Jurnal Pendidikan Bahasa Inggris Proficiency
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
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<![CDATA[USER EXPERIENCE OF LMS UNISKA AS AN E-LEARNING PLATFORM WITH THE TAM METHOD ]]>
<![CDATA[Agustyas, Ricky Dwi]]>;
<![CDATA[Kurniawan, Erwin Hari]]>;
<![CDATA[Sulistyanto, Irwan]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY ]]>
Publisher : <![CDATA[FKIP UNISKA ]]>
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DOI: 10.32503/proficiency.v6i2.5354
<![CDATA[This study examines the user experience of the UNISKA LMS platform, implemented for blended learning at Kadiri Islamic University, utilizing the Technology Acceptance Model (TAM). The descriptive qualitative research, conducted with students and lecturers from the Department of English, collected data through observation, interviews, and documentation. Results show that the platform's perceived ease of use and usefulness significantly impact its acceptance. Users generally found the LMS beneficial for organizing study materials and enhancing engagement through multimedia integration. However, initial challenges included unfamiliarity with the system and technical issues like page maintenance problems and manual quiz input. Despite these issues, the platform facilitated a smooth transition from traditional to online learning environments, underscoring its potential to support modern educational practices. Improvements in system stability and feature simplicity are recommended to enhance user satisfaction and effectiveness. The findings contribute to understanding the practical application of LMS platforms in higher education, aligning with global trends in e-learning and ICT-based education models.]]>
<![CDATA[CODE MIXING ANALYSIS OF @SKIPBERAT X-ACCOUNTS' TWEETS ]]>
<![CDATA[Zahro', Naura Izza]]>;
<![CDATA[Nafihima, Fika Ar-Rizqi]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, English Department, UNISKA, Kediri ]]>
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DOI: 10.32503/proficiency.v6i2.5593
<![CDATA[Numerous studies in the field of discourse analysis (DA) have utilized X application as their primary data source. This study examines code-mixing in tweets from the '@skipberat' Xaccount between May 18, 2024, and June 18, 2024. Using descriptive qualitative with focus on discourseanalysis, it explores the types of code mixing used by the X user ‘@skipberat’ in his tweets. The research identifiesand categorized the tweets into three types of code mixing namely insertion,alternation, and congruent lexicalization. Findings highlight that insertion emerging as the most frequent form followed by alternation and congruent lexicalization.Insertion code-mixing occurs when the speakers insert lexical items into another language.The example from the ‘@skipberat’ tweet is‘Panjang umur aespa karir kalian bakal longlasting’. The English word ‘long lasting’ is inserted in the last and it does not change the grammatical so it is categorized into insertion code mixing. There is still a lot of tweets can be analysedby code mixing or others issues in Discourse Analysis so the next researcher can explore more.]]>
<![CDATA[TEACHERS PERSPECTIVES REGARDING THE IMPLEMENTATION OF MERDEKA BELAJAR IN ENGLISH CLASS: AN EXPLORATORY STUDY IN INDONESIAN CONTEXT ]]>
<![CDATA['Ainiyah, Aylul Fajrinniar]]>;
<![CDATA[Prasetyarini, Aryati]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY ]]>
Publisher : <![CDATA[FKIP UNISKA ]]>
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DOI: 10.32503/proficiency.v6i2.5195
<![CDATA[This research was conducted to determine English teachers' perspectives, efforts, and challenges in implementing the Merdeka Belajar (Freedom to Learn) Curriculum in the classroom. Anchored from the interpretative paradigm, the study applied qualitative design using observation and interview to collect the data. The participants were the seventh and eighth -grade English teachers at one of the state Islamic schools in East Java. Data were obtained through observation and interviews. The data is analyzed using content analysis techniques and then validated using the data triangulation method. The results of the research showed that teachers had four perspectives, four efforts, and four challenges. The teachers' perspectives included: (1) The Freedom to Learn Curriculum encourages motivation and creativity, (2) The effectiveness of the curriculum, (3) Encouraging independence, and (4) Differentiated learning models. The teachers' efforts included: (1) Creating teaching materials, (2) Giving quizzes, (3) Making students work in groups, and (4) Providing feedback. The teachers' challenges included: (1) Adjusting to the new curriculum, (2) Unsupportive signals, (3) Adapting teaching to students' characters and needs, and (4) Difficulty in maintaining student engagement in the classroom. The conclusion of this research is that the teachers' perspectives were conveyed positively, and the teachers have made creative efforts for self-learning.]]>
<![CDATA[ENHANCING QESTIONS FORMATION SKILLS THROUGH DEFINITIONAL QUESTION ANSWERING (DQA) ]]>
<![CDATA[Rifiyanti, Hafizah]]>;
<![CDATA[Anggraeni, Noerlina]]>;
<![CDATA[Dewi, Dyah Utami]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY ]]>
Publisher : <![CDATA[FKIP UNISKA ]]>
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DOI: 10.32503/proficiency.v6i2.5456
