scholarly journals Students’ Perception on Learning English For Law Faculty Students at University of Batanghari Jambi

2021 ◽  
Vol 21 (3) ◽  
pp. 1151
Author(s):  
Suyadi Suyadi ◽  
Siti Aisyah
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Positive Perception ◽  
Negative Perception ◽  
Purposive Sampling ◽  
Law Faculty ◽  
Compulsory Subject ◽  
Academic Year ◽  
Survey Approach ◽  
Learning English

This study is determined to analyze the negative and positive perceptions of Law Faculty students in learning English as a compulsory subject. There were 30 Law Faculty students at Second Semester Academic Year 2020/2021 involved in this research. The study adopted survey approach by giving questionnaire of ‘Yes’ or ‘No’ to explore five (5) indicators motivation, learning strategies, feeling, communication, and knowledge related to learning English. The participants of the study were Second Semester Students of Law Faculty of University of Batanghari. A convenient purposive sampling was used to allocate students’ perception on learning English. The findings revealed that 83% of students shared positive perception on learning English at Law Faculty with the reasons that English could be useful for law practitioner. While, 27% of students shared negative perception as they have personal reasons such as; do not like English language to be profession, English is difficult to learn, and English is difficult to pronoun.

scholarly journals The Role of NLP Principles as Tools for Facilitating Learning EFL For Saudi Students

2019 ◽  
Author(s):  
Mohammed A. Abuzaifah
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
English Language ◽  
Research Paper ◽  
Saudi Students ◽  
Efl Students ◽  
Sensory Acuity ◽  
The Relationship ◽  
Learning English

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. “English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools” (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna’yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O’Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.

scholarly journals AN ANALYSIS OF ONLINE ASSESSMENT IN TEACHING ENGLISH

2021 ◽  
Vol 4 (3) ◽  
pp. 521
Author(s):  
Furqon Edi Wibowo ◽  
Umi Novitasari
Keyword(s):  
English Teachers ◽  
Online Assessment ◽  
Data Display ◽  
Positive Perception ◽  
Time Saving ◽  
Negative Perception ◽  
Methodological Triangulation ◽  
Tenth Grade ◽  
The Right ◽  
Academic Year

This study aimed to identify kinds of online assessment implemented by English teachers and to analyze the students‘perception of using online assessment in Tenth Grade of SMA Muhammadiyah 2 Surakarta in Academic Year 2019/2020. The researcher collected the data by questionnaire, interview, and documentation. The researcher used technique of analyzing the data by Miles and Huberman which have three phases. They are Data Reduction, Data Display, and Drawing Conclusion. For the trustworthiness of the data, the researcher used Methodological Triangulation. The result indicated that all English teachers have implemented variative online assessment through Google Form, Google Classroom, Edmodo, Quizzes, and Instagram. There are advantages, disadvantages, challenges face by the teacher applied online assessment such as designing the right assessment, controling the student in online, and got bad internet connection. Meanwhile, the students have positive and negative perception toward the implementation of online assessment. The positive perception showed that the student enjoyed the online assessment, obtained feedback immediately, flexible, time saving, effective, and more confident in doing online assessment. However, the student also had negative perception such as need internet data, less motivation, unfocussed, cheating, and need a longer time. Keywords:  Online Assessment, Kinds of Online Assessment, Students’ Perception

scholarly journals DOMINANT LANGUAGE LEARNING STRATEGIES USED BY MANAJEMEN DAKWAH DEPARTMENT STUDENTS AT UIN MATARAM

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Afif Ikhwanul Muslimin
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Language Learning Strategies ◽  
English Class ◽  
Social Strategy ◽  
Successful Students ◽  
Academic Year

  AbstractOne of the prominent skills to be acquired by English language learners is Language learning strategies (LLSs) which is significant to enhance communicative competence. Individual’s differences in using the strategies depict their understanding on LLSs. An interesting fact on the result of Manajemen Dakwah Department Students (MDDSs) at State Islamic University (UIN) of Mataram in the odd semester of academic year 2018-2019 was 64 students got higher average English scores in their final test (88) compared to their middle test (65) that might reflect different use of LLS. The English subject was focusing on reading comprehension. Furthermore, descriptive qualitative case study was applied to record the dominant LLSs used by ten successful students or achievers in English class who has the criteria of achieving English score above 90. Three instruments were used to gather data, they are: documentation, questionnaire, and interview. The result shows that students used all LLSs and creating their own learning opportunities. Only HN that did not use social strategy though he used all other strategies. It means that successful MDDSs believe that exactly all LLSs are significant for elevating their language learning. Another result shows that the dominant LLSs which were used are compensation as they are good guesser for the unfamiliar words, memory strategy since they always try to memorize to retain the vocabulary in mind, and metacognitive strategy where they always create best setting for them to learn. Keywords: Language Learning Strategies, MDDSs, Dominant LLSs, English Scores.

