In summary, instrumental motivation was one of the factors that influenced students to succeed in learning a foreign language (English). The researcher conducted an interview with eight students of the fourth semester of the study program in English at STKIP-PGRI Lubuklinggau. These questions were given to find out the importance of instrumental motivation among students of the fourth semester of the English education study program at STKIP-PGRI Lubuklinggau.
From the result of the interview, the researcher found that instrumental motivation plays an important role for the students in the English learning process. This means instrumental motivation played an important role in the English learning process of the EFL students.
DISCUSSION
The importance of instrumental motivation in students teaching English as a Foreign Language (TEFL). The next question is about the importance of instrumental motivation among students of the fourth semester of the study program English Teaching at STKIP-PGRI Lubuklinggau in studying English as EFL students. This finding answers the research question about the importance of instrumental motivation among the fourth semester students of the English Education Study Program at STKIP-PGRI Lubuklinggau in studying English.
CONCLUSION
The overall results from the interview reveal that the students believe that a good way will be a good thing and that motivation is enough to help them. As a result, it was indicated that instrumental motivation had an important role in the English learning process for some of the EFL students in the English education study at STKIP-PGRI Lubuklinggau, specifically for the students in the fourth semester. This motivation was also very useful in English learning process because students who have this motivation show that they want to learn English seriously.
Investigating ESL students' instrumental and integrative motivation for learning an English language in a Chinese school in Penang: case study. The role of instrumental and integrated motivation in learning English - the second language, among the engineering students in the southern Tamilnadu - a case study. STUDENT MOTIVATION IN LEARNING THE ENGLISH LANGUAGE VIEWED FROM THE GARDNER THEORY (a survey study of sophomores of TBI IAIN Bengkulu in academic year 2018/2019).
Learner's perceived benefits in employing proofreader as a vehicle for developing his english writing competency
- METHODS
- RESULTS / FINDINGS
- Elevating their English writing competency
- Facilities for finding the contextual Synonyms
- Improving the readability and styles
In this section, the researcher reveals the learner's experiences of using proofreading in learning to write. The researcher found that the learner enjoyed several benefits after proofreading in learning English writing. The student often encounters difficulties in writing their English project, especially with regard to grammar and proper vocabulary to use when writing.
Based on the narrative aspect, this study has dealt with the problems of how the student's experiences of using the Proofreader application develop his writing skills. Apart from that, the student also perceives that the Proofreader application has offered important features for improving his writing. In addition, the use of the Proofreader application has made the learner far easier to remember and able to apply in connection with writing easily.
Another benefit also perceived by the learner is that Proofreader has promoted readability and writing styles. In addition, the learner feels that Proofreader has also offered writing styles that make it easy to study and apply in the context of their writing. The purpose of this study is to examine and report the perceived benefits of the learner in terms of using Proofreader for writing development.
The results have shown that the student has had three main benefits from using Korrekturleser for his writing development.
Classroom management problems faced by pre-service teachers of english education program in senior high schools
- INTRODUCTION
- RESULTS/FINDINGS
- CONCLUSION
- REFERENCES
Classroom management issues faced by pre-service teachers of the English curriculum in secondary schools. Related to the above explanation, it can be said that classroom management has a great impact. Subsequently, Cezmi and Toprak (2013) analyze the problems of classroom management among migrant students in Turkey.
The research aims to find information about student teachers' problems related to classroom management by identifying the problems related to classroom management and analyzing ways in which the problems are addressed. For the first question interview about what kind of problems the student teachers encountered related to classroom management, the respondents reported that they mostly raced the problems related to classroom management according to the category of the discipline of the students in the classroom, which also influenced the answers of strengthened the trainee teachers. the questionnaire. With regard to the fourth question in the interview, all student teachers agree whether these classroom management issues affect their teaching learning activity.
The researchers classified 17 problems related to classroom management from the findings into two categories of problems. The solutions given by FIB UB student teachers trying to solve the classroom management problems are likely to differ from the solution given by Cezmi and Toprak (2013). In addition, there are five major classroom management issues facing FIB UB student teachers in teaching English in the 2019/2020 high school academic year.
An analysis of classroom management issues faced by student teachers of the FIB UB English Education Program in teaching English for the 2019/2020 high school academic year.
