scholarly journals ENGLISH LEARNERS’ STRATEGIES IN LEARNING SPEAKING SKILL (A STUDY OF UNDERGRADUATE STUDENT OF ENGLISH EDUCATION STUDY PROGRM AT UNIVERSITAS BENGKULU IN 2016/2017 ACADEMIC YEAR)

2017 ◽  
Vol 1 (1) ◽  
pp. 9-20
Author(s):  
Venti Septika Trialoka ◽  
Hilda Puspita ◽  
Syafrizal Sabarudin
Keyword(s):  
Learning Strategies ◽  
English Learners ◽  
Quantitative Research ◽  
Total Population ◽  
Learning Strategy ◽  
English Education ◽  
Study Program ◽  
Education Study ◽  
Speaking Skill ◽  
Academic Year

The aim of this research was to find out the strategies used by the English Education Study Program students in learning speaking skill. It was designed as a descriptive quantitative research.  The  population  was  240  students  of  English  Education  Study  Program  of Universitas Bengkulu in the 2016/2017academic year. The samples were 60 students, taken from 25% of the total population. The data were collected by using a set of questionnai re. There  were  30  statements  of  speaking  learning  strategies  which  consisted  of  three categories of learning strategies proposed by O’Malley and Chamot (1990). They were metacognitive strategy, cognitive strategy, and social affective strategy.The instrument of this research was adapted from Liao and Chiang (2004).The result of this study showed students of English Education Study Program preferred to use all category of that learning strategy. In addition, the most frequently used strategy group by the students was social affective strategy (M=2.67). 

scholarly journals STUDENTS’ STRATEGIES IN RESPONDING TEACHERS’ ORAL QUESTIONS

2018 ◽  
Vol 2 (2) ◽  
pp. 35-45
Author(s):  
Foristia Kencana Wensi ◽  
Hilda Puspita ◽  
Rudi Afriazi
Keyword(s):  
Quantitative Research ◽  
English Education ◽  
Communication Strategies ◽  
Response Strategy ◽  
Strategy Group ◽  
Study Program ◽  
Response Strategies ◽  
Education Study ◽  
Avoidance Strategy ◽  
Academic Year

The aim of this research was to find out the strategies used by the English Education Study Program students in responding teacher oral questions. The research was designed as a descriptive quantitative research. The population of the research was sixth semester students of English Education Study Program of Universitas Bengkulu in the 2017/2018 academic year. The samples were 69 students. The data were collected by using a set of questionnaire. There were 25 statements of responses strategies which consisted of seven categories of response strategies proposed by Lui et. al (2018) and any communication strategies proposed by Dornyei (1997). They were avoidance strategy, accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, denial strategy and apology strategy. The result of this study showed that students of English Education Study Program preferred to use six categories i.e., accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, and denial strategy and one was seldom used namely apology strategy. In addition, the most frequently used strategy group by the students was avoidance strategy.

scholarly journals Students' Pronunciation Errors in English Silent Letters

2021 ◽  
Vol 5 (3) ◽  
pp. 453-467
Author(s):  
Winda Pusfarani ◽  
Mukhrizal Mukhrizal ◽  
Hilda Puspita
Keyword(s):  
Quantitative Method ◽  
English Language ◽  
Total Population ◽  
English Education ◽  
Systematic Errors ◽  
Suitable Method ◽  
Study Program ◽  
Education Study ◽  
Attention To Students ◽  
Academic Year

The objective of this research was to find out the types of pronunciation errors are made by the seventh semester  students of English education study program at Bengkulu University in the academic year 2020/2021. This research used a descriptive quantitative method. 94 students as the total population 30 students  were chosen randomly as the samples. The instrument of the research were pronunciation test and interview. The test comprises 52 sentences which contain 13 silent letters i.e. “k, gh, th, g, p, l, t, s, w, n, b, h, d”. Each letter appears 4 times in the test. The results of the research showed that the students made two types of errors namely pre-systematic errors and systematic errors. The pre-systematic errors occurred more frequently than the systematic errors. The highest errors made by the students  were silent letters “g” (e.g. gnaw) and “b” (e.g. doubt) which total numbers of errors of each of them were 93 times (77%). It could be concluded that the students faced high difficulties in pronouncing the silent letters which completely different from Indonesian phonetic system. It was recommended that the English lecturers should pay more attention to students’ pronunciation and find more suitable method or technique of teaching it and students should study harder about the silent letters in English language.

scholarly journals An Analysis of the Students' Difficulties in Writing Undergraduate Thesis at English Education Study Program of Muhammadiyah University of Bengkulu

2020 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
Dwi Monica Lestari
Keyword(s):  
Undergraduate Students ◽  
Research Methodology ◽  
Time Management ◽  
Quantitative Research ◽  
English Education ◽  
Research Topic ◽  
Study Program ◽  
Education Study ◽  
Academic Year ◽  
Undergraduate Thesis

