Eksa Muzakkir, Cahyo Budi Aji, Lalu Bayu Fajar Asmaranta, Garin Garga Mayani, Yana Alviyona, Arna Agitsa Rosalia
For the academic year 2022–2023, this study aims to know the correlation between speaking ability a and vocabulary mastery at the eighth graders of SMPN 1 Pringgabaya's vocabulary and speaking proficiency. This study used quantitative methodologies and samples from as many as eleven classes in class VIII, with a representative from each class. The duration of this study was roughly six weeks. 33 students took multiple choice vocabulary examinations with up to 25 questions, and within 5 weeks, speaking assessments were given to the students. In addition, the average score for male vocabulary mastery was 58 and the average score for speking mastery female was 67.33. The average vocabulary mastery score for male was 63.33, and the average score for female speaking ability was 66.11. It can be said that there is no correlation between the 8th students at SMPN 1 Pringgabaya's vocabulary proficiency and their speaking skills. As a result, the alternative hypothesis (Ha) is disproved while the null hypothesis (Ho) is accepted. This indicates that the hypothesis assumption's correlation value is less than the significant value (Rxy rt).
{"title":"THE CORRELATION BETWEEN STUDENTS’ VOCABULARY MASTERY AND THEIR SPEAKING ABILITY AT EIGHT-GRADE STUDENTS OF SMPN 1 PRINGGABAYA ACADEMIC YEAR 2022/2023","authors":"Eksa Muzakkir, Cahyo Budi Aji, Lalu Bayu Fajar Asmaranta, Garin Garga Mayani, Yana Alviyona, Arna Agitsa Rosalia","doi":"10.29303/j.v3i1.454","DOIUrl":"https://doi.org/10.29303/j.v3i1.454","url":null,"abstract":"For the academic year 2022–2023, this study aims to know the correlation between speaking ability a and vocabulary mastery at the eighth graders of SMPN 1 Pringgabaya's vocabulary and speaking proficiency. This study used quantitative methodologies and samples from as many as eleven classes in class VIII, with a representative from each class. The duration of this study was roughly six weeks. 33 students took multiple choice vocabulary examinations with up to 25 questions, and within 5 weeks, speaking assessments were given to the students. In addition, the average score for male vocabulary mastery was 58 and the average score for speking mastery female was 67.33. The average vocabulary mastery score for male was 63.33, and the average score for female speaking ability was 66.11. It can be said that there is no correlation between the 8th students at SMPN 1 Pringgabaya's vocabulary proficiency and their speaking skills. As a result, the alternative hypothesis (Ha) is disproved while the null hypothesis (Ho) is accepted. This indicates that the hypothesis assumption's correlation value is less than the significant value (Rxy rt).","PeriodicalId":301632,"journal":{"name":"Journal of English Education Forum (JEEF)","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131569277","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}
Faksi Rana Al-Kahfi, Kurniawan Apgrianto, A. Junaidi
This study aims at describing the use of hedging devices found in interpreting research data in finding and discussion section of students’ undergraduate thesis. It is focused on describing its types, functions and meaning used in finding and discussion section. In the data collection, the data was gathered by using descriptive qualitative method. The source of this research was taken from the statements and claims written in finding and discussion section of students’ undergraduate theses. The result of the data analysis showed that the most frequently used type and function of hedging was Approximator of Degree, Frequency, Time and Quantity and Attribute Hedge. It is caused that most of the writers often state a speculation, assumption, opinion or probability through their statement in which decreases the explicitness of a statement and hence enables the writer to be less direct and bald in communicating his/her meaning. It is also the signal that what they state is not completely true.
