This paper aimed at investigating the main causes of English for Occupational Purposes (EOP) students’ speaking anxiety. The study involved a total of eight students from two different classes with varying levels of English proficiency. It focused on a case study conducted in an Indonesian company and utilized three types of research instruments, namely classroom observation FLCAS (Foreign Language Classroom Anxiety Scale) questionnaires by Horwitz (1986) and semi-structured interviews. The study revealed that experiences in communicating, the kind of students’ occupation and Foreign Language Acquisition (FLA) are the main causes of EOP students’ speaking anxiety.
本文旨在探讨职业英语学生口语焦虑的主要原因。这项研究涉及来自两个不同班级的八名学生，他们的英语水平各不相同。本研究以印度尼西亚一家公司为研究对象，采用了课堂观察、Horwitz(1986)的FLCAS (Foreign Language classroom Anxiety Scale)问卷和半结构化访谈三种研究工具。研究发现交际经历、学生的职业类型和外语习得(FLA)是导致EOP学生口语焦虑的主要原因。
{"title":"The Main Causes of English for Occupational Purposes Students (EOP) Speaking Anxiety","authors":"R. Irawan","doi":"10.30998/jedu.v3i1.8471","DOIUrl":"https://doi.org/10.30998/jedu.v3i1.8471","url":null,"abstract":"This paper aimed at investigating the main causes of English for Occupational Purposes (EOP) students’ speaking anxiety. The study involved a total of eight students from two different classes with varying levels of English proficiency. It focused on a case study conducted in an Indonesian company and utilized three types of research instruments, namely classroom observation FLCAS (Foreign Language Classroom Anxiety Scale) questionnaires by Horwitz (1986) and semi-structured interviews. The study revealed that experiences in communicating, the kind of students’ occupation and Foreign Language Acquisition (FLA) are the main causes of EOP students’ speaking anxiety. ","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115565267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to increase English vocabulary using visual mnemonic techniques for seventh graders of junior high school. Several factors inhibited students from having difficulty memorizing vocabulary, lose motivation to memorize vocabulary and easily forgetting the vocabulary they had learned. This inhibiting factor could be overcome by using visual mnemonic techniques to increase students' vocabulary. This study used Classroom Action Research with a sample of 32 students. The research was conducted at SMP N 2 Kasihan, Bantul. Data was collected by observation, interview, pre-test and post-test with instrument field notes, documentation and tests at the end of each study in the entire cycle. Analysis of research data used quantitative and qualitative descriptive data analysis. The results of the study proved that the increase in the percentage of student scores continues to increase. This can be seen in the acquisition of pre-cycle values to the last cycle. The value obtained from the pre-cycle was only 15.93% then increased in the first cycle to 37.38% then in the second cycle there was an increase again. There was a very good increase to 95.75%, with the average student score in the second cycle was 85.31. The increase in student scores in the second cycle, the targeted presentation was 80% and the student KKM was 75. This level of achievement has proven that visual mnemonic technique helped students of SMP N 2 Kasihan, Bantul in increasing students' vocabulary remarkably.
