Pub Date : 2023-08-07DOI: 10.24256/ideas.v11i1.3974
Abdullah Syukur, Ardhy Supraba
The objective of this research is to find out the implementation of Hypnoteaching method in improving students reading comprehension. The researcher applied quasi-experimental design. The population of this research is the second semester students of Informatics Study Program at Cokroaminoto Palopo in 2022/2023 academic year. The researcher used cluster random sampling technique, where two classes were taken randomly as sample. The sample consists of 27 students of experimental class and 27 students of control class. There were two variables in this research, namely the implementation of Hypnoteaching method as independent variable and the students reading comprehension as dependent variable. The data was collected through reading test administered in pretest and posttest of each class. The result of data analysis shows that t-test value is greater than t-table value (5.34 > 2.056) at level of significance (p) = 0.05 with degree of freedom (df) = 26. It means that there is a significant difference of reading comprehension between two classes and it indicates that null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted. Therefore, based on the findings and discussion of this research, it can be concluded that the implementation of Hypnoteaching method improves students reading comprehension
{"title":"The Implementation of Hypnoteaching Method in Improving Students’ Reading Comprehension","authors":"Abdullah Syukur, Ardhy Supraba","doi":"10.24256/ideas.v11i1.3974","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3974","url":null,"abstract":"The objective of this research is to find out the implementation of Hypnoteaching method in improving students reading comprehension. The researcher applied quasi-experimental design. The population of this research is the second semester students of Informatics Study Program at Cokroaminoto Palopo in 2022/2023 academic year. The researcher used cluster random sampling technique, where two classes were taken randomly as sample. The sample consists of 27 students of experimental class and 27 students of control class. There were two variables in this research, namely the implementation of Hypnoteaching method as independent variable and the students reading comprehension as dependent variable. The data was collected through reading test administered in pretest and posttest of each class. The result of data analysis shows that t-test value is greater than t-table value (5.34 > 2.056) at level of significance (p) = 0.05 with degree of freedom (df) = 26. It means that there is a significant difference of reading comprehension between two classes and it indicates that null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted. Therefore, based on the findings and discussion of this research, it can be concluded that the implementation of Hypnoteaching method improves students reading comprehension","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135998692","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 : 2023-08-07DOI: 10.24256/ideas.v11i1.3811
Faisal Amir, Abidin Pammu, Nasmilah Nasmilah
Considering the importance of grammatical knowledge in the writing process, this research aims at describing the grammatical errors that are committed by the fifth semester students of English Department at IAIN Palopo. The research study is classified into a descriptive-qualitative study. The data were collected from twenty two English texts written by the English Department students which were done as tasks and contained six familiar topics. Students were supposed to write an essay/paragraph about the given topics. In addition, the researcher had permission from the lecturer to take and analyse the students’ written works. The researcher and students’ written works are the main sources of data collection in this research. To identify the common errors, students’ writings were analysed with the help of checklists in order to classify different types of errors made by the respondents. The results of the study revealed that the most common and frequent errors made by the students are 387 (58.37%) places of omission errors, 213 (32.12%) places of mis formation errors, 131 (19.75%) places of addition errors, 8 (1.20%) places of mis ordering errors. Besides that, the causes of these errors were developmental found in 323 (36.17%) places, 306 (34.26%) of ambiguous, 205 (22.95%) of interlingual, and 59 (6.60%) unique errors. Based on these findings, teachers are suggested to raise students’ awareness on these errors and provide sufficient remedies to prevent students from internalizing such errors.
