scholarly journals An English Learning: Rural Students Beliefs

2021 ◽  
Vol 9 (1) ◽  
pp. 30
Author(s):  
Mulia Mulia ◽  
Amiruddin Amiruddin ◽  
Abdul Manan ◽  
Khairisman Khairisman
Keyword(s):  
Language Learning ◽  
Quantitative Method ◽  
Survey Design ◽  
Research Data ◽  
Rural Students ◽  
English Learning ◽  
Motivation To Learn ◽  
Qualitative And Quantitative Analysis ◽  
Qualitative And Quantitative ◽  
Learning English

This study departs from the researcher's experience as a volunteer teacher in a school where students face obstacles in learning English due to a lack of motivation and supporting facilities that impact their English performance. Therefore, the purpose of this study is to analyze beliefs in learning English. This study uses a quantitative method with a survey design using Horwitz's Beliefs About Language Learning Inventory questionnaire as a research instrument. The population in this study found 136 students. The instrument used to collect data is a questionnaire. The technique used to analyze the research data is qualitative and quantitative analysis. The findings show that students support various beliefs about learning English. The most common beliefs held by students are motivation and expectations. Students have reasonable confidence in motivation and hope (72.35%) because they have a better education, and a future career can be achieved through good English skills. It can be said that students have good motivation to learn English because they think it will be helpful for their dream job in the future.

scholarly journals INVESTIGATING RURAL STUDENTS’ STRATEGIES IN ENGLISH LEARNING

2018 ◽  
Vol 11 (1) ◽  
pp. 68
Author(s):  
Sofyan A. Gani ◽  
Khairisman Khairisman ◽  
Iskandar Abdul Samad
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Quantitative Method ◽  
Survey Design ◽  
Rural Students ◽  
English Learning ◽  
Common Strategy ◽  
Quantitative Procedure ◽  
Statistical Formula ◽  
Learning English

Students’ strategies in learning English attract many EFL researchers’ attention. The objective of this study was to find out rural students’ strategies in English learning. The study was conducted in three different senior high schools in Teunom Sub-District of Aceh Jaya regency. The research used a quantitative method by employing survey design. The modified Strategy Inventory for Language Learning (SILL) questionnaire developed by Oxford was used as an instrument to obtain required data. The population of this survey was all classes in the three schools. Three classes of each school were randomly chosen from the tenth, eleventh, and twelfth grades. Therefore, 136 students of nine classes became the sample of this research. The collected data were analyzed through a quantitative procedure by using a statistical formula to find the percentage of each statement. The results showed that the students employed a variety of strategies in learning English. The most common strategy employed was metacognitive followed by social, affective, memory, cognitive, and compensation.

scholarly journals Determination of Flavonoids Compounds of Three Species and Different Harvesting Periods in Crataegi folium Based on LC-MS/MS

Molecules ◽  
2021 ◽  
Vol 26 (6) ◽  
pp. 1602
Author(s):  
Ya-Ping Guo ◽  
Hong Yang ◽  
Ya-Li Wang ◽  
Xiao-Xiang Chen ◽  
Ke Zhang ◽  
...  
Keyword(s):  
Quantitative Analysis ◽  
Qualitative Analysis ◽  
Quantitative Method ◽  
Total Content ◽  
Qualitative And Quantitative Analysis ◽  
Pharmacological Activities ◽  
Time Saving ◽  
Qualitative And Quantitative ◽  
First Time