本研究的目的是运用视觉助记技巧来增加初七年级学生的英语词汇量。有几个因素会导致学生在记忆词汇时出现困难，失去记忆词汇的动力，容易忘记学过的词汇。这种抑制因素可以通过使用视觉助记技术来增加学生的词汇量来克服。本研究采用课堂行动研究方法，选取32名学生作为样本。研究在班图尔Kasihan的SMP N 2进行。数据通过观察、访谈、测试前和测试后的仪器现场记录、文件和测试在整个周期的每个研究结束时收集。研究数据分析采用定量和定性描述性数据分析。研究结果证明，学生分数增加的百分比还在继续增加。这可以从获取到最后一个周期的预周期值中看出。前循环得到的值仅为15.93%，第一个循环增加到37.38%，第二个循环再次增加。成绩有了很好的提高，达到95.75%，第二周期学生平均成绩为85.31分。第二周期学生成绩提升80%，学生KKM达到75。这一成就水平证明了视觉助记技术对SMP N 2 Kasihan, Bantul学生词汇量的显著增加。
{"title":"Improving English Vocabulary Using Visual Mnemonic Technique","authors":"J. A. Barreiro, S. Wiyanah","doi":"10.30998/jedu.v2i3.7117","DOIUrl":"https://doi.org/10.30998/jedu.v2i3.7117","url":null,"abstract":"The purpose of this study is to increase English vocabulary using visual mnemonic techniques for seventh graders of junior high school. Several factors inhibited students from having difficulty memorizing vocabulary, lose motivation to memorize vocabulary and easily forgetting the vocabulary they had learned. This inhibiting factor could be overcome by using visual mnemonic techniques to increase students' vocabulary. This study used Classroom Action Research with a sample of 32 students. The research was conducted at SMP N 2 Kasihan, Bantul. Data was collected by observation, interview, pre-test and post-test with instrument field notes, documentation and tests at the end of each study in the entire cycle. Analysis of research data used quantitative and qualitative descriptive data analysis. The results of the study proved that the increase in the percentage of student scores continues to increase. This can be seen in the acquisition of pre-cycle values to the last cycle. The value obtained from the pre-cycle was only 15.93% then increased in the first cycle to 37.38% then in the second cycle there was an increase again. There was a very good increase to 95.75%, with the average student score in the second cycle was 85.31. The increase in student scores in the second cycle, the targeted presentation was 80% and the student KKM was 75. This level of achievement has proven that visual mnemonic technique helped students of SMP N 2 Kasihan, Bantul in increasing students' vocabulary remarkably.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116862086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In speech acts, communication is not only about language but also action. The directive illocutionary is a type of speech act that has the purpose of getting the hearer to do something. It refers to a certain utterance that has certain acts within it. This research aims to analyze the occurrences of directive illocutionary and perlocutionary acts in the Now You See Me 1 movie and figure out how the speaker conveys their intention and how the interlocutor responds to the utterance as the action. The data were analyzed using a descriptive qualitative method based on. Austin's speech act theory and Searle and Vanderveken's directive illocutionary acts theory. The data were collected from the script dialogue of the Now You See Me 1 movie. The results of this research showed there are 120 data of directive illocutionary acts that appear in the movie, namely; asking, commanding, ordering, requesting, suggesting, begging, and forbidding. There are 97 successful perlocutionary acts and 23 unsuccessful perlocutionary acts that occurred in the movie.
{"title":"Directive Illocutionary and Perlocutionary Act in Now You See Me 1 Movie","authors":"Hanna Annisa, S. Suparto","doi":"10.30998/jedu.v2i3.7160","DOIUrl":"https://doi.org/10.30998/jedu.v2i3.7160","url":null,"abstract":"In speech acts, communication is not only about language but also action. The directive illocutionary is a type of speech act that has the purpose of getting the hearer to do something. It refers to a certain utterance that has certain acts within it. This research aims to analyze the occurrences of directive illocutionary and perlocutionary acts in the Now You See Me 1 movie and figure out how the speaker conveys their intention and how the interlocutor responds to the utterance as the action. The data were analyzed using a descriptive qualitative method based on. Austin's speech act theory and Searle and Vanderveken's directive illocutionary acts theory. The data were collected from the script dialogue of the Now You See Me 1 movie. The results of this research showed there are 120 data of directive illocutionary acts that appear in the movie, namely; asking, commanding, ordering, requesting, suggesting, begging, and forbidding. There are 97 successful perlocutionary acts and 23 unsuccessful perlocutionary acts that occurred in the movie.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133533212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The low ability to master vocabulary can be caused by many things. Ignorance of these factors can cause teachers to be confused to determine the right method in teaching English vocabulary. This study aims to determine the effectiveness of animation movie in students' vocabulary mastery. The population of this study was grade 8 of a Junior High School in Yogyakarta with a sampling of 34 students in class 8F. The data were obtained from vocabulary knowledge in the pre-test and post-test. The total items of pretest and posttest were 40 items for each. After giving the pretest and posttest, then the researchers analyzed the data. The research findings showed that the students of grade 8F had fewer scores in the pretest. After being given treatment, vocabulary mastery was improved. The mean score of the students was 70.00 on the pretest and became 85.44 on the post-test. Therefore, it can be concluded that the use of kids’ animation movie effectively improved students’ vocabulary mastery.
