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Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor Jln. K.H. Soleh Iskandar Km.2 Tanah Sereal Bogor 16162 Telp./Fax.: (0251) 336325� E-mail: uika.bogor.ac.id
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INDONESIA
English Journal
Published by Universitas Ibn Khaldun Bogor
ISSN : 18583490     EISSN : 26543400     DOI : http://dx.doi.org/10.32832/english
Core Subject : Education,
Education
1) Foreign, Indonesian, vernacular, and Malay language learning, 2) Linguistics; (3) Applied linguistics, and 4) Literature and its teaching and learning. All articles sent to our journal should have never been published or sent to other journals.
Arjuna Subject : Umum - Umum
Articles 133 Documents
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LEARNING LOSS IN ONLINE WRITING INSTRUCTIONAL PROCESS Imaniar, Restu; Andang Saehu; Juhana
ENGLISH Vol 18 No 2 (2024)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

This qualitative study focused on reporting online teaching and learning English writing and identifying the reasons beyond learning loss in the pandemic. It focused on 50 third-grade students, 4 English teachers, and 5 parents at an upper secondary school level in Sukabumi. They were selected purposively. The instruments used were questionnaires, observations, and interviews. The results revealed that online learning significantly changed the teaching preparation and process. Teachers and students had to adapt to new pedagogical approaches, from face-to-face to online classes. Effective online English learning requires well-structured, scheduled, and coordinated learning activities to enhance effectiveness. The pandemic posed challenges to online learning, including technological issues, a lack of discipline, and creative activities. English learners faced difficulties such as collaborative planning, accessibility issues, and multimedia resource use, whereas parents and teachers faced difficulties in supervising and managing work schedules and providing support. Online education had a significant impact on English learning, enhancing interaction through complicated materials and addressing the lack of face-to-face interaction and internet connectivity.
THE CORRELATION BETWEEN STUDENT LISTENING ANXIETY AND LISTENING COMPREHENSION SKILL IN CRITICAL LISTENING CLASS Huwaidah, Faiqohan Salsabila
ENGLISH Vol 18 No 2 (2024)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

ABSTRACT This study investigates the relationship between listening anxiety and listening comprehension in critical listening classes. The research is motivated by the crucial role of listening skills in learning English as a foreign language and the challenges posed by listening anxiety, which can affect comprehension. The objectives are to assess the impact of the Project-Based Learning (PjBL) method on reducing students' listening anxiety and to explore the correlation between listening anxiety and listening comprehension in these classes. The research employs a correlational study design to analyze the relationship between two variables: listening anxiety (independent variable) and listening comprehension (dependent variable). The study involved two critical listening classes with a total population of 41 students, from which a sample of 25% was selected. Data were collected using a questionnaire adapted from the Foreign Language Listening Anxiety Scale (FLLAS) and a multiple-choice listening comprehension test. Analysis was conducted using SPSS 20.0 to determine the relationship between listening anxiety and comprehension. The results indicate that the average listening anxiety score among students falls within the “very good” range (81–87), suggesting low anxiety levels. Conversely, the average listening comprehension score is classified as “low,” with scores ranging between 53 and 61. The study finds a significant inverse relationship between listening anxiety and comprehension, meaning that higher levels of listening anxiety are associated with poorer listening comprehension, while lower anxiety levels are linked to better comprehension. These findings suggest that reducing listening anxiety could enhance students' ability to understand spoken language in critical listening contexts.
STUDENTS’ VIEWPOINT: EARLY 21ST CENTURY SKILLS IN ENGLISH AREA IN MAJENE REGENCY Nugroho, Dwi Adi; Hustiana, Hustiana; Asdar, Asdar; Ikhsan
ENGLISH Vol 18 No 2 (2024)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

This deconstruction sought to determine students' views on the implementation of English Area on their English language skills and early 21st century skills. English Area was executed because seeing the situation in Majene Regency, there were still many students who lack English skills. In addition, students did not yet have a place to study after school hours end. This program was applied to improve their abilities, namely early 21st-century skills that are associated with English learning. This study wss descriptive quantitative where the instruments employed in this study were questionnaires and observation guides. The questionnaire used contains six indicators of early 21st-century skills, namely collaboration, communication, creativity, critical thinking, character and collecting information. This study involved 28 students of grade VIII SMA 3 Majene. The results showed that the English Area program was able to improve collecting information skills with a value of 4.33, followed by collaboration and character skills with a value of 4.28. Therefore, further research needs to be done to enhance other early 21st-century skills associated with only one English skill so that the results are more significant. Keywords: Students' Viewpoint, English , Early 21st Century Skills, English Area

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