Pub Date : 2023-10-31DOI: 10.22236/ellter.v4i2.12184
Wahyu Trimastuti, Santy Christinawati
The aim of the research is to analyze the process of word formation from uncommon words of online shopping in the markets place used by Gen Z. Specifically, the purpose of this research is to identify how the process of forming the uncommon terms often used in live online shopping, identify the kind of word formation in those terms, and explain the meaning of the terms. Researchers used two theories to conduct this research; namely the theory by Yule and Petada. In this study, the researcher used a qualitative descriptive method. The data was collected from a live online shopping in market place in January 2023. The writer used document and observation method to collect the data. The writer analysed the words based on the elements of words. The results of this study indicated that only three word formation processes made up the eleven data found in the data source: compounding, affixation, and acronyms; acronym was the process that forms the most terms in the report as many as six terms, the second was compounding with three terms, third was affixation with two terms. Those terms had complexity in the process of its formation and had specific meaning. Therefore, it is necessary to be explained more detailed to avoid misunderstanding in communication.
{"title":"UNCOMMON WORDS USED IN MARKET PLACE: A SEMANTIC ANALYSIS OF LIVE ONLINE SHOPPING UTTERANCES","authors":"Wahyu Trimastuti, Santy Christinawati","doi":"10.22236/ellter.v4i2.12184","DOIUrl":"https://doi.org/10.22236/ellter.v4i2.12184","url":null,"abstract":"The aim of the research is to analyze the process of word formation from uncommon words of online shopping in the markets place used by Gen Z. Specifically, the purpose of this research is to identify how the process of forming the uncommon terms often used in live online shopping, identify the kind of word formation in those terms, and explain the meaning of the terms. Researchers used two theories to conduct this research; namely the theory by Yule and Petada. In this study, the researcher used a qualitative descriptive method. The data was collected from a live online shopping in market place in January 2023. The writer used document and observation method to collect the data. The writer analysed the words based on the elements of words. The results of this study indicated that only three word formation processes made up the eleven data found in the data source: compounding, affixation, and acronyms; acronym was the process that forms the most terms in the report as many as six terms, the second was compounding with three terms, third was affixation with two terms. Those terms had complexity in the process of its formation and had specific meaning. Therefore, it is necessary to be explained more detailed to avoid misunderstanding in communication.","PeriodicalId":489358,"journal":{"name":"ELLTER Journal","volume":"29 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869965","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 : 2023-10-31DOI: 10.22236/ellter.v4i2.11014
None Indah Mutiara Sari
The purpose of this study is to examine objectively whether or not there is a significant difference between the eighth-grade students' narrative writing ability before and after treatment using the Dictogloss Technique at SMPN 1 Klapanunggal, Bogor West Java in the academic year 2022/2023. The research method was quantitative. The pre-experimental of one group pretest-posttest design was used in this study. The participants in this study were the eighth- graders of SMPN 1 Klapanunggal Bogor, West Java. The sample for this study was made up of 40 students utilizing purposive sampling taken from random group. The result revealed that the degree of freedom 39 at a significant level of 0.05 is 1.68 based on the t-table. The conclusion is t-value 17.03 > t- table 1.68, and the alternative hypothesis (Hi) is accepted and the null hypothesis (Ho) is rejected. Thus, it can be inferred that there is a significant difference between the students' narrative writing ability before and after treatment using the Dictogloss Technique of the eighth-grade students at SMPN 1 Klapanunggal, Bogor West Java in the academic year 2022/2023.