{"title":"Improving Students’ Vocabulary Mastery by Kids’ Animation Movie","authors":"Ratri Mindarti, R. Widagsa","doi":"10.30998/jedu.v2i3.6906","DOIUrl":"https://doi.org/10.30998/jedu.v2i3.6906","url":null,"abstract":"The low ability to master vocabulary can be caused by many things. Ignorance of these factors can cause teachers to be confused to determine the right method in teaching English vocabulary. This study aims to determine the effectiveness of animation movie in students' vocabulary mastery. The population of this study was grade 8 of a Junior High School in Yogyakarta with a sampling of 34 students in class 8F. The data were obtained from vocabulary knowledge in the pre-test and post-test. The total items of pretest and posttest were 40 items for each. After giving the pretest and posttest, then the researchers analyzed the data. The research findings showed that the students of grade 8F had fewer scores in the pretest. After being given treatment, vocabulary mastery was improved. The mean score of the students was 70.00 on the pretest and became 85.44 on the post-test. Therefore, it can be concluded that the use of kids’ animation movie effectively improved students’ vocabulary mastery.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"33 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124495378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study discusses several findings regarding the analysis of the main characters in the little prince film. This study discusses the main character described by Florence Littauer and uses a qualitative descriptive method. According to Florence Littauer in the Personality Plus book, there are four personality categories, namely: (1) Sanguine type with a percentage of 42% of the 11 data found, (2) Melancholic Type with a percentage of 8% of the 2 data found, (3) Phlegmatic type with a percentage 31% of the 8 data found, (4) Choleric type with a percentage of 19% of the 5 data found.
{"title":"Analysis Of Main Characters in the Film The Little Prince by Mark Osborne 2015","authors":"Anisa Andini Putri, Andri Purwanto","doi":"10.30998/jedu.v2i3.6935","DOIUrl":"https://doi.org/10.30998/jedu.v2i3.6935","url":null,"abstract":"This study discusses several findings regarding the analysis of the main characters in the little prince film. This study discusses the main character described by Florence Littauer and uses a qualitative descriptive method. According to Florence Littauer in the Personality Plus book, there are four personality categories, namely: (1) Sanguine type with a percentage of 42% of the 11 data found, (2) Melancholic Type with a percentage of 8% of the 2 data found, (3) Phlegmatic type with a percentage 31% of the 8 data found, (4) Choleric type with a percentage of 19% of the 5 data found.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130836036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Literature has many forms, not only painting, but also writing. Each literature has its own uniqueness and one of the things that is unique is the writing in the novel. Novel is a writing in the form of a book that has various styles of writing in it. These writing styles are called figurative language. Figurative language also has many forms, one of which is simile. Simile is a figure of speech that illustrates or compares something in an explicit, or uncomplicated way. This study examines how many similes are contained in a literary work and explains them. By using descriptive qualitative method, all types of similes, namely (as, like, as...as, as if, and as though) will be discussed in detail. By studying this simile, it is hoped that it will make the readers of the novel better understand and better understand the stylistic message conveyed by the author to the reader.
文学有多种形式，不仅有绘画，还有文字。每种文学都有其独特之处，其中一种独特之处就是小说的写作。小说是一种以书的形式写成的作品，它有各种各样的写作风格。这些写作风格被称为比喻语言。比喻语言也有许多形式，明喻就是其中之一。明喻是一种以明确或简单的方式说明或比较某事的修辞手法。本研究考察了一部文学作品中包含多少明喻，并对其进行了解释。通过描述性定性方法，所有类型的明喻，即(as, like, as…As, As if和As though)将被详细讨论。通过对这一明喻的研究，希望能使小说的读者更好地理解，更好地理解作者向读者传达的文体信息。
{"title":"Simile in Demon Thief Novel by Darren Shan","authors":"Khairani Sinaga, Lutfiansyah Lutfiansyah","doi":"10.30998/jedu.v2i3.7716","DOIUrl":"https://doi.org/10.30998/jedu.v2i3.7716","url":null,"abstract":"Literature has many forms, not only painting, but also writing. Each literature has its own uniqueness and one of the things that is unique is the writing in the novel. Novel is a writing in the form of a book that has various styles of writing in it. These writing styles are called figurative language. Figurative language also has many forms, one of which is simile. Simile is a figure of speech that illustrates or compares something in an explicit, or uncomplicated way. This study examines how many similes are contained in a literary work and explains them. By using descriptive qualitative method, all types of similes, namely (as, like, as...as, as if, and as though) will be discussed in detail. By studying this simile, it is hoped that it will make the readers of the novel better understand and better understand the stylistic message conveyed by the author to the reader.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133322603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jabarul Akbar Khairul Amien, Nikken Anugerahing Prasetyo, Rina Husnaini Febriyanti
Mastering vocabulary is one of the difficulties for EFL learners in learning English due to various factors such as diverse cultures, language constructions, and learning motivation. Thus, elevating vocabulary needs promising activities such as listening to English pop songs. This study investigates listening to English pop songs to augment vocabulary mastery in Indonesian undergraduate students’ views. This study used a descriptive qualitative study as the research design. The participants of this study were 20 university students from diverse public and private universities with distinct majors in Jakarta, Indonesia. The research instruments in this study employed the questionnaire and interview. The results of this research indicate that listening to English pop songs promotes potential activity for the participants in augmenting their vocabulary mastery and other skills.
