Rethinking EFL Grammar Instruction: Enhancing Student Outcomes through Self-Assessment in EFL Classrooms

Magfirah Rusdi; Nur Sehang Thamrin; Nadrun Nadrun; Maghfira Maghfira; Maf'ulah Maf'ulah

doi:10.31849/hr6jaz03

Authors

Magfirah Rusdi Universitas Tadulako, Palu, Indonesia
Nur Sehang Thamrin Universitas Tadulako, Palu, Indonesia
Nadrun Nadrun Universitas Tadulako, Palu, Indonesia https://orcid.org/0009-0004-3509-741X
Maghfira Maghfira Universitas Tadulako, Palu, Indonesia https://orcid.org/0009-0002-0602-1112
Maf'ulah Maf'ulah Universitas Tadulako, Palu, Indonesia https://orcid.org/0009-0003-6665-2570

DOI:

https://doi.org/10.31849/hr6jaz03

Keywords:

EFL learners, English language teaching, Grammar skills, Self-assessment, Subject-verb agreement

Abstract

Mastery of grammar, particularly subject-verb agreement in the simple present tense, remains a persistent challenge for Indonesian EFL learners due to structural differences between English and Bahasa Indonesia. Traditional methods often fail to foster deep grammatical competence. In response, this study explores the effectiveness of integrating self-assessment (SA) as a reflective learning strategy to enhance grammatical accuracy. Employing a quasi-experimental design, this study involved 38 third-semester English education students at a public university in Central Sulawesi, Indonesia. Participants were divided into an experimental group (n=18) that received SA-integrated grammar instruction and a control group (n=20) that received conventional instruction. Over eight sessions, students in the experimental group engaged SA activities using SA guidelines and reflection tasks while learning subject-verb agreement in the simple present tense. Pre- and post-tests were administered, and data were analyzed using descriptive statistics and independent sample t-tests. The findings revealed that the experimental group's learning achievement outperforms its counterpart, with mean post-test scores of 17.17 and 13.15, respectively. The T-test results confirmed a statistically significant difference in grammar achievement between the groups (p<0.001), favoring the SA-integrated instruction. These findings suggest that SA is an effective strategy for improving student grammar outcomes in using subject-verb agreement correctly This study underscores the value of SA as a practical and impactful approach in EFL grammar instruction and supports its integration into learner-centered curricula, particularly in alignment with Indonesia’ Kurikulum Merdeka.

Author Biographies

Magfirah Rusdi, Universitas Tadulako, Palu, Indonesia

Magfirah Rusdi is an dedicated scholar in English Language Teaching (ELT) within the context of English as a Foreign Language (EFL). She serves as a research and teaching assistant at the English Education Department, Tadulako University, Indonesia. Her academic experience includes supporting undergraduate courses, developing instructional and assessment materials, and contributing to research on language assessment, writing pedagogy, and innovative approaches in EFL learning.
Nur Sehang Thamrin, Universitas Tadulako, Palu, Indonesia

Nur Sehang Thamrin is an Associate Professor of English Language Teaching (ELT) at Universitas Tadulako, Palu, Central Sulawesi, Indonesia. Her main research interests include Assessment in ELT, Teaching Methodology, and Research in English Language Teaching. She has conducted extensive studies on the role of classroom assessment in enhancing language learning within the EFL context and has authored several research-based books in this field.
Nadrun Nadrun, Universitas Tadulako, Palu, Indonesia

Nadrun is a lecturer in the English Education Department at Tadulako University in Palu, Central Sulawesi, Indonesia. He earned his Master's degree in Language Education from the State University of Makassar (UNM) in 2004. His research interests focus on English Language Teaching methodology and curriculum design. His scholarly work demonstrates a strong dedication to innovative pedagogical practices that support effective and meaningful English language learning in the EFL context.
Maf'ulah Maf'ulah, Universitas Tadulako, Palu, Indonesia

Maf’ulah is a lecturer in English Language Education at the Faculty of Teacher Training and Education (FKIP), Tadulako University, Palu, Indonesia. Her teaching experience includes courses such as Writing for Personal Communication and Vocabulary Development. Over the past five years, she has actively conducted research funded by DIPA, with a focus on enhancing students’ writing and reading competencies in the EFL context. She has also contributed to various community engagement programs by facilitating training and workshops for English teachers in the region. Additionally, she authored a course book titled Writing for Personal Communication. Her commitment to advancing language education and supporting professional teacher development underscores her role as a dedicated academic and educator.

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