Crataegi folium have been used as medicinal and food materials worldwide due to its pharmacological activities. Although the leaves of Crataegus songorica (CS), Crataegus altaica (CA) and Crataegus kansuensis (CK) have rich resources in Xinjiang, China, they can not provide insights into edible and medicinal aspects. Few reports are available on the qualitative and quantitative analysis of flavonoids compounds of their leaves. Therefore, it is necessary to develop efficient methods to determine qualitative and quantitative flavonoids compounds in leaves of CS, CA and CK. In the study, 28 unique compounds were identified in CS versus CK by qualitative analysis. The validated quantitative method was employed to determine the content of eight flavonoids of the leaves of CS, CA and CK within 6 min. The total content of eight flavonoids was 7.8–15.1 mg/g, 0.1–9.1 mg/g and 4.8–10.7 mg/g in the leaves of CS, CA and CK respectively. Besides, the best harvesting periods of the three species were from 17th to 26th September for CS, from 30th September to 15th October for CA and CK. The validated and time-saving method was successfully implemented for the analysis of the content of eight flavonoids compounds in CS, CA and CK for the first time.

scholarly journals Peran Perpustakaan dalam Pembelajaran Bahasa Inggris Secara Mandiri di Perguruan Tinggi

Edulib ◽  
2016 ◽  
Vol 2 (1) ◽  
Author(s):  
R. Nadia Hanoum
Keyword(s):  
Learning Process ◽  
Formal Education ◽  
Language Use ◽  
Target Language ◽  
Independent Learning ◽  
English Learning ◽  
Motivation To Learn ◽  
Large Class Size ◽  
Interest And Motivation ◽  
Learning English

AbstrakTujuan akhir dan utama dari pembelajaran bahasa adalah kemampuan pembelajar bahasa untuk menggunakan bahasa yang dipelajari. Namun sayangnya lembaga pendidikan formal selama ini terpaku pada pendekatan-pendekatan tradisional yang lebih banyak memberikan penekanan pada struktur bahasa dan bukan pada bagaimana menggunakan bahasa untuk berkomunikasi. Selain karena faktor ukuran kelas yang besar yang tidak ideal untuk pembelajaran bahasa, hal ini juga dipicu oleh terbatasnya waktu tatap muka di kelas yang tidak memungkinkan terjadinya suatu proses pembelajaran bahasa yang efektif. Di tingkat perguruan tinggi dimana seorang peserta didik dituntut untuk lebih mandiri, permasalahan ini seharusnya dapat diatasi dengan meningkatkan peran dan layanan perpustakaan yang mendukung terlaksananya proses pembelajaran bahasa Inggris secara mandiri. Perpustakaan yang dapat menjalankan fungsinya dengan baik akan mampu menciptakan suasana pembelajaran mandiri yang dapat menunjang pembelajaran tatap muka di kelas. Selain itu, keberadaan sebuah Self Access Center (SAC), yaitu sebuah sarana belajar bahasa mandiri yang menungkinkan pengguna untuk belajar sesuai dengan kebutuhan dan kemampuannya akan mampu secara signifikan meningkatkan minat dan motivasi mahasiswa untuk belajar secara mandiri sehingga tujuan pembelajaran bahasa Inggris dapat tercapai. Kata Kunci: perpustakaan, pembelajaran bahasa Inggris, belajar mandiri, Self Access Center AbstractThe ultimate goal of learning English is the ability to use the target language. Unfortunately, formal education tends to use tradisional approach which focuses more on the language form instead of language use. This is triggered not only by the large class size but also by the limited time allocated for learning process in the class. In tertiary level where students are expected to be more independent in their learning, this problem should have been able to be solved by increasing the role and service of university library which supports self-directed independent learning. Library which can fulfill its functions well will be able to create the athmosphere of independent learning that assist learning process in the class. In addition, the establishment of a Self Access Center (SAC) in the library which enable students to learn according to their own needs and abilities will significantly increase students’ interest and motivation to learn independently so that the goal of learning English can be accomplished. Keywords: library, English learning, self-directed independent learning, Self Access Center  

scholarly journals Review of Literature on Learners' Personality in Language Learning: Focusing on Extrovert and Introvert Learners

2020 ◽  
Vol 10 (11) ◽  
pp. 1478
Author(s):  
Maryam Cheraghi Shehni ◽  
Tahereh Khezrab
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Primary Students ◽  
Foreign Languages ◽  
English Learning ◽  
Review Of Literature ◽  
The Subject ◽  
Globalized World ◽  
Learning English

