scholarly journals EFL college students writing anxiety of English language education at Universitas Internasional Batam

2021 ◽  
Vol 10 (2) ◽  
pp. 100-112
Author(s):  
Theodesia Lady Pratiwi
Keyword(s):  
English Language ◽  
Language Education ◽  
First Year ◽  
Mixed Method Research ◽  
English Language Education ◽  
Writing Anxiety ◽  
Dominant Type ◽  
Efl Students ◽  
Education Needs ◽  
Efl College Students

Writing is considered to be the most difficult skill to master for EFL students. This experience was faced by English Language Education (ELE) students at Universitas Internasional Batam (UIB). Based on the observation, the results of their writings were not satisfying. This study assumed that the students might feel anxious when they were writing in English. Therefore, this study aims to examine the types and causes of writing anxiety of ELE students at UIB. This study employed explanatory design of mixed method research. The research instruments were questionnaires adopted from SLWAI and CWAI developed by Cheng (2004). To extend the deeper analysis, this study conducted interviews to the high- and low-level writing anxiety students. This study found that the most dominant levels of writing anxiety is high-anxiety (71.43%). In terms of writing anxiety, this study found that cognitive anxiety is the most dominant type with the mean of 26.37. Next, when studying the cause of writing anxiety, the most dominant cause was linguistic difficulties. This result was in line with the interviews with high-and low- writing anxiety students. Students with both high and low writing anxiety still found that linguistic difficulties affect their writing anxiety. Therefore, the learning process at English Language Education needs to be equipped with sufficient linguistic competences in the first year, such as vocabulary, grammar, and punctuation.

scholarly journals Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

2017 ◽  
Vol 17 (1) ◽  
pp. 60
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Teaching Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Private University ◽  
First Year ◽  
Motivational Strategies ◽  
English Language Education ◽  
First Year Students ◽  
Efl Writing

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

scholarly journals The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia

2021 ◽  
Vol 8 (2) ◽  
pp. 120
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Syarifah Dahliana ◽  
Saiful Akmal
Keyword(s):  
Academic Achievement ◽  
Social Life ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Triggering Factors ◽  
Efl Students ◽  
Classroom Bullying ◽  
The University ◽  
The Impact

Issues and incidents of bullying may take place, regardless of time and place, notwithstanding at Islamic education institutions. This study is aimed at finding out types of bullying and their triggering factors taking place in the university classroom; examining steps taken by lecturers to anticipate and prevent classroom bullying; and analyzing the impact of bullying on EFL students’ academic achievement. This mixed-methods study involved 546 students and 30 lecturers of the English Language Education Department at three state Islamic universities in Indonesia; Universitas Islam Negeri Syarif Hidayatullah in Jakarta, Universitas Islam Negeri Sunan Kalijaga in Yogyakarta, and Universitas Islam Negeri Ar-Raniry in Banda Aceh. Both surveys and interviews were employed to collect the required data. The findings elucidate that physical, social, verbal, and racial are among the most common emergent bullying incidents the students experienced. Revealing the triggering factors of bullying, the data show that competition in academic and social life, differences in thoughts and appearances, lack of understanding of bullying meaning, and lack of regulation are pointed as the source of bullying. The findings also indicate that bullying influences students’ academic achievement; bullying incidents have driven their victims into four pathetic conditions: less confident, stressed, anxious, and passive. Some steps are applied by the lecturer to prevent and handle bullying; they are: providing classroom regulation, being a counselor for students, enforcing the regulation, and massive socialization.

scholarly journals EXPLORING EFL STUDENTS’ PROBLEMS IN LISTENING TO ENGLISH NEWS BROADCASTS

2020 ◽  
Vol 4 (2) ◽  
pp. 340-352
Author(s):  
Zulfikar Zulfikar ◽  
Cut Tarri Aulia ◽  
Saiful Akmal
Keyword(s):  
Language Learning ◽  
English Language ◽  
Speech Rate ◽  
Foreign Language Learning ◽  
Language Education ◽  
Grammatical Structure ◽  
Inference Making ◽  
English Language Education ◽  
News Broadcasts ◽  
Efl Students

