An Analysis of Students' Grammar Mastery in the Final Written Test: An Analysis of Students' Grammar Mastery in the Final Written Test

An Analysis of Students' Grammar Mastery in the Final Written Test

Abstract

Grammar mastery plays an important role in English language learning because it enables students to understand and produce accurate language structures in both written and spoken communication. However, many English as a Foreign Language (EFL) students still experience difficulties in mastering complex grammar components. Previous studies on grammar mastery have predominantly employed researcher-made tests and focused on formal school settings. In contrast, studies examining students’ grammar mastery through authentic final written tests in intensive English course programs remain limited. Therefore, this study aims to analyze students’ grammar mastery as reflected in their final written test at Basic English Course (BEC), particularly in the TC Program Batch 172. This study employed a descriptive quantitative research design. Four classes, namely Gold, Hawkeye, Ironstone, and Crystal, were selected through random sampling from twelve classes. The data were obtained from the second type of final written test, which assessed adjective clauses, gerunds, and participles. The findings revealed that the students’ mean score was 34.17, indicating a relatively low level of grammar mastery. Based on the percentage of correct answers, adjective clauses achieved 54%, participles 45%, and gerunds 14%. Among the three grammar components, gerunds were identified as the most difficult component, while adjective clauses showed the highest level of mastery. The analysis also revealed various grammatical errors related to the use of relative pronouns, gerund constructions, and participial forms. In conclusion, students’ grammar mastery still requires improvement, particularly in applying complex grammar structures accurately in written tasks.