English Education Journal
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EMERGED LANGUAGE TEACHING METHODOLOGIES IN POLYTECHNIC: CORPUS LINGUISTICS AND DIALOGIC PEDAGOGY IN POLYTECHNIC: CORPUS LINGUISTICS AND DIALOGIC PEDAGOGY
No full textThis study discusses the emerged language teaching methodologies practiced in Engineering Fields. There are many methods applied in teaching language. However, the needs of technical fields in English learning, especially for workforce, academic and social demand, seemed to have appropriate treatment. Career choice has given a great impact influencing the study of English language. In addition, there are specific needs in the engineering workplace that are inevitably used by engineers to correspond with their colleagues or customers. This situation leads to some thought in English for specific purpose practices. Recently, there are two teaching methodologies adjusted for the needs of technical school students that are being studied. First, Corpus linguistics: the lexical approach has been mostly practiced before. Innovated by data-driven corpus, this methodology arises as to the new common method applied in the engineering area. Second, Dialogic Pedagogy: the thought of dialogism is grounded by the sociocultural theory that considers learning as a social act. Social engagement is believed in improving ones ability to be a decider and problem solver. Through dialogic pedagogies, students learn to eliminate some problems related to language barriers, such as the anxiety to speak English and apprehensiveness in making mistakes
INVESTIGATING MEDICAL STUDENTS DIFFICULTIES IN TOEFL LISTENING TEST
Get PDFThis research investigated the students responses to listening difficulties in taking the listening section of the TOEFL test and their efforts made to overcome the difficulties. This study is descriptive qualitative research that used the online questionnaire attached in the google forms to gather data needed. The questionnaire was distributed to 100 medical students at UP3BI class (Unit Pengembangan Program Pendamping Mata Kuliah Bahasa Inggris (UP3BI) of Syiah Kuala Language Center. The questionnaire was divided into two. Part one consisted of students personal information on the listening skill questionnaire. It was found that watching English TV programs or movies (65.10%) and listening to English songs (60%) as the highest rank of students efforts made to overcome listening difficulties of the TOEFL test. Section two of the questionnaire consisted of listening difficulties. It was found that most respondents were difficult to understand the native speakers pronunciation (64%). In addition, it is suggested that for English lecturers, other researchers, institutions, and testing organizers to contribute a standardized knowledge of the TOEFL test and also to provide a conditioned testing place for a better improvement of listening TOEFL in particular. Besides, the test takers or students should practice and learn more about listening TOEFL as often as possible. Therefore, they will get used to listening and can minimize the difficulties during taking the TOEFL test
THE TEACHERS UNDERSTANDING OF CONTENT AND PROCESS STANDARDS OF 2013 CURRICULUM AND THEIR ABILITIES IN PREPARING ENGLISH LESSON PLAN
Get PDFTeachers understanding of how both content and process standards affect their preparation on the lesson plan (RPP) is still weak. There is a lack of learning assessment, basic competence, indicators, teaching materials, and learning models and their use which is not appropriate based on the Indonesian 2013 curriculum. This research was aimed at finding out the English teachers understanding of two main elements of the 2013 curriculum; content and process standards that lead the teachers to prepare appropriate lesson plan (RPP) which has a direct interaction with the instructional process. The selected samples were six English teachers from different levels of junior high schools in Banda Aceh. The questionnaire and interview guide were used as research instruments. The result of the teachers understanding of the content standard of 2013 curriculum showed that the English teachers had an fairly good understanding of the standard of the content of the curriculum 2013 as indicated by an average score of 65.23, while teachers understanding of process standard of curriculum 2013 showed the English teachers already had a good understanding of the standard of the content of the 2013 curriculum, as shown by an average score of 72.21. Overall, the average score of lesson plan (RPP) preparation was 65.16 which was categorized as being fairly good
USING KWL (KNOW-WANT TO KNOW-LEARNED) STRATEGY IN IMPROVING STUDENTS READING COMPREHENSION
Get PDFThis experimental study aimed to investigate the effects of the use of KWL (Know-Want to Know-Learned) strategy in teaching reading comprehension. The population of this study was 120 students, while the samples consisted of 60 English department students enrolled in the second semester. The sample was divided into two groups; the experimental group (EG) and the control group (CG). The sample was chosen through random sampling technique. The instruments used in collecting the data were test and questionnaire. The data were analyzed through non-parametric statistical in SPSS 20. The result of Wilcoxon test was 0.00 lower than 5%. The findings reveal that there was significant difference in reading comprehension achievement between EG and CG. The mean score of the post-test for the EG was 9.92, while the mean score for post-test of CG was 7.91. Hence, it can be concluded that the alternative hypothesis was accepted and the null hypothesis was rejected. Consequently, the use of KWL strategy has proven a significance improvement in the students reading comprehension. Some implications are derived for both students and teachers
STUDENTS PERSPECTIVES AND CHALLENGES IN ENGLISH SPEECH PROGRAM
