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Students’ Learning Strategies for Developing Speaking Ability Sofyan A. Gani; Dian Fajrina; Rizaldy Hanifa
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

This study was done to study the learning strategies used by both low and high performance speaking students in developing their speaking skills as well as the differences between the learning strategies used by both groups of learners. The reason for conducting this research was the fact that the competency of many students in speaking English was still considered unsatisfactory in Banda Aceh. We postulated that one aspect involved in the process of developing speaking skills was the learning strategies used by the learners. In this study, the data was collected through field research by means of documents, questionnaires, and interviews. The result of this study indicated that high performance speaking students had better balance in using all kinds of learning strategies (memory, cognitive, compensatory, metacognitive, affective, and social) for enhancing their speaking skills; the same could not be found with low performance speaking students. Besides, the high performance students employed more learning strategies consciously and appropriately compared to the low performance students. Based on the research results, it is suggested that students should be trained to be more aware of their own speaking learning strategies. They should use appropriate language learning strategies more consciously, purposefully, and frequently to be more successful in developing their speaking skills.

Factors generating anxiety when learning EFL speaking skills Rizaldy Hanifa
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

The mastery of communication skills is undeniably considered the most important aspect in modern-day EFL contexts. Nevertheless, becoming communicatively competent is particularly difficult for foreign language learners as it is influenced by a number of factors including affective factors. Among the several affective factors which affect foreign language learning especially speaking, anxiety emerges to be the crucial one that has a devastating effect on the oral performances of students. This paper reviews the speaking anxiety phenomenon in the field of foreign language learning. The possible factors that cause speaking anxiety to come into play are described and discussed in accordance with the central themes appearing from an examination of relevant literature. The central themes are (1) cognitive factors covering topics, genre, interlocutors, and processing demands; (2) affective factors dealing with feelings towards the topic and/or the participants, and also self-consciousness; and (3) performance factors concerning mode, degree of collaboration, discourse control, planning and rehearsal time, time pressure and environmental conditions. Understanding the nature of this anxiety and the sources it springs from thoroughly should help both teachers and learners to gain more insights and find ways with which to deal with anxiety in EFL classrooms.

Factors generating anxiety when learning EFL speaking skills Rizaldy Hanifa
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v5i2.10932

The mastery of communication skills is undeniably considered the most important aspect in modern-day EFL contexts. Nevertheless, becoming communicatively competent is particularly difficult for foreign language learners as it is influenced by a number of factors including affective factors. Among the several affective factors which affect foreign language learning especially speaking, anxiety emerges to be the crucial one that has a devastating effect on the oral performances of students. This paper reviews the speaking anxiety phenomenon in the field of foreign language learning. The possible factors that cause speaking anxiety to come into play are described and discussed in accordance with the central themes appearing from an examination of relevant literature. The central themes are (1) cognitive factors covering topics, genre, interlocutors, and processing demands; (2) affective factors dealing with feelings towards the topic and/or the participants, and also self-consciousness; and (3) performance factors concerning mode, degree of collaboration, discourse control, planning and rehearsal time, time pressure and environmental conditions. Understanding the nature of this anxiety and the sources it springs from thoroughly should help both teachers and learners to gain more insights and find ways with which to deal with anxiety in EFL classrooms.

Students’ Learning Strategies for Developing Speaking Ability Sofyan A. Gani; Dian Fajrina; Rizaldy Hanifa
Studies in English Language and Education Vol 2, No 1 (2015)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v2i1.2232

This study was done to study the learning strategies used by both low and high performance speaking students in developing their speaking skills as well as the differences between the learning strategies used by both groups of learners. The reason for conducting this research was the fact that the competency of many students in speaking English was still considered unsatisfactory in Banda Aceh. We postulated that one aspect involved in the process of developing speaking skills was the learning strategies used by the learners. In this study, the data was collected through field research by means of documents, questionnaires, and interviews. The result of this study indicated that high performance speaking students had better balance in using all kinds of learning strategies (memory, cognitive, compensatory, metacognitive, affective, and social) for enhancing their speaking skills; the same could not be found with low performance speaking students. Besides, the high performance students employed more learning strategies consciously and appropriately compared to the low performance students. Based on the research results, it is suggested that students should be trained to be more aware of their own speaking learning strategies. They should use appropriate language learning strategies more consciously, purposefully, and frequently to be more successful in developing their speaking skills.

