1,720,976 research outputs found
Becoming Polyglots through Formal and Non-Formal Language Education
Get PDFIt is not surprising that there are Indonesian people who are able to communicate only in one language, i.e., their native Language (L1). Some Javanese people—the major ethnic group living in East and Central Java -are only able to communicate in Javanese; some Sundanese people—the second major ethnic group living in West Java -are able to communicate only in Sundanese; and some Banjarese—the people living in South Kalimantan province are only able to communicate in Banjarese. This is especially true for those who never experience formal education and live in villages and remote areas for almost of their lives. For those who have ever gone to and attended formal education, they are usually able to communicate at least in two different languages, i.e., their L1 and Indonesian language, their L2. Even, some Indonesian people are not only able to communicate in L1 and L2, but also are able to communicate in more languages. In relation to these phenomena, the following question is raised: “Why do some people be able to communicate only in one language while some others are able to communicate in more, different languages?
Speaking Difficulties Experienced By English for Foreign Language at The Eleventh-Grade Students
Get PDFSpeaking is the main skill that must be mastered in learning English. With it we can communicate ideas, thoughts, opinions and feelings. To establish good communication, students must master good speaking skills as well. This research make it different from other research because it covers more than one aspect and the researcher tries to see it from different points of view. This way makes the findings of this research vary. This research aims to find the students’ difficulties and the factors affecting their difficulties in learning speaking English at the eleventh-grade students of SMAN 6 Banjarmasin. The researcher used a qualitative approach with the descriptive method. To get more top to bottom data about their difficulties and the factors affecting their difficulties in learning to speak English, face to face individual interview was conducted in this research. The researcher found the students’ difficulties in learning speaking English were divided into linguistic and non-linguistic difficulties. There are some linguistics difficulties encountered by the students in learning to speak English, such as lack of vocabulary, lack of grammar and pronunciation. While, non-linguistics difficulties were inhibition, nothing to say, low or uneven participation and mother tongue use. Second, the factors affecting their difficulties in speaking English were lack of practice, lack of speaking components which made them less confident, students’ regard English as a difficult subject to learn, lack of support to use English, cognitive styles and lack of motivation to learn English (extrinsic and intrinsic motivation). It tends to be reasoned that each factor can cause a few difficulties, or a difficulty can be influenced by various factors
Students’ Perceptions Toward Lecturers’ Feedback In Advanced Writing Class
No full textWriting is a skill that help students to communicate and express their ideas and experiences in written from. It is difficult to students to master it because of lack of vocabularies, grammar, content, organization, mechanics and language use. One of the ways to help these difficulties is providing lecturers’ feedback. Feedback used by the lecturers to assist the students to improve their writing. This research was intended to find out how the fourth-semester students of English Language Education Study Program of ULM perceive the feedback given by the lecturer in Advanced Writing class. Descriptive qualitative was used as a method in this study. Data were collected from written documents and interview. Data were about perceptions of the tenth students toward lecturers’ feedback in an advanced Writing class. Result of this study showed that feedback from lecturer could be in written, oral and computer-mediated. The feedback was given by the lecturer in terms of content, grammar, organization, mechanics and vocabulary. Finding also showed that students have good perceptions toward lecturers’ feedback because it can help them correct their mistake, encourage them to write better and increase their motivation. The students felt happy, cared, motivated, challenged and felt supported by the lecturer after they got feedback. However, other students felt discouraged and sad when receiving oral feedback because it made them felt ashamed to their classmates. Finally, the researcher suggested that in delivering feedback, the lecturer should know students’ character to make it easier to give feedback
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Preferred Learning Styles Of Eleventh Grade Students of Senior High School
No full textLearning styles is the way learners to learn the information and knowledge. It helps learners to learn faster and easier by using the appropriate learning styles. This study described the most preferred learning styles of the students of the eleventh grade at MAN 2 Model Banjarmasin. Quantitative method was used to analyze the data. The sampling was conducted by cluster random sampling. In collecting the data, the researcher used a questionnaire adopted from Quantum Teaching book by Deporter and Hernacki, documentation of students’ English achievement score and interview as supporting data. There were 30 items of the questionnaire which were already valid and reliable. The findings of this research showed that most preferred learning styles of the students of eleventh grade were visual learning styles. It showed that visual learners learn best through visions. Furthermore, learning styles that were mostly used by the students with the highest English achievement score were visual learning style and learning styles that were mostly used by the students with the lowest English achievement score were auditory learning style
STUDENTS' ABILITY IN TRANSLATING NARRATIVE TEXT FROM ENGLISH TO INDONESIAN
No full textLearning a foreign language cannot be separated from the process of translation. Since the translation process is an integral part of foreign language learning activities, it is important to know how good the students' ability in translating text. Therefore, the researcher aimed to find out students' ability to translate narrative text from English to Indonesian at the English Language Education Study Program of Lambung Mangkurat University Batch 2017. The narrative text is chosen because it's one of the texts which are commonly read. The researcher used a descriptive quantitative approach for this research. The sample of this research was 69 students which were taken with total sampling technique.The samples were given the translation test to measure their ability to translate text. The result of this research showed that the average score of all the samples of this research was 59,15 and categorized as moderate translation ability. The translation ability from all the category found on the research were: moderate translation (65%), good translation (12%), bad translation (12%), excellent translation (10%), and very good translation (1%). It can be concluded that the students of English Language Education Study Program batch 2017 have moderate ability in translating narrative text. The students are suggested to keep on improving their translation ability and use the mistakes found on the test as the references to improve their works. As for the lecturers, it is suggested that they help the students to improve their understanding of the context of the text.
