scholarly journals STUDENTS’ PERCEPTION TOWARD THE EFFECTIVENESS OF TEACHING ENGLISH AT UNIVERSITAS TEUKU UMAR

2019 ◽  
Vol 6 (2) ◽  
pp. 102
Author(s):  
Endah Anisa Rahma ◽  
Rusma Setiyana
Keyword(s):  
Classroom Management ◽  
Teaching Methods ◽  
Random Sampling ◽  
Native Speakers ◽  
Sampling Technique ◽  
Teaching English ◽  
Effective Learning ◽  
Interview Guide ◽  
English Major ◽  
Learning English

This paper aims to investigate the students’ perception about the effectiveness of teaching English at Universitas Teuku Umar from non-English major students. Data were collected from the students of six faculties: Economics, Social and Political Science, Fisheries and Marine Science, Engineering, and Agriculture. A number of 120 participants were selected from each faculty by using the random sampling technique. The instruments used included questionnaire and interview guide. The data were analyzed qualitatively following four effective learning criteria; material, learning method, learning motivation, and classroom management. The results showed that (1) some students were still disstatisfied with the materials given since they were hard, (2) the teaching methods used did not stimulate the students to learn English well, (3) some students did not like learning English because they could not speak like native speakers, and (4) the lecturers paid little attention towards the students’ questions and rarely did they give rewards to their students such as praising for students’ achievement. Further, the students’ obstacles in learning English included lack of vocabulary, problem in pronunciation, and grammar difficulty.

scholarly journals TAHSIN AL-ADA’ AL-TA’LIMI LI MUDARRISI AL-LUGAH AL-ARABIYAH LI GAIRI AL-NATHIQINA BIHA

2019 ◽  
Vol 18 (2) ◽  
pp. 115-130
Author(s):  
Sudi Yahya Husein ◽  
H. Djuaini
Keyword(s):  
Classroom Management ◽  
Teaching Methods ◽  
Native Speakers ◽  
Positive Impact ◽  
Educational Process ◽  
Educational Goals ◽  
Educational Performance ◽  
Educational Standards ◽  
The One ◽  
Educational Field

This articleaims to answer the following questions. (1)What isthe educational performance in teaching Arabic to non-native speakers? (2)What is the scope of educational performance in teaching Arabic to nonnativespeakers? (3) What requires educational performance in teachingArabic to non-native speakers? To reach the objectives of the interview, theresearcher used the descriptive analytical method, starting from gatheringinformation and data about the concept of the educational process and itselements, then analyzing and arranging them according to the requirementsand the research hypothesis. After presenting and analyzing, the researcherobtained the results of this research as follows: (1) It defines the concept ofeducational performance, but it revolves around three things, namely: theeffort and the teacher performing the system, the rules, and the scope ofthe performance work. (2) The scope of educational performance is all theperformance of the teacher in the educational field, from mastery and masteryof teaching methods, teaching methods and educational material, knowledgeof individual differences for learners, classroom management, calendar andmethods of performance. (3) That a well-performing teacher is the one whoperformed his educational tasks according to educational standards, who isable in education and has the ability to awaken the attention of learners andraise their motivation towards learning and achieving educational goals, andhas a positive impact personally and professionally for his children learners.

scholarly journals Student Well-being pada Remaja Jawa

2017 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Tri Na'imah ◽  
Tukiran Tanireja
Keyword(s):  
Social Relations ◽  
Random Sampling ◽  
Quantitative Research ◽  
Social Cognitive ◽  
Sampling Technique ◽  
Well Being ◽  
Research Approach ◽  
The Social ◽  
Interview Guide ◽  
Cluster Random Sampling

