English Study Program Students Research Articles

The Grammatical Errors in Translating Indonesian into English of the English Study Program Students

Penelitian ini dilakukan untuk menjawab pertanyaan-pertanyaan berikut: (1) Apa saja kesalahan yang paling sering dilakukan oleh mahasiswa Program Studi Bahasa Inggris dalam menerjemahkan teks bahasa Indonesia ke dalam bahasa Inggris? (2) Bagaimana tingkat kompetensi mahasiswa dalam menerjemahkan teks bahasa Indonesia ke dalam bahasa Inggris? Berdasarkan pernyataan masalah yang dikemukakan di atas, maka tujuan dari penelitian ini adalah sebagai berikut: (1) Mengidentifikasi kesalahan-kesalahan yang paling sering dilakukan oleh mahasiswa Program Studi Bahasa Inggris dalam menerjemahkan teks bahasa Indonesia ke dalam bahasa Inggris, dan (2) Mendeskripsikan tingkat kompetensi mahasiswa dalam menerjemahkan teks bahasa Indonesia ke dalam bahasa Inggris. Subjek penelitian ini adalah 20 orang mahasiswa. Dalam pengumpulan data, penulis menggunakan metode deskriptif. Metode ini bertujuan untuk mendeskripsikan kesalahan-kesalahan yang dilakukan oleh siswa. Penulis memberikan sebuah teks bacaan berbahasa Indonesia kepada siswa dan siswa menerjemahkannya ke dalam bahasa Inggris. Hasil dari penelitian ini adalah: (1) Jenis kesalahan tata bahasa dalam menerjemahkan teks bahasa Indonesia ke dalam bahasa Inggris yang dibuat oleh mahasiswa Program Studi Bahasa Inggris berdasarkan penghilangan, penambahan, kesalahan urutan dan kesalahan pembentukan. Kesalahan tata bahasa yang paling banyak ditemukan dalam menerjemahkan teks bahasa Indonesia ke dalam bahasa Inggris yang dibuat oleh mahasiswa adalah penghilangan sebanyak 98 kalimat. (2) Tingkat kompetensi, berada pada tingkat kurang. _________________________________________________________________________________ The study aimed to address the following research questions: (1) What are the most common errors made by students of the English Study Program when translating Indonesian texts into English? (2) What is the level of competence of these students in translating Indonesian texts into English? Based on these questions, the objectives of the study were: (1) To identify the most common errors made by English Study Program students in translating Indonesian texts into English, and (2) To describe the students’ levels of competence in translating Indonesian texts into English. The subjects of this study were 20 students. A qualitative method was used for data collection, focusing on describing the errors made by the students. The students were given Indonesian texts to translate into English. The results of the study are as follows: (1) Types of grammatical errors in translating Indonesian texts into English, made by the students, included omission, addition, mis-ordering, and mis-formation. The most common grammatical error was omission, with 98 sentences exhibiting this issue. (2) The overall level of competence among the students was assessed as poor.

English Study Program Students’ Perception on Using Grammarly as an Online Grammar Checker in Academic Writing

Grammarly as an online grammar checker is a new experience for English students. Based on the interviewed results of information to students, it is found that Grammarly useful in academic writing. The research in this paper aims to find out English study program students’ perception on using grammarly as an online grammar checker in academic writing. The research design is mixed methods (quantitative and qualitative). Technique of data validation through a questionnaire and interview. Purposive sampling was used to select the research sample, which involved 37 students. Ten students were interviewed for the qualitative data. The findings indicate that the students had a high perception on using Grammarly as an online grammar checker in academic writing. In accordance with that, the results of the qualitative data also show positive responses that Grammarly can be useful, efficient, and comfortable as an online grammar checker for students in academic writing.