{"title":"Investigating Listening to English Pop Song in Augmenting Vocabulary Mastery: A Case Study of Indonesian Undergraduate Students' Views","authors":"Jabarul Akbar Khairul Amien, Nikken Anugerahing Prasetyo, Rina Husnaini Febriyanti","doi":"10.30998/jedu.v2i3.8099","DOIUrl":"https://doi.org/10.30998/jedu.v2i3.8099","url":null,"abstract":"Mastering vocabulary is one of the difficulties for EFL learners in learning English due to various factors such as diverse cultures, language constructions, and learning motivation. Thus, elevating vocabulary needs promising activities such as listening to English pop songs. This study investigates listening to English pop songs to augment vocabulary mastery in Indonesian undergraduate students’ views. This study used a descriptive qualitative study as the research design. The participants of this study were 20 university students from diverse public and private universities with distinct majors in Jakarta, Indonesia. The research instruments in this study employed the questionnaire and interview. The results of this research indicate that listening to English pop songs promotes potential activity for the participants in augmenting their vocabulary mastery and other skills.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115307965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to identify the types of directives illocutionary acts by Searle and perlocutionary acts by Austin, that occurred in the novel The Girl who Fell Beneath the Sea by Axie Oh. The data for this research were obtained using a descriptive-qualitative method. The data of this study are taken from 291 utterances that featured directives illocutionary acts. The result of this research showed seven out of eleven types of directives illocutionary acts were found; asking (184), begging (11), commanding (8), demanding (29), ordering (36), requesting (8), and warning (15). Furthermore, the researcher also found that after receiving directives illocutionary acts from the speaker, there were successful and unsuccessful perlocutionary acts from the interlocutor.
{"title":"Directives Illocutionary and Perlocutionary Acts Found in The Girl Who Fell Beneath the Sea by Axie Oh","authors":"Ferica Tasya Arvanti, S. Sujana","doi":"10.30998/jedu.v2i3.7073","DOIUrl":"https://doi.org/10.30998/jedu.v2i3.7073","url":null,"abstract":"This research aims to identify the types of directives illocutionary acts by Searle and perlocutionary acts by Austin, that occurred in the novel The Girl who Fell Beneath the Sea by Axie Oh. The data for this research were obtained using a descriptive-qualitative method. The data of this study are taken from 291 utterances that featured directives illocutionary acts. The result of this research showed seven out of eleven types of directives illocutionary acts were found; asking (184), begging (11), commanding (8), demanding (29), ordering (36), requesting (8), and warning (15). Furthermore, the researcher also found that after receiving directives illocutionary acts from the speaker, there were successful and unsuccessful perlocutionary acts from the interlocutor.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"72 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128018681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective in this research is that there are various obstacles in the implementation of online learning due to the impact of the COVID-19 pandemic experienced by Golden Kidz teachers, Jakarta. This research uses a descriptive case study design with a qualitative approach. In this research, the key instrument is the researcher. The data in this study are the obstacles faced and the source of interview data from subject teachers at the Golden Kidz School Jakarta, there are 3 people. They were selected as informants based on the problems experienced by the teacher during the implementation of online learning. Collecting data using interview techniques. To test the validity of the data, the researcher triangulated the time by comparing the results of the interviews. Based on data analysis, the results of the study indicate that there are several obstacles that become teacher problems during online learning at Golden Kidz School. These problems include (a) internet access, (b) technology literate, (c) lack of student interest in learning, (d) difficult communication, (e) limitation of teachers in preparing learning materials.
