Pub Date : 2022-07-31DOI: 10.21776/ub.educafl.2022.005.02.03
Adyansah Noer Sita Pramoedya, Vidya Vidya Mandarani, F. Megawati
During the current pandemic, some schools have to implement hybrid learning, where some students come to school, and some have to go online. After the teacher gave the learning materials, some students who took online classes still did not understand it was different from students who took offline classes. The research used the qualitative method. The data was collected from 33 students in the 7b class and ten selected students based on their descriptive English writing text. It is revealed that the students have achieved reasonable control in writing descriptive text. However, in terms of writing, some students make spelling mistakes, and the use of tenses still needs more understanding. The result showed that the difficulties of descriptive writing are spelling, tenses, punctuation, sentence pattern, pronoun, conjunction, and preposition. They must consider schematic structures and use the appropriate language. Thus, their text will be well-organized and understandable.
{"title":"The Difficulties of Writing Descriptive Text for Junior High Schoolers","authors":"Adyansah Noer Sita Pramoedya, Vidya Vidya Mandarani, F. Megawati","doi":"10.21776/ub.educafl.2022.005.02.03","DOIUrl":"https://doi.org/10.21776/ub.educafl.2022.005.02.03","url":null,"abstract":"During the current pandemic, some schools have to implement hybrid learning, where some students come to school, and some have to go online. After the teacher gave the learning materials, some students who took online classes still did not understand it was different from students who took offline classes. The research used the qualitative method. The data was collected from 33 students in the 7b class and ten selected students based on their descriptive English writing text. It is revealed that the students have achieved reasonable control in writing descriptive text. However, in terms of writing, some students make spelling mistakes, and the use of tenses still needs more understanding. The result showed that the difficulties of descriptive writing are spelling, tenses, punctuation, sentence pattern, pronoun, conjunction, and preposition. They must consider schematic structures and use the appropriate language. Thus, their text will be well-organized and understandable.","PeriodicalId":165576,"journal":{"name":"Education of English as a Foreign Language Journal","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115305444","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}
Pub Date : 2022-07-31DOI: 10.21776/ub.educafl.2022.005.02.01
Dinda Purna Putri, Anis Trisusana
This study investigates the effect of using Google Docs online learning media in conjunction with collaborative writing strategies on high school students' writing skills. The study took place at Surabaya's high schools, with 16 tenth-grade students participating. The research is a pre-experimental design with a one-group pretest and posttest design. The study's design involved only one class in the treatment of Google Docs media in collaborative writing. The first research question focused on implementing Google Docs and collaborative writing activities in the learning process conducted by a teacher and students. The findings were determined from observational sheets. Further research findings for the second research question, which were derived from students’ pre-test and post-test scores, were examined using t-tests and presented quantitatively. Additionally, questionnaires were used to determine students' perceptions of the use of Google Docs as a collaborative medium in their writing studies. According to research findings, students' scores improved significantly following treatment compared to their pre-treatment scores. Cohen's d was used to determine the magnitude of the effects created by this study, and it was discovered that the effects were quite significant. The results for the second research question indicated that the learning process was done successfully. Students' attitudes towards the treatment also showed that most groups performed well during the activity. Furthermore, the third research question results indicated that the combination of Google Docs and collaborative writing methods elicited favorable responses from students. Thus, collaborative writing strategies utilizing Google Docs as a medium can assist Senior High School students in writing more effectively.