Students’ predominant learning style in EFL writing class
- RESEARCH METHODS
- FINDINGS
- Before Writing Strategy
- When Writing Strategies
- After Writing Strategies
- Improve English Writing Skill
- When Writing Strategy
- After Writing Strategy
There are many ways to know the students' writing strategies; one of them is English Writing Strategy Inventory (EWSI). EWSI is a technique in writing developed by Hwang and Lee (2017) that can be used by the students in writing activity. This essay writing course was chosen because the students must implement a strategy to create a.
All students were given the questionnaire and all returned the completed questionnaire. Most of the students in this research determine the purpose of the writing before they start writing. Another strategy used by students in this research is to read a reading material before they begin reading.
From the questionnaire, it was established that students pay attention to their own weaknesses when writing. Reflection is an activity that requires students to think about what they have learned during the writing process (Alves, 2008; Widodo, 2008). The lecturer is still an important part of the development of the student's writing ability.
Therefore, by knowing students' writing strategies, it will be easier to guide students to engage in writing activities.
Therefore, this research with descriptive qualitative method aims to find out the implementation of ePals for young learners in the teaching and learning of English, especially at SD Muhammadiyah 8 Dau and describe the problems that the teacher and students face when they use ePals. From the observation and interviews, it revealed that the teacher and young learners can use ePals in various ways. For example, based on the teacher's interview, when the students had a project to make greeting cards, and the students shared the greeting card with their pen pals overseas.
Student accounts were controlled by the teacher and linked to the teacher by adding students to one virtual class in ePals. However, the use of ePals fully becomes a medium to convey materials such as vocabulary, writing, speaking, reading, language, also intercultural knowledge based on the project given by the teacher to the students. From the interview with the teacher, the problems encountered when using ePals in the process of teaching and learning English are related to the students' language of communication and Internet connection.
The result shows that the use of ePals is used by the teacher to make a collaborative project of teachers from several countries. The result shows that the use of ePals was attractive to the students in learning English, because the project carried out by the teacher was fun for the students, the students got new vocabulary. The result shows that the problem faced by the teacher in using ePals was related to language and internet connection.
Moreover, ePals becomes an excellent resource as a medium or tool for the teacher to effectively teach young learners English. In addition, the students found it difficult to convey meaning through English, but the students were helped by the teacher to make the communication understandable. Overall, the use of ePals as an English learning medium had a positive impact on teaching and learning for the teacher and young learners.
Needs analysis on the development of instructional material for intensive learning course
METHOD
This study aimed to investigate second year students' views and needs towards listening material based on their needs. Only student views are taken as input as the syllabus is already available. The purpose of this step was to obtain information on students' views on the format of the material.
Questionnaire is chosen as the researchers would like to get the opinions of the students about the listening course they joined the previous semester. In this study, the questionnaire was given to all second-year students as the subject of this study. in order not to miss the participant's stories. The second step is to examine the syllabus as the study's document to obtain a valuable framework of the material after synchronizing it with the questionnaire's results.
FINDINGS AND DISCUSSIONS
According to the students, during the lesson, the lecturer should motivate the students to complete the task by giving some instructions and letting the students think. The majority of students had an intermediate level of English, as many as 92 students. Twenty-seven students had problems understanding the pronunciation of words, 13 students had problems understanding the content of the recordings, and nine other students had problems due to accents and the factors mentioned above.
This is carried out to get clear direction and expectations of the course which are formally set in the curriculum of ELEP-UB. The Task-Based Approach, according to Willis, strives to provide opportunities for learners to learn language through practical experience, that is, the use of tasks. The result showed that the students' needs in intensive listening courses are material, methods and students' skill.
The material developer must be aware of the learners' needs, such as their preference for authentic materials, factual topics that can help them acquire knowledge, and dialogues and monologues related to daily life as the type of material. Due to the lack of appropriate listening materials that can support and adapt to students during listening learning, it is highly recommended that the findings be used as a guide for the development of intensive listening materials. The lecturer can also use audio-visual materials and authentic materials during listening and allow the students to choose the material themselves according to their level of listening skills.
Development of World English-based listening materials to increase awareness of the varieties of English for Thai EFL high school students.
