scholarly journals THE PERCEPTION ON THE USE SOCIAL MEDIA IN LEARNING ENGLISH

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 39-44
Author(s):  
Rahmawati Dwi Handayani ◽  
Muh Syafei Syafei ◽  
Aisyah Ririn Perwikasih Utari
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
English Education ◽  
Positive Contribution ◽  
Education Department ◽  
Speaking Skill ◽  
Learning English ◽  
Descriptive Qualitative

 Abstract The objective of the research to know the perception of fourth semester students of Universitas Muria Kudus  on the use social media in learning English. The researcher used descriptive qualitative research and the data was collected by the used of questionnaire. The participants are 50 students of English Education Department of Universitas Muria Kudus. The result showed social media have good perception for the fourth semester students of English Education Department of Universitas Muria Kudus. Social media have provide rich resource to learn English.                It is indicate that social media has positive contribution for learning English they are listening, reading, writing and speaking skill.

scholarly journals THE USE OF SOCIAL MEDIA FOR LEARNING ENGLISH

Prominent ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rahmawati Dwi Handayani ◽  
Muh Syafei ◽  
Aisyah Ririn Perwikasih Utari
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
English Education ◽  
Education Department ◽  
Use Of Social Media ◽  
Learning English ◽  
Descriptive Qualitative

abstract. The objective of the research is to find out the kinds of social media used by fourth semester students of English Education Department of Universitas Muria Kudus for learning English. The researchers used descriptive qualitative research and the data was collected by the use of questionnaire. The participants are 50 students of English Education Department of Universitas Muria Kudus. The result showed that social media the students use for learning English are YouTube (94%),, Instagram (72%0, WhatsApp (62%), Twitter (32), Facebook (30%), Line (10%), Manwha (6%), Telegram  (2%), Google (2%),  Tik Tok (1%), Cake English App  (1%), Quora (1%) and Discord (1%)

scholarly journals Students’ Obstacles on Autonomous English Learning

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Andi Dian Rahmawan
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
English Education ◽  
Autonomous Learning ◽  
English Learning ◽  
Data Source ◽  
The Subject ◽  
Basic Need ◽  
Learning English ◽  
Descriptive Qualitative

This study attempts to give teachers a perspective regarding what problems students face during the process of learning English material by employing the Autonomous Learning. The researcher used Pragmatics as the subject of learning to observe the process of Autonomous Learning during one semester. This is a descriptive qualitative research in which 7 students of English Education of PGRI University were employed as the subjects of this study. Those students are the most active ones in class. After they conducted a series of learning process autonomously, they were expected to fill the questionnaire as the data source to reveal the basic need of the students that they are expecting from the teachers. Then the data would be explained descriptively. It is expected that the teachers are going to have some new perspectives regarding the autonomous learning, which is related to the students’ problems. What they want the teachers to do and what the teachers should provide are two fundamental considerations. This study reveals that the autonomous learning does not mean that the students learn the material fully autonomously. Bigger than that, the students still need the presence of the teachers as the agent of autonomous learning.

scholarly journals Students’ Responses to the Application of Peer-Editing Group Correction for Cause–Effect Written Assignments

2017 ◽  
Vol 17 (2) ◽  
pp. 197
Author(s):  
Ngasbun Egar ◽  
Siti Musarokah
Keyword(s):  
Qualitative Research ◽  
English Education ◽  
Education Department ◽  
Peer Editing ◽  
Learning Technique ◽  
Written Assignments ◽  
Descriptive Qualitative

The study aims at describing the students’ response to the application of Group Correction of Students’ Written Assignment technique assisted with Peer-Editing Worksheet in cause-effect essay teaching. The type of the study is descriptive qualitative research. The respondents of the study are the fourth semester students of the English Education Department of Universitas PGRI Semarang. The techniques used to collect the data are questionnaire and interview. The data are analyzed qualitatively The result of the study shows that through Group Correction of Students’ Written Assignment technique assisted with Peer-Editing Worksheet, the students can take some advantages. For example, the students can review other group’ works easily; they can also learn from other work errors to avoid making the same errors in their own writing, and add more ideas on their own writing by reading others’ works, etc. In conclusion, Group Correction of Students’ Written Assignment technique assisted with Peer-Editing Worksheet is useful learning technique for both the writer of the essay and the students who provide feedback.

scholarly journals The Impact of Verbal and Non Verbal Corrective Feedback in Conversation Courses of University

2018 ◽  
Vol 6 (02) ◽  
pp. 171-185
Author(s):  
Rini Listyowati ◽  
Ina Daril Hanna
Keyword(s):  
Qualitative Research ◽  
English Education ◽  
Corrective Feedback ◽  
Education Department ◽  
First Semester ◽  
Structural Error ◽  
Writing Class ◽  
Language Classroom ◽  
The Impact ◽  
Descriptive Qualitative