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 The Teaching of English in Indonesian Primary Schools: a Response to the New Policy

2019 ◽  
Vol 3 (1) ◽  
pp. 17-25
Author(s):  
Ahmad Jazuly ◽  
Ninuk Indrayani ◽  
Nostalgianti Citra Prystiananta
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teaching English ◽  
English Language Policy ◽  
The Government ◽  
Compulsory Subject ◽  
Learning English

In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.

scholarly journals NEED ANALYSIS ON ENGLISH TEACHING MATERIALS FOR ICT STUDENTS

2018 ◽  
Vol 4 (2) ◽  
pp. 209
Author(s):  
Sri Diana ◽  
Musdalifah Mansur
Keyword(s):  
Qualitative Method ◽  
English Language ◽  
Final Report ◽  
Information Communication ◽  
Final Project ◽  
Need Analysis ◽  
Speaking Skill ◽  
Communication And Technology ◽  
Academic Year ◽  
Learning English

The research aims to find out the English Materials need of the students of Genetic Computer School Singapore in Learning English. The quantitative and qualitative method were conducted in this research to provide the description of the students’ needs. In collecting the data, the researcher applied interview for lecturers and questionnaire for the students as the instrument of the research. There were two lecturers and thirty of second-semester students in the 2017-2018 academic year as participants in this research by conducting purposive sampling.The result of this research revealed that students of Information, Communication and Technology (ICT) mostly needed two skills in learning English. First, speaking skill that is to communicate in English and to present their final project exam. Second, writing skill is used to do their assignment and final report in English. Language element which most important and needed by the students is vocabulary, then followed by grammar. The interview result showed that in teaching English the lecturers do not have permanent syllabuses for four semesters and the existing materials are design based on lecturers perception, it is not based on students needs. The information of this research as the recommendation for the institution that might be used as guidance to design the English syllabuses.

scholarly journals Use of the AppsGeyser application in the assessment of self-study activities in English for the equality education

2020 ◽  
Vol 1 (3) ◽  
pp. 142-149
Author(s):  
Nining Setyowati
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Formal Education ◽  
Internet Applications ◽  
Self Study ◽  
Real Work ◽  
Innovative Learning ◽  
Grade 3 ◽  
Quantitative Descriptive ◽  
Learning English

Learning English as a subject that is taught independently to citizens learning non-formal education is one of the most important things to face the challenges of the future and global life, as targeted in SDGs-goal 4. One of the innovative learning strategies that support learning English independently is the use of internet applications. AppsGeyser application is an internet application that allows users to use it offline. With this application we can easily distribute content from websites, blogs and certain files that we want to share via the Android application. The use of android in the process of learning English activities independently. The purpose of writing this real work is to describe and explain the use of the AppsGeyser application in self-study activities in the English language equivalency education package C. The method used in this real work is quantitative descriptive. The population used was all citizens learning the chasing equivalence education package C in PKBM Ilmu Barokah, totaling 10 citizens learning from grade 3. The instruments used in obtaining data were in the form of pretest and posttest with percentage data analysis techniques. The results achieved by learning citizens after using the AppsGeyser application as a learning medium, namely learning citizens become easier to do, enthusiastic in doing quizzes, easier to remember material so that they can answer quizzes smoothly, are more independent in studying learning materials and the results of evaluation of learning citizens increase compared to before using the app.

scholarly journals EFL Learners’ Language Learning Strategies: A Case Study at Qassim University

2020 ◽  
Vol 11 (5) ◽  
pp. 6
Author(s):  
Mohammed Mahib UR Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Data Set ◽  
The Difference ◽  
Learning English

Language learning strategies (LLS) play a significant part in learning a second or foreign language. These strategies support and simplify the process of language learning for students. Hence, this study endeavors to investigate LLS applied by students at the Department of English Language and Translation, Qassim University in learning English language as a foreign language. The present study applied “Strategy Inventory for Language Learning” (SILL), which was established by Oxford (1990) to collect data. 30 students from level four took part voluntarily, and later data was analyzed to provide means, distribution of frequencies, standard deviation, percentages, and total scores of data set. The study discloses that EFL students were accustomed to the whole six LLS groups. Moreover, the study also reveals that some students used more LLS than other students, although the difference was significant across all students. These LLS groups are; “compensation, social strategies, affective, cognitive, metacognitive, and memory with a medium level of frequency use for over-all strategies (M = 3.49)”. The most repeatedly applied strategies by students of level four from these six strategies are as follows from the top “metacognitive, compensation, social, memory, cognitive, and affective strategies”. The findings would help teachers and students to be aware of LLS while in teaching and learning English as a foreign language.

scholarly journals Učenje engleskog jezika iz perspektive studenata - budućih vaspitača

2021 ◽  
Vol 34 (2) ◽  
pp. 123-134
Author(s):  
Radmila Palinkašević
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Acquisition ◽  
Teacher Training College ◽  
Anonymous Questionnaire ◽  
Negative Effect ◽  
Academic Year ◽  
Learning English

Starting from the hypothesis that an identification and a more detailed study of students' conceptual sphere regarding learning English language will result in mapping the fields in the tertiary-level teaching of English as a foreign language that need improvement, in the academic year 2018/19 we conducted a survey among all undergraduate students at the Preschool Teacher Training College "Mihajlo Palov" in Vršac. A total of 125 respondents filled out an anonymous questionnaire designed to reveal the source domains through which pre-service preschool teachers perceive learning English as a foreign language. A qualitative analysis of the researched corpus made it possible to single out five dominant conceptual metaphors of different source domains for the concept of English language learning. Among the obtained metaphors, special attention was given to selecting the metaphors with a methodological potential for implementation in teaching, as well as to the suggestions for modelling the so-called disruptive metaphors that have a negative effect on the English language acquisition.

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.

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