Investigating EFL Students’ Grammar Proficiency Using “Perkawinan Tenses” (New Concept) and Mobile Assisted Language Learning (MALL) (An Explanatory Sequential Mixed-Method Research)

Investigating EFL Students’ Grammar Proficiency Using “Perkawinan Tenses” (New Concept) and Mobile Assisted Language Learning (MALL) (An Explanatory Sequential Mixed-Method Research) Nadrotul Muslimah Primary Author mixed material bibliography serang 2025 monographic en English xiii + 105 hlm.; 18 x 25 cm This study examines the integration of a new grammar instructional model, “Perkawinan Tenses,” with Mobile-Assisted Language Learning (MALL) to improve grammar skills among English as a Foreign Language (EFL) students. Conducted at one of the English courses in Kampung Inggris, the research tackles students’ ongoing difficulties in mastering English tense structures, especially the differences between active and passive voice. An explanatory sequential mixed-method approach was used, combining both quantitative and qualitative data collection. A purposive sample of 20 EFL learners participated in grammar assessments, questionnaires, and structured interviews. Quantitative data were analyzed with SPSS 26, which produced a Cronbach’s Alpha of 0.936, indicating high reliability of the questionnaire. The results showed a notable improvement in students’ grammar skills after applying “Perkawinan Tenses” and utilizing MALL platforms such as U-Dictionary and Pocket Thesaurus. The qualitative analysis, using NVivo 12, found that students viewed “Perkawinan Tenses” as a straightforward, logical, and accessible way to grasp tenses. Additionally, MALL supported flexible and independent learning, allowing students to study grammar beyond classroom hours. Students reported increased motivation and confidence in their grammatical accuracy due to this integrated method. Overall, the findings demonstrate that combining “Perkawinan Tenses” and MALL greatly boosts learners’ grammar proficiency. This hybrid approach aligns with constructivist learning principles by encouraging active, technology-supported language learning. The results offer useful insights for EFL teachers seeking innovative and effective methods to teach English grammar in modern, tech-driven classrooms. 428 UIN SMH Banten Perpustakaan Pusat TESIS TBI 013 TESIS TBI 013 My Library TESIS TBI 013 31514 2026-03-02 14:57:07 2026-03-02 14:57:22 machine generated