non-English Department Students Research Articles

English Language Attrition Levels and Language Maintenance Efforts among Indonesian Non-English Department Students

In the EFL context, the primary linguistic environment for learners is a formal classroom in which they receive input, feedback, and opportunities to practice with teachers and other learners. However, as learners graduate from schools, they might no longer have access to such an environment and thus be deprived of the main intake to support acquisition and retention, which makes them susceptible to language attrition. This study aims to explore the levels of attrition experienced by 165 multilingual non-English department students 30 months after graduating from their secondary schools, the possible factors associated with attrition, and the predictive power of some language maintenance efforts (LMEs) on English attrition. The participants took standardized English tests, that is, Test 1 and Test 2 administered within a 24-month interval and responded to a questionnaire about LMEs. A paired t-test was used to establish a link between attrition level and the identified factors. A multiple linear regression analysis was conducted to determine the predictive power of LMEs for attrition. The results show that learners with different proficiency levels experience different levels of attrition. Factors like attitude and motivation showed different degrees of correlation with attrition. A negative correlation was found in the three dimensions of LMEs: entertainment, literacy activity, and academic activity. Contrary to popular literature on first- and second-language attrition, the dimension of social interaction has a very low predictive power for foreign-language attrition.

Google Translate on English Writing Evidence of EFL University Students

This study investigates the Google Translate English writing evidence of English department and less-proficient non-English department students and students' perceptions of translating activities using Google Translate. Through the quantitative research, the researcher distributed a survey in the form of a Google form to 100 students majoring in English and non-English departments. A questionnaire was used to collect the opinions of the students on the activity. The results showed that Google Translates text exhibits authoring performance that is noticeably better and provides more enriched content, employing a vocabulary more sophisticated and grammatical errors. Students use Google Translate because the tool shows better L2 performance in writing languages and tends to be instantaneous. The implications of this research are what students' perceptions of Google Translate are, and whether Google Translate can improve students' writing skills.

‘’Once I enter the class, I just feel like in the middle of nowhere’’: a narration of ESP teacher's emotional geographies

While studies on the teaching of English for specific purposes (ESP) in higher institutions have been widely explored, there is a paucity of research addressing how ESP teachers in higher education deal with their emotional geography when teaching ESP. The data of this present study were garnered through in-depth interviews and analyzed following Braun and Clarke’s (2014) thematic analysis. Anchored by Hargreaves' (2001) emotional geography, the study revealed that the participant had undergone negotiated emotional changes in his experiences as an ESP teacher, which were anchored by physical, social, moral, professional, and political aspects. The findings of this study informed that the participant experienced sustainable adaptation through negotiated emotional changes in his role as an ESP teacher in tertiary education. Furthermore, the present study revealed that ESP lecturer shows five aspects of emotional geographies. Understanding the results of the current study may encourage ESP teachers to handle their feelings when instructing with caution. The participant's stories in this study provide pedagogical insights for redesigning curriculum that focus on ESP learning. Policymakers could also use the results of this study to implement training programs for ESP teachers on how to successfully teach English for specific purposes for non-English department students.

Flipping the Script in the New Normal: Investigating the Efficacy of Flip Learning for English Language Learning in University Settings

This research aims to illustrate the capacity of flipped learning to revitalize the classroom atmosphere and promote increased levels of student engagement and enthusiasm within the contemporary post-pandemic educational setting. Employing a mixed-methods approach, it includes surveys and interviews with 100 students from Indonesian universities. The study aims to uncover the benefits and challenges of implementing flip learning in non-English department English classrooms and explore how students perceive this approach. The intervention involved delivering pre-recorded lectures and activities for students to complete before class, followed by in-person activities and discussions to reinforce learning. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematic analysis. The results indicate that implementing flip learning for non-English department students at the university level offers several benefits, including enhanced student engagement and motivation, improved short-term learning outcomes, increased student-teacher interaction, more opportunities for problem-solving practice, collaborative learning experiences, and flexible learning pace. However, challenges like increased workload, group activities, limited technology access, and teacher adaptation to new teaching methods may arise. Despite these challenges, the benefits of flip learning outweigh the drawbacks, making it a viable approach for non-English department university students studying English. These findings lay the groundwork for future research to address workload management, effective collaboration, technology accessibility, teacher support, long-term learning assessment, and implementing flipped learning in diverse educational contexts.

