THE IMPACT OF GRAMMAR STAR AS A MALL TOOL ON GRAMMAR MASTERY AND STUDENTS’ PERCEPTIONS

Umi Hamidah; Dedy Subandowo; Fitri Palupi Kusumawati; Bambang Eko Siagiyanto

doi:10.24127/j.v6i2.12853

Umi Hamidah
Dedy Subandowo Universitas Muhammadiyah Metro, Indonesia
Fitri Palupi Kusumawati Universitas Muhammadiyah Metro, Indonesia
Bambang Eko Siagiyanto Universitas Muhammadiyah Metro, Indonesia

DOI: https://doi.org/10.24127/j.v6i2.12853

Keywords: Grammar Star, grammar mastery, mobile-assisted language learning, English grammar, vocational students

Abstract

This study aimed to investigate the impact of Grammar Star as a Mobile-Assisted Language Learning (MALL) tool on students’ English grammar mastery and to explore their perceptions of its use. This mixed-methods study employed a quasi-experimental pretest-posttest design involving 53 tenth-grade students of SMK Muhammadiyah Sekampung, with 24 students in the experimental group and 29 in the control group. The experimental group received grammar instruction using Grammar Star for six meetings, while the control group received conventional instruction. Data were collected through a 30-item grammar test, a 17-item perception questionnaire, and semi-structured interviews. Quantitative data were analyzed using the Wilcoxon Signed-Rank Test and Mann–Whitney U Test, while perception data were analyzed descriptively. The Wilcoxon test showed a significant difference between the experimental group’s pretest and posttest scores (Z = 4.171, p < .001), with a large effect size (r = .851). The Mann–Whitney U Test also revealed a significant difference between the groups’ posttest scores (U = 135.000, Z = −3.818, p < .001), with a large effect size (r = .524). Students’ perceptions were generally positive, with item means ranging from 3.37 to 3.96. These findings suggest that Grammar Star can effectively support grammar mastery and provide a positive learning experience.