{"title":"Teachers’ Obstacles of Online Learning Process During Pandemic Era (A Study of English Teachers at Golden Kidz School, West Jakarta)","authors":"Nur Isrofiah, Hermariyanti Kusumadewi","doi":"10.30998/jedu.v2i3.8058","DOIUrl":"https://doi.org/10.30998/jedu.v2i3.8058","url":null,"abstract":"The objective in this research is that there are various obstacles in the implementation of online learning due to the impact of the COVID-19 pandemic experienced by Golden Kidz teachers, Jakarta. This research uses a descriptive case study design with a qualitative approach. In this research, the key instrument is the researcher. The data in this study are the obstacles faced and the source of interview data from subject teachers at the Golden Kidz School Jakarta, there are 3 people. They were selected as informants based on the problems experienced by the teacher during the implementation of online learning. Collecting data using interview techniques. To test the validity of the data, the researcher triangulated the time by comparing the results of the interviews. Based on data analysis, the results of the study indicate that there are several obstacles that become teacher problems during online learning at Golden Kidz School. These problems include (a) internet access, (b) technology literate, (c) lack of student interest in learning, (d) difficult communication, (e) limitation of teachers in preparing learning materials.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"228 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124522282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the impact of watching the English-language series of Peaky Blinders and Friends towards the improvement language ability in terms of word pronunciation, long-sentence listening, and grammatical analysis. This point outs the impact of continued exposure to English media to improve the student’s capability of learning English. The study has been arranged for 3 months by involving high school students from SMA 999 in Jakarta with a total sample of 25 students. The data were then gathered through conventional paper-based testing for Listening and grammar proficiency which encapsulated into Reading and Writing section. Speaking assessment was conducted through an interview. The tests were conducted in three main stages, the pre- test, mid-tests and post-test. The mid-tests were held after the first 2 week of the month. The result of the study showed that there were notable improvements in the English skills among 25 students, particularly in the Listening aspects as shown by one-way ANOVA and Tukey HSD analysis. However, the data from other aspects such as Reading, Writing and Speaking despite showed an upward trend, did not produce improvement as significant as Listening aspects. This phenomenon might be caused by the lack of students’ knowledge foundation regarding several language aspects therefore most students require longer time to completely improve their ability. From this point, this study can suggest that using movie series could be a great tool for English education to improve the students’ awareness of English and therefore would naturally improve their English.
{"title":"The Impact of Continued Watching English Movie Series on Students’ English Capability (Case Study: Peaky Blinder and Friends)","authors":"Karina Putri Djanuwarso, Puput Deskilasari","doi":"10.30998/jedu.v2i3.6973","DOIUrl":"https://doi.org/10.30998/jedu.v2i3.6973","url":null,"abstract":"This study investigates the impact of watching the English-language series of Peaky Blinders and Friends towards the improvement language ability in terms of word pronunciation, long-sentence listening, and grammatical analysis. This point outs the impact of continued exposure to English media to improve the student’s capability of learning English. The study has been arranged for 3 months by involving high school students from SMA 999 in Jakarta with a total sample of 25 students. The data were then gathered through conventional paper-based testing for Listening and grammar proficiency which encapsulated into Reading and Writing section. Speaking assessment was conducted through an interview. The tests were conducted in three main stages, the pre- test, mid-tests and post-test. The mid-tests were held after the first 2 week of the month. The result of the study showed that there were notable improvements in the English skills among 25 students, particularly in the Listening aspects as shown by one-way ANOVA and Tukey HSD analysis. However, the data from other aspects such as Reading, Writing and Speaking despite showed an upward trend, did not produce improvement as significant as Listening aspects. This phenomenon might be caused by the lack of students’ knowledge foundation regarding several language aspects therefore most students require longer time to completely improve their ability. From this point, this study can suggest that using movie series could be a great tool for English education to improve the students’ awareness of English and therefore would naturally improve their English.","PeriodicalId":105608,"journal":{"name":"JEdu: Journal of English Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117253353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：