scholarly journals THE COMPARISON BETWEEN AUDITORY LEARNERS AND VISUAL LEARNERS’ ACHIEVEMENT IN WRITING SKILLS OF THE STUDENTS IN THE ENGLISH EDUCATION DEPARTMENT UIN ALAUDDIN MAKASSAR

2019 ◽  
Vol 1 (1) ◽  
pp. 49
Author(s):  
Muthi'ah Rahim
Keyword(s):  
Learning Style ◽  
English Education ◽  
Writing Skills ◽  
Contributing Factors ◽  
Writing Quality ◽  
Education Department ◽  
Significant Difference ◽  
Visual Learners ◽  
Auditory Learners

This quantitative research is aimed to find out (1) the writing quality of both visual and auditory learners; (2) whether or not the writing quality of auditory learners is significantly different from that of visual learners; and (3) which type of learners has better writing quality. This research applied causal-comparative design in analyzing and comparing the writing skills between the visual and auditory learners. The research participants were the sixth semester students of English Education Department UIN Alauddin Makassar in the academic year of 2017-2018. The data were collected using two kinds of instruments, namely Perceptual Learning Style Inventory and writing test. The results showed that both the visual and auditory learners are in normal criteria of writing quality, and also, there is not any significant difference of writing quality between auditory learners and visual learners. Nevertheless, auditory learners had a tendency to outweigh the visual learners in terms of the total score regardless the insignificancy of the difference. On the other hand, the significant difference of the mean score found from the t-test result underscores the ideas that the learning styles and other contributing factors to writing production to satisfy students’ learning are consistent with the theories used in this study. It proves that every individual’s learning preferences differ significantly, and the stronger the preference, the more important it is to provide compatible learning and teaching strategies which involve students’ strategies, knowledge and purposes.

scholarly journals The influence of e-portfolio toward the process and the quality of students' translation

2018 ◽  
Vol 8 (2) ◽  
pp. 202
Author(s):  
Maya Rahmawati ◽  
Putri Kamalia Hakim
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
English Education ◽  
Test Results ◽  
Education Department ◽  
Translation Process ◽  
The Third ◽  
Translation Practice ◽  
Post Test

<p>This study is aimed at gaining an understanding of the influence of e-portfolio on the process and quality of translation (acceptability, accuracy, and readability) of students and how e-portfolio affects the process and quality of student translations. The method used in this research is sequential explanatory design. The subjects of this study are the third-year students of English Education Department at Universitas Singaperbangsa Karawang (UNSIKA) Indonesia who took translation practice course. The quantitative data are taken from the pre-test and post-test results. The qualitative data are gained from questionnaire and interview. After analysis, it is found that e-portfolio influenced the students’ translation ability where the value is Sig. = 0.001 &lt; α = 0.05. It was discovered that 82% students achieved higher score in acceptability. Meanwhile, 62% students achieved higher score in accuracy, and only 56% students achieved higher score in readability. In terms of translation process, e-portfolio helps students track their progress, give and receive feedback from various participants, as well as have virtual room to sort their works which are easily accessible.</p>

scholarly journals DESCRIBING AND DRAWING PICTURE TECHNIQUE IN TEACHING TRANSACTIONAL SPEAKING

2018 ◽  
Vol 4 (2) ◽  
pp. 268
Author(s):  
Nur Aliyah Nur
Keyword(s):  
English Education ◽  
Sampling Technique ◽  
Control Group ◽  
Education Department ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
And Control

The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.

scholarly journals USING VIDEO BLOG IN TEACHING SPEAKING

2019 ◽  
Vol 1 (1) ◽  
pp. 13
Author(s):  
Muhammad Jahid Marzuki ◽  
Sitti Nurpahmi
Keyword(s):  
Statistical Analysis ◽  
English Education ◽  
Sampling Technique ◽  
Education Department ◽  
Speaking Test ◽  
Significant Difference ◽  
Before And After ◽  
Final Score ◽  
Speaking Performance ◽  
Academic Year

The objective of the research is to find out whether or not video blog can improve the speaking ability of the students of English Education Department of FTK UINAM in academic year 2017/2018.  The researcher applied pre-experimental method, with one group pretest and posttest design which employed speaking test to find out the students’ speaking performance in terms of accuracy. The sample consisted of 20 students used purposive sampling technique taken from the population of the second semester students of Sulawesi Flight. The result of the data analysis indicated that there was significant difference of students’ speaking performance before and after being trained through video blog. It is proved by result of statistical analysis of the level significance 0.05 with degree of freedom (df) =  N-1 = 20-1 = 19 which indicated that t-test value of final score I speaking ability (13.309) was greater than t-table (2.093). Therefore, video blog can improve speaking performance of the students.