{"title":"USE OF DICTOGLOSS TECHNIQUE TO IMPROVE STUDENTS’ NARRATIVE WRITING ABILITY","authors":"None Indah Mutiara Sari","doi":"10.22236/ellter.v4i2.11014","DOIUrl":"https://doi.org/10.22236/ellter.v4i2.11014","url":null,"abstract":"The purpose of this study is to examine objectively whether or not there is a significant difference between the eighth-grade students' narrative writing ability before and after treatment using the Dictogloss Technique at SMPN 1 Klapanunggal, Bogor West Java in the academic year 2022/2023. The research method was quantitative. The pre-experimental of one group pretest-posttest design was used in this study. The participants in this study were the eighth- graders of SMPN 1 Klapanunggal Bogor, West Java. The sample for this study was made up of 40 students utilizing purposive sampling taken from random group. The result revealed that the degree of freedom 39 at a significant level of 0.05 is 1.68 based on the t-table. The conclusion is t-value 17.03 > t- table 1.68, and the alternative hypothesis (Hi) is accepted and the null hypothesis (Ho) is rejected. Thus, it can be inferred that there is a significant difference between the students' narrative writing ability before and after treatment using the Dictogloss Technique of the eighth-grade students at SMPN 1 Klapanunggal, Bogor West Java in the academic year 2022/2023.","PeriodicalId":489358,"journal":{"name":"ELLTER Journal","volume":"48 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870951","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 fact that teachers only rely on books as a learning aid for students is unfortunate, especially for elementary school students. They have high desire to explore and love to play with their imaginations. Therefore, an easy and practical technology is an alternative. Through a chatbot, educational materials comprising images, videos, and texts can motivate students in learning English. This study aimed to create a Chatbot AI Zeno to motivate the students in primary school to learn Solar System and English. The research method used in this study is the Research and Development method (R&D).The chatbot design is by the Rapid Application Development (RAD) method, to create the application fast and iteratively. The research subjects in this study were 30 grade 6 elementary school students at Tanjung Barat 04 Jakarta. Data collection techniques used questionnaires, interviews, documentation, and tests. The questionnaire consisted of questions about students' perceptions of chatbot design, about understanding of the material presented on Zeno the Solar System Patrol Man chatbot, and the students' perceptions about it. The results of the chatbot testing received positive responses from the teachers, and the students. Based on the evaluation, 90% of students reported feeling motivated and assisted in their learning while using the chatbot. Thus, the conclusion is that the Zeno chatbot can motivate and aid the learning process.
{"title":"EXPLORING THE USE OF CHATBOT AS A MEDIA IN MOTIVATING THE STUDENTS TO LEARN SOLAR SYSTEM AND ENGLISH","authors":"Dhafa Alifandra, Suciana Wijirahayu, Indra Nurul Alam, Mentari Yuliani","doi":"10.22236/ellter.v4i2.12653","DOIUrl":"https://doi.org/10.22236/ellter.v4i2.12653","url":null,"abstract":"The fact that teachers only rely on books as a learning aid for students is unfortunate, especially for elementary school students. They have high desire to explore and love to play with their imaginations. Therefore, an easy and practical technology is an alternative. Through a chatbot, educational materials comprising images, videos, and texts can motivate students in learning English. This study aimed to create a Chatbot AI Zeno to motivate the students in primary school to learn Solar System and English. The research method used in this study is the Research and Development method (R&D).The chatbot design is by the Rapid Application Development (RAD) method, to create the application fast and iteratively. The research subjects in this study were 30 grade 6 elementary school students at Tanjung Barat 04 Jakarta. Data collection techniques used questionnaires, interviews, documentation, and tests. The questionnaire consisted of questions about students' perceptions of chatbot design, about understanding of the material presented on Zeno the Solar System Patrol Man chatbot, and the students' perceptions about it. The results of the chatbot testing received positive responses from the teachers, and the students. Based on the evaluation, 90% of students reported feeling motivated and assisted in their learning while using the chatbot. Thus, the conclusion is that the Zeno chatbot can motivate and aid the learning process.","PeriodicalId":489358,"journal":{"name":"ELLTER Journal","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870522","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 : 2023-10-31DOI: 10.22236/ellter.v4i2.12308
None Roslaini, Inka Dwiyanti
This study focused on the metacognitive learning strategies of EFL students related to their activities in writing an essay. This study aimed to know to what extent EFL students used metacognitive learning strategies and how they used them in writing essays. The data were collected using questionnaires and interviews. Fifty students from English Education Department filled in the questionnaire and nine students were taken to participate in the interview. All of the participants had taken Essay Writing from the previous semester. After analysing the questionnaires, the findings indicated that in using metacognitive learning strategies most students used planning (4.08), monitoring (4.06), and evaluating (4.14) in writing their essays. Thus, it can be categorized into good criteria. From the interview, it revealed that most students used planning activities such as doing reading preparation after deciding the topic, generating ideas, and making an outline to organize their ideas. In monitoring, it was found that the students commonly monitored the development of their ideas during writing and checking their writing regarding to the content, organization, and language used during the process of their writing. For evaluating, the students used self-evaluation, peer review, and feedback from the lecturer to evaluate their essays. Finally, the study revealed that the students commonly implemented metacognitive learning strategies in their essay writing.