{"title":"HEDGING DEVICES IN INTERPRETING RESEARCH DATA: A STUDY IN STUDENTS’ UNDERGRADUATE THESIS","authors":"Faksi Rana Al-Kahfi, Kurniawan Apgrianto, A. Junaidi","doi":"10.29303/j.v3i1.452","DOIUrl":"https://doi.org/10.29303/j.v3i1.452","url":null,"abstract":"This study aims at describing the use of hedging devices found in interpreting research data in finding and discussion section of students’ undergraduate thesis. It is focused on describing its types, functions and meaning used in finding and discussion section. In the data collection, the data was gathered by using descriptive qualitative method. The source of this research was taken from the statements and claims written in finding and discussion section of students’ undergraduate theses. The result of the data analysis showed that the most frequently used type and function of hedging was Approximator of Degree, Frequency, Time and Quantity and Attribute Hedge. It is caused that most of the writers often state a speculation, assumption, opinion or probability through their statement in which decreases the explicitness of a statement and hence enables the writer to be less direct and bald in communicating his/her meaning. It is also the signal that what they state is not completely true.","PeriodicalId":301632,"journal":{"name":"Journal of English Education Forum (JEEF)","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122414688","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}
S. Ariawan, Lia Astuti Muliana Ningsih, N. Khusniyah, Edi Sukmojati, S. Sulaiman, Siti Zurriyatun Sholihah, Malisa Malisa, H. Fitri, Z. Abidin
The objective of the present research was to know how EFL students perceive blended learning by using LMS with Moodle in speaking class at State Islamic University of Mataram especially in English Language Education Study Program. This research employed mixed method by involving 94 students as the respondents to fill out the questionnaires ítems and were invited to the interview. It is found that students positively perceive the use of blended Learning using LMS in speaking class. Most of the students chose to “agree” and “neutral” on their responses to the questions. Furthermore, through the interview, they mostly view LMS positively. It means that Learning speaking with blended learning using LMS had a good impact on them in learning process. Therefore, Blended Learning can be an alternative way in managing a learning process, especially during online learning. Challenges experienced by the students were also discussed in this study.
{"title":"EFL STUDENTS’ VOICES ON BLENDED LEARNING: PREFERENCES AND CHALLENGES","authors":"S. Ariawan, Lia Astuti Muliana Ningsih, N. Khusniyah, Edi Sukmojati, S. Sulaiman, Siti Zurriyatun Sholihah, Malisa Malisa, H. Fitri, Z. Abidin","doi":"10.29303/j.v3i1.450","DOIUrl":"https://doi.org/10.29303/j.v3i1.450","url":null,"abstract":"The objective of the present research was to know how EFL students perceive blended learning by using LMS with Moodle in speaking class at State Islamic University of Mataram especially in English Language Education Study Program. This research employed mixed method by involving 94 students as the respondents to fill out the questionnaires ítems and were invited to the interview. It is found that students positively perceive the use of blended Learning using LMS in speaking class. Most of the students chose to “agree” and “neutral” on their responses to the questions. Furthermore, through the interview, they mostly view LMS positively. It means that Learning speaking with blended learning using LMS had a good impact on them in learning process. Therefore, Blended Learning can be an alternative way in managing a learning process, especially during online learning. Challenges experienced by the students were also discussed in this study. \u0000 \u0000 ","PeriodicalId":301632,"journal":{"name":"Journal of English Education Forum (JEEF)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132263158","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}
Anxiety is one of the most frequent problems in speaking a foreign language including English. High levels of anxiety prevent students from speaking English fluently. Therefore, teachers need to apply a strategy that can reduce these anxieties. One of the strategies is the collaborative learning strategy. This research aimed to find out students’ perceptions toward collaborative learning strategies for overcoming speaking anxiety. The research was conducted on eleventh-grade students at an Islamic Senior School in East Lombok regency. The total number of samples in this research was 33 students from XI social 4 class. This study was qualitative in nature since it used observation, a questionnaire, and an interview to collect the data. Students’ perception of using collaborative learning in learning speaking reached 85.5% based on the students' responses to the questionnaire, while data from the observation and interview reveal that the perception of using collaborative learning strategy in overcoming students’ speaking anxiety was positive because it can increase students’ confidence, help the students to understand the material easier, and make the students more active in the class. It can be concluded that collaborative learning strategy can help students to overcome their speaking anxiety.