Empowering Language Learning: Harnessing Padlet to Assist Non-English Department Students in English Learning

Empowering Language Learning: Harnessing Padlet to Assist Non-English Department Students in English Learning

Potential Success in English Writing Skills Using Artificial Intelligence “Grammarly”

Grammarly" is a cloud-based typing assistant or artificial intelli gence that checks for spelling, grammar, punctuation, coherence, interactivi ty, and other errors and replaces them with the appropriate responses. The purpose of the study is to investigate Bangladeshi students’ perception of using Grammarly in their writing to explore AI's potential creditability in effective English writing learning. The participants of the study are 55 students enrolled in different undergraduate programs at Daffodil Interna tional University, Ashulia, Dhaka, Bangladesh. A random sampling technique was used to collect the sample from non-English department students. A questionnaire was developed to gather the information for this research. The study has been conducted through a mixed-method convergent design methodology. The study finds that the participants who use Gram marly or used Grammarly at some point in their lives have developed their writing skills after using Grammarly. The finding of the research strongly discloses the potential success of learning English Writing by using the Artificial Intelligence “Grammarly”. Keywords: Artificial intelligence, Grammarly, Learning, English writing

Needs Analysis to Develop the Materials for English as a General Course for Non-English Department Students

Developing appropriate resources for a language learning programme, including those for English as a general course, is pivotal in order for the students’ learning to be successful. Prior to the development, the students’ needs should be assessed so that the materials developer obtains a comprehensive view of what the students need. This study aims to investigate the students’ needs to develop the materials for English as a general course for non-English Department students. The research was conducted at Universitas Tidar and involved 240 students from different departments. Quantitative research was employed as the approach of the study, and the data were collected by using a questionnaire. The findings show that the students are motivated to learn English for their potential careers in the future and for global communication. In addition, the students claim that they need to master listening, speaking, reading, and writing skill, as well as grammar and pronunciation. Further, the students consider listening as the most difficult macro skill to master and grammar as the most challenging language aspect to learn. Meanwhile, in relation to the topics, English for everyday, academic, and professional purpose are among the points that should be covered in the materials. In regard to the activity design, in-class activities that the students are most enthusiastic about are practicing pronunciation, learning vocabulary, and watching English-language videos; meanwhile, the students prefer to create videos and work on a project as their assignment. Moreover, they feel enthusiastic when working in groups rather than working in pairs and individually.

ONE DAY ONE ARTICLE (ODOA): HABITUATING READING COMPREHENSION SKILLS

This article explores quality habits that can be taught to non-English department students to improve their reading comprehension skills in English-language scientific literature. By using the theory and practice of reading comprehension, students are expected to be able to get used to reading scientific writings in English at a certain stage and time. This paper was developed using a qualitative approach based on data from grounded research that explores phenomena based on inductive studies which include reading theory, reading activity, and reading habit. This study found that students can increase their knowledge by understanding aspects of activities that become routine. These activities are inherent in the quantity and quality of reading activities. The results of this paper have implications for complex literacy mastery in supporting students' higher-order thinking skills (HOTS) as an academic need in the Society 5.0 era. This article proves that there is no barrier for non-English department students to be able to master reading skills from English texts by making quality reading habits.

