The, a The Effectiveness of Private Tutoring Compared to School-Only Task Completion in Teaching English Grammar and Vocabulary to Junior High School Students: A Quasi-Experimental Study at BSC Nganjuk

Abstract

In Indonesia, private tutoring has been fast-growing as an additional method in English language teaching. However, there have been few studies on the effectiveness of tutoring programs versus just doing school assignments, especially in teaching English grammar and vocabulary to secondary school students. This study aims to investigate the effectiveness of a tutoring program at BSC (Binta Syukriyya Course), a private tutoring service in Nganjuk. The method used in this study is quantitative with a quasi-experimental pretest-posttest control group design. The study involved 20 junior high school students divided into two groups: an experimental group (n=10) who participated in a four-week tutoring program (three meetings per week) with an emphasis on English grammar and vocabulary, while the control group (n=10) only completed school assignments without support from the tutoring program. Data were collected through a pretest and posttest consisting of 25 multiple-choice questions (15 grammar questions and 10 vocabulary questions). The results showed that the experimental group experienced a statistically significant improvement, with mean scores increasing from 60 to 85, while the control group only increased from 60 to 65. These findings indicate that the tutoring program at BSC is more effective than only completing school assignments in teaching English grammar and vocabulary. The key factors supporting this effectiveness include consistent meeting frequency, individual attention, and direct feedback. This study recommends that private tutoring be integrated as a supplement to English language teaching in schools.

Keywords: effectiveness, private tutoring, grammar, vocabulary, quasi-experimental, BSC