scholarly journals STRATEGI KOMUNIKASI DALAM PEMBELAJARAN BAHASA INGGRIS (PENELITIAN ETNOGRAFI PADA SEKOLAH INTERNASIOANAL AIScho BSD City)

2015 ◽  
Vol 14 (2) ◽  
pp. 142-155
Author(s):  
Arif Rahman
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Strategy ◽  
Communication Strategies ◽  
Communication Strategy ◽  
English Language Learning ◽  
Language Competence ◽  
Analysis Technique ◽  
Field Notes ◽  
Audio Recorder

Abstract: This study aims to investigate the communication strategies in English language learning conducted by the learnes of international students of SMP AIScho BSD City. This research conducts a qualitative approach with an ethnography method. The data of 27 learners’ spoken speech were collected from observation by using audio recorder, field notes and unstructured interview. The data analisis were using performance analysis technique, a futher analysis based on actual speeches and linguistic behaviors.The analysis reveals that the learners employ communication strategies in English language learning consists of verbal communication strategy and nonverbal communication strategy. The finding futher shows that the learnes employ both communication strategies in terms of three reasons; keeping communication obsctacles, to govern language competence and strategic competence.Keywords: communication strategy, Language competence, English language learning strategy. Abstak: Penelitian ini bertujuan untuk mengkaji strategi komunikasi dalam pembelajaran bahasa Inggris oleh siswa pada SMP Internasional AIScho BSD City. Penelitian ini menggunakan pendekatan kualitatif dengan metode ethnografi, adapun data dari 27 subjek penelitian dikumpulkan melalui pengamatan dengan menggunakan audio recorder, catatan lapangan dan wawancara tidak formal. Data penelitian kemudian dianalisis dengan menggunakan teknik analisis performansi yaitu, melakukan analisis berdasarkan tuturan yang terjadi secara alamiah dan kompetensi linguistik. Hasil penelitian menunjukan bahawa siswa SMP menggunakan dua strategi komunikasi yaitu, strategi komunikasi verbal dan strategi komunikasi nonverbal. Hasil penelitian ini juga menunjukan bahawa siswa menggunakan strategi komunikasi dengan dua karakteristik yaitu: untuk dapat mempertahankan jalanya komunikasi, untuk menyatakan maksud tertentu dan untuk menguasai kompetensi bahasa dan menguasai bentuk-bentuk tertentu sebagai kompetensi strategis.Kata Kunci: strategi komunikasi, kompetensi bahasa, strategi belajar bahasa Inggris.

scholarly journals Teacher Communication Strategy in SMA Swasta Pencawan Medan

2020 ◽  
Vol 3 (2) ◽  
pp. 247-257
Author(s):  
Helmida Barus ◽  
Dorsita Sitohang ◽  
Meyna Malango ◽  
Seprosari Simbolon
Keyword(s):  
Qualitative Research ◽  
Student Achievement ◽  
Language Learning ◽  
English Language ◽  
Communication Strategies ◽  
Communication Strategy ◽  
English Language Learning ◽  
Learning Method ◽  
Teacher Communication ◽  
Improving Student Achievement

This study aims to discuss teacher communication strategies to students in improving student achievement. According to researchers obstacles what teachers face in improving student achievement is concerned free time or opportunity to gather (discuss) between the teacher and student. This research is a type of qualitative research, which researchers as the key instrument, from the interview results the researcher gave a picture of that teacher communication strategies in creasing student achievement in more schools to rewards, in reality teacher often misinterterpret strategies this, The teacher only understands the form of punishment given to students who guilty, even thought the reward should also be given to students who achievers in the form of gifts, praise and others. From the three studies above it can be concluded In the learning process still found 15 students from 30 students who have difficulty in communicating, so it is very influential in the participation and achievement of students learning. To solve the problem, it is by using a learning method that requires students to be actively communicating, dare to express opinions. The problem that is examined in this research is how the form of teacher communication with the students occurs Keywords : communication strategies, English language learning.

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

scholarly journals Assessing Students� Speaking Skills at 2nd Semester Students of English Study Program IAIN Curup

2019 ◽  
Vol 3 (01) ◽  
pp. 41
Author(s):  
Desfitranita Desfitranita ◽  
Bayu Senjahari
Keyword(s):  
Language Learning ◽  
English Language ◽  
Qualitative Approach ◽  
Time Signal ◽  
English Language Learning ◽  
Study Program ◽  
Sentence Construction ◽  
Speaking Skill ◽  
Field Notes ◽  
Voice Recorder

Speaking skill in English language learning is sometimes difficult for learners. Some students in second semester in IAIN Curup at English study program experienced errors in daily communication. This research tried to disclose what errors that the students did, to what extent the errors occurred. Qualitative approach was considered appropriate in this research because it did not try to generalize the findings but to deepen the case. Observation and open-ended Interview were applied to gather the data. As the instruments, field notes and voice recorder were utilized. The result shows that the students made errors in the four categories namely error in the using of be + adjectives, misplace be present time and past time, missing verbs and error in applying preposition. Errors occurred in the circumstances of choosing sentence verbs time signal and the lack of awareness in placing be for a sentence. Keywords: Speaking errors, grammar, sentence construction

scholarly journals Code Switching in English Language Learning at Pabelan Islamic Boarding School

