4 research outputs found
PENINGKATAN KEMAMPUAN SISWA KELAS XII SMAN 1 WATANSOPPENG MENULIS PARAGRAF NARASI MENGGUNAKAN GAGASAN PUISI
No full textDibalik pentingnya penguasaan Bahasa Inggris sebagai bahasa internasional, pelajaran ini dirasakan sangat sulit bagi siswa, utamanya kemampuan menulis. Disisi lain, puisi, salah satu jenis karya sastra yang memiliki gagasan yang luas disinyalir berpotensi untuk dijadikan solusi. Penelitian kuasi eksperimen ini bertujuan mengetahui pengaruh penggunaan gagasan puisi terhadap peningkatan kemampuan siswa kelas XII SMAN 1 Watansoppeng menulis paragraph narasi. Sampel dipilih secara klaster untuk menentukan kelompok eksperimen dan kelompok kontrol. Data penelitian diperoleh dengan memberikan tes kemampuan menulis paragraf narasi sebelum dan sesudah perlakuan yang berupa pengajaran menulis paragraf narasi menggunakan gagasan puisi bagi kelas eksperimental, dan tes kemampuan menulis paragraf narasi sebelum dan sesudah pengajaran konvensional bagi kelas kontrol. Data yang diperoleh diuji menggunakan uji-t dimana diperoleh nilai uji-t lebih tinggi daripada tabel-t dengan derajat kesalahan 0,05 menujukkan bahwa hipotesis yang menyatakan penggunaan gagasan puisi meningkatkan kemampuan siswa kelas XII SMAN 1 Watansoppeng dalam menulis paragraf narasi diterima.Kata kunci: Paragraf Narasi, Puisi, Menulis
How Do They Deal With Speaking Anxiety?: EFL Learners’ Strategies
No full textEmotion promotes various consequences on language learning (Maquidato, 2021). It includes language anxiety. (Brown 2000) defined language anxiety as the "state of mind connected with uneasiness, frustration, self-doubt, or worry". The study aims to investigate how students deal with the condition. This is a qualitative study employing a case study design. I involved twenty university students majoring in English Education as participants. I selected them purposively based on the anxiety symptoms they showed in the observation. Data were obtained through three stages consisting of observation, as I mentioned earlier, focus group discussion, and interviews. After collecting data through the abovementioned procedures, they were analyzed through some stages: data coding, reduction, and grouping. I then compared the findings with earlier findings or theories to get a valid conclusion. Based on the findings and discussion above, I concluded five strategies implemented by EFL learners in coping with speaking anxiety. They are to think positively, start a conversation with a more common topic, shift the communication to a written form, and understand the speaking topic well. Further research should investigate those strategies quantitatively to measure their effectiveness levels
Key Factors Exacerbate Listening Outside EFL Classrooms: Insights from Papua Indonesia
No full textThis study aims to explain key factors exacerbating listening outside EFL classrooms based on the perception of English major students in a Papua university. To facilitate a comprehensive investigation into a specific real-life scenario and to enrich the researcher's understanding of the individual or incident under study, a qualitative case study design was employed. We involved thirty students majoring in English education in a university in Papua, Indonesia. Data collection was carried out using the triangulation method including reflective journals, Focus Group discussions, and semi-structured interviews. The findings show some factors promoting listening difficulties perceived by the Indonesian students: accent, tempo, dialect, and intonation. Additional factors may exist that were not raised during the data collection process. These may have been identified if more participants were interviewed. However, the sample size was limited due to time constraints. Then, measuring the impact of each factor in a quantitative study may also yield useful data
What Causing Them To Be Anxious? : A Study in An English-Speaking Class in West Papua
No full textThis research was motivated by problems that occurred in English subjects class in a school in West Papua, Indonesia, about students’ anxiety when they spoke using the language they were learning. We focused on identifying characteristics indicating the anxiety and causes of the condition. Therefore, we employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. Characteristics indicating the emergence of anxiety in students are divided into three categories, physical, behavioral, and cognitive. Then, we also found three groups of factors causing speaking anxiety: Communication concerns, Test anxiety, and Fear of Negative Evaluation.
Keywords: Speaking anxiety, English, Characteristics, Factors.
Penelitian ini berangkat dari masalah yang timbul pada kelas mata pelajaran Bahasa Inggris di sebuah sekolah di Papua Barat, Indonesia mengenai kecemasan siswa dalam berbicara dalam bahasa yang dipelajarinya. Kami fokus mengidentifikasi karakteristik penanda kecemasan serta penyebab kondisi tersebut. Oleh karena itu, kami menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan melalui metode observasi, wawancara, dan dokumentasi. Berdasarkan observasi dan wawancara, karakteristik penanda terjadinya kecemasan pada siswa terbagi atas tiga kategori, yaitu fisik, sikap, dan kognitif. Selanjutnya ditemukan tiga kelompok faktor penyebab kecemasan berbicara tersebut yakni kemampuan komunikasi, kecemasan mengikuti ujian, dan kekhawatiran terhadap penilaian negatif