scholarly journals EFL Students’ Perception of Distance Learning Practice in a Vocabulary Class

2021 ◽  
Vol 8 (1) ◽  
pp. 75-85
Author(s):  
Ribeh Najib Muhammad
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
English Education ◽  
Analysis Method ◽  
Education Department ◽  
Internet Connectivity ◽  
First Semester ◽  
Efl Teaching ◽  
Efl Students

The perception of English as a Foreign Language (EFL) students toward the significance of distance learning practice in EFL teaching at university is essential to provide suggestions for enhancing distance learning practice in the context of EFL teaching. Therefore, the purpose of this study was to investigate students’ perception towards distance learning practice at University of Muhammadiyah Gresik, especially in Words in Contexts class as the main course for learning vocabularies. Therefore, this study explored several aspects that needed in the implementation of distance learning practice. The subjects of this study were 34 first semester students of English education department who had applied distance learning practice. Questionnaire was used as research instrument to collect data from the respondents who had been selected. In addition, interview was also conducted to confirm the result of questionnaire. After the data were collected, they were analyzed using quantitative and qualitative analysis method. The finding indicated that students had average perception towards the implementation of distance learning practice, since distance learning practice provided advantages for their learning process. However, there were setbacks and problems such as students’ participation, internet connectivity, and material clarity that needed to be solved in order to improve the quality of distance learning practice.

scholarly journals THE EFFECT OF INSTRUCTIONAL MODELS AND LEARNING STYLES TOWARDS WRITING SKILL

2016 ◽  
Vol 2 (1) ◽  
pp. 12-26
Author(s):  
Baiatun Nisa
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Model ◽  
Instructional Models ◽  
English Writing ◽  
Writing Skill ◽  
Visual Learners ◽  
Auditory Learners ◽  
Better Than

The objective of this experimental study is to find out the effect of instructional models and learning styles toward learners’ English writing skill. The research was conducted at the English Department, the Academy of Foreign Language BSI Jakarta Indonesia. The results of this research indicated that: (1) there is a significant different improvement of English writing skill between group of learners who were taught by using the STAD Cooperative Learning model and those who were taught by using The Lecture Model, (2) English writing skill of the visual learners taught by using STAD Cooperative Learning model is better than those taught by using The Lecture Model, (3) English writing skill of the auditory learners taught by using The Lecture Model is better than those taught by using STAD Cooperative learning model, and (4) there is an interaction effect between the instructional model and learning style towards English writing skill achievement.

A STUDY OF THE STUDENTS’ LEARNING STYLE AT THE SECOND GRADE OF SMP PESANTREN GUPPI SAMATA

2020 ◽  
Vol 5 (1) ◽  
pp. 34-39
Author(s):  
Radhiyatul Jamilah ◽  
Ria Hajriah
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Strategy ◽  
Learning Activity ◽  
Second Grade ◽  
Left Brain ◽  
Second Grade Students ◽  
The Subject ◽  
Visual Learners ◽  
Auditory Learners

The research aimed to analyze students’ receptive learning style, processing learning style, and expressive learning style in the second-grade students of SMP PesantrenGuppiSamata.  The research was in qualitative method, it collects, analyzes, and interprets the phenomenon of learning style in the second-grade students’ of VII B class in SMP GuppiSamata as the subject of research. The data was collected using observation and interviews. The result of this research showed that each student is different based on how they receive, process, and express their information. There were 17 students in VII B class. For the receptive learning style, there were three visual learners, five auditory learners, six kinesthetic learners, and the other three students who used multiple learning styles. In processing learning style there were seven left-brain learners and ten mid-brain learners. In expressive learning style, there were two students used creatively as output area, nine students used writing as output area, one student used thinking as output area, two students used creative and thinking as output area, and two students can use multiple output area. The research helped the students to know and realize their own learning style, providing a contribution to the teacher to plan learning strategy and learning activity that will suit each learning style and to be a new reference andupdates the existing study.

Computer-mediated textual and audio glosses, perceptual style and L2 vocabulary learning

2017 ◽  
Vol 22 (6) ◽  
pp. 657-675 ◽  
Author(s):  
Ehsan Rassaei
Keyword(s):  
Learning Style ◽  
Vocabulary Learning ◽  
First Language ◽  
Treatment Groups ◽  
Perceptual Learning Style ◽  
Computer Mediated ◽  
Perceptual Style ◽  
Visual Learners ◽  
L2 Vocabulary ◽  
Auditory Learners

