It is often found that the speakers hesitate when they are speaking. This article is to investigate the speakers’ hesitation when they produce the English language. The investigations were: (1) forms of hesitation, (2) factors affecting hesitation, and (3) implications of having hesitation in using the English language. The current research used a qualitative perspective in investigating the hesitation. The respondents were 23 students who experienced hesitation in producing the English language. The results of the research revealed that they used (1) un-lexicalized filler, (2) repetition, and (3) no sound before finding the intended words from the mental lexicon. Hesitation is due to limited vocabulary and the speakers’ psychological factors.
{"title":"WHY DO SPEAKERS USE HESITATION WHEN PRODUCING THE ENGLISH LANGUAGE?","authors":"S. Siswoyo","doi":"10.52657/js.v8i2.1790","DOIUrl":"https://doi.org/10.52657/js.v8i2.1790","url":null,"abstract":"It is often found that the speakers hesitate when they are speaking. This article is to investigate the speakers’ hesitation when they produce the English language. The investigations were: (1) forms of hesitation, (2) factors affecting hesitation, and (3) implications of having hesitation in using the English language. The current research used a qualitative perspective in investigating the hesitation. The respondents were 23 students who experienced hesitation in producing the English language. The results of the research revealed that they used (1) un-lexicalized filler, (2) repetition, and (3) no sound before finding the intended words from the mental lexicon. Hesitation is due to limited vocabulary and the speakers’ psychological factors.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85621486","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}
Hajjah Zulianti, Purna Wiratno, Monika Bunga Gita Pitaloka
This research aimed to know whether the IEPC strategy influences the students’ reading skills. The writer used the quasi-experimental method as a research design. The population of this research was the eight grade students of State Junior High School 20 Bandar Lampung. In collecting the data, the writers used a multiple choice test. To analyze the data, the writers used the t-test formula. The result of the t-test was 6.25 which is higher than the t-table. Therefore, there was an influence of the IEPC strategy on the students’ reading skills.
{"title":"THE INFLUENCE OF IMAGINE, ELABORATE, PREDICT, AND CONFIRM (IEPC) STRATEGY ON STUDENTS’ READING SKILL","authors":"Hajjah Zulianti, Purna Wiratno, Monika Bunga Gita Pitaloka","doi":"10.52657/js.v8i2.1808","DOIUrl":"https://doi.org/10.52657/js.v8i2.1808","url":null,"abstract":"This research aimed to know whether the IEPC strategy influences the students’ reading skills. The writer used the quasi-experimental method as a research design. The population of this research was the eight grade students of State Junior High School 20 Bandar Lampung. In collecting the data, the writers used a multiple choice test. To analyze the data, the writers used the t-test formula. The result of the t-test was 6.25 which is higher than the t-table. Therefore, there was an influence of the IEPC strategy on the students’ reading skills.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"1996 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90451891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this study was “to find out whether or not there is a significant correlation between personality and English proficiency of the eighth-semester students of the English Education Study Program Muhammadiyah University of Palembang”. The data were analyzed by Pearson product-moment correlation coefficient. The value of the correlation between students’ personality and English proficiency (r-obtained = 0.519) was higher than the r-table (0.325) which was significant at 0.005 level (2-tailed). Since the value of r-obtained was higher than r-table, Ho was rejected and Ha was accepted. It means that there was a significant correlation between students’ personalities and English proficiency.
{"title":"THE CORRELATION BETWEEN PERSONALITY AND ENGLISH PROFICIENCY","authors":"S. Yuliani, Muhammad Novikar Aziz","doi":"10.52657/js.v8i2.1791","DOIUrl":"https://doi.org/10.52657/js.v8i2.1791","url":null,"abstract":"The objective of this study was “to find out whether or not there is a significant correlation between personality and English proficiency of the eighth-semester students of the English Education Study Program Muhammadiyah University of Palembang”. The data were analyzed by Pearson product-moment correlation coefficient. The value of the correlation between students’ personality and English proficiency (r-obtained = 0.519) was higher than the r-table (0.325) which was significant at 0.005 level (2-tailed). Since the value of r-obtained was higher than r-table, Ho was rejected and Ha was accepted. It means that there was a significant correlation between students’ personalities and English proficiency.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"147 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77705355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research is to know the students’ difficulty in doing the Genius TOEFL Application test, especially in the listening section. The method of this research uses descriptive qualitative research. The result shows that the students’ difficulty in doing TOEFL listening is both external and internal. External factors: the native speaker's accent, the speaker’s speed, and the speaker’s intonation. Internal factors: the students do not have previous experience using the Genius TOEFL application Test, the students have a lack of practice, the students do not have a hearing impairment, the students lack of concentration, the students have limited vocabulary, the students have trouble finding keywords, and the students do not know the strategy how to answer the question.