{"title":"Using Google Docs as A Collaborative Writing Medium For Empowering Senior High School Students' Writing Skills","authors":"Dinda Purna Putri, Anis Trisusana","doi":"10.21776/ub.educafl.2022.005.02.01","DOIUrl":"https://doi.org/10.21776/ub.educafl.2022.005.02.01","url":null,"abstract":"This study investigates the effect of using Google Docs online learning media in conjunction with collaborative writing strategies on high school students' writing skills. The study took place at Surabaya's high schools, with 16 tenth-grade students participating. The research is a pre-experimental design with a one-group pretest and posttest design. The study's design involved only one class in the treatment of Google Docs media in collaborative writing. The first research question focused on implementing Google Docs and collaborative writing activities in the learning process conducted by a teacher and students. The findings were determined from observational sheets. Further research findings for the second research question, which were derived from students’ pre-test and post-test scores, were examined using t-tests and presented quantitatively. Additionally, questionnaires were used to determine students' perceptions of the use of Google Docs as a collaborative medium in their writing studies. According to research findings, students' scores improved significantly following treatment compared to their pre-treatment scores. Cohen's d was used to determine the magnitude of the effects created by this study, and it was discovered that the effects were quite significant. The results for the second research question indicated that the learning process was done successfully. Students' attitudes towards the treatment also showed that most groups performed well during the activity. Furthermore, the third research question results indicated that the combination of Google Docs and collaborative writing methods elicited favorable responses from students. Thus, collaborative writing strategies utilizing Google Docs as a medium can assist Senior High School students in writing more effectively.","PeriodicalId":165576,"journal":{"name":"Education of English as a Foreign Language Journal","volume":"2010 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127335899","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}
Pub Date : 2022-07-31DOI: 10.21776/ub.educafl.2022.005.02.06
Harris A.* Setyonyoto,, D. P. Ratri, Rifa. Utmawati,
In the effort of learning speaking at school, oftentimes students should face difficulty to master the skill. Many EFL students struggle to speak in English because they have insufficient vocabulary to express their opinion. Hence, improving vocabulary has become one of the many focuses for teachers in teaching English. Oftentimes, teachers use YouTube as a media to improve students’ vocabulary. This paper aims to investigate and describe deeper insights on students’ perspective on using YouTube videos to improve vocabulary in speaking English. Employing a descriptive qualitative method, an open-ended questionnaire administered to 103 senior high school students. The result of the study showed that the majority of the students admitted that they have a positive perspective in using YouTube as a media to improve their vocabulary. Nevertheless, some students also prefer to learn vocabulary from the teachers in the usual classroom settings.
{"title":"“Like, Subscribe, and Share”: Students' Views on Using YouTube Videos to Improve Their English Vocabulary","authors":"Harris A.* Setyonyoto,, D. P. Ratri, Rifa. Utmawati,","doi":"10.21776/ub.educafl.2022.005.02.06","DOIUrl":"https://doi.org/10.21776/ub.educafl.2022.005.02.06","url":null,"abstract":"In the effort of learning speaking at school, oftentimes students should face difficulty to master the skill. Many EFL students struggle to speak in English because they have insufficient vocabulary to express their opinion. Hence, improving vocabulary has become one of the many focuses for teachers in teaching English. Oftentimes, teachers use YouTube as a media to improve students’ vocabulary. This paper aims to investigate and describe deeper insights on students’ perspective on using YouTube videos to improve vocabulary in speaking English. Employing a descriptive qualitative method, an open-ended questionnaire administered to 103 senior high school students. The result of the study showed that the majority of the students admitted that they have a positive perspective in using YouTube as a media to improve their vocabulary. Nevertheless, some students also prefer to learn vocabulary from the teachers in the usual classroom settings.","PeriodicalId":165576,"journal":{"name":"Education of English as a Foreign Language Journal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125954597","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}
Pub Date : 2022-07-31DOI: 10.21776/ub.educafl.2022.005.02.04
A. Imron, Winda Candra Hantari, Taufik Arochman
This study aims to identify preferred aspects in creating digital-based learning materials for Creative Writing students in the COVID-19 pandemic situation. The lack of direct interaction with the lecturer and actual classroom causes them to be less enthusiastic about learning. Thus, a suitable composition of digital media is needed to solve the respective students' problems. Interactive, flexible, helpful, and easy to access are the key points of the composition. It may provide audio and video that help students to enhance their comprehension. The researchers use a descriptive qualitative approach regarding students' preferences to expose the actual data. The result shows that 89,7% of students prefer asynchronous, interactive, and flexible digital video available online as it allows them to get the virtual presence of the teacher and go through the material repeatedly. This particular media must be equipped with a microblogging platform for discussion, such as WhatsApp Group. The video-based media also provides a solution since internet connection has always been an obstacle for students holding classes with synchronized video conferencing.
