scholarly journals THE OBSTACLES AND STUDENTS’ NEEDS: THE ANALYSIS IN LEARNING LISTENING FOR BEGINNER STUDENTS OF ENGLISH DEPARTMENT

2019 ◽  
Vol 9 (2) ◽  
pp. 146-152
Author(s):  
Arin Arianti ◽  
Nurna Ningsih
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Qualitative Method ◽  
English Department ◽  
First Semester ◽  
Foreign Language Learners ◽  
To Receive

Listening is one of English skills that require attention and understanding. It uses our ears to receive sounds and our brain to convert idea into meaningful messages. It is essential for lecturers to have overall understanding on what listening is, why it becomes difficult for foreign language learners. This study aims to describe the students’ needs based on the obstacles faced by students in learning literal listening. Qualitative method was used in the study. The subjects of this study were first semester students of English Department in Veteran Bangun Nusantara University of Sukoharjo. The data was taken by observation, interview, and questionnaire. The findings show that beginner students need to enrich various listening texts in different context to gain information from many kinds of genres. It was related to listening problems faced by students. Lack of vocabulary and how words pronounced and also recognizing main points become obstacles for students in listening activities. Moreover, the ways of teacher to handle those needs must be more creative in providing materials and utilizing the technology equipment.

scholarly journals PENGARUH METODE JIGSAW DAN KECEMASAN BERBICARA TERHADAP KEMAMPUAN SPEAKING DI PROGRAM STUDI BAHASA INGGRIS UNIVERSITAS RIAU KEPULAUAN THE INFLUENCE OF JIGSAW AND SPEAKING ANXIETY TOWARDS SPEAKING COMPETENCE OF ENGLISH DEPARTMENT STUDENTS OF UNIVERSITAS RIAU KEPULAUAN

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Desi Surlitasari Dewi ◽  
Aulia Putri
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Department ◽  
Speaking Anxiety ◽  
First Semester ◽  
Speaking Test ◽  
Foreign Language Learners ◽  
Jigsaw Technique ◽  
Fluency Task ◽  
Anxiety Questionnaire

Penelitian ini bertujuan untuk mengetahui keefektifan metode jigsaw dalam pembelajaran speaking, serta pengaruh dari salah satu aspek psikologis siswa yaitu kecemasan berbicara terhadap kemampuan speaking. Penelitian ini merupakan penelitian kuasi eksperimen yang bertujuan untuk mengetahui apakah ada pengaruh dari metode pembelajaran jigsaw dan faktor kecemasan berbicara terhadap kemampuan speaking siswa. Penelitian ini menggunakan populasi seluruh mahasiswa Prodi Pendidikan Bahasa Inggris, Universitas Riau Kepulauan, Kepulauan Riau dan pemilihan sampel dilakukan dengan tehnik random sampling. Data dikumpulkan dengan menggunakan tes dan kuesioner. Data yang dihasilkan merupakan data pengaruh metode jigsaw terhadap kemampuan speaking, serta pengaruh dari faktor psikologis kecemasan terhadap prestasi speaking. Metode jigsaw ini diharapkan dapat menjadi model bagi pengembangan silabus dan satuan acara pembelajaran Speaking. Sedangkan faktor psikologis kecemasan berbicara diharapkan akan dapat diatasi dengan menggunakan metode pembelajaran jigsaw.Kata kunci: Metode Jigsaw, Kecemasan Berbicara, Kemampuan Speaking the goal when we teach speaking to foreign language learners. However, the goal was rarely achieved in speaking class. In this study, one of technique in Cooperative Learning, jigsaw technique, was proposed. It was predicted that jigsaw technique of teaching speaking and student’s speaking anxiety had effect toward student’s speaking competence. Jigsaw is a technique that can be used in speaking class as it assigns the students to work in team, where they tend to feel secured and comfortable to learn speaking. While speaking anxiety could be a language barrier distracting the students to succeed in speaking class. It is an internal factor from the student’s mind which prevents them from delivering communicative competence. Thus, the objectives of the study were to find out the effectiveness of jigsaw technique in teaching speaking as well as the influence of speaking anxiety, one of psychological factors in learning foreign language, towards the student’s speaking competence. The population of the research was the first semester students of English Department Universitas Riau Kepulauan. The research method was a quasi experiment and the data were taken by using a speaking test and questionnaires. Students’ speaking competences were assessed based on six categories namely fluency, task, comprehension, grammar, pronunciation, and vocabulary. While Saito’s speaking anxiety questionnaire was used to reveal student’s speaking anxiety. Then, the data were analyzed by using Anova. Keywords: Jigsaw Technique, Speaking Anxiety, Speaking Competence

