English Education Study Program Students Research Articles

THE RELATIONSHIP AMONG LEARNING STYLES, ECONOMIC STATUS, PARENTS’ EDUCATION BACKGROUND, AND ENGLISH PROFICIENCY IN UNIVERSITY STUDENTS

The objectives of this study were to find out (1) whether or not there were significant correlations between (1) learning styles (visual, audio, kinesthetic) and English proficiency, (2) economic status and English proficiency, (3) parents’ educational background and English proficiency, and (4) predictor variables (learning styles, economic status, and parents’ educational background) and the criterion variable (English proficiency). In this correlational study, the data collection was obtained through a Likert scale questionnaire and the documentation of TOEFL prediction results. 489 English Education Study Program students of Persatuan Guru Republik Indonesia (PGRI) University became the population of this study. The research sample was 114 students taken purposively using the purposive sampling technique. The study revealed that 46 students had visual learning styles, 38 others acquired a better understanding through audio-based learning activities, and 30 respondents preferred kinesthetic methods. Based on the result of the study, there was no correlation between English proficiency and visual learning style, audio learning style, and economic status. On the other hand, the study indicated a significant correlation between English proficiency with kinesthetic learning style and parents' educational background. Furthermore, there was also a significant correlation between the predictor variables (learning styles, economic status, and parents’ educational background) and the criterion variable (English proficiency).

The Analysis of Grammatical Errors in University Students’ Essays

This study aims to identify and analyze grammatical errors in student essays. In this case, every student's grammatical error consisting of errors in the use of diction, syntactic structure and meaning were identified and described in detail within the framework of the correct grammatical rules. This research was conducted using a qualitative descriptive method because the data collected was in the form of language use, especially grammatical errors. The subject of this research is English Education Study Program students who joined essay writing courses. Meanwhile, the object of research was grammatical errors in student essays. The data were collected through the collection of student essays obtained from the end-of-semester test and interview guide. The percentage of grammatical errors made by students in their essays in sequence were as follows; fragments: 280 (17.5%), runs on: 235 (14.7%), verb forms and verb tense: 225 (14.1%), passive: 220 (13.8%), linking verb deletion: 160 (10 %), plural disagreement: 120 (7.5%), unclear reference: 115 (7.2%), proposition misuse 89: (5.6%), subject-verb disagreement: 80 (5%), and parallelism: 74 (4.6%). Grammatical errors that needed to be considered more seriously were parallelism and passivity, which, although they look low in percentage terms, for they were rarely used in student essays; but when both forms were present, the grammatical construction tended to be wrong. In addition, both forms were also difficult to understand, compared to other types of errors that could be learned quickly.

An Analysis of Difficulties Faced by English Education Study Program Students Seventh Semester in The Field Experience Program in Teaching during Covid-19 Pandemic

The purpose of the research is to find out the difficulties of students seventh semester has difficult in teaching while following the practical field of experience program during Pandemic Covid-19. The research methodology of this study was a qualitative research design, and a phenomenology approach with technic data collection using purposive sampling. The total of respondent that allowed of this research is six students. The respondent are students at seventh semester in English education department that had been done the practical field of experience program during Pandemic Covid-19. The result of the research that a half of students seventh semester got difficulties in ability and stress when teaching in class. The student difficulties in teaching are teaching model, teaching material, time in teaching and stress in teaching means psychology students feel when did the practical field of experience. There were 4 of 6 students at seventh semester considered that time in teaching while did PPL program was very short and ineffective for explaining the material in class. Then, there were 3 of 6 students at seventh semester had felt afraid, shock, nervous or consume when taught at first time. The cause of the students’ difficulties in teaching while doing PPL program during Pandemic Covid-19 are the lack of students at seventh in discipline students at school while learning process, they depended used application that expensive in cost internet data, they felt disappointed cause not gave the best performance in English learning process in class that they had studied while in university.Keywords: The Field of Experience Program, Students Difficulties in Teaching.

