The basis of human communication is the ability to conduct smooth conversations. It is currently highly demanded for people to be able to conduct conversations through politeness. In L2 learning, this has induced linguists and language educators to develop methods for enhancing L2 learners’ ability to communicate appropriately in L2. This paper is part of a descriptive qualitative study investigating the types of politeness EFL learners use during English conversations. It mainly analyzed the politeness strategies used by L2 learners with instructors during EFL activities. The participants were elementary students and the instructor. Observation and recording were the ways to collect the data. The data analysis process was through the politeness theory by Brown and Levinson (1987). This study revealed three politeness strategies; the students frequently used negative and positive politeness strategies. Whereas bald on record strategy was rarely used. The implication of the study was to build the students' good character. In addition, it could be beneficial for applying pragmatic theory to the ELT process in a particular course.
{"title":"Politeness Strategies of Assertive Acts by Indonesian EFL Learners in Conversation Class","authors":"D. Hastuti, Agus Wijayanto","doi":"10.24127/pj.v12i2.5431","DOIUrl":"https://doi.org/10.24127/pj.v12i2.5431","url":null,"abstract":"The basis of human communication is the ability to conduct smooth conversations. It is currently highly demanded for people to be able to conduct conversations through politeness. In L2 learning, this has induced linguists and language educators to develop methods for enhancing L2 learners’ ability to communicate appropriately in L2. This paper is part of a descriptive qualitative study investigating the types of politeness EFL learners use during English conversations. It mainly analyzed the politeness strategies used by L2 learners with instructors during EFL activities. The participants were elementary students and the instructor. Observation and recording were the ways to collect the data. The data analysis process was through the politeness theory by Brown and Levinson (1987). This study revealed three politeness strategies; the students frequently used negative and positive politeness strategies. Whereas bald on record strategy was rarely used. The implication of the study was to build the students' good character. In addition, it could be beneficial for applying pragmatic theory to the ELT process in a particular course. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130715227","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 study explored the experiences of a pre-service EFL teacher when participating in online project-based learning activities in critical listening class during the Covid-19 pandemic. The study aimed to investigate students' skills that can be developed through online project-based learning other than language skills and a female pre-service EFL teacher's perspectives on the benefits and challenges of using online project-based learning in English as a foreign language online class. The study employed a narrative inquiry model. The semi-structured interview and narrative frame were employed to collect the data. The result revealed that not only develop critical listening but such skills as technical skills in using technology for learning; self-learning; problem-solving; collaboration and communication with peers; critical and creative thinking; and time management outside the classroom can also be increased after joining online classes that implement project-based learning by using various learning platforms. In addition, implementing online project-based learning also provides several benefits and challenges for the participant
{"title":"ONLINE PROJECT-BASED LEARNING IN COVID-19 PANDEMIC: EFL PRE-SERVICE TEACHER’ STORY","authors":"Harun Arwanto, Ana Mufidatun Ni'mah","doi":"10.24127/pj.v12i2.5680","DOIUrl":"https://doi.org/10.24127/pj.v12i2.5680","url":null,"abstract":"The study explored the experiences of a pre-service EFL teacher when participating in online project-based learning activities in critical listening class during the Covid-19 pandemic. The study aimed to investigate students' skills that can be developed through online project-based learning other than language skills and a female pre-service EFL teacher's perspectives on the benefits and challenges of using online project-based learning in English as a foreign language online class. The study employed a narrative inquiry model. The semi-structured interview and narrative frame were employed to collect the data. The result revealed that not only develop critical listening but such skills as technical skills in using technology for learning; self-learning; problem-solving; collaboration and communication with peers; critical and creative thinking; and time management outside the classroom can also be increased after joining online classes that implement project-based learning by using various learning platforms. In addition, implementing online project-based learning also provides several benefits and challenges for the participant","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116327580","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}
Raynesa Noor Emiliasari, Yayah Nurhidayah, Sopiah Jamaliah Supriadi Putri
Students’ engagement is an ongoing concern for educators because of its positive association with deep learning, educational purpose, and educational outcomes. The purpose of this study is to reveal the students’ engagement and to explore the factors of students’ engagement in EFL asynchronous classes. This research was qualitative design with a case study approach. The participants of this study were 35 ten-grades students in one of the senior high schools in Majalengka. Survey and interview were used to gain the data from the participants. The survey was conducted to 35 ten-graders which mainly focused on their engagement during the asynchronous class as well as their reasons of being to or not engage with the lessons. Meanwhile, factors influenced their engagement in the asynchronous class were elaborated using the interview. The result showed that students gave positive responses in students’ engagement on cognitive and behavioral engagement, most of the students both high and middle achievers always follow the teacher instructions and sometimes give opinions/ideas. The most prominent factors that influence students’ engagement is teacher factors, among them are interesting teaching method and teachers’ characteristic This study suggests that teachers need a variety of methods in which to use online platforms and conduct more creative activities in order to get the best learning outcomes.Keywords: Asynchronous Learning, EFL Class, Student Engagement.
