English Review: Journal of English Education
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Innovation development strategy for hybrid learning based English teaching and learning
Get PDFThis research is motivated by the importance of the modernization of the implementation of learning in the education system within the university. The existence of various limitations of human resources, study space, and time to face-to-face causes the learning process to experience various obstacles to achieve optimal results. Learning in the form of Hybrid learning is one of several alternative efforts to improve the quality and quantity of the lecture process. Through learning by using Hybrid learning, students and lecturers can interact in learning across distances, time and space. The objective of this research was to obtain an overview of the Hybrid learning model to improve digital literacy of students in the learning process. The data obtained from this study were the results of document analysis, observation, interviews, and questionnaires. The sources of this study were students of the English Language Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University who were registered as active students for the 2018/2019 school year. The stages of research were observation, instrument calibration, research, evaluation, data analysis, revision of research results, dissemination of results, and reporting. The result of the research showed that the students' digital literacy was improved through the process of hybrid learning
Yemeni EFL students’ perceptions and implementation of computer-assisted language learning.
Get PDF: This study investigated how Yemeni EFL students perceive computer-assisted language learning, the extent to which CALL is implemented in their learning of English in and outside their faculties and the difficulties they encounter when implementing CALL. Data were collected through a questionnaire that targeted 74 Yemeni EFL students and then analyzed by using SPSS 21st version. Results revealed that the students who participated in this study perceive CALL positively (overall mean = 4.1144 out of 5) and believe in its effectiveness in developing their language skills and making their EFL learning enjoyable and interesting. Moreover, Female students showed a higher overall positive attitude towards CALL as compared to their male counterparts and that was reflected in their implementation of CALL too. A significant correlation was also found between students’ perceptions of CALL and their computer competence in the favor of those students with higher computer competence while no significant correlation was found in relation to age. The results have also revealed that CALL’s implementation by many of the participants is still low. Unavailability of internet and lack of CALL tools at their faculty; in addition to students’ lack of computer competence are viewed as the major barriers to CALL implementation by the Yemeni EFL students understudy. As per the results, the study recommends Yemeni Universities to provide CALL tools and internet for their EFL classrooms and libraries and to train students to use technology for English learning purposes. It also recommends Yemeni EFL students to invest technology at hand for their EFL learning.
Students’ expectation toward teacher’s teaching style and contribution to students’ English performance
Get PDFStudents’ expectation of their teacher’s teaching style is one of the factors that can affect academic performance. However, it is unclear how much students’ expectation affects the English academic performance of students. The objectives of this study were: (1) to find the students’ expectation on their English teacher’s teaching style, (2) to find whether the English teacher’s teaching style matches with the students’ expectation, and (3) to find the contribution of students’ expectation toward teacher’s teaching style toward their English academic performance. The study’s sample was one English teacher from each public senior high school in Sukarami District, SMA N 13, SMA N 17, and SMA N 21, along with 11th-grade students they taught. This research used descriptive quantitative design. The data were collected by questionnaire and documents as quantitative data, and interview as qualitative data. Pearson Product Moment correlation and regression were used to analyze quantitative data while transcribing was used to analyze qualitative data. The findings showed that (1) the students expected their English teacher to use Expert and Facilitator teaching style, (2) the student’s expectation is not perfectly fulfilled as the teachers prefer Expert and Formal Authority teaching style, and (3) there was no contribution of students’ expectation toward their English teacher’s teaching style to their English academic performance
UNDERSTANDING LEARNERS’ NEED OF ESP FOR ACCOUNTANCY PROGRAM AT VOCATIONAL SCHOOL
Get PDFThe main objective of Vocational High School (SMK) is to prepare learners to specific job. At this school, learners are trained the major skills as well as the supportive skills. Language, in this case English, must support the hard skills for the communication at work. However, based on the preliminary research, most teachers use general English as teaching materials. Hence, this study aims to describe the learners‘ target need of learning English at accountancy program at Vocational High School and to identify English skills needed by students of accountancy program. There were 124 evelenth graders involved in this study which consisted of students of SMK 2 Purworejo and SMK 1 Wonosobo. To obtain the data, a questionnaire was used. The findings showed that 63.8% of the students want to look for a job after graduated, while 36.2% of them want to continue their study. Further, speaking is the most important skill and vocabulary related to the technical terms are needed by students. Another necessity is the availability of textbook containing ESP materials to support learners to develop their communication skill
IMPLEMENTATION OF ANDROID APPLICATION TO SOLVE THE STUDENTS’ PRONUNCIATION OF ENDING –ED
Get PDFThis research was done because of the students’ problem of pronouncing ending –ed. To solve the problem, the researchers tried to implement the application on learning media in this gadget era. The purpose of the research is to improve the students’ problem by implementing android application in pronouncing of ending –ed and to find the factors influencing the improvement. The method of this research was qualitative method. The research design was classroom action research of second-year-students in 2018/2019 academic year at STIBA (Foreign Language College) Persada Bunda Pekanbaru. The applications used were online and offline application English Pronunciation. The result showed that there is an improvement by implementing the android application of students’ pronunciation of ending –ed. It can be seen that the increasing of the students’ ability in pronouncing of ending –ed were at the level of “fairly good” category become the level of “good” category. Some factors influencing the students’ ability in pronouncing endng –ed were they often practice and listen to the android applications whether online and offline English Pronunciation to obtain the understanding and the information how to pronounce the exact words of ending –ed. To conclude, the implementation of android application of online and android based can improve the ability of students’ pronunciation of pronouncing sound /t/, /d/, and /ɪd/ of ending –ed
Lecturers' attitude toward and anxiety in writing English academic papers for international publications
Get PDFThis study was aimed at investigating attitude and anxiety of Indonesian lecturers in writing English papers for international publications, together with the influence of gender and functional grades on them. It involved lecturers of a private university in Semarang, Central Java, Indonesia (n=62) who were attending a training on English academic writing especially designed to help them prepare manuscripts for international publications. Data were collected by questionnaires and analyzed using t-test and ANOVA. The study found that the attitude toward writing was positive. Three aspects of attitude namely behavioral, cognitive, and affective were all positive. The anxiety in writing English papers was found to be moderate and somatic anxiety was the type of anxiety the lecturers suffered the most. There was no difference on the attitude and level of anxiety across gender but there was a difference on the level of anxiety across functional grades. As attitude and anxiety predict the success of writing efforts, which may then affect the success of publication, the issue of attitude and anxiety needs to be addressed in the effort of increasing the productivity of Indonesian lecturers in making international publications.