{"title":"EFL STUDENTS’ METACOGNITIVE LEARNING STRATEGIES IN ESSAY WRITING","authors":"None Roslaini, Inka Dwiyanti","doi":"10.22236/ellter.v4i2.12308","DOIUrl":"https://doi.org/10.22236/ellter.v4i2.12308","url":null,"abstract":"This study focused on the metacognitive learning strategies of EFL students related to their activities in writing an essay. This study aimed to know to what extent EFL students used metacognitive learning strategies and how they used them in writing essays. The data were collected using questionnaires and interviews. Fifty students from English Education Department filled in the questionnaire and nine students were taken to participate in the interview. All of the participants had taken Essay Writing from the previous semester. After analysing the questionnaires, the findings indicated that in using metacognitive learning strategies most students used planning (4.08), monitoring (4.06), and evaluating (4.14) in writing their essays. Thus, it can be categorized into good criteria. From the interview, it revealed that most students used planning activities such as doing reading preparation after deciding the topic, generating ideas, and making an outline to organize their ideas. In monitoring, it was found that the students commonly monitored the development of their ideas during writing and checking their writing regarding to the content, organization, and language used during the process of their writing. For evaluating, the students used self-evaluation, peer review, and feedback from the lecturer to evaluate their essays. Finally, the study revealed that the students commonly implemented metacognitive learning strategies in their essay writing.","PeriodicalId":489358,"journal":{"name":"ELLTER Journal","volume":"314 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871630","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 : 2023-10-31DOI: 10.22236/ellter.v4i2.11878
None Heni Novita Sari
This study investigates tenth grade students’ perceptions on English textbooks which contain Indonesian Folklores as its reading materials. This study focuses on finding out students’ original perspectives on Indonesian Folklores in English textbook which may have three possibilities; either positive, neutral, or negative views. To get the answer, this study applied both close- ended and open-ended questionnaires as instruments of the research within mix method research’s design (quantitative and qualitative). The respondents were 60 tenth grade students of Senior High Schools in Jabodetabek. The results of the close-ended questionnaire showed that 1) reading Indonesian Folklores is interesting, fun, and motivating with the mean of 43, and 2) Reading Indonesian Folklores emerge cultural awareness with the mean of 47 responses in positive agreement with Indonesian Folklores in English Textbook. It was followed by one item in the open-ended questionnaire to get more accurate perceptions about whether English textbooks containing folklore is useful in increasing interest in learning English reading as well as protecting cultural preservation. The findings reveal that students have positive perceptions of Indonesia folklores in English Textbook, which makes them motivated and builds their cultural awareness.
{"title":"STUDENT’S PERCEPTION IN READING INDONESIA FOLKLORES ON THEIR ENGLISH TEXTBOOK","authors":"None Heni Novita Sari","doi":"10.22236/ellter.v4i2.11878","DOIUrl":"https://doi.org/10.22236/ellter.v4i2.11878","url":null,"abstract":"This study investigates tenth grade students’ perceptions on English textbooks which contain Indonesian Folklores as its reading materials. This study focuses on finding out students’ original perspectives on Indonesian Folklores in English textbook which may have three possibilities; either positive, neutral, or negative views. To get the answer, this study applied both close- ended and open-ended questionnaires as instruments of the research within mix method research’s design (quantitative and qualitative). The respondents were 60 tenth grade students of Senior High Schools in Jabodetabek. The results of the close-ended questionnaire showed that 1) reading Indonesian Folklores is interesting, fun, and motivating with the mean of 43, and 2) Reading Indonesian Folklores emerge cultural awareness with the mean of 47 responses in positive agreement with Indonesian Folklores in English Textbook. It was followed by one item in the open-ended questionnaire to get more accurate perceptions about whether English textbooks containing folklore is useful in increasing interest in learning English reading as well as protecting cultural preservation. The findings reveal that students have positive perceptions of Indonesia folklores in English Textbook, which makes them motivated and builds their cultural awareness.","PeriodicalId":489358,"journal":{"name":"ELLTER Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869715","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 : 2023-04-30DOI: 10.22236/ellter.v4i1.11137
Silih Warni, Cahya Komara, Nita Kaniadewi
Universities have an important role in generating amazing alums who can compete with others. This role makes universities try to find a way to increase the alums' quality. One of them is the tracer study. Tracer study is a technique to track the alums' quality. Therefore, the research objective was to investigate the status, quality, and accomplishment of the graduates/alums of the English Education Program of FKIP UHAMKA. This research employed a mixed-method sequential explanatory research design which combined quantitative and qualitative research design. As many as 98 graduates from the English Education Program participated in the study. A questionnaire that was validated using a validity test before it was distributed through several social media was used as the instrument of this study. Findings have discovered that most of the graduates of the English Education Program who graduated in 2021 can implement their knowledge and abilities per the field of education they had on campus. Unfortunately, graduates whose jobs were in line with their field of study still got low payment. Further research is needed to evaluate the competencies and training that need to be accommodated by the campus to prepare upcoming alums before entering the workspace.
