scholarly journals Teachers’ and Students’ Beliefs on English Language Education at Madrasah Mu’allimin Muhammadiyah

2020 ◽  
Author(s):  
Muhammad Agung Buwono ◽  
Widyastuti Purbani
Keyword(s):  
English Language ◽  
Qualitative Data ◽  
Language Education ◽  
Social Awareness ◽  
Language Usage ◽  
Structured Interviews ◽  
English Language Education ◽  
The Core ◽  
Teachers And Students ◽  
Academic Year

This study investigates both teachers’ and students’ belief in language education at Madrasah Mu’allimin Muhammadiyah Yogyakarta in the academic year of 2019/ 2020. Semi-structured interviews were conducted with five teachers and five students as the research participants. Interview results were analyzed though qualitative data analysist. The finding showed that generally their belief on language education was influenced by religious values of Islam. It was the core value of their language education. All respondents showed their social awareness of the importance of language usage and its mastery as part of religious duty.

scholarly journals Jigsaw Strategy for Cooperative Learning in an English Reading Class: Teacher’s and Students’ Beliefs

2020 ◽  
Vol 8 (2) ◽  
pp. 102
Author(s):  
Yuliana Putri Susanti ◽  
Adaninggar Septi Subekti
Keyword(s):  
Cooperative Learning ◽  
English Language ◽  
Language Education ◽  
Learning Activities ◽  
Structured Interviews ◽  
English Language Education ◽  
English Reading ◽  
Teachers And Students ◽  
Student’S Performance ◽  
Intensive Reading

The study investigated teacher’s and students’ beliefs on jigsaw learning activities for cooperative learning. It was conducted to fill the void in the literature on jigsaw in the second language (L2) instruction seen from teachers’ and students’ beliefs. Twenty-four students of the English Language Education Department taking Intensive Reading class and the class teacher were involved in this study, employing observation and semi-structured interviews, the data of which were analyzed using Thematic Analysis. It found that even though the jigsaw learning activities seemed to be successful, the phenomenon was not that straightforward as several students reported that they did not optimally show their best efforts in learning independently before class and did not optimally contribute to the discussions either. The study also found three themes related to teacher’s and students’ views on the implementation of the jigsaw. The students’ pre-college learning experiences as passive learners negatively affected the quality of jigsaw conducted in the class. Though jigsaw being reported to be helpful, jigsaw’s success heavily depended on individual student’s performance and contribution. Despite the students’ limitations, teachers’ expectations towards the students motivated students to stretch their limits and perform better. Based on the findings, contribution, regulations, and suggested future studies are stated.

scholarly journals STUDENTS’ PERCEPTIONS TOWARD THE EFFECTIVENESS OF COLLABORATIVE BRAINSTORMING IN ACADEMIC WRITING CLASSES

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Listyani - Listyani
Keyword(s):  
21St Century ◽  
Academic Writing ◽  
21St Century Skills ◽  
English Language ◽  
Classroom Interaction ◽  
Language Education ◽  
Structured Interviews ◽  
Group Discussions ◽  
English Language Education ◽  
Writing Classes

The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions. The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions.

scholarly journals Students’ Perspective on the Use of Edmodo as an Assessment Tool

2019 ◽  
Vol 6 (1) ◽  
pp. 18-25
Author(s):  
Fauzul Etfita
Keyword(s):  
English Language ◽  
Assessment Tool ◽  
Language Education ◽  
Structured Interviews ◽  
Paper Test ◽  
English Language Education ◽  
Web Based ◽  
Online Technology ◽  
Writing Course ◽  
Assessment Techniques

The lecturers are in search of exploring innovative assessment techniques in order to promote students skill. For assessing students’ language skills, the study introduces Edmodo. Being a web-based online technology, beside can provide all subject, Edmodo also allows students and teacher to post materials, share videos and links, grades, notices, and assignment. It enables teachers to work with their learners in real time, and can be used either in the class or at home. The special code assigned for a particular group which makes it secure and safe in use. The study focuses on how the use of edmodo as an assessment tool. 68 students from two classes that attending News and Report Writing Course in English Language Education Islamic University of Riau in Pekanbaru participated in various assessment activities through Edmodo during 2016/2017 academic year. Reflection of the students regarding the use of Edmodo as an assessment tool were obtained by semi-structured interviews. There were four questions which posed to the students conducted by the researcher. The result indicated that most of the students motivated and Edmodo also reduced their test anxiety to a great extent and they would prefer to be assessed through Edmodo rather than traditional asessment techniques like pen-and-paper test.

