scholarly journals The Practice of Extensive Reading among EFL Learners in Tertiary Level

2020 ◽  
Vol 3 (2) ◽  
pp. 56
Author(s):  
Feny Martina ◽  
Syafryadin Syafryadin ◽  
Jeka Agustia Utama
Keyword(s):  
English Education ◽  
Tertiary Level ◽  
Extensive Reading ◽  
Study Program ◽  
Efl Learners ◽  
Know How ◽  
Descriptive Research ◽  
Education Study ◽  
Qualitative Descriptive ◽  
The Subject

Students had some problems in terms of extensive reading. The problems were (1) students forget some principles and benefits of extensive reading because they learned about principle and benefits of extensive reading in the previous semester, (2) students do not know how to implement a successful practice of extensive reading, and (3) students were still difficult to enjoy and get information in their reading of either fiction or nonfiction books. Thus, this research was aimed to know how students implement extensive reading and students’ difficulties when practice extensive reading. This research was qualitative descriptive research. The subject of this research was the fourth-semester students in the English Education Study Program of Institut Agama Islam Negeri Bengkulu. The instruments of this research were observation checklist, interview sheet, and documentation. The result of this research showed that there were students who implemented extensive reading but students implemented extensive reading in the outside classroom and the students still had difficulties when implementing extensive reading. The percentage of students’ implementation of extensive reading in the outside classroom was 62% while the percentage of students’ difficulties encounter practicing extensive reading was 91%. It concluded that students implemented extensive reading in the outside classroom without the supervision of the lecturer and students have many problems when practice extensive reading.

scholarly journals THE IMPLEMENTATION OF WRITE, SHARE, AND REVISE TECHNIQUE TO EMPOWER STUDENTS’ CHARACTER DEVELOPMENT AND INTEREST IN WRITING ENGLISH

2019 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Ratih Inayah
Keyword(s):  
Character Development ◽  
English Education ◽  
Writing Skills ◽  
Secondary Data ◽  
Primary Data ◽  
Study Program ◽  
Descriptive Research ◽  
Education Study ◽  
Qualitative Descriptive ◽  
Regular Students

This study aims to: (1) examine the influence of Write, Share, and Revise technique in recognizing students‟ interest in writing English; and (2) analyze students' character development in writing skills after applying Write, Share, and Revise. It is a qualitative descriptive research where the primary data analyzed is the development of students‟ writing interest and skill during the time of implementation of Write, Share, and Revise Technique. In addition, as secondary data, the analysis of interviews, and classroom observations were tabulated as supporting primary data. Participants selected by using Purposive Participant technique. A total of 60 regular students of the 2017 English Education Study Program at IKIP Siliwangi were involved. The results of the study showed an increase in students‟ interest in writing English and also help them to develop their own writing skill form before the implementation, during, and after the implementation of Write, Share, and Revise technique. Based on interview and observation, it also reveals that students‟ are still struggle with writing materials. This implies that the students still needed extra care from teachers. Thus, it can be concluded that Write, Share, and Revise technique affects the process of writing as an individual and group. By doing Write, Share, and Revise, students tend to be opening minded and lessen selfish feeling and ego by helping each other to make a better writing form.

scholarly journals University Students’ Perceptions in Implementing Asynchronous Learning during Covid-19 Era

2021 ◽  
Vol 4 (3) ◽  
pp. 263
Author(s):  
Megawati Basri ◽  
Balqis Husain ◽  
Wiwin Modayama
Keyword(s):  
English Education ◽  
Internet Access ◽  
Asynchronous Learning ◽  
Study Program ◽  
Advantages And Disadvantages ◽  
Education Study ◽  
Virtual Class ◽  
Qualitative Descriptive ◽  
Efl Students ◽  
The Subject

This study aimed to know students' opinions about the implementations of asynchronous learning (Screencast-O-Matic and Google-Form apps) during COVID-19, to identify the advantages and disadvantages were produced by these devices, as well as to analyze how big the students' confidence on this type of learning when implemented in the rural area. The subject of this study consisted of 45 respondents from the English education study program. They spread in the 2nd, 4th, 6th, and 8thsemester. Qualitative descriptive students were used in this study. Among the questionnaire, open-ended questions and interviews were the methods to collect the data. The results of this study indicated these platforms had shown various obstacles. Over half of respondents criticize that limited internet access was one of the most significant restrictions when implementing asynchronous learning (Screencast-O-Matic and Google-Form apps). Although Screencast-O-Matic and Google-Form had some barriers in their virtual class, they provide more advantages. Many respondents believed they have all these advantages compared to the limits. The majority of respondents argued that it facilitated EFL students to increase acquisitions of language software that could contribute to students' ICT capabilities in particular.