{"title":"TRACER STUDY: AN IN-DEPTH SEARCH OF THE ENGLISH EDUCATION PROGRAM GRADUATES","authors":"Silih Warni, Cahya Komara, Nita Kaniadewi","doi":"10.22236/ellter.v4i1.11137","DOIUrl":"https://doi.org/10.22236/ellter.v4i1.11137","url":null,"abstract":"Universities have an important role in generating amazing alums who can compete with others. This role makes universities try to find a way to increase the alums' quality. One of them is the tracer study. Tracer study is a technique to track the alums' quality. Therefore, the research objective was to investigate the status, quality, and accomplishment of the graduates/alums of the English Education Program of FKIP UHAMKA. This research employed a mixed-method sequential explanatory research design which combined quantitative and qualitative research design. As many as 98 graduates from the English Education Program participated in the study. A questionnaire that was validated using a validity test before it was distributed through several social media was used as the instrument of this study. Findings have discovered that most of the graduates of the English Education Program who graduated in 2021 can implement their knowledge and abilities per the field of education they had on campus. Unfortunately, graduates whose jobs were in line with their field of study still got low payment. Further research is needed to evaluate the competencies and training that need to be accommodated by the campus to prepare upcoming alums before entering the workspace.","PeriodicalId":489358,"journal":{"name":"ELLTER Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802385","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 : 2023-04-30DOI: 10.22236/ellter.v4i1.10163
Muhamad Dhion Fardhansyah
This research analyzes whether or not the use of Quizizz is beneficial in expanding the vocabulary of elementary school students. In this inquiry, a quantitative approach to the pre-experiment phase is taken. The purpose of this research is to investigate whether or not the use of Quizizz as a learning aid to boost students' vocabulary is effective. The number of pupils from elementary schools in the area around the Betawi cultural hamlet who took part in the exciting activities that were planned for the course was used to determine the number of samples that were collected. There were a total of twenty children that took part in the activity known as the Fun Course. In order to evaluate the students' ability to respond appropriately to vocabulary questions, the researcher gave them both a pre-test and a post-test. The results of the post-test that were given to students in elementary school suggest that having access to Quizizz makes a substantial difference in improving their overall performance on the exam. On the pre-test, the average score was 69, whereas on the post-test, the average score was 89.8. On the basis of these differences, it is possible to draw the conclusion that the primary students' command of the English language has greatly improved.
{"title":"USE OF QUIZIZZ TO IMPROVE ENGLISH VOCABULARY MASTERY AMONG EFL ELEMENTARY SCHOOL STUDENTS IN SETU BABAKAN AREA","authors":"Muhamad Dhion Fardhansyah","doi":"10.22236/ellter.v4i1.10163","DOIUrl":"https://doi.org/10.22236/ellter.v4i1.10163","url":null,"abstract":"This research analyzes whether or not the use of Quizizz is beneficial in expanding the vocabulary of elementary school students. In this inquiry, a quantitative approach to the pre-experiment phase is taken. The purpose of this research is to investigate whether or not the use of Quizizz as a learning aid to boost students' vocabulary is effective. The number of pupils from elementary schools in the area around the Betawi cultural hamlet who took part in the exciting activities that were planned for the course was used to determine the number of samples that were collected. There were a total of twenty children that took part in the activity known as the Fun Course. In order to evaluate the students' ability to respond appropriately to vocabulary questions, the researcher gave them both a pre-test and a post-test. The results of the post-test that were given to students in elementary school suggest that having access to Quizizz makes a substantial difference in improving their overall performance on the exam. On the pre-test, the average score was 69, whereas on the post-test, the average score was 89.8. On the basis of these differences, it is possible to draw the conclusion that the primary students' command of the English language has greatly improved.","PeriodicalId":489358,"journal":{"name":"ELLTER Journal","volume":"328 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802795","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 : 2023-04-30DOI: 10.22236/ellter.v4i1.11203
None Martriwati, None Burhayani
Peer Assisted Learning is an active discussion and cooperative learning method within the framework of a partnership in the peer-aged group with the formal structures of the course. PAL is learning that is carried out by fellow students and does not involve professional lecturers in the process. This study aims to explore in depth students' perceptions of PAL in the learning process at the Education Study Program at UHAMKA. This research is a qualitative research with a phenomenological approach and the technique of taking participants in this study with maximal variation sampling. The main participants in this study were students from the 2021 totaling 24 people consisting of men and women who were peer tutors and peer tutors. Retrieval of main data through focus group discussions 3 times, while as data triangulation the researcher used in-depth interview techniques with the subject lecturers who held the PAL and observed PAL activities. There are various student perceptions regarding the definition and benefits of PAL, as well as factors that influence PAL, which includes supporting factors such as good communication from peer tutors and the material provided by peer tutors is in accordance with the learning objectives. Factors that hinder the process of implementing PAL include readiness for implementation, readiness for peer tutors, and readiness for peer tutors. In addition, there are also student perceptions regarding expectations for the implementation of PAL, namely the application of PAL in TEFL 3 (Teaching Practice lesson), the use of technology, and evaluation in its implementation. Student perceptions of PAL, namely peer tutors and peer tutors influence each other in their implementation.