{"title":"An Analysis of Grammatical Errors in Writing Made by English Education Students at IAIN Palopo","authors":"Faisal Amir, Abidin Pammu, Nasmilah Nasmilah","doi":"10.24256/ideas.v11i1.3811","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3811","url":null,"abstract":"Considering the importance of grammatical knowledge in the writing process, this research aims at describing the grammatical errors that are committed by the fifth semester students of English Department at IAIN Palopo. The research study is classified into a descriptive-qualitative study. The data were collected from twenty two English texts written by the English Department students which were done as tasks and contained six familiar topics. Students were supposed to write an essay/paragraph about the given topics. In addition, the researcher had permission from the lecturer to take and analyse the students’ written works. The researcher and students’ written works are the main sources of data collection in this research. To identify the common errors, students’ writings were analysed with the help of checklists in order to classify different types of errors made by the respondents. The results of the study revealed that the most common and frequent errors made by the students are 387 (58.37%) places of omission errors, 213 (32.12%) places of mis formation errors, 131 (19.75%) places of addition errors, 8 (1.20%) places of mis ordering errors. Besides that, the causes of these errors were developmental found in 323 (36.17%) places, 306 (34.26%) of ambiguous, 205 (22.95%) of interlingual, and 59 (6.60%) unique errors. Based on these findings, teachers are suggested to raise students’ awareness on these errors and provide sufficient remedies to prevent students from internalizing such errors.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135998691","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}
A novel is one of the types of literature that retells real-world events in a fictional way without taking away their social or cultural parts. This research was conducted to analyze Native Son, a novel about Bigger Thomas's life as a black person in America in the 1930s. The issues explored in this novel include racial prejudice, racial discrimination, and racial segregation. This study used an interdisciplinary approach, a mimetic approach, and a document study. The data are collected by reading the novel, taking the contents representing the issues, and then presenting and explaining what the data mean. The study results show that Native Son portrays some of the sociocultural issues that often occur in society. This study is expected to provide readers with information on how to analyze a literary work, specifically a novel, and to gain a greater understanding of sociocultural issues in society so that it can be used as a reflection of life.
{"title":"Sociocultural Issues Represented in Native Son Novel by Richard Wright","authors":"Kathrin Meylida Annur, Fatchul Mu’in, Nasrullah Nasrullah, Rina Listia","doi":"10.24256/ideas.v11i1.3679","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3679","url":null,"abstract":"A novel is one of the types of literature that retells real-world events in a fictional way without taking away their social or cultural parts. This research was conducted to analyze Native Son, a novel about Bigger Thomas's life as a black person in America in the 1930s. The issues explored in this novel include racial prejudice, racial discrimination, and racial segregation. This study used an interdisciplinary approach, a mimetic approach, and a document study. The data are collected by reading the novel, taking the contents representing the issues, and then presenting and explaining what the data mean. The study results show that Native Son portrays some of the sociocultural issues that often occur in society. This study is expected to provide readers with information on how to analyze a literary work, specifically a novel, and to gain a greater understanding of sociocultural issues in society so that it can be used as a reflection of life.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136083998","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 : 2023-08-04DOI: 10.24256/ideas.v11i1.3942
Yatni Fatwa Mulyati, Ummi Kultsum
Teaching English is closely related to learning Western culture; however, it is only sometimes about using the same material. As the country with the largest Muslim population in the world, Indonesia must play a role in integrating Islamic values into learning, mainly English as a foreign language. This study aimed to reveal the integration of Islamic and cultural values in English teaching to Islamic university students. This descriptive qualitative used semi-structured interviews and observation to gather the data. There were 42 students, and one lecturer was chosen using purposive sampling as the participants. The findings showed that integrating Islamic and cultural values helps students understand English more easily. Furthermore, it also supports students with an Islamic background. In addition, the observation result proves that students speaking, listening, translation, reading, and vocabulary achievement is outstanding during the observation. This current research strongly contributes to the literature on research about integrating Islamic values into language teaching. However, the cultural values that showed up are Islamic cultural values. Further research focusing on Local cultural integration in teaching English may be enlightening.
