scholarly journals The Students’ Problems and Solutions in Writing an Argumentative Essay on Gender Issue

2020 ◽  
Vol 5 (3) ◽  
pp. 279
Author(s):  
Lestari Setyowati ◽  
Fadiah Agustina ◽  
Sony Sukmawan ◽  
Ana Ahsana El-Sulukiyyah ◽  
Barotun Mabaroh
Keyword(s):  
English Education ◽  
Gender Issue ◽  
Word Formation ◽  
The Body ◽  
Study Program ◽  
Self Confidence ◽  
Writing Problems ◽  
Problems And Solutions ◽  
Argumentative Essays ◽  
Almost All

<p><em>This study is intended to find out the students’ problems and their solutions in writing argumentative essays.  The subjects of this study were the fourth-semester students of English Education study program, Faculty of Pedagogy and Psychology, University of PGRI Wiranegara in the academic year 2019-2020. This study used Byrne’s classification in 1995 about writing problems, namely psychological, linguistic, and cognitive. This uses descriptive quantitative design. The instruments were documentation of the students’ writing tasks and interviews. The result shows the almost all students have no problems in making thesis statements and refutations for their argumentative essay regarding gender issue. The students’ psychological problems are anxiety, nervousness, the feeling of pressure in timed writing and perfect work, a negative expectation in writing, and low self-confidence.  For the linguistic problems, the result from both data indicated that students faced problems in tenses, word-class, word formation, the use of the article, and word error. While the cognitive problems faced by the students are being ignorant in the use of punctuation, short knowledge in giving appropriate examples and details in the body of the essay, and lack of knowledge in writing reference. The solutions proposed by the students, among others are to have more readings on the topic, to be self-motivated learners, to propose untimed writing to the lecturer, and to use writing tools applications.</em></p>

scholarly journals A STUDY ON ENGLISH STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH IN SOCIAL MEDIA

2019 ◽  
Vol 8 (1) ◽  
pp. 31
Author(s):  
Yupika Maryansyah
Keyword(s):  
Social Media ◽  
English Education ◽  
Willingness To Communicate ◽  
Dominant Factor ◽  
Study Program ◽  
Factors Affecting ◽  
Self Confidence ◽  
Five Factors ◽  
English Students ◽  
Academic Year

This research aims to investigate factors affecting willingness to communicate in English in social media. This research was conducted in a descriptive method framework. Specifically, the research described factors that affect students' willingness to communicate in English in social media at English study program at the fourth semester of Muhammadiyah University of Bengkulu academic year 2018. The subjects of this research were fourth-semester students of English Education study program of Muhammadiyah University of Bengkulu Academic Year 2018 consisted of class A, B, and C.  The populations of the study were 77 students. The instruments used were questionnaire and interview. The data obtained from both questionnaire and interview were then analyzed by the process of checking, classifying, determining, and analyzing the data by using the percentage formula. The results of the study showed that there were five factors affecting willingness to communicate in English in social media. They were self-confidence, personality, motivation, attitude, and anxiety. The dominant factor was motivation since it had the highest percentage. In addition, the study also revealed some reasons why students have the willingness to communicate through social media.    

scholarly journals Discourse Markers in Argumentative Essay by the English Education Study Program’s Students of Universitas Bengkulu: A Cross-sectional Study

2019 ◽  
Vol 3 (1) ◽  
pp. 29-41
Author(s):  
Khamidah Nurman ◽  
Safnil Arsyad ◽  
Zahrida
Keyword(s):  
English Education ◽  
Discourse Markers ◽  
Cross Sectional Study ◽  
Education Students ◽  
Study Program ◽  
Cross Sectional ◽  
Frequent Type ◽  
Education Study ◽  
Descriptive Approach ◽  
Argumentative Essays

