English Learner Students Research Articles

Analisis Kesulitan Siswa dalam Pembelajaran Bahasa Inggris di Sekolah Dasar

This study aims to find out the difficulties experienced by students in learning English in elementary schools. Analysis of student difficulties was taken from the perspective of observing the teacher when students were learning English in elementary schools. Data collection techniques were carried out through questionnaires via the G-Form, which were distributed via social media with a target of 150 teacher respondents. From the questionnaire carried out by elementary school teachers, it can be concluded that the difficulties experienced by students in learning English at elementary school are inferred. achievement is the unachievedness of students who are not in accordance with the desired target. The difficulty factor in learning English is influenced by internal and external factors. From the results of this study a solution can be found that can be carried out by education in the future. Because English in this globalization era has an important role in various aspects.

Preferred Language Learning Strategies Employed by Rural Secondary School Students in Learning English

Preferred Language Learning Strategies Employed by Rural Secondary School Students in Learning English

Digital Eduliteracy Practices in English Learning for Students of Equivalency Education

This community service program is one of the programs carried out by the proposing team to assist the digital eduliteration practice of learning English at PKBM Nurain, Kab. Bone Bolango. The objectives of organizing this service program are 1) Increasing the learning motivation of equivalency education students in English subjects; 2) Activate students in learning English without burdening the age gradation factor in learning; 3) Improving students' English competence in class, and 4) Supporting the process of learning English in class.The implementation of collaborative service activities at PKBM Nurain, Dunggala Village, Bone Bolango Regency, emphasized the aim of increasing the learning motivation of equality education students at PKBM Nurain. Through this program the lecturers can apply knowledge, skills and technology to deal with deficiencies and problems faced by students at PKBM Nurain Dunggala Village. The results obtained in this service are that the process of learning English can be developed innovatively through the application of YouTube-based learning video media so that the ability to understand material or concepts can develop significantly.

The Correlation Between Teachers’ Teaching Style and Motivation of Natural Science Students in Learning English at Ten Grade

This research aims to determine the relationship between the teaching style of English teachers and the motivation of students majoring in science to learn English and to find out what teaching style is preferred by students in learning English. This research used the correlation method with a quantitative design, and the population is class X SMAN 7 Bengkulu City. The technique used was random sampling, where the researcher chose 33 students as a sample. Data collection was carried out through a questionnaire with total of 20 questions regarding the teaching style of English teachers and 20 more questions related to student’s learning motivation. The scale used for data was analyzed using a Likert Scale. Based on the results of research from data analysis, researchers found that the teacher's teaching style that students were most interested in was the expert style, which received a high score of 17%, choosing to strongly agree. Moreover, the findings show Pearson correlation results that there is a significant correlation between the teacher's teaching style and students' motivation in learning English, as explained the significant value is 0.572. The researcher concluded that there was a significant relationship between the teacher's teaching style and the motivation of students majoring in natural science to learn English in class X SMAN 7 Bengkulu City.

Pengembangan Aplikasi Augmented Reality Pada Mata Pelajaran Bahasa Inggris Untuk Kelas 1 Sekolah Dasar

This research was developed to overcome problems in students who tend to get bored in English subjects with book media. This research aims to develop Augmented Reality in English subject for grade 1 elementary school. The research method used in this study namely research and development (R&D) with the ADDIE application development model (Analysis, design, development, implementation, and evaluation), in this study is limited to stage implementation. Products are developed using game engine Unity 3D and Vuforia. Data analysis techniques in this study will use descriptive and quantitative analysis techniques. The data collection instrument used was a questionnaire with 8 respondents. The end result of the product is an educational game-based application Augmented Reality learning English which contains 3D objects, descriptions, sentences and sounds from objects that are run. The results of the feasibility test obtained an average score of 81.90% in the very good category. With the application Augmented Reality this is expected to help 1st grade elementary school students in learning English.