Role Playing to Improve English Vocabulary Ability in Speaking Skill

In this study, initially scoring at 2.15, the objective was to enhance students’ English vocabulary for speaking through a role-playing learning strategy, using a Collaborative Classroom Action Research approach. The methodology involved stages of planning, action, observation, and reflection in distinct cycles, each comprising two meetings. Data were collected using methods like speaking skill evaluations, questionnaires on role-playing practice, and field notes. The participants were fourth-semester students of the D3 English Study Program at Madiun State Polytechnic. Notably, student scores in speaking vocabulary improved across cycles, from 2.42 in the first to 3.15 in the third, meeting the success criterion of 3.01 and demonstrating the effectiveness of the role-playing strategy in the learning process.

Peningkatan Kemanpuan Listening Mahasiswa Sastra Daerah, Indonesia, Ilmu Perpustakaan dan Sastra Inggris Fakultas Ilmu Budaya Melalui Audio Lingual Method

This article is entitiled, “The Improvement of Listening Ability of Local, Indonesian, English and Librarianship Study Program Students of Humanities Faculty, Lancang Kuning University. The research was aimed at improving the ability of the students in listening audio discourse. Teaching pronunciation or sound seems to be very fundamental and requires exposure much. Using audio lingual can help improve students’ ability. The result showed that all students succeeded in comprehending the test provided.

Enhancing Paragraph Writing Proficiency: A Study of Students' Performance Post Global English Textbooks Exposure

The article focuses on identification of students’ performance to write paragraphs and the topics needed by students to be developed post global English textbooks exposure. This study aimed to investigate description of current students’ performance to write paragraphs after studying a paragraph writing using Global English Textbooks and to find out the topics needed by students to be developed as teaching English textbook materials for Paragraph Writing Course. The research employed a mixed-methods approach, combining quantitative analysis of students' paragraph writing performance with qualitative interpretation into their perceptions to the use of global English textbooks as writing paragraph teaching materials. The total samples were 44 students of English Study Program, Faculty of Letters, Universitas Muslim Indonesia. To obtain information from the informants, the researchers employed questionnaires of Paragraph Writing distributed to the students through the Learning Management System (LMS) Google form. The results showed that students exhibited a wide range of proficiency levels in paragraph writing, from advanced to fundamental deficiencies, necessitating targeted support across all skill levels. Moreover, a significant proportion of students lacked confidence in their writing abilities, emphasizing the importance of tailored instruction to address uncertainties effectively. Challenges with global English textbooks, including language complexity and cultural references, exacerbated these issues. Despite the inherent benefits of paragraph writing, such as language development and critical thinking skills, some students questioned its relevance in non-native English education settings. Additionally, doubts about fundamental language aspects like vocabulary and grammar underscored the need for focused instruction in these areas. Overall, addressing these challenges required comprehensive supports and resources to enhance students' paragraph writing skills and confidence levels effectively. Meanwhile, the exploration of sixty topics provided valuable insights into students' interests and knowledge. Among them, sixteen topics emerged as notably popular, indicating a strong resonance with students. These topics ranged from personal narratives to societal issues, reflecting students' diverse values and concerns. Furthermore, themes related to self-improvement and academic success garnered considerable interest, underscoring students' aspirations for growth. Even less chosen topics still demonstrated students' engagement with various aspects of interpersonal relationships and cultural identity. Moreover, the inclusion of less common topics reflected students' recognition of broader educational and patriotic ideals, albeit with less enthusiasm.

Representation of Madurese Dialects in English Study Program Students at Universitas Trunojoyo Madura

