Pub Date : 2022-09-07DOI: 10.24014/jete.v3i2.18827
Aluwis Aluwis, Riwaldi Putra
ABSTRAKPenelitian ini secara umum bertujuan untuk mengetahui Relevansi Empati Dengan Kepuasan Mahasiswa Dalam Mendapatkan Pelayanan Akademis. Metode penelitian ini adalah survey dengan pendekatan kuantitatif melalui analisis korelasi. Sampel dalam penelitian ini diambil menggunakan rumus slovin dari jumlah populasi 644 dan di dapatkan sampel sebanyak 247 orang mahasiswa semester 5 dan 7 Jurusan Ilmu Pendidikan FKIP Universitas Riau. Kemudian menggunakan teknik proporsional Stratified Random Sampling untuk menentukan jumlah sampel setiap Program Studi. Untuk mendapatkan data dalam penelitian ini menggunakan teknik pengumpulan data dengan menggunakan angket. Instrumen atau alat pengumpulan data berupa angket yang berisi sejumlah pernyataan-pernyataan yang harus dijawab oleh responden untuk mengetahui informasi tentang relevansi empati dengan kepuasan mahasiswa dalam mendapatkan pelayanan akademis. Kemudian data diolah dengan analisis korelasi product moment sehingga di ketahui hubungan positif antara empati dengan kepuasan mahasiswa sebesar 4.3%. oleh karena itu, relevansi empati dengan kepuasan mahasiswa dalam mendapatkan pelayanan akademis sangat signifikan, Ini berarti semakin baik empati pemberi layanan maka semakin tinggi pula tingkat kepuasan mahasiswa dalam mendapatkan pelayanan akademis.
{"title":"RELEVANSI EMPATI DENGAN KEPUASAN MAHASISWA DALAM MENDAPATKAN PELAYANAN AKADEMIS","authors":"Aluwis Aluwis, Riwaldi Putra","doi":"10.24014/jete.v3i2.18827","DOIUrl":"https://doi.org/10.24014/jete.v3i2.18827","url":null,"abstract":"ABSTRAKPenelitian ini secara umum bertujuan untuk mengetahui Relevansi Empati Dengan Kepuasan Mahasiswa Dalam Mendapatkan Pelayanan Akademis. Metode penelitian ini adalah survey dengan pendekatan kuantitatif melalui analisis korelasi. Sampel dalam penelitian ini diambil menggunakan rumus slovin dari jumlah populasi 644 dan di dapatkan sampel sebanyak 247 orang mahasiswa semester 5 dan 7 Jurusan Ilmu Pendidikan FKIP Universitas Riau. Kemudian menggunakan teknik proporsional Stratified Random Sampling untuk menentukan jumlah sampel setiap Program Studi. Untuk mendapatkan data dalam penelitian ini menggunakan teknik pengumpulan data dengan menggunakan angket. Instrumen atau alat pengumpulan data berupa angket yang berisi sejumlah pernyataan-pernyataan yang harus dijawab oleh responden untuk mengetahui informasi tentang relevansi empati dengan kepuasan mahasiswa dalam mendapatkan pelayanan akademis. Kemudian data diolah dengan analisis korelasi product moment sehingga di ketahui hubungan positif antara empati dengan kepuasan mahasiswa sebesar 4.3%. oleh karena itu, relevansi empati dengan kepuasan mahasiswa dalam mendapatkan pelayanan akademis sangat signifikan, Ini berarti semakin baik empati pemberi layanan maka semakin tinggi pula tingkat kepuasan mahasiswa dalam mendapatkan pelayanan akademis.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81803764","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 : 2022-09-07DOI: 10.24014/jete.v3i2.18331
Wina Roza Fahira
