scholarly journals A survey of students’ English proficiency and their needs toward learning outcomes at vocational colleges

2021 ◽  
Vol 12 (4) ◽  
pp. 631-641
Author(s):  
Anhar Anhar ◽  
Sofyan A. Gani ◽  
Asnawi Muslem
Keyword(s):  
Learning Outcomes ◽  
Proficiency Test ◽  
Engineering Students ◽  
English Proficiency ◽  
English Learning ◽  
School Students ◽  
Qualitative Research Design ◽  
Proficiency Level ◽  
Interview Session ◽  
Destination Area

This research was conducted to investigate students’ English proficiency and their needs toward English learning outcomes. This research was based on a qualitative research design. The data were collected from 80 students who received an English proficiency test and eight students who participated in an interview session. The interview dealt with their needs and problems in communication skills in English. The result shows that there was no student who got excellent English proficiency level, eight students (10%) reached good category, 46 students (58%) achieved satisfactory category, 21 students (26%) were in poor category, and five students (6%) were in very poor category. In addition, all students need English for communication in their future profession. Finally, the results of the interview also show that industrial engineering students preparing to work in manufacturing various marble products face a serious problem in marketing their products to the consumers. In addition, the students majoring in tourism destination area considered that they have to communicate in English to support their job in providing services to tourists speaking different languages. Therefore, it can be concluded that vocational school students need transactional English in a specific field because they are being prepared to work in enterprises or to be entrepreneurs.

Strengthening the resilience of Myanmar children studying in monastic schools

2021 ◽  
pp. 008467242110369
Author(s):  
Khin Hnin Phyu ◽  
Buxin Han
Keyword(s):  
Repeated Measures ◽  
Personal Information ◽  
Community Support ◽  
School Intervention ◽  
School Students ◽  
Qualitative Research Design ◽  
Personal Strengths ◽  
Resilience Scale ◽  
Interview Session ◽  
Beneficial Impact

Three-quarters of children in Myanmar face developmental barriers and risk-increasing conditions such as poverty, broken families, and difficulty accessing basic requirements. These children rely heavily on institutionalization. Given the adverse effects of institutional systems, knowing the differing impacts of sociodemographic and cultural factors is foundational to aiding healthy personal outcomes. Thus, this study focused primarily on enhancing the resilience of children in a monastic school through a dhamma-based school intervention. A three-phase mixed quantitative-qualitative research design was applied: a descriptive survey, an experimental research method, and an interview session. Three-hundred sixty-nine middle school students from five monastic schools completed the Connor-Davidson Resilience Scale and personal information forms. Regarding the sociodemographic group, hierarchical multiple regression revealed a significant predictive role of positive relationship with caregivers and community support in resilience. Furthermore, we experimentally examined the effectiveness of the program on resilience and related themes in a mixed factorial design. A paired-sample t-test, and two-way repeated-measures analysis of variance (ANOVA) revealed that the intervention significantly improved resilience. Interview results evidenced the current conditions and the beneficial impact of the intervention in enhancing personal strengths. This study not only provides empirical evidence for the instant, follow-up, and transfer effects of the program but also holds implications for authorities and stakeholders in the context of social welfare for needy children regarding contributions to advance culturally well-suited programs and, consequently, the population’s mental health.

scholarly journals Enhancing Thai elementary students’ English and maintaining Thainess using localized materials: Two putative confronting forces

2021 ◽  
Vol 8 (3) ◽  
pp. 1006-1025
Author(s):  
Budsaba Kanoksilapatham ◽  
Todsapon Suranakkharin
Keyword(s):  
Learning Outcomes ◽  
Test Scores ◽  
Local Community ◽  
English Education ◽  
English Proficiency ◽  
English Learning ◽  
Community Members ◽  
Global English ◽  
Thai Students ◽  
Simulation Task

In Thailand, concerns over the imperative need to improve its citizens’ English proficiency and the unsatisfactory English learning outcomes have long been present. In addition, ongoing globalization has raised another concern that Thainess is being eroded due to external influences. This study attempted to compromise these two seemingly conflicting forces by enhancing Thai students’ global English and maintaining local Thainess associated with three regions of Thailand. First, a set of instructional innovations for elementary English education was constructed in each region. These were based on prominent characteristics of local Thainess elicited through a questionnaire completed by local community members and subsequently implemented in Grade 4 classes at three schools in each region of Thailand for ten weeks. Next, two separate sets of pretests-posttests corresponding to each instructional set were constructed and administered to assess their local Thainess and English knowledge. Finally, to ensure that the knowledge gained from the instruction was put into practical use, a tour guide simulation task was conducted by the students. The analysis of the test scores demonstrates that localized lessons were beneficial, enhancing their local Thainess knowledge and associated English vocabulary. The accomplishment of the task thus represented their knowledge of local Thainess and English, contributing to a sense of pride in their nation and a sense of achievement in their English proficiency and instruction.