{"title":"An Exploration of Students' Engagement in EFL Asynchronous Class","authors":"Raynesa Noor Emiliasari, Yayah Nurhidayah, Sopiah Jamaliah Supriadi Putri","doi":"10.24127/pj.v12i2.5820","DOIUrl":"https://doi.org/10.24127/pj.v12i2.5820","url":null,"abstract":"Students’ engagement is an ongoing concern for educators because of its positive association with deep learning, educational purpose, and educational outcomes. The purpose of this study is to reveal the students’ engagement and to explore the factors of students’ engagement in EFL asynchronous classes. This research was qualitative design with a case study approach. The participants of this study were 35 ten-grades students in one of the senior high schools in Majalengka. Survey and interview were used to gain the data from the participants. The survey was conducted to 35 ten-graders which mainly focused on their engagement during the asynchronous class as well as their reasons of being to or not engage with the lessons. Meanwhile, factors influenced their engagement in the asynchronous class were elaborated using the interview. The result showed that students gave positive responses in students’ engagement on cognitive and behavioral engagement, most of the students both high and middle achievers always follow the teacher instructions and sometimes give opinions/ideas. The most prominent factors that influence students’ engagement is teacher factors, among them are interesting teaching method and teachers’ characteristic This study suggests that teachers need a variety of methods in which to use online platforms and conduct more creative activities in order to get the best learning outcomes.Keywords: Asynchronous Learning, EFL Class, Student Engagement.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132381390","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}
Using authentic materials in EFL reading classes is essential as a medium to help students practice their reading skills. This study uses mixed methods to determine student perceptions, motivation, and anxiety when using authentic texts in EFL reading classes. The participants of this study were 19 students of a university in Malang in the third semester. The data collection instruments used include questionnaires and interviews. The results of this study indicate that students tend to give positive perceptions. Nevertheless, it is undeniable that some students give negative responses for several reasons. Positive responses indicate that students feel authentic texts have many benefits. In contrast, negative responses indicate that they cannot understand the contents of the reading and do not feel the benefits that can be obtained. The level of student motivation is also higher than student anxiety. Students feel motivated because they can improve their English skills, gain knowledge, and feel challenged. However, they also encounter difficulties that make them anxious when reading authentic texts. The reason is that they find many uncommon words, language, and sentence structures. For future researchers, doing more research on students and conducting more profound interviews is suggested so that the data obtained is more varied than the current one.