The current study examined the effects of first language (L1) textual and audio glosses along with the moderating effect of learners’ visual and auditory perceptual style on second language (L2) vocabulary learning. The participants were first divided into two groups of auditory and visual learners based on their scores obtained from a learning style questionnaire. Then, each style group was further subdivided into three groups who received a text via a screen including a number of unfamiliar vocabulary items with one of the following L1 gloss conditions: textual glosses, audio glosses or no glosses. Learners could either hear or see the L1 definitions of target words by clicking on hyperlinks provided under each target word. The results provided evidence that both gloss types promoted vocabulary learning and indicated that audio glosses were more effective than textual glosses. Moreover, the results suggested the moderating role of perceptual learning style in vocabulary learning. Among the treatment groups, the auditory learners who received audio glosses indicated the highest rate of vocabulary learning.

scholarly journals THE LEARNING STYLE OF MILLENIAL STUDENTS AT ENGLISH EDUCATION DEPARTMENT OF IAIN BUKITTINGGI

2020 ◽  
Vol 7 (2) ◽  
pp. 84-91
Author(s):  
Ummu Hani ◽  
Leli Lismay
Keyword(s):  
Qualitative Research ◽  
Learning Styles ◽  
Learning Style ◽  
Team Learning ◽  
English Education ◽  
Classroom Interaction ◽  
Target Language ◽  
Education Department ◽  
Department Of State ◽  
Language Classroom

This research was conducted based on some problems found related to the learning style of milenial students in the classroom interaction. Most of the students did not follow the instructions given by the lecturer when working on assignment. So that, analysing milenial learning style is needed in order to found out some appropiate styles and strategies in teaching. This research was qualitative research. The instrument used in this research was observation and interview. The result showed that there were three categories of millenial learning styles namely; team learning, experiencing, and uses technologies in learning. Especially for students in the 2nd year at English Education Department of State Islamic Institute of Bukittinggi, Most of the students applied  team learning and uses technologies as learning styles during classroom interaction. They did not like the style of experiencing, while in the language classroom, experincing, should be the crucial factor to help the students mastering the target language. In coclusion, millenial learning styles at English Education Department of State Islamic Institute of Bukittinggi need to be improved in order to achieve the learning objectives.Keywords: Learning Style, Millenial, classroom interaction.

scholarly journals The Analysis Of Multiple-Choice Test Quality For Reading III Class In English Education Department, Universitas Pendidikan Ganesha Bali, Indonesia

2017 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
A.A. Gede Yudha Paramartha
Keyword(s):  
English Education ◽  
Classical Test Theory ◽  
Multiple Choice ◽  
Reading Test ◽  
Test Theory ◽  
Choice Test ◽  
Test Quality ◽  
Theory Analysis ◽  
Education Department

This study aimed at investigating the quality of 40-item multiple-choice taken from Reading III class in English Education Department. It was carried out in order to get clearer picture and provide feedbacks on how the Critical Reading test for the new curriculum should be developed and what factors should be taken into account when developing the test. The data were taken from 24 fourth semester students in English Education Department, Unidksha, Bali who took the reading test. The data were analyzed by conducting Classical Test Theory analysis with the assistance of jMetrik software. In general, the result shows that the test was consistent but it was easy and only 40% of total items are eligible to be used. Along the findings and discussion, some feedbacks are provided for future development for the reading test.

scholarly journals The Quality of Listening Skill of the EFL Students

2018 ◽  
Vol 3 (1) ◽  
pp. 79
Author(s):  
Erawati Wiyono Putri ◽  
Umar Fauzan ◽  
Rostanti Toba
Keyword(s):  
Data Collection ◽  
English Education ◽  
Critical Level ◽  
Communication Strategies ◽  
Education Department ◽  
Listening Skill ◽  
Mastery Level ◽  
Efl Students ◽  
Data Collection Technique

Listening is often view as receptive or passive skill that hard to be measured. Nevertheless, listening is one skill that play a big role in enhancing students’ proficiency in English. Therefore, improving students’ quality in listening is important. According to Al-Musalli, there are four sub-skills involved in listening: 1) literal level, it involves three main types of skill: phonological, syntactic, and lexical skills; 2) inferential level, it related to the comprehension of the text; 3) critical level includes: making an appropriate judgment about the message, the speaker personality, and the topic, and; 4) creative level includes handling verbal and non-verbal communication strategies and responding in the proper way. All of these sub-skills can be used as the criteria to view students’ mastery level of listening. This research only applies three level as a benchmark to know students’ quality of listening, they are: literal, inferential, and critical. The objective of this research is to know the students’ quality in listening skill based on mastery level of listening. The research design is descriptive. The subjects of study are five students who meet the researcher’s criteria. Data collection technique in this research is using test of listening, interview, observation and documentation. The data is analyzed using the model of Miles and Huberman. After being collected, the data is verified using triangulation by method and another researcher. The result of this research shows that students at fourth semester of English Education Department in IAIN Samarinda located in inferential level of mastery listening skill which means their quality in listening can be categorized as good.

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