scholarly journals A Needs Analysis for English Speaking Syllabus Development

2016 ◽  
Vol 6 (2) ◽  
pp. 122 ◽  
Author(s):  
Dewi Yana
Keyword(s):  
English Education ◽  
Needs Analysis ◽  
Study Program ◽  
Training And Education ◽  
Descriptive Research ◽  
Education Study ◽  
Qualitative Descriptive ◽  
English Speaking ◽  
Teaching Learning

This study aims at identifying the students’ needs in learning English speaking to promote speaking syllabus development. This research was a qualitative descriptive research. The subjects were 63 students of the first, third and fifth semester of English Education Study Program of Teacher Training and Education Faculty of Riau Kepulauan University. The data were collected using a questionnaire. The questioner is aimed at gathering information related to the target needs, and wants. The results found that the students target of studying English speaking are for their future profession and for their higher education. They want practicing the English speaking when they are studying, and they want enjoying a lot of speaking activities at the classroom together with their pair or group. They also want the speaking course exist as the English education study curriculum. The students assumed for the role of teacher as a facilitator and guide in the teaching learning activities. Keywords : needs analysis, speaking syllabus development

scholarly journals INFORMALITY AS POLITENESS STRATEGIES IN REQUEST OF ENGLISH EDUCATION STUDY PROGRAM OF RIAU ISLANDS UNIVERSITY

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Suswanto Ismadi Megah
Keyword(s):  
English Education ◽  
Cluster Sampling ◽  
English Department ◽  
Study Program ◽  
Young Sister ◽  
Education Study ◽  
Politeness Strategies ◽  
The Subject ◽  
Negative Face ◽  
Homogeneous Data

This study was aimed to identify the informality of request as politeness strategies used by the students of English Education study Program (English department) of Unrika Batam.The data was obtained from request spoken by the student of English department students. The data taken based on cluster sampling due the homogeneous data. The data was students of morning class of semester seven. This study concluded that The usage of bu, ma, mah (means mother)  five data and yah, pak, and pa (means father or daddy), the speaker respects to the hearer’s face by addressing her as mom. This considered her position is upper position; this does not threaten her face. This is used informally to her mother in relaxed situation. The usage of imperative sentences are four data when the hearer asks her young sister  to take the glass, then the subject asks her big sister to buy her dress, when she asks her young sister to take chilly and when the subject ask the money to pay rental house. This sentences forces her face’s hearer. This shows negative face. The last is speaker states “adek” young sister to her father means to soften request to her father due to the father will usually fulfill the young child.

scholarly journals SYNDICATE LEARNING: AN ALTERNATIVE APPROACH FOR TEACHING EXTENSIVE READING

2018 ◽  
Vol 6 (1) ◽  
pp. 27
Author(s):  
Dian Novita
Keyword(s):  
Learning Approach ◽  
Reading Habit ◽  
Extensive Reading ◽  
Study Program ◽  
Likert Scales ◽  
Efl Learners ◽  
Alternative Approach ◽  
Individual Participant ◽  
The Subject ◽  
The Individual

Extensive Reading subject has important benefits for EFL learners. The main purpose of the subject is to raise the positive reading habit for the students. However, for most students, Extensive Reading is not an easy subject to complete. This paper describes the implementation of syndicate learning approach in Extensive Reading subject at English Study Program, Universitas Muhammadiyah Sidoarjo. The students’ perceptions of the approach were collected through survey research with opinionative with Likert scales as the instrument. In addition, there were 16 participants engaged in the study. The results showed that majority of the students gave positive views of syndicate learning approach for both as the individual participant and the member of group. The study is expected to contribute a solution for problems may rise in Extensive Reading subject.

scholarly journals THE CORRELATION BETWEEN READING STRATEGIES AND READING COMPREHENSION ACHIEVEMENT OF THE SIXTH SEMESTER IN ENGLISH EDUCATION STUDY PROGRAM OF BENGKULU UNIVERSITY

2019 ◽  
Vol 3 (2) ◽  
pp. 122
Author(s):  
Nur Olivia Siregar ◽  
Rudi Afriazi ◽  
Arasuli Arasuli
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Education ◽  
Correlation Method ◽  
Reading Test ◽  
Weak Correlation ◽  
Study Program ◽  
Quantitative Correlation ◽  
Education Study ◽  
The Subject

This research is aimed at identifying student’s reading strategies used and students’s reading comprehension achievement. The research would like to find out whether or not there is any significant correlation between reading strategies and reading comprehension achievement at the sixth-semester students of English Education Study Program at Universitas BengkuluAcademic Year 2018/2019. The research was designed as a quantitative correlation method, the subject were 78 students and the instrument used for collecting the data were reading strategies questionnaire and reading test. The collected data were analyzed by SPSS 23. The result of this research revealed that there is a significant correlation between reading strategies and reading comprehension achievement because the correlation coefficient is 0.033 which is very weak correlation category. It seems that most of the students were not familiar to the strategies in reading comprehension therefore more understanding of strategies is needed until a reading comprehension problem is solved.Keywords: Correlation, Reading Strategies, Reading comprehension Achievement

scholarly journals THE IMPLEMENTATION OF INDUCTIVE APPROACH IN PRE-INTERMEDIATE STRUCTURE SUBJECT TO ENGLISH EDUCATION STUDY PROGRAM STUDENTS PGRI UNIVERSITY OF YOGYAKARTA

