Garuda - Garba Rujukan Digital

The implementation of the integrated performance assessment (IPA) model to improve English students' speaking skills Ildi Kurniawan; Syafrizal Sabaruddin; Azhar Aziz Lubis
JOALL (Journal of Applied Linguistics and Literature) Vol. 7 No. 2: August 2022
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v7i2.20860

This study aims to analyze the extent to which the application of the IPA model could improve Indonesian students’ speaking skill, especially speaking skills for discussion course. It was classroom action research in which the stages of its activities include planning, implementation, evaluation, and reflection. This research’s subjects were the third semester English Department University of Bengkulu. The researchers only took four cycles as the data of the research. Qualitative and quantitative data were analyzed to find a valid conclusion. The results show that the application of the IPA model improved the basic skills of students’ speaking skills in class. It can be seen from the improvement in almost every cycle. The mean score in cycle 1 was 80, followed by 80.3 in cycle 2, but slightly decreased in cycle 3 with a mean score of 79.6 and got higher again in cycle 4 with a mean score of 82. Internal and external factors also contribute to the students’ speaking skills.

EFL Studentsâ€™ Beliefs and Practices on Informal Digital English Learning Outside Classrooms Kartilia Riayuningsih; Azhar Aziz Lubis; Dedi Sofyan
Journal of English Language Studies Vol 7, No 2 (2022): Available Online in September 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i2.16536

Due to the ease of digital devices and internet access these days, digital learning has become a new learning environment for EFL students to study English outside their formal classrooms. This study thus aimed to find out studentsâ€™ beliefs and practices on informal digital English learning outside classrooms. It involved 190 students of English Education Study Program at Universitas Bengkulu. The study was descriptive research with survey design involving quantitative and qualitative data. The quantitative data were collected via close-ended items, while the qualitative data were collected via open-ended items. The results of this study suggested that most of the students had higher levels of beliefs on informal digital English learning. Further analysis revealed the practicality, availability, flexibility, autonomy, enjoyment of digital English learning were the reasons for their beliefs. Regarding the practices, most of the students had engaged in informal digital English learning activities. However, in terms of the diversity of digital learning activities, they tended to only engage in receptive digital learning activities. Productive digital activities, particularly involving communication technology, were rarely performed. It also found a significant correlation between studentsâ€™ beliefs and practices. Accordingly, comparisons with prior studies and pedagogical implications were presented.

STUDENTS’ EXPERIENCES OF LEARNING ENGLISH IN INDONESIA: SOME EFFECTIVE AND INEFFECTIVE WAYS Azhar Aziz Lubis; Nopriansah Nopriansah; Abdul Halim; Sukma Septian Nasution; Muhammad Yusuf
Abjadia Vol 3, No 2 (2018): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v3i2.6092

Although the study of effective strategies for teaching English as a foreign language (TEFL) in Indonesia has become prominent research topics for decades, little attention is paid to the students’ experiences of learning English. This study aims at researching some of our students’ experiences of learning English both at their junior and senior high schools. The students reflecting the experience were participants of our course unit of General English, Introduction to linguistics, Structure 2, History of English language, and were both from non-English and English departments at the University of Bengkulu and Dehasen University, Bengkulu, Indonesia. Of the eight effective and fourteen ineffective ways to learn English, we found three main issues apparent in our study namely self-confidence and motivation, learning environment, and methods and media in teaching English as a foreign language. Further explication of each issue is discussed.على الرغم من أن دراسة الاستراتيجيات الفعالة لتدريس اللغة الإنجليزية كلغة أجنبية (TEFL) في إندونيسيا أصبحت موضوعات بحثية بارزة لعقود من الزمن، إلا أنه لم يتم إيلاء اهتمام كبير لخبرات الطلاب في تعلم اللغة الإنجليزية. تهدف هذه الدراسة إلى البحث في بعض تجارب طلابنا في تعلم اللغة الإنجليزية في مدارسهم الثانوية والإعدادية. كان الطلاب الذين يعكسون التجربة مشاركين في وحدة دوراتنا في اللغة الإنجليزية العامة، ومقدمة في اللغويات، والهيكل 2، وتاريخ اللغة الإنجليزية، وكانوا من أقسام غير الإنجليزية والإنجليزية في جامعة بنجكولو وجامعة ديهاسين، بنجكولو، إندونيسيا. من بين الطرق الثمانية الفعالة والأربعة عشر غير الفعالة لتعلم اللغة الإنجليزية، وجدنا ثلاث قضايا رئيسية واضحة في دراستنا وهي الثقة بالنفس والتحفيز، والبيئة التعليمية ، والأساليب ووسائل الإعلام في تدريس اللغة الإنجليزية كلغة أجنبية. مناقشة المزيد من شرح كل قضية.