The objectives of this research are: 1) To find out the undergraduate students’ Difficulties In Writing Thesis at The English Study Program of Muhammadiyah University Bengkulu (UMB) in Academic Year 2018-2019, and 2) To find out the most difficult variable they faced in writing theses. The design of this research is descriptive quantitative research. 74 students of the Seventh Semester Students of English Education Study Program of Muhammadiyah University of Bengkulu in the Academic Year of 2018-2019 took part in this study. The instruments were questionnaires and interview. The data were collected by assigning the students to fill out the questionnaires and being interviewed afterward. The data were analyzed by checking the students’ answer in the questionnaire, classifying the students’ answers, calculating the students’ scores of difficulties in writing a thesis, describing the data and concluding the results. The results  showed the students' difficulties in writing a thesis; a) Orderly, the students' difficulties in writing a thesis are: related to difficulties of students' English proficiencies; related to difficulties of students' time management; related to difficulties of students' research methodology; related to difficulties of students' attitude; related to difficulties of students' research topic; and the least related to difficulties of a co-advisor relationship, students' plagiarism, students' personalities, the big number of supervised students and advisor workload; and difficulties of students motivation. b) The most difficulties in writing thesis are related to their English proficiency which are still low and limited. Both have become the first cause that they cannot develop their writing thesis well.  The implication of this study ; 1) the students should minimize their difficulties and find the solution in the way of  a) Improve their English, or at least have adequate English before writing a thesis. b) Should manage their time wisely in doing their thesis. c) Read more relevant sources that can support their research. d) Give more attention to avoid plagiarism. 2) Further researchers are suggested to do similar research and add more data with adding research instruments, such as interview guides. 

scholarly journals Pengaruh Strategi Pembelajaran dan Self Efficacy Terhadap Hasil Belajar menulis

2020 ◽  
Vol 22 (1) ◽  
pp. 53-64
Author(s):  
La Ode Nggawu
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Learning Strategy ◽  
English Education ◽  
Sample Number ◽  
Study Programme ◽  
Education Study ◽  
Word Wall ◽  
Academic Year

This study aims to determine the effect of learning strategies (Word Wall Strategy and Dirrect Instruction Strategy) and the student self efficacy toward writing learning outcomes of english study programme Halu Oleo University. This research uses experimental design with a 2x2 treatment by level with sample number of 54 students at English education study programon academic year 2019/2020. The data analysis was done by Analysis of Variance (ANAVA) two lane. The results showed that (1) Word Wall Strategy (WWS) was more effective in improving writing learning outcomes than Dirrect Learning Strategy (DL); (2) there was a significance interaction effect between learning strategies and student's self efficacy toward writing learning outcomes 3) students’ writing learning outcomes who uses Word Wall Strategy are higer than direct instruction strategy with students higher self efficacy, (4) and for students with low self efficacy more appropriate using dirrect Learning strategies (DL).

scholarly journals Analysis of Speaking Ability of Students of English Education Study Program of UMN Al Washliyah through Vlog on Instructional Planning and Media Course

2021 ◽  
Vol 8 (8) ◽  
pp. 522-527
Author(s):  
Yugi Diraga Prawiyata ◽  
Ulian Barus
Keyword(s):  
Qualitative Research ◽  
English Education ◽  
Instructional Planning ◽  
Study Program ◽  
Qualitative Research Design ◽  
Study Results ◽  
Education Study ◽  
Speaking Skill ◽  
Academic Year ◽  
Interesting Alternative

The objective of this research was to determine how students’ speaking skill of UMN Al Washliyah English Education Study Program through vlogs on Instructional Planning and Media course was. This research used a descriptive qualitative research design, in which the researcher described and analysed speaking skill. The population in the research was 10 students of UMN Al Washliyah English Education Study Program in semester III-V in Academic Year 2020/2021, totalling 10 people. Based on the study results, it can be concluded that the students’ speaking skill was between the levels “Above Average” and “Excellent.” In other phrases, it may be concluded that vlog media may be an interesting alternative media that may be used to improve college students’ speaking skill. Keywords: speaking skill, media, vlog.

scholarly journals THE COMPARATIVE STUDY BETWEEN READING STRATEGIES USED BY SUCCESSFUL AND UNSUCCESSFUL STUDENTS

2019 ◽  
Vol 2 (4) ◽  
pp. 15-31
Author(s):  
Putri Amanda Gustiana ◽  
Rudi Afriazi ◽  
Hilda Puspita Puspita
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
English Education ◽  
Cognitive Strategy ◽  
Strategy Group ◽  
Study Program ◽  
Social Strategy ◽  
Education Study ◽  
The Comparative Study ◽  
Successful Students