Opening Teaching To Motivate Students In Learning English

The research is to find out the opening activities of teaching carried out by English teachers to motivate students. This type of research is qualitative in nature with a descriptive method. Data collection techniques were carried out through observation and field notes. Based on the results of research and discussion of opening teaching activities by English teachers to motivate students in class, it can be concluded that the skills of English teachers in class in opening learning include: arousing students' attention, namely variations in teaching styles, use of instructional media and interaction patterns. , namely excited and enthusiastic, arousing curiosity, and generating conflicting ideas. Giving references, namely conveying learning objectives and determining activity steps. Demonstrating relevance, namely determining stepping stones, generating new knowledge, providing continuous material. Regarding all of these indicators, the researcher found that the English teacher's opening teaching activities had been carried out although not all the indicators and results of the study found that the teacher motivated student learning to open teaching activities by creating an active learning process such as making eye contact, providing discussion with questions and then students answer according to their knowledge, the teacher's character is friendly, and explains the material with clear intonation.

Speaking My Mind: Hearing within Silences: Critical Love for Students Learning English as a New Language

Speaking My Mind: Hearing within Silences: Critical Love for Students Learning English as a New Language

Online-based English Reading Learning Model in the New Normal Era (Post-Pandemic Covid-19)

This article is part of research entitled "Online-based Student English Learning Models in Facing Curriculum Changes in the New Normal Era." This research was conducted to see and identify online-based reading learning models for students. The research method is a descriptive qualitative method using a questionnaire and the final assignment of the Project course (Lesson Plan and Instruction). The number of samples used was 52 students who took the Project course (Lesson Plan and Instruction). Of the 52 students, 7 students chose to teach the reading skill. Data analysis includes observation, open coding, and axial coding. The results reveal that the media used by students in learning reading skills is divided into online media 57.14% (4 students) and 42.85% offline (3 students) in learning reading skills. Applications used by students in learning reading are divided into Zoom, face-to-face/ offline, Quizzes, PPT, and YouTube. The learning methods that students apply in learning reading are Communicative Language Teaching (14.28%), Guided Discovery Learning (14.28%), Audio Lingual Method (14.28%), Suggestopedia (14.28%), Discovery Learning (14.28%), Total Physical Response (14.28%) and Community Language Learning (14.28%). The topics presented included: Comparison; Narrative text; Personal Letters; Description, and Notice.

Need Analysis on Therapeutic Communication of Palliative Nursing in English for Specific Purposes (ESP)

English for Specific Purposes (ESP) is designed to meet students' specific needs. It deals with a need analysis. It is crucial to conduct a need analysis before designing the materials and syllabus. The material learned by students in the Academic process should correlate to the student’s needs in the professional world/work world. This research is a Research and Development (R&D) which used ADDIE Model. It explored the required skills and difficulties encountered by the students in learning English, analyzed the learning materials topic that supports the profession, and the components of communicative competence need on therapeutic communication materials of palliative nursing. The data were collected through questionnaires and interviews. There were 30 nursing students and 2 nursing lecturers. The questionnaires were distributed to students to explore their needs, while the interview was used to support data from the questionnaire. The findings indicated that since it focuses on therapeutic communication of palliative nursing, speaking skills need to train more. This skill is important as well as listening, reading, and writing. It is interconnected and can not stand alone. All of them need to be mastered by students. The material content taught needs to focus on the cases of palliative nursing, and it must follow the steps of therapeutic communication techniques and strategies applied in daily nursing intervention procedures. So ESP nursing course will support the institution in producing qualified graduates who are competent and skilled in their profession, capable to communicate in both English and Indonesian, competing, and being ready to work in the international world.

Effects of English Proficiency on Chinese Students Recognition and Pronunciation of English Lexical Stress

English is a stress-timed language, stress is very important in English. However, Chinese is a tonal language, which leads to pronunciation difficulties for Chinese students in learning English. This study studies the recognition and production of English lexical stress by Chinese students who are not English majors and the factors that may affect stress assignments. Eight students between the ages of 18-22 (four males and four females) who have passed CET 6 will be tested, including a phonetic quiz and a listening test. Four kinds of vocabularies were selected as research materials: Polysyllabic Word, Word with Affixes, Compound Word, and Homograph. Results indicate that: (1) For non-English major students, the correlation between English proficiency and lexical stress is not high, but is mostly affected by personal reading habits; (2) Students know very little about the word stress. They identify and pronounce stress relying on their personal habits.

