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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture UAD TEFL International Conference SUMIKOLAH
Joppi Rondonuwu
Universitas Klabat
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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University student strategies to cope with anxiety in learning English Joppi Rondonuwu
UAD TEFL International Conference Proceedings of the 5th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v2.5757.2019

Abstract

This article has been prepared to report a quantitative study that revealed the strategies of students of English major and non-English major to cope with anxiety in the learning of English as a foreign language, including the description of student anxiety in learning English and strategies to cope with English learning. The respondents consisted of 173 students from English major and 173 students from non-English major of a private university in North Sulawesi Province.  The validated adapted constructs of the questionnaire, namely strategies and anxiety, were originally proposed by He and Horwitz, Horwitz, and Cope respectively. The research findings showed that both English major and non-English major students had no significant difference in their strategies to cope with anxiety in learning English and in their level of anxiety in learning English. However, there were four strategies to cope with anxiety in learning English which significantly contributed to the anxiety in learning English as a foreign language.
Mentoring Style, Self-Description, and Academic Achievement in English Class Simanungkalit, Ate Gueen; Rondonuwu, Joppi Jacobus
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 5 No. 1 (2020): Acuity: Journal of English Langauge Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v5i1.2219

Abstract

The intention of the study was to examine student mentoring, self-description, and academic achievement in a selected private university in Jakarta, Indonesia. There were 150 respondents in the study. The 2 instruments used for collecting data were adopted from Cohen (1995) for identifying the mentoring style of the mentors of the students, and from Marsh (1999) for identifying self-description of the students. The analysis of data employed descriptive statistics (independent t-test) as well as Chisquare, One-way ANOVA, and Two-way ANOVA. The research inquiries focused on the following issues: (1) identifying the mentoring style, self-description, and academic achievement of the students; (2) the relationship of mentoring style, self-description, academic achievement, and demographic profiles; and (3) the interactive effects—individual and joint—of mentoring style, self-description, and student academic achievement. The findings of the study showed that 2 mentoring styles were predominant among their mentors: relationship emphasis and mentor model; students perceived themselves with a self-description focused on spiritual values; and students had high academic performance. Both male and female students perceived similar mentoring styles among their mentors, while, 1st year and 2nd year students perceived mentoring style to be different among their mentors. In self-description, differences were found between genders while there was no difference found between 1st and 2nd year students. There was no difference found between gender and year of study in the academic achievement, the students showed high performance. Mentoring style and self-description did not have a significant individual or joint difference on academic achievement. Since the students, as a whole had high academic achievement, this study seemed to suggest that the different mentoring style did not have a difference on their academic achievement. However, that did not mean that mentoring did not work. On the contrary, it seemed that mentoring, regardless of style—based on the high academic achievement scores—did work. However, there was also the possibility that high achieving students might not need mentoring for improving their academic achievement.
Learning Styles and English Learning Achievement Simanungkalit, Ate Gueen; Lasut, Anastasya Belinda; Rondonuwu, Joppi Jacobus
DIDASCO Vol 1 No 2 (2023): August 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Klabat

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study was to determine the relationship between the learning styles and English achievement of a selected private Junior High School students in Manado. This research also showed the description of the student learning styles and English learning achievement. An adapted questionnaire was used to gather data from 182 student participants, wherein 55 students participated in the pilot study and 127 students participated in the actual study. The data were analyzed and interpreted with a statistical software which included the use of both descriptive and inferential statistics. The descriptive statistic showed that the students had high level of all the six learning styles and a very good level of English achievement. Analysis of inferential statistics revealed that there was no significant relationship between each of the six learning styles and English achievement. Keywords—learning style, English learning achievement Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara gaya belajar dan prestasi bahasa Inggris siswa salah satu SMP swasta yang dipilih di Manado. Penelitian ini juga menunjukkan gambaran gaya belajar siswa dan prestasi belajar bahasa Inggris. Kuesioner yang disesuaikan digunakan untuk mengumpulkan data dari 182 peserta siswa, di mana 55 siswa berpartisipasi dalam studi uji coba dan 127 siswa berpartisipasi dalam studi yang sebenarnya. Data dianalisis dan diinterpretasikan dengan perangkat lunak statistik yang meliputi penggunaan statistik deskriptif dan inferensial. Statistik deskriptif menunjukkan bahwa siswa memiliki gaya belajar yang tinggi dan tingkat pencapaian bahasa Inggris yang sangat baik. Analisis statistik inferensial mengungkapkan bahwa tidak ada hubungan yang signifikan antara masing-masing dari enam gaya belajar dan prestasi bahasa Inggris. Kata kunci—gaya belajar, prestasi belajar bahasa Inggris
Co-Authors A. G. Senduk Ameli Sedubun Ate Gueen Simanungkalit Lasut, Anastasya Belinda Markus Sugeng Nihta Vera Frelly Liando