{"title":"The Integration of Islamic and Cultural Values in English Teaching","authors":"Yatni Fatwa Mulyati, Ummi Kultsum","doi":"10.24256/ideas.v11i1.3942","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3942","url":null,"abstract":"Teaching English is closely related to learning Western culture; however, it is only sometimes about using the same material. As the country with the largest Muslim population in the world, Indonesia must play a role in integrating Islamic values into learning, mainly English as a foreign language. This study aimed to reveal the integration of Islamic and cultural values in English teaching to Islamic university students. This descriptive qualitative used semi-structured interviews and observation to gather the data. There were 42 students, and one lecturer was chosen using purposive sampling as the participants. The findings showed that integrating Islamic and cultural values helps students understand English more easily. Furthermore, it also supports students with an Islamic background. In addition, the observation result proves that students speaking, listening, translation, reading, and vocabulary achievement is outstanding during the observation. This current research strongly contributes to the literature on research about integrating Islamic values into language teaching. However, the cultural values that showed up are Islamic cultural values. Further research focusing on Local cultural integration in teaching English may be enlightening.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136163289","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 : 2023-08-04DOI: 10.24256/ideas.v11i1.3530
Selva New Puspita Naibaho, Robby Satria
This study has purpose to find the types of directive acts that performed by the characters in “The School for Good and Evil” movie. This research is descriptive qualitative research. This research used a theory proposed by Searle and Vanderveken (1985). This study used observational and a non-participatory technique of data collection. This research also used referential identity method and the pragmatic competence technique in equalizing in analysing the data. There are some steps in the process of collecting the data. Firstly, the researchers watched the data source which is “The School for Good and Evil” movie. Secondly, the researchers downloaded the script of the movie. The researchers then watched the movie and read the script in the exact same time. Finally, the researchers marked the utterances that showed the directive acts. The result showed that there were 17 data of directive acts performed by the characters in “The School for Good and Evil” movie. There were 8 data of asking type, 1 data of permitting type, 2 data of ordering type, 1 data of requesting type, 1 data of commanding type, 2 data of inviting type, and 2 data of advising type. Eventually, “The School for Good and Evil” movie characters most frequently use the asking type of directive acts.
{"title":"An Analysis of Types of Directive Acts Found in “The School for Good and Evil” Movie","authors":"Selva New Puspita Naibaho, Robby Satria","doi":"10.24256/ideas.v11i1.3530","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3530","url":null,"abstract":"This study has purpose to find the types of directive acts that performed by the characters in “The School for Good and Evil” movie. This research is descriptive qualitative research. This research used a theory proposed by Searle and Vanderveken (1985). This study used observational and a non-participatory technique of data collection. This research also used referential identity method and the pragmatic competence technique in equalizing in analysing the data. There are some steps in the process of collecting the data. Firstly, the researchers watched the data source which is “The School for Good and Evil” movie. Secondly, the researchers downloaded the script of the movie. The researchers then watched the movie and read the script in the exact same time. Finally, the researchers marked the utterances that showed the directive acts. The result showed that there were 17 data of directive acts performed by the characters in “The School for Good and Evil” movie. There were 8 data of asking type, 1 data of permitting type, 2 data of ordering type, 1 data of requesting type, 1 data of commanding type, 2 data of inviting type, and 2 data of advising type. Eventually, “The School for Good and Evil” movie characters most frequently use the asking type of directive acts.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136163214","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 : 2023-08-03DOI: 10.24256/ideas.v11i1.3547
Natalia Rebong, Nurma Dhona Handayani
Deixis is part of pragmatics that people make in communication. In this research, the researchers analyzed deixis in utterances and the movie “Bird Box” is data source. The movie is 2018 horror movie that has deixis in the movie. The researchers analyze all utterances in the movie. This descriptive qualitative research found out types deixis in utterances of characters. The researchers used observational method with the technique of non-participatory. The pragmatic identity method with competence- in equalizing were used by the researchers. Then, the researchers use the theory from Yule (2017) to analyze deixis types that characters make. The findings show that deixis were used in the communication of the movie. There were totally 34 deixis data in spatial deixis, temporal deixis, and person deixis. 16 were in spatial deixis, 12 data in person deixis, and 6 data in the temporal deixis. The dominant is spatial deixis used by the characters to point places to other hearers in Bird Box movie.
