Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran

“Publish or not”: an output problem of higher education students

2023-12-15T10:13:57+00:00

Publication is an important activity for students studying at university, especially for those who are completing their thesis or final project. The aim of this research is to know problems experienced by students during the publication process and students' perceptions about the output of article publications to obtain a master's degree in the English education master's department, is it better “publish or not”?. The researcher uses a descriptive qualitative method and interviews as a data collection technique for two students in Higher Education especially master’s students of English education. The results of this finding are there are several problems experienced by students during the article publication process: articles that were rejected by the journal, so they had to look for another journal and it would take a long time. It takes quite a long time to get to the publication stage because as said by participants, each journal has provisions for the publication stage how many times a year and wait for the article review stage which was quite long. And both participants chose "publish" because they thought that the English education master's department had made this policy for a reason and that reason would have a positive impact on students in the future, especially to support the careers of students who wanted to become lecturers and work in the world of education.

Factors causing speaking anxiety faced by Indonesian students during teaching practices in the Philippines

2023-10-03T09:09:10+00:00

This research aims to know factors causing speaking anxiety faced by Indonesian students doing teaching practice in Philippines and effects of that anxiety. This research applied semi- structure interview to 3 Indonesian students from SEA Teacher batch 8. Based on data, the factors of speaking anxiety were Language Skills, Students’ Background, Being Watched and Negative Evaluation from participants’ perception. Anxiety has affected to students such as avoiding talked with someone, having fear of miss understanding with students, furthermore improving English in speaking and doing demonstration before teaching English in a class are necessary.

Impacts of authentic texts on EFL students' reading comprehension

2022-07-21T13:55:37+00:00

The purpose of this research was to explore the effect of authentic texts on students' reading comprehension of the English Education Study Program at the University of Bengkulu. This research applied a quantitative method, in the form of a quasi-experimental study. The subjects of the research were 68 sixth-semester students in which 34 students as the experimental group and 34 other students as the controlled group. The experimental group got treatment of authentic text, while the controlled group got treatment of textbooks. The instrument of the research used was the test. The mean score of the experimental group was higher than the scores of the controlled group (75.88: 68.24). The t-test calculation = (p<α); (0.005<0.05). It means alternative hypothesis was accepted, and null hypothesis was rejected. In other words, there was an effect of using authentic texts on students’ reading comprehension. It was recommended that it was a good idea for English lecturers, apart from other texts, pay close attention to authentic texts as well.

Mapping English language proficiency test scores of lecturers onto the common European framework level

2024-02-07T18:13:21+00:00

This study was conducted to display the lecturer’s English language proficiency test scores at one of the state universities in Indonesia. The research applied descriptive design by quantitative approach. The sample is the lecturers of the English and non-English departments at one of the state universities in Indonesia. The instrument of the research was English language proficiency test of TOEFL ITP. Descriptive statistics was used as data analysis technique, mean and percentage. The result of this research disclosed that 86% of the lecturers are in the level of B1 of CEFR which achieved the targeted score of English competences certification file requirements of certified lecturer and 3.92% of the lecturers are in the A2 level of CEFR. The researchers discovered that the most difficult language skill of the test is in the structure and written expression section where 4 % of the lecturers are in the A2 CEFR level. Then it is also revealed that the lecturers got the lowest scaled score in the structure and written expression section, which was 37. From all parts of the test, none of the lecturers achieved C1 level in the structure and written expression. This is implied that the lecturers have problems in their writing skills and need to improve their grammatical skills to be able to write correct sentence structure in standard academic English.

Penerapan flipped classroom untuk meningkatkan kemampuan gramatikal pada mata kuliah Basic Grammar

2024-02-23T23:25:53+00:00

Penelitian ini menggunakan desain Penelitian Tindakan Kelas yang dilaksanakan dengan menerapkan model pembelajaran Flipped Classroom pada mata kuliah Basic Grammar. Penelitian ini bertujuan untuk menginvestigasi apakah model Flipped Classroom dapat meningkatkan kemampuan gramatikal mahasiswa. Subyek penelitian pada penelitian ini dilaksanakan pada mahasiswa semester I kelas A program studi Pendidikan Bahasa Inggris Universitas Bengkulu yang sedang mengambil mata kuliah Basic Grammar. Jumlah peserta dalam penelitian ini adalah 38 mahasiswa. Penelitian terdiri dari dua siklus dimana setiap siklus terdiri dari tiga pertemuan. Prosedur penelitian yang dilakukan adalah perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen yang digunakan adalah tes, lembar observasi/ceklis, dan modul. Hasil tes menunjukkan bahwa mahasiswa yang memperoleh nilai lebih dari 70 meningkat dari 45% di siklus 1 menjadi 71% di siklus 2, atau meningkat 26%. Hasil tes di siklus 2 juga menunjukkan bahwa indikator keberhasilan penelitian ini telah tercapai yaitu lebih dari 50% partisipan mencapai nilai lebih dari 70. Dapat disimpulkan, penerapan flipped classroom memberikan waktu yang cukup bagi mahasiswa untuk mendalami materi grammar baik secara teori maupun praktik.

Enhanced extensive reading in EFL classroom: An investigation of its effect on learners’ incidental preposition acquisition

2024-02-01T02:27:22+00:00

This study investigates the impact of enhanced extensive reading on the incidental acquisition of prepositions "in," "on," and "at" related to time and place among English as a Foreign Language (EFL) learners. Ten senior students from the English Education Department at the State Islamic University of North Sumatera participated in a pre-experimental design with a one-group pretest-posttest approach. The pretest assessed preposition proficiency, followed by a two-week extensive reading intervention, resulting in a significant improvement in post-test scores, as evidenced by a paired t-test (p = .000). Utilizing Google Forms for standardized data collection, the study incorporated multiple-choice and fixing incorrect prepositions sections, revealing a notable mean score increase from 59.5 to 69 post-intervention. Effect sizes, calculated with Cohen's D, indicated a small effect (0.15) in the multiple-choice section and a substantial effect (0.78) in fixing incorrect prepositions. Participants' positive perception of extensive reading aligns with literature emphasizing the benefits of repeated exposure to prepositions in texts. Acknowledging limitations such as a small sample size and limited reading materials, the study recommends future research to enhance study design and diversify participants. Common mistakes in preposition usage, including challenges in time-specific contexts and confusion between "in," "on," and "at," were analyzed, emphasizing the importance of targeted instruction. In conclusion, combining incidental learning through enhanced extensive reading with targeted instruction proves effective in improving EFL learners' incidental acquisition of English prepositions, offering valuable insights for educators to address specific challenges in preposition usage.

Diverse strategies of teachers in teaching reading comprehension

2024-03-22T07:46:33+00:00

This study aims to investigate the strategies used by English teachers to teach reading comprehension and how these strategies are implemented. This study is classified as descriptive qualitative research. The study employed observations, interviews, and documentation as its primary methods. The research's informants were two English teachers. The results showed that the teachers used three different tactics: discussion strategies, question-answer relationships, or QARs, and scaffolding. Scaffolding involves providing support and gradually reducing this support as students become more independent, allowing them to build on their existing knowledge and skills. The QAR strategy, which involves asking questions, answering them, and then reviewing the answers, is particularly effective in deepening understanding and retention of text. Discussion, facilitated by the teacher or in small groups, encourages students to articulate their thoughts and interpretations, fostering a deeper engagement with the material. These strategies, when integrated into reading comprehension instruction, not only support students in developing their reading comprehension skills but also promote a deeper understanding and appreciation of the texts they read.