The improvement in learning English is based on how students are enthusiastic about the subject of English. Learning languages, mainly English, is a great need, even for our primary students who have the responsibility to develop in the globalized world (Muñoz, 2002). These traits are the critical parts of one’s personality because they make him unique, and what psychologists have desired to study and measure in the process of learning English as the foreign or second language. Indeed, the variations between individuals, their learning situations and the contexts where they learn are some features that can illustrate the complexity of learning a foreign language. Conversely, in research on the acquisition of foreign languages, it is essential to consider the differences between individuals, their different ways of learning styles and the environment where they are involved.

scholarly journals Pengaruh Penerapan Metode Hypnoteaching terhadap Motivasi Belajar Mahasiswa Universitas Indraprasta PGRI

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Hasbullah Hasbullah ◽  
Eva Yuni Rahmawati
Keyword(s):  
Data Collection ◽  
Test Data ◽  
Research Data ◽  
T Test ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Learning Methods ◽  
Post Test ◽  
Mathematics Department ◽  
Learning English

<p>The aim of the study was to determine the effect of hypnoteaching learning <br />methods on students’ motivation in learning English at mathematics epartment. <br />Experiment was conducted on a sample of 90 students at mathematics department in UNINDRA PGRI. Data collection was performed by administering treatment hypnoteaching learning methods and by implementing pratest and post test students' learning motivation. Analysis of research data using unpaired t-test Data invitation SPSS Version 16. The finding suggest that there are significant effects of hypnoteaching methods on students’ motivation to learn English at mathematics department in UNINDRA PGRI. <br /> <br />Keywords: learning methods, hypnoteaching, motivation to learn, english.</p>

scholarly journals SPORT STUDENT FOREIGN LANGUAGE LEARNING AND USE HABITS

2015 ◽  
Vol 1 ◽  
pp. 233
Author(s):  
Ieva Rudzinska ◽  
Monta Jakovļeva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
English Learning ◽  
Sport Education ◽  
Qualitative And Quantitative ◽  
Part Time Students ◽  
Part Time ◽  
Latvian Academy

The aim of the research is to analyze sport student foreign language (English) learning and use habits in longitudinal scale (past, present and future prospective). Subjects are 35 Latvian Academy of Sport Education Full and Part time students. Methods: mixed – qualitative and quantitative. Interviews with three students led to designing a questionnaire, consisting of 12 statements. Results were analyzed with SPSS 17.0. Results show that students learn and use English both in sportive and non-sportive environment, active sporting life promotes foreign language learning. Most of them self-assess their English use skills as moderate. At present they use English more than in past, in future more than in present, and in future much more than in past (r=0.5, p&lt;0.001).

scholarly journals The Implementation of Action Song in Improving Mentally Retarded (Type C1) Students' Vocabulary Attainment

2019 ◽  
Vol 8 (2) ◽  
pp. 47-55
Author(s):  
Uswatun Khasanah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Video Recording ◽  
Mentally Retarded ◽  
Research Data ◽  
The Body ◽  
Learning Activity ◽  
English Language Learning ◽  
English Learning ◽  
Better Than

This research is about the implementation of action song in improving mentally retarded students’ (type C1) vocabulary attainment. This research is aimed to understand the implementation of action song improves students’ vocabulary attainment and to find out the difficulties in implementing process. The research design used was an exploratory design. In doing this research, I collected research data by applying observation checklists, video recording, and interviews as research instrument. In the implementation I found difficulties: most of students were shy, they did not want to do action song in front of the class; made all students to sing aloud the song while doing action song was difficult, there were only some students could do it better than before; they liked to follow the move of the action song, but they could not mention the name of part of the body they were touching. From the interview I found that, 68% participants believed English language learning is needed for mentally retarded students, 74% participants believed action song helps mentally retarded students attaining English vocabulary, 90% participants believed action song helps mentally retarded students more active in learning activity, 96% participants believed action song is appropriate to be applied in English learning for mentally retarded students, 66% participants argued that mentally retarded students enthused studying English at school or home, and 68% participants argued that mentally retarded students had interest about something related to English.