The Impacts of Mother Tongue Transfer on Chinese Students English Reading and Writing

The paper reviews the impacts of mother tongue transfer on Chinese students English reading and writing. The review is divided into four parts: a succinct explanation of the studys background and importance, a general review of the classic theories and terminology in the field of language transfer, a thorough examination of the previous empirical studies on the effect of mother tongue transfer on Chinese students English literacy skills, followed by pieces of suggestion from the preceding review and analysis. From the review of studies focusing on various aspects of English reading and writing, a general conclusion can be drawn. Except for some exceptions, differences between Chinese and English will cause negative transfer, and similarities between these two may lead to positive transfer in Chinese students English reading and writing. This study hopes to show the tip of the iceberg in terms of the impacts of mother tongue transfer on Chinese students English literacy skills and to suggest effective and feasible solutions in terms of language transfer for Chinese students English learning.

Dual Identification: Trajectories to English Proficiency for English Learners with Autism Spectrum Disorder

BackgroundThere are an increasing number of English Learners (EL) served in schools, including children with Autism Spectrum Disorder (ASD). However, little is known about students who receive school-based services as EL and under autism eligibility.Purpose & MethodsThe present study aimed to examine the sociodemographic characteristics, time to English Language Proficient status by survival analysis, and predictors of English fluency utilizing a logistic regression for dually identified EL and autism eligible students in a large urban school district during the 2011–2019 academic school years.ResultsOverall, dually identified students (N = 849) educated in segregated settings (N = 372) became English proficient at lower rates and at older ages than students included in general education (N = 477).ConclusionStudents placed in segregated special education classrooms were significantly less likely to achieve English Language Proficient classification. The present study begins to illustrate the time to English proficiency of dually identified students and the potential impact it has on their educational opportunities.

A Comparative Study on Speaking Anxiety Level Between Male and Female Students at the VIIth Grade of Islamic Boarding School Ashhabul Yamin Lasi

This research was conducted because of some problems related to speaking anxiety in male and female students in English learning. Some female students looked worried about being pointed out and there were a few students who were able to raise their hands to give opinions. Then, some female students showed anxiety when they became the center of attention. Third, some male students looked hesitant when they pronounced some words. Lastly, some male students felt more comfortable when giving opinions or answering teacher questions by using their first language rather than the English language. Because of these problems, the researcher intended to find out the significant difference on speaking anxiety level between male and female students, and to find out the dominant factor of speaking anxiety in male and female students at the VIIth grade of Islamic Boarding School Ashhabul Yamin Lasi. The research design was Ex Post Facto research. The data were collected by using 18 items of the FLSAS (Foreign Language Speaking Anxiety Scale) questionnaire that were adopted from Ozturk and Gurbuz 2014. There were three indicators of speaking anxiety; Communication Apprehension, Test Anxiety and Fear of Negative Evaluation. The levels of speaking anxiety were low anxiety, moderate anxiety, and high anxiety. The population of this research was all of the seventh grade students which consisted of 3 classes. The sample was 80 students that were selected by using total sampling technique. The research was conducted in February 2022 in Islamic boarding School Ashhabul Yamin Lasi. Then, by using the SPSS program, an independent sample t-test was used to compare speaking anxiety level between male and female students, and a descriptive statistic was used to reveal the dominant factor of speaking anxiety in male and female students. The first result of the research showed that there was a significant difference on speaking anxiety level between male and female students at the VIIth grade of Islamic Boarding School Ashhabul Yamin Lasi. The researcher found the t-obtained (3.484) was higher than T-table (1.990). It means that Ha was accepted and Ho was rejected. The level of speaking anxiety in female students was moderate anxiety and male students were low anxiety. The second results that were the dominant factor of speaking anxiety in male students was test anxiety (18.12%), where it is because of students’ perception about English language. Meanwhile, the dominant factor of speaking anxiety in female students was fear of negative evaluation (20.68%), where it is because of unpreparedness of students.