Using critical discourse analysis to explore an authentic teaching material: A focus on language and power Sukma Septian Nasution; Nur Najibah Sukmawati; Azhar Aziz Lubis; Tommy Hastomo; Lodya Sesriyani
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Many EFL students show anxiety when speaking English in Indonesia. Therefore, when it comes to pedagogical context, critical discourse analysis (CDA) has a significant role to explore linguistics unit, socio-cultural context, and ideology of the text learners need to understand. This study aims at analysing the relation of language and power behind a text entitled ‘Driving Age, Increasing’ and making use of it to pedagogical context. The chosen text is an authentic material adopted from ‘Debatabase’, a book on building argumentative skills. By using Fairclough’s model (1989), the text was examined through three steps of Critical Discourse Analysis (CDA), namely description, interpretation, and explanation. Then, the analysis is interrelated with the nature of discussion text taught to the learners. The result of the analysis shows that the text is dominated by material, verbal, and relational processes, formal, complex, repetitive, evidence-based, multi-perspective, and over-wording dictions underpinned in an institutionalized social activity and unspecialized semantic domain. Further, the relationship between the author and the readers indicates there is equality in power shown by the provided equal analytical perspectives and evidence-based arguments to both conflicting parties toward the issue. As it fits the nature of discussion text, the paper ends with recommendations for EFL teachers to make use of CDA in raising learners’ language awareness.

STUDENTS’ DIFFICULTIES IN ENGLISH SPEAKING LESSON AT THE ELEVENTH GRADE OF STATE SENIOR HIGH SCHOOL 04 MUKO-MUKO Fenta Zelva Leoni; Kasmaini; Azhar Aziz Lubis
Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran Vol. 21 No. 1: Wacana, Vol. 21, No. 1, Januari 2023
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jwacana.v21i1.26197

This research aimed to describe the students’ difficulties encountered by the eleventh-grade students of State Senior High School 04 Muko-Muko in English Speaking Lesson and to describe the factors causing the difficulties in English Speaking Lesson at the eleventh grade of State Senior High School 04 Muko-Muko. This research used mix method research design. The subject of this research was eleventh grade students at State Senior High School 04 Muko-Muko. The sample of the research was 31 students for questionnaires and 10 students for interview. The instruments of this research were questionnaire adapted from Rahayu (2020) and interview. The researcher analyzed the data by by finding the percentage of each question item in questionnaire while interview data was analyzed by data reduction, data display, and drawing conclusion. This study found two findings. First, the result showed that there were five psychological difficulties encountered by the eleventh grade students of State Senior High School 04 Muko-Muko in English Speaking Lesson, namely lack of motivation, anxiety, shyness, fear of mistakes, and lack of confidence. Second, based on five psychological difficulties, there are several factors causing namely no awareness to learn english, no interest of English, no knowledge of the importance of English, students’ low English skill in vocabulary and pronunciation, friends’ negative responses, teacher’s bad responses, and students’ terrible belief in their English skill. To sum up, the next study is recommended to find the strategies to overcome the students’ difficulties in English speaking lesson.

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH THE APPLICATION OF SMALL GROUP DISCUSSION METHOD (SGD) Azhar Aziz Lubis; Masitowarni Siregar
TRANSFORM : Journal of English Language Teaching and Learning Vol 2, No 4 (2013)
Publisher : Universitas Negeri Medan

Abstract The objective of the study was to find out how effective the use of Small Group Discussion Method (SGD) in teaching speaking especially in asking and giving opinion. It was conducted as an action research which has two cycles. Each cycle has three meetings. The subject of the research was students of eleventh grade IPA-2 at SMA Negeri 1 Sei Rampah which consisted of forty-four students. The instruments of data collection were primary and secondary data. While the primary data was conducted by administering students’ speaking score in every cycle, the secondary data was conducted by the three instruments; observation sheet, questionnaire and field notes. Based on the speaking tests, students’ score improved from the first evaluation to the last evaluation. In the first test, the mean was 58,55. The second test obtained the mean 67,07 and in the last test the mean of the students was 73,50. Based on the observation sheet, questionnaire sheet and field notes, it was found that learning activity ran well. Most students felt interested in the process of learning activity and involved in their group during the discussion time. The result of the research showed that Small Group Discussion Method was able to improve students’ achievement in asking and giving opinion. Key Words: Speaking, Small Group Discussion, Improving1 Graduate status 2 Lecturer