{"title":"PORTRAYING THE USE OF AUTHENTIC MATERIALS IN EFL READING CLASSES: A STUDY ON STUDENTS’ PERCEPTIONS","authors":"Hevin Mayarega, Henny Rahmawati, Mochamad Imron Azami","doi":"10.24127/pj.v12i2.7473","DOIUrl":"https://doi.org/10.24127/pj.v12i2.7473","url":null,"abstract":"Using authentic materials in EFL reading classes is essential as a medium to help students practice their reading skills. This study uses mixed methods to determine student perceptions, motivation, and anxiety when using authentic texts in EFL reading classes. The participants of this study were 19 students of a university in Malang in the third semester. The data collection instruments used include questionnaires and interviews. The results of this study indicate that students tend to give positive perceptions. Nevertheless, it is undeniable that some students give negative responses for several reasons. Positive responses indicate that students feel authentic texts have many benefits. In contrast, negative responses indicate that they cannot understand the contents of the reading and do not feel the benefits that can be obtained. The level of student motivation is also higher than student anxiety. Students feel motivated because they can improve their English skills, gain knowledge, and feel challenged. However, they also encounter difficulties that make them anxious when reading authentic texts. The reason is that they find many uncommon words, language, and sentence structures. For future researchers, doing more research on students and conducting more profound interviews is suggested so that the data obtained is more varied than the current one.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130084270","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}
P. H. Wijayati, Nafila Ulfa Rizqiana, Herri Akhmad Bukhori
A digital environment produces new concepts and understanding of language learning and teaching. Students are encouraged to be able to manage their goals and learning process independently. However, the success of self-regulated learning (SRL) in the digital era depends on the student's ability to explore the latest technology, which is defined as digital and information literacy. The problem comes when the use of higher technology unbalances students' digital and information literacy levels. Therefore, this research examined digital and information literacy skills as a base for ELF self-regulated learning. The researcher designed quantitative research. The questionnaires were distributed to 70 respondents from EFL students at the Department of English, Universitas Negeri Malang. Questionnaire data were analyzed using descriptive statistics to find digital literacy skills. The result showed that the students have a high level of digital literacy. There are underlying factors affecting their decisions and preferences that were explicated in the questionnaire responses, such as intake year, study load, and motivation. The findings about students' digital literacy can support teachers in planning interactive digital language learning. At the higher education level, there should be more practice and monitoring of collaborative learning activities.
{"title":"DIGITAL AND INFORMATION LITERACY SKILLS AS A BASE FOR UNIVERSITY-LEVEL SELF-REGULATED LEARNING","authors":"P. H. Wijayati, Nafila Ulfa Rizqiana, Herri Akhmad Bukhori","doi":"10.24127/pj.v12i2.6543","DOIUrl":"https://doi.org/10.24127/pj.v12i2.6543","url":null,"abstract":"A digital environment produces new concepts and understanding of language learning and teaching. Students are encouraged to be able to manage their goals and learning process independently. However, the success of self-regulated learning (SRL) in the digital era depends on the student's ability to explore the latest technology, which is defined as digital and information literacy. The problem comes when the use of higher technology unbalances students' digital and information literacy levels. Therefore, this research examined digital and information literacy skills as a base for ELF self-regulated learning. The researcher designed quantitative research. The questionnaires were distributed to 70 respondents from EFL students at the Department of English, Universitas Negeri Malang. Questionnaire data were analyzed using descriptive statistics to find digital literacy skills. The result showed that the students have a high level of digital literacy. There are underlying factors affecting their decisions and preferences that were explicated in the questionnaire responses, such as intake year, study load, and motivation. The findings about students' digital literacy can support teachers in planning interactive digital language learning. At the higher education level, there should be more practice and monitoring of collaborative learning activities.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128102874","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 investigate the tpe of flouting maxim that occurs on family’s communication at home domain. The design of this research used descriptive qualitative research. People who did communication at the writer’s home as the subject of this research. The data was collected by using observation, recording the conversation and using field note. Then data was analyzed by using Miles and Huberman Model that consisted three stage, namely data reduction, displaying data and drawing conclusion/verification. The result of the study shows that there are four types of flouting maxim that occurred in family’s communication at home, namely flouting maxim in quality, flouting maxim in quantity, flouting maxim in relevance, and flouting maxim in manner. In doing communication, the flouting maxim is done to get intention and purpose.