Influencing Factors and Countermeasures of Chinese Students' Oral English Proficiency

With China going global, oral English proficiency seems to be required in more scenarios such as chasing further education in English-medium countries and posts in transnational corporations. However, China’s existing English education probably fails to satisfy the rising need for proficient oral English, where written English tends to be paid much more attention rather than oral English. Despite oral English has been increasingly concerned by the continuous curriculum reform in China, the actual level of Chinese students’ oral English tends to be relatively low. Meanwhile, Chinese students are facing a range of challenges or difficulties in oral English learning. This paper is intended to search for certain approaches to lead Chinese students to overcome these challenges and attain a higher level of oral English proficiency. For this purpose, this paper will systematically review the prior studies. By analysing the results and findings of these researches, the common challenges faced by Chinese students in English learning have been summarised, which are dumb English, the insufficient level of professional quality of English teachers and the neglect of oral English. Moreover, the potential influencing factors aggravating the challenges have also been extracted, that is, foreign language anxiety, educational resources and the education system. Based on the challenges and influential factors, several recommendations have been provided, namely, teaching strategies applied in English classrooms, supporting more education funds and boosting the curriculum reform.

The Development of Teaching Materials Based on Mobile Learning in English Learning for Elementary Schools

This research is motivated by the low learning outcomes of elementary school students in learning English. This research aims to develop Android-based mobile learning teaching materials to support English language learning in elementary schools and improve student learning outcomes. This study uses Research and Development (RD) research using the Borg and Gall model, with the research sample being 5th-grade students of public elementary schools in West Java Province. Product validation tests were obtained from material, language, practitioners, and design experts and practitioners. Furthermore, the practicality test was obtained from the teacher and student response questionnaires throughout the learning process. Meanwhile, the effectiveness test was obtained through a limited trial using an experimental pretest-posttest control group design. The output of this research is to produce an application program for Android-based mobile learning teaching materials. Based on the study results, it can be concluded that Android-based mobile learning teaching materials are valid, practical, and effective for learning in elementary schools.

Using automated analysis to assess middle school students' competence with scientific argumentation

AbstractArgumentation is fundamental to science education, both as a prominent feature of scientific reasoning and as an effective mode of learning—a perspective reflected in contemporary frameworks and standards. The successful implementation of argumentation in school science, however, requires a paradigm shift in science assessment from the measurement of knowledge and understanding to the measurement of performance and knowledge in use. Performance tasks requiring argumentation must capture the many ways students can construct and evaluate arguments in science, yet such tasks are both expensive and resource‐intensive to score. In this study we explore how machine learning text classification techniques can be applied to develop efficient, valid, and accurate constructed‐response measures of students' competency with written scientific argumentation that are aligned with a validated argumentation learning progression. Data come from 933 middle school students in the San Francisco Bay Area and are based on three sets of argumentation items in three different science contexts. The findings demonstrate that we have been able to develop computer scoring models that can achieve substantial to almost perfect agreement between human‐assigned and computer‐predicted scores. Model performance was slightly weaker for harder items targeting higher levels of the learning progression, largely due to the linguistic complexity of these responses and the sparsity of higher‐level responses in the training data set. Comparing the efficacy of different scoring approaches revealed that breaking down students' arguments into multiple components (e.g., the presence of an accurate claim or providing sufficient evidence), developing computer models for each component, and combining scores from these analytic components into a holistic score produced better results than holistic scoring approaches. However, this analytical approach was found to be differentially biased when scoring responses from English learners (EL) students as compared to responses from non‐EL students on some items. Differences in the severity between human and computer scores for EL between these approaches are explored, and potential sources of bias in automated scoring are discussed.

