scholarly journals Analysis of Students’ Ability in Writing a Research Proposal

ELT-Lectura ◽  
2015 ◽  
Vol 2 (2) ◽  
Author(s):  
M. Fadhly Farhy Abbas
Keyword(s):  
Survey Research ◽  
Research Finding ◽  
Qualitative Method ◽  
English Education ◽  
Research Proposal ◽  
Average Score ◽  
Education Department ◽  
Training And Education ◽  
Teachers Training ◽  
Department Faculty

This research is based on the needs to investigate the students’ ability in writing a research proposalfor the fourth year students at English Education Department Faculty of Teachers Training and EducationUniversity of Lancang Kuning. This research aims at analyzing the students’ ability of the fourth year students at English Education Department Faculty of Teachers Training and Education University of Lancang Kuning in writing a research proposal. The method employed in this research is qualitative method with survey research design. The total number of population in this research were 132 students. The sample elected were 20 students. Based on the data which have been collected and analyzed, it were found that the students’ ability in writing a research proposal categorized into “middle”. The average score achieved was 67.1. It was categorized into middle. Based on the research finding above, it can be concluded that the students’ ability in writing a research proposal is categorized into middle. This result is in line with the analysis of writing a research proposal using scoring rubric available in this research.

scholarly journals A STUDY ON THE STUDENTS’ ABILITY IN USING PREPOSITION OF DIRECTION

ELT-Lectura ◽  
2017 ◽  
Vol 4 (2) ◽  
pp. 70-77
Author(s):  
Herdi Herdi ◽  
Nelisa Andriana
Keyword(s):  
English Education ◽  
Survey Design ◽  
Average Score ◽  
First Year ◽  
Education Department ◽  
First Year Students ◽  
Faculty Of Education ◽  
Teachers Training ◽  
Department Faculty ◽  
Academic Year

A few students might get confused which preposition could be properly used for certain conditions. In other word, they might be failed to distinguish the used of each preposition of direction appropriately because it has different application and meaning in sentences. Based on the syllabus of structure-one course, the students were expected to understand and to be able to use this kind of preposition correctly. Hence, the purpose of the research was to find out the students’ ability in using preposition of direction at the first year students of English Education Department, Faculty of Education and Teachers Training, Lancang Kuning University Pekanbaru for Academic Year 2016/2017. Therefore, the researcher conducted survey design to identify whether the students have understood this subject or not. Finally, the result of the study showed that the average score of students’ ability in using prepositions of direction was 66.47. In conclusion, the students’ ability in using preposition of direction was categorized into “fair” category.

scholarly journals Analysis of Unity and Coherence in Writing Scientific Essay at the Fifth Semester Students of English Department FKIP UNILAK 2016/2017 Academic Year.

2017 ◽  
Vol 4 (1) ◽  
pp. 15-21
Author(s):  
M. Fadhly Farhry Abbas ◽  
Herdi Herdi
Keyword(s):  
English Education ◽  
Average Score ◽  
Training And Education ◽  
Good Level ◽  
Study Test ◽  
Teachers Training ◽  
Scientific Essay ◽  
Department Faculty ◽  
Academic Year ◽  
Writing Practice

This research is based on the needs to analyze and evaluate students’ ability in applying unity and coherence aspect in a scientific essay. This is because unity and coherence aspect become important thing in a paragraph, essay, or other kinds of composition. This research aims at analyzing students’ ability in applying unity and coherence aspect in a scientific essay. 52 students at semester 5in 2016/2017 academic year of English Education Department Faculty of Teachers Training and Education University of Lancang Kuning were the participants in this study. Test and interview were used to collect the data. The data from the test was analyzed by using scoring rubric and the data from the interview was explained descriptively. The result showed that the students’ ability in applying unity and coherence was categorized into good level. The students’ average score was 74.9. Furthermore, from the interview, it can be stated that students were able to write an essay well with good unity and coherence. It was basically influenced by good understanding about unity and coherence. Then, the students did writing practice at leisure time more and more. In conclusion, it can be stated that the students’ ability in applying unity and coherence in writing a scientific essay is in good level with average score 74.9.

scholarly journals A CORRELATION STUDY: Understanding and Ability to Appreciate Proverbs in Semantics Class

ELT-Lectura ◽  
2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Adolf Bastian
Keyword(s):  
Correlation Coefficient ◽  
Strong Influence ◽  
English Education ◽  
Correlation Study ◽  
English Department ◽  
Education Department ◽  
Influence Variable ◽  
Faculty Of Education ◽  
Teachers Training ◽  
Department Faculty

The purpose of this article is to investigate the correlation between students’ understanding in semanticsand their ability to appreciate English proverbs at the seventh semester of English department students in Lancang Kuning University, Pekanbaru. Based on the findings and discussion in chapter IV, the result was in line with the researcher’s hypothesis that there was significant correlation between students’ understanding in semantics and their ability to appreciate English at the Seventh Semester of English Education Department Faculty of Education and Teachers Training University of Lancang Kuning. The result of semantics test could be categorized “very good” because the percentage of the students who got very good category was 75%. Whereas, the result of English proverbs test could be categorized “very good” because of the percentage of the students who got very good category was 72%. It was found that the more increases semantics score, the more increases also English proverbs score. So, it was strong influence for variable X which was semantics to influence variable Y which was English proverbs and vice versa. The data reveals that the correlation coefficient was 0.846 which was close to +1.00, it meant that there was positive correlation between students’ understanding in semantics and their ability to appreciate English proverbs.