ENGLISH PHONOLOGY FOR LANGUAGE LEARNERS: EXPLORING LEARNERS’ PREFERENCES

English Phonology is an absolutely necessary subject that should be mastered by foreign language learners in learning English. It is taught mostly at university level. However, there are still many students who are not aware of how important learning English Phonology is and less interested in learning this subject. There also has been little study that concerns students' preferences in learning English Phonology whereas knowing students’ preferences on topics or themes used in learning materials is a good step to make better learning outcomes. This study aims to investigate the most and least preferred topics and themes by EFL (English as a Foreign Language) students during English Phonology learning. This was a descriptive quantitative research by using a cross-sectional survey design. The data was collected with questionnaire from 112 participants of English Education Study Program students. The result showed phonological process pattern in English becoming the most preferred topic and theme while segmental phonology becoming the least preferred topic and theme in learning English Phonology.

Rhetorical Moves in Problem Statement Sections of Postgraduate Theses of English Education Study Program

This research is aimed to find out kind of moves, the dominant moves and steps and the most common pattern of rhetorical moves in Postgraduate Theses of English Education Study Program Students at the University of Bengkulu in the academic year 2018 and 2019. The documentation technique and checklist were used in this research. Twenty six theses were analyzed by using checklist analysis from Swales’ CARS Model (1990). The results showed that Move 1 (Establishing a Territory), Move 2 (Establishing a Niche) and Move 3 (Occupying the Niche) were found in each thesis. The writers dominantly use Move 2 and Step 1B (Indicating a Gap) and the other step is Step 1A (Outlining Purposes) of Move 3. That is to say, the writers understood that Move 2 was the key component of Problem Statement (PS), and that makes Move 2 as the obligatory move. Further, the most common pattern is Incomplete Pattern. The PS which has this pattern only involved one move in it. Meanwhile, the other PS which has two moves which belong to Semi-Complete and another one has three moves, and it belongs to Complete Pattern. In conclusion, the Problem Statement by Postgraduate Students of English Education Study Program did not follow the required structure of CARS Model by Swales (1990).

Technological knowledge application on academic writing English education study program students

Technological knowledge plays a role in academic writing such as assisting in finding suitable references, checking plagiarism, and publishing the article. However, technological knowledge does not always provide benefits in academic writing. Technological knowledge may affect the writers’ mentality to take shortcut in finishing and checking their writing. The objectives of this study were: (1) to find out the technological knowledge level of English education study program students, (2) to find out how English education study program students applied their technological knowledge in academic writing, and (3) to find out the problems English education study program students encountered in applying their technological knowledge in academic writing. The study’s participant was 13 students from class B 2016 Palembang of English Education Undergraduate Program along with the latest lecturer that teaches them writing. This research used descriptive qualitative design. The data were collected by questionnaire, observation, interview, and document gathering. Percentage calculation, transcribing, and triangulation were used to analyze data. The findings showed that (1) The technological knowledge level of the participants is level two Technical Maxim, (2) the participants applied technological knowledge on academic particularly in finding references and structuring idea, and (3) the participants have several problems in applying technological knowledge in academic writing, such as in citing references correctly, avoiding tendency to copy-and-paste, structural error due to using automatic correction, and paper formatting.

The correlations among critical thinking skills, critical reading skills and reading comprehension

Critical thinking skills, critical reading skills and reading comprehension were the most crucial life skills that should be mastered by the students, especially for university students. The objectives of this study were: (1) to find out whether or not there was a significant correlation among students critical thinking skills and reading comprehension, (2) to find out whether or not there was a significant correlation among critical reading skills and reading comprehension, and (3) to find out whether or not there was a significant correlation among the predictor variables (critical thinking skills and critical reading skills) and the criterion variable (reading comprehension) of English Education Study Program students of UIN Raden Fatah Palembang. In this study, 90 undergraduate English Education Study Program of UIN Raden Fatah Palembang in the academic year 2018/2019 in the fourth semester were chosen as a sample by means of purposive sampling. This study conducted correlational research design. The data were collected by using tests. Pearson Product Moment correlation and regression were used to analyzed the data. Based on the data collected and analyses applied in this study, the findings revealed that (1) there was a significant correlation among critical thinking skills and reading comprehension with r-value 0.810, (2) there was a significant correlation among critical reading skills and reading comprehension with r-value 0.844, (3) there was a significant correlation among predictor variables (critical thinking skills and critical reading skills) gave 71.3% contribution to criterion variable (reading comprehension).