Exploring English Learners’ Experiences of Using Mobile Language Learning Applications

Mobile language learning applications provide the potential to transform the way language is learned and it has been used for various purposes including language learning improvement. This investigation will contribute to which applications can support and be appropriate for students in learning English and explore more students’ experiences in using them. This research aimed to explore English learners’ experience of using Mobile Language Learning Applications in an informal learning context. This research employed a descriptive qualitative design with 25 college students. They share their experiences of using Mobile Language Learning Applications to learn English outside the classroom. The instrument used was an interview. The finding of this research showed all the participants confirm that they use mobile language learning to support their learning in English outside the classroom well which involves easy access to the materials, flexible place and time, and sophisticated features of the applications make students explore more and more learning English on the applications and they feel enjoy and fun regulate their learning pattern whenever and where ever, they find progress in learning English after they explore the apps, and students feel free to self-learning with their mobile device. It can be concluded that using Mobile Language Learning Applications outside the classroom allows learners to practice all the areas of English and these applications really supported learners’ experience to learn English based on their needs and self-learning.

The Analysis of the Students’ English Achievement (A Case Study on the Students of Islamic Early Childhood Education of Islamic College of Auliaurrasyidin)

Today, mastery of more than one language becomes a phenomenon that attracts the attention of people, especially young people as the nation’s successor. However, the results of learning English for most students, including university students, are still very poor. This article aims to analyze students’ learning achievement, and provide an overview of the problems they faced in learning English. This study is qualitative research. This is focused on the English learning achievement of 1st semester students of the Islamic Early Childhood Education (PIAUD) Study Program of STAI Auliaurrasyidin. Data were collected using in-depth interview and documentation. They were analyzed using the Miles and Huberman model which consists of data reduction, data display, and conclusions. The results showed that the students’ low English learning achievement were caused by the English sentence and grammatical structure that often confusing, poor of vocabulary knowledge that impacts on the difficulty in translating English sentences. In addition, lack of self-confidence also triggered students’ low learning achievements.

External Factors Affect English Learning in Rural Elementary Schools: A Qualitative Study

The aim of this study was to discover some external factors that influence the difficulties of teaching and learning English in rural schools for young learners. To obtain detailed data or information, data was collected in this study through observation and interviews using a qualitative research method and a type of case study. The research was conducted at an Al Fatch elementary school in the Silo sub-district of Jember Regency, East Java. The findings revealed that several external factors influence the difficulty of teaching and learning English for young students in rural schools, including 1) the school's location is far from urban areas, making it difficult for the community to reach it; 2) inadequate school infrastructure; 3) inadequate school facilities cannot support the continuity of the English teaching and learning process; 4) a lack of learning resources for students and teachers; 5) the language barrier, which is influenced by the community surrounding the school, which speaks the local language more frequently, makes it difficult for students to understand Indonesian as a medium of instruction in the teaching process.

The Effect of Comic Strips and Motivation on the Senior High School Students’ Speaking Ability

Considering the importance of speaking ability for senior high school students in learning English as a foreign language, researchers continue developing approaches, methods, and media in teaching speaking. One of the media that can be used in teaching speaking English is comic strips. This study aimed to find out whether using comic strips and motivation have an effect on the speaking ability of the tenth grade senior high students at SMA Adabiah 2 Padang. This study was conducted using an experimental method with factorial design 2x2. The population of the study was the tenth grade students at SMA Adabiah 2 Padang in the academic year 2021/2022. The total number of the population was 113 students, distributing in four classes. The sample was chosen using a cluster random sampling technique. The sample was Class X-2 as the control class (30 students) and Class X-3 as the experimental class (29 students). The data were obtained from the motivation questionnaire and speaking test. Then the data were analyzed using t-test and 2-way ANOVA. The results indicated that using comic strips and motivation had a significant effect on the students’ speaking ability. In conclusion, comic strips are a helpful media in teaching speaking English to senior high school students.