{"title":"What to Consider When Creating Digital-based Learning Materials for Creative Writing Class","authors":"A. Imron, Winda Candra Hantari, Taufik Arochman","doi":"10.21776/ub.educafl.2022.005.02.04","DOIUrl":"https://doi.org/10.21776/ub.educafl.2022.005.02.04","url":null,"abstract":"This study aims to identify preferred aspects in creating digital-based learning materials for Creative Writing students in the COVID-19 pandemic situation. The lack of direct interaction with the lecturer and actual classroom causes them to be less enthusiastic about learning. Thus, a suitable composition of digital media is needed to solve the respective students' problems. Interactive, flexible, helpful, and easy to access are the key points of the composition. It may provide audio and video that help students to enhance their comprehension. The researchers use a descriptive qualitative approach regarding students' preferences to expose the actual data. The result shows that 89,7% of students prefer asynchronous, interactive, and flexible digital video available online as it allows them to get the virtual presence of the teacher and go through the material repeatedly. This particular media must be equipped with a microblogging platform for discussion, such as WhatsApp Group. The video-based media also provides a solution since internet connection has always been an obstacle for students holding classes with synchronized video conferencing.","PeriodicalId":165576,"journal":{"name":"Education of English as a Foreign Language Journal","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123186573","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}
Pub Date : 2022-07-31DOI: 10.21776/ub.educafl.2022.005.02.07
Muhammad Andrean Syahsurya
Lexis or vocabulary is one of the important components of the language. Without knowing the vocabulary, learners of a language cannot be able to understand the language itself because vocabulary establishes the frame of language. It is important for learners to enhance their lexical knowledge. Morphological awareness has significant role on the lexical knowledge. This study aims to find out the correlation between morphological awareness and lexical knowledge among Indonesian EFL learners who possess Indonesian language as their first language. Indonesian is an agglutinative language which relies much on prefix and suffix. This study employs quantitative approach with correlation statistics design. The participants of this study are 89 first-year students of English Language Education Program Universitas Brawijaya. The findings revealed that the majority of the participants are in the medium level of morphological awareness and lexical knowledge. The findings show that there is a significant correlation between morphological awareness and lexical knowledge with .842 correlation degrees. Learners with high morphological awareness will have high lexical knowledge. The relationship applies in Indonesian EFL learners who possess Indonesian language as their first language that belongs to agglutinative language which contains several morphemes per word. It is suggested for the future researchers to look greater depth into morphological awareness and lexical knowledge in causal relationship.
{"title":"EFL LEARNERS’ MORPHOLOGICAL AWARENESS AND LEXICAL KNOWLEDGE (A CORRELATIONAL STUDY)","authors":"Muhammad Andrean Syahsurya","doi":"10.21776/ub.educafl.2022.005.02.07","DOIUrl":"https://doi.org/10.21776/ub.educafl.2022.005.02.07","url":null,"abstract":"Lexis or vocabulary is one of the important components of the language. Without knowing the vocabulary, learners of a language cannot be able to understand the language itself because vocabulary establishes the frame of language. It is important for learners to enhance their lexical knowledge. Morphological awareness has significant role on the lexical knowledge. This study aims to find out the correlation between morphological awareness and lexical knowledge among Indonesian EFL learners who possess Indonesian language as their first language. Indonesian is an agglutinative language which relies much on prefix and suffix. This study employs quantitative approach with correlation statistics design. The participants of this study are 89 first-year students of English Language Education Program Universitas Brawijaya. The findings revealed that the majority of the participants are in the medium level of morphological awareness and lexical knowledge. The findings show that there is a significant correlation between morphological awareness and lexical knowledge with .842 correlation degrees. Learners with high morphological awareness will have high lexical knowledge. The relationship applies in Indonesian EFL learners who possess Indonesian language as their first language that belongs to agglutinative language which contains several morphemes per word. It is suggested for the future researchers to look greater depth into morphological awareness and lexical knowledge in causal relationship.","PeriodicalId":165576,"journal":{"name":"Education of English as a Foreign Language Journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114286232","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}
Pub Date : 2022-07-31DOI: 10.21776/ub.educafl.2022.005.02.05
Nukmatus Syahria, Viranda Evi Rahmawati
Among the many problems the students faced in learning English, especially in Speaking skill, many of the recent studies mentioned anxiety as one of the common psychological issue. One of the solutions emerged is by being aware and by improving parental involvement in language learning. The aims of this study are to investigate the students’ anxiety during Speaking as well as to describe the parental involvement to overcome students’ Foreign Language Anxiety (FLA). This descriptive qualitative study applied descriptive analysis which focused on the lived experience of secondary students and their parents role to help them to cope up with their Speaking anxiety. Semi-structured interview and classroom observation were used to collect the data. There were 5 students and 5 parents participated. The result showed that the students were anxious the most about Speaking test and during presentation. Another finding also showed that parents involved themselves the most by fulfilling students’ academic needs and give their children encouragement in learning English. This study have implications for parents, students and teachers in the attempt to overcome FLA among EFL students.