<p class="IABSTRAK"><strong>Abstract: </strong>This study aims to describe the source of student well-being in Javanese ado­lescents. This research uses quantitative research approach and supported by qualitative. Research location in Banyumas with cluster random sampling technique. Instrument data collection using the scale of student well-being and open source questionaire student well-being and interview guide. Quantitative data analysis using descriptive. The results of the study are: 1) The sources of student well-being are the dimensions of social relations, cognitive, emotional and spiritual. 3) The inhibiting factor of achieving student well-being is if there are problems in the social, cognitive, emotional, physical and spiritual.</p><p class="IKEYWORDS"><strong>Abstrak: </strong>Penelitian ini bertujuan untuk mendeskripsikan sumber <em>student well-being</em> pada remaja Jawa. Penelitian ini menggunakan pendekatan penelitian kuantitatif dan didukung dengan kualitatif. Lokasi penelitian di Banyumas dengan teknik <em>cluster random sampling</em>. Instrumen pengumpulan data menggunakan skala <em>student well-being</em> dan <em>openquesioner</em> sumber <em>student well-being</em> serta panduan wawancara. Analisis data kuantitatif menggunakan <em>deskriptif</em>. Hasil penelitian adalah: 1) Sumber-sumber <em>student well-being</em> adalah dimensi hubungan sosial, kognitif, emosi dan spiritual. 3) Faktor penghambat tercapainya <em>student well-being</em> adalah jika ada masalah dalam dimensi sosial, kognitif, emosi, fisik dan spiritual.</p>

scholarly journals Effectiveness of Lecture and Discussion Teaching Methods in Teaching English Language through Figures of Speech

2019 ◽  
Vol 6 (1) ◽  
pp. 1-17
Author(s):  
Lok Raj Sharma ◽  
Ram Nath Khanal
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Teaching Method ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Teaching English ◽  
Figures Of Speech ◽  
Significant Difference ◽  
Experimental Group

The main objective of this study is to identify the effectiveness of teaching methods in teaching English language through figures of speech. Thirty-one figures of speech were selected from different prose adverse lines for the study.  The study was experimental in nature and the pretest-post test control group research design was adopted among 120 bachelor third year education students from five campuses of Makawanpur District, Nepal. Simple random sampling technique was used to select the students to form the Control Group and the Experimental Group which were taught by using the lecture teaching method and the discussion teaching method respectively for thirty five days. The paired samples t test in SPSS Version 20 was used to compare Total Pretest Mean Score and Total Posttest Mean Score within groups. The overall reliability of the instruments based on the posttest scores of the students of the both groups of the pilot study was .979 and that of the research study was .968.  The pair samples t test between the Total Pretest Mean Score and the Total Posttest Mean Score of the Control Group (observed t- value=20.652, critical t- value= 2.001 and p< .05) and the Experimental Group (observed t- value= 42.907, critical t- value= 2.001 and p< .05) show that there was a statistically significant difference between the Total Pretest Mean Score and the Total Posttest Mean Score in each group. It justifies that the lecture teaching method and the discussion teaching method were effective within each group.    

scholarly journals THE USE OF L1 IN TEACHING ENGLISH

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Hermini Hermini
Keyword(s):  
Classroom Management ◽  
Sampling Technique ◽  
Teaching English ◽  
Social Functions ◽  
Record Keeping ◽  
Descriptive Research ◽  
The Core ◽  
Language Analysis ◽  
Two Samples ◽  
Recent Item

This research aims at finding the functions of the use of L1 in teaching English. It is descriptive research. Purposive sampling technique was used to choose the sample. There were two samples in this research. The researcher used tape recorder to collect the data. It is found that the core functions of the use L1 is higher than the social function of the use L1. The core functions are record keeping; language analysis; presenting the rules of grammar, phonology, morphology, and grammar; checking comprehension; translating L1; explaining new vocabulary or material; brain storming; eliciting; testing; highlight the recent item of material and checking for sense of the students’ language and social functions are classroom management; instruction or prompts; giving advice, asking the students’ conditions; checking attendance; joking; and threaten the students to maintain discipline. As long as the lecturers or teacher use L1 appropriately it can support the teaching process.

scholarly journals REWARDS AND PUNISHMENTS GIVEN BY THE TEACHER IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIAN CONTEXT