{"title":"STUDENTS’ PERCEPTIONS TOWARD COLLABORATIVE LEARNING STRATEGY FOR OVERCOMING SPEAKING ANXIETY AMONG STUDENTS OF AN ISLAMIC SENIOR SCHOOL","authors":"Farizatul Aini, M. Amin, Agus Saputra","doi":"10.29303/j.v2i2.357","DOIUrl":"https://doi.org/10.29303/j.v2i2.357","url":null,"abstract":"Anxiety is one of the most frequent problems in speaking a foreign language including English. High levels of anxiety prevent students from speaking English fluently. Therefore, teachers need to apply a strategy that can reduce these anxieties. One of the strategies is the collaborative learning strategy. This research aimed to find out students’ perceptions toward collaborative learning strategies for overcoming speaking anxiety. The research was conducted on eleventh-grade students at an Islamic Senior School in East Lombok regency. The total number of samples in this research was 33 students from XI social 4 class. This study was qualitative in nature since it used observation, a questionnaire, and an interview to collect the data. Students’ perception of using collaborative learning in learning speaking reached 85.5% based on the students' responses to the questionnaire, while data from the observation and interview reveal that the perception of using collaborative learning strategy in overcoming students’ speaking anxiety was positive because it can increase students’ confidence, help the students to understand the material easier, and make the students more active in the class. It can be concluded that collaborative learning strategy can help students to overcome their speaking anxiety.","PeriodicalId":301632,"journal":{"name":"Journal of English Education Forum (JEEF)","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127377145","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}
Zidni Hidayatul Fitri, Santi Farmasari, Atri Dewi Aziz
This study intended to determine whether the use of picture series is effective in teaching writing procedural text and which components of writing increase after the use of picture series in teaching writing procedural text at the tenth grade of SMAN 1 Sakra. The research method was quasi-experimental with a control group pretest and post-test design. The population was tenth-grade students. The sample was 50 students from 2 classes, 10 E was the experimental group, and then 10 J was the control group. Samples were taken using random cluster sampling. The instrument of data collection was a written test. The result of the t-test was 3.953, and the t-table was 2.011 for df 48 (50-2) at a significant level of 0,05 (95%). It can be concluded that H0 was rejected and Ha was accepted. Thus, the use of picture series was effective in teaching writing procedural text in the tenth grade of SMAN 1 Sakra. While, the components of writing in the experimental group which increased overall after using picture series in writing procedural text were content, organization, and grammar.
{"title":"THE IMPLEMENTATION OF PICTURE SERIES IN TEACHING WRITING PROCEDURAL TEXT AT TENTH GRADE OF SMAN 1 SAKRA IN ACADEMIC YEAR 2022/2023","authors":"Zidni Hidayatul Fitri, Santi Farmasari, Atri Dewi Aziz","doi":"10.29303/j.v2i2.360","DOIUrl":"https://doi.org/10.29303/j.v2i2.360","url":null,"abstract":"This study intended to determine whether the use of picture series is effective in teaching writing procedural text and which components of writing increase after the use of picture series in teaching writing procedural text at the tenth grade of SMAN 1 Sakra. The research method was quasi-experimental with a control group pretest and post-test design. The population was tenth-grade students. The sample was 50 students from 2 classes, 10 E was the experimental group, and then 10 J was the control group. Samples were taken using random cluster sampling. The instrument of data collection was a written test. The result of the t-test was 3.953, and the t-table was 2.011 for df 48 (50-2) at a significant level of 0,05 (95%). It can be concluded that H0 was rejected and Ha was accepted. Thus, the use of picture series was effective in teaching writing procedural text in the tenth grade of SMAN 1 Sakra. While, the components of writing in the experimental group which increased overall after using picture series in writing procedural text were content, organization, and grammar.","PeriodicalId":301632,"journal":{"name":"Journal of English Education Forum (JEEF)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134645589","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 aims of this study are to find out the types of spelling errors made by the ninth-grade students of SMPN 1 Sumbawa by determining students writing and to find out the causes of spelling error made by students. In addition, this study uses the theory from Bestgen and Granger (2011) in their journal entitled “Categorizing Spelling Error to Assess L2 Writing” that discussed about the category of spelling errors. Furthermore, this research applies descriptive qualitative in which the researchers collected the data from students writing tasks and found the spelling error of three words classification which are adjective, noun and verb. The researchers found six types of spelling errors which are addition, omission, substitution, transposition, word segmentation, and multiple error letter. In addition, there are three main causes of spelling error found such as the influence of Indonesian spelling, lack of vocabulary, and spelling difficulties
