Pub Date : 2023-10-27DOI: 10.31605/eduvelop.v7i1.1844
Rasmi, Muhammad Ihsan
This experimental research implemented Flipped Classroom Model (FCM) in teaching writing with interactive multimedia, aiming at exploring whether FCM can enhance the students’ writing ability. The research was conducted at the second semester students of English Department Students Islamic State University of Datokarama Palu. This research assigned two groups namely experimental and control group. The sample was selected using taken by applying purposive sampling. A group of 18 students were taught by implementing flipped classroom model while in other group students were given conventional way. The Instrument of this research was writing decriptive test. The data obtained through the test were analyzed by using statistical analysis and SPSS 20. Based on the result of research the mean score of post-test of experimental group (84.11) was higher than control group (75.52). The result of the t-test value (7.175) was higher than t-table value (2.000). In other words, H0 was rejected and H1 was accepted. This means that implementing implementing flipped classroom model with interactive multimedia enhance the students’ writing ability significantly of the second grade students atof English Department Students Islamic State University of Datokarama Palu
{"title":"Implementing Flipped Classroom Model Integrated with Interactive Multimedia To Enhance Students’ Writing Ability at English Tadris Program of UIN Datokarama Palu","authors":"Rasmi, Muhammad Ihsan","doi":"10.31605/eduvelop.v7i1.1844","DOIUrl":"https://doi.org/10.31605/eduvelop.v7i1.1844","url":null,"abstract":"This experimental research implemented Flipped Classroom Model (FCM) in teaching writing with interactive multimedia, aiming at exploring whether FCM can enhance the students’ writing ability. The research was conducted at the second semester students of English Department Students Islamic State University of Datokarama Palu. This research assigned two groups namely experimental and control group. The sample was selected using taken by applying purposive sampling. A group of 18 students were taught by implementing flipped classroom model while in other group students were given conventional way. The Instrument of this research was writing decriptive test. The data obtained through the test were analyzed by using statistical analysis and SPSS 20. Based on the result of research the mean score of post-test of experimental group (84.11) was higher than control group (75.52). The result of the t-test value (7.175) was higher than t-table value (2.000). In other words, H0 was rejected and H1 was accepted. This means that implementing implementing flipped classroom model with interactive multimedia enhance the students’ writing ability significantly of the second grade students atof English Department Students Islamic State University of Datokarama Palu","PeriodicalId":436636,"journal":{"name":"Eduvelop: Journal of English Education and Development","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In an era where digital learning tools are reshaping the educational landscape, selecting the right language learning application becomes paramount, especially for institutions aiming to enhance their students' English proficiency. While numerous language applications exist, only a few are accessible without cost. This study zeroes in on two such free applications: ELSA and English Speaking Practice. The choice of these apps aimed to discern the instructional differences and their subsequent impact on learners. Conducted at SMK Negeri 17 Samarinda, the research involved two experimental classes: X Pharmacy 4 (33 students) and X Medical Laboratory Technology 1 (34 students). Using a Quasi-Experimental design, the study employed quantitative methods, including pre-test and post-test evaluations, to gauge the comparative effectiveness of the apps. The results were illuminating: the class utilizing ELSA witnessed a proficiency uptick of 15.21%, whereas the English Speaking Practice class observed a 13% increase. With a p-value of 0.000 <0.05, the data conclusively shows significant disparities in the efficacy of the two applications. This research underscores the importance of judiciously selecting digital tools in EFL contexts, ensuring optimal learning outcomes.