AbstarctThis paper aims to identify the Madurese dialects and identify difficult factors for the English study program at Universitas Trunojoyo Madura in understanding Madurese dialects. The communicative goals to some extent are unachievable as the speakers and listeners do not share lexical variation understanding even though they come from the same linguistic background. This applied a qualitative method with a descriptive approach. Represented participants from each district (Bangkalan, Sampang, Pamekasan, Sumenep) engaged in this paper. They filled out a designed questionnaire shared through Google Form. To analyze the chosen data, the proposing theoretical framework proposed by Wardhaugh, looking at the interwoven between the speaking linguistic data and existing theories. The result of this paper shows that there are lexicon variations of Madurese dialects including nouns, pronouns, adjectives, verbs, and adverbs and there are also difficult factors for English Study Program students at the University of Trunojoyo Madura in understanding the Madurese dialect, including the vocabulary factor, which referred to the number of lexical variations (special words) of the Madurese dialect and the pronunciation factor, which referred to the speed of intonation and accent. Keywords: English study program, Madurese dialect, Representation

Developing interactive multimedia in enhancing students' listening comprehension using Moodle and Thinglink

The effect of COVID-19 outbreak to education is in form of a shift of instructional practices from classroom-based instructions to online technology-based practices. To respond to the needs of technology-based instructional activities, this study developed interactive multimedia utilizing online technology-based platforms featuring Moodle and Thinglink to enhance students' comprehension in listening. This is a Research and Development involving fifty-three students of English literature study program in a state university in North Sumatera as object of the study. This study applies the ADDIE model to develop interactive multimedia learning. Purposive sampling was used to collect the samples for analysis. Tests, questionnaires, and interviews were designed and employed to collect the data. Material and media experts carried out the validation of the product. The paired samples t-test and independent samples t-test were utilized for data analysis. The outcomes are interactive multimedia using Moodle and ThingLink, complete with its tutorials, practices, and tests to boost the students' listening comprehension. Interactive multimedia featuring Moodle and ThingLink was deemed practical to use and effectively increased the students' listening comprehension according to the results of the material and media experts' validation and student response questionnaires.

English Department Students’ Metacognition Awareness in Completing Mini-thesis

This paper investigated the metacognition of final semester students in completing their mini-thesis. The obstacles faced by English study program students in writing mini-thesis were assumed resulted from their lack of metacognition implementation. Metacognition is often described as knowledge and control over one’s cognitive processes. This research used mixed-method design. The instruments used were observation, interviews, and questionnaire. The subjects of this research consisted of 18 students of 8th, 9th as well as graduated students and 10 lecturers of English Study program of Universitas Muhammadiyah Tangerang. This study showed: firstly, students are quite hard to complete mini-thesis due to their strategy following the schedule is need to be pushed by their advisors. Secondly, most respondents have good metacognitive awareness, while few of eighth and ninth semester students need to improve planning, information management strategy and monitoring. Thirdly, metacognition can be the effective solution to encourage students in achieving their target.

The Correlation between Grammar Usage and Indonesian – English Translation Ability of English Study Program Students

Grammar is an important component of a language that contains rules on the sentence structure construction and meaning system of the language. The grammar usage has a contribution in the language learning process, one of which is in translation. This research aimed to discover the correlation between grammar usage and Indonesian – English translation ability of the fourth-semester English Study Program students. The instruments of the research were sentence completion and error recognition questions for English grammar test and Indonesia – English translation essay for translation test. The statistical analysis using Pearson product-moment formula was applied to analyze the correlation between grammar usage and Indonesian – English translation ability of the fourth-semester students. The result of data analysis revealed that the Pearson correlation value r-counted of 0.837 was higher than r-table of 0.320 at the level of confidence 0.05 which meant that alternative hypothesis (Ha) was accepted and of null hypothesis (H0) was rejected. The research findings revealed that there existed a significant correlation between English grammar usage and Indonesian – English translation ability the fourth-semester English Study Program students of Universitas Riau. It is implied that the proficient English grammar students displayed commensurate in Indonesian – English translation ability while those who lack of grammar usage ability found difficulty in translation tasks. This research highlighted the critical role of grammar in shaping translation of the fourth-semester students of Universitas Riau English Study Program.