scholarly journals PENERAPAN COLLABORATIVE WRITING UNTUK MENINGKATKAN KETERAMPILAN KERJASAMA DAN MOTIVASI MAHASISWA PADA MATA KULIAH PENULISAN KARYA TULIS ILMIAH

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Astuti Wijayanti
Keyword(s):  
Science Education ◽  
Action Research ◽  
Natural Science ◽  
Collaborative Writing ◽  
Average Score ◽  
Education Department ◽  
Training And Education ◽  
Writing Motivation ◽  
Natural Science Education ◽  
Teachers Training

This classroom action research deals with the implementation of collaborative writing in Scientific Writing subject. This research aims to describe how collaborative writing can be used to improve thecollaborative skill and motivation among the students of Natural Science Education Department. It was conducted in the Natural Science Education Department of the Faculty of Teachers Training and Education of Sarjanawiyata Tamansiswa University for six months. The number of subject is 37 students. The researcher used observation sheets including lecture observation sheet, students’ activity observation sheet used to know the implementation of collaborative writing, cooperative observation sheet used to know the cooperation among students and questionaire used to know students’ motivation after the implementation of collaborative writing. The research reported that there was an improvement of students’ cooperation in every cycle. Besides, it was also shown that there was an improvement of students’ motivation in cycle I from 87.8% to 87% in cycle II. Meanwhile, the average score of students’ writing also increased from 80.5 in cycle I to 84.2 in cycle II.Keywords: collaborative writing, motivation, cooperation

scholarly journals NEEDS ANALYSIS IN EFL READING CLASS: A STUDY TO PROMOTE LEARNER AUTONOMY THROUGH SELF-ASSESSMENT

2018 ◽  
Vol 7 (1) ◽  
pp. 167
Author(s):  
Taufiqulloh Taufiqulloh ◽  
Sri Wardhani ◽  
Anin Eka Sulistyawati
Keyword(s):  
English Education ◽  
Current Trend ◽  
Learner Autonomy ◽  
Independent Learning ◽  
Needs Analysis ◽  
Education Department ◽  
Self Assessment ◽  
Training And Education ◽  
Department Faculty ◽  
Selection Of

Teaching EFL reading to the students at colleges or universities requires an appropriate technique that enables students to enhance their achievement as well as to develop their sense of independent learning. This is also to respond to the current trend of that the focus of ELT today is creating learners who are not only competent but also dependent or autonomous in learning. This study is aimed at exploring the needs of both lecturers and students on EFL reading class. The method used was descriptive-qualitative. It was conducted at the English Education Department, Faculty of Teacher Training and Education, Pancasakti University Tegal, from April to June 2018. The participants of this study were 64 students of the fourth semester in the department attending EFL reading class and 4 EFL lecturers. The data were collected using triangulation. The instruments used were a questionnaire, classroom observation, and interview. The results showed that the instruction and assessment were still teacher-centered, the learning materials and the method did not meet the students� needs, the selection of the materials was not in line with the students� level of competence, the students were given fewer opportunities to explore and share their ideas with others, etc. The result also showed that both students and lecturers agreed that learning EFL reading through self-assessment could be an alternative learning model or technique to cope with the situations.Keywords: needs analysis; EFL reading; learner autonomy; self-assessment.

scholarly journals IMPROVING SPEAKING ABILITY ON PUBLIC SPEAKING CLASS BY USING ROLE-PLAYING TECHNIQUE OF ENGLISH EDUCATION DEPARTMENT STUDENTS

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Nafisah Endahati
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
English Education ◽  
Action Observation ◽  
Role Playing ◽  
Education Department ◽  
Training And Education ◽  
Department Faculty ◽  
Academic Year ◽  
Research Show

This research aims to improve speaking ability on speaking for specific purposes class of class A1 students of English Education Department students, Faculty of Teacher Training and Education, PGRI University of Yogyakarta in the academic year of 2012/2013. The effort which was done is using role-playing as a technique in teaching and learning activities. This collaborative and participative action research consisted of three cycles, with plan, action, observation, and reflection in each cycle. The participants were the students of class A1 of English Education Department, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The data were collected by means of interviewing, recording technique, observing, and assessing. The qualitative data were analyzed through data reduction, data display and conclusion drawing, while the quantitative data was analyzed descriptively by counting the mean score and the score percentage of the result of the observation. The results of research show that using role-playing technique can improve students’ speaking ability on speaking for specific purposes class. It can be indicated by the improvement of the activity of speaking classroom English, the interaction between teacher and students, and the students and teacher’s attention. The improvement of speaking ability on classroom English is also supported by the improvement of students’ achievement in speaking performance to a mean score of 161,18 or 70,579% (cycle I), 176,31 or 76,956% (cycle II), and 198,16 or 85,797% (cycle III).