{"title":"Comparative Efficacy of Elsa and English Speaking Practice: A Quasi-Experimental Study on EFL Learning Outcomes","authors":"Arbain, Widi Syahtia Pane, Raodah Mifdtahul Jannah","doi":"10.31605/eduvelop.v7i1.2974","DOIUrl":"https://doi.org/10.31605/eduvelop.v7i1.2974","url":null,"abstract":"In an era where digital learning tools are reshaping the educational landscape, selecting the right language learning application becomes paramount, especially for institutions aiming to enhance their students' English proficiency. While numerous language applications exist, only a few are accessible without cost. This study zeroes in on two such free applications: ELSA and English Speaking Practice. The choice of these apps aimed to discern the instructional differences and their subsequent impact on learners. Conducted at SMK Negeri 17 Samarinda, the research involved two experimental classes: X Pharmacy 4 (33 students) and X Medical Laboratory Technology 1 (34 students). Using a Quasi-Experimental design, the study employed quantitative methods, including pre-test and post-test evaluations, to gauge the comparative effectiveness of the apps. The results were illuminating: the class utilizing ELSA witnessed a proficiency uptick of 15.21%, whereas the English Speaking Practice class observed a 13% increase. With a p-value of 0.000 <0.05, the data conclusively shows significant disparities in the efficacy of the two applications. This research underscores the importance of judiciously selecting digital tools in EFL contexts, ensuring optimal learning outcomes.","PeriodicalId":436636,"journal":{"name":"Eduvelop: Journal of English Education and Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.31605/eduvelop.v7i1.3043
Nirma Paris, Ahmad K, Pratiwi Samad
Independent learning and independent campus (Merdeka Belajar-Kampus Merdeka or MBKM) is a policy of Ministry of Education and Culture (Kemdikbud) which established in early 2020. This program creates challenges for education in Indonesia as teachers and lecturers are required to use technology as a media in teaching. The present study aims to investigate the students’ view toward an application of technology in learning English of management students. The participants of this study were freshman university students majoring in Management, Faculty of Economics, Universitas Sulawesi Barat. A survey questionnaire related the students’ view towards the application of technology in learning English was assigned to the students. Furthermore, an interview was conducted to get depth information. The results of this study showed that the students viewed that using technology in learning English is necessary as it motivated the students in learning English.
{"title":"Teaching English for Management Students. Does Technology Essential?","authors":"Nirma Paris, Ahmad K, Pratiwi Samad","doi":"10.31605/eduvelop.v7i1.3043","DOIUrl":"https://doi.org/10.31605/eduvelop.v7i1.3043","url":null,"abstract":"Independent learning and independent campus (Merdeka Belajar-Kampus Merdeka or MBKM) is a policy of Ministry of Education and Culture (Kemdikbud) which established in early 2020. This program creates challenges for education in Indonesia as teachers and lecturers are required to use technology as a media in teaching. The present study aims to investigate the students’ view toward an application of technology in learning English of management students. The participants of this study were freshman university students majoring in Management, Faculty of Economics, Universitas Sulawesi Barat. A survey questionnaire related the students’ view towards the application of technology in learning English was assigned to the students. Furthermore, an interview was conducted to get depth information. The results of this study showed that the students viewed that using technology in learning English is necessary as it motivated the students in learning English.","PeriodicalId":436636,"journal":{"name":"Eduvelop: Journal of English Education and Development","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.31605/eduvelop.v7i1.2894
Masbirorotni, Failasofah, Nurul Izzah
This pre-experimental study investigates whether the use of “Listening Time Podcast” on Spotify is able to improve students’ listening comprehension. It was conducted at class R002 which consisted of 29 students. They were the students of English Department, Universitas Jambi academic year 2022/2023. The data was gathered through pre-test and post-test. The findings of the study show that the mean score for post-test is higher than the post-test score. The mean score for pre-test was 59.72 while the post-test score was 73.24. This result indicates that there is an increase in the student's listening ability after they were taught by using the Listening Time podcast on the Spotify application. Comparison of the mean score of pretest and post-test by conducting a T-test paired sample T-test shows the result of the significance value (2-tailed) was 0.001 < 0.005. This means that H0 hypothesis is rejected and H1 is accepted.
