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All Journal PREMISE: Journal of English Education and Applied Linguistics Pubmedia Jurnal Pendidikan Bahasa Inggris
Yuliantari, Shinta
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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CORRELATION BETWEEN STUDENTS’ SELF-EFFICACY LEVEL AND THEIR SPEAKING ACHIEVEMENT Yuliantari, Shinta; Femilia, Praptika Septi
Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v12i2.4836

Abstract

English Educational students should have good or even high speaking ability because they are English teacher candidates who are expected to be able to speak English very well. They will speak English a lot when they become teachers later. If they have a low speaking ability, there might be a misunderstanding and them and their students. This study aims to determine if there is a positive correlation between the self-efficacy of English students and their speaking skills. The research utilized a correlational examination plan to examine the students' self-efficacy. The study used the self-efficacy Questionnaire and the speaking test for the 6th-semester English students of UIN KHAS. The sample size was composed of 137 students and used the Slovin formula. The sample total in this research is 34 consisting of 7 males and 27 females. Instrument Instruments for this research are a speaking test and a questionnaire. The information was examined using Statistical Package for Social Sciences (SPSS) 16.0 program. Researchers utilized the Pearson product-moment correlation to discover the correlation result. The correlation result is r count = 0.848, and the significance value is ρ = 0.000. The r table for N = 34 is 0.329. Therefore, the r count is more than the r table (0.848 > 0.329), indicating a strong correlation. In addition, the significance value is less than 0.05 (0.000 < 0.05). Therefore, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted.   
Integration of Culturally-Responsive Teaching in English Learning Yuliantari, Shinta; Huda, Tanzil
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 1 No. 1 (2023): October
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v1i1.17

Abstract

This article explores the integration of culture-responsive teaching in English learning within the context of the new paradigm in education. As education systems become increasingly diverse and multicultural, there is a growing recognition of the importance of incorporating students' cultural backgrounds and experiences into the learning process. The new paradigm in education emphasizes a student-centered approach, where the focus is on promoting inclusivity, equity, and cultural competence in the classroom. Through a qualitative research design, this study examines the implementation of culture-responsive teaching in English language classrooms in a secondary school setting. Data were collected through classroom observations and interviews with teachers. The research aimed to understand how culture-responsive teaching practices are incorporated into English language instruction and the impact on student engagement and language proficiency. The findings indicate that the integration of culture-responsive teaching in English learning enhances student motivation and fosters a positive learning environment. By incorporating culturally relevant content and instructional strategies, teachers can create meaningful connections between students' cultural backgrounds and the language they are learning. This approach promotes a deeper understanding of language concepts and fosters a sense of belonging among students from diverse cultural backgrounds.
Co-Authors Femilia, Praptika Septi Tanzil Huda, Tanzil