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All Journal JURNAL TAHURI INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Abdimas Indonesian Journal Indonesian Research Journal on Education MATAI: International Journal of Language Education Edukasi J-Shelves of Indragiri (JSI) Koli Journal: English Language Education Huele: Journal of Applied Linguistics, Literature and Culture Gaba-Gaba
Binnendyk, Sophia
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Journal : Koli Journal: English Language Education

 1 
Students’ Perception on Extensive Listening at English Study Program PSDKU Maluku Barat Daya Meikudy, Marsel; Binnendyk, Sophia; Meyer, Fredi
Koli Journal : English Language Education Vol 5 No 1 (2024): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.5.1.27-32

Abstract

This research addresses a significant gap in language learning research by investigating students' perceptions of extensive listening, a crucial yet understudied component of language learning. Despite its proven effectiveness in improving listening skills, more is needed to know about students' experiences and attitudes toward extensive listening. This study filled this gap by exploring students' perspectives at Pattimura University's campus in Southwest Maluku. By using a quantitative method and Likert scale questionnaires, the research revealed a positive student attitude toward extensive listening classes and activities. These findings have important implications for language learning practices, highlighting the need to consider students' perceptions in designing practical, extensive listening activities. This study contributed to bridging the gap between theory and practice, in enhancing our understanding of extensive listening' role in language learning.
The Use of ‘Know What Learned’ Strategy (KWL) to Improve Student’s Reading Comprehension at the Second Grade of SMA Negeri 14 Maluku Barat Daya Laumaly, Alika; Binnendyk, Sophia; Meyer, Fredi
Koli Journal : English Language Education Vol 3 No 2 (2022): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.3.2.61-71

Abstract

The research explores how the Know What Learned (KWL) strategy improves students' reading comprehension in the second grade of SMA Negeri 14 MBD. It also examines the students' responses to implementing the Know What Learned strategy in reading comprehension in the Second Grade of SMA Negeri 14 MBD. The research method was Classroom Action Research (CAR), which consisted of two cycles. The data was collected through tests, questionnaires, and observation checklists as instruments. The result of the first (1) cycle showed that all students played actively in class, but students' participation was only 65%, and students experienced an increase in cycle two (2) of 100%. Based on the explanation above, the Know What Learned strategy improved students' reading comprehension in the Second grade of SMA Negeri 14 MBD.
Exploring Teachers' Strategies in Speaking Skill at the Tenth Grade Students of SMA Negeri 13 MBD Perasoa, Angga Nita; Binnendyk, Sophia; Tiwery, Dian Sartin
Koli Journal : English Language Education Vol 5 No 2 (2024): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.5.2.59-64

Abstract

This study investigates teachers’ strategies to enhance speaking skills among tenth-grade students at SMA Negeri 13 MBD. Using a qualitative approach that involved interviews and observations, the researcher focused on the experiences and classroom practices of the English teacher. The study identified four primary strategies utilized in teaching speaking: think pair share, role play, storytelling, and group discussion. Each technique fosters a supportive learning environment, encourages student interaction, and boosts confidence in speaking English. The findings indicate that these strategies improve students’ fluency and accuracy and engage them more deeply in the learning process
Co-Authors Benjamin Jeremias Fenanlampir, David L. Ferdinandus, Marcy Saartje Hanafi Bilmona Helena M. Rijoly Helena Magdalena Rijoly Hendrikus, Lely Hukom, Salmon Hukom, Salmon James Jamil , Asmi Jaolath, Maria Jusak Patty Kelirey , Abu Kasim Laimena, Marce Laumaly, Alika Lekawael, Rosina Fransisca Joan Lewier, Christian Albert Maitimu, Chara Marlen Rijoly Maruanaya, Hendrik J. Maruanaya, Hendrik Jacob Meikudy, Marsel Meyer, Fredi Oraile, Orpa Penina Perasoa, Angga Nita Rijoly, Helena M. A. Riry, Jholie Grace Imanuella Rosina F. J. Lekawael Stella Rose Que Syaninta Kusuma Aini Syaninta Kusuma Aini Titarsole, Yeri Tiwery, Dian Sartin