77 research outputs found
The strategies used by English department students in giving and receiving compliments
No full textThis qualitative research aims to find out the strategies used by students in giving and receiving compliments. The research participants were graduate students of English language education at Syiah Kuala University. In collecting the data, the researcher used the Discourse Completion Task (Henceforth called DCT) framework of Xiang (2013). The researcher carried out an interview adapted from Fattah (2020) to elicit participants’ understanding in conveying their compliments based on the topic complimented. The findings of DCT revealed that there were three of four types of compliment topics identified: topic appearance, topic ability/performance, and topic possession. The interview result showed that they knew how to utter compliments to each case. The responses strategies tend to use appreciation tokens consisting of 65 answers. The return consists of 11 responses, the question consists of 10 responses, the scale down consists of 8 responses, and comment history consists of 3 responses. While, praise upgrade, request, and qualification consist of 1 response, respectively. The questionnaire and DCT results were equal, which means the participants favored using appreciation tokens in giving and receiving compliments. It occurred due to their habit of daily conversation
The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud
No full textThis study investigated the impacts of the immersive multimedia learning strategy with peer support on production skills in reading and speaking. Moreover, the effects of it on performance were investigated by student achievement. The quasiexperimental design with post-test was employed for the study. 80 first-year university students enrolled in English as a foreign language course were selected for this study. Data were analysed using one-way ANOVA. The findings showed that the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production for reading and speaking. Analyses obtained by achievement showed that the high achievement students in the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production only for speaking while the low achievement students in the immersive multimedia learning with peer supported group reported significantly better performance in all measures of oral production for reading and speaking. These findings showed that the immersive multimedia technique with peer support reduced the use of codeswitching strategies among the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially among low achievement students
The Effects of Immersive Multimedia Learning with Peer Support on English Oral Skills (Speaking and Reading)
No full textThe methods of teaching English in Indonesia promote the use of code-switching strategies and have resulted in the widespread practice of pronouncing English words following the structures of the Indonesian language. This study investigated at the effects of the immersive multimedia learning technique with peer support on performance in English in terms of oral production skills in reading and speaking that involved six measures, namely, pausing, phrasing, stress, intonation, rate, and integration without the mediation of the students’ first language. It also investigated were the effects on performance by students’ achievement. The quasi-experimental 2 X 2 factorial design with pre-test and post-test was employed for the study. The first factor was the strategy of learning, namely the use of immersive multimedia learning with and without peer support, while the second factors comprised achievement in English. 80 first-year university students enrolled in English as a foreign language course were selected for this study and the treatment lasted for eight weeks. Data were analysed using one-way ANOVA. The findings showed that the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production for reading and speaking. Analyses by achievement showed that the high achievement students in the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production only for speaking while the low achievement students in the immersive multimedia learning with peer supported group reported significantly better performance in all measures of oral production for reading and speaking. These findings showed that the immersive multimedia technique with peer support reduced the use of code-switching strategies among the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially among low achievement students
The Use of Information and Communication Technology (ICT) Amongst EFL Teachers: Perceptions and Challenges
No full textThe purpose of this research was to investigate the perceptions and challenges of English teachers to the implementation of Information and Communication Technology (ICT) in ELT classrooms. The objectives of this study were to find out their perception of ICT and the challenges they face when using it. This study used mixed methods, qualitative and quantitative in nature. Purposive sampling was used to select the subjects of this study who were 26 English teachers at senior state high schools in Banda Aceh. The instruments used to collect data were a questionnaire and interviews. The data was analyzed and interpreted through qualitative and quantitative procedures. The results showed that these English teachers agreed that ICT was very helpful in teaching. However, limited time and insufficient equipment coupled with poor internet connections as well as a lack of knowledge and experience and lack of ICT training became obstacles that the teachers face in using ICT. Through this study, the teachers are expected to further deepen their knowledge of ICT so as to improve their skills in teaching English using ICT
THE EFFECTS OF IMMERSIVE MULTIMEDIA LEARNING WITH PEER SUPPORT ON VOCABULARY, GRAMMAR, AND MOTIVATION
No full textThis study investigated the effects of the immersive multimedia learning technique with peer support on performance in English in terms of vocabulary, grammar, and motivation. The quasi-experimental design with pre-test and post-test was employed for the study. The first factor was the strategy of learning, namely the use of immersive multimedia learning with and without peer support, while the second factors comprised achievement in English. 80 first-year university students enrolled in an English as a foreign language course were selected for this study and the treatment lasted for eight weeks. Data were analysed using one-way ANOVA. The findings showed that there were no significant differences in performance for vocabulary, grammar, and motivation between the students who engaged with and without peer support groups. It can be concluded that the use of immersive multimedia learning with and without peer support groups improve their motivation but did not significantly improve their vocabulary and grammar
THE EFFECTS OF IMMERSIVE MULTIMEDIA LEARNING WITH PEER SUPPORT ON VOCABULARY, GRAMMAR, AND MOTIVATION