2020 ◽  
Vol 9 (1) ◽  
pp. 75
Author(s):  
Nurvauzati Putri ◽  
Refnaldi Refnaldi
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Junior High School ◽  
Learning Experience ◽  
Nonverbal Cues ◽  
English As Foreign Language ◽  
Effective Learning ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews ◽  
Learning English

Classroom management is certainly concerned with behavior to create and maintain an effective learning experience. The effective classroom management includes the give of rewards and punishments. Therefore, giving rewards and punishments is important in order to increase students’ motivation in EFL classroom. The purpose of this study is to analyze the types of reward and punishment as well as looking at the possible reasons that use by the teachers. This study employed qualitative research method. The subjects of this research are 3 teachers from Junior high school in Padang. The data were collected through the observation sheets and stimulated recall interviews (SRI). The findings show that (1) teachers mostly used the type of praise (49%) in giving spoken rewards and also teachers mostly used the type of nonverbal cues (54%) in giving spoken punishments. (2) The reasons that teachers give spoken rewards are to enhance students’ enthusiasm in learning English and to increase students’ motivates in learning process. Meanwhile, the reasons that teachers give spoken punishments are to change students’ behavior and to make students afraid to repeat the same mistakes during learning English. Therefore, it can be concluded that the types of spoken rewards and spoken punishments that mostly used by teachers are the first types are Praise and Use nonverbal cues. As a result, there are several reasons teachers give spoken rewards and spoken punishments to the students. 

HEEDING TO ENGLISH MUSIC AND SONGS ENHANCES LISTENING SKILLS

2020 ◽  
Vol 12 (2) ◽  
pp. 131-142
Author(s):  
Stephanie O. Solanon ◽  
Claribel Astrid D. Idong ◽  
Ariel Epan San Jose ◽  
Maria Gregoria Robles Concepcion
Keyword(s):  
Qualitative Research ◽  
Focus Groups ◽  
Listening Skills ◽  
Teaching English ◽  
Language Abilities ◽  
Dialectal Variation ◽  
English Music ◽  
English Major ◽  
And Linguistics ◽  
Learning English

Undeniably, teaching English listening is challenging. These challenges did not only involve teaching proper pronunciation, articulation, accent, dialectal variation but also the lack of modern listening devices and equip-ment. This qualitative research determined whether heeding to English music and songs could improve the listening skills of the students. Using focus groups, the researchers obtained the information through in-depth inter-views among 16 musically inclined freshmen English major students. Findings revealed that the participants were not genre oriented; they listened to English music and songs was a self-decision or influenced by peers; they bene-fitted from listening to English music and songs like making them emotionally stable, sharpening their mental and language abilities; they were able to keenly distinguish properly enunciated English words; they became linguis-tically aware of dialectal variations; and they were able to differentiate hearing and listening to music. Moreover, they listened to English music and songs as those were part and parcel of their lives. It implies that music and songs may be used in learning English in schools to facilitate psychological and linguistics faculties of tudents.

scholarly journals Attitudes of Saudi Non-English Major Students Towards Learning English

2021 ◽  
Vol 11 (12) ◽  
pp. 1622-1629
Author(s):  
Nawaf J. Alsubaie
Keyword(s):  
Saudi Arabia ◽  
Native Speakers ◽  
Likert Scale ◽  
Future Research ◽  
Positive Attitudes ◽  
English Major ◽  
The University ◽  
Learning English ◽  
Attitudes Towards Learning

The present study aims at investigating the attitudes of Saudi non-English major students towards learning English at the University of Bisha, Bisha, Saudi Arabia. In addition, the study attempts to identify how the students view the culture of English, English native speakers, and the importance of English in the present time. The data were collected from 80 Saudi non-English major students at the University of Bisha through a three-point Likert scale questionnaire with 13 closed-ended items. The data obtained from the questionnaire were analyzed quantitatively using SPSS. The results of this study show that the students have overall positive attitudes towards learning English. Apart from this, it was found that the students are aware of the importance of English in the present time. Interestingly, the students reflected positive attitudes towards the culture of English and English native speakers. Finally, some implications for teachers and recommendations for future research are presented.

scholarly journals Assessment in Teaching English for Special Purpose at Tan Trao University