scholarly journals Young Learners’ Perceptions on the Implementation of Online English Proficiency Test

2019 ◽  
Vol 10 (1) ◽  
pp. 71-86
Author(s):  
Diah Royani Meisani ◽  
Pupung Purnawarman
Keyword(s):  
Digital Media ◽  
Technology Use ◽  
Proficiency Test ◽  
English Proficiency ◽  
Sixth Grade ◽  
Middle Level ◽  
School Students ◽  
Young Learners ◽  
Grade Levels ◽  
Online Test

The present study made use of Cambridge Online English Test for Children and Young Learner to explore how young learners perceived the implementation of an online test and to what extent the ICT backgrounds and English exposures correlated to their online English test achievement. Three data collection strategies were used to gather the data that involved second to sixth-grade elementary school students as the participants. The instruments were: 1) Online English Proficiency Test for Young Learners; 2) observation field notes; and (3) interviews. The findings revealed that students’ test scores diverse as their grade levels were also various. The mean score was 10.53 which could be categorized into Movers level which was in the middle level. It was also found that the three-quarter of the participants declared that they preferred having an online test as it gave them new experiences and comfortable feeling with taking a test on laptop or smartphones. From further investigation to the randomly selected six students, it was revealed three factors were majorly influential for young learners in benefitting the digital technology use. They were: 1) family socio-economic background; 2) parental involvement in children’s digital media use; and 3) learners’ personal motivation in using the digital media.

scholarly journals Applying Conversation Method and Self-Confidence and Its Effect to Learning Achievement

2021 ◽  
Vol 1 (2) ◽  
pp. 122-131
Author(s):  
Imam Kholis Sagita
Keyword(s):  
Elementary Schools ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Research Method ◽  
English Learning ◽  
School Students ◽  
Learning Achievement ◽  
Group Design ◽  
Self Confidence ◽  
Analysis Technique

English in elementary schools in the implementation of learning is still not effective until now. Actually, there are many problems related to the implementation of the development of English learning. In fact, the development of learning English itself is very beneficial for elementary school students, so they can improve their abilities. The research method used in this classroom action research is an experimental method with a Factorial Group Design (FGD) design with 2 categories. The data analysis technique in this study used two way ANOVA, with the help of computers, namely: SPSS for Windows version 24 program. The results of the study can be concluded that there are differences in English learning outcomes between learning by conversation methods and conventional methods for grade 4 students. Madrasah Ibtidaiyah Nu Sumber Agung. Then, there is no difference in English learning outcomes between grade 4 students of Madrasah Ibtidaiyah Nu Sumber Agung with high self-confidence and low self-confidence. And the last, there is no interaction of methods with self-confidence on learning achievement in English.

scholarly journals The Effect of Problem Based Learning Methods and Self Confidence to English Learning Outcomes in the Elementary School Students

2019 ◽  
Vol 5 (2) ◽  
pp. 135-144
Author(s):  
Sita Ratnaningsih ◽  
Desi Nahartini ◽  
Atik Yuliyani
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Problem Based Learning ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Learning Methods ◽  
Self Confidence ◽  
Level 2