This research is aimed to find the most frequent type of discourse markers used in the argumentative essay and the differences in its use written by the first, third, and fifth semester students of English Education study program of Universitas Bengkulu. The documentation technique and checklist are used in this research. Thirty two argumentative essays written by English Education Study Program’s students were analyzed by using mix method quantitative and qualitative, along with descriptive approach. The results showed that the most frequent type of discourse markers used by English Education students is additive markers (58%). And the students have different amount of discourse markers in their writing where the third semester students used more discourse markers than the other two group of students (148). It is highly encouraged for English Education instructors to take teaching discourse markers specifically into account. It is also suggested for future researchers to further analyze the correct use of discourse markers in the argumentative essay written by English Education Study Program students of Universitas Bengkulu.

scholarly journals DISCOVERING EFL LEARNERS’ PREFERENCES TOWARD PRONUNCIATION PRACTICE CLASS

2020 ◽  
Vol 4 (1) ◽  
pp. 47-49
Author(s):  
Abdul Rosyid ◽  
Deddy Sofyan
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Native Speakers ◽  
Survey Method ◽  
Study Program ◽  
Online Application ◽  
Efl Learners ◽  
Positive Side ◽  
Almost All ◽  
Real Practice

This following study is an effort to discover students’ preferences toward pronunciation practice class. The method used was survey method. The sample of this research was the second semester students of English Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The data was gathered through questionnaire administered online. Having analyzed the questionnaire, there are three important findings. The first one dealing with students’ opinion related to the materials given in pronunciation classroom. It was discovered that almost all of the students are in the positive side dealing with the issue. The pronunciation materials that the students agree to be maintained are focusing on segmental and suprasegmental of pronunciation. The second findings related to the students’ opinion about pronunciation teaching and learning process. It was found out that the students prefer to learn pronunciation material through real practice activities; such as reading aloud, listening English songs, watching English videos and interacting with native speakers. The final point addressed students’ preferences toward pronunciation materials. The materials that have been discussed so far are the materials that they like and meet their need. The materials are related with vowels, consonants, diphthongs, lingking sounds, intonation, and stress. There is also interesting finding related to the materials that the students want to learn. English around the world, pronuncing English slang and online application for learning pronunciation are three novel materials that students want to study

scholarly journals ONLINE LEARNING MEDIA IN HIGHER EDUCATION IN THE NEW NORMAL ERA

2021 ◽  
Vol 5 (2) ◽  
pp. 512-518
Author(s):  
Nurhanna Harahap ◽  
Muhammad Rusli
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Study Program ◽  
New Normal ◽  
Analysis Technique ◽  
Teaching Learning ◽  
Almost All ◽  
Material Form

This study aims to determine and describe (1) online learning media used in the teaching and learning process in the new normal era, (2) students’ understanding of the use of online learning media, (3) students’ preference of the way of communication, and (4) students’ preference of material form. The participants of this research are the students of English Education Study Program at Universitas Al Washliyah (UNIVA) Labuhanbatu. The instrument of the research is questionnaire distributed via Google Form. Data analysis technique used in this study consists of data colletion, data reduction, data display, and drawing conclusion. The result shows that the most frequently used online learning media are WhatsApp and Google Classroom. Almost all students understand how to operate WhatsApp, Zoom, and Email. As many as 47% students choose two-way semi communication in teaching learning process. Using video as the material form in teaching learning proces is the most preferred by students.

scholarly journals Students’ Speaking Anxiety in English Education Study Program

ELT-Lectura ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 74-83
Author(s):  
Wandi Syahfutra
Keyword(s):  
English Education ◽  
Private University ◽  
Public University ◽  
Education Department ◽  
Study Program ◽  
Speaking Anxiety ◽  
English As Foreign Language ◽  
Self Confidence ◽  
Education Study ◽  
English Speaking

This study explores speaking anxiety: the identification of speaking anxiety in English education study program. Using a mixed methods approach, this research selected two different categories, students studying in English Education Department private university and those studying in English Education Department in public university as research participants. The findings suggest that the main factors of speaking anxiety causes at public university were essentially affected by nervousness and idea delivery. Nevertheless, English students in private university claimed that their dominant cause is rooted from self-confidence; considering mistakes and lecturers’ attitude during English speaking performance. This research is beneficial in enriching literature in the scope of English education department, especially in Indonesia and others state adopting English as foreign language. It is crucial to note that students’ voice is worth to listen, as a reflection for English teachers or lecturers identifying their students’ speaking anxiety to apply appropriate and a more effective learning method.   

