scholarly journals AN ANALYSIS ON ENGLISH SYLLABLE STRESS PLACEMENTS OF THE ENGLISH STUDY PROGRAM STUDENTS

2018 ◽  
Vol 2 (1) ◽  
pp. 51-58
Author(s):  
Siska Veronica Veronica ◽  
Syafrizal Sabaruddin ◽  
Indah Damayanti
Keyword(s):  
High Frequency ◽  
Quantitative Research ◽  
English Education ◽  
Syllable Type ◽  
Study Program ◽  
Test Items ◽  
Education Study ◽  
Syllable Stress ◽  
Test Result

This research concerned with the student’s knowledge on the English syllable stress placements of English Education Study Program Students. This research was a descriptive quantitative research. In this research, a test of English syllable placements was used. The words used in the test items were taken from high frequency of word which consist of 10 questions for each English syllable type. The results of this research shows that the knowledge of the English Education Study Program students on English syllable stress placements was low with 39.3 of the total mean score . Futher more, comparison of the test result among three enrollments of samples  shows that the different mean score of the second and fourth semester students was not significant (0.6 points); while the different mean scores of the second and fourth semester with sixth semester students was significant (20 points)

Pronunciation Recognition of –ed Ending Words by the Students of English Education Study Program of the University of Bengkulu

2020 ◽  
Vol 4 (2) ◽  
pp. 278-293
Author(s):  
Khinanti Giantari ◽  
Syafrizal Sabarudin ◽  
Zahrida Zahrida
Keyword(s):  
Quantitative Research ◽  
Quantitative Method ◽  
English Education ◽  
Study Program ◽  
Qualitative And Quantitative ◽  
Test Items ◽  
Education Study ◽  
The University ◽  
Test Result

This research concerned with the English Education Study Program students’ recognition in pronouncing –ed ending words and the English Education Study Program students’ recognition of different enrollments. This research was a descriptive quantitative research. In this research, form of –ed ending pronunciation test of written sentences was used. The words used in the test items which consist of 40 questions. The data of this research was analyzed by using qualitative and quantitative method. The results of this research shows that the recognition of the English Education Study Program students in pronouncing –ed ending words was low with 46.6 of the average mean score. It confirmed the previous study on the ability in pronouncing morphophonemic or –ed ending words by Ningrum (2019) which conducted in the same place. Furthermore, comparison of the test result among three enrollments of samples shows that different mean score of first and third semester is 1.6 points. It is similar to the different mean score of the first and fifth semester students is 1.4 points. While, the different mean score of the fifth and third semester students is 3 points. It can be concluded that there are not any significant differences between them.

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 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 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 An Analysis of English Speaking Syllable Words Stress Errors by The Students of English Education Study Program of University of Bengkulu

2019 ◽  
Vol 3 (1) ◽  
pp. 106-115
Author(s):  
Ronaldi Styvant ◽  
Arasuli ◽  
Rudi Afriazi
Keyword(s):  
Data Collection ◽  
English Education ◽  
Study Program ◽  
Education Study ◽  
English Speaking ◽  
The Subject ◽  
English Program ◽  
Syllable Stress ◽  
English Students

This research was aimed at finding out the errors of English speaking syllable stress by the students of English Education Study Program, University of Bengkulu. The subject of this study was 19 students with highest GPA and speaking and Phonetic phonology score or both of them of English Program. The method of data collection was recorded. The data were collected by recording their pronunciation in reading words stress and Audacity program to analysze the data. The result of this research showed that English Students pronunced syllable words stress in the first syllable and second syllable with average predicate and 2 stresses in a word with low predicate. Meanwhile, this research also found that a lot of students put the stress on the first syllable.

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). 

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

MODEL PEMBELAJARAN CONTEXTUAL TEACHING LEARNING TERHADAP MOTIVASI BELAJAR MAHASISWA PROGRAM STUDI PENDIDIKAN AGAMA UNIVERSITAS ISLAM SYEKH YUSUF TANGERANG

ISLAMIKA ◽  
2019 ◽  
Vol 13 (2) ◽  
pp. 62-70
Author(s):  
Aslihatul Rahmawati ◽  
Neni Nuraeni ◽  
Hasim Hasim
Keyword(s):  
Data Collection ◽  
Research Method ◽  
Quantitative Research ◽  
Learning Model ◽  
Learning Motivation ◽  
Islamic Education ◽  
Study Program ◽  
Education Study ◽  
Contextual Teaching ◽  
Teaching Learning

AbstractThis research was conducted with the aim to find out how much influence the contextual teaching learning model of learning motivation of Islamic education study program students at the Islamic University of Syekh Yusuf Tangerang. The research method used is a quantitative research method with data collection techniques in the form of questionnaires. The respondents of this study were 25 Islamic education study program students. Based on the results of data processing and discussion, it can be concluded that the contextual teaching learning model has a low effect of 11.56% on student learning motivation. But when testing the hypothesis,   implies that  is accepted and rejected . AbstrakPenelitian ini dilakukan dengan tujuan untuk mengetahui seberapa besar pengaruh model pembelajaran contextual teaching learning terhadap motivasi belajar mahasiswa program studi pendidikan Islam Universitas Islam Syekh Yusuf Tangerang. Metode  penelitian yang digunakan  adalah metode penelitian kuantitatif  dengan teknik pengumpulan data berupa penyebaran angket. Responden  penelitian ini adalah mahasiswa program studi pendidikan agama Islam yang berjumlah 25 mahasiswa. Berdasarkan hasil olah data dan pembahasan diperoleh kesimpulan bahwasanya Model Pembelajaran contextual teaching learning berpengaruh rendah 11,56% terhadap motivasi belajar mahasiswa. Namun pada saat pengujian hipotesis,  hal ini mengandung arti bahwasanya diterimanya dan ditolaknya .

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 EMPOWERING TO THE STUDENTS ON ENGLISH LITERATURE: PROSE AND POETRY LESSON ON FIFTH SEMESTER IN ENGLISH EDUCATION STUDY PROGRAM THE FACULTY OF TEACHER’S TRAINING AND EDUCATION ASAHAN UNIVERSITY

2018 ◽  
Author(s):  
PAISAL MANURUNG ◽  
Bambang Gulyanto
Keyword(s):  
Social Sciences ◽  
Educational Technology ◽  
English Education ◽  
English Literature ◽  
International Workshop ◽  
Study Program ◽  
Training And Education ◽  
Education Study

This paper has been presenting at The 11th International Workshop And Conference Of Asean Studies In Linguistics, Islamic And Arabic Education, Social Sciences And Educational Technology 2018 in Kisaran, North Sumatera, Indonesian on 7 May 2018

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