{"title":"FLOUTING MAXIM IN FAMILY’S COMMUNICATION AT HOME DOMAIN","authors":"Nurhayati Sitorus, B. Siagian","doi":"10.24127/pj.v12i2.5529","DOIUrl":"https://doi.org/10.24127/pj.v12i2.5529","url":null,"abstract":"This research aims to investigate the tpe of flouting maxim that occurs on family’s communication at home domain. The design of this research used descriptive qualitative research. People who did communication at the writer’s home as the subject of this research. The data was collected by using observation, recording the conversation and using field note. Then data was analyzed by using Miles and Huberman Model that consisted three stage, namely data reduction, displaying data and drawing conclusion/verification. The result of the study shows that there are four types of flouting maxim that occurred in family’s communication at home, namely flouting maxim in quality, flouting maxim in quantity, flouting maxim in relevance, and flouting maxim in manner. In doing communication, the flouting maxim is done to get intention and purpose.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121399838","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}
Gusti Puspita Nirwana, Novinda Rosayanti, Miftahul Mahrus
Anxiety is one of the constraints affecting EFL learners in acquiring the target language of the communicative classroom contexts, especially for university students. Therefore, the research aims to shed light on the students' English foreign language classroom anxiety in undergraduate programs. The research employed a qualitative approach with a case study design. This research involved sixty-two students in an undergraduate program. Purposive sampling was applied in this research to select the participants. The instruments used in this study were questionnaires and semi-structured interviews. The Questionnaire adopted from Horwitz, Horwitz, and Cope (1986) consisted of 33 items. The result revealed that the average student's anxiety level was 114, categorized as anxious in the EFL classrooms. Another result showed that the students experienced some symptoms and phenomena based on the three subdimensions, indicating anxiety in EFL classrooms.
焦虑是影响英语学习者在交际课堂语境中习得目的语的制约因素之一，对大学生来说尤其如此。因此，本研究旨在揭示大学生英语外语课堂焦虑。本研究采用个案研究设计的定性方法。这项研究涉及62名本科专业的学生。本研究采用目的性抽样的方法来选择研究对象。本研究使用的工具是问卷调查和半结构化访谈。问卷采用Horwitz, Horwitz, and Cope(1986)，共有33个项目。结果显示，学生的平均焦虑水平为114，在英语课堂上被归类为焦虑。另一个结果显示，学生在三个维度上都表现出焦虑的症状和现象。
{"title":"THE REFLECTION OF STUDENTS’ EFL CLASSROOMS ANXIETY IN UNDERGRADUATE PROGRAM","authors":"Gusti Puspita Nirwana, Novinda Rosayanti, Miftahul Mahrus","doi":"10.24127/pj.v12i2.7013","DOIUrl":"https://doi.org/10.24127/pj.v12i2.7013","url":null,"abstract":"Anxiety is one of the constraints affecting EFL learners in acquiring the target language of the communicative classroom contexts, especially for university students. Therefore, the research aims to shed light on the students' English foreign language classroom anxiety in undergraduate programs. The research employed a qualitative approach with a case study design. This research involved sixty-two students in an undergraduate program. Purposive sampling was applied in this research to select the participants. The instruments used in this study were questionnaires and semi-structured interviews. The Questionnaire adopted from Horwitz, Horwitz, and Cope (1986) consisted of 33 items. The result revealed that the average student's anxiety level was 114, categorized as anxious in the EFL classrooms. Another result showed that the students experienced some symptoms and phenomena based on the three subdimensions, indicating anxiety in EFL classrooms.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114518681","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 move from teacher-centered to learner-centered pedagogy, which empowered students to take charge of their learning, has attracted the researcher to conduct this study. This paper explored the types of vocabulary learning strategies (VLSs) used by intermediate learners of English as a foreign language in Lampung universities and the relationship between VLSs and their speaking ability. It also attempted to find out the most-used and least-used strategies for learning the vocabulary of the English language. It adopted a quantitative correlational research design. One hundred seventy-nine participants as intermediate learners from nine different universities in Lampung participated in this study. An adopted 50-item questionnaire of vocabulary learning strategies was used for data collection. This questionnaire was distributed in two separate sessions: online via the Google Form link and offline through a printed questionnaire. The descriptive statistics analysis of the questionnaire's responses showed that the participants were medium strategy users (mean=3,11). Determination and memory strategies were the most frequently used, while social was the least used. Pearson correlation coefficient on SPSS revealed a fragile relationship between VLSs and the participants' speaking ability where the value is r< 0,30 (r= 0,089). Finally, it is recommended that the teachers help their students become initiative and take responsibility for their success by providing them with a sense of vocabulary learning strategies to enhance their vocabulary knowledge. Moreover, teachers should present a wide range of (VLSs) to their students for both a classroom-related setting and self-directed vocabulary learning.