{"title":"AN ANALYSIS OF THE STUDENTS’ DIFFICULTIES IN LISTENING SECTION USING GENIUS TOEFL APPLICATION","authors":"Fatma Yuniarti, Dian Pratiwi","doi":"10.52657/js.v8i2.1799","DOIUrl":"https://doi.org/10.52657/js.v8i2.1799","url":null,"abstract":"The purpose of this research is to know the students’ difficulty in doing the Genius TOEFL Application test, especially in the listening section. The method of this research uses descriptive qualitative research. The result shows that the students’ difficulty in doing TOEFL listening is both external and internal. External factors: the native speaker's accent, the speaker’s speed, and the speaker’s intonation. Internal factors: the students do not have previous experience using the Genius TOEFL application Test, the students have a lack of practice, the students do not have a hearing impairment, the students lack of concentration, the students have limited vocabulary, the students have trouble finding keywords, and the students do not know the strategy how to answer the question.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79360089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to find out colleges’ perceptions towards English webinars held during the pandemic to assist their English learning. The population included some colleges from random subjects in a private and stated university who had attended an English webinar and the sample of the population was taken using purposive sampling which focuses on seventh and eighth-semester colleges. The collected data were analyzed using thematic analysis. The result demonstrates that English webinars can assist colleges in learning English during the pandemic however, they also face some challenges while learning English through English webinars.
{"title":"PERCEPTION TOWARDS ENGLISH WEBINAR AMONG COLLEGE STUDENTS IN ASSISTING ENGLISH LEARNING DURING PANDEMIC COVID-19","authors":"Devanny Patricia Inkiriwang, Marlin Steffi Marpaung","doi":"10.52657/js.v8i1.1608","DOIUrl":"https://doi.org/10.52657/js.v8i1.1608","url":null,"abstract":"The purpose of this study is to find out colleges’ perceptions towards English webinars held during the pandemic to assist their English learning. The population included some colleges from random subjects in a private and stated university who had attended an English webinar and the sample of the population was taken using purposive sampling which focuses on seventh and eighth-semester colleges. The collected data were analyzed using thematic analysis. The result demonstrates that English webinars can assist colleges in learning English during the pandemic however, they also face some challenges while learning English through English webinars.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72381522","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}
Listening is one of the skills considered hard for the students in learning English. Rapid listening practice can be used to overcome this. This is experimental research aimed to find out the effect of online listening dictation content using pre and post-tests design. 15 students were taken randomly. Paired T-Test shows an increase in the value of the pre and post-test results of all study participants with a p-value of 0.003 and
{"title":"THE UTILIZATION OF ‘ONLINE DICTATION’ CONTENT TO INCREASE STUDENTS LISTENING ABILITY IN STIKES MADANI YOGYAKARTA","authors":"Surip Haryani, Miftahul Zahro","doi":"10.52657/js.v8i1.1607","DOIUrl":"https://doi.org/10.52657/js.v8i1.1607","url":null,"abstract":"Listening is one of the skills considered hard for the students in learning English. Rapid listening practice can be used to overcome this. This is experimental research aimed to find out the effect of online listening dictation content using pre and post-tests design. 15 students were taken randomly. Paired T-Test shows an increase in the value of the pre and post-test results of all study participants with a p-value of 0.003 and","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"170 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73193856","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}
Various studies have focused on language learning by using technology in/outside the classroom. For more investigation, this proposal study examined self-independent learning English outside the classroom; it aims to determine the most frequent technological tool that learners preferred, and what is the most effective online platform. Because of the overlap, several studies published from 2004 up to 2021 have been reviewed. Self-organized as a theoretical framework has been adopted. Participants from three different nationalities: 15 from Indonesian, three Sudanese, and two from Malaysia. Findings show participants used technological means for learning English independently; the smartphone is more used; among many apps, youtube is the best platform for learning English through videos and movies. In sense of wide opportunities created by technology, materials availability, and easy accessibility to improve language learning out of the classroom.