{"title":"SPELLING ERROR ANALYSIS IN WRITING RECOUNT TEXT BY THE NINTH-GRADE STUDENTS OF SMP NEGERI 1 SUMBAWA ACADEMIC YEAR 2022/2023","authors":"M. G. Fachrezzy, Sahuddin, Baharuddin","doi":"10.29303/j.v2i2.362","DOIUrl":"https://doi.org/10.29303/j.v2i2.362","url":null,"abstract":"The aims of this study are to find out the types of spelling errors made by the ninth-grade students of SMPN 1 Sumbawa by determining students writing and to find out the causes of spelling error made by students. In addition, this study uses the theory from Bestgen and Granger (2011) in their journal entitled “Categorizing Spelling Error to Assess L2 Writing” that discussed about the category of spelling errors. Furthermore, this research applies descriptive qualitative in which the researchers collected the data from students writing tasks and found the spelling error of three words classification which are adjective, noun and verb. The researchers found six types of spelling errors which are addition, omission, substitution, transposition, word segmentation, and multiple error letter. In addition, there are three main causes of spelling error found such as the influence of Indonesian spelling, lack of vocabulary, and spelling difficulties","PeriodicalId":301632,"journal":{"name":"Journal of English Education Forum (JEEF)","volume":"2 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116220320","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 attempted to find out how the generic structure on recount text is written by accelerated students at SMAN 1 Praya Tengah in academic year 2021/2022. The method applied was the qualitative technique. The population of the research was accelerated students at SMAN 1 Praya Tengah with the samples as many as 20 students. Many students wrote recount texts appropriately based on the generic structure required but others still needed to learn more. The class mean score of the students' test results is 22.9 while the highest and lowest scores from 20 students in an accelerated class are 28 and 12 respectively. The students' test results in each generic structure have been calculated and it shows that the orientation is 8.9, series of events 7.5, and re-orientation 6.5. The highest and lowest percentages of all are 38.86% and 28.38%. As a result, the students understand orientation better than a succession of events and re-orientation.
本研究试图找出在2021/2022学年，Praya Tengah sman1的速成学生如何编写叙述文本的一般结构。所采用的方法是定性技术。研究对象是在Praya Tengah sman1的加速学生，样本多达20名学生。许多学生根据要求的一般结构适当地编写了叙述文本，但其他人仍需要学习更多。学生考试成绩的班级平均分为22.9分，速成班20名学生的最高和最低分数分别为28分和12分。对学生在各共性结构中的测试结果进行了计算，结果表明:取向为8.9分，系列事件为7.5分，再取向为6.5分。其中最高和最低的比例分别为38.86%和28.38%。因此，学生们比一连串的事件和重新定位更能理解定向。
{"title":"AN ANALYSIS OF GENERIC STRUCTURE ON RECOUNT TEXT WRITTEN BY ACCELERATED STUDENTS AT SMAN 1 PRAYA TENGAH IN ACADEMIC YEAR 2021/2022","authors":"Baiq Wilda Muliadi, Sahuddin, Udin","doi":"10.29303/j.v2i2.359","DOIUrl":"https://doi.org/10.29303/j.v2i2.359","url":null,"abstract":"This study attempted to find out how the generic structure on recount text is written by accelerated students at SMAN 1 Praya Tengah in academic year 2021/2022. The method applied was the qualitative technique. The population of the research was accelerated students at SMAN 1 Praya Tengah with the samples as many as 20 students. Many students wrote recount texts appropriately based on the generic structure required but others still needed to learn more. The class mean score of the students' test results is 22.9 while the highest and lowest scores from 20 students in an accelerated class are 28 and 12 respectively. The students' test results in each generic structure have been calculated and it shows that the orientation is 8.9, series of events 7.5, and re-orientation 6.5. The highest and lowest percentages of all are 38.86% and 28.38%. As a result, the students understand orientation better than a succession of events and re-orientation.","PeriodicalId":301632,"journal":{"name":"Journal of English Education Forum (JEEF)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128537688","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}
Corona Virus spreading in 2020 caused all schools were temporarily closed and the learning process must be conducted online. Teachers had to adjust their learning method to the situation. It was new encounter for them to apply online learning which led to various challenges. The present study aimed to figure out how English teachers apply online teaching during the pandemic, what challenges they faced, and what strategies they used to overcome those challenges and turn it into opportunities so as they could succeed in online learning. This is a qualitative descriptive study which involved four English teachers in a state junior high school in Mataram. In obtaining the data needed, an open-ended questionnaire and semi-structured interview were applied. The obtained data were then analyzed through data reduction, data display, and conclusion drawing. The findings showed that English teachers conducted online teaching via Zoom, Google Classroom, WhatsApp, and Google Form. The teachers faced some challenges such as unavailable digital devices, unstable internet connection, limited internet data plan, teachers and student’s inability to use technology, and the lack of student’s motivation and the teachers applied some strategies to overcome those challenges. Further, some opportunities were provided for the teachers such as online teaching which could enhance teachers' digital literacy and develop their competency in using technology.