scholarly journals An Analysis of Students’ Errors on Storytelling Presentation in English Department, University of Dehasen Bengkulu

2017 ◽  
Vol 6 (1) ◽  
pp. 12
Author(s):  
Lina Tri Astuty Beru Sembiring
Keyword(s):  
Foreign Language ◽  
Surface Structure ◽  
Language Learners ◽  
English Department ◽  
Language Form ◽  
Foreign Language Learners ◽  
Grammatical Errors

<p>This study was aimed to investigate the kinds of grammatical errors made by English Foreign language learners in presenting storytelling. Since the students were learners who came from a multilingual community, the errors they made were affected by the structure of their daily language form. In this study, students were required to produce a story based on the book “Frog where are you” written by Marcel Mayer. This book contains 29 pictures which tell a story without any texts on it. The writer then audiotaped students’ storytelling and then made a transcription. The storytelling presentations of 5 students of English Departement of Universitas Dehasen Bengkulu were investigated by using the surface structure taxonomy of errors namely, misformation, misordering, addition, and omission. Findings indicated that omission was the highest kind of errors accounted on the total grammatical errors made by the students. It then followed by misformation, addition and also misordering.</p>

scholarly journals CONJUNCTIONS IN INDONESIAN UNDERGRADUATE THESIS ABSTRACTS

ETNOLINGUAL ◽  
2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Ruri Fadhilah Kurniati
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
Theoretical Framework ◽  
English Department ◽  
Qualitative Design ◽  
Foreign Language Learners ◽  
Undergraduate Thesis ◽  
Descriptive Qualitative

This study investigates how conjunctions are used for organizing ideas in abstracts of linguistics and literature theses written by undergraduate students of English Department in an Indonesian university. It also reveals the similarities in the ways conjunctions being used in the abstracts. It employs descriptive qualitative design to examine 82 abstracts which have been collected from 41 linguistics and 41 literature theses. The abstracts are analyzed by classifying and calculating the use of conjunctions using conjunctions taxonomy proposed by Halliday and Matthiessen (2014). The study finds that six abstracts do not apply conjunctions. While the rest use the three types of conjunctions: elaboration, extension, and enhancement. Elaborating conjunctions are used appropriately, whereas extending and enhancing conjunctions are partly inappropriately. Two kinds of inappropriate uses of conjunctions are misuse and overuse. The use of conjunctions in abstracts of linguistics and literature theses is quite similar in the ways they are used and total number of their uses. Certain conjunctions are present in the abstracts, while the others are inexistent. Both kinds of abstracts mostly use extending conjunctions, more especially positive additives. It can be concluded that the use of conjunctions varies in terms of their appropriateness. Inappropriate uses of conjunctions evince that EFL (English as a foreign language) learners had difficulty in using conjunctions in their writing. The students whose abstracts do not apply conjunctions connected the ideas in their abstracts using words and/or phrases which are excluded in the theoretical framework of this study. More similarities than differences in the ways conjunctions being used in the two kinds of abstracts prove that students from the same department of study had the same discourses.

scholarly journals Phonemic Interference of Local Language in Spoken English by Students of English Department of Lambung Mangkurat University

2017 ◽  
Vol 8 (1) ◽  
pp. 64
Author(s):  
Fatchul Mu’in
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Department ◽  
Interference Phenomenon ◽  
Local Language ◽  
Spoken English ◽  
Foreign Language Learners ◽  
Learning English