Listening is central for language learning and for daily communication. However, in foreign language learning, students still encounter problems in understanding listening materials. This present study is aimed to reveal the students’ problems in listening English news broadcasts. The subjects of this study were two classrooms at the Department of English Language Education at an acknowledged university in Banda Aceh. The samples were made of 50 students in their third semester. This study employed a quantitative analysis approach. A close-ended questionnaire was used as the instruments in collecting the data. The findings showed that the difficulties faced by the students in listening to English news broadcast were mainly caused by unfamiliar topics, unfamiliar vocabulary, different accents, fast speech rate, unintelligible pronunciation, difficulty in inference making, excessively long passages, complicated grammatical structure, as well as complex ideas.

scholarly journals English Language Writing Centres in Japanese Universities: What do Students Really Need?

2010 ◽  
pp. 17-31
Author(s):  
Jim McKinley
Keyword(s):  
Liberal Arts ◽  
English Language ◽  
Language Education ◽  
Ministry Of Education ◽  
English Language Education ◽  
Attitudes Toward Writing ◽  
The Us ◽  
Language Writing ◽  
Efl Students ◽  
Students Attitudes

The installation of English language writing centres in Japanese universities is a relatively recent event—the first ones established with funding from the Ministry of Education in 2004. Because of the EFL writing context, setting up a writing centre requires consideration of students’ needs and cultural expectations of writing and writing centres. In general, writing centres that have been established in Japanese universities follow a structure similar to those in the US. This raises the question as to whether or not this is appropriate for the particular needs of EFL students and the obstacles they face. For this study, in order to explore students’ attitudes toward writing centres and the role they play in writing education, interview data was collected from students of English composition in two different departments at a university in Japan well known for its English language education: the English department, which does not have a writing centre, and the liberal arts department, which has one of the first writing centres established in Japan.

scholarly journals LEARNING AMID CRISIS: EFL STUDENTS’ PERCEPTION ON ONLINE LEARNING DURING COVID-19 OUTBREAK

2020 ◽  
Vol 6 (2) ◽  
pp. 179
Author(s):  
Kasyfur Rahman
Keyword(s):  
Online Learning ◽  
English Language ◽  
Language Education ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
English Language Education ◽  
Virtual Classes ◽  
Efl Students ◽  
Instructor Characteristics

This paper investigated tertiary EFL students’ overall perception of the use of fully online learning during the Covid-19 pandemic. By administering a survey to 125 students of the English Language Education Program in a State Islamic University in West Nusa Tenggara, Indonesia, using 26 items of a questionnaire with a five-point Likert scale, this study unravelled students’ responses in terms of three constructs including Perceived Usefulness (PU), Perceived Ease of Use (PEOU) and Perceived Instructor Characteristics (PIC). The findings suggested that in terms of PU, even though the data mostly demonstrated neutral responses for most of the questionnaire items, the students tended to perceive online learning as to provide flexible time for their learning and foster their autonomy/independence and confidence. However, the students tended to perceive online learning as less facilitating for their understanding of subjects. In terms of PEOU, the responses reflected the students’ readiness to employ online learning as the data suggested that they possessed both the technology and the knowledge to use it. However, they tended to encounter problems when operating the technology, especially concerning the internet connection. On the other hand, these students perceived instructor characteristics as mostly positive. Therefore, online learning seemed to have not been designed to engage all students, yet seemed to be an inevitable option during the outbreak as the report from the interviews demonstrated that F2F classes were still preferred over online learning. Finally, these findings imply the need for redesigning online learning to better engage students in virtual classes.

scholarly journals An Analysis of Students’ Pronunciation Errors

2020 ◽  
Vol 1 (1) ◽  
pp. 18-23
Author(s):  
Masfa Maiza
Keyword(s):  
English Language ◽  
Language Education ◽  
College Of Education ◽  
First Year ◽  
English Language Education ◽  
Study Program ◽  
Factors Affecting ◽  
West Kalimantan ◽  
Education Study ◽  
The Subject