Correlation of Students’ Listening Comprehension Score With Students’ Learning Styles at Students of English Department at University of Muhammadiyah Gresik

Listening ability is an important component of language teaching and learning as it tends to improve faster than speaking ability and frequently influences skill development when learning anything new. Meanwhile, in order to accomplish excellent academic outcomes, students need to consider their learning styles and teachers need to consider various students’ learning style. This study aims to investigate the correlation between the listening abilities of learners and their learning styles. The participants were students of English education study program, faculty of teaching and educational sciences, Muhammadiyah University of Gresik, with 48 males and 52 female students participating. This study employed quantitative approaches using a questionnaire to assess students' learning styles, a test to assess students' listening comprehension scores, and an interview as a few sample about students’ perception. The data analyzed used SPSS Pearson's Correlation Coefficients and thematic analysis. The level of probability (p-value) significance (sig.2-tailed) resulted in .003. Since, the p-value (.003) was less than .05, Ha (alternative hypothesis) was accepted and Ho (null hypothesis) was rejected. As a result of the acceptance of the Ha (alternative hypothesis), researchers discovered there is a significant correlation connecting both visual and auditory learning styles and listening comprehension. The impact of this study to help students aware with their learning styles and teachers need to consider efficient learning activities with students’ various learning style.

Improving The Students’ Writing Skill By Using Clustering Technique

The main aim of the research was to find out the improvement of the students’ writing skill through a clustering technique. This study was a Classroom Action Research (CAR) which was done in three cycles by following the stages of planning, acting, observing, and reflecting. The subjects of the research were 26 students of English Study Program in Madiun State Polytechnic. The data collected were in the forms of qualitative and quantitative. The researchers used quantitative data taken from the scores before implementing a clustering technique (pre-test) and the scores after the implementation (post-test). Besides, quantitatative data were taken from the interview and observation to reveal the improvement after the implementation of a clustering technique. The results showed that the students were interested in writing by using a clustering technique. As a result, most of the students gradually improve their writing skill in composing a paragraph at the end of each cycle. The current study provides an insight for teaching writing for EFL students especially in developing good paragraphs.

EFL STUDENTS’ PERCEPTIONS OF ONLINE LISTENING COURSES DURING THE COVID-19 PANDEMIC

This study aims to investigate the English Study Program students’ perceptions of online listening courses during the COVID-19 Pandemic at FKIP Universitas Riau. The subjects of this study were 89 students majoring in English Study Program in the academic year of 2020. This research is a mixed method study with explanatory sequential design. Researchers used surveys to collect quantitative data and were supported by qualitative data using interviews. For the research instrument, it was modified from Nurani and Widiati (2021) and Ha and Ngo (2021) with 32 items. The items were tested for their validity (r> r-table = 0.468) and reliability (r ≥ 0.80= 0.931). The results of the quantitative data in this study showed high average scores on students' perceptions of online listening courses involving the lecturer roles (3.11), courses (3.04), difficulty: technical section (2.98); the listening section (3.00) and the benefits (3.01). In line with that, the results of the qualitative data also show positive responses that students enjoyed online listening courses during the COVID-19 Pandemic despite having difficulties.

The Correlation Between Students’ Writing Self-Efficacy and Essay Writing Performance

Self-efficacy in writing is an important factor for a student-writer to accomplish a writing task. However, not all studies show that writing self-efficacy and writing achievement are positively related. The purpose of the study is to find out 1) the writing self-efficacy level of the second-year students of an English education study program in one of the private universities in Pasuruan Regency, East Java, Indonesia, and 2) the correlation between students’ writing self-efficacy and their writing performance. The research uses a correlational design. The sample of the research was fifty students of English study program from one of private universities in Pasuruan regency, Easyt Java, Indonesia. The instrument used to collect the data was the writing self-efficacy questionnaire developed by Prickel in 1994, test, Primary Trait Scoring (PTSG) rubric, and documentation of the student's essay. The questionnaire consists of 25 items about self-efficacy in writing with a five-point scale of answers. The result shows that the students’ self-efficacy level mainly falls in the moderate category (58%), while the rest fall in the high category (42%). The result of the correlation analysis shows that there is no correlation between the students’ writing self-efficacy and their writing achievement (r= -.020, n = 50, p = .892). The result implies that writing teachers should continuously foster their students' writing self-efficacy by giving them sufficient practice opportunities, offering constructive feedback, as well as providing emotional and psychological support in time of difficulties.