{"title":"USE OF PEER ASSISTED LEARNING FOR PRE_SERVICE STUDENTS IN CREATING LESSON PLAN","authors":"None Martriwati, None Burhayani","doi":"10.22236/ellter.v4i1.11203","DOIUrl":"https://doi.org/10.22236/ellter.v4i1.11203","url":null,"abstract":"Peer Assisted Learning is an active discussion and cooperative learning method within the framework of a partnership in the peer-aged group with the formal structures of the course. PAL is learning that is carried out by fellow students and does not involve professional lecturers in the process. This study aims to explore in depth students' perceptions of PAL in the learning process at the Education Study Program at UHAMKA. This research is a qualitative research with a phenomenological approach and the technique of taking participants in this study with maximal variation sampling. The main participants in this study were students from the 2021 totaling 24 people consisting of men and women who were peer tutors and peer tutors. Retrieval of main data through focus group discussions 3 times, while as data triangulation the researcher used in-depth interview techniques with the subject lecturers who held the PAL and observed PAL activities. There are various student perceptions regarding the definition and benefits of PAL, as well as factors that influence PAL, which includes supporting factors such as good communication from peer tutors and the material provided by peer tutors is in accordance with the learning objectives. Factors that hinder the process of implementing PAL include readiness for implementation, readiness for peer tutors, and readiness for peer tutors. In addition, there are also student perceptions regarding expectations for the implementation of PAL, namely the application of PAL in TEFL 3 (Teaching Practice lesson), the use of technology, and evaluation in its implementation. Student perceptions of PAL, namely peer tutors and peer tutors influence each other in their implementation.","PeriodicalId":489358,"journal":{"name":"ELLTER Journal","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802796","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 : 2023-04-30DOI: 10.22236/ellter.v4i1.11416
Arin Nuraeni, Rara Jingga Bunga Aryatie, Nur Azizah, Silih Warni
Speaking English as a foreign language is a complex process that involves not only speaking skills but also various psychological aspects. Students’ anxiety in speaking English as a foreign language has been a prominent area of concern since many English as a foreign language student have been suffering from this feeling and dealing with various strategies to cope with it. This study aimed to investigate the strategies students used to deal with speaking anxiety. The research was conducted in a junior high school in East Jakarta. A total of 100 respondents were selected based on the criteria, which were students who felt anxious about speaking English. The method used in this study is descriptive qualitative. The instruments applied in this study were interviews and Likert scale questionnaires. The data obtained were then accumulated and narrated. The findings indicate that students do not only use one strategy. The highest strategy used by students was Preparation Strategy (69%). Meanwhile, the least strategy (30%), is the Positive Thinking strategy.
{"title":"STRATEGIES USED BY STUDENTS TO REDUCE ANXIETY IN SPEAKING ENGLISH","authors":"Arin Nuraeni, Rara Jingga Bunga Aryatie, Nur Azizah, Silih Warni","doi":"10.22236/ellter.v4i1.11416","DOIUrl":"https://doi.org/10.22236/ellter.v4i1.11416","url":null,"abstract":"Speaking English as a foreign language is a complex process that involves not only speaking skills but also various psychological aspects. Students’ anxiety in speaking English as a foreign language has been a prominent area of concern since many English as a foreign language student have been suffering from this feeling and dealing with various strategies to cope with it. This study aimed to investigate the strategies students used to deal with speaking anxiety. The research was conducted in a junior high school in East Jakarta. A total of 100 respondents were selected based on the criteria, which were students who felt anxious about speaking English. The method used in this study is descriptive qualitative. The instruments applied in this study were interviews and Likert scale questionnaires. The data obtained were then accumulated and narrated. The findings indicate that students do not only use one strategy. The highest strategy used by students was Preparation Strategy (69%). Meanwhile, the least strategy (30%), is the Positive Thinking strategy.","PeriodicalId":489358,"journal":{"name":"ELLTER Journal","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802381","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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