GOOGLE TRANSLATE AS ENGLISH LEARNING TOOL ASSISTANCE FOR NON-ENGLISH DEPARTMENTS STUDENTS: STUDENTS’ PERCEPTION

This Google translation (GT) is one of main importance tool for students in assisting them in translating English words or sentences. Many researches have investigated its importance to aid students in learning, but still limit research focuses on how GT as English learning tool assist non-English department student. The current research tries to fill the gap by researching how Google translates support non-English department students in learning English viewed from students’ lens. This research used qualitative research, using case study. The participants of this research consist of 10 non-English students in Faculty of Teacher Training and Education of Universitas Muhammadiyah Parepare. The researcher conducted interview via WhatsApp voice note to obtain the data from the participants. The data then analyzed using Miles & Huberman pattern. The result of this research showed that GR is a good application to support non-English students in learning English. It was found that the app become very helpful tool in learning English with variety features like, direct typing translates, camera translate, offline translate, voice translate, and easy to use tool to enrich English vocabulary, enrich English sentences, pronouncing appropriate English words. Beside many advantages, the result also showed that GT still has trouble in it like wrong translation in what the learner wanted to know the translation. Another result showed that to get better translation we need to use online GT especially in translate long sentence. It can be concluded that Google translating tool can be chosen as main supplementary learning tool particularly in learning English.
 

THE EFFECTIVENESS OF PROJECT-BASED LEARNING (PBL) FOR ENGINEERING STUDENTS IN ESP CLASS

Teaching English for Specific Purpose (ESP) for non-English Department students is challenging yet exciting since the teacher is required to be more creative in creating a teaching and learning strategy. The use of English for Engineering students is necessary to support the capability of their hard and soft skills. In ESP class, the students learn about vocabulary skills in terms of Engineering and other skills such as writing, reading, speaking, and listening. Those skills are learned correspondingly through some learning activities using applicable teaching strategies such as Project Based Learning (PBL). PBL is introduced as an educational approach focused on the student-centered method. In PBL, the students are given opportunities to explore their capabilities, build their confidence, and improve their motivation to prepare themselves for real work life. This research used a literature review as supportive evidence to measure the efficiency of PBL for teaching Civil Engineering students in semester 1 of the 2021/2022 academic year. Journals, books, and proceeding through computer and electronic databases are used as the basis for data collection. The result found that PBL is an effective and interesting approach that is suitable for teaching Engineering Students compared to traditional and lecture-based approaches. Moreover, PBL is appropriate to gain extensive knowledge of Civil Engineering concepts through intriguing learning activity that enhances the student’s confidence and motivation for real-world projects in the future.

EFL Learners’ Difficulties in Speaking English

This study aims to investigate the difficulties faced by EFL leaners’ in speaking English. The identification of the difficulties covers the six aspects of speaking skill, namely, pronunciation, grammar, vocabulary, fluency, comprehension, and task. The The participants of the study were the first semester non-English Department students of Universitas Tidar who took English as General Course Class. The research data were collected from the students’ spoken production and responses to the questionnaire. The results of the study show that there are three major difficulties identified from the students’ responses. They are grammar (48%), pronunciation (27%), vocabulary (12%), and the other aspects less than 10%.

Exploring Speaking Anxiety of Non-English Department Students

The study's goal is to identify the barriers to speaking that EFL learners face at the tertiary level. Speaking anxiety is one of the issues. The levels and factors of speaking anxiety become the focus of this research. This study also investigates speaking anxiety factors experienced by EFL learners. Three factors contribute to speaking anxiety: communication apprehension, fear of negative evaluation, and a lack of self-confidence. The Foreign Language Speaking Anxiety Scale (FLSAS) was adopted to reveal the degree of speaking anxiety. The semi-structured interview was conducted with nine students to explore the source of anxiety. This study involved 81 participants from the Informatics Engineering department students at State Polytechnic of Malang. The findings revealed that Informatics Engineering department students demonstrated a moderate level of speaking anxiety. Furthermore, the study found that low self-confidence is among the highest average of speaking anxiety, followed by fear of negative evaluation and communication apprehension