No full textThis study investigated the effects of the immersive multimedia learning technique with peer support on performance in English in terms of vocabulary, grammar, and motivation. The quasi-experimental design with pre-test and post-test was employed for the study. The first factor was the strategy of learning, namely the use of immersive multimedia learning with and without peer support, while the second factors comprised achievement in English. 80 first-year university students enrolled in an English as a foreign language course were selected for this study and the treatment lasted for eight weeks. Data were analysed using one-way ANOVA. The findings showed that there were no significant differences in performance for vocabulary, grammar, and motivation between the students who engaged with and without peer support groups. It can be concluded that the use of immersive multimedia learning with and without peer support groups improve their motivation but did not significantly improve their vocabulary and grammar. </jats:p
The use of Problem Based Learning to improve students’ speaking ability
No full textSpeaking skill is one of the basic language skills that has important role for oral communication. This study attempts to find out whether the implementation of Problem Based Learning (PBL) could enhance the students’ speaking skill at Darul Ulum Islamic Boarding, Banda Aceh. The population of this study was the students from the second grade of students at Senior High School Darul Ulum Islamic Boarding, Banda Aceh. The sample of this study was the students in class II-IPA I as experimental group and class II-IPA II as control group. Through the quantitative method, the writer analysed the data by means of t-test.The result shows that there was a significant difference in the students’ speaking skill taught by implementing Problem Based Learning.The students’ mean of pre-test’s score was 51.64. Then in post-test, the mean score of the students was 63.64. In other words, Problem Based Learning has successfully enhanced speaking skill of the II-IPA I students. Therefore, Problem Based Learning may be one of the appropriate teaching methods to improve students’ English-speaking ability as it gives a chance for students to relate themselves with real-life issues that require real-life solutions
Factors Affecting Internship Students’ Speaking Anxiety
No full textThis study is sought to discover the English speaking anxiety factors in class of internship students and to investigate the students’ efforts to cope the problems. This research applied qualitative method in addition research subjects were 30 English internship students of Universitas Syiah Kuala in 2015. The data were collected through questionnaire and interview. Both of the instruments were adapted from (Tum Kunt, 2013). The study discovered that the major factors of students’ speaking anxiety divided into two interrelated groups; psychological and educational factors. Regarding to the psychological factors, the students were anxious and feeling fear of having misunderstanding teachers’ instruction and supervision. The educational factors were reflecting to the current bad performance of speaking skill aspects namely; inaccurate of fluency, inappropriate of vocabulary, inappropriate application of grammar rule, insufficient materials preparation and poor of pronunciation. Nevertheless, 16 internship students who were indicated high level of speaking anxiety used various efforts to solve the speaking anxiety such as; practicing, listening to native speaker’s utterance, reading English texts, memorizing words, keeping using English in class, learning grammar rule, making note, preparing the material and using audio dictionary. This study concludes that everyone has anxiety and it is common, yet this problem could be reduced by doing some effort
Assessment design, learning strategies and obstacles in facing Computer-Based Madrasah Exam on the English subject
No full textThe objectives of this study were to describe how teachers design the Computer-Based Madrasah Exam (CBME) questions for English subjects, to investigate learning strategies students use, and to explore the obstacles the students face in this exam. Questionnaires and interviews were used as the instruments to collect data for this study. A number of 95 ninth-grade students and two English teachers of Madrasah Tsanawiyah Negeri No. 1 (MTsN 1; this school level is equivalent to junior high schools) in South Aceh, Indonesia, participated in this study. The data were analyzed quantitatively and qualitatively using thematic analysis. The results revealed that in designing the assessment of CBME, the teachers used four strategies which were preparing for the change in the final exam model, selecting sources in designing the exam questions, preparing students to face the exam in the new model, and resolving obstacles in developing the exam questions. Meanwhile, the students used five strategies in facing the exam, they are managing time, motivating themselves, creating study groups, practicing, and strengthening basic abilities. Furthermore, the obstacles that the students faced in the exam are a lack of skill in using a computer for the exam, slow internet access, limited computer availability, limitation of vocabulary mastery, taking time to understand questions, and peers interventions. Thus, this study suggests that more training is still needed for teachers in designing the assessment model of CMBE and the school also need sufficient facilities before they enforce CMBE to their students
Using Somatic, Auditory, Visual, and Intellectual (SAVI) technique to improve students’ speaking
No full textThe objective of this experimental study is to investigate the effect of using Somatic, Auditory, Visual, and Intellectual (SAVI) technique on students’ speaking at SMAN Model 12 Banda Aceh. Furthermore, it is also to investigate the students’ responses toward the implementation of SAVI technique in teaching speaking at SMAN Model 12 Banda Aceh. Two classes (respectively 33 students) are chosen as the sample. The students in experimental class were taught by using SAVI technique and the students in control class were taught without using SAVI technique. The data about the students’ ability were collected through giving test. Meanwhile, the students’ responses toward teaching speaking by using SAVI were collected by giving questionnaires. The data from test were analyzed by using SPSS version 23. Meanwhile the data from questionnaires were analyzed by using percentage formula suggested by Sugiyono (2015). The finding showed that using teaching speaking by using SAVI technique significantly improved students’ speaking ability, especially their speaking sub-skills. The study proved the improvement by the result of z-test in which the z-score for post-test result of experimental and control class is 3.73. It was found against the hypothesis that there is a significant difference in speaking achievement between the students who were taught by using SAVI technique and those who were taught without using SAVI technique at second year students of SMA 12 Banda Aceh
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