Using Online Media for Extensive Listening Practices: Students’ Self-Reflections from the Extensive Listening Logbook Siti Rahimah Yusra; Rizaldy Hanifa
Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 24, No 2 (2023)
Publisher : Fakultas Bahasa dan Seni UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/komposisi.v24i2.126565

Despite the fact that technology and online media’s great contributions on extensive listening practices, students who are unaccustomed to such activities would find the practice challenging. The current study investigated 20 first-semester university students undertaking extensive listening practices which were recorded into logbooks. The researchers aimed to map out students’ reflections on challenges and satisfaction towards the media and listening practices under a descriptive qualitative research, utilizing document analysis. Results of data analysis shows that the freedom of choice given to students while undertaking extensive listening activities through online media brought positive responses on the overall students’ satisfaction on the listening practice. Nevertheless, the unsorted levels of difficulty, unfamiliar words, foreign accents, and speed of speech from the media became the barriers mostly encountered in understanding the language contents. Furthermore, unsatisfactory listening experiences were also reported by a few students. Thus, it is advisable that teachers who implement extensive listening practices to offer help for learners to be more aware of their current and future potential to make sure learning more efficiently. It is highly expected that through frequent interactions with the listening inputs from various sources, students would enhance their metacognitive strategies to have better control of their learning.

Category and Syntactic Functions in the Collocation of the Words Wabah and Pandemic: A Corpus Linguistics Overview Aditya Rachman; Rizaldy Hanifa; Ayu Gustia Ningsih; Selfi Mahat Putri; Ridha Hasnul Ulya
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4772

The COVID-19 pandemic has transformed many aspects of life, including language. Words such as 'outbreak' and 'pandemic' frequently appear in COVID-19-related news, and both carry similar meanings in referring to the rapid spread of contagious diseases that affect a large number of people in extensive areas. Although these terms are often used interchangeably, it remains unclear how they are employed in various sentence contexts. This research aims to analyze the categories and syntactic functions of the collocation of the words 'outbreak' and 'pandemic' in the Nusantara Corpus using a corpus linguistics method. The study utilizes a combined quantitative and qualitative approach to examine the collocation of 'outbreak' and 'pandemic' in the Nusantara Linguistic Corpus. Data analysis is based on corpus linguistic theory and collocation theory. The research findings indicate that the collocation of 'outbreak' and 'pandemic' words is identified in the Nusantara corpus. The frequency of the word 'outbreak' reaches 195 occurrences, while 'pandemic' appears 1,229 times. Therefore, it can be concluded that the collocation of 'outbreak' and 'pandemic' words can be syntactically categorized as verbs, nouns, adjectives, and prepositions. Moreover, in terms of syntactic functions, the collocation of 'outbreak' and 'pandemic' is classified as subjects, objects, complements, and adverbials. This research can be implemented in the use of 'outbreak' and 'pandemic' collocations in sentence construction by considering categories and syntactic functions to avoid semantic errors based on the correct context.