AbstractFrom Central Statistics Agency, the total number of primary schools in Indonesia are 147,536 which most of them have not got any good learning outcomes especially in English. This study aims to determine the effect of Problem Based Learning method and students' self-confidence in English learning outcomes. This research was conducted on the fourth grade students of Al-Fath Primary School, South Tangerang  Indonesia, with the number of students as many as 4 classes consisting of  96 students, from the population of 120 students. The method used in this research is the experimental method with the design of treatment design by level 2 x 2. The results showed that: 1) English learning result between students who taught using Problem Based Learning method is higher than Expository method, 2) There is interaction effect between Problem Based Learning method with students' self confidence, 3) For students who have high confidence, English learning outcomes taught using the Problem Based Learning method is higher than taught using the  Expository method, 4) For students a low level of confidence, English learning outcomes of students taught using the Problem Based Learning method is lower than the Expository method.AbstrakDari data Badan Pusat Statistik, jumlah sekolah dasar di Indonesia adalah 147.536, sebagian   besar   sekolah tersebut belum mendapatkan hasil pembelajaran yang baik terutama dalam bahasa Inggris. Penelitian ini   bertujuan   untuk mengetahui pengaruh metode Problem Based Learning  dan kepercayaan diri siswa terhadap   hasil belajar bahasa Inggris. Penelitian ini dilakukan pada siswa kelas IV Sekolah Dasar Al-Fath, Tangerang Selatan, dengan jumlah siswa sebanyak 4 kelas yang terdiri dari 96 siswa, dari populasi 120 siswa. Metode yang digunakan dalam penelitian ini adalah metode eksperimental dengan perancangan desain faktorial level 2 x 2. Hasil penelitian menunjukkan bahwa:  1) Hasil belajar bahasa Inggris  siswa yang diajar menggunakan metode Problem Based Learning lebih tinggi daripada  yang diajar menggunakan metode Ekspositori,   2) Ada pengaruh interaksi antara metode Problem Based Learning dengan kepercayaan diri siswa,   3) Bagi siswa yang memiliki kepercayaan diri tinggi, hasil belajar bahasa Inggris  yang diajar menggunakan metode Problem Based Learning lebih tinggi daripada menggunakan metode metode Ekspositori, 4) Bagi  siswa   yang   memiliki   tingkat   kepercayaan yang   rendah, hasil   pembelajaran  bahasa Inggris   yang   diajar   menggunakan  metode   Problem   Based   Learning   hasilnya   lebih      rendah daripada yang menggunakan metode pembelajaran Ekspositori. How to Cite : Ratnaningsih, S.,  Nahartini, D., Yuliyani, A. (2018).  The Effect of  Problem Based Learning Methods and Self Confidence  to English Learning Outcomes in the Elementary School. TARBIYA: Journal of Education in Muslim Society, 5(2), 135-144. doi:10.15408/tjems.v5i2.10640.

scholarly journals The Relationship between Direct Language Learning Strategies and English Learning Proficiency at Senior High School Students

2020 ◽  
Vol 7 (2) ◽  
pp. 41-51
Author(s):  
Rizal Arisman
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
English Proficiency ◽  
Senior High School ◽  
English Learning ◽  
Language Learning Strategies ◽  
School Students ◽  
Senior High School Students

Learning strategies are applied by students to improve their studies. Suitable language learning strategies result in proficiency which is improved and greater self-confidence. Most researches observe the language learning strategies without dividing which affect more between direct and indirect strategy toward learning proficiency. Therefore, this research was conducted to find out whether the direct language learning strategies had a positive relationship and significant effect toward English learning proficiency on senior high school students. An ex-post-facto method with a correlational design was applied in this research. The population was 410 students at the eleventh grade of SMA Negeri 1 Baubau and selected 75 students as the sample using a simple random sampling technique. The instruments used were the SILL (Strategy Inventory for Language Learning) and the English proficiency test. The results of descriptive statistics indicate the compensation strategies were the most dominant learning strategy used by the eleventh-grade students with the mean score was 2.66. From the result of hypothesis testing, it was obtained the positive relationships and significant effect of those three kinds of strategies toward English proficiency on the eleventh-grade students. Besides, the memory strategies have the highest correction with the score of correlation is 0.756.

scholarly journals Developing an English Proficiency Test for Fourth-Year Secondary Students

2004 ◽  
Vol 4 ◽  
pp. 1-10
Author(s):  
Zenaida Gerona ◽  
◽  
Justiniano Seroy ◽  
Keyword(s):  
Secondary Students ◽  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
English Proficiency ◽  
Item Analysis ◽  
Discrete Point ◽  
Proficiency Level ◽  
Combined Use ◽  
Point Test

The researcher-constructed English proficiency test, after having been administered and subjected to item analysis, yielded 80 valid items, or 61.54% out of 130 original items under the discrete-point test; and 49 items, or 75.38% out of 65 items under the integrative test. Those valid items constituted the final items in the revised form of the discrete-point and integrative tests. Both tests proved to have reliability coefficients of 0.84 for the discrete-point test and 0.97 for the integrative test. The use of both types of test is recommended to effectively evaluate learner's English language proficiency. English teachers must also be reoriented to the combined use of the two types of test to effectively determine students' actual English proficiency level.

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