In recent years, corrective feedback has important role in Second language classroom. It becomes a good way to improve the students’errors both structural and spoken. Corrective feedback has been discussed mainly in writing class but less in speaking class. This objective of the research is describing the impact of verbal and non verbal corrective feedback that used in conversation courses.  This study is descriptive qualitative research because the purpose is to gain information about phenomena that exist in this research. This study focused on conversation courses dealing with structural errors and spoken errors. The result explained that in conversation courses, the teacher used the various kinds of verbal-non verbal corrective feedback and verbal corrective feedback became more dominant and be efficient to correct students’ structural errors and spoken errors. The subject of the research is first semester and third semester of English Education Department students at Islamic Madura University-Pamekasan, east Java. The research conducted in four classes, two classes are first semester and two classes are third semester students. The four classes are joined then divided into two classes which each class consists of first and third semester students.  Both classes is treated by verbal-non verbal for 5 weeks. The data were discussed qualitatively. The study found a significant effect for verbal Feedback  that used to improve structural error in the use of tenses but no overall effect on accuracy improvement of Pronunciation. Students still have errors in pronouncing some words. It is hard to correct because it is influenced by Madurasse dialect. Keywords : Verbal-non verbal, Corrective Feedback, Pronunciation, Grammatical Error.  Abstrak: Dalam beberapa tahun terakhir, koreksi timbal balik mempunyai peranan penting dalam kelas bahasa kedua. Ini menjadi cara yang baik untuk memperbaiki kesalahan siswa baik secara structural maupun lisan. Koreksi umpan balik telah dibahas terutama dalam kelas writing tapi kurang dalam kelas speaking. Tujuan dari penelitian ini adalah untuk menggambarkan dampak umpan balik korektif langsung dan tidak langsung yang digunakan dalam kelas speaking. Penelitian ini menggunakan design  descriptive qualitative research karena bertujuan untuk mendapatkan informasi tentang fenomena yang ada dalam penelitian ini. Penelitian ini focus pada kelas speaking yang berhubungan dengan kesalahan structural dan kesalahan pengucapan. Hasilnya menjelaskan bahwa dalam kelas speaking dosen menggunakan beberapa jenis verbal-nonverbal corrective feedback dan umpan balik korektif verbal menjadi lebih dominan dan efisien untuk memperbaiki kesalahan structural dan kesalahan pengucapan. Subyek penelitian ini adalah mahasiswa jurusan Pendidikan bahasa Inggris semester pertama dan ketiga di Universitas Islam Madura –pamekasan, Jawa timur. Penelitian ini dilakukan dalam empat kelas , dua kelas adalah semester pertama dan dua kelas semester ketiga. Keempat kelas tersebut digabungkan menjadi dua kelas yang masing-masing terdiri dari mahasiswa semester pertama dan ketiga.  Kedua kelas tersebut diperlakukan dengan CF verbal-non verbal for 5 weeks. Data yang diperoleh di bahasa secara kualitative. Penelitian ini menemukan efek yang signifikan bahwa umpan balik verbal lebih sering digunakan untuk memperbaiki kesalahan structural dalam penggunaan tenses tetapi tidak ada efek keseluruhan pada peningkatan akurasi pengucapan . Siswa masih memiliki kesalahan dalam mengucapkan beberapa kata dan sulit untuk diperbaiki karena dipengaruhi logat bahasa Madura.

scholarly journals THE CORRELATION BETWEEN CHATTING ONLINE AND STUDENTS’ SPEAKING ACHIEVEMENT

2018 ◽  
Vol 1 (5) ◽  
pp. 707
Author(s):  
Essa Widya Pangestika ◽  
Sri Nariah
Keyword(s):  
English Education ◽  
Correlation Method ◽  
Rank Test ◽  
Education Department ◽  
Spearman Rank ◽  
Low Correlation ◽  
Speaking Skill ◽  
Academic Year

The aim of this research is to figure out the correlation between chatting online and students’ speaking achievement. The method of this research was correlation method. The researchers used this research because they wanted to find out the degree of relationship students chatting online and their speaking skill achievement in English Education Department of IKIP Siliwangi in the academic year 2015. The data were gathered from the questionnaires and speaking tests, then were analyzed by Spearman Rank in SPSS V.23. The result showed that the score of Spearman Rank test is 0.299. It was defined that there is low correlation between two variables. In other words, there was no significance correlation between students chatting online and their speaking achievement. 

scholarly journals AN ANALYSIS OF THE UTILIZING ZOOM APPLICATION TO ENGLISH LEARNERS’ SPEAKING SKILL MOTIVATION

2021 ◽  
Vol 4 (3) ◽  
pp. 433
Author(s):  
Sabila Nur Risma
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Qualitative Method ◽  
Speaking Skill ◽  
Global World ◽  
Learning English ◽  
Descriptive Qualitative ◽  
Speaking Skills