scholarly journals Students’ Ability in Answering Questions of Each Section in the TOEFL

ELT-Lectura ◽  
2016 ◽  
Vol 3 (2) ◽  
Author(s):  
M. Fadhly Farhy Abbas
Keyword(s):  
Quantitative Method ◽  
English Education ◽  
Needs Analysis ◽  
Education Department ◽  
Low Level ◽  
Teachers Training ◽  
Department Faculty ◽  
Answering Questions

This research is based on the needs analysis as well as to evaluate the students’ ability inanswering the questions in TOEFL. This is done because the score of TOEFL is used as one of therequirement to join thesis exam at English Education Department, Faculty of Teachers Training andEducation University of Lancang Kuning. This research aims at analyzing the students’ ability in answeringTOEFL test. The method employed in this research was quantitative method with descriptive quantitativeresearch design. The population of this research were the students at the 7th semester which were consisted of55 students. All the population became the sample of this research. In this research, the researcher collectedthe data by using the TOEFL test. Then, the result of the test was analyzed by using scoring guideline inTOEFL, then the scores were categorized into some levels of ability. The result of the test showed that thescores obtained by the students were mostly under 450 and categorized into low level ability (ExtremelyLimited User). It can be concluded that the students’ ability in taking TOEFL test is categorized into lowlevel ability.

scholarly journals USING ANIMATED CLIP FILM, BLENDED ON LEARNING AND DICTOGLOSS TECHNIQUE TO IMPROVE LISTENING SKILL OF STUDENTS ENGLISH EDUCATION DEPARTMENT

2017 ◽  
Author(s):  
Lusy Tunik Muharlisiani ◽  
Siti Azizah
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Positive Response ◽  
Average Score ◽  
Education Department ◽  
Listening Skill ◽  
Listening Ability ◽  
Teaching Of Listening ◽  
Department Faculty ◽  
First Time

This research describes about using three of tools that are using animated clip film, blended on learning and dictogloss technique to improve students’ listening skill in the fourth semester English Education Department Faculty of Language and Science Wijaya Kusuma Surabaya University. The problems were the students who were not able to listen well, might get struggle when they tried to listen. They were confused what they had to listen to the first time. They were lack of vocabularies so they were passive and looked un-interested in teaching and learning process. The statement of the problem in this study 1) To describe whether using animated clip film, blended on learning and dictogloss technique can improve students listening ability, 2) To describe the application of teaching of listening skill using animated clip film, blended on learning and dictogloss technique learning for student. Based on the implementation of the study, the researcher found out that after being treated with using animated clip film, blended on learning and dictogloss technique as tools to improve students’ listening skill, the students had positive response and enjoyed the strategy when they practiced to post their listening using animated clip film, blended on learning and dictogloss technique with their friends Furthermore, they were able to cooperate in group, learn to make summary, give comment to their friends’ listening and even improve their listening skill. In conclusion, the result of this study showed that 1) Using animated clip film, blended on learning and dictogloss technique were able to improve the students listening ability. It was effective as it was able to attract the students and motivate them in listening skill and using animated clip film, blended on learning and dictogloss technique, the students were able to get enough stimuli. 2) The students were able to develop their idea, listen better, their spelling and grammar were better and the average score was>75.

scholarly journals Using Skype Messenger On Blended Learning, WEBLOG and E-Learning to Improve Students’ Writing Ability of Student Fourth Semester English Education Department

2017 ◽  
Author(s):  
Lusy Tunik Muharlisiani ◽  
Supeno
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Teaching Writing ◽  
Average Score ◽  
Education Department ◽  
Writing Ability ◽  
E Learning ◽  
The Media ◽  
Department Faculty ◽  
First Time

This research describes about using three of tools that are blended on learning, weblog and e-learning to improve students’ writing ability in the fourth semester English Education Department Faculty of Language and Science Wijaya Kusuma Surabaya University. Those students have some problems in learning writing. They might get struggle when they try to write and were confused what they must write for the first time and they were lack of vocabularies, and they were passive and looked un-interested in teaching and learning writing process. Based on the implementation of the study, the researcher found out that after being treated with blended on learning, weblog and e-learning as a tool to improve students’ writing ability, the students had positive response and enjoyed the strategy when they practiced to post their writing through blended on learning, weblog and e-learning with their friends. Furthermore, they can cooperate in group, learn to make a draft, learn to give comment to their friends’ writing, learn to revise their writing, and learn to publish their writing. The objective of this study were 1) to describe the implementation of using blended on learning in ordering to can improve writing ability for students fourth semester English Education Department, 2) to understand application of the concept of writing through blended on learning, weblog and e-learning for students. The result of this study showed that 1) the implementation using blended on learning, weblog and e-learning in teaching writing ability is effective to use because it can attract the students and motivate them in writing and through blended on learning, weblog and e-learning the students can get enough stimuli. 2) The students could develop their idea in writing, they also can write better, their spelling and grammar become be better and the average score was 75. In conclusion, the implementation of using blended on learning, weblog and e-learning and the students’ ability in writing improved as the media

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