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Irwan Sulistyanto
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Jurnal Pendidikan Bahasa Inggris Proficiency
Published by Universitas Islam Kadiri
ISSN : 27164950     EISSN : 27750450     DOI : https://doi.org/10.32503/proficiency
Core Subject : Education, Social,
Education Social Sciences Other
Jurnal Pendidikan Bahasa Inggris Proficiency is published biannual on behalf of FKIP UNISKA, Kediri, East Java, Indonesia. This journal invites submission from lecturers, teachers, students of FKIP Uniska, and individuals concerned with topics related to English language teaching and learning. Jurnal Pendidikan Bahasa Inggris Proficiency welcomes researcher in both EFL and ESL context to publish professional or conceptual articles, and research articles formed in qualitative and quantitative study in the area of the following scopes: Analysis on English Literatures in English Education Context Discourse Analysis in English Education context ELT Material Development (K-12 and Higher Education) English Applied linguistics English for Specific Purposes in higher education English for Young Learners (K-12) and Adult (Higher Education) English Language Teaching in the four skills; listening, speaking, reading and writing English Language Testing and Evaluation Second Language Acquisition Translations in English Education
Arjuna Subject : Umum - Umum
Articles 6 Documents
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Search results for , issue "Vol 4 No 1 (2022): PROFICIENCY" : 6 Documents clear
THE EFFECT OF TEACHER SELF-EFFICACY TOWARD ENGLISH LEARNING ACHIEVEMENT THROUGH MOTIVATION AS A MODERATOR VARIABLE Damayanti, Adelia Shovi; Musafik, Mohammad Naim
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 4 No 1 (2022): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v4i1.2243

Abstract

In this study, the results of this research to analysis the effect of each variable. There are; (1) to analysis the significant effect of teacher self-efficacy toward English learning achievement, (2) to analysis the significant effect of motivation toward English learning achievement, (3) to analysis the significant effect of teacher self-efficacy toward motivation, (4) to analysis the significant effect of teacher self-efficacy toward English learning achievement through motivation. The results of this study (1) Teacher Self-Efficacy has no significant effect toward English Learning Achievement. (2) Motivation has significant effect toward English Learning Achievement. (3) Teacher Self-Efficacy has significant effect toward Motivation. And the last (4) Teacher Self-Efficacy toward English Learning Achievement through. Motivation has significant effect indirectly. The analysis of this study used descriptive quantitative approach as a research design. In this research questionnaire was used as a data collection instrument. The use of this questionnaire was intended to measure the variable (X1) teacher self-efficacy with a total of 16 questions in the form of statements, (X2) motivation with 15 questions in the form of statements and variable (Y) English learning achievement with a total of 15 questions in the form of statements. Using Google Form to find the significant effect of teacher self-efficacy toward English learning achievement through motivation as a moderator variable. In this study, researchers used a sample of 11th grade students of SMA Negeri 7 Kediri to determine the effect of each variable to be studied. The total population of grade 11 students is 392, so that from the total number of students, 198 students will be taken by random sampling.
THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING PRINCIPLES IN TEACHING BUSINESS LETTER WRITING AT GENTA ENGLISH COURSE Asrotinengseh, Asrotinengseh; Sulistyanto, Irwan
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 4 No 1 (2022): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v4i1.2248

Abstract

Letter writing is one of the communication form that only can be done by writing. writing skill is skill that can not be gotten by naturally, unlike speaking. White in Khoo (1981) writing is not natural talent. Due to the difficulty, CLT is one of teaching English approaches that highly recommended that has goal to develop the student’s communicative both in speaking and writing. The aim is to identify the teaching at GENTA English course in teaching business letter writing class, first, about the process of teaching, the obstacles, the factors obstacles, and the strategies to solve the obstacles. The design of this research is qualitative descriptive, the qualitative method employed for analyzing the implementation of CLT principles in teaching business letter writing at GENTA English Course. The imstruments used to collect the data are: interview guide line, observation chceklist, and documentation. The result for different finding, (1) The process which includes the preparation (syllabus, lesson plan, material, and attendance list), implementation (pre-teaching, whilst- teaching, and post-teaching), and evaluation, (2) the obstacles faced by teachers and students: some groups did not work significantly, time is sometimes over, the students are too noisy, (3) the factors caused the obstacles faced by teachers and students: the random grouping, time management, the topic is too interesting, students are enjoying the topic, and (4) the strategies to solve the obstacles: teacher may do the grouping considering the active students as the leading agent of each group, teacher should carefully plan the time management, teacher may give some limitations to the students’ participation in the classroom, and add more meetings so that the goals are achieved.
ONLINE ENGLISH TEACHING BY USING GOOGLE CLASSROOM AND ITS CHALLENGES DURING COVID-19 PANDEMIC AT SMAN 1 GEDEG MOJOKERTO Setiawan, Erik; Entusiastik, Entusiastik
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 4 No 1 (2022): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v4i1.2244