本实验前研究探讨了使用 Spotify 上的 "Listening Time Podcast "是否能提高学生的听力理解能力。研究在 R002 班进行，该班共有 29 名学生。他们是占碑大学英语系2022/2023学年的学生。数据通过前测和后测收集。研究结果显示，后测的平均得分高于前测得分。前测的平均分为 59.72 分，而后测的平均分为 73.24 分。 这一结果表明，在使用 Spotify 应用程序上的 Listening Time 播客教学后，学生的听力能力有所提高。通过配对样本 T 检验比较了前测和后测的平均得分，结果显示显著性值（双尾）为 0.001 < 0.005。这意味着 H0 假设被拒绝，H1 假设被接受。
{"title":"Using “Listening Time Podcast” on Spotify to Improve Students’ Listening Comprehension","authors":"Masbirorotni, Failasofah, Nurul Izzah","doi":"10.31605/eduvelop.v7i1.2894","DOIUrl":"https://doi.org/10.31605/eduvelop.v7i1.2894","url":null,"abstract":"This pre-experimental study investigates whether the use of “Listening Time Podcast” on Spotify is able to improve students’ listening comprehension. It was conducted at class R002 which consisted of 29 students. They were the students of English Department, Universitas Jambi academic year 2022/2023. The data was gathered through pre-test and post-test. The findings of the study show that the mean score for post-test is higher than the post-test score. The mean score for pre-test was 59.72 while the post-test score was 73.24. This result indicates that there is an increase in the student's listening ability after they were taught by using the Listening Time podcast on the Spotify application. Comparison of the mean score of pretest and post-test by conducting a T-test paired sample T-test shows the result of the significance value (2-tailed) was 0.001 < 0.005. This means that H0 hypothesis is rejected and H1 is accepted.","PeriodicalId":436636,"journal":{"name":"Eduvelop: Journal of English Education and Development","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.31605/eduvelop.v7i1.2909
Khadijah Maming, Muh. Syukri Asqari, Universitas Sulawesi, Barat Hasman
There are many strategies that educators can use to support successful learning in the classroom, especially for teachers of English, with all the preconditions needed for educators to use learning strategies appropriate to students' situations and circumstances that greatly depend on the situation and the problems that arise. Faced with more complex situations, with all the hassle existing in determining learning strategies, the covid-19 pandemic arrived which interrupted the application of learning strategies as students had to stay at home and wiped out the teacher-student interaction for several years after pandemic covid-19 over. By using a qualitative descriptive research method used to analyze events, phenomena, and social conditions that are well suited to what all levels of society and even the whole country are facing, namely the covid-19 pandemic. The results of this study show that The teachers' strategies applied by English teachers in teaching reading comprehension post-pandemic covid-19 is teacher-activated background knowledge of students, reading aloud together, using a dictionary to find the meaning of difficult words, and explaining again the message of the text, the last teacher asked students to answer the question of the text, teachers’ problems in teaching reading comprehension post-pandemic covid-19 the low interest of students to study English, the students making noise in the classroom, and the students being lazy, the teacher’s strategy solved the problems were teachers always motivated students to study hard, especially in English, gave advice to the students who made a noise or when they sleepy, moved the place of students when they made a noise and gave reward to the students who study hard and got high score in the class.
{"title":"The Strategies Applied by English Teachers in Teaching Reading Comprehension: Situation of Post Covid-19 Pandemic","authors":"Khadijah Maming, Muh. Syukri Asqari, Universitas Sulawesi, Barat Hasman","doi":"10.31605/eduvelop.v7i1.2909","DOIUrl":"https://doi.org/10.31605/eduvelop.v7i1.2909","url":null,"abstract":"There are many strategies that educators can use to support successful learning in the classroom, especially for teachers of English, with all the preconditions needed for educators to use learning strategies appropriate to students' situations and circumstances that greatly depend on the situation and the problems that arise. Faced with more complex situations, with all the hassle existing in determining learning strategies, the covid-19 pandemic arrived which interrupted the application of learning strategies as students had to stay at home and wiped out the teacher-student interaction for several years after pandemic covid-19 over. By using a qualitative descriptive research method used to analyze events, phenomena, and social conditions that are well suited to what all levels of society and even the whole country are facing, namely the covid-19 pandemic. The results of this study show that The teachers' strategies applied by English teachers in teaching reading comprehension post-pandemic covid-19 is teacher-activated background knowledge of students, reading aloud together, using a dictionary to find the meaning of difficult words, and explaining again the message of the text, the last teacher asked students to answer the question of the text, teachers’ problems in teaching reading comprehension post-pandemic covid-19 the low interest of students to study English, the students making noise in the classroom, and the students being lazy, the teacher’s strategy solved the problems were teachers always motivated students to study hard, especially in English, gave advice to the students who made a noise or when they sleepy, moved the place of students when they made a noise and gave reward to the students who study hard and got high score in the class.","PeriodicalId":436636,"journal":{"name":"Eduvelop: Journal of English Education and Development","volume":"111 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139313038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.31605/eduvelop.v7i1.2983
Dheanda Aulia Fitri Al-Azizah
This study aimed to determine the level of understanding of students regarding plagiarism. In this study the author used the Mixed Method method, which was a combination of quantitative and qualitative methods in one study. Mixed Method is a method using a combination of research procedures, where one method is more dominant than the other. Less dominant methods are only positioned as complementary methods as additional data. The more dominant method in this study is quantitative method and as a complementary method is qualitative method. Data obtained through distributing questionnaires to students. In analyzing the data the author uses the average formula and finally uses the category of understanding. From the research conducted to all TBI students of STAIN Majene West Sulawesi, it was found that the level of understanding of TBI students towards plagiarism was less understanding. The limitations in this study are the lack of student interest in filling out the questionnaire that has been distributed by the author so that the data obtained is less than the number of samples..
