Idiomatic Expressions Analysis in Joker Movie

This research aims to find out the types of idiomatic expressions and to identify the patterns of idiomatic expressions in the Joker movie. This research employed a descriptive qualitative method. In collecting the data, this research used a classification form, documentation, and monolingual dictionaries. The result showed that there were 4 types of idiomatic expressions found in the Joker movie; proverbs, clichés, fixed statements, and slang. The other types of idiomatic expressions such as simile, binomial, and other language were absent from the Joker movie. Moreover, the researcher identified the patterns of the idiomatic expressions in the Joker movie were; noun phrases, transitive verb phrases, verbal phrases, prepositional phrases, pair of words, and sentence pattern. The other patterns of idiomatic expressions such as be + prepositional phrases and alliterative comparison were not consisted in the Joker movie.

A Comparative Study Between Extrovert and Introvert Student’s Achievement in English Conversation Course

This research aimed to find out whether there is a significant difference in achievement between extrovert and introvert students in speaking ability in the English Conversation subject for 2nd-semester students of the University of Bengkulu. This research was causal-comparative research. The subject of this research was students at the 2nd semester English Department Study Program of University Bengkulu who has taken the English conversation subject in the academic year 2019/2020. The researcher used a Questionnaire and achievement result as the instrument. The result of this research shows that there were no significant differences between introvert and extrovert personalitiesin English Conversation Class achievement. It was concluded that the student's personality does not affect the score achieved in the speaking class.

An Analysis of Students’ Questioning Skill in English Foreign Language Class

This Research aimed to know the level of questions used by students and to know the student’s factors to ask questions in classroom at sixth semesters at Madako University. This research employed descriptive qualitative research. The samples of the research were five students at class A which were selected purposively. The techniques for collecting data used observation checklist, interview, and documentation. The obtained data were percentage and analyzed based on interactive model of Miles & Huberman, some steps among data reduction, data display, and conclusion drawing. The result of the observation showed that C1 (remembering) (13.3%), C2 (understanding) (26.6%), (analyzing) (33.4%), and (evaluating) (26.7%), while analyzing was a level the most frequently used by the students. The result of interview there were two factors namely: internal and external in internal factor the researcher found that Interest and motives of student curiosity. In external factor that the researcher found lecturer’s factor (motivation of the lecturer) and environmental’s factor. Therefore, the researcher conclude that the student at sixth semester at Madako University have the skill of questions in level medium because most of them only used questions analysis, and they have two factors to ask question, they are internal and external factors.

ERROR ANALYSIS OF USING AUXILIARY VERBS IN WRITING DESCRIPTIVE TEXT

Grammar is complexity in learning English it makes many students often commit errors in learning. Making errors in writing is one of the processes for learning English .The aim of this research was to describe the students’ errors and its causes in using auxiliary verbs in the sentences. In this research, the writer limited the discussion on the error made by the students in using auxiliary verbs. The design of this research was quantitative approach in a form of descriptive analysis (percentage) that included observation, collecting the data the researcher used test as the instrument. The writer conducted the research to 31 students in first semester of English Literature in academic 2021/2022. The data were analyzed by using error analysis method. The error types were classified based on linguistic category, especially surface strategy taxonomy. The writer classified the types of error into omission, addition, misformation, and misordering. Among those four types, the most frequency error was misformation that reached 102 errors or 61.44% . the other finding was the sources of error which are divided into three categories. Those are interlingual errors, intralingual errors, and communicative strategies. Communicative strategies errors is the most common source of error, there were 45.78%

Exploiting Drama for Children in EFL Teaching to Promote Creativity, Confidence, and Motivation

Drama is a powerful tool for actively engaging children in the English learning process. By creating meaningful contexts, drama techniques help them develop their integrated linguistic competence. This research aims to explore how drama impacts the students’ confidence, creativity, and motivation to learn. This research used a literature review by selecting appropriate journal articles regarding drama in EFL teaching. The findings revealed that drama is beneficial in increasing students' confidence, creativity, and motivation to learn. Further research is recommended to exploit drama for children as it boosts the learners’ enthusiasm to learn English effectively.