{"title":"Deixis Analysis Found In “Bird Box” Movie","authors":"Natalia Rebong, Nurma Dhona Handayani","doi":"10.24256/ideas.v11i1.3547","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3547","url":null,"abstract":"Deixis is part of pragmatics that people make in communication. In this research, the researchers analyzed deixis in utterances and the movie “Bird Box” is data source. The movie is 2018 horror movie that has deixis in the movie. The researchers analyze all utterances in the movie. This descriptive qualitative research found out types deixis in utterances of characters. The researchers used observational method with the technique of non-participatory. The pragmatic identity method with competence- in equalizing were used by the researchers. Then, the researchers use the theory from Yule (2017) to analyze deixis types that characters make. The findings show that deixis were used in the communication of the movie. There were totally 34 deixis data in spatial deixis, temporal deixis, and person deixis. 16 were in spatial deixis, 12 data in person deixis, and 6 data in the temporal deixis. The dominant is spatial deixis used by the characters to point places to other hearers in Bird Box movie.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136383068","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 : 2023-08-02DOI: 10.24256/ideas.v11i1.3861
Dewi Furwana, Andi Tenrisanna Syam, Qubra Qubra
This research aimed to develop the appropriate weblog for learning English grammar of the twelfth-grade students at SMAN 4 Palopo. Furthermore, the researcher applied Research and Development (R&D) method under the ADDIE model. It consists of five phases: Analysis, Design, Development, Implementation, and Evaluation. This research was located at SMAN 4 Palopo. The subjects in the research were the twelfth-grade students at SMAN 4 Palopo, and 42 students became respondents for the development tryout. This research used several instruments to collect data, i.e., need analysis questionnaires, experts’ judgment questionnaires, and students’ perception questionnaires. The technique of data analysis was a quantitative descriptive analysis technique. This research shows that the developed basic English grammar material through blog learning for the twelfth-grade students at SMAN 4 Palopo was appropriate. The value from the expert’s validation showed that the material expert was 4.33, the language expert was 4.80, and the media/IT expert was 3.44. Thus, the overall mean score for product validity was 4.52 under the excellent category. The result of the questionnaire on students’ perception obtained 4.23 in the excellent category. The appropriate basic English grammar material through blog learning for the twelfth-grade students at SMAN 4 Palopo covers: (1) learning objectives follow students’ necessities; (2) material consists of modal verbs, singular and plural, noun and verb phrases, tenses, direct and indirect speech, passive voice, and articles; (3) presented visually and audio-visually; (4) exciting learning activities and is student-centred such as quizzes, games, and tasks; (5) material’s arrangement consists of a definition, observing activity, grammatical structure, function, and example; (6) an understandable and accessible and covered with a good, attractive, and consistent layout; (7) clear, effective, communicative language and is suitable; (8) material can increase students’ enthusiasm, focus, spirit, confidence, motivation, and activity.
{"title":"The Development of a Weblog for Learning English Grammar","authors":"Dewi Furwana, Andi Tenrisanna Syam, Qubra Qubra","doi":"10.24256/ideas.v11i1.3861","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3861","url":null,"abstract":"This research aimed to develop the appropriate weblog for learning English grammar of the twelfth-grade students at SMAN 4 Palopo. Furthermore, the researcher applied Research and Development (R&D) method under the ADDIE model. It consists of five phases: Analysis, Design, Development, Implementation, and Evaluation. This research was located at SMAN 4 Palopo. The subjects in the research were the twelfth-grade students at SMAN 4 Palopo, and 42 students became respondents for the development tryout. This research used several instruments to collect data, i.e., need analysis questionnaires, experts’ judgment questionnaires, and students’ perception questionnaires. The technique of data analysis was a quantitative descriptive analysis technique. This research shows that the developed basic English grammar material through blog learning for the twelfth-grade students at SMAN 4 Palopo was appropriate. The value from the expert’s validation showed that the material expert was 4.33, the language expert was 4.80, and the media/IT expert was 3.44. Thus, the overall mean score for product validity was 4.52 under the excellent category. The result of the questionnaire on students’ perception obtained 4.23 in the excellent category. The appropriate basic English grammar material through blog learning for the twelfth-grade students at SMAN 4 Palopo covers: (1) learning objectives follow students’ necessities; (2) material consists of modal verbs, singular and plural, noun and verb phrases, tenses, direct and indirect speech, passive voice, and articles; (3) presented visually and audio-visually; (4) exciting learning activities and is student-centred such as quizzes, games, and tasks; (5) material’s arrangement consists of a definition, observing activity, grammatical structure, function, and example; (6) an understandable and accessible and covered with a good, attractive, and consistent layout; (7) clear, effective, communicative language and is suitable; (8) material can increase students’ enthusiasm, focus, spirit, confidence, motivation, and activity.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135066068","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 : 2023-08-02DOI: 10.24256/ideas.v11i1.3490