scholarly journals A Correlation between Self-Confidence and Essay Writing Achievement

1970 ◽  
Vol 5 (2) ◽  
pp. 154-166
Author(s):  
ROY MARDIANSYAH
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
English Education ◽  
Language Teachers ◽  
Writing Achievement ◽  
Study Program ◽  
Text Book ◽  
Essay Writing ◽  
Self Confidence ◽  
English Language Teachers

This study investigated the correlation between self-confidence and essay writing achievement, and investigated the influence of self-confidence on essay writing achievement of undergraduate English education study program students of one University in Palembang. The design was a quantitative research. The sample of this study was taken from all fourth semester students. The total number of the students was 134 students. Since 10 were absent, the sample of this study was 124 students. The data were obtained from self-confidence questionnaire and writing test. Descriptive statistic, Pearson Product Moment correlation and regression analysis were administered to find out the correlation and the influence between variables. The result indicated that there was a significant correlation between students’ self-confidence and essay writing achievement with r-obtained was (.620). It was higher than r-table (.176). Besides, there was also a significant influence of self-confidence on essay writing achievement with 38.5%. This study could have implications for English language teachers or lecturer, learners, and text book writers.

scholarly journals The Analysis Of Gesture Used By The Students Of English Study Program In The Classroom Interaction At The University Of Sembilanbelas November, Kolaka

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Ainun Nur Farlianti ◽  
Roslina Roslina ◽  
Hariadi Syam
Keyword(s):  
Qualitative Method ◽  
Classroom Interaction ◽  
Study Program ◽  
Research Participants ◽  
Self Confidence ◽  
Research Problems ◽  
Almost All ◽  
The University ◽  
Good Attitude ◽  
Descriptive Qualitative

This research investigated “The Analysis of Gesture Used by Students of English Study Program in the Classroom Interaction at University of Sembilanbelas November, Kolaka”. The research problems were: what kinds of gesture that used by the students in the classroom interaction? And what are the functions of gesture which used by the students? With the objective of the research were to figure out several kinds of gesture that the students used in the classroom and to find out functions of gesture which used by the students. The method that used of this research was The Descriptive-Qualitative Method. The instruments that used in this research, those were observation and interview. The research participants in this research was the students of English Study Program and amounted to about 30 students, the lesson, as schedule in the fourth semester was Speaking Class, at the University of Sembilanbelas November, Kolaka. The results of this research concluded that, there were 29 kinds of the gesture which used by the students in the classroom interaction. And the functions of gesture were used by the students was also variously. But the functions of gesture were used by the students almost all of them were same. It was to show the sign of the tough-minded and stubborn individual, the interest of the student in the conversation, the student was lacking in self-confidence, courtesy and good attitude, showed disagreement, showed self-controlling, authority when argue, the persons’ habitual, the persons’ forgetfulness, the person’s shy nature, the person’s confident, showed self, the person enthusiasm when respond something, showed the courtesy, to disguise nervousness, to illustrate numbers, to clarify, gave comment, to express kept the confidence, to express the student felt nervous and insecure.

scholarly journals COMPARING THE HIGH AND LOW ACHIEVER STUDENTS’ DIFFICULTIES IN LEARNING WRITING DURING REMOTE LEARNING

2020 ◽  
Vol 8 (2) ◽  
pp. 107
Author(s):  
Lestari Setyowati ◽  
Aqidatul Mujaddidah ◽  
Sony Sukmawan ◽  
Ana Ahsana El-Sulukiyyah
Keyword(s):  
Time Management ◽  
English Education ◽  
Low Achievers ◽  
Target Language ◽  
Study Program ◽  
Technical Problems ◽  
High Achiever ◽  
Writing Problems ◽  
Good Writing ◽  
Task Accomplishment