{"title":"LEARNING LANGUAGE WITH TECHNOLOGY OUT OF CLASSROOM SELF-ORGANIZED","authors":"Khaled Sulaiman Omer Abaker","doi":"10.52657/js.v8i1.1612","DOIUrl":"https://doi.org/10.52657/js.v8i1.1612","url":null,"abstract":"Various studies have focused on language learning by using technology in/outside the classroom. For more investigation, this proposal study examined self-independent learning English outside the classroom; it aims to determine the most frequent technological tool that learners preferred, and what is the most effective online platform. Because of the overlap, several studies published from 2004 up to 2021 have been reviewed. Self-organized as a theoretical framework has been adopted. Participants from three different nationalities: 15 from Indonesian, three Sudanese, and two from Malaysia. Findings show participants used technological means for learning English independently; the smartphone is more used; among many apps, youtube is the best platform for learning English through videos and movies. In sense of wide opportunities created by technology, materials availability, and easy accessibility to improve language learning out of the classroom.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79833929","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 aimed at elaborating the student engagement in Basic English online courses, by employing the cross-sectional survey design. The subject of this study was the first semester students of Diploma 3 of the Bloodbank Technology Study Program. The data were collected through a questionnaire that was distributed through Google Forms. The students’ engagement was high on the skills, thoughts/emotions with the highest mean value of 4.39, participation with the mean value of 4.37, and performance items, with the mean value of 4.33. However, the communication issue became the least engaged activity with a mean value of 2.74.
{"title":"STUDENTS’ ENGAGEMENT IN BASIC ENGLISH ONLINE COURSE IN THE BLOODBANK TECHNOLOGY STUDY PROGRAM","authors":"I. Setianingsih","doi":"10.52657/js.v8i1.1610","DOIUrl":"https://doi.org/10.52657/js.v8i1.1610","url":null,"abstract":"This study aimed at elaborating the student engagement in Basic English online courses, by employing the cross-sectional survey design. The subject of this study was the first semester students of Diploma 3 of the Bloodbank Technology Study Program. The data were collected through a questionnaire that was distributed through Google Forms. The students’ engagement was high on the skills, thoughts/emotions with the highest mean value of 4.39, participation with the mean value of 4.37, and performance items, with the mean value of 4.33. However, the communication issue became the least engaged activity with a mean value of 2.74.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89430939","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 objectives of the study were to find out the types of code-switching used by the teachers of English at SMA Negeri 1 Palembang during the teaching process and the motivation of the teachers in using code-switching. The method of this research was descriptive research with a qualitative approach. The result of the study found that there were twenty data which classified, namely metaphorical, situational and conversational code-switching. The most often type of code-switching that the teachers used during teaching were conversational code-switching. Their motivation was the teacher wanted to give a clearer explanation to the students.
本研究的目的是了解SMA Negeri 1 Palembang的英语教师在教学过程中使用语码转换的类型以及教师使用语码转换的动机。本研究的方法是描述性研究与定性研究相结合。研究结果发现，有20个数据可分类，即隐喻、情景和会话代码转换。教师在教学中最常使用的语码转换类型是会话语码转换。他们的动机是老师想给学生一个更清晰的解释。
{"title":"AN ANALYSIS OF CODE-SWITCHING USED BY THE TEACHERS OF ENGLISH AT SMA NEGERI 1 PALEMBANG","authors":"S. Yuliani, Latifah Handayani","doi":"10.52657/js.v8i1.1611","DOIUrl":"https://doi.org/10.52657/js.v8i1.1611","url":null,"abstract":"The objectives of the study were to find out the types of code-switching used by the teachers of English at SMA Negeri 1 Palembang during the teaching process and the motivation of the teachers in using code-switching. The method of this research was descriptive research with a qualitative approach. The result of the study found that there were twenty data which classified, namely metaphorical, situational and conversational code-switching. The most often type of code-switching that the teachers used during teaching were conversational code-switching. Their motivation was the teacher wanted to give a clearer explanation to the students.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73449504","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 aim is to know the students' response in using the platform Google Classroom for an online class. This research used the qualitative method and took students of Universitas Muhammadiyah Pringsewu as a sample of research. In-depth interviews, questionnaires, and observations were used as data collecting techniques. The result is the students felt confused because the situation is different from the classroom. The student’s opinion of the platform Google Classroom is a good platform but they need to have a good internet connection to access it and some students have problem with it. They also mentioned that this platform is effective for teaching as long as the teacher can maximize the function of Google classroom.
{"title":"THE STUDENTS RESPONSE OF USING GOOGLE CLASSROOM FOR ONLINE CLASS","authors":"Novita Eka Tristiana, Rahmatika Kayyis","doi":"10.52657/js.v8i1.1609","DOIUrl":"https://doi.org/10.52657/js.v8i1.1609","url":null,"abstract":"This research aim is to know the students' response in using the platform Google Classroom for an online class. This research used the qualitative method and took students of Universitas Muhammadiyah Pringsewu as a sample of research. In-depth interviews, questionnaires, and observations were used as data collecting techniques. The result is the students felt confused because the situation is different from the classroom. The student’s opinion of the platform Google Classroom is a good platform but they need to have a good internet connection to access it and some students have problem with it. They also mentioned that this platform is effective for teaching as long as the teacher can maximize the function of Google classroom.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85476529","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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