2021 ◽  
pp. 93-95
Author(s):  
Tran Thi Thuy Lan
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Reference Value ◽  
Educational Background ◽  
Communication Tool ◽  
Teaching English ◽  
Advantages And Disadvantages ◽  
Professional Fields ◽  
Training Efficiency ◽  
Learning English

As English is used more and more in professional fields and is an important communication tool at work, the teaching of English for Special Purposes at universities and colleges in Vietnam needs more and more attention. more. With the aim of improving the effectiveness of teaching and learning English for Special Purposes, this article explores the current situation of teaching English for Special Purposes at Tan Trao University, evaluates programs, materials, teaching methods and topics. Exams for English for Special Purposes courses. Through surveying students, interviewing teachers, attending teachers who are directly involved in teaching and learning English courses, and analyzing documents related to English for Special Purposes courses, research The research has pointed out the advantages and disadvantages of the English for Special Purposes courses and proposed improvement solutions to improve the training efficiency of the modules. The research results have reference value for other Vietnamese universities with the same educational background.

scholarly journals THE EFFECTIVENESS OF CONTENT-BASED INSTRUCTION TO TEACH SPEAKING VIEWED FROM STUDENTS’ CREATIVITY

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Aisyah Sunarwan
Keyword(s):  
Teaching Methods ◽  
Random Sampling ◽  
Sampling Technique ◽  
Speaking Test ◽  
The Third ◽  
Speaking Skill ◽  
Multifactor Analysis ◽  
Based Instruction ◽  
Academic Year ◽  
Cluster Random Sampling

The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Audio-Lingual Method to teach speaking to the third semester students of STAIN Jurai Siwo Metro in the academic year of 2012/2013; (2) whether the students having high creativity have better speaking skill than those having low creativity; and (3) whether there is an interaction between teaching methods and students’ creativity in teaching speaking. The method in this research was experimental study. It was conducted at the third semester students of STAIN Jurai Siwo Metro in the academic year of 2012/2013. The sample of the research was two classes; C consists of 40 students as an experimental class and E consists of 40 students as a control class. The sampling technique used was cluster random sampling. Each class was divided into two groups (the students having high and low creativity). The techniques of collecting data were creativity test and speaking test that were tried out to know their readability. The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tukey test.The result of data analysis shows that: (1) Content-Based Instruction is more effective than Audio-Lingual Method to teach speaking (2) the students having high creativity have better speaking skill than the students having low creativity and (3) there is an interaction between teaching methods and students’ creativity in teaching speaking. Based on the finding, it can be concluded that Content-Based Instruction is an effective method to teach speaking.

scholarly journals Students’ perception of English as a medium of instruction (EMI) in English classroom

2016 ◽  
Vol 6 (2) ◽  
pp. 131 ◽  
Author(s):  
Denni Rahmadani
Keyword(s):  
Random Sampling ◽  
Research Method ◽  
Sampling Technique ◽  
Second Grade ◽  
Medium Of Instruction ◽  
English Teacher ◽  
Teaching English ◽  
English Classroom ◽  
Cluster Random Sampling ◽  
English Subject

<p class="BodyArtikel">This study aims to uncover what extent of the students’ expectation of English as a medium of instruction (EMI) used by the English teacher in teaching English at senior high schools in Palangka Raya, Indonesia. A survey research method was applied. The survey was conducted at the four schools: MAN Model, MA Muslimat NU, SMAN 4, and SMKN 2 in Palangka Raya. To collect the data, the study employs the questionnaire with 10 items given to 134 students of the second grade taken from one class of each of the schools. It was used the cluster random sampling technique to take the samples. The items were designed for evaluating the factual, behavioral, and attitudinal condition of EMI in the English classroom. As a result of the study, it is shown that most of the students agree of EMI dominantly applied by the English teacher in the teaching of English subject. By implementing EMI in this classroom, it can increase students’ English ability with appropriate English standard, motivate them to learn English, improve their confidence to speak English, help them to comprehend English textbook or article, and assist them to understand the international culture.</p>

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