In the process of learning foreign language, learners often face a number of difficulties. The difficulties are related to learning new phonemics, new vocabulary, and various ways of arranging words into sentences in a new language. Learning English for students of Lambung Mangkurat University is a difficult matter. This is because their habit in using local language (Banjarese) is said to be strong, so it is difficult for them to change it. As a result, they simply apply the pattern and the phonemic rules of Banjarese language into English. This causes interference.In detail, the interference is caused by many differences between the two languages, namely Banjarese language and English. Banjarese language has 3 vowels, while English has 12 vowels. Banjarese language only has 3 diphthongs, whereas English has 9 diphthongs. Banjarese language only has 18 consonants, while English has 24 consonants. Given that the students’ habit in speaking Banjarese language has been strong and there are many differences of phonemic elements, interference phenomenon cannot be avoided, which is, in this case, phonemic interference.

scholarly journals THE INFLUENCE OF JIGSAW TECHNIQUE AND SPEAKING ANXIETY TOWARD STUDENT’S SPEAKING COMPETENCE

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Desi Surlitasari Dewi ◽  
Aulia Putri
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Speaking Anxiety ◽  
First Semester ◽  
Speaking Test ◽  
Foreign Language Learners ◽  
Jigsaw Technique ◽  
Fluency Task ◽  
Anxiety Questionnaire

Lately, innovative models to teach English have been widely discussed. Communicative competence is definitely the goal when we teach speaking to foreign language learners. However, the goal was rarely achieved in speaking class. In this study, one of technique in Cooperative Learning, jigsaw technique, was proposed. It was predicted that jigsaw technique of teaching speaking and student’s speaking anxiety had effect toward student’s speaking competence. Jigsaw is a technique that can be used in speaking class as it assigns the students to work in team, where they tend to feel secured and comfortable to learn speaking. While speaking anxiety could be a language barrier distracting the students to succeed in speaking class. It is an internal factor from the student’s mind which prevents them from delivering communicative competence. Thus, the objectives of the study were to find out the effectiveness of jigsaw technique in teaching speaking as well as the influence of speaking anxiety, one of psychological factors in learning foreign language, towards the student’s speaking competence. The population of the research was the first semester students of English Department Universitas Riau Kepulauan. The research method was a quasi experiment and the data were taken by using a speaking test and questionnaires. Students’ speaking competences were assessed based on six categories namely fluency, task, comprehension, grammar, pronunciation, and vocabulary. While Saito’s speaking anxiety questionnaire was used to reveal student’s speaking anxiety. Then, the data were analyzed by using Anova. Keywords: jigsaw technique, speaking anxiety, speaking competence

Refusal Semantic Formulas Used by Foreign Language Learners

2008 ◽  
Vol 63 (4) ◽  
pp. 115-139 ◽  
Author(s):  
Euen Hyuk Sarah Jung ◽  
Kim, Young Jae
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Learners

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

Conceptual metaphors as a tool for the efficient teaching of Dutch and German posture verbs

2014 ◽  
Vol 12 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Sabine De Knop ◽  
Julien Perrez
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Semantic Networks ◽  
Romance Languages ◽  
Conceptual Metaphors ◽  
Foreign Language Learners ◽  
French Speaking ◽  
Awareness Raising ◽  
Set Up ◽  
Germanic Languages

The article deals with the typological differences between the Romance language French and the Germanic languages German and Dutch for the linguistic expressions of posture and location. It describes how these typological differences can be problematic for French-speaking learners of German and Dutch. The main difference between both types of languages is that posture and location tend to be encoded by posture verbs in Germanic languages and by very general verbs in Romance languages (Talmy 2000). After a detailed description of the semantic networks of the German and Dutch posture verbs, the paper takes a critical look at how these expressions are dealt with in teaching manuals. It further presents strategies for the efficient teaching of posture verbs to foreign language learners. These strategies are among others awareness-raising exercises about the compulsory use of posture verbs in Germanic languages and the description of conceptual metaphors in different languages. These pedagogical avenues for the efficient teaching of the Dutch and German posture verbs constitute a first step towards the elaboration of an experimental set-up aiming at verifying them.

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