{"title":"Things to Consider in Blended Learning Context: Students’ Vocabulary Learning Strategies","authors":"Gesia Afifah Ayu Wulandari, Eva Faliyanti, Bambang Eko Siagiyanto, Yasmika Baihaqi","doi":"10.24127/pj.v12i2.7492","DOIUrl":"https://doi.org/10.24127/pj.v12i2.7492","url":null,"abstract":"The move from teacher-centered to learner-centered pedagogy, which empowered students to take charge of their learning, has attracted the researcher to conduct this study. This paper explored the types of vocabulary learning strategies (VLSs) used by intermediate learners of English as a foreign language in Lampung universities and the relationship between VLSs and their speaking ability. It also attempted to find out the most-used and least-used strategies for learning the vocabulary of the English language. It adopted a quantitative correlational research design. One hundred seventy-nine participants as intermediate learners from nine different universities in Lampung participated in this study. An adopted 50-item questionnaire of vocabulary learning strategies was used for data collection. This questionnaire was distributed in two separate sessions: online via the Google Form link and offline through a printed questionnaire. The descriptive statistics analysis of the questionnaire's responses showed that the participants were medium strategy users (mean=3,11). Determination and memory strategies were the most frequently used, while social was the least used. Pearson correlation coefficient on SPSS revealed a fragile relationship between VLSs and the participants' speaking ability where the value is r< 0,30 (r= 0,089). Finally, it is recommended that the teachers help their students become initiative and take responsibility for their success by providing them with a sense of vocabulary learning strategies to enhance their vocabulary knowledge. Moreover, teachers should present a wide range of (VLSs) to their students for both a classroom-related setting and self-directed vocabulary learning. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121507173","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}
Speaking anxiety appears detrimental to English learners since it can lead to negative self-perceptions, mental slowness, and poor performance. As a result, students cannot achieve a high degree of English competence, particularly fluency. English Education students at Universitas Ahmad Dahlan Yogyakarta experienced a fear of speaking because they find it challenging to communicate with lecturers and peers in English. This study investigates students' English-speaking anxiety levels, the factors that cause students' English-speaking anxiety, and the strategies the students use to overcome English-speaking anxiety. This qualitative study utilized questionnaires and interviews to answer the research questions and collect data. The questionnaire of 33 statements related to anxiety in speaking English; semi-structured interviews were used to collect the data for this study. Six students were interviewed, and 85 students in the third semester were respondents to the questionnaire, a random sample. This study found that 34 students had moderate anxiety levels, while the anxiety factors that influenced students were communication apprehension, test anxiety, and fear of negative evaluation. The students' strategies to reduce anxiety are preparation, positive thinking, relaxation, and peer seeking. Those strategies could reduce the students' English-speaking anxiety. The results of this study can be used as input for students who experience anxiety in speaking English and for English teachers to understand their students' anxiety better.