ABSTRAKPenelitian ini bertujuan untuk mengetahui Hubungan Pola Berfikir Siswa Terhadap Prestasi belajar Siswa Kelas 8 di SMPN 3 Kota Solok. Metode yang digunakan yaitu Uji Lilifors Normalitas dan Uji Korelasi Product Moment. Pengambilan sampel dilakukan dengan teknik random sampling menggunakan Rumus Slovin. Dengan 32 orang yang di ambil sebagai sampel. Untuk variabel pola berfikir menggunakan angket yang di sebarkan pada siswa yang terpilih sebagai responden penelitian. Sedangkan variabel prestasi belajar didapat dari rekap nilai lapor siswa. Hasil analisis menunjukkan bahwa adanya hubungan positif yang sangat kuat antara pola berfikir siswa dengan prestasi belajar siswa kelas 8 SMPN 3 Kota Solok.Kata kunci : Pola Berfikir, Prestasi Belajar, IPSABSTRACTThis study aims to determine the relationship between student thinking patterns and student achievement in grade 8 at elementary school 3 Kota Solok. The method used is the Lilifors test normality and product moment correlation test. Sampling was done by random sampling technique using the Slovin formula. Of students 32 people were taken as samples. For the variable of thinking patterns using a questionnaire distributed to students who were selected as research respondents. While the learning achievement variable is obtained from the recap of the report scores of these students. The results of the analysis show that there is a very strong relationship between students' thinking patterns and student achievement in grade 8 SMPN 3 Kota Solok.Keywords : Thinking Pattern, Learning Achievement, IPS
{"title":"HUBUNGAN POLA BERFIKIR SISWA KELAS 8 TERHADAP PRESTASI BELAJAR DALAM MATA PELAJARAN IPS DI SMPN 3 KOTA SOLOK","authors":"Wina Roza Fahira","doi":"10.24014/jete.v3i2.18331","DOIUrl":"https://doi.org/10.24014/jete.v3i2.18331","url":null,"abstract":"ABSTRAKPenelitian ini bertujuan untuk mengetahui Hubungan Pola Berfikir Siswa Terhadap Prestasi belajar Siswa Kelas 8 di SMPN 3 Kota Solok. Metode yang digunakan yaitu Uji Lilifors Normalitas dan Uji Korelasi Product Moment. Pengambilan sampel dilakukan dengan teknik random sampling menggunakan Rumus Slovin. Dengan 32 orang yang di ambil sebagai sampel. Untuk variabel pola berfikir menggunakan angket yang di sebarkan pada siswa yang terpilih sebagai responden penelitian. Sedangkan variabel prestasi belajar didapat dari rekap nilai lapor siswa. Hasil analisis menunjukkan bahwa adanya hubungan positif yang sangat kuat antara pola berfikir siswa dengan prestasi belajar siswa kelas 8 SMPN 3 Kota Solok.Kata kunci : Pola Berfikir, Prestasi Belajar, IPSABSTRACTThis study aims to determine the relationship between student thinking patterns and student achievement in grade 8 at elementary school 3 Kota Solok. The method used is the Lilifors test normality and product moment correlation test. Sampling was done by random sampling technique using the Slovin formula. Of students 32 people were taken as samples. For the variable of thinking patterns using a questionnaire distributed to students who were selected as research respondents. While the learning achievement variable is obtained from the recap of the report scores of these students. The results of the analysis show that there is a very strong relationship between students' thinking patterns and student achievement in grade 8 SMPN 3 Kota Solok.Keywords : Thinking Pattern, Learning Achievement, IPS","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"100 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75670192","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 : 2022-09-07DOI: 10.24014/jete.v3i2.18866
Muhammad Rahyan
Bahan ajar bahasa Arab melalui model connected adalah bahan ajar bahasa Arab yang materinya dikorelasikan dengan mata pelajaran PAI (al-Qur’an Hadis dan Fikih).