THE USE OF ICT IN LEARNING PROCESS BY VOCATIONAL TEACHERS OF ENGLISH
Get PDFIn the era of modernization, people are very dependent on technology, Information Communication Technology (ICT) in education itself has important role in teaching and learning process. The purpose of this study was to investigate the kind of ICT used by the teachers, the utilization of ICT in learning process, the problems and solutions in teaching by using ICT, and the role of schools in assisting teachers to overcome the problems at vocational high schools in Sekayu. This study applied descriptive qualitative research design. The data were collected by using questionnaire, interview, observation, and document review. The participants of this study were the teachers of English, the vice-principal of facility and infrastructure, and the students. The findings of this study showed that the teachers of English at vocational high schools in Sekayu used hardware such as projector, laptop, speaker, headset, and smartphone, while software such as internet, dictionary application, e-book, Microsoft office, and browsing application. The teachers used discovery learning to utilize ICT in the syntax of the learning model. The main problem faced by the teacher was the unavailability of students’ personal ICT devices. The school also had the role to assist teachers in overcoming the problems. The conclusion was the teachers had applied ICT in the learning process however they did not fully apply ICT in each syntax of the learning model used
COMPOUND WORDS THAT OCCUR DURING THE GLOBAL PANDEMIC COVID-19: A MORPHOSEMANTIC STUDY
Get PDFThis study aims to analyse and examine closely the category of compound words that occur during the global pandemic COVID-19 and their type of meaning. The method used in carrying out the study was a descriptive analysis method. The data used were taken from the official website of the World Health Organization (WHO) in the ‘Your Questions Answered’ section. The results demonstrated that there are two types of compound word found, namely compound nouns (67%) and compound verbs (33%). Besides, there are three types of meaning found, namely literal meaning (50%), semi-idiomatic meaning (33%), and idiomatic meaning (17%). Furthermore, in the category of compound nouns, the types of meaning that occur are literal meaning (50%), semi-idiomatic meaning (25%), and idiomatic meaning (25%). Meanwhile, the types of meaning that appear in the category of compound verbs are literal meaning (50%) and semi-idiomatic meaning (50%)
DEVELOPING TEACHING MATERIAL OF POETRY APPRECIATION BASED ON STUDENTS’ COMPETENCY ANALYSIS
Get PDFThe aim of this research was to develop the material of poetry appreciation at the Department of Indonesian Language and Literature Education of STKIP PGRI Lubuklinggau. The type of this research was Research and Development (R&D) which was developed by the Dick, Carey, and Carey. Data collection was conducted through questionnaire, interviews, and tests. The data analysis and validity test were performed by using pretest and posttest of performance. The data is then processed by using a simple paired t test with the SPSS 20 program. The result of this research can be measured Asym.Sig. (2-tailed) 0,000... < 0,05. Therefore the value of t-hit 36,956 and t-tab 2,045 to (d) 17 and alpa 0,05, so it can be concluded t-hit <t-tab, so Ho has rejected, an Hi was accepted, its’ meaning that the average value of students' ability to appreciate poetry after using instructional materials as a result of development was equal to 70 or more than 70. Thus, the model of instructional materials developed has been feasible and effective for lecturer
Metacognitive learning strategies in argumentative writing skills
Get PDFThis study aims to determine the effect of metacognitive learning strategies on students' argumentative writing skills. This research was conducted on third semester students of the English education study program, Faculty of Teacher Training and Education, Universitas Kuningan. A quantitative approach was chosen with an experimental data collection technique tests as a used method, namely: (1) Test of argumentative writing skills. This study examines the effect of metacognitive learning strategies on students' argumentative writing skills. The learning strategies used are metacognitive learning strategies (experimental class) and control class concept map learning strategies. The findings indicate that metacognitive learning strategies are effective in teaching students' argumentative writing in English. Regarding the results of this study, the application of different learning strategies is needed in students' argumentative writing learning. Based on the results and conclusions above, it turns out that metacognitive learning strategies have a significant effect on students' argumentative writing skills in English. Thus, this research provides a beneficial implication in planning and developing learning strategies which will be used in improving students' argumentative writing skills in English, especially with regard to the application of appropriate learning strategies. The argumentative writing skills of students who were given metacognitive learning strategies were better than those who were given concept map learning strategies instead. In this case, the role of the lecturer is very important so that to improve students' argumentative writing skills, metacognitive strategies are more effectively applied in clas