{"title":"A CLOSER LOOK AT CHALLENGES IN THE EFL ONLINE TEACHING DURING THE COVID-19 PANDEMIC","authors":"Baiq Jihan Olvy Wanasatya, M. Amin, Lalu Thohir","doi":"10.29303/j.v2i2.358","DOIUrl":"https://doi.org/10.29303/j.v2i2.358","url":null,"abstract":"Corona Virus spreading in 2020 caused all schools were temporarily closed and the learning process must be conducted online. Teachers had to adjust their learning method to the situation. It was new encounter for them to apply online learning which led to various challenges. The present study aimed to figure out how English teachers apply online teaching during the pandemic, what challenges they faced, and what strategies they used to overcome those challenges and turn it into opportunities so as they could succeed in online learning. This is a qualitative descriptive study which involved four English teachers in a state junior high school in Mataram. In obtaining the data needed, an open-ended questionnaire and semi-structured interview were applied. The obtained data were then analyzed through data reduction, data display, and conclusion drawing. The findings showed that English teachers conducted online teaching via Zoom, Google Classroom, WhatsApp, and Google Form. The teachers faced some challenges such as unavailable digital devices, unstable internet connection, limited internet data plan, teachers and student’s inability to use technology, and the lack of student’s motivation and the teachers applied some strategies to overcome those challenges. Further, some opportunities were provided for the teachers such as online teaching which could enhance teachers' digital literacy and develop their competency in using technology.","PeriodicalId":301632,"journal":{"name":"Journal of English Education Forum (JEEF)","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125235660","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}
Dhita Hasnah Annisa, Nila Susanti, Lalu Ali Wardana
This study aims to determine whether short storytelling can improve students' speaking ability at MAN 1 BIMA. This research used a pre-experimental research design with a quantitative approach. In this research, the samples were taken from students' grade X Bahasa in MAN 1 BIMA. The total number of samples was ten students. Purposive sampling was used. Speaking test was used to collect the data. The collected data were analyzed descriptively and by using t-test. The results show that 1) the use of short storytelling is effective in improving the students' speaking ability, 2) the students' speaking ability in terms of pronunciation in speaking English can be improved after applying short storytelling, and 3) there was a significant difference between the students’ speaking ability before and after using short storytelling.