Writing in English is very important for every student who learns English as a foreign language (EFL). With good writing skills, information can be conveyed well to readers. Yet, EFL students often find difficulties in writing by using English as a target language, especially during the pandemic of COVID 19.  This paper aims to investigate some problems faced by the students in their learning of  writing during the pandemic of COVD 19. The design of the study is a case study. The instruments to obtain the data were interviews and documents. The subjects of the study were three high achiever students and three low achiever students who joined the writing course in the English Education Study Program in the University of PGRI Wiranegara.   They were chosen based on their writing achievements.  The finding shows that the high achiever students’ problems are more on the  technical problems (the internet connection, bad signals, and family distractions during online learning). For them the technical problems would lead to other issues such as materials comprehension and task accomplishment. The  low achievers have more problems in generating ideas for all type of writing.  The study also reveals that the low achievers have more time management problems and more language problems. Interestingly, they share the same solutions. The solutions are 1) to read  more sources to get ideas and to help them write; 2) to boost moods before writing by reading a lot, listening to music, and watching movies;  3) to ask friends and lecturers to help understand the materials and tasks;  and 3) to use writing tools application to solve the writing problems particularly in vocabulary and grammar.

scholarly journals A Study of Learners’ Writing Anxiety in EFL Context

2021 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Ari Prasetyaningrum ◽  
Adib Nazri ◽  
Maman Asrobi
Keyword(s):  
Time Pressure ◽  
English Education ◽  
Study Program ◽  
Writing Assignments ◽  
Writing Anxiety ◽  
Communication Course ◽  
Self Confidence ◽  
Predominant Type ◽  
Language Writing ◽  
Academic Communication

The present research purposes were to find the factors of students’ writing anxiety and to know what the type of writing anxiety in writing encountered by the participants who followed writing for academic communication course of English education study program at Hamzanwadi University, Nusa Tenggara  Barat, Indonesia. This study was categorized as descriptive quantitative method research. The researcher took 15 subjects who were chosen by using purposive sampling. The data collection methods were two closed-ended questionnaires, then second language writing anxiety inventor (SLWAI) designed by Cheng and Causes of Writing Anxiety Inventory (CWAI) proposed by Reraei and Jafari were applied to obtain the data.   Observation and interviews were conducted to strengthen the result. The finding of research proved that the highest writing anxiety was avoidance behavior, which turned out the most predominant type among other types of writing anxiety which could be known from the highest mean score. Then there are four main causes that trigger writing anxiety. They were high frequency of writing assignments (25,3 %), low self-confidence in writing (16,87%), and time pressure. (10,79%), and problems with topic choice (10,79 %).

scholarly journals Analysis of Students’ Motivation in Learning English at Senior High Schools

2021 ◽  
Author(s):  
Supiah Wagiyo
Keyword(s):  
High School Students ◽  
High Schools ◽  
English Education ◽  
Oral Communication ◽  
Actual Condition ◽  
School Students ◽  
Study Program ◽  
Self Confidence ◽  
Instrumental Motivation ◽  
Learning English

AbstractThe problems of the research concerned with the senior high school students’ motivation in learning English. The study would like to find out the kinds of motivations they have and which kinds of motivation dominate them; integrative or instrumental motivation. The respondents of this study were sixty students of senior high schools in Pangkalpinang and nearby who enrolled in English Education Study Program in academic year 2013-2014.This study used quantitative as well as descriptive method and is designed to find out some information from actual condition. Then, a set of questions or questionnaire was used to collect the data and then analyzed and computed the answers of the respondents to find out the value and mean value of each kind of motivation.Based on the result of the study, the researcher found that most of the students have little motivation in learning English. They tend to have instrumental motivation. They have enough self-confidence in understanding oral communication, reading, writing, and speaking but the aspect of culture is less exposed in English language learning. The teachers of English should use the students’ own motives for joining the course, encourage students to be active in the class by giving chance to suggest or giving opinion to solve problems in an experiment activity for instance, ask the students what type of teaching and learning which motivate them most and what kinds of classes which are not motivated them, encourage students to focus on their improvement not only grade or examination. The students can do self-assessment of their own work and find out their strength and weaknesses, encourage the students to work cooperatively in groups without pressure, give feedback without judging their mistakes and errors. Then, give reward which can establish their self-confidence and competence later.Keyword: Student motivation, Instrumental motivation , Self confident

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