{"title":"PENGEMBANGAN BAHAN AJAR BAHASA ARAB MELALUI MODEL CONNECTED PADA MADRASAH ALIAH","authors":"Muhammad Rahyan","doi":"10.24014/jete.v3i2.18866","DOIUrl":"https://doi.org/10.24014/jete.v3i2.18866","url":null,"abstract":"Bahan ajar bahasa Arab melalui model connected adalah bahan ajar bahasa Arab yang materinya dikorelasikan dengan mata pelajaran PAI (al-Qur’an Hadis dan Fikih).","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81043799","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 : 2022-09-04DOI: 10.33369/jeet.6.3.310-326
Khofifah Novitasari, Banatul Murtafi'ah
This research aims to investigate the sources of teaching anxiety as experienced by EFL pre-service teachers during the teaching practicum and the types of strategy used to cope with the teaching anxiety. This research used Aydin (2016) and Murray-Harvey et al. (2000) frames to investigate the sources of teaching anxiety and the strategies to cope with it. One English pre-service teacher was willing to participate as participant in this research. The data were collected through semi-structured interviews. The researchers found that the pre-service teacher was anxious mostly due to the lack of teaching experience, her personality, fear of making mistakes, difficulties in time management, lack of learner motivation, and technical issues. This research revealed that there are eight strategies used by the participant to cope with her teaching anxiety (i.e., cognitive strategies, behavioral strategies, emotional strategies, self-management skill, professional qualities, discussion with people, support from supervising teacher, and feedback from lecturer supervisor). Further implications and recommendations are also described in this research. The results from this research suggest alternatives for EFL pre-service teachers to cope with anxiety during teaching practicum.
本研究旨在探讨英语职前教师在教学实习中所感受到的教学焦虑的来源，以及应对教学焦虑的策略类型。本研究使用Aydin(2016)和Murray-Harvey et al.(2000)框架来研究教学焦虑的来源和应对策略。一位英语职前教师愿意作为参与者参与本研究。数据是通过半结构化访谈收集的。研究发现，职前教师的焦虑主要是由于缺乏教学经验、个性、害怕犯错、时间管理困难、缺乏学习动机和技术问题。本研究发现，被试应对教学焦虑的策略有认知策略、行为策略、情绪策略、自我管理技巧、专业素质、与人讨论、指导老师的支持、讲师导师的反馈等八种策略。本研究还描述了进一步的影响和建议。本研究结果为职前教师在教学实习中应对焦虑提供了建议。
{"title":"EFL Pre-service Teacher’s Teaching Anxiety and the Coping Strategies during Teaching Practicum","authors":"Khofifah Novitasari, Banatul Murtafi'ah","doi":"10.33369/jeet.6.3.310-326","DOIUrl":"https://doi.org/10.33369/jeet.6.3.310-326","url":null,"abstract":"This research aims to investigate the sources of teaching anxiety as experienced by EFL pre-service teachers during the teaching practicum and the types of strategy used to cope with the teaching anxiety. This research used Aydin (2016) and Murray-Harvey et al. (2000) frames to investigate the sources of teaching anxiety and the strategies to cope with it. One English pre-service teacher was willing to participate as participant in this research. The data were collected through semi-structured interviews. The researchers found that the pre-service teacher was anxious mostly due to the lack of teaching experience, her personality, fear of making mistakes, difficulties in time management, lack of learner motivation, and technical issues. This research revealed that there are eight strategies used by the participant to cope with her teaching anxiety (i.e., cognitive strategies, behavioral strategies, emotional strategies, self-management skill, professional qualities, discussion with people, support from supervising teacher, and feedback from lecturer supervisor). Further implications and recommendations are also described in this research. The results from this research suggest alternatives for EFL pre-service teachers to cope with anxiety during teaching practicum.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84642177","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 : 2022-09-04DOI: 10.33369/jeet.6.3.327-346
Ibesti Agenum Raningrum, Safnil Arsyad, Muhammad Fadhli