{"title":"Level Of Understanding of TBI Students Towards Plagiarism at Stain Majene","authors":"Dheanda Aulia Fitri Al-Azizah","doi":"10.31605/eduvelop.v7i1.2983","DOIUrl":"https://doi.org/10.31605/eduvelop.v7i1.2983","url":null,"abstract":"This study aimed to determine the level of understanding of students regarding plagiarism. In this study the author used the Mixed Method method, which was a combination of quantitative and qualitative methods in one study. Mixed Method is a method using a combination of research procedures, where one method is more dominant than the other. Less dominant methods are only positioned as complementary methods as additional data. The more dominant method in this study is quantitative method and as a complementary method is qualitative method. Data obtained through distributing questionnaires to students. In analyzing the data the author uses the average formula and finally uses the category of understanding. From the research conducted to all TBI students of STAIN Majene West Sulawesi, it was found that the level of understanding of TBI students towards plagiarism was less understanding. The limitations in this study are the lack of student interest in filling out the questionnaire that has been distributed by the author so that the data obtained is less than the number of samples..","PeriodicalId":436636,"journal":{"name":"Eduvelop: Journal of English Education and Development","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139312535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-21DOI: 10.31605/eduvelop.v6i2.2331
Jessica Ruth, Melvira Simanungkalit, C. V. Katemba
This research determined the university students’ perspective on utilizing TikTok in learning English vocabulary. The purpose of this research is: (1). What are college students' thoughts on learning English vocabulary through TikTok? (2). What are the advantages of the TikTok application? (3). What are the disadvantages of the TikTok application? (4). How does the TikTok application help you to learn English vocabulary? This study is qualitative and descriptive and employed a survey method by giving an online questionnaire on Google Forms to university students. The questionnaire is distributed to students in Bandung, Jakarta, and Lampung universities. The subject of this research is university students who are taking English classes. Of the 76 respondents who filled out the questionnaire, 50% were from a private university and 50% were also from a state university. The findings of this research show that utilizing TikTok in learning English vocabulary for university students helps them expand their English vocabulary. The students show positive feedback about utilizing TikTok in learning English vocabulary.