{"title":"PARENTAL INVOLVEMENT TO OVERCOME SECONDARY STUDENTS’ FOREIGN LANGUAGE ANXIETY","authors":"Nukmatus Syahria, Viranda Evi Rahmawati","doi":"10.21776/ub.educafl.2022.005.02.05","DOIUrl":"https://doi.org/10.21776/ub.educafl.2022.005.02.05","url":null,"abstract":"Among the many problems the students faced in learning English, especially in Speaking skill, many of the recent studies mentioned anxiety as one of the common psychological issue. One of the solutions emerged is by being aware and by improving parental involvement in language learning. The aims of this study are to investigate the students’ anxiety during Speaking as well as to describe the parental involvement to overcome students’ Foreign Language Anxiety (FLA). This descriptive qualitative study applied descriptive analysis which focused on the lived experience of secondary students and their parents role to help them to cope up with their Speaking anxiety. Semi-structured interview and classroom observation were used to collect the data. There were 5 students and 5 parents participated. The result showed that the students were anxious the most about Speaking test and during presentation. Another finding also showed that parents involved themselves the most by fulfilling students’ academic needs and give their children encouragement in learning English. This study have implications for parents, students and teachers in the attempt to overcome FLA among EFL students.","PeriodicalId":165576,"journal":{"name":"Education of English as a Foreign Language Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126496220","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}
Pub Date : 2022-07-31DOI: 10.21776/ub.educafl.2022.005.02.02
Rachell Fattama Az Zahrah,, Sahirrudin Sahirrudin, Nurul Chojimah
Motivation has been considered the most contributing factor to the success of language learning. Motivation has some factors that affect the high or low scale of the motivation. Parents' support, for instance, claimed that parents involve the students' motivation, then what if the students who do not have parents or called as the orphan? This study scrutinizes the comparison of the orphan and non orphan student’s motivation. The design of this study was quantitative design, in which the study examined the difference between orphan and non-orphan students in terms of motivation in learning English as measured by questionnaire response scores. An Independent t-test was computed to answer research question. The participants involved in this study were a hundred students from the secondary level, including junior high school (n=66) and senior high school (n=34) participating in this study fifty (n=50) the students were orphans, and fifty (n=50) others were non-orphan. The result of the research question demonstrates that non-orphan Indonesian EFL learners had higher individual motivation and social motivation in learning English compared to orphan learners for individual motivation and social motivation. Since, the orphan has a lower motivation, the reasons for that phenomenon can be a potential further study.
{"title":"MOTIVATION BY INDONESIAN EFL HIGH SCHOOL LEARNERS: A COMPARISON OF ORPHAN AND NON ORPHAN LEARNERS","authors":"Rachell Fattama Az Zahrah,, Sahirrudin Sahirrudin, Nurul Chojimah","doi":"10.21776/ub.educafl.2022.005.02.02","DOIUrl":"https://doi.org/10.21776/ub.educafl.2022.005.02.02","url":null,"abstract":"Motivation has been considered the most contributing factor to the success of language learning. Motivation has some factors that affect the high or low scale of the motivation. Parents' support, for instance, claimed that parents involve the students' motivation, then what if the students who do not have parents or called as the orphan? This study scrutinizes the comparison of the orphan and non orphan student’s motivation. The design of this study was quantitative design, in which the study examined the difference between orphan and non-orphan students in terms of motivation in learning English as measured by questionnaire response scores. An Independent t-test was computed to answer research question. The participants involved in this study were a hundred students from the secondary level, including junior high school (n=66) and senior high school (n=34) participating in this study fifty (n=50) the students were orphans, and fifty (n=50) others were non-orphan. The result of the research question demonstrates that non-orphan Indonesian EFL learners had higher individual motivation and social motivation in learning English compared to orphan learners for individual motivation and social motivation. Since, the orphan has a lower motivation, the reasons for that phenomenon can be a potential further study.","PeriodicalId":165576,"journal":{"name":"Education of English as a Foreign Language Journal","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115192125","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}
Pub Date : 2022-01-31DOI: 10.21776/ub.educafl.2022.005.01.06
A. Gozali, Dani Samuel Budiawan, Ajeng Eno Pratiwi
Need analysis is pivotal before developing materials or syllabus. Some studies indicated the importance of conducting a needs analysis. Although many researchers had already conducted needs analysis studies, there is a lack of proper material that can accommodate the students to learn intensive listening courses, especially during the covid-19 pandemic. This study aimed to get the information that will be beneficial to compose the material of the Intensive Listening course. One hundred and twenty sophomores were employed in a survey study to describe what their needs are related to their listening skills. A close-ended questionnaire was employed to find the students’ needs. The findings indicated that 3 important things can affect the material development process such as materials that students need, the method that the teacher used, and students’ range of proficiency. The result implied that in the process of teaching listening and developing listening materials, the lecturer should be aware of the topics, media, and students' proficiency.
