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All Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE International Journal of Innovation and Education Research
Anggun Citra Sari Dewi
Universitas Bengkulu
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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SELF ASSESSMENT FOR HIGHER LANGUAGE LEARNERS’ AUTONOMY Gita Mutiara Hati; Wisma Yunita; Anggun Citra Sari Dewi
JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 2: August 2021
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v6i2.15418

Abstract

The objective of this research is to describe how the use of self-assessment could improve learners’ autonomy. This study employed an action research design involving freshmen of English Education Study Program University of Bengkulu as the subject of the research. This action research was conducted in the Intensive English Course. The cycle of research consisted of plan, action, observation, and reflection. The cycle consisted of fifteen meetings covering four themes of materials. During the meetings, students were instructed to do self-assessment guided by the instructor after they have finished learning each theme. The indicator of success for this research was at least 25% students were categorized as having Very High level of autonomy, while the rest were at High level of autonomy. To measure the level of learners’ autonomy, a questionnaire was used. The questionnaire covers nine aspects of autonomy with the total fifty items. It was given to the subject at the end of the cycle. From the analyzed data, it was found that after only conducting one cycle of the action research, the indicator of success in this research was achieved. Hence, there was no need to continue it to the second cycle. From the result, 30% of students were categorized as having Very High Learning Autonomy.
Perceived Benefits and Challenges of Using Note-Taking in Intensive Listening among University Students Tiara Azzahra Marpaung; Anggun Citra Sari Dewi
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.47698

Abstract

One of the best strategies to support listening comprehension is note-taking strategy. In this study, students' perceptions of the benefits and challenges of using note-taking strategies were explored especially in Intensive Listening class. A mixed-methods approach was used involving 28 first-semester students in the English Language Education Department at the University of Bengkulu. Quantitative data were collected through a Likert-scale questionnaire adapted from Dunkel and Davy (1989) which consist of 19 questions in 3 subparts, while qualitative data were obtained through semi-structured interviews. Findings of the study indicate that students view note-taking positively, as it helps them capture main ideas, organize information, reduce cognitive load, and increase focus during listening activities. Students also believe that note-taking strategy improves their performance on listening tasks and exams. However, challenges such as limited English proficiency, difficulty multitasking while listening, and a lack of effective note-taking techniques were identified. This study demonstrates the need for explicit instruction in note-taking strategies to maximize their effectiveness in Intensive Listening classes.
Developing an English for Presentation Textbook to Support Speaking Skills in General English Course Adelia Puspa; Anggun Citra Sari Dewi; Perti Rosanda
International Journal of Innovation and Education Research Vol. 5 No. 1 (2026): International Journal of Innovation and Education Research (IJIER)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v5i1.50844

Abstract

The ability to deliver effective presentations in English has become an essential competency for university students. However, many students enrolled in the General English course still experience difficulties in organizing presentations, using appropriate presentation expressions, and delivering ideas confidently. In addition, instructional materials specifically designed to support English presentation skills in General English contexts remain limited. This study aimed to develop and validate an English for Presentation textbook to support students' speaking skills in General English courses at the University of Bengkulu. The study employed a Research and Development (R&D) design adapted from Borg and Gall, involving needs analysis, product development, expert validation, field testing, and product revision. Data were collected through classroom observations, interviews, focus group discussions, and questionnaires administered to expert validators and students. Qualitative data were analyzed using an interactive analysis model, while quantitative data were analyzed descriptively using percentages. The findings revealed that the developed textbook successfully addressed students' learning needs by integrating presentation language, presentation strategies, and practical speaking activities into a structured learning resource. Expert validation indicated that the textbook was valid in terms of content, presentation, and language, while the field trial showed that more than 90% of students responded positively to its clarity, relevance, and usability. These findings suggest that the textbook is both valid and practical for use in General English courses and may serve as an alternative instructional resource to support the development of students' English presentation skills in higher education. Keywords: English for Presentation, Instructional Material Development, General English, Presentation Skills, Research and Development
Co-Authors Adelia Puspa Fernandita Gusweni Jayanti Gita Mutiara Hati Perti Rosanda Tiara Azzahra Marpaung Wisma Yunita