Speaking is one of the productive skills that should be learned and mastered by English learners which gives them the ability to communicate effectively in this global world. However, most learners face difficulties in learning English, especially in mastering speaking skills. The lack of motivation in learning English is the most common problem faced by learners. With the development of technology, employing Zoom Application in learning English is recommended for fun and exciting learning. This research aims to analyze how applying Zoom Application can improve English learners’ motivation to speak in English. The descriptive qualitative method is used in this research and to gain the data, the researcher used some instruments, there are questionnaires and interviews, which were carried out to 30 learners in English Zoom Club as subjects of the research. The result of this research suggested that applying Zoom Application is very interesting since it provides such motivating and stimulating activities for English learners. Moreover, using Zoom Application make English learners have an appropriate platform and new friends to practice improving their speaking skill at the same time. Keywords:  Speaking Skill, Motivation in Language Learning, Zoom Application  

scholarly journals ENGLISH EDUCATION DEPARTMENT GRADUATES’ JOB PREFERENCES: A CASE STUDY ON ENGLISH LANGUAGE LEARNING CENTER TEACHERS

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Aji Budi Rinekso ◽  
Nurin Afifah ◽  
Ari Nur Widyantoro
Keyword(s):  
Language Learning ◽  
English Language ◽  
Formal Education ◽  
English Education ◽  
Education Department ◽  
International Language ◽  
Teaching Situation ◽  
Career Prospect ◽  
Learning English

The demands of English as an international language keep increasing along the time. Through time, the needs for learning English vary from for different purposes. Then the realization came to the surface that not all groups of learners need to learn general English. Thus, the design of English courses is developed for specific purposes as they are best known as English for Specific Purpose (ESP). The needs for learning English in specific purpose enable English teachers to pose themselves in different challenges other than in formal education. This paper aims at investigating the motivations of some English Education Department graduates for working as English instructors at English courses. The qualitative data was obtained by conducting the interview on some English instructors in Swift English School in Yogyakarta. After analyzing the data, it was found that despite its challenges, some English Education graduates prefer to work in English courses to regular schools. With all of the privileges of working in an English course, some general motivations underlie their working preferences. Among of the factors are flexible teaching situation, more chances for improving personal competence, higher salary and moderate career prospect.

scholarly journals Students’ perception on the use of role-play to improve students’ communicative competence

2021 ◽  
Vol 2 ◽  
pp. 137
Author(s):  
Arifiana Tri Wulandari ◽  
Bambang Widi Pratolo ◽  
Rika Junianti
Keyword(s):  
Learning Process ◽  
English Education ◽  
Communicative Competence ◽  
Role Play ◽  
Education Department ◽  
Questionnaire Result ◽  
Speaking Skill

Recently, speaking is important in many aspects. A technique which can be used to increase speaking skill is by using role-play. It can develop communicative competence of the students. The aim of this study is to understand the students’ problems in doing role-play and to recognize the effects of role-play for the students in communicative competence aspect. The participants were fifth semester students of English Education Department, and it included 108 students. This study was conducted in campus 4 of Universitas Ahmad Dahlan. The instruments used questionnaire and interview. In calculating the questionnaire, SPSS 17.0 was used by the researcher. The questionnaire result showed that using role-play in learning process improves the communicative competence of the students. It is supported by interview result which described that (1) using role-play can increase vocabularies of students, (2) it gives new atmosphere in the classroom, and (3) the students get some experiences to add their knowledge.

scholarly journals Teacher�s Strategies to Overcome Students� Difficulties When Implementing Time Token Arends Method in Learning Speaking English

2021 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Nailul Fauziyah ◽  
Nurul Fitria
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Mother Tongue ◽  
Communication Strategies ◽  
Java Language ◽  
Class 1 ◽  
The Face ◽  
Speaking Skill ◽  
Descriptive Qualitative ◽  
Teamwork Process

This study concerned with the teacher�s strategies in learning speaking English. This research is focused on how the teacher overcomes the students� weaknesses in learning speaking English when implementing Time Token Arends method. By using a descriptive qualitative research within a teacher of MA Al-Bairuny as a subject of its research found that: (1) the student had difficulty in inhibition such as: difficulty in starting to speak because of being worried of making mistakes, difficulty in answering the question from the teacher, and they felt nervous and shy to speak in front of the class. (1) The teacher used �Look in the Face� strategy to overcome the difficulties; (2) the teacher used �Communication� strategies to overcome the students� difficulties in nothing to say, such as: students had no idea to speak, student got difficulty to express what he wanted to speak, and student had no bravery to express their thought; (3) the teacher used �Interdependence� strategies to overcome the students� difficulties in un-event participant; (4) the teacher used �Responsibility� strategies to overcome students� difficulties in mother tongue used, such as: students felt easier for communication each other using Java Language, so they ignored the teacher�s instruction for speaking English; (5) then, after the learning process, teacher made a schedule for this group to evaluate their teamwork process in order to give them motivation and evaluation. Thus, the students� improvement on their speaking skill has been the aim of the research.

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