THE CORRELATION BETWEEN PRONUNCIATION AND LISTENING ACHIEVEMENT OF ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF TRIDINANTI UNIVERSITY

The objective of this study was to find out whether or not there was a significant correlation between pronunciation and listening achievement of English education study program students of Tridinanti University and how much pronunciation contributed to listening achievement of English study program students of Tridinanti University. In this study, the researchers used correlation analysis. The population of this study was all English education study program students of Tridinanti University. The researchers used purposive sampling, and the sample was 53 students taken from the 3 rd , 5 th , 7 th , and 9 th semester. Pronunciation and listening achievement tests were used as the instruments. The finding showed that the pearson correlation coefficient was 0,086. It means that p-value (0.539) was higher than 0.85 which indicated that there was very low correlation between pronunciation and listening achievement of English education study program students of Tridinanti University. The regression analysis revealed that the significance value (ρ) was 0.284. It was higher than alpha value (α) 0.05 which indicated that students’ pronunciation gave a positive contribution toward their listening achievement and the value of R Square was 0.022. It could be concluded that students’ pronunciation contributed as much as 2.2 % toward their listening achievement. Keywords : correlation, pronunciation, listening achievement.

Pre-Service EFL Teachers’ Digital Literacy and Factors Affecting Digital Literacy Development

This study was intended to investigate pre-service EFL teachers’ digital literacy skills and factors affecting them in developing their digital literacy skills. Respondents participating in this research were the English Education Study Program students of a university in South Sumatra Province. They were in the fourth-year of study. Research data were collected through questionnaires. Research findings revealed that pre-service EFL teachers’ digital literacy was categorized above acceptable level. The main factors inhibiting them from developing digital literacy competence were a limited number of computers with online access on campus, no ICT training provided by the university for them, less practice of digital technology in teaching and learning activities, lack of budget to access the internet outside campus. Sustainable availability of digital resources at the campus, regular training of ICT on campus, and persistent integration of digital technologies in language learning seemed to be important develop their digital literacy skills.

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

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.

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

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.

TEACHING EXTENSIVE LISTENING DEVELOPING RECOUNT PARAGRAPH WRITING

This study aimed to facilitate students in an integrated learning approach to meet the purpose of teaching and learning. This listening–writing integrated teaching data was a survey research designe, to identify the intention, preference and benefit of students. The study aimed also to identify the case of theoritical proposition and the field practice. The data was taken from 58 English education study program students of 4th semest, those who were in the treatment of the teaching approach. Students’ responses to the questionnaires was in order to answer 2 research questions: what are students intentions, preferencec, and the benefits, and other suggestions of students toward the teaching approach. The data of research provided in approaching of Likert’s scale in the renge of 1 (strongly agree) to 5 (strongly disagree). However the questionnaires were designed more in positive view points towards the implementation rather than in negativesites. The questionnaire data was analysed using descriptive statistical operaion to see the average number of students’ responses and the frequency toward each of three points. By data analysis, the result shows that, 30 student (51,7%) strongly agree, 25 students (43,1% agree) 2 student 3,4% neutral, 1 student (1,7%) disagree to the intention. There were also 20 students ) 34,5% strongly agree, 33 (56% agree), 5 (8,6% neutral and none disagree for preferences, while, 12 (20,7% strongly agree, 41 students (70,7%) agree, 5 students (8,6%) neutral and none dis/or strongly agree with the benefit. Even in a quite strong data, but there were also great number of studsent complain in their hand writing note data. The complains are in the cases that (a) writing is difficult so, it should not be in parallel with listening, (b) writng created boringness, and their proportion of changing this (integrated) approach. From the two data, the possible conclussion is that there was benefit for the integrated listening-writing but a fully and detail explanation should have than become the consern on the awarenes of student

THE IMPLEMENTATION OF INDUCTIVE APPROACH IN PRE-INTERMEDIATE STRUCTURE SUBJECT TO ENGLISH EDUCATION STUDY PROGRAM STUDENTS PGRI UNIVERSITY OF YOGYAKARTA