{"title":"Utilizing English Tiktok as a Media in Learning English Vocabulary: University Students’ Perspective","authors":"Jessica Ruth, Melvira Simanungkalit, C. V. Katemba","doi":"10.31605/eduvelop.v6i2.2331","DOIUrl":"https://doi.org/10.31605/eduvelop.v6i2.2331","url":null,"abstract":"This research determined the university students’ perspective on utilizing TikTok in learning English vocabulary. The purpose of this research is: (1). What are college students' thoughts on learning English vocabulary through TikTok? (2). What are the advantages of the TikTok application? (3). What are the disadvantages of the TikTok application? (4). How does the TikTok application help you to learn English vocabulary? This study is qualitative and descriptive and employed a survey method by giving an online questionnaire on Google Forms to university students. The questionnaire is distributed to students in Bandung, Jakarta, and Lampung universities. The subject of this research is university students who are taking English classes. Of the 76 respondents who filled out the questionnaire, 50% were from a private university and 50% were also from a state university. The findings of this research show that utilizing TikTok in learning English vocabulary for university students helps them expand their English vocabulary. The students show positive feedback about utilizing TikTok in learning English vocabulary.","PeriodicalId":436636,"journal":{"name":"Eduvelop: Journal of English Education and Development","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131637158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-21DOI: 10.31605/eduvelop.v6i2.2311
Khadijah Maming, Anisa Meifa, Anisa Badaruddin, Meifa Anton
This research aims to know the integration of guided question technique in oral presentation method on students’ speaking ability at the second grade students of UPTD SMPN 1 Parepare. Many students had low in speaking due to lack of practice and lack of enthusiasm in studying English, therefore the students had no idea and confused about what they were going to say or speak. The researchers used a quasi-experimental method with a two-group design. The researchers used cluster random sampling and divided the students into two groups namely experimental group and control group. Each group consisted of twenty three students. In collecting the data with pretest and posttest, the form was an oral test and four meetings for the treatment. The technique of analysis data used mean score and t-test formula for an independent sample. The result of the data analysis showed there was an improvement in students’ speaking ability. The mean score of experimental class posttest was 76.04 and the mean score of control class was 71. Therefore, the end result was 2.389 > 1.680 means that was higher than and was rejected while was accepted. It can be concluded that the integration of guided question technique in oral presentation method improved speaking ability of the second grade students of UPTD SMPN 1 Parepare. The researchers concluded that by the integration of guided question technique in oral presentation method can help the students to overcome their problems and also made students spoke communicatively during presentations.
{"title":"The Integration of Guided Question Technique in Oral Presentation Method to Improve Students Speaking Ability","authors":"Khadijah Maming, Anisa Meifa, Anisa Badaruddin, Meifa Anton","doi":"10.31605/eduvelop.v6i2.2311","DOIUrl":"https://doi.org/10.31605/eduvelop.v6i2.2311","url":null,"abstract":"This research aims to know the integration of guided question technique in oral presentation method on students’ speaking ability at the second grade students of UPTD SMPN 1 Parepare. Many students had low in speaking due to lack of practice and lack of enthusiasm in studying English, therefore the students had no idea and confused about what they were going to say or speak. The researchers used a quasi-experimental method with a two-group design. The researchers used cluster random sampling and divided the students into two groups namely experimental group and control group. Each group consisted of twenty three students. In collecting the data with pretest and posttest, the form was an oral test and four meetings for the treatment. The technique of analysis data used mean score and t-test formula for an independent sample. The result of the data analysis showed there was an improvement in students’ speaking ability. The mean score of experimental class posttest was 76.04 and the mean score of control class was 71. Therefore, the end result was 2.389 > 1.680 means that was higher than and was rejected while was accepted. It can be concluded that the integration of guided question technique in oral presentation method improved speaking ability of the second grade students of UPTD SMPN 1 Parepare. The researchers concluded that by the integration of guided question technique in oral presentation method can help the students to overcome their problems and also made students spoke communicatively during presentations.","PeriodicalId":436636,"journal":{"name":"Eduvelop: Journal of English Education and Development","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123747566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-21DOI: 10.31605/eduvelop.v6i2.2277
Fitriani, Jessica Ruth, Melvira Simanungkalit, C. V. Katemba
The current research aimed to know the level of the students’ self-efficacy and the correlation between students’ self-efficacy and students’ speaking skills in English. The subject of this research was the students of the Speaking for Academic Purposes class at the fourth semester of the English Education Department at the University of Sulawesi Barat. The total sampling technique was used in this research, and it contained the total active students in the fourth semester of the English education study program was 74 students. The quantitative method was applied in this research, and the design was a correlational study. Furthermore, the instruments attempted were a self-efficacy questionnaire and students’ speaking scores from the Speaking for academic purpose lecturer at the English Education Department at the University of Sulawesi Barat. The first result of this study showed that most of the students had a high level of self-efficacy, and the second result showed that the sig value is 0.81 > 0.05. It can be concluded that rejecting ha and accepting ho means there was no significant correlation between self-efficacy and student's speaking skills.