Get PDFThe purpose of this mixed method research is to describe the students perspectives, the students challenges and how they overcome those challenges in English speech program. Approximately 68 students filled the questionnaires and 15 of them were selected for the interview. The instruments used in this study were a closed ended questionnaire consisting of 22 questions adapted from the public speaking competence rubric proposed by Schreiber, Paul and Shibley (2012) and the interview guideline adapted from Abubakar, Atmowardoyo and Korompot (2017). The findings of the study revealed that the English speech program was an essential program to increase the students speaking ability (65%). Moreover, the program gave advantages to the students (51%). It also found out that the program mostly challenged the students to choose the appropriate topic to the audience (69%) and to use good language (59%). From the interview, it found out that the students made the following efforts to overcome the challenges, namely making independent preparation for the performance, doing practice with friends and having consultation with classroom coordinators
THE VISUALIZATION METACOGNITIVE STRATEGY TO IMPROVE READING COMPREHENSION
Get PDFImproving the reading comprehension of the students requires creativity in finding the strategy and motivation to read. Therefore, this research aims to implement visualization metacognitive strategy to improve the students reading comprehension. The researcher focuses on the implementation of visualization metacognitive strategy in improving the reading comprehension by using recount text. Then she also limits the scope on reading sub-skills that consists of main idea, supporting details, inference, reference, and vocabulary. This research used tests which are divided to pretest and post-test and also questionnaire as the instruments. The samples were the students from SMAN 4 Banda Aceh, which consisted of 66 students and divided into experimental class and control class. The scores were tabulated statistically by using t-test. Then, the researcher also analyzed the students visual representation. The result of hypothesis testing of this research showed that students reading comprehension is significantly improved. This strategy developed students knowledge on reading sub-skills. Furthermore, the result of the students responses toward the strategy was responded positively by the students as it shows the result of 97% at the questionnaire. Therefore, it is suggested to implement visualization metacognitive strategy in improving reading comprehension. In conclusion, this research has demonstrated that the treatment activities have improved the students reading comprehension as they enjoy competition and fun in learning English
AN ANALYSIS OF STUDENTS ABILITY IN APPLYING ADJECTIVE ORDER IN DESCRIPTIVE TEXT
Get PDFWriting is an ability to be able to express their opinions through an article. Writing models have many forms and kinds. Descriptive text is one of them. Descriptive text is text whose content aims to explain a thing, whether it's about a person, an object or a certain condition whose characteristics need to be explained. Researchers see that problems emerge among students in writing descriptive texts. This problem is seen from the ability of students who are still considered lacking in describing a matter in descriptive text. From there researchers moved to conduct research using qualitative research methods to see and examine the problems that occur and strive to resolve existing problems. And from the results of research that researchers have done, researchers found several factors classified through the analysis model, namely related to students' problems in seeing details of a matter, lack of vocabulary used, to the lack of knowledge about grammar related to adjective order. The researcher concludes that this problem is a problem that needs and is worth studying. It aims to develop a newer educational model for later research with this research which is used as a reference and or reference for future researchers
PROMOTING STUDENTS READING FLUENCY AND MOTIVATION THROUGH SHARED-READING WITH ANIMATED-VIDEO STORY
Get PDFThis research was conducted to investigate whether there was a significant difference in achievement between students who were taught by using Shared Reading with Animated Video Story and those who were not taught by using Shared Reading with Animated Video Story in reading fluency in terms of accurate reading, reading speed and reading expression, and the motivation toward the use of Shared Reading with Animated Video Story in reading fluency. This research was an experimental research. The population of the research comprised 129 students; samples of the research were 41 students from population by using random sampling, 21 students in class 7C as experimental group, and 20 students in the class 7F as control group. The instruments used to collect the data were test and questionnaire. The data obtained from both instruments were analyzed by using SPSS 23 The post-test result of the experimental group showed that ttest (2.680) was higher than ttable (1.67). Further, utilizing independent samples t test, the sig. 2-tailed value (0,004) (0.05) confirmed that Ha was accepted and H0 was rejected. Moreover, the students had a quite positive responses (85%) toward the use of Shared Reading With Animated Video Story. To sum up, the implementation of shared reading strategy with animated video story is effective in improving students reading fluency and motivation. It is recommended that future related research should be conducted in more diverse educational settings to see how shared reading with animated video story is implemented
IMPLEMENTING EXPERIENTIAL LEARNING METHOD TO ENHANCE STUDENTS SPEAKING SKILL
Get PDFForeign language students may face difficulties in developing speaking skills due to the reasons of lacking the opportunity to speak, the inhibition or enxity, and lacking the motivation to study. This study aimed to investigate the implementation of Experiential Learning Method as an effort to solve such problems. Thus, there were two objectives in this study which were to examine the difference of speaking achievement on the use of Experiential Learning Method and to find out the students responses toward the method. The sample was taken by using random sampling from the population of the first grade students at SMAN1 Banda Aceh in the 2019/2020 academic year. Two classes were taken as the sample, each for experimental class and control class. The data were analyzed by using t-test through SPSS for speaking test and percentage for questionnaire. The result showed that Experiential Learning Method was more effective than conventional method (teacher centred) to teach speaking. Also, the students had a quite positive response to the use of Experiential Learning Method in their speaking class. It can be concluded that the Experiential Learning Method provides a positive contribution for the development of the students speaking performance