard grammar in professional contexts. Employing a descriptive qualitative approach, data were collected from first-semester undergraduate EFL students (N=40) through a structured questionnaire and semi-structured interviews. The questionnaire combined Likert-scale items with open-ended questions, while the interviews provided deeper insights into students’ experiences and expectations regarding the teaching of grammar in their classroom. Findings show that the majority of students recognize standard grammar as essential for maintaining credibility and professionalism, especially in tasks such as academic writing, formal email correspondence, job interviews, and public speaking. However, a significant gap exists between students’ awareness of the importance of grammatical aspect and their ability to apply it effectively in real-world contexts. The analysis also identifies students’ concerns about the de-contextualized nature of grammar instruction and their preference for contextual, task-based learning approaches that simulate professional communication. The study underscores the need to align Grammar curricula with professional demands by embedding grammar instruction into authentic learning materials. These findings have implications for the development of EFL curriculum, emphasizing the integration of grammatical competence with professional literacy. By rethinking the grammar instruction through a contextualized lens, educators are expected to support students in constructing confident professional identities.
Empowering Elementary School Teachers through AI and Deep Learning Training Based on Participatory Action Research: Pemberdayaan Guru Sekolah Dasar melalui Pelatihan AI dan Deep Learning Berbasis Participatory Action Research Setyawan, Sunoko; Fardhani, Aan Erlyana; Tasnim, Zakiyah; Siswati, Bea Hana
DARMADIKSANI Vol 5 No 4 (2025): Edisi Desember
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v5i4.8378

Abstract

This community service program aims to enhance elementary school teachers' technology literacy through training in artificial intelligence (AI) and deep learning technologies, conducted within the Teacher Working Group (KKG) Cluster 02, Rambipuji District, Jember Regency. The activities were carried out using a Participatory Action Research (PAR) approach, consisting of planning, action implementation, reflection, and evaluation stages. Evaluation results showed a significant improvement in participants' knowledge scores, with the average increasing from 51.1 (pre-test) to 81.8 (post-test). Participant engagement was also high, with over 85% of teachers attending all sessions and actively participating in discussions and hands-on practices. Classroom implementation reflections indicated that 80% of the teachers successfully attempted to create digital-based teaching media, although most still required further assistance. These outcomes demonstrate that the PAR approach, supported by practical modules and contextual mentoring, is effective in improving elementary school teachers’ technology literacy, while also promoting creative and adaptive learning in the digital era. This program can be recommended as a teacher empowerment model that is replicable in other regions with appropriate local contextual adjustments.
Co-Authors Aan Erlyana Fardhani, Aan Erlyana Bea Hana Siswati Rizqi Febrian Pramudita S Sudarsono Wiwiek Eko Bindarti Yuni Astuti Zakiyah Tasnim