PERSEPSI TENAGA PENDIDIK TERHADAP PEMBELAJARAN DARING SELAMA MASA PANDEMI: SEBUAH STUDI DI INSTITUSI NEGERI Azhar Aziz Lubis; Fitra Youpika
Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran Vol. 20 No. 2 (2022): Wacana, Vol. 20, No. 2, Juli 2022
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jwacana.v20i2.24883

This descriptive qualitative research investigated lecturers’ perception on online learning during the COVID-19 pandemic era. This turned out that most of the lecturers are keen on running the teaching and learning activities online despite some problems which might repeatedly occurred during the class. However, most of the participants think that the online learning is difficult to do albeit they like it. Then, discussion is the most favorable method to do in the online learning activities. Some possible suggestions for future actions is needed.

Using critical discourse analysis to explore an authentic teaching material: A focus on language and power Sukma Septian Nasution; Nur Najibah Sukmawati; Azhar Aziz Lubis; Tommy Hastomo; Lodya Sesriyani
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16636

Many EFL students show anxiety when speaking English in Indonesia. Therefore, when it comes to pedagogical context, critical discourse analysis (CDA) has a significant role to explore linguistics unit, socio-cultural context, and ideology of the text learners need to understand. This study aims at analysing the relation of language and power behind a text entitled ‘Driving Age, Increasing’ and making use of it to pedagogical context. The chosen text is an authentic material adopted from ‘Debatabase’, a book on building argumentative skills. By using Fairclough’s model (1989), the text was examined through three steps of Critical Discourse Analysis (CDA), namely description, interpretation, and explanation. Then, the analysis is interrelated with the nature of discussion text taught to the learners. The result of the analysis shows that the text is dominated by material, verbal, and relational processes, formal, complex, repetitive, evidence-based, multi-perspective, and over-wording dictions underpinned in an institutionalized social activity and unspecialized semantic domain. Further, the relationship between the author and the readers indicates there is equality in power shown by the provided equal analytical perspectives and evidence-based arguments to both conflicting parties toward the issue. As it fits the nature of discussion text, the paper ends with recommendations for EFL teachers to make use of CDA in raising learners’ language awareness.

Metacognitive Strategies Employed by English Students in Reading Comprehension Devina Septiani; Azhar Aziz Lubis; Sufiyandi, Sufiyandi
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.1009-1022

This research aims to investigate the metacognitive strategies employed by English students at Bengkulu University in reading comprehension. This research was a descriptive quantitative study with the design was survey. The design intends to describe the students’ frequencies in employing metacognitive strategies and also the students’ awareness of metacognitive strategies appropriateness in reading comprehension. The population of this study was English students in KIP Faculty at Bengkulu University. The sample was 92 of English students overall. The sample was taken by using simple random sampling technique. The data were collected by using MARSI questionnaire by Mochtari & Reichard. The data obtained from questionnaire was analyzed by using scoring rubric of MARSI questionnaire and used mean formula to calculate the students’ results. The results have revealed that students highly preferred to employ Problem Solving Strategies (3.00) in reading. Global Reading Strategies was the medium strategy preferred by students (2.88). The least strategy preferred by students was Support Reading Strategies (2.82).The result also indicated that English students are frequently employee metacognitive strategies in reading. As conclusion, this study has revealed that students most frequently employed problem-solving strategies (PROB). The study has also found that students have medium awareness of metacognitive strategies appropriateness in reading.

PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading Across English Proficiency Lubis, Azhar Aziz; Sulistyo, Gunadi Harry
Dinamika Ilmu Vol 18 No 1 (2018): Dinamika Ilmu, 18(1), June 2018
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This factorial quasi-experimental 22 study aimed to corroborate the effect of PRWR strategy compared to Translation and Reading Aloud on students’ academic content-area reading comprehension as observed from their English proficiency. The interaction between the strategy and English proficiency was also examined. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a questionnaire on students’ perception towards the PRWR strategy. Both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that of taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension.

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