scholarly journals Language Learning Strategies in English Language Learning: A Survey Study

2019 ◽  
Vol 1 (1) ◽  
pp. 58-68
Author(s):  
Astri Hapsari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Language Education ◽  
Survey Study ◽  
Language Learning Strategies ◽  
English Language Education ◽  
Strategic Competence ◽  
Academic Year

Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study

scholarly journals Learn from Home with a Simple Think Pair Share

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Luh Ketut Sri Widhiasih
Keyword(s):  
Distance Learning ◽  
Teacher Training ◽  
English Language ◽  
Language Education ◽  
Learning Model ◽  
English Language Education ◽  
Study Program ◽  
Writing Skill ◽  
Education Study ◽  
Academic Year

When learn from home becomes a new normal, teachers should switch the class to online. Meanwhile, mastering writing skill is still important in online class because the subjects will be able to express their ideas, feeling and experiences in the written form appropriately. The objective of this study was to find out whether or not writing skill of second semester students of English Language Education Study Program, Faculty of Teacher Training, Mahasaraswati Denpasar University in Academic year 2019/2020 could be improved trough Think Pair Share with distance learning model. The study was designed in the form of classroom action research. Based on the result of the pre-test, post-test, and questionnaire, it could be concluded that writing skill of the second semester students of English Language Education Study Program, Faculty of Teacher Training, Mahasaraswati Denpasar University in Academic Year 2019/2020 could be improved trough Think Pair Share with distance learning model.

KESALAHAN LEKSIKOGRAMATIKAL PADA TEKS RECOUNT

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 144
Author(s):  
Adip Arifin ◽  
Syamsudin Rois
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Analysis Data ◽  
Learning Activity ◽  
English Language Education ◽  
Action Verb ◽  
Written Test ◽  
Academic Year

<p><em>Language learning is basically a process of trial and error. It means that in every language learning activity, both in oral and written, errors in language are made. It also happens to Indonesian learners of English. This study is aimed at investigating the organization of lexicogrammatical feature in recount texts, written by sixth semester students of English Language Education Department, STKIP PGRI Ponorogo, in the academic year 215/2016. The study used descriptive qualitative method and designed as error analysis. The data were collected through written test composition. The result of study showed that the organization of lexicogrammatical feature was less satisfying. It could be seen from a number of mistakes produced by the students. In detail, there were 32 mistakes in using wrong word (misuse), 30 mistakes of wrong tense, 25 mistakes in using action verb, 21 mistakes in using finite, 17 mistakes in adverbial use, 17 mistakes of misspelling, 3 mistakes of using conjunction, 2 mistakes of using srticle, and 2 mistakes of using adjective.</em></p><p> </p><p><em>Pembelajaran bahasa pada prinsipnya merupakan proses mencoba dan gagal. Hal ini berarti bahwa dalam proses pembelajaran bahasa, baik lisan maupun tulisan, tidak terlepas dari berbagai kesalahan berbahasa. Bagi pembelajar Bahasa Inggris sebagai bahasa asing di Indonesia tentu juga tidak bisa terlepas dari kesalahan. Penelitian ini bertujuan untuk mengetahui bagaimana unsur-unsur pembentuk teks dalam teks recount yang ditulis oleh partisipan, yang berasal dari mahasiswa semester VI program studi Pendidikan Bahasa Inggris STKIP PGRI Ponorogo pada semester genap tahun akademik 2015/2016. Fokus penelitian ini adalah pengorganisasian fitur leksikogramatikal. Penelitian ini menggunakan desain error analysis. Data diperoleh dari written test composition, dan kemudian dianalisis berdasarkan prosedur error analysis. Dari hasil analisis data diketahui bahwa; pertama,  pengorganisasian teks khususnya pada fitur leksikogramatikal belum sepenuhnya memuaskan. Hal ini dapat dilihat dari statistik kesalahan yang telah teridentifikasi. Secara detail ditemukan kesalahan terbanyak pada penggunaan kata (misuse) yakni 32 kesalahan(22%), wrong tenses 30 kesalahan (20%), wrong action verb 25 kesalahan (17%), absence of finite 21 kesalahan (14%), adverbial mistake 17 kesalahan (11%), misspelling 17 kesalahan (9%), cnjunctionmistake 3 kesalahan (2%), articlemistake 2 kesalahan (1%), dan wrong adjective 2 kesalahan (1%). </em></p>