Analysis Of Derivational Affixes Found In Sentences Written By The Efl Students Of Tadulako University

The objectives of this study were to find out the most dominant and the most difficult function of derivational affixes in the sentences written by the students, and also to know the factor that influences students difficult to use the function of derivational affixes. The design of this study was quantitative descriptive with population were the 5th semester students of English education study program of Tadulako University who have taken the Morphology subject. The sample of this study was 151 students of the 5th semester students used simple random sampling technique. The instruments to collect the data were test and questionnaire. The result of the data analysis show that: (1) the most dominant function of derivational affixes used by the students was verbal suffix –ize that has function to change noun become verb, (2) the most difficult function of derivational affixes used by the students was the suffix -wise as the adverbial suffix that attached to a noun to form an adverb, (3) there were two factors influencing the students difficult in using the function of derivational affixes which was internal factor.

STUDENTS’ ENTHUSIASM IN SPEAKING CLASS DURING ONLINE LEARNING

This research aimed to find how strong students' enthusiasm is in speaking class during online learning. The research design in this study was descriptive with a quantitative approach. The population in this research were all the students of English education study program, and the sample of this study was English education study program, morning class, batch 2020 of Universitas Tanjungpura consisting of 37 students. From the 37 students, the researcher took 3 students to get interviewed. These three students have been selected based on their low, average and high questionnaire results. The research instruments were a questionnaire and interview, meanwhile the data analysis used a percentage formula. This research showed that most students are enthusiastic about online learning. Based on the questionnaire results processed using Ms. Excel. The result showed that 71% of students are enthusiastic in speaking class during online learning, and it is categorized as high, referring to the benchmark category by Purwanto (2010). Derived from the interview results, the students mentioned that their enthusiasm depends on internal and external factors that occur during online learning. The internal factors include boredom, lack of sources, and lack of interaction. However, the external factors discovered are lagging, inadequate tools, and unstable signals. In addition, the lecturer also plays a crucial role in making the classroom environment as joyful as it should be. An example of a fun class can be seen from the students being active in the class as well as the good relationship between the students and the lecturer. A cheerful situation will increase students' enthusiasm for learning.

Leveraging 4c Competencies in EFL Classroom

Modifying 4C Competencies in EFL Classrooms Following Pandemic. The adoption of 4C competences in post-pandemic EFL classrooms is the main focus of this study. The researcher employed the descriptive qualitative method. Both observation and interviews were used to get data for this investigation. The lecturer for the class on extensive reading and the second-year English language study program students who were enrolled in it. The Extensive Reading lecturer and students have implemented the 4C skills in the teaching and learning process, according to the data analysis results. Based on the results of the research, the 4C competencies support students' creativity as part of the application of creative competencies. One of the lecturer's assignments in the classroom was to have the students fresh concepts for the content being covered.

Incorporating 4C Competencies in EFL Classroom: A Case Study at English Language Education Study Program

Adapting 4C Competencies in a Post-Pandemic EFL Classroom. The purpose of this research is to look into the adoption of 4C competences in post-pandemic EFL classrooms. The researcher employed the descriptive qualitative method. The information for this study was acquired through observation and interviews. Second-year English language study program students enrolled in Extensive Reading class, as well as the professor in charge of such class. There were 38 students involved in this study. The data analysis demonstrated that the lecturer and students in the Extensive Reading class used the 4C competencies in the teaching and learning process. The 4C competencies stimulate students' creativity as part of the application of creative competences based on the study findings. The lecturer’s task in the classroom included asking students to come up with fresh concepts for the content being covered. Incorporating 4C competences in the EFL classroom is a forward-thinking approach that not only improves language competency but also provides students with skills and abilities critical for future success in a globalized and interconnected society. It prepares individuals to achieve in areas other than language proficiency, such as personal and professional growth.Keywords: 4C competencies, EFL Classroom