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Nafisah Endahati
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
English Education ◽  
Intermediate Structure ◽  
Study Program ◽  
Training And Education ◽  
Inductive Approach ◽  
Education Study ◽  
The Subject ◽  
Communicative Activities

The research aims at describing the implementation of inductive approach in pre-intermediate structure subject to English Education Study Program students. It describes how the response of the implementation of inductive approach through communicative activities to students of English Education Study Program, Faculty of Teacher Training and Education, PGRI University of Yogyakarta.The research was done qualitatively. It included some actions. The actions were activities of teaching and learning processes by implementing inductive approach through some communicative activities in the classroom. The subject of this research was the students of English Education Study Program, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The research data was analyzed qualitatively by using deep observation and interview. The result was represented descriptively.The result of the research was that the implementation of inductive approach through the communicative activities can (a) train students to be familiar with the rule of discovery; (b) exploit students’ greater degree of cognitive depth, (c) make the students are more active rather than being passive in the process, (d) involve students to collaboratively do problem solving, (e) involve students to get opportunity for extra language practice.

scholarly journals CODE SWITCHING IN THE ENGLISH CLASS ACTIVITY IN THE SUBJECT “ENGLISH FOR A GROUP ACTIVITY” IN ENGLISH EDUCATION STUDY PROGRAM, UNIVERSITY OF BANTEN JAYA BANTEN

2018 ◽  
Vol 1 (1) ◽  
pp. 37-49
Author(s):  
Hendra Hendra ◽  
Hendra Hendra
Keyword(s):  
English Education ◽  
Group Activity ◽  
Code Switching ◽  
Study Program ◽  
English Class ◽  
Education Study ◽  
The Subject ◽  
One To One ◽  
Bahasa Indonesia

Code-switching is a phenomenon that exists in bilingual societies where people have the opportunity to use two or more languages to communicate. Being able to speak more than one language, bilinguals can code-switch and use their languages as resources to find better ways to convey meaning. Code-switching occurs in English Study Program, Faculty of Lecturer Training, University of Banten Jaya, Serang, Banten. Therefore, the aim for this paper was to investigate when and why the lecturer in the class “English for a Group Activity” used code-switch when teaching L2 English. It has also looked into what language the learners preferred in different classroom situations. Alecturer were interviewed and 32learners taking the class. The results showed that the lecturer generally tried to code-switch as little as possible but that they did code-switch in some of those situations where the learners preferred either a combination of Bahasa Indonesia and English or only Bahasa Indonesia. Two of these situations were grammar instructions, where a majority of the learners preferred a combination of English and Bahasa Indonesia, and one-to-one situations, where a majority of the learners preferred Bahasa Indonesia.  

scholarly journals Developing Digital Rubrics of Six Tasks of KKNI IR 4.0-Based For TEFL Subject

2020 ◽  
Vol 3 (1) ◽  
pp. 7-17
Author(s):  
Nora Ronita Dewi ◽  
Masitowarni Siregar ◽  
Anggraini Thesisia Saragih
Keyword(s):  
Foreign Language ◽  
Research And Development ◽  
Industrial Revolution ◽  
English Education ◽  
Lesson Plan ◽  
Learning Outcome ◽  
Teaching English ◽  
Study Program ◽  
Education Study ◽  
The Subject

This study is aimed at developing rubrics of six tasks of Teaching English as a Foreign Language (TEFL) the subject of the KKNI Industrial Revolution 4.0-based of an English Education Study Program at UNIMED. The objectives of this research are to analyze the rubrics of TEFL subject used at the 3rd semester of English Education Study Program and develop the appropriate KKNI rubrics based on the students’ needs. This study is mainly focused on developing Critical Book Report, Critical Journal Report, Engineering Ideas, Mini Research, and Projects rubrics. Research and Development applied in this research and the results show that the rubrics used in the 3rd semester at English Education Study Program is developed through implementing the simplification of R&D. The rubrics indicated low competency for the students after analyzing the questionnaires given. New rubrics are designed to answer the needs of the students. Generally, the existing TEFL rubrics are less relevant for the needs of 3rd semester students. In terms of descriptor rubrics, they are not suitable with the needs of the Lesson Plan and the tasks of TEFL rubrics needed by the students are irrelevant for their needs where the topics or contents used in the course book are useful in the learning outcome of this subject.

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