The research aims at describing the implementation of inductive approach in pre-intermediate structure subject to English Education Study Program students. It describes how the response of the implementation of inductive approach through communicative activities to students of English Education Study Program, Faculty of Teacher Training and Education, PGRI University of Yogyakarta.The research was done qualitatively. It included some actions. The actions were activities of teaching and learning processes by implementing inductive approach through some communicative activities in the classroom. The subject of this research was the students of English Education Study Program, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The research data was analyzed qualitatively by using deep observation and interview. The result was represented descriptively.The result of the research was that the implementation of inductive approach through the communicative activities can (a) train students to be familiar with the rule of discovery; (b) exploit students’ greater degree of cognitive depth, (c) make the students are more active rather than being passive in the process, (d) involve students to collaboratively do problem solving, (e) involve students to get opportunity for extra language practice.

The Correlation between the Use of Social Media and Academic Writing Mastery of the English Education Students

The objectives of this study were to find out: (1) the social media which is the most frequently used by the English Education Study Program students, (2) the correlation between the use of social media and academic writing mastery of the students, and (3) the contribution between the use of social media and academic writing mastery of the students. Thirty five students were chosen as the sample by using purposive sampling method. The data were collected through questionnaire and documentation. Pearson Product Moment Correlation Coefficient was used to analyze the obtained data. The result showed that there was a significant correlation between the use of social media and academic writing mastery of students of English education study program (

READING COMPREHENSION PROBLEMS IN READING SECTION OF TOEFL TEST

This research aims to find out the reading comprehension problems faced by the eight semester English Education Study Program students of Universitas Bengkulu in Reading Section of TOEFL test. The subject of this research is eight semester students of English Education Study Program in academic year 2018/2019 who have taken TOEFL test in Language Laboratory, FKIP, Universitas Bengkulu. The subject of this research is 70 students of 79 students. This research was used descriptive quantitative as the methodology and the data was collected by using questionnaire as an instrument that distributed via Google-form. The questionnaire consisted of 20 statements which represent 5 aspects of reading comprehension problems by Wutthisingchai (2011). This research uses 4-point Likert Scale to measure students perception of reading problem, ranging from never (1 point), sometimes (2 point), often (3 point), always (4 point). The result shows that the majority of the students have problems in reading comprehension in 5 aspects. The percentage average of each aspect from highest to lowest was the reading comprehension problems related to the Reading Comprehension Process. Second problems is Motivation. Third problems related to Background Knowledge. Fourth related to Lack Reading Strategies. The last problems related to Language Knowledge. From the results, it can be concluded that students of the eight semester at English Education Study Program still have reading comprehension problems.Keywords: Reading comprehension problems, TOEFL Test

MODEL OF COMPETENCY DEVELOPMENT IN THE PERSONALITY OF ENGLISH TEACHER CANDIDATES THROUGH STUDENT DEVELOPMENT MANAGEMENT BASED ON ISLAMIC ACADEMIC CULTURE

The English Language Education Study Program of Sultan Agung Islamic University (Unissula) has formulated a vision to become a leading study program in building the generation of khaira ummah, developing science and technology on the basis of Islamic values, and building Islamic civilization towards a prosperous society blessed by Allah. The effort to realize this vision was carried out through the implementation of Islamic Academic Culture as an implementation of fostering students who gave birth to the best generation. This study aims to (1) find a student development management model based on Islamic Academic Culture at Sultan Agung Islamic University, (2) find a model of personality development competence in English Education Study Program students as prospective teachers. This research was conducted at Sultan Agung Islamic University. The study population was students of the English Language Study Program, Dean and Deputy Dean of Academic and Student Affairs. Data were collected through interviews, questionnaires and documentation. Data then were analyzed by descriptive analysis. The results of the study show that (1) The factual model that has been carried out by Unissula in student development is based on three guidelines in its management, namely Unissula's vision, Unissula's Strategic Plan (Renstra), and Islamic Academic Culture values. The student development program is generally carried out through three stages, namely the initial stage when new students enter, coaching is done through the Pekan Taaruf program, the second stage, when becoming a student, guidance is carried out through tutorials, reasoning, leadership, entrepreneurship, and interest-sharing programs. talent. In the third stage of training before graduation students, it is conducted through a debriefing program; (2) the model of Islamic Academic Culture-based student development is effectively used in an effort to improve the personal competence of English Education Study Program students.