口语焦虑对英语学习者来说是有害的，因为它会导致消极的自我认知、思维迟钝和表现不佳。因此，学生不能达到高水平的英语能力，特别是流利。日惹大学(Universitas Ahmad Dahlan Yogyakarta)英语教育专业的学生害怕说话，因为他们发现用英语与老师和同学交流是一项挑战。本研究调查了学生的英语焦虑水平、导致学生英语焦虑的因素以及学生克服英语焦虑的策略。本定性研究采用问卷调查和访谈来回答研究问题和收集数据。33项与英语口语焦虑相关的陈述问卷本研究采用半结构化访谈来收集数据。六名学生接受了访谈，第三学期85名学生接受了随机抽样的问卷调查。本研究发现34名学生有中等焦虑水平，而影响学生的焦虑因素是沟通恐惧、考试焦虑和对负面评价的恐惧。学生减少焦虑的策略是准备、积极思考、放松和寻找同伴。这些策略可以减少学生的英语焦虑。本研究的结果可以作为学生口语焦虑的输入，也可以帮助英语教师更好地理解学生的焦虑。
{"title":"STUDENTS' STRATEGIES TO OVERCOME ENGLISH SPEAKING ANXIETY","authors":"Ani Rizkiya, B. Pratolo","doi":"10.24127/pj.v12i2.7417","DOIUrl":"https://doi.org/10.24127/pj.v12i2.7417","url":null,"abstract":"Speaking anxiety appears detrimental to English learners since it can lead to negative self-perceptions, mental slowness, and poor performance. As a result, students cannot achieve a high degree of English competence, particularly fluency. English Education students at Universitas Ahmad Dahlan Yogyakarta experienced a fear of speaking because they find it challenging to communicate with lecturers and peers in English. This study investigates students' English-speaking anxiety levels, the factors that cause students' English-speaking anxiety, and the strategies the students use to overcome English-speaking anxiety. This qualitative study utilized questionnaires and interviews to answer the research questions and collect data. The questionnaire of 33 statements related to anxiety in speaking English; semi-structured interviews were used to collect the data for this study. Six students were interviewed, and 85 students in the third semester were respondents to the questionnaire, a random sample. This study found that 34 students had moderate anxiety levels, while the anxiety factors that influenced students were communication apprehension, test anxiety, and fear of negative evaluation. The students' strategies to reduce anxiety are preparation, positive thinking, relaxation, and peer seeking. Those strategies could reduce the students' English-speaking anxiety. The results of this study can be used as input for students who experience anxiety in speaking English and for English teachers to understand their students' anxiety better.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123093649","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 current article attempts to investigate the motivation of language learning employed by students learning English as a foreign language but living in a state that uses English as a second language, Malaysia. The current research focused on the types of motivation by Gardner & Lambert, namely instrumental and integrative, the dominant types of instrumental and integrative, the differences between natural science and social science, and also what items of students' motivation most related to their language learning. The exploratory, descriptive quantitative method was applied in this study with the total subject (N=18) students of Sekolah Indonesia Kuala Lumpur (SIKL) at XII grade students of natural and social science class categorized into three levels: low, moderate, and high level. A close-ended questionnaire was used, which consisted of fourteen statements adopted from Dornyei's language learning motivation. The study result revealed that in SIKL, students were generally oriented toward instrumental rather than integrative motivation. Both natural and social classes showed that instrumental was more oriented by the students. Furthermore, the students present the motivation to learn English to prepare for a better career and future. Besides, most students present that they are motivated to provide a chance to travel to English countries. The study's findings have implications for the English teaching and learning process, especially for giving good learning materials, methods, and models suitable to their language learning motivation. Furthermore, motivated students tend to put more effort and consistency into their language-learning process, which leads to success.
{"title":"LANGUAGE LEARNING MOTIVATION EMPLOYED BY THE STUDENTS IN SEKOLAH INDONESIA KUALA LUMPUR, MALAYSIA","authors":"Riah Khoirul Annisa, Asep Hardiyanto, Sumarno Sumarno","doi":"10.24127/pj.v12i2.7351","DOIUrl":"https://doi.org/10.24127/pj.v12i2.7351","url":null,"abstract":"The current article attempts to investigate the motivation of language learning employed by students learning English as a foreign language but living in a state that uses English as a second language, Malaysia. The current research focused on the types of motivation by Gardner & Lambert, namely instrumental and integrative, the dominant types of instrumental and integrative, the differences between natural science and social science, and also what items of students' motivation most related to their language learning. The exploratory, descriptive quantitative method was applied in this study with the total subject (N=18) students of Sekolah Indonesia Kuala Lumpur (SIKL) at XII grade students of natural and social science class categorized into three levels: low, moderate, and high level. A close-ended questionnaire was used, which consisted of fourteen statements adopted from Dornyei's language learning motivation. The study result revealed that in SIKL, students were generally oriented toward instrumental rather than integrative motivation. Both natural and social classes showed that instrumental was more oriented by the students. Furthermore, the students present the motivation to learn English to prepare for a better career and future. Besides, most students present that they are motivated to provide a chance to travel to English countries. The study's findings have implications for the English teaching and learning process, especially for giving good learning materials, methods, and models suitable to their language learning motivation. Furthermore, motivated students tend to put more effort and consistency into their language-learning process, which leads to success.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115882911","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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