2019 ◽  
Vol 5 (2) ◽  
pp. 148-158
Author(s):  
Cintia Yudita
Keyword(s):  
Language Learning ◽  
English Language ◽  
Boarding School ◽  
Code Switching ◽  
English Language Learning ◽  
English Teacher ◽  
Classroom Activities ◽  
Sentence Form ◽  
Field Notes ◽  
Teaching Learning

This research aims to describe the use of code switching in English language learning, in terms of the form of code switching, the kind of code switching, the aim of code switching, the function of code switching and the causal factors of code switching. This study belongs to qualitative research. The subjects of this research were the English teacher and students. Meanwhile, the data were utterances of English teacher and students that contained code switching. The data were collected through observation, recording, note-taking and interview. Classroom activities, particularly in the teaching of English language, were recorded on video tapes and field notes. The data analysis revealed several findings. First, both teacher and students used word form of code switching, phrase form of code switching and sentence form of code switching when they were in the classroom. Second, the English teacher and the student used intern and extern code switching, temporary code switching, situational and metaphorical code switching. Third, the aim of using code switching done by the teacher and students were compensating for language limitation, to explain the material and strategy in teaching learning process. Fourth, the functions of code switching for teachers and student were as clarification, emphasis, repetition, translation, checking for understanding, tool for communication, developing vocabulary and tolerance. Fifth, the factors that caused code switching were to fulfil a need, to express or declare solidarity, to respect the listener and to be more informative.

scholarly journals Optimization of the English learning with primary school children using Duolingo

2020 ◽  
Vol 9 (4) ◽  
pp. 232-249
Author(s):  
Sebastián Bernal Rodríguez ◽  
Astrid Ramírez Valencia
Keyword(s):  
Language Learning ◽  
English Language ◽  
School Context ◽  
Primary School Children ◽  
English Language Learning ◽  
Academic Improvement ◽  
English Grammar ◽  
Field Notes ◽  
The Moment ◽  
Value Changes

In the English language learning, the technology is considered as a very important factor, even so, in the public-school context, teacher’s expertise, and knowledge to integrate are vitally important in the classroom. The aim of this study was to demonstrate the inclusion’s incidence of Duolingo platform in a third-grader's class led by a trainee teacher, who was concerned about why children presented several difficulties to assimilate a foreign language, this event motivated him to propose on his lesson plans permanently the inclusion of this platform during the development of his teaching practicum, which was convened with the home teacher, so he decided to investigate the effect of Duolingo’s use with his researcher sight, during its sessions. For the analysis of this study was considered theories from Čok (2016), Loeb, (2018), Ahmed(2016), Vesselinov & Grego (2012), among others, which were perceived Duolingo’s digital support as a facilitator element for the English language learning, it was also vital the teacher’s sight and expertise at the moment of including technology in the class space. For this research, three instruments were applied: Trainee teacher’s field notes, a survey, and a questionnaire, to measure children’s language knowledge knowing different perspectives of this experience, thus, to have arguments to invite the teachers to assume these challenges. Finally, the results let us to know the increase of the English grammar knowledge and vocabulary, after Duolingo’s implementation in the classroom, demonstrating a meaningful academic improvement also behavior changes were noticed and with that, value changes, tending to the education of an integral being, in the scholars.

HEALTH CARE AND SPORT STUDENT ENGLISH LANGUAGE LEARNING STRATEGIES IN A LATVIAN HEI

2019 ◽  
Vol 3 ◽  
pp. 563
Author(s):  
Ieva Rudzinska ◽  
Monta Jakovleva
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Education Institution ◽  
Strategy Use ◽  
Target Language ◽  
English Language Learning ◽  
Sport Science ◽  
Learning Strategy Use

The aim of the research is to find out the characteristics of the English language learning strategy use in the students of two study Programs – Sport Science and Healthcare (Physiotherapy) in a Latvian higher education institution, using LLSU Inventory, developed in CARLA Center, University of Minnesota. The results show that both Program students are aware of the strategies and quite use them, mean = 2.63 for Listening Strategy and Vocabulary learning Strategy use, SD= .36 and .40 respectively. However, Physiotherapy student, e.g., use Listening Strategies more that the researched Sport Science students (Sig. (2-tailed) = .02, i.e., < .05)). Physiotherapy students more often “Plan out what to say or write in my own language and then translate it into the target language” (t=-2.12, Sig. (2-tailed) <.001).Although statistically significant small differences between both Program student languages learning strategy use were found, yet the strategy use of both Program students is generally the same. Program developers should consider the differences of student learning strategies; need to know which they students prefer, and which are still to develop. 

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