Discourse Markers in Argumentative Essay by the English Education Study Program’s Students of Universitas Bengkulu: A Cross-sectional Study

This research is aimed to find the most frequent type of discourse markers used in the argumentative essay and the differences in its use written by the first, third, and fifth semester students of English Education study program of Universitas Bengkulu. The documentation technique and checklist are used in this research. Thirty two argumentative essays written by English Education Study Program’s students were analyzed by using mix method quantitative and qualitative, along with descriptive approach. The results showed that the most frequent type of discourse markers used by English Education students is additive markers (58%). And the students have different amount of discourse markers in their writing where the third semester students used more discourse markers than the other two group of students (148). It is highly encouraged for English Education instructors to take teaching discourse markers specifically into account. It is also suggested for future researchers to further analyze the correct use of discourse markers in the argumentative essay written by English Education Study Program students of Universitas Bengkulu.

THE CORRELATION BETWEEN STUDENTS’ SELF-EFFICACY AND THEIR LISTENING COMPREHENSION

The aim of this research was to find out the correlation of students’ listening self-efficacy and their listening comprehension.. The population of this research was the Eighth Semester English Education Study Program Students of Universitas Bengkulu in the 2018/2019. The sample was taken by using total sampling of the students who has TOEFL score below 450. There were 40 students as the sample from two classes. There were two research instruments used in this research, listening test and self-efficacy questionnaire. Based on the data analysis, it was found that the r-obtained was 0.20. It means that there is a correlation between the students’ self-efficacy and their listening comprehension. As a consequence, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Since the r- obtained (0.20) was lower than the r-table(0.3125), the correlation was not really significant.

Students Difficulties to Write Paraphrasing Text and Summarizing Text

This research entitled “students’ difficulties to write paraphrasing text and summarizing text”. Paraphrasing and summarizing are important for the students because the texts ask the students to rewrite the text by using their own words. In addition, paraphrasing and summarizing have similarities in the step of writing, but the texts are different. In conducting the research, descriptive method is used to conduct the research. The research is conducted to the fifth semester of English Education Study Program students who have been taking resume writing subject. For gaining the data, the writer uses documentation, questionnaire, and interview. After gaining the data, the result shows that the students face difficulties to write paraphrasing text and summarizing text, their difficulties come from various factors such as lack of vocabulary and lack of knowledge. In addition, the students face difficulties in paraphrasing and summarizing the text because they do not understand the basic knowledget of paraphrasing and summarizing, although paraphrasing and summarizing have techniques, but the students do not know how to write paraphrasing and summarizing well.

An Investigation Link between Critical Thinking and Reading Comprehension: A case of A Madrasah in Lubuk Linggau, South Sumatera

The aims of the study were to find out (1) whether critical thinking had any significant correlation to reading comprehension of English Education Study Program Students at one of Madrasahs in Lubuk Linggau, South Sumatera; and (2) whether critical thinking significantly influenced their reading comprehension. The study was in the form of correlational research method. The population of the study was 636 active EFL students. By using purposive sampling technique, there were 108 students involved as participants in this research. The instruments, both critical thinking test and reading comprehension test, were analyzed in order to gain the data of the study. To find out whether critical thinking of students, as a whole, had any correlation with students' reading comprehension achievement or not, Pearson-Product Moment Correlation Coefficient was applied. Besides, to answer the second research problem, to find the significant influence of critical thinking, the coefficient determination (R Square) was applied. From the data analysis, it was found that there was significant correlation between students’ critical thinking and their reading comprehension since the p-value was (0.020) was less than significance value (0.020 < 0.005). In addition, to know the percentage of critical thinking skill influence on reading comprehension, R-square was obtained. The students’ critical thinking skill gave significant effect with 48.4% contribution towards reading comprehension. In short, critical thinking had relation to reading comprehension of the students of one of Madrasahs in Lubuk Linggau, South Sumatera.