scholarly journals Exploring Gender on EFL Learners’ Beliefs about Language Learning

2014 ◽  
Vol 8 (2) ◽  
pp. 128 ◽  
Author(s):  
Hanna Sundari ◽  
Irfan Hadi ◽  
Nurhayati Nurhayati
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Education ◽  
Belief System ◽  
English Learning ◽  
Efl Learners ◽  
First Semester ◽  
English Speaking ◽  
Beliefs About Language Learning ◽  
Learning English

Article aimed to describe language learners’ belief system and to investigate how significance the language learners’ beliefs are between them in language learning. Using both qualitative and quantitative approaches, this research took 111 female- and 32 male-first semester college-students majoring in English Education as respondents. The instrument was 34-item BALLI questionnaire designed by Horwitz. The findings of the research showed that females and males’ language beliefs about language learning are mostly in similar fashion. The significant differences in responses were on the beliefs related to language and intelligence, enjoyment in practicing English, learning English-speaking cultures, having English-speaking friends, and motivation in learning English.

scholarly journals Using Self-Assessment as a Tool for English Language Learning

2019 ◽  
Vol 12 (11) ◽  
pp. 64
Author(s):  
Mohd Hafizuddin Mohamed Jamrus ◽  
Abu Bakar Razali
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
English Learning ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
The Right ◽  
Learning English

A very important element of formative assessment is giving and receiving feedback. However, most teachers face difficulty in giving students feedback due to various reasons, such as the large number of students in class that makes it time consuming for them to do so. Fortunately, students themselves can be excellent sources of feedback through self-assessment, through which the students would reflect on the quality of their work, judge the degree to which their work reflects explicitly stated goals or criteria, and revise their work if necessary. Under the right conditions, student self-assessment can provide accurate, useful information to promote learning. Self-assessment can also be effective in English language learning, such as: motivating students to learn and reflect on their own English learning; promote critical thinking and reflective practices in learning English; scaffold knowledge of English learning from different English language skills; develop a sense of autonomy in their own learning English; and foster commitment in learning English among many others. This conceptual paper thus seeks to explore the potentials of using self-assessment in English language learning. In this paper, the concept and underlying principles of self-assessment will be introduced. Next, the review of past studies on self-assessment in the context of teaching and learning English as a second or English as a foreign language (ESL/EFL) will be explained. Later, the advantages and disadvantages of using self-assessment in the classroom will be discussed. In the final section, recommendations will be given for the implementation of self-assessment in learning English as a second language (ESL) classrooms.

scholarly journals FACTORS AFFECTING MOTIVATION OF ENGLISH-MAJORED STUDENTS TOWARDS LEARNING ENGLISH AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM

2021 ◽  
Vol 6 (6) ◽  
Author(s):  
Thi Bao Dung Dang ◽  
Van Lanh Le ◽  
Tuong Vy Ha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mekong Delta ◽  
Foreign Language Learning ◽  
English Learning ◽  
Personal Factors ◽  
Factors Affecting ◽  
Learning And Teaching ◽  
Study Process ◽  
Learning English

It could be broadly accepted that motivation plays its fundamental role as one of the most important elements in foreign language learning. The present research investigated factors affecting motivation in learning English of freshmen at Tay Do University. The participants were 84 freshmen studying in Faculty of Linguistics and Literature. In the study process, these participants were given questionnaires which consisted of several statements related to the mentioned factors and the interview to get information. The collected data from the two instruments mentioned above were all analyzed afterward. The current study showed that there were elements that motivate freshmen towards English learning. Parental, environmental, teacher’s and intrinsic (personal) factors were examined. It is hoped that this research can be helpful for not only students but also teachers in learning and teaching English. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>

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