{"title":"Needs Analysis on the DDevelopment of Instructional Material for Intensive Listening Course","authors":"A. Gozali, Dani Samuel Budiawan, Ajeng Eno Pratiwi","doi":"10.21776/ub.educafl.2022.005.01.06","DOIUrl":"https://doi.org/10.21776/ub.educafl.2022.005.01.06","url":null,"abstract":"Need analysis is pivotal before developing materials or syllabus. Some studies indicated the importance of conducting a needs analysis. Although many researchers had already conducted needs analysis studies, there is a lack of proper material that can accommodate the students to learn intensive listening courses, especially during the covid-19 pandemic. This study aimed to get the information that will be beneficial to compose the material of the Intensive Listening course. One hundred and twenty sophomores were employed in a survey study to describe what their needs are related to their listening skills. A close-ended questionnaire was employed to find the students’ needs. The findings indicated that 3 important things can affect the material development process such as materials that students need, the method that the teacher used, and students’ range of proficiency. The result implied that in the process of teaching listening and developing listening materials, the lecturer should be aware of the topics, media, and students' proficiency.","PeriodicalId":165576,"journal":{"name":"Education of English as a Foreign Language Journal","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122962203","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}
Pub Date : 2022-01-31DOI: 10.21776/ub.educafl.2022.005.01.03
Rizki Fajar Jayadi, Sugeng Susilo Adi
This research was intended to find out the kinds of problems, and how pre-service teachers deal with the problems relating to classroom management. The subject were students pre-service teachers who teach English to students in Senior High School. This study use quantitative descriptive method where the data of this study were gathered through the interview and questionnaire as the instruments of data collection. This study involved 56 students of English Education Program in FIB UB who conducted pre service teachers in Senior High School in academic year 2019/2020 as subject of the study. The participants were chosen by using random sampling technique in which the sample was chosen randomly, without considering any specific categorization both female and male. Specifically, the participants were chosen by considering their experience while pre-service teaching in Senior High School. This study used survey design as the method. The data was gathered through a questionnaire adapted from [1] Akarshu 2012, [2]Cezmi and Toprak (2013) and [3]Luo, Bellow and Grady (2000), the questionnaires about the problems relating in classroom management in learning process with a total of 21 statements. The researcher only takes 16 statements and translate to English. The research found 17 problems relating to classroom management which were additional item from the respondents and divided into two categories. They are; the classroom discipline and classroom participation. The five main problems are: 1) students make too much noise in class, 2) students lack of interest in lesson, 3) students inability to understand the lesson, 4) students not paying attention and 5) students come late to class. Moreover, dealing with the second research question about how the pre-service teachers deal with the problems, the writer found the SFS (students who try to find solutions) pre fer to solve the problems by developing teacher-students communication in the classroom.