The aim of this research was to find out the strategies used by the English Education Study Program students in learning reading skill. The research was designed as a comparative research. The population of the research was 74 students of English Education Study Program of Universitas Bengkulu in the 2015/2016 academic year. The samples were 74 students which consist of 59 successful students and 15 unsuccessful students, taken all of the total population. The data were collected by using a set of questionnaire and documentation. There were 45 statements of reading learning strategies which consisted of six categories of learning strategies proposed by Oxford (1990). They were Memory related, metacognitive strategy, cognitive strategy, compensation and social affective strategy. The instrument of this research was adopted from Tabehinejad (2015). Meanwhile  documentation  instrument was transcript score from the sixth semester English Education Study Program. The result of this study showed between unsuccessful and successful students of  English  Education  Study Program preferred to use all category of  that learning strategy. In addition, the most frequently used strategy group by unsuccessful students was social and cognitive strategy. Meanwhile successful students used strategy group was social strategy.

scholarly journals Strategi Belajar Mahasiswa terhadap Pengembangan Keterampilan Berbicara

2021 ◽  
Vol 9 (2) ◽  
pp. 266
Author(s):  
Citra Kusumaningsih ◽  
Baharuddin JH ◽  
Finny Anita
Keyword(s):  
Learning Strategy ◽  
English Education ◽  
Descriptive Study ◽  
Dominant Strategy ◽  
High Achievement ◽  
Study Program ◽  
Speaking Test ◽  
Frequency Of Use ◽  
Education Study ◽  
Speaking Skill

<p>In the current pandemic situation, reaching the goals of learners’ speaking skill fluently and accurately are not enough only determined by the lecturers’ strategy but also learners’ enthusiasm to use appropriate speaking learning strategy. The presents study aimed to identify what speaking learning strategy used by the learners, different strategies used by learners’ who are having low and high achievement, and then the dominant strategy employed by the learners. The study applied descriptive study, then the participants were 50 third semester students, chosen from 5 classes of English education study program of IKIP PGRI Pontianak. The tools of collecting data, the participants were asked to fill a questionnaire and to do a speaking test. The findings revealed all strategies almost used by the learners to develop their speaking skill, meanwhile the different strategies used by the students who are having low and high achievement are found in frequency of use the strategies and varieties of strategy in learning speaking skill. From the six strategies of learning speaking skill, as indicated in this study, the dominant strategy which have been employed by the learners is afektif strategy.</p><p> </p>

scholarly journals Pronunciation Errors of Fricative Sounds Made by English Students

2021 ◽  
Vol 5 (3) ◽  
pp. 368-380
Author(s):  
Tiara Azzahra Marpaung ◽  
Syafrizal Sabarudin ◽  
Mulyadi Mulyadi
Keyword(s):  
Quantitative Research ◽  
English Education ◽  
Final Position ◽  
Study Program ◽  
Research Results ◽  
Education Study ◽  
Received Pronunciation ◽  
English Students ◽  
Academic Year ◽  
Error Percentage

This research aims to identify pronunciation errors position made by students in the English Education Study Program University of Bengkulu and the sound that had the highest error percentage. This research was a descriptive quantitative research. To collect data, the researcher took 19 students from 94 students of the 7th semester in the academic year 2020/2021. The pronunciation test used in this study consisted of 35 words, each of which had one of the seven fricative sounds tested. To analyze the data obtained, researcher used the Audacity application with the help of Google Translate application. Audacity is used to see the amplitude generated from students. Meanwhile, Google Translate is a tool for comparing received pronunciation and pronunciation produced by students. The results of this study revealed that the most pronunciation errors that made by students occurred in the final position when compared the initial and medial. In addition, among seven fricative sounds, / ? / was the highest percentage of errors with 78%. Based on the research results, it can be concluded that the students' pronunciation ability of fricative sounds not affected on the level of the semester is taken but it depends on the position and the fricative sound.

scholarly journals Correlation Between English Education Study Program Students’ Strategies in Learning English Pronunciation and Their Achievement in Speaking

2020 ◽  
Vol 1 (1) ◽  
pp. 1-16
Author(s):  
Assyfa Rahma Selvia Phita Loka ◽  
Imranuddin Imranuddin ◽  
Ildi Kurniawan
Keyword(s):  
Learning Strategies ◽  
English Education ◽  
Total Sample ◽  
Study Program ◽  
Correlational Research ◽  
Social Strategy ◽  
The Social ◽  
Education Study ◽  
Academic Year ◽  
Strategy Score

The aim of this research was to identify students’ pronunciation learning strategies and speaking achievement among students of the English Study Program at Universitas Bengkulu. Then, the research would like to find out whether or not there was any significant correlation between both variables. The research was a correlational research. The population consisted of 79 students of the English Education Study Program at Universitas Bengkulu in academic year 2018/2019. The total sample included 79 students. The instruments were pronunciation learning strategies questionnaire and students’ score in speaking for presentation course from the lecturer. The collected data were analyed by Pearson Product Moment formula. The result of this research showed that the Social Strategy was the most frequently used with a mean score 3.9 (“often” category). Then, high achievement students and middle achievement students used all strategies. The means of strategy score for high acchievement students was 3.9 and the middle achievement students was 2.98. The result of this research also revealed that there was a correlation between students’ pronunciation learning strategies and speaking achievement besause the correlation coefficient was 0.595, in “moderate” correlation category. It is concluded that it is needed to strength students’ achievement through introducing pronunciation learning strategies deeply.

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