Pembelajaran Simple Present Tense guna Meningkatkan Kemampuan Anak Wali dalam Menulis Kalimat Sederhana

Abstract

ABSTRACT

This study examines the implementation of Simple Present Tense instruction to improve sentence-writing ability among academic advisee students (mahasiswa wali) in the English Language Education Study Program at STKIP Kristen Wamena, Papua Pegunungan, Indonesia. Six students from semesters 2, 4, and 6 participated in intensive learning sessions held twice a week during the even semester of 2025/2026. A descriptive qualitative approach supported by pretest and post-test data was employed to document students' learning progress throughout the intervention. Findings reveal that all six students demonstrated significant weaknesses in Simple Present Tense at the outset, particularly in subject-verb agreement and verb form accuracy. Students from semesters 4 and 6 showed errors comparable to those of semester 2 students, indicating that grammatical weaknesses persist across semesters without targeted intervention. Noticeable improvement emerged by the third and fourth weeks of instruction, driven by consistent direct practice, active sentence production, and immediate corrective feedback. Peer correction proved to be the most effective strategy: students more readily identified grammatical errors in their peers' work than in their own. The study also found that students had minimal active English practice in other courses, contributing to the persistence of errors. The small-group, personalized learning environment significantly boosted students' motivation, confidence, and academic closeness with their supervising lecturer. Oral direct correction simultaneously strengthened grammar accuracy, pronunciation, and spontaneous thinking in English — three essential competencies for future English teachers. This study concludes that a direct, practice-based approach to Simple Present Tense instruction is highly effective for advisee students. The study recommends that the program institutionalize regular sentence production activities, peer correction, diagnostic grammar assessments at the start of each semester, and integrated speaking practice across all English courses to produce competent and confident English teacher graduates.