{"title":"THE EFFECT OF STORYTELLING ON STUDENTS’ SPEAKING ABILITY","authors":"Dhita Hasnah Annisa, Nila Susanti, Lalu Ali Wardana","doi":"10.29303/j.v2i2.361","DOIUrl":"https://doi.org/10.29303/j.v2i2.361","url":null,"abstract":"This study aims to determine whether short storytelling can improve students' speaking ability at MAN 1 BIMA. This research used a pre-experimental research design with a quantitative approach. In this research, the samples were taken from students' grade X Bahasa in MAN 1 BIMA. The total number of samples was ten students. Purposive sampling was used. Speaking test was used to collect the data. The collected data were analyzed descriptively and by using t-test. The results show that 1) the use of short storytelling is effective in improving the students' speaking ability, 2) the students' speaking ability in terms of pronunciation in speaking English can be improved after applying short storytelling, and 3) there was a significant difference between the students’ speaking ability before and after using short storytelling.","PeriodicalId":301632,"journal":{"name":"Journal of English Education Forum (JEEF)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131905316","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 was conducted to find out and describe English Teachers’ strategies in increasing the students’ learning motivation. This is a descriptive qualitative study. Data sources were from three English teachers and first level students of Cake English Course Kampung Inggris Pare Mataram. Observation, interview, and questionnaire were used to collect the data from three teachers and students. It also used simple strategies to discuss inquiry strategy, expletory strategy, and instructional strategy applied by teacher in teaching. The results of observation, interview, and questionnaire proved that English teachers’ strategies in teaching have motivated the students to learn English. Based on the findings, it can be concluded that strategies used by the English teachers to increase the students’ learning motivation in teaching English are: speech strategy, discussion strategy, question and answer strategy, punish and reward strategy, homework strategy, group working, approach method, jokes, games, telling story, and using some media. Among those strategies, it is found that inquiry strategy could be used to increase and motivate their students’ learning moderately. The students of Cake English Course Kampung Inggris Pare Mataram have good responses to the English teachers who applied many kinds of strategies in teaching. The responses were shown from the students’ motivation – instrumental or innate - in following the teaching and learning activities.
本研究旨在找出并描述英语教师在提高学生学习动机方面的策略。这是一项描述性质的研究。数据来源为饼英语课程Kampung Inggris Pare Mataram的三名英语教师和一年级学生。采用观察法、访谈法、问卷法对3名师生进行数据收集。用简单的策略探讨了教师在教学中使用的探究策略、探究策略和教学策略。观察、访谈和问卷调查的结果证明，英语教师的教学策略对学生的英语学习起到了激励作用。根据研究结果，可以得出英语教师在英语教学中提高学生学习动机的策略有:言语策略、讨论策略、问答策略、奖惩策略、作业策略、小组合作、接近法、笑话、游戏、讲故事和使用一些媒体。在这些策略中，探究策略可以适度地促进和激励学生的学习。蛋糕英语课程“甘榜Inggris Pare Mataram”的学生对英语教师在教学中运用的多种策略反应良好。这些反应显示了学生的动机-工具性或先天的-在跟随教学活动。
{"title":"ENGLISH TEACHERS’ STRATEGIES IN INCREASING STUDENTS’ LEARNING MOTIVATION: A CASE STUDY AT CAKE ENGLISH COURSE KAMPUNG INGGRIS PARE MATARAM","authors":"Lalu Sony Jaya, Amrullah, Sahuddin","doi":"10.29303/j.v2i1.276","DOIUrl":"https://doi.org/10.29303/j.v2i1.276","url":null,"abstract":"This research was conducted to find out and describe English Teachers’ strategies in increasing the students’ learning motivation. This is a descriptive qualitative study. Data sources were from three English teachers and first level students of Cake English Course Kampung Inggris Pare Mataram. Observation, interview, and questionnaire were used to collect the data from three teachers and students. It also used simple strategies to discuss inquiry strategy, expletory strategy, and instructional strategy applied by teacher in teaching. The results of observation, interview, and questionnaire proved that English teachers’ strategies in teaching have motivated the students to learn English. Based on the findings, it can be concluded that strategies used by the English teachers to increase the students’ learning motivation in teaching English are: speech strategy, discussion strategy, question and answer strategy, punish and reward strategy, homework strategy, group working, approach method, jokes, games, telling story, and using some media. Among those strategies, it is found that inquiry strategy could be used to increase and motivate their students’ learning moderately. The students of Cake English Course Kampung Inggris Pare Mataram have good responses to the English teachers who applied many kinds of strategies in teaching. The responses were shown from the students’ motivation – instrumental or innate - in following the teaching and learning activities.","PeriodicalId":301632,"journal":{"name":"Journal of English Education Forum (JEEF)","volume":"1279 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115398094","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}
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