Muhammad Sabaniyah, Didin Nuruddin Hidayat, Nida Husna, Alek Alek
This study aims to investigate the use of anaphoric and cataphoric references in narrative text in “Bright An English” Textbook for 8th-grade junior high school students, and to identify the most commonly used in the texts. This study examined the data that contained the anaphoric and cataphoric by the theory of Halliday and Hasan (1976). The study used a qualitative descriptive approach because it dealt with descriptive. The main data for this study was “Bright, an English textbook” for 8th-grade junior high school students, written by Nur Zaida and published by Erlangga. The results showed those anaphoric and cataphoric references contained in the English textbook; 22 sentences had anaphoric and cataphoric references in detail of which fifteen sentences were anaphoric, and seven sentences were cataphoric. “Bright, an English textbook” for eighth-grade junior high school students frequently uses pronominal anaphora because it addresses the referent of the anaphora with a pronoun. Pronouns were important because they linked sentences, which helped to avoid the nouns being used repeatedly. Besides, the cataphoric reference was rarely used, which is considered more difficult for 8th graders to understand.
{"title":"Exploring Anaphoric and Cataphoric References Used in “Bright, an English Textbook”","authors":"Muhammad Sabaniyah, Didin Nuruddin Hidayat, Nida Husna, Alek Alek","doi":"10.24256/ideas.v11i1.3490","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3490","url":null,"abstract":"This study aims to investigate the use of anaphoric and cataphoric references in narrative text in “Bright An English” Textbook for 8th-grade junior high school students, and to identify the most commonly used in the texts. This study examined the data that contained the anaphoric and cataphoric by the theory of Halliday and Hasan (1976). The study used a qualitative descriptive approach because it dealt with descriptive. The main data for this study was “Bright, an English textbook” for 8th-grade junior high school students, written by Nur Zaida and published by Erlangga. The results showed those anaphoric and cataphoric references contained in the English textbook; 22 sentences had anaphoric and cataphoric references in detail of which fifteen sentences were anaphoric, and seven sentences were cataphoric. “Bright, an English textbook” for eighth-grade junior high school students frequently uses pronominal anaphora because it addresses the referent of the anaphora with a pronoun. Pronouns were important because they linked sentences, which helped to avoid the nouns being used repeatedly. Besides, the cataphoric reference was rarely used, which is considered more difficult for 8th graders to understand.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135066132","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 : 2023-08-02DOI: 10.24256/ideas.v11i1.3824
Adrefiza Adrefiza
Studies on Student Online Learning Readiness (SOLR) have been proliferating since the outbreak of the Covid-19 pandemic world-widely. The results seem to vary accordingly in terms of students’ levels, complexity, and contexts of its implementation across regions and countries. Through an internet survey questionnaire, involving 139 EESP students at the faculty of education, at Jambi University, this study investigates the levels of SOLR and how they contribute to the improvement of the students’ soft skills. Adapting Yu and Richardson’s (2015) model, the results show a relatively high SOLR level with an average score of (3.64) (out of the maximum 5.0) in three aspects (technical, social, and communication). Technical competencies were the highest level with an average score of (3.70) and Communication appear to be the lowest (3.59) in the evaluation. The study also proves that all aspects of SOLR contributed significantly to the improvement of the students’ soft skills (self-regulated, critical thinking, problem-solving, and time management) with an average score of (2.8) (out of 4.0). Despite the pessimistic claims in its implementation, the findings have displayed a reverse phenomenon, proving the fact that the student’s readiness at EESP along with its contribution to students’ soft skills far outweighs the expectation. Online learning, although, with several limitations, should be implemented wisely and thoroughly to obtain maximum results.
