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All Journal Parole: Journal of Linguistics and Education Jurnal Pendidikan dan Pengajaran Lingua Scientia Journal Jurnal Penelitian dan Pengembangan Pendidikan Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa RETORIKA: Jurnal Ilmu Bahasa Jurnal Pendidikan Bahasa Inggris Celt: A Journal of Culture, English Language Teaching & Literature Proceeding of International Conference on Teacher Training and Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Language Literacy: Journal of Linguistics, Literature, and Language Teaching Syntax Literate: Jurnal Ilmiah Indonesia English Language and Literature International Conference (ELLiC) Proceedings Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Community Service Learning International Journal of Language and Literature Journal of Education Technology Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) JOURNEY : Journal of English Language and Pedagogy Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Elsya : Journal of English Language Studies The Art of Teaching English as a Foreign Language (TATEFL) Indonesian Journal of Educational Development (IJED) Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat
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Journal : International Journal of Language and Literature

Need Analysis of Learning Material for English for Fashion Students at Ganesha University of Education Kadek Ristanti Pramudya; Ni Putu Era Marsakawati; Rima Andriani Sari
International Journal of Language and Literature Vol. 7 No. 3 (2023): August 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v7i3.80481

Abstract

This study aims to identify the learning materials needed by Fashion Design students at Ganesha University of Education in learning English, through the Needs Analysis approach. The background of this study is the importance of understanding English that is in accordance with the specific needs of the Fashion Design field. This study uses a qualitative method with instruments in the form of open questionnaires, interviews, and document analysis. The subjects of the study consisted of 20 students and 1 lecturer from the Fashion Design department. Data were analyzed using a qualitative descriptive approach involving the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the learning materials needed include: (a) knowledge and skills of English in the context of fashion design; (b) development of language skills relevant to the field; (c) use of learning activities that support multimodal literacy such as video, images, and audio; (d) relevant verbal and non-verbal language skills; and (e) materials and activities that support the improvement of students' vocabulary and grammar. These findings provide implications for the development of a more contextual and specific English curriculum for the Fashion Design field.
Language Learning Strategies Used By Vocational Study Program Students Made Rudiastika; Rima Andriani Sari; Ni Putu Era Marsakawati
International Journal of Language and Literature Vol. 7 No. 3 (2023): August 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v7i3.80625

Abstract

This study aims to identify the language learning strategies used by students and the factors that affect the selection of these strategies in the vocational study program of the Faculty of Languages and Arts at a public university in Bali. This research uses a mixed method, namely quantitative and qualitative approaches. The participants of this study are 50 students from two study programs, namely Visual Communication Design and United Kingdom for Business and Professional Communication. Data was collected through the Strategy Inventory for Language Learning (SILL) version 7.0 questionnaire developed by Oxford, which has been adapted and validated by two experts. This questionnaire consists of 50 statements divided into six categories of strategies, namely memory, cognitive, compensatory, metacognitive, affective, and social. The results showed that the most frequently used strategy by students was the metacognitive strategy (M = 4.00), followed by cognitive and memory strategies, while the least used strategy was the affective strategy (M = 3.53). In addition, the results of this study also show that the factors of the study program, academic achievement index, and student motivation affect the use of language learning strategies. Therefore, it is important to teach students the right language learning strategies, as they can help improve their learning outcomes.