 
Language Learning Strategies Used By English for Foreign Language Students
No full textThis study describes the EFL pupils' language learning strategies implemented by English Department batch 2016 of Lambung Mangkurat University. The study implemented descriptive quantitative as a method. Fifty-five EFL pupils were taken as the sample by using total sampling. In collecting data, the analyst implemented a questionnaire, EFL pupils' GPA documentation, and interview. There were 48 questionnaire items about language learning strategy, which were already valid and reliable to use. In analysing the data, the analyst calculated the result of all questionnaire items to discover the language learning strategy of English Department EFL pupil batch 2016. The collection of the data implemented questionnaire adapted from Oxford (1990), EFL pupils' GPA score, and the interview guide adopted from Chamot and Kupper (1989). The findings of this study showed that English Department batch 2016 EFL pupils implemented learning strategies for the highest rank (22%) was for metacognitive strategy while for the lowest (12%) was an effective strategy and the others implemented compensation, social, cognitive, and memory. Moreover, it was discovered that their strategies influenced EFL pupils' achievement. The EFL pupils with high scores showed a metacognitive strategy (22%) as their language learning. On contrary, the EFL pupils who had medium scores showed that their strategy was compensation (40%). Considering all findings, it can be concluded that although indirect strategies get higher means from the participants but they do not only focus on using indirect strategies. They combine those with direct strategies. Furthermore, to make EFL pupils be more successful on their education process, the institution, including lecturers as well as the academic community, should raise the effort of teaching learning strategies for helping their pupils in eliminating their weakness in learning English
STUDENTS’ MOTIVATION FACTORS IN READING ENGLISH TEXTS AT ELESP BATCH 2021
Get PDFThis study aims to find out dominant factors that play a role in students’ intrinsic and extrinsic motivation in reading English text Reading plays an essential role in language learning, particularly for EFL students. Students read English texts whether for academic purposes, gaining information, or for pleasure. To have excellent reading skills, students need to have the motivation to read various kinds of reading material. Motivation has long been identified as one of the main factors affecting English language learning. Some students are motivated to read in English intrinsically and extrinsically. This research is a quantitative descriptive study. The participants are 86 students of ELESP Lambung Mangkurat University Batch 2021. The researchers use total sampling because the total population is less than 100. A questionnaire is used as the instrument in this research. The result shows the factor that plays the most role in extrinsic motivation is grades and the lowest is social sharing. Meanwhile, the factor that plays the most role in intrinsic motivation is curiosity and the lowest is preference for challenge. Furthermore, students are found more motivated extrinsically in reading English rather than intrinsically motivated
The Utilization Of Coordinating Conjunctions, Conjunctive Adverbs And Semicolon In Compound Sentences
Get PDFWriting is a skill used when one has difficulties with the ideas they have through verbal means. Nowadays, where there are uncountable means to communicate in writing, such as in social media. In Writing, L2 learners must master how to compose sentences, such as simple, compound, complex, and compound-complex sentences. This study aims to discover the English Department's capability in implementing coordinating conjunctions, conjunctive adverbs, and semicolons in sentences with the type of compound. The study used a descriptive quantitative design where the samples are 65 chosen L2 learners from batch 2017. The crucial data was collected through the test and analyzed using the raw score formula from Darmadi. The result showed that their capabilities in implementing coordinating conjunctions, conjunctive adverbs, and Semicolons in sentences with the type of compound categorized as fair level with an average score of 61.6. The L2 learners had a low capability in implementing coordinating conjunctions with an average score of 58%. Meanwhile, sentences with the type of compound using semicolons are classified as a fair category with an average score of 63%. However, in implementing conjunctive adverbs categorized as very low, the average score was 44%, which is the lowest category among the other two.
 
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