The study of reporting verbs (RVs) is rarely done by Indonesian scholars. Therefore, this research aimed to investigate how Indonesian writers used the RVs in research article introductions published in low-ranking and medium-ranking ELT journals and investigating the differences of the usage of RVs used by them in both groups of journals. This research used a quantitative approach with a comparative design that investigated 40 research article introductions published in low-ranking (SINTA 6: Journal of English Language Education, and SINTA 5: The Journal of English Literacy Education) medium-ranking (SINTA 4: Journal of English Education and Teaching, and SINTA 3: ELT Forum: Journal of English Language Teaching) ELT journals in 2021. The data were taken by using the purposive sampling technique and they were analyzed by using the RVs’ framework of Francis et al. (1996). The results revealed that Indonesian writers of low-ranking and medium-ranking ELT journals used all of the RVs in research article introductions, but the most frequent RVs used by them was “argue verb”. Moreover, Indonesian writers of low-ranking ELT journals used more “find and think verbs”. Meanwhile, “the argue and show verbs” were more often used by Indonesian writers of medium-ranking ELT journals. These findings indicate the importance of using the RVs in writing the research article introductions for Indonesian writers in the field of English language teaching. The writers are suggested to use more “Argue Verbs, followed by “Find and Shows Verbs” when writing research article introductions. Keywords: ELT journals, research article introduction, low-ranking journal, medium journal, reporting verb
{"title":"A Comparative Study on Reporting Verbs in ELT Research Article Introductions by Indonesian Authors","authors":"Ibesti Agenum Raningrum, Safnil Arsyad, Muhammad Fadhli","doi":"10.33369/jeet.6.3.327-346","DOIUrl":"https://doi.org/10.33369/jeet.6.3.327-346","url":null,"abstract":"The study of reporting verbs (RVs) is rarely done by Indonesian scholars. Therefore, this research aimed to investigate how Indonesian writers used the RVs in research article introductions published in low-ranking and medium-ranking ELT journals and investigating the differences of the usage of RVs used by them in both groups of journals. This research used a quantitative approach with a comparative design that investigated 40 research article introductions published in low-ranking (SINTA 6: Journal of English Language Education, and SINTA 5: The Journal of English Literacy Education) medium-ranking (SINTA 4: Journal of English Education and Teaching, and SINTA 3: ELT Forum: Journal of English Language Teaching) ELT journals in 2021. The data were taken by using the purposive sampling technique and they were analyzed by using the RVs’ framework of Francis et al. (1996). The results revealed that Indonesian writers of low-ranking and medium-ranking ELT journals used all of the RVs in research article introductions, but the most frequent RVs used by them was “argue verb”. Moreover, Indonesian writers of low-ranking ELT journals used more “find and think verbs”. Meanwhile, “the argue and show verbs” were more often used by Indonesian writers of medium-ranking ELT journals. These findings indicate the importance of using the RVs in writing the research article introductions for Indonesian writers in the field of English language teaching. The writers are suggested to use more “Argue Verbs, followed by “Find and Shows Verbs” when writing research article introductions.\u0000Keywords: ELT journals, research article introduction, low-ranking journal, medium journal, reporting verb","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76722010","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 : 2022-06-08DOI: 10.33369/jeet.6.2.295-309
Tiara Sonita, Desty Febria
In this era, teachers need to choose the proper method in teaching and vice versa; students’ participation in the classroom should be one of biggest concern for the teachers. With the right method, learning activities can be more effective to the students and will also improve their participation. This study intends to use Numbered Heads Together (NHT) as one of cooperative learning method to improve students’ participation in classroom. The methodology that being used is Classroom Action Research (CAR) and the research method is quantitative. The researchers will observe and implement the method by making two exercises in group, then give a self-assessment questionnaire to the students about their opinion to individual activities and group work activities. The results showed that NHT method is successfully improved students’ participation and activeness in the classroom with each of the students recorded to have significant improvement in their participation, while there are pros and cons from the self-assessment about the students’ preferences for each individual and group work activities. There are also advantages and disadvantages from NHT method itself. The disadvantage is no doubt making the student uncomfortable and don’t like to work in group. Further research is suggested to take action to the disadvantage of cooperative learning method.