本研究旨在了解职前教师在课堂管理中所遇到的问题，以及如何处理这些问题。研究对象是为高中学生教授英语的职前教师。本研究采用定量描述的方法，通过访谈和问卷调查作为数据收集的工具来收集本研究的数据。本研究以FIB UB英语教育专业的56名学生为研究对象，他们是2019/2020学年的高中职前教师。参与者是通过使用随机抽样技术选择的，其中样本是随机选择的，不考虑任何具体的分类，无论是女性还是男性。具体来说，参与者是根据他们在高中的职前教学经验来选择的。本研究采用调查设计方法。数据来源于[1]Akarshu 2012， [2]Cezmi and Toprak(2013)和[3]Luo, Bellow and Grady(2000)关于学习过程中课堂管理相关问题的调查问卷，共21条陈述。研究人员只记录了16条语句并将其翻译成英语。研究发现了17个与课堂管理相关的问题，这些问题是受访者提供的额外项目，并分为两类。他们是;课堂纪律与课堂参与。五个主要问题是:1)学生在课堂上太吵，2)学生对课程缺乏兴趣，3)学生无法理解课程，4)学生不集中注意力，5)学生上课迟到。此外，针对第二个研究问题，即职前教师如何处理问题，笔者发现SFS(试图寻找解决方案的学生)更倾向于通过在课堂上开展师生交流来解决问题。
{"title":"Classroom Management Problems Faced by Pre-service Teachers of English Education Program in Senior High Schools","authors":"Rizki Fajar Jayadi, Sugeng Susilo Adi","doi":"10.21776/ub.educafl.2022.005.01.03","DOIUrl":"https://doi.org/10.21776/ub.educafl.2022.005.01.03","url":null,"abstract":"This research was intended to find out the kinds of problems, and how pre-service teachers deal with the problems relating to classroom management. The subject were students pre-service teachers who teach English to students in Senior High School. This study use quantitative descriptive method where the data of this study were gathered through the interview and questionnaire as the instruments of data collection. This study involved 56 students of English Education Program in FIB UB who conducted pre service teachers in Senior High School in academic year 2019/2020 as subject of the study. The participants were chosen by using random sampling technique in which the sample was chosen randomly, without considering any specific categorization both female and male. Specifically, the participants were chosen by considering their experience while pre-service teaching in Senior High School. This study used survey design as the method. The data was gathered through a questionnaire adapted from [1] Akarshu 2012, [2]Cezmi and Toprak (2013) and [3]Luo, Bellow and Grady (2000), the questionnaires about the problems relating in classroom management in learning process with a total of 21 statements. The researcher only takes 16 statements and translate to English. The research found 17 problems relating to classroom management which were additional item from the respondents and divided into two categories. They are; the classroom discipline and classroom participation. The five main problems are: 1) students make too much noise in class, 2) students lack of interest in lesson, 3) students inability to understand the lesson, 4) students not paying attention and 5) students come late to class. Moreover, dealing with the second research question about how the pre-service teachers deal with the problems, the writer found the SFS (students who try to find solutions) pre fer to solve the problems by developing teacher-students communication in the classroom.","PeriodicalId":165576,"journal":{"name":"Education of English as a Foreign Language Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128047087","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}
Pub Date : 2022-01-31DOI: 10.21776/ub.educafl.2022.005.01.01
A. Siahaan, Ardayati Ardayati, Maria Ramasari
The aim of this research was to identify the category of students’ instrumental motivation and to describe the importance of instrumental motivation in the English learning process of English as Foreign Language (EFL) students. A quantitative descriptive method was used in this research to analyze the data. The subject of this research was 28 EFL students from the fourth semester students of English Education Study Program at STKIP-PGRI Lubuklinggau. The researchers used questionnaire and interview as instruments in obtaining the data investigation. Techniques for analysis the data were identification, calculation, classification, description and conclusion. The result of this research revealed that the students’ instrumental motivation was in strong category with total average 77.93 %. It meant that the categories level of motivation among the fourth semester students of English Education Study Program at STKIP-PGRI Lubuklinggau to study English is strong motivation. This proved that students had a very strong level of instrumental motivation. The students believed that a good way will be a good thing and motivation is enough to help them. With the aim of passing the exam, getting a job, having a better career, and getting a better future was their motivation in learning English. Automatically, it was proved that they had instrumental motivation, and it made them more motivated to achieve their goals though they learn English as foreign language. It indicated that instrumental motivation had an important role in the English learning process to the EFL students in English education study program at STKIP-PGRI Lubuklinggau. In summary, instrumental motivation was one of the factor that influenced the students to be success in learning a foreign language (English). This motivation was also very helpful in English learning process, because students who had this motivation show that they wanted to learn English seriously.
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