scholarly journals Students’ Perceptions on English Fun Fair as an Implementation of Project-Based Learning in Speaking for Social Purposes Classes

2021 ◽  
Vol 20 (1) ◽  
pp. 73
Author(s):  
Ardela Indri Apriliani ◽  
Listyani Listyani
Keyword(s):  
English Language ◽  
Language Education ◽  
Private University ◽  
Project Based Learning ◽  
Structured Interviews ◽  
English Language Education ◽  
Central Java ◽  
Efl Students ◽  
Implementation Models ◽  
Speaking Skills

English Fun Fair is one of the implementation models in Project-Based Learning (PBL) which involves learning through various tasks and collaborative learning. Particularly, the project was implemented in Speaking for Social Purposes classes at an English Language Education Program, at a private university in Central Java, Indonesia. The study aimed to investigate students' perceptions of the influence of English Fun Fair which consisted of the benefits and challenges of the project. The participants of the study were fifty (50) students from 2016, 2017, and 2018 Academic Year who had taken Speaking for Social Purposes course and had done English Fun Fair. To gain data more deeply, the researchers used a qualitative method. The instruments used were open-ended questionnaires and semi-structured interviews. In the questionnaires, the participants answered some questions related to this study. After that, as a follow-up of the answers in the questionnaires, the researcher did interviews. Besides that, the data showed that improving speaking skills was the most dominant benefit mentioned by the participants. However, problems in speaking skills also became a challenge which they experienced a lot. Expectantly, the findings from this study can give views for EFL teachers about the benefits of this project and for EFL students can develop their speaking and other skills.

scholarly journals STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
GPR Dewi ◽  
LDS Adnyani ◽  
KS Piscayanti
Keyword(s):  
English Language ◽  
Online Discussion ◽  
Case Study Research ◽  
Language Education ◽  
Positive Perception ◽  
English Language Education ◽  
Interview Guide ◽  
Asynchronous Online Discussion ◽  
Academic Year

This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.

scholarly journals STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION

2019 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Dewi G.P.R ◽  
Adnyani L.D.S. ◽  
Piscayanti K.S.
Keyword(s):  
English Language ◽  
Online Discussion ◽  
Case Study Research ◽  
Language Education ◽  
Positive Perception ◽  
English Language Education ◽  
Interview Guide ◽  
Asynchronous Online Discussion ◽  
Academic Year

This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.

scholarly journals The Question of Transformation in the English Language Education Classroom

2020 ◽  
Vol 3 ◽  
pp. 76-83
Author(s):  
Netra Prasad Sharma
Keyword(s):  
English Language ◽  
Language Education ◽  
Kathmandu Valley ◽  
English Language Education ◽  
Student Opinions ◽  
Course Of Action ◽  
The Future ◽  
Teachers And Students ◽  
Informal Discussion

Have we transformed ourselves? The question that frequently arises in the discourse pertaining to the reintroduction of the semester system in the different faculties of Tribhuvan University has taken the shape of this paper that attempts to probe into the demeanour of both teachers and students in the English language education classrooms in the Kathmandu valley. The data collected through a brief survey of student opinions and informal discussion with concerned teachers portray the classroom scenarios that are difficult to differentiate from the ones that usually characterize the classrooms in the “annual system” of teaching and testing. This portrayal suggests the future course of action on the part of teachers and students both.

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