Lecturers’ Perspectives on The Use of Chat GPT (Generative Pre-training Transformer) in English Writing Classes Rahmawati, Liza; Hanifa, Rizaldy
Journal of English Language Teaching Vol 13, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i2.128586

This study aimed to figure out how English Language and Literature Department lecturers’ perspectives on the use of chat GPT (Generative Pre-training Transformer) in English writing classes. This research used a qualitative descriptive design. The participants in the study were eight English Language and Literature Department lecturers who have taught and currently teaching in writing classes and have found student assignments that use AI or chat GPT. The data were collected using open-ended questionnaires and interviews. The findings showed that English Language and Literature Department lecturers’ have a positive perspective on the use of chat GPT in writing class. Besides that, the data revealed some students still often misused the chat GPT to complete writing tasks. Related to this, lecturers apply strategies to detect student assignments that use AI assistance or Chat GPT by using Turnitin application and checking the students writing pattern. Therefore, educators or lecturers are strongly advised to be able to develop their potential in following the era of technological development by utilizing various applications that can detect student assignments using AI assistance or chat GPT and the like.

Senior High School Students’ Perception of Using Wordwall Toward Their Motivation In Learning Vocabulary Hafifah, Aura; Hanifa, Rizaldy
Journal of English Language Teaching Vol 13, No 3 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i3.129630

This study aims to find out what students' perceptions of the use of wordwall as a learning media on vocabulary learning motivation. This study used descriptsive research design with quantitative descriptive approach. The research participants were 64 students of senior high school levels from two classes in the 2023/2024 academic year. The data were collected by using questionnaire base on ARCS theoretical motivation model. The findings showed that most of the students had very high motivation in using wordwall in English vocabulary learning concerning attention, confidence, satisfaction and relevance aspects. In addition, the findings revealed they feel enthusiastic and motivated by the use of wordwall which offers a variety of word games equipped with various features including audio, images, ranking scores, moving animations. Therefore, teachers are highly recommended to use learning media such as wordwall in the process of learning English vocabulary. In addition, it is suggested for students to be able to utilize wordwall to learn vocabulary autonomously while playing in and out of the classroom. Furthermore, future researchers may implement wordwall in various other language skills.

Implementation of Duolingo Application as Learning Media to Improve Student’s Speaking Skill at SMK Pariwisata Aisyiyah Sumbar Adinilachry, Athaariq; Hanifa, Rizaldy
Journal of English Language Teaching Vol 13, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i2.128479

The teaching and learning process is closely related to the use of gemification. Many English teachers use gemification as a medium to help them in teaching. For teachers, the use of gemification in the teaching and learning process can make students have fun and interesting learning. For some students, gamification may be beneficial for them in learning English. Therefore, researchers want to know students' perceptions of using the Duolingo application as a speaking learning medium. This study was a Classroom Action Research. A classroom Action Research (CAR). This research was conducted at Aisyiyah Tourism Vocational School, West Sumatra. Participants, 20 students from second grade, gave positive perceptions about the Duolingo application. This research shows that most students prefer to learn to speak English using the Duolingo application as a medium. There are several advantages that can be taken from using the Duolingo application as a medium for learning to speak English, such as it is easy for them to understand the material, they are more enthusiastic and motivated in learning to speak English, Duolingo can eliminate boredom in learning and also encourage them from new ideas in learning.

The Exploration of Students’ Perceptions of Using the EWA Application for Learning English Vocabulary at SMA Negeri 15 Padang Zahra, Afifah; Hanifa, Rizaldy
Journal of English Language Teaching Vol 13, No 3 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i3.129830

This research aimed to explore students’ perceptions of using the EWA application as a learning media in learning vocabulary. The research employed a descriptive qualitative approach to depict the experiences of the research subject. The research participants were 32 senior high school students of eleventh in 2023/2024 the academic year. The data were collecting by using questionnaires and interviews. The findings showed that majority of students had positive perception in using the EWA application for learning vocabulary. In addition, students felt interested and motivated in learning English, especially vocabulary, because it provides exciting pictures, video, and games that makes they enjoy using it anytime and anywhere. Besides that, the data revealed that students encounter challenges with their internet connection while using the application. Therefore, teachers and schools play a crucial role in helping students utilize their educational application such as EWA as learning media in the process of learning English vocabulary. It was recommended for students to be able in utilizing EWA inside or outside the classroom and for next researcher can utilize the EWA app in other language skills through a wider sample.

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