{"title":"Students’ Perception on Individual Learning versus Cooperative Learning Using Numbered Heads Together (NHT) Method in English Classroom","authors":"Tiara Sonita, Desty Febria","doi":"10.33369/jeet.6.2.295-309","DOIUrl":"https://doi.org/10.33369/jeet.6.2.295-309","url":null,"abstract":"In this era, teachers need to choose the proper method in teaching and vice versa; students’ participation in the classroom should be one of biggest concern for the teachers. With the right method, learning activities can be more effective to the students and will also improve their participation. This study intends to use Numbered Heads Together (NHT) as one of cooperative learning method to improve students’ participation in classroom. The methodology that being used is Classroom Action Research (CAR) and the research method is quantitative. The researchers will observe and implement the method by making two exercises in group, then give a self-assessment questionnaire to the students about their opinion to individual activities and group work activities. The results showed that NHT method is successfully improved students’ participation and activeness in the classroom with each of the students recorded to have significant improvement in their participation, while there are pros and cons from the self-assessment about the students’ preferences for each individual and group work activities. There are also advantages and disadvantages from NHT method itself. The disadvantage is no doubt making the student uncomfortable and don’t like to work in group. Further research is suggested to take action to the disadvantage of cooperative learning method.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84220042","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 find out types of using language style on speech by Aaron Beverly, titled “Unbelievable Story and the possible reason why the style use dominantly. The method used in this research was descriptive quantitative research. The data were analyzed with using Martin Joos Theory (1976) to find the types of the style. The data were 70 utterances from 1 speech script. The findings showed that there were 4 styles used in the speech, namely frozen style, formal style, casual style and intimate style. The language style of the speech tended to have casual style as the most dominant style. It was possible to the speaker making an interesting light speech with the dominant casual style. The speech might be presented in fun topic and chronology where it became informal situation which was more relaxed in using language. Finally, the researcher suggests to the student to be able implement the style in presentation class or in learning public speaking. Also, the next researcher who interest to conduct research in the same study to connecting research to the next new literary ideas such as in public speaking skills in business.
{"title":"An Analysis of Language Styles Used on Aaron Beverly Speech “An Unbelievable Story” in Toastmaster Public Speaking World Champion 2019","authors":"Anggi Satmaya Dhila, Syafrizal Sabarudin, Arasuli Arasuli","doi":"10.33369/jeet.6.2.283-294","DOIUrl":"https://doi.org/10.33369/jeet.6.2.283-294","url":null,"abstract":"This research aims to find out types of using language style on speech by Aaron Beverly, titled “Unbelievable Story and the possible reason why the style use dominantly. The method used in this research was descriptive quantitative research. The data were analyzed with using Martin Joos Theory (1976) to find the types of the style. The data were 70 utterances from 1 speech script. The findings showed that there were 4 styles used in the speech, namely frozen style, formal style, casual style and intimate style. The language style of the speech tended to have casual style as the most dominant style. It was possible to the speaker making an interesting light speech with the dominant casual style. The speech might be presented in fun topic and chronology where it became informal situation which was more relaxed in using language. Finally, the researcher suggests to the student to be able implement the style in presentation class or in learning public speaking. Also, the next researcher who interest to conduct research in the same study to connecting research to the next new literary ideas such as in public speaking skills in business.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81901815","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 : 2022-06-07DOI: 10.33369/jeet.6.2.271-282
Tuti Tuti, Ilinawati Ilinawati
The background of this research is the lack of student participation and involvement in learning English in the classroom especially for vocabulary learning. This is caused by the lack of students’ motivation, laziness and less understanding of students in mastering vocabulary. The purpose of this research is to describe the students’ participation and the students’ improvement in vocabulary after applying scrabble games. The method used in this research was Classroom Action Research (CAR). The data collection technique of this research are observation, interview, and measurement. The tools of data collection technique are observation sheet, interview guideline, and test. The researchers applied Classroom Action Research (CAR) where the data divided into two kinds of descriptions; they were Qualitative and quantitative. The researchers obtained the data from cycle one and cycle two and then described it into qualitative and quantitative description. From data the analysis, it showed that there was a significant improvement in the students' participation and students vocabulary mastery. It can be seen from qualitative and quantitative data. From qualitative data, the students’ participations were increased from the first cycle into two cycle. Meanwhile, from quantitative data, the result of the test improved significantly from both cycles. It could be concluded that the scrabble game technique improved students’ vocabulary mastery.