This study deals with students’ pronunciation errors in English consonants. It was conducted under the consideration that pronouncing English words played an important role. A descriptive qualitative was used as the research method. The subject of this research was forty seven students of first year of English Language Education Study Program at Pamane Talino College of Education, Landak Regency, West Kalimantan. Pronunciation test and interview were used to collect data. The result reveals that the students got difficulties in pronouncing /θ/, /ð/, /ʃ/, /ʒ/, /tʃ/ and /dʒ/. Then, the factors affecting the students’ pronunciation are interference, phonological system and motivation.

scholarly journals INDONESIAN EFL STUDENTS’ ANXIETY IN SPEECH PRODUCTION: POSSIBLE CAUSES AND REMEDY

2015 ◽  
Vol 26 (1) ◽  
pp. 1
Author(s):  
Christina Lhaksmita Anandari
Keyword(s):  
Foreign Language ◽  
Speech Production ◽  
English Language ◽  
Public Speaking ◽  
Language Education ◽  
Conduct Problem ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
English Language Education ◽  
Efl Students

This research examined what causes speech-production-related foreign-language anxiety among Indonesian students majoring in English Language Education. Furthermore, it also looks into whether and how selfreflective activities are able to help these students reduce their anxiety. The data were gathered from a qualitative research conducted on a group of Indonesian students taking a Public Speaking course at Sanata Dharma University. The subjects were given two types of questionnaires to explore the possible causes of their anxiety and their reflection on the process of learning the public speaking skills. The research results show three causes of foreign language anxiety: fear, shyness, and discomfort. The results also demonstrate that self-reflections helped the students deal with foreign language anxiety because they helped the students identify their strengths and weaknesses,conduct problem solving, and increase confidence.

scholarly journals Students’ Perceptions on English Fun Fair as an Implementation of Project-Based Learning in Speaking for Social Purposes Classes

2021 ◽  
Vol 20 (1) ◽  
pp. 73
Author(s):  
Ardela Indri Apriliani ◽  
Listyani Listyani
Keyword(s):  
English Language ◽  
Language Education ◽  
Private University ◽  
Project Based Learning ◽  
Structured Interviews ◽  
English Language Education ◽  
Central Java ◽  
Efl Students ◽  
Implementation Models ◽  
Speaking Skills

English Fun Fair is one of the implementation models in Project-Based Learning (PBL) which involves learning through various tasks and collaborative learning. Particularly, the project was implemented in Speaking for Social Purposes classes at an English Language Education Program, at a private university in Central Java, Indonesia. The study aimed to investigate students' perceptions of the influence of English Fun Fair which consisted of the benefits and challenges of the project. The participants of the study were fifty (50) students from 2016, 2017, and 2018 Academic Year who had taken Speaking for Social Purposes course and had done English Fun Fair. To gain data more deeply, the researchers used a qualitative method. The instruments used were open-ended questionnaires and semi-structured interviews. In the questionnaires, the participants answered some questions related to this study. After that, as a follow-up of the answers in the questionnaires, the researcher did interviews. Besides that, the data showed that improving speaking skills was the most dominant benefit mentioned by the participants. However, problems in speaking skills also became a challenge which they experienced a lot. Expectantly, the findings from this study can give views for EFL teachers about the benefits of this project and for EFL students can develop their speaking and other skills.

scholarly journals ATTITUDES OF EFL STUDENTS REGARDING LEARNER AUTONOMY IN ENGLISH VOCABULARY ACQUISITION

2021 ◽  
Vol 4 (2) ◽  
pp. 67
Author(s):  
I Putu Andre Suhardiana
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Language Education ◽  
Learner Autonomy ◽  
Education Department ◽  
English Language Education ◽  
Semistructured Interviews ◽  
Efl Students ◽  
Learning English

Practical English communication for EFL students is wholly based on their vocabulary. However, learner autonomy (LA) is critical for EFL students’ vocabulary acquisition. The purpose of this research is to find out the viewpoints of students regarding LA when it comes to acquiring English vocabulary. There were 100 students from the college majoring in English Language Education Department completed the closed questionnaire, and 7 students participated in semistructured interviews. The research established that while participants intellectually recognized the relevance of LA in learning English vocabulary, they demonstrated a lack of interest in LA in learning English vocabulary on an emotional and behavioral level. These findings may help explain how to improve English teaching and learning, particularly English vocabulary teaching, in the context of other comparable EFL and research.

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