{"title":"Students’ Self-Efficacy and Students’ Speaking Skill: A Correlational Analysis","authors":"Fitriani, Jessica Ruth, Melvira Simanungkalit, C. V. Katemba","doi":"10.31605/eduvelop.v6i2.2277","DOIUrl":"https://doi.org/10.31605/eduvelop.v6i2.2277","url":null,"abstract":"The current research aimed to know the level of the students’ self-efficacy and the correlation between students’ self-efficacy and students’ speaking skills in English. The subject of this research was the students of the Speaking for Academic Purposes class at the fourth semester of the English Education Department at the University of Sulawesi Barat. The total sampling technique was used in this research, and it contained the total active students in the fourth semester of the English education study program was 74 students. The quantitative method was applied in this research, and the design was a correlational study. Furthermore, the instruments attempted were a self-efficacy questionnaire and students’ speaking scores from the Speaking for academic purpose lecturer at the English Education Department at the University of Sulawesi Barat. The first result of this study showed that most of the students had a high level of self-efficacy, and the second result showed that the sig value is 0.81 > 0.05. It can be concluded that rejecting ha and accepting ho means there was no significant correlation between self-efficacy and student's speaking skills.","PeriodicalId":436636,"journal":{"name":"Eduvelop: Journal of English Education and Development","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129941393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.31605/eduvelop.v6i2.2291
Rahmatullah Syaripuddin, Salasiah Ammade
This study was based on the students’ needs regarding the instructional model of English teaching at the Biology Department. The objective of this study was to design English materials by combining YouTube and ABA (American and British Academy) Applications based on the students' needs analysis. The study was mixed-method research with the subject of the research was Biological students of Muhammadiyah University of Parepare, Indonesia. The result of the study was the instructional model focused on input, process, and output. In the input, there are goals and skills; in the process, there are learning activities and venues and in the output there is learning outcomes. The skills are listening, speaking, reading, and writing. Every skill consists of five activities. Listening skill consisted of five activities, namely hearing, understanding, remembering, responding, and evaluating. Speaking skill consisted of apprehending, synthesizing, analyzing, and evaluating. Reading skill consisted of reading, generating, comprehending, discussing, and evaluating. Writing consisted of pre-writing, composing, feedbacking, revising, and evaluating. There were two venues of the model. They were indoor and outdoor. Besides, the learning outcomes focused on cognitive, affective, and psychomotor
本研究以学生对生物系英语教学模式的需求为研究对象。本研究的目的是在学生需求分析的基础上，结合YouTube和ABA (American and British Academy)应用程序来设计英语教材。该研究采用混合方法研究，研究对象为印度尼西亚帕雷帕雷穆罕默德迪亚大学的生物系学生。研究的结果是教学模式的重点是输入，过程和输出。在输入中，有目标和技能;在过程中，有学习活动和场所，在输出中有学习成果。这些技能包括听、说、读、写。每项技能都包含五个活动。听力技巧包括听、理解、记忆、反应和评价五个活动。口语技巧包括理解、综合、分析和评价。阅读技能包括阅读、生成、理解、讨论和评价。写作包括预写、撰写、反馈、修改和评估。模特有两个场地。分为室内和室外。此外，学习成果主要集中在认知、情感和精神运动方面
{"title":"Designing English Instructional Model: An Integrated Technology in ESP for Biological Students","authors":"Rahmatullah Syaripuddin, Salasiah Ammade","doi":"10.31605/eduvelop.v6i2.2291","DOIUrl":"https://doi.org/10.31605/eduvelop.v6i2.2291","url":null,"abstract":"This study was based on the students’ needs regarding the instructional model of English teaching at the Biology Department. The objective of this study was to design English materials by combining YouTube and ABA (American and British Academy) Applications based on the students' needs analysis. The study was mixed-method research with the subject of the research was Biological students of Muhammadiyah University of Parepare, Indonesia. The result of the study was the instructional model focused on input, process, and output. In the input, there are goals and skills; in the process, there are learning activities and venues and in the output there is learning outcomes. The skills are listening, speaking, reading, and writing. Every skill consists of five activities. Listening skill consisted of five activities, namely hearing, understanding, remembering, responding, and evaluating. Speaking skill consisted of apprehending, synthesizing, analyzing, and evaluating. Reading skill consisted of reading, generating, comprehending, discussing, and evaluating. Writing consisted of pre-writing, composing, feedbacking, revising, and evaluating. There were two venues of the model. They were indoor and outdoor. Besides, the learning outcomes focused on cognitive, affective, and psychomotor","PeriodicalId":436636,"journal":{"name":"Eduvelop: Journal of English Education and Development","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126027210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：