Abstract

This reseach aimed 1) to know the teachers and students carry out online English teaching and learning, 2) to know the challenges of online English teaching and learning, and 3) to know about how the teacher and students solve the challenges during carrying out online English teaching and learning of analytical exposition text during the Covid-19 pandemic. This research used a qualitative approach. The researcher took 2 classes (IPA-1 & IPS-2) as sample. In the data collection technique, researcher used observation, interview, documentation, and questionnaire. The data analysis in this research used flow model data analysis by Miles and Huberman: checking the validity of the data with credibility, transferability, dependability, confirmability. The results showed that 1) The implementation of Online English teaching and learning was good, 2) Both of teachers had the same challenges such as time management, giving appropriate the material, and also collecting the task from the students, and 3) Both of the teachers had the same solution such as giving long time for the students to learn in Google Classroom, giving the additional material from the internet or gave the students opportunity to private chat by WhatsApp or Google Classroom, and giving the students longer time to collect the task till the following day. After finding the result, it is expected to be able to do better research as a reference to improve in educational research
THE IMPLEMENTATION OF TEACHING LISTENING TOEFL AT TEST ENGLISH SCHOOL Hayati, Faizatul; Kurniawan, Erwin Hari
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 4 No 1 (2022): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v4i1.2245

Abstract

TOEFL test is requirement that must be done by some university, especially for English education department. From that situation, choose the right school to learn listening TOEFL. TEST English School is one of School or Course that focuses on the TOEFL preparation. This research conducted to describe the implementation of the TOEFL listening teachers at TEST English school in teaching TOEFL listening TOEFL. Descriptive qualitative method is used by this research. The data sources are the teachers of listening TOEFL, the director and 50 % students that learn listening TOEFL. Data collection technique in this research are interview, observation and documentation and three instrument there are interview guides, observation checklist and documentation. The data analysis technique in this research are reduction, data display and drawing conclusion. The result of this research are: 1) the teacher preparation in teaching listening TOEFL are syllabus, lesson plan and media, such as laptop, WhatsApp audio listening, projector, speaker, songs and Cambridge online dictionary, 2) the teachers do warming up before teaching, check the students’ homework, teaching by using clear explanation, good interaction with the students, solve the students’ problem, give the tips in doing the test and increase the students’ listening and give motivation to the students. 3) The evaluation done in every morning by doing test or scoring and done discuss the students’ problem in learning or doing the test in every Friday.
THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE (TPR) METHOD TO TEACH VOCABULARY IN E-LEARNING Dewi, Noviya Lakshita; Fatmawati, Ayu
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 4 No 1 (2022): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v4i1.2246

Abstract

This research was starting from the researchers' case about learning vocabulary for young learners who have to face the digital era, especially in the Pandemic era Covid 19. The researcher investigated one of suitable method for teaching vocabulary to young learners, which is called TPR. For this reason, the researcher wants to see the teaching of vocabulary to young learner using TPR. This research is a qualitative descriptive research. The subjects of this research are the owner of English Box Course, a vocabulary tutor and learners. Data collection in this research was carried out in three ways, namely: observation, interviews, and documentation and using three instruments there are observation checklist, interview guide, and list of documentation. Data analysis was carried out according to theory Miles and Hubermen, namely: data reduction, data display, and verification. The results of this research is explained into three parts: 1) The implementation of Total Physical Response (TPR) method in the term of planning, process and evaluation of teaching vocabulary through E-Learning: a) There are two steps in the planning, those are make a lesson plan and media preparation. b) The process of implementation of Total Physical Response (TPR) method to teach vocabulary in E-Learning is started with apperception. c) The evaluation is taken in general of learning-teaching process that aims to make sure understanding of the students. 2) The implementation of Total Physical Response (TPR) method in teaching vocabulary through E -Learning produce exciting and enjoyable response of two students. 3) It is conducted oral and movement assessment test of the implementation of Total Physical Response (TPR) method in teaching vocabulary through E-Learning.
THE ANALYSIS OF GRAMMATICAL ERRORS ON STUDENTS’ ESSAY WRITING BY USING GRAMMARLY Agustin, Ratna; Wulandari, Sri
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 4 No 1 (2022): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v4i1.2247

Abstract

Considering the importance of grammar knowledge in the process of writing essays to students, the researchers aimed to research and explain the grammar errors in the essays of students of the English Department at UNISKA Kediri. The research study is classified into qualitative study. The study analyzed 14 samples English Essays written by UNISKA students. To classify the different types of errors made by students and identify common errors in writing student essays are using triangulation method. The results of this research found types of grammatical errors in the students' essays consist of 7 total errors in the grammar section, including 19,66% were found in articles a/an/the error, 13,68% were found in punctuation errors, 11,97% were found in plural/singular error, 11,97% were found in preposition errors, 5,13% were found in tenses error, 0,85% were found in to + V1 error, and 0,85% were found in pronoun error. Those errors indicated the problems faced by students in writing essays. The most dominant grammatical error found is in the articles a/an/the error including 19,66%. Researcher also found students’ difficulties facing in writing their essays. That found students' questionnaire answers. Researcher found the students’ difficulties are selecting and developing topic, write a well structured sentence and paragraph, grammar, and vocabulary. Based on the findings of grammar errors in student essays, the researcher hopes students to be more aware of writing essays with the correct grammar, aware of the wrong grammar on their Essays and using Grammarly Application to help in writing essays.

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