<![CDATA[Students often have difficulty in formulating questions that generate specific and definite answers. They lack proficiency in understanding and applying the grammatical structures and syntax required to form questions appropriately. This study aims to improve students' ability to formulate questions through the application of the Definitional Question Answering (DQA) learning method, where questions are designed to produce specific and definite answers. In this study, the experimental method was used to evaluate changes in students' abilities. The research sample consisted of 101 students majoring in management at the Faculty of Economics, Kosgoro Institute of Business and Informatics 1957 (IBIK 57). After intervention with the DQA program, a post-test was administered to assess the effectiveness of the program and students' progress. This study used an experimental design with a pre-test and post-test to evaluate the changes in students' abilities before and after the application of the DQA method. Before the application of the DQA method, all students took an initial test to measure their ability to formulate questions, comprehension of sentence elements, analytical ability, communication, and text comprehension. Thus, this study aims to contribute to improving students' skills in forming effective questions and deepening their understanding of the subject matter. The result is that the intervention or learning method that has been applied between the pre-test and post-test is effective in improving participants' performance]]>
<![CDATA[TEACHING NARRATIVE WRITING BY USING ANIMATED MUSIC VIDEO FOR TENTH GRADERS ]]>
<![CDATA[Nawa, Friska Maulita Yulfatul]]>;
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Aini, Nurul]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY ]]>
Publisher : <![CDATA[FKIP UNISKA ]]>
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DOI: 10.32503/proficiency.v6i2.4605
<![CDATA[The aim of this study was to evaluate the efficacy of teaching writing to EFL students attending SMA Negeri 1 Plosoklaten using animated movies. This study is quantitative in nature. Participants in the research included 71 students from two courses. 36 students from the control group, X-IPA 3 SMA Negeri 1 Plosoklaten, and 35 students from the experimental group, X-IPA 2. Tests called pretests and posttests are used to gather data. The experimental group's average score of 81.74 and the control group's average score of 79.56, which were determined using ANCOVA, clearly showed that there was a significant difference between the two groups. According to the calculations, students in the experimental classrooms that used animated music video instead of image series for instruction had higher grade point averages. Because the significant value was 0.002 less than 0.05, the results indicated that the alternative hypothesis was accepted and the null hypothesis was rejected. This animated film serves as an effective training tool for the composition of narrative texts.]]>
<![CDATA[PERSPECTIVES OF PRE-SERVE EFL TEACHERS TO CHOOSE TEACHING AS A FUTURE CAREER ]]>
<![CDATA[Rita, Erinda Nalu]]>;
<![CDATA[Wulandari, Sri]]>;
<![CDATA[Putri, Kristanti Yuntoro]]>;
<![CDATA[Haryanti, Dhena Usthiana]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY ]]>
Publisher : <![CDATA[FKIP UNISKA ]]>
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DOI: 10.32503/proficiency.v6i2.5629
<![CDATA[Globalization has had a massive impact on people’s mindset nowadays when on deciding their career, especially on being a teacher. In this case, working in the educational sector is considered a non-profitable occupation, especially for being a teacher. Due to those issues, this research aimed to analyze the career pre-serve EFL teachers and the motivations affecting their decision to be a teacher at the Islamic University of Kadiri in 2023/2024. This study used descriptive qualitative as the research design, where the data was collected by conducting in-depth interviews. Nine university students in the 8th semester of English Education were chosen as participants. The interview results have shown that motivation is the best way to prepare students to deal with the challenge of current teaching conditions. Having a strong motivation could lead them to a successful teaching career. All in all, considering a future career as a teacher is a great choice, since the students have figured out the current situation of the teachers following by some obstacles teachers have faced. Due to this condition, this job surprisingly brings great opportunities await in the future. Key words: future career, motivation, pre-serve teacher]]>
<![CDATA[LANGUAGE LEARNING STRATEGIES FOR ENGLISH ACHIEVEMENT IN VOCATIONAL HIGH SCHOOL STUDENTS ]]>
<![CDATA[Fataa, Muhammad Amirul]]>;
<![CDATA[Toyyibah, Toyyibah]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY ]]>
Publisher : <![CDATA[FKIP UNISKA ]]>
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DOI: 10.32503/proficiency.v6i2.4603