Speaking Disfluency of an English Major Students at One Public University in Indonesia

This study focused on investigating speaking disfluency of an English major students at one public university in Jambi, Indonesia in the academic year 2022/2023. The researcher applied qualitative method with a case study approach to carry out this study and as the way of collecting the data. Four first year students of English education study program consisting of two males and two females were recruited as participants of this research project. To identify the types of disfluencies produced by the students, the researcher gave them a video from YouTube with the title “Ten mistakes to avoid when defending your thesis” from Ranywayz Random YouTube channel and asked them to retell the content of the video using their own words. After listening, audiotaping, and transcribing their speaking, the disfluencies encountered were analyzed by using Gleason and Ratner theory. The students’ disfluencies were then classified into some types such as hesitation, repetition, false starts, and fillers. Each type of speech disfluency would be discussed in the results and discussion sections.

ENGLISH STUDENTS’ DIFFICULTIES IN COMPLETING READING TOEFL SECTION AT EIGHT SEMESTER AT UNIVERSITAS JAMBI

This study aims to determine whether TOEFL reading skills are more difficult for English study program of students at Universitas Jambi, based on TOEFL reading skills given to students in the eighth semester at Universitas Jambi , and whether TOEFL reading skills are difficult for English Study Program students at Universitas Jambi. The data of this study were collected using mixed method, quantitative design with a survey study and qualitative design with a descriptive study approach involved 23 participants. The participants in this study were eight semester students at English study program in Universitas Jambi. This study used the data collection TOEFL reading test,TOEFL reading score, and interview. TOEFL reading test was used for describing students’ difficulty. Interview was used for investigating whether the students’ experience the difficulties or not. The TOEFL reading test and an interview were main instruments in this study. TOEFL reading score was a supplementary instrument that can assist the researcher in selecting the students who needed a low grade to be questioned. Firstly, the students’ experience the difficulty in reading section of TOEFL test such as lack of accuracy in reading, availability of time during test, and lack of vocabulary. Secondly, the result of this study showed that the ordering of difficulty items in TOEFL reading skills encompasses responding of transition questions (0.9), finding topic/main idea (0.21), finding specific information (0.21), and finding stated details (0.26).

STUDENTS’ PERCEPTION TOWARD TOEFL PREDICTION TEST AS ONE OF THE GRADUATION REQUIREMENTS FROM UNIVERSITY

The students at the university under investigation are required to successfully complete the TOEFL Prediction test in order to be eligible for graduation. This study was conducted to assess the perceptions of these students regarding the TOEFL Prediction test as one of the graduation requirements. The research employed a descriptive-quantitative methodology and involved 171 English Study Program students from three different academic batches. A questionnaire served as the primary instrument for data collection, with data analysis carried out using Microsoft Excel and SPSS statistics version 26. The results of the data analysis indicated that the mean scores for most items in the questionnaire were in the high range. Specifically, 25 out of the 29 questionnaire items obtained mean scores above 3.40, demonstrating that students' perceptions in this study leaned positively toward the TOEFL Prediction test policy. However, it's important to note that nearly half of the students recognized that the TOEFL Prediction test is not an easy test. Furthermore, there is room for improvement in terms of students' understanding of the type of TOEFL test provided by the language centre at the university and the benefits of the TOEFL certificate. These findings can provide valuable input for the university's policymakers and administrators. They can use this information to design new initiatives and strategies aimed at assisting students in improving their test-taking skills and their understanding of the TOEFL Prediction test's structure. Such efforts can contribute to enhancing students' overall readiness for this requirement.