{"title":"Investigating Students’ Online Learning Readiness (SOLR) in Developing Students’ Soft Skills: A Survey at English Education Study Program (EESP), Faculty of Teacher Training and Education (FKIP), Jambi University","authors":"Adrefiza Adrefiza","doi":"10.24256/ideas.v11i1.3824","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3824","url":null,"abstract":"Studies on Student Online Learning Readiness (SOLR) have been proliferating since the outbreak of the Covid-19 pandemic world-widely. The results seem to vary accordingly in terms of students’ levels, complexity, and contexts of its implementation across regions and countries. Through an internet survey questionnaire, involving 139 EESP students at the faculty of education, at Jambi University, this study investigates the levels of SOLR and how they contribute to the improvement of the students’ soft skills. Adapting Yu and Richardson’s (2015) model, the results show a relatively high SOLR level with an average score of (3.64) (out of the maximum 5.0) in three aspects (technical, social, and communication). Technical competencies were the highest level with an average score of (3.70) and Communication appear to be the lowest (3.59) in the evaluation. The study also proves that all aspects of SOLR contributed significantly to the improvement of the students’ soft skills (self-regulated, critical thinking, problem-solving, and time management) with an average score of (2.8) (out of 4.0). Despite the pessimistic claims in its implementation, the findings have displayed a reverse phenomenon, proving the fact that the student’s readiness at EESP along with its contribution to students’ soft skills far outweighs the expectation. Online learning, although, with several limitations, should be implemented wisely and thoroughly to obtain maximum results.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135066230","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 investigate the Effect of Taking English Club Extracurricular Activity on Student’s Writing and Speaking Ability at SMA St. Thomas 2Medan. The methodology of the research was Quantitative research. The technique of collecting the data are writing test and speaking test. The findings showed whether there were significant effects or not on students’ writing and speaking ability. The effect has been proved from the result of the pre-test and post-test. The researcher compared the result of the pre-test and post-test. If the result of the post-test was higher than the pre-test, it meant that English club extracurricular activity was affected. The writing result shows the difference between the mean score of the pre-test and post-test after conducting treatment where the mean score of students’ writing ability on the pre-test is 5,79 and the post-test is 8,47. After analysing the result of the pre-test and post-test by using a formula, it has gotten a percentage of about 46,28 % of students’ improvement. It indicates that applying English Club Extracurricular Activity is effective to be used in learning writing and in Speaking ability, the result shows the difference between the mean score of the pre-test and post-test after conducting treatment where the mean score of students’ speaking ability on the pre-test is 3,05 and the post-test is 4,76. After analysing the result of the pre-test and post-test by using a formula, it has gotten a percentage of about 56,06 % of students’ improvement. Based on the result of data analysis, the researcher concludes that applying English Club Extracurricular Activity is effective in improving the students’ writing and speaking skills
{"title":"The Effect of Taking English Club Extracurricular Activity on Student’s Writing and Speaking Ability","authors":"Hernawan Simbolon, Sahlan Tampubolon, Arsen Pasaribu","doi":"10.24256/ideas.v11i1.3807","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3807","url":null,"abstract":"The purpose of this study is to investigate the Effect of Taking English Club Extracurricular Activity on Student’s Writing and Speaking Ability at SMA St. Thomas 2Medan. The methodology of the research was Quantitative research. The technique of collecting the data are writing test and speaking test. The findings showed whether there were significant effects or not on students’ writing and speaking ability. The effect has been proved from the result of the pre-test and post-test. The researcher compared the result of the pre-test and post-test. If the result of the post-test was higher than the pre-test, it meant that English club extracurricular activity was affected. The writing result shows the difference between the mean score of the pre-test and post-test after conducting treatment where the mean score of students’ writing ability on the pre-test is 5,79 and the post-test is 8,47. After analysing the result of the pre-test and post-test by using a formula, it has gotten a percentage of about 46,28 % of students’ improvement. It indicates that applying English Club Extracurricular Activity is effective to be used in learning writing and in Speaking ability, the result shows the difference between the mean score of the pre-test and post-test after conducting treatment where the mean score of students’ speaking ability on the pre-test is 3,05 and the post-test is 4,76. After analysing the result of the pre-test and post-test by using a formula, it has gotten a percentage of about 56,06 % of students’ improvement. Based on the result of data analysis, the researcher concludes that applying English Club Extracurricular Activity is effective in improving the students’ writing and speaking skills","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135056282","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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