{"title":"Scrabble Game: Boosting Vocabulary Mastery of English Foreign Language (EFL) Students","authors":"Tuti Tuti, Ilinawati Ilinawati","doi":"10.33369/jeet.6.2.271-282","DOIUrl":"https://doi.org/10.33369/jeet.6.2.271-282","url":null,"abstract":"The background of this research is the lack of student participation and involvement in learning English in the classroom especially for vocabulary learning. This is caused by the lack of students’ motivation, laziness and less understanding of students in mastering vocabulary. The purpose of this research is to describe the students’ participation and the students’ improvement in vocabulary after applying scrabble games. The method used in this research was Classroom Action Research (CAR). The data collection technique of this research are observation, interview, and measurement. The tools of data collection technique are observation sheet, interview guideline, and test. The researchers applied Classroom Action Research (CAR) where the data divided into two kinds of descriptions; they were Qualitative and quantitative. The researchers obtained the data from cycle one and cycle two and then described it into qualitative and quantitative description. From data the analysis, it showed that there was a significant improvement in the students' participation and students vocabulary mastery. It can be seen from qualitative and quantitative data. From qualitative data, the students’ participations were increased from the first cycle into two cycle. Meanwhile, from quantitative data, the result of the test improved significantly from both cycles. It could be concluded that the scrabble game technique improved students’ vocabulary mastery.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72796563","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 : 2022-06-06DOI: 10.33369/jeet.6.2.250-270
Dandika Aprino, Elfrida Elfrida, A. Lubis
The objective of this reseach is to find out the difficulties and the dominant factor that faced by the English students in understanding the listening section of the toefl test. This research used descriptive quantitative method. 18 students as the total population and 18 students become a sample of this research. The instrument of the reasearch was questionnaire adopted from Hamouda in Raini (2019). The questionnaire consist of 27 statements and devided into 7 tables. The result of this research shown that the highest percentage by using mean is in physical setting (50%) and the dominant factor is in physical setting (50%) where the problem that were the difficulty to concentrate with noises around and unclear sounds from poor quality-CD player are the biggest difficulties to the English students UNIB. It could be concluded that the content of listening test and physical setting become the highest difficulties and the dominant factor that faced by English Students UNIB. It was recommended for the English lecturer should pay more intention towards to listening material and find more suitable method or technique in teaching listening course and students should find another option to cover the listening skill.
{"title":"English Students’ Difficulties in Understanding Listening Section of the TOEFL Test","authors":"Dandika Aprino, Elfrida Elfrida, A. Lubis","doi":"10.33369/jeet.6.2.250-270","DOIUrl":"https://doi.org/10.33369/jeet.6.2.250-270","url":null,"abstract":"The objective of this reseach is to find out the difficulties and the dominant factor that faced by the English students in understanding the listening section of the toefl test. This research used descriptive quantitative method. 18 students as the total population and 18 students become a sample of this research. The instrument of the reasearch was questionnaire adopted from Hamouda in Raini (2019). The questionnaire consist of 27 statements and devided into 7 tables. The result of this research shown that the highest percentage by using mean is in physical setting (50%) and the dominant factor is in physical setting (50%) where the problem that were the difficulty to concentrate with noises around and unclear sounds from poor quality-CD player are the biggest difficulties to the English students UNIB. It could be concluded that the content of listening test and physical setting become the highest difficulties and the dominant factor that faced by English Students UNIB. It was recommended for the English lecturer should pay more intention towards to listening material and find more suitable method or technique in teaching listening course and students should find another option to cover the listening skill.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85193404","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 : 2022-06-04DOI: 10.33369/jeet.6.2.235-249
Hamzani Wathoni, H. Basri, Astrid Dwimaulani, Dukha Yunitasari
Since the COVID-19 pandemic entered Indonesia in 2019, a technological adjustment in learning has been massively implemented. Online teaching is the only logical method for the reason of limiting physical contact. Although the characteristics of Z-Generation learners are digital natives, live learning is still more welcomed. Therefore, this study aims to determine and carefully measure the satisfaction of new colleges students in the general English program at Universitas Hamzanwadi. The measures are three aspects (course content, instructor performance, and media use) and another aspect in teaching mode (online and offline). In addition, this research discusses why the new college students choose to participate in the general English program 2020/2021. This study utilized a quantitative-descriptive approach with the census method. The population was taken from all new students for the 2020/2021 period as many as six faculties totaling 1450, although only 1196 respondents ultimately responded. The primary data collection instruments were questionnaires through google forms, interviews, and documents such as teaching modules and media. The findings show 1196 respondents recorded via a google form telling that the bilingualism reasons were the majority choice (54.93%). The scholarships and student exchanges are the second paramount concern to this program (21.15%). Other positions such as translator or work, reasons are not significantly mentioned. Conclusion tells that new student satisfaction following the General English program (GE) is significantly more than 70 percent in three aspects of the assessment within the program.
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