Optimizing LMS CANVAS for Interactive Online Learning Perceived by the Students

Recently, technology has been an integral part of education. Teachers must use technology into their teaching practices in order to adapt to society's digital revolution. One of the strategies that can be implemented by the teachers is utilizing Canvas as one of Learning Management Systems (henceforth LMS) in their course. This study aims to investigate the students’ perception towards the use of Canvas to promote interactive online learning. Implementing case study as the research design, this study involved 77 students as the participants, and used both questionnaire and semi-structured interview to collect the data. In this study, the quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed using thematic analysis. The findings of this study revealed that students accessed Canvas ranging for less than 1 hour to more than 2 hours in a week. They accessed it mostly to join some learning activities designed by the teacher, including reading the learning modules, joining online discussion, and doing the assignments given by the teachers. They also believe that during the online learning, Canvas is an easy-to-use LMS, and it provides a lot of features that help them learning. Besides, they also agree that Canvas is effective to provide them the opportunity have an interactive learning experience. In addition, they also perceived that using Canvas motivated them, and make the learning process more interesting. Therefore, teachers can optimize various features provided by Canvas to make the teaching and learning process in online setting become more interactive, interesting, and effective.

An Analysis of English Diphthong Pronunciation by the Students of the English Education Study Program

This research wasaimed to know howEnglish students in Universityof Bengkulu, EnglishEducationStudy ProgrampronouncedEnglish Diphthongs.Thisresearchuseddescriptive qualitativemethod. The population in this research was the 79 sixth semester students of English EducationStudy Program. The numbers of samples were 20% of the population. The Students were asked to pronounce 8 diphthongs in English. The research was doing input the audio from native speaker and data recordedby each student into Audacity. Then, comparing both of the data.The research was usingAudacity as the technology to analyze and to see the pattern of the data recorded in order to check the correct and incorrect of the students’ pronunciation. The data of the research consisted of 8 diphthongs and each diphthong consisted of 3 words including in the word diphthongs. The total words in this study were 24 words. The resultof thisresearchshowedthatmostofEnglishstudentspronouncedEnglish diphthongs[e?], [o?], [a?], [??], [??] and [??] incorrectly.Itshowed thatthestudents stilldid not know about English diphthongs. Meanwhile,thestudentsweregoodatpronouncingdiphthongs suchas[a?]and [??] with more than 58% of correct pronunciation.

Students’ Perspective on Project-Based Assessment in Writing Classroom

This study aimed to examine students' perspectives at the university level regarding project-based assessment in writing classes. This research is conduct at one of the universities in Bogor city. Participants in the study numbered eight female students, of whom they had written an academic article before. The method in this study uses qualitative, which uses interviews and documentation in its data collection. The final result obtained is that some students' opinions on project-based assessment include not easy to do, add experience in terms of writing, and take a long time. Benefits of project-based assessment include writing, honing writing skills, and being selective in choosing information—problems faced by students such as lack of time, looking for reference material, and lazy taste.

Students’ Perceptions on the Use of English as Medium of Instruction (EMI) at The International Class of The Economic Development Study Program of The Faculty of Economic & Business of University of Bengkulu

The objective of this research is to investigate the students’ perceptions on the use of English as a Medium of Instruction (EMI) at the International Class of Economic Development Study Program Faculty of Economics and Business of University of Bengkulu. This research used descriptive quantitative survey design. Questionnaire and interview were the instrument of the research. The questionnaire was distributed to all population of this research, which was 19 students. The sample of the interview was 5 students. The result of this research showed that most of the respondents were positive with the statements given. In perceiver dimension, positive responses were the highest consisting of 37.9% of students agreed and 26.3% of students strongly agreed. In target dimension, positive responses were the highest consisting of 48.1% of students agreed and 32.3% of students strongly agreed. Meanwhile, in situation dimension positive responses were also the highest percentage consisting of 44.7% of students agreed and 9.2% of students strongly agreed. In conclusion, the majority of the students are positive with the EMI program in their class either in terms of perceiver, target, and situation. However, more than half of the students were not confident in terms of communicating with English in learning process. Besides, the implementation was still partial in most courses.

Developing HOTS-Based Students’ Worksheet for Fifth-Grade Elementary School

Higher order thinking skills (HOTS) is formulated for improving student critical thinking abilities. The aimed of this study is to develop students' worksheet based on higher-order thinking skills in learning English activities for fifth-grade elementary school students. This study used design and development (D&D) method and the ADDE models (Analysis, Design, Development, and Evaluation). The subjects were teacher and fifth-grade elementary school students. There were four topics of the worksheet were designed based on syllabus and student’s need. The students can use this worksheet to learn English by doing activities that train their critical thinking. Based on the content validity judgment, the students' worksheet was highly relevant. The quality judgment was conducted by four expert judges and 6 reviewers (1 teacher and 5 students). Based on the quality judgment, the students' worksheet was categorized as excellent media. Conclusively, the developed students' worksheet can be categorized as a learning medium that can develop students' higher-order thinking skills.