The Problems Encountered by Non-English Department Students in Speaking English

Speaking is one of the difficult English skills for non-English department students. This is because students must understand how to produce good and correct sentences to pronounce. To produce a sentence, they must master a lot of vocabulary and master how to pronounce it. In addition, to be able to master speaking skills, students must also have self-confidence. This research aimed to know the problems encountered by Non-English Department students in speaking English and their causes and to find out the problem-solving encountered by non-English majoring students in speaking English. The researcher used descriptive qualitative research with a questionnaire and an interview to collect the data. The results of this study indicate that almost all students find problems (linguistic and nonlinguistic) in speaking English. Linguistic problems that are often found are a lack of grammar, poor pronunciation, and the last is lack of vocabulary. The non-linguistics are anxiety, shyness & lack of confidence. The factors causing the problem of speaking English in this study were low motivation, habits & mother tongue, lack of practice & opportunity, and fear of making mistakes. To solve the problem of speaking English is to improve vocabulary and pronunciation skills. Some ways to improve it are by listening and singing English songs, watching English movies to understand English sentences, and using Google Translate to look up the meaning of difficult words and how to pronounce them. In addition, to improve their speaking skills, sometimes students also practice speaking in English with their friends or independently.

Emotional Geography of Non-English Department Students on Extensive Reading

This present study is aimed to investigate the students feeling when they are asked for extensive reading, in case of reading news. The non-English department students who take English course are involved as the participants. The data were gathered from students’ emotion diaries and interviews. Data were analysed by a constant comparative method. The salient points that emerge from the data are positive and negative emotions elaborating into four forms of emotions, namely (1) attention, (2) motivation, (3) use of learning strategies, and (4) self-regulation of learning. The implication of this present study is a mapping of students feeling for non-English departments on extensive reading

Non-English Department Students' Perspectives on the Use of Mobile Technology in English Language Learning Assessment

The use of technology is a common thing in the 21st century learning era. Educational practitioners also follow the rapid development of technology. Especially in learning English which is considered difficult to learn and master, there is one component that has a psychological effect that has the potential to suppress the optimality of student achievement. This is an assessment process carried out on the foreign language. Referring to the view that English is an important language, an idea emerged that assessment in English could be developed to be more attractive by integrating mobile technology. Therefore, this study aims to determine non-English department students' views toward mobile-based assessment in English courses. This research is descriptive qualitative research with categorization as the analysis process. By collecting, reducing and describing data, this study aims to reveal a general view of the implementation of mobile-based assessment in higher education. In general, students feel various improvements in terms of the learning process including excitement in reading and writing assessment. The use of Schoology as the mobile technology supporting learning and assessment seems to be useful as the result of this research

Why and How Non-English Department Students Learn Vocabulary in Using Realia

Background: Vocabulary is the most basic thing to be mastered in learning English; learning vocabulary should start with real things. Purpose: Research to interpret and provide an in-depth understanding of why and how non-English department students learn vocabulary using realia and why they learn the way they do. Method: This research is a classroom action research that aims to improve students' communicative competence in English. Results and Discussion: The results showed that lecturers could motivate students in communicative competence by using realia teaching materials. This can be seen in the results of research that has experienced a significant increase. This can be evidenced by the increased ability of students to describe things and communicate well and smoothly during the teaching and learning process. Students easily draw what is happening around them due to acquired or events in their area. Conclusions and Implications: By using realia teaching materials, lecturers can motivate students in communicative competence, which can be seen from the research results that have experienced a significant increase. This can be evidenced by the increasing ability of students to describe things and communicate well and smoothly during the teaching and learning process. The implication of this research is to motivate students to communicate, and it must start with what exists and happens in the environment where they live so that they can easily find difficult words.

