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p-Index From 2021 - 2026
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All Journal GLOBAL: Journal of Language and Humanity Education
Solihin
STKIP Paracendekia NW Sumbawa
Languange, Linguistic, Communication & Media

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THE ROLE OF ENCOUNTER PROJECT ON STUDENTS’ MOTIVATION TO LEARN TO SPEAK ENGLISH Solihin; Aris Dwi Intan Aprianti; Dita Rezkia Utami; Mayang Sari
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 1 (2023): August 2023
Publisher : STKIP Paracendekia NW Sumbawa

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Abstract

This study was aimed at finding out the role of encounter project on students’ motivation to learn to speak English. Two research questions led this study: 1) What is the role of encounter project on students’ motivation to learn to speak English? 2) How are the students’ efforts to learn to speak English as the consequence of their speaking motivation after doing encounter project? Mixed-methods approach was applied. The genre of the qualitative method was case study, in addition to the descriptive quantitative. The number of the participants of this study was 15 students who continuously went to talk with English speaking tourists upon the completion of their “encounter project”. The results show that the role of encounter project is to lead the students to have not only instrumental motivation in learning to speak English, but also wider expectations named integrative motivation. The students’ efforts to learn to speak English as the consequence of their speaking motivation after conducting encounter project are in forms of their activities outside and inside the classroom. Classroom activities are in forms of their attention to classmates’ and lecturers’ accents, whether their accent refers to Australian, American or British. They also take notes of the terms used in the conversations among student-student and student-lecturer. Outside classroom efforts are in forms of their consistency to meet tourists, organize English camps, run speaking club and English goes to school. They also collected videos regarding the accents and different uses of the terms among Australian, American and British.
THE IMPACTS OF THE USE OF EDUCATIONAL TECHNOLOGY IN LEARNING ENGLISH IN THE POST PANDEMIC ERA: A CASE AT STKIP PARACENDEKIA NW SUMBAWA Warda Martia; solihin
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/v7jb1n38

Abstract

Around the beginning of 2022, the Indonesian government implemented the new normal era as the sign of the end of Covid-19 gradually. However, the activities of the Indonesian people as a whole did not return to normal as usual. For example, in the education sector, especially in STKIP Paracendekia NW Sumbawa, it continued to apply Blended Learning System (BLS) in the learning process at the institution. Therefore, it was needed to conduct a research to know the impact of using educational technology in the post-pandemic learning process at STKIP Paracendekia NW Sumbawa as a basis for consideration in policy making at the institution. The purposes of the study were: 1) To identify what kind of educational technology is used to learn English in the post pandemic era; 2) To find out how those educational technologies are applied; and 3) To reveal the impacts of using educational technologies for learning English in the post-pandemic era. This research was conducted by using qualitative method. By this method, the purposive-sampling technique was used to determine the research subjects (4 participants). The techniques of data collection used triangulation-technique (observation, interview, and documentation) which were analyzed by reduction, display, and conclusion drawing and verification. Based on the results of the data analysis, there were various educational technologies (are LMS or Moodle, Zoom, Whatsapp, KAHOOT, and Quizess) that were applied at STKIP Paracendekia NW Sumbawa which were applied by combining them comprehensively instead of partially. The impact of educational technologies for lecturer generally has more positive sigificances than the negative ones. Meanwhile, for students, the educational technologies have various impacts which depend on the student’s ability and the situation
IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH TEXT PROJECT FOR THE SEVENTH GRADE STUDENTS OF MTS. AL-MAJIDIYAH NW SUMBAWA Mayang Sari; IGA Widari; Solihin
GLOBAL: Education Language and Humanity Journal Vol. 1 No. 2 (2024): February 2024
Publisher : STKIP Paracendekia NW Sumbawa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66355/6fkh7k26

Abstract

This research was aimed at investigating whether “text project” if it could improve the vocabulary mastery of the students of the seventh grade of MTs. Al-Majidiyah NW and finding out how “text project” could improve their vocabulary mastery. The subjects of this research were the seventh grade students of MTs. Al-Majidiyah NW Sumbawa. There were 25 students in the class. In conducting this research, classroom action research (CAR) was applied. There were two cycles in this research which were carried out in four steps, namely planning, acting, observing, and reflecting. The data were gained through observation, documentation, and test. To analyze the data, qualitative and quantitative methods were used. Qualitative method was used to analyze the observation and documentation data. Meanwhile, the quantitative method was used to analyze the data obtained through the test. The results of the observation, documentation, and test showed that “text project” could improve the students’ vocabulary mastery. The test result in cycle I showed that the research was not successful as the classroom performance criterion that was achieved was only 72% which was still below the determined criterion (85%). After fixing and replanning some parts in cycle I, the results in cycle II, demonstrated “successful” achievement. This was because the classical performance criterion that was reached was 88%, which was already above the required criterion (85%). In other words, the improvement was 16%. Therefore, the action hypothesis of this research was accepted, that “text project does improve the students’ vocabulary mastery”.
Co-Authors Aris Dwi Intan Aprianti Dita Rezkia Utami IGA Widari Mayang Sari Mayang Sari Warda Martia