<![CDATA[Indonesian students' average English proficiency is declining. The decline in English skills among Indonesian students is due to students' learning difficulties. Appropriate English language learning strategies (LLS) can improve students' academic performance. This study aims to find out the students' dominant LLS, then the students' learning achievement, and find out the distribution of students' LLS in the student's achievement. This study uses a quantitative method with a survey approach. The population of this study was tenth-grade students of SMK PGRI 1 Kota Kediri. The instruments used in this study were questionnaires and tests. The data show differences in the use of language learning strategies among students. The mean score for LLS use was 2.62. The second data is students' achievement. From the data, the highest score obtained by a student was 100, the lowest score was 16, and the overall average score was 46.48. The second data is students' achievement. The highest score obtained by a student was 100, the lowest score was 16, and the overall average score was 46.48. From the data, students who achieved perfect category grades mainly used metacognitive and social strategies. Students who primarily use compensation and memory strategies tend not to fall into the "adequate," "good," or "perfect" categories.]]>
<![CDATA[THE EFFECTIVENESS OF USING WHOLE BRAIN TEACHING METHOD IN THE TEACHING OF SPEAKING ]]>
<![CDATA[Farikha, Ninik]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY ]]>
Publisher : <![CDATA[FKIP UNISKA ]]>
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DOI: 10.32503/proficiency.v6i2.5688
<![CDATA[Finding out how students communicate both before and after receiving instruction utilizing the whole brain teaching method is the aim of this study. The effectiveness of the whole brain teaching method in the Sibling English Course, as well as the notable difference in students' speaking abilities before and after instruction are both demonstrated. Because the outcome of this study is correlated with a numerical value that is derived quantitatively, a quantitative experimental design was adopted. Students in the foundational class of the Sibling English Course are the focus of this study. There are 20 pupils enrolled. Pre-test, treatment, and post-test were the three phases in the research process. (1) The research's findings indicate that students' speaking before receiving instruction utilizing the whole brain teaching approach falls between the "Fair" and "Good" categories, with an extent score ranging from 40–60 to 61–80. Value 68 is the greatest score, while 40 is the lowest. After using the whole brain teaching method, the students' speech falls into the "Good" to "Very Good" category, with an extent score ranging from 61-80 to 81-100. The minimum score is 76, and the maximum score is 92. (3) After adopting the whole brain teaching method, there is a noticeable difference in the speaking abilities of the students. The standard deviation is 5.394 in the post-test and 7.396 in the pre-test. Common Error The post-test mean is 1.206 and the pre-test mean is 1.654. (4) Students' speech improves when the whole brain teaching approach is used.]]>
<![CDATA[THE INFLUENCE of CHAIN STORY TECHNIQUE in SPEAKING SKILL ]]>
<![CDATA[Aini, Nur]]>;
<![CDATA[Hatip, Mochammad]]>;
<![CDATA[Kamilah, Nur]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY ]]>
Publisher : <![CDATA[FKIP UNISKA ]]>
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DOI: 10.32503/proficiency.v6i2.5432
<![CDATA[This study aims to determine the influence of using the chain story technique on speaking skills. This research design is pre experimental (static group comparison). The subjects of this study were eighth grade students of SMPN 02 Ledokombo consisting of 44 students from 2 classes. Data were obtained through speaking tests. The results showed that there was a change between the experimental class and the control class, seen based on the average value of the experimental class of 59.77 superior to the control class of 50.91. After being tested using the independent t-test, it shows a significance of 0.043 that the value is less than 0.05 in accordance with the predetermined significance level. These results indicate that the null hypothesis is rejected and the alternative hypothesis is accepted. So, it can be concluded that the chain story technique is very effective to be applied to speaking skills.]]>
<![CDATA[THE STUDENTS' PERCEPTION ON OPTIMIZING WHATSAPP TO SUPPORT THE MAIN LISTENING CLASS ]]>
<![CDATA[Setiawan, Iwan]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, English Department, UNISKA, Kediri ]]>
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DOI: 10.32503/proficiency.v6i2.5689
<![CDATA[A few meetings of the main listening class caused the lack for students to practice their listening skill. For new English students, listening skill is more difficult than other English skills. Listening needs more practice than one instance in hearing. The use of the tool in the process of teaching and learning listening skill is very necessary. The optimizing WhatsApp was carried out to give guidance for students to practice their listening skill and they did not only rely on the learning in the main class because the main listening class was carried out only three meetings for three months in Basic Training Class. The research aimed to find out Basic Training Class students’ perception on optimizing WhatsApp to support the main listening class. The researcher used descriptive qualitative research. The data collection technique was observation, interview and documentation. After analysing data, the researcher found that the optimizing of WhatsApp to support the main listening class gives the positive impact. It can be seen from the students’ perception. They are motivated and interested in practicing listening regularly, they don’t only rely on the learning in the classroom, and they can improve their listening skill.]]>