An Analysis the Factors of Students’ Difficulties in Speaking English Faced by non-English Department Students


 
 
 
 
 Abstract: The purpose of this research is to find out The Factors of Students’ Difficulties in Speaking English Faced by non-English Department Students. This research was conducted with qualitative research, with using survey method. This research used google form as questionnaire to gain the data. The respondents of this research are the 100 students of non-English department at Faculty of Education UIN SMH Banten. The result of this research showed that there were many factors that students have in English speaking difficulties. They are factor anxiety does not master the vocabulary has value 59% agreed, then factor shy of being an intention has value 57% agreed, then factor lack of confident has value 54% agreed, factor lack of self motivation has value 54% agreed, factor of environmental effect has value 54% agreed, factor there is no preparation has value 53% agreed, then factor fear of wrong pronouncing has value 52% agreed, factor of fear of use the wrong words has value 49% agreed, factor affective of students has value 48% agreed, and the last factor anxiety of being bullied has value 44% agreed. It means students have some factors in speaking problem that should be take more attention.
 
 
 
 
 
 

NON-ENGLISH STUDENTS’ ANXIETY IN SPEAKING CLASS

The purpose of this study is to discover how students in the non-English department at the University Muhammadiyah of Parepare feel about learning English. Based on the perspectives of the students, this study sought to identify what factors may contribute to anxiety in an English learning environment. In this case, researchers prioritize the perspectives of students who are not English majors on the anxiety they frequently experience when learning English. The researcher used a case study to conduct qualitative research. While the participants in this study were students from Muhammadiyah University in Parepare for the academic year 2021/2022, the purposive sampling technique was used to select 7 non-English department students. The chosen samples would be interviewed to obtain detailed information about the data required. The findings of this study revealed that students had many concerns about learning English. The majority of respondents also admitted that English is difficult to learn because they lack basic abilities, such as a lack of vocabulary and the complexity of the material learned, which can make students feel confused and difficult to learn English. Furthermore, comments from other friends, such as the incorrect pronunciation of English vocabulary, affect their feelings. Respondents also revealed that lecturers' ability to bring material can influence their feelings about learning English. In the end, the students suggested that the lecturer be more creative to keep students interested in learning English, such as bringing in an outdoor concept and providing some games for the learning process

The Ability of Non-English Students in Online Learning for TOEFL Course

The research entitled The Ability of Non-English Students in Online Learning for TOEFL Course at Pasim National University applied the theory from Phillips (2001). The aim of this research is to investigate the ability of the students of non-English department in learning TOEFL and conducting TOEFL prediction test. In addition, this research used descriptive qualitative method as the students are given the material of TOEFL which include the listening, structure, and reading comprehension and then they are given the prediction test. The research is also used the converted score according to CEFR or Common European Framework of Reference for Language to measure the level of student’s ability. The data is obtained from 18 non-English students who join online TOEFL Course that comprises into Psychology, Informatic Engineering, Accounting, and Management. The result showed that the ability of students categorized into level A2-Elementary, B1-Intermediate and B2-Upper Intermediate. In addition, the students of Psychology and Informatic Engineering has a level of A2, B1 and B2 meanwhile other Study Program is still in the level of A2-Elementary. Thus, the ability of non-English students are still low, and the achievement of level are mostly in level A2-Elementary. There is still low for level B1 and B2. However Psychology and Informatic Engineering has an improvement of achievement level compare to other study programs. The highest achievement level is level B2 and it is achieved by the student from Psychology and Informatic Engineering. Therefore, the non-English students of Pasim National University require the improvement of online teaching learning activity of TOEFL to increase the proficiency of English language.

Problems faced by non-English department students of Nahdlatul Ulama University of Blitar in learning English

English is not only considered as obligation course but also it is now a need course. Therefore all university students including non-English department must have English course to prepare themselves facing globalization and industrial era. As the result, it is salient to know what problems they are facing in learning English. So the lecturers are expected to be able to improve their ability in achieving the goals in learning English. This study is aimed to investigate what kinds of problem faced by non-English department students in learning English. This study belongs to descriptive quantitative research method. The data were gained by observing and giving questionnaire to the non-English department students. The result shows that non-English department students mostly find difficulties in almost English skills such as speaking, reading, writing, and listening. Therefore it is needed more efforts for lecturers to teach non-English department students well by selecting the appropriate teaching methods.