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ELECT
Published by Universitas Bung Hatta
ISSN : -     EISSN : 28305655     DOI : 10.37301
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
ELECT focuses on original scholarly works that discuss trends in English teaching and learning. Through our publication, we are willing to make contribution to the development of English language teaching and learning. We encourage submission that could give constructive impact to our readers either English educators or English learners. Topic covered in this journal (but not limited to) are : 1. second language teaching and learning 2. second language acquisition 3. language and cognition 4. language assessment 5. curriculum and course design 6. teacher training and others area of English teaching and learning.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 3 Documents
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Search results for , issue "Vol 2 No 1, April 2023" : 3 Documents clear
NEEDANALYSIS:ALEAPTO DESIGNENGLISHCOURSE CURRICULUM ATPOLITEKNIKPERTANIAN NEGERIPAYAKUMBUH Hudia Hudia; Yuliandri Yuliandri; Resa Yulita
English Language Education and Current Trends (ELECT) Vol 2 No 1, April 2023
Publisher : Universitas Bung Hatta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37301/elect.v2i1.72

Abstract

This research aimsto analyse the needs of English course curriculum implemented in Politeknik Pertanian Negeri Payakumbuh (henceforth: Politani) as a step to design the new English Course curriculum. Curriculum for vocational study is emphasizing on the mastering of skills rather than mastering the theory of field of studies. Needs analysis regarded as the key point to a successful designing and implementation of certain subject. This study applies two kinds of instruments. The first one is questionnaire distributed to the newly enrolled students asthe respondents to discover their wants. Also, TOEFL Prediction Test was conducted to some new students to check their English competence known as their lacks. There were 237 respondents given the questionnaire sheets as the representative of new students in Politani in 2019. The result of needs analysis showed that respondents wanted to focus the material of English course more on reading and speaking skill as they were aware of both skills were important for their study. In addition, TOEFL Prediction Test result showed that respondents gained the lowest score on reading comprehension section. Meanwhile they achieved higher scores on the listening section. It means that what respondents wants met their lacks in English competence. Researchers then would be able to design the effective and efficient English course curriculum for vocational students in Politani.   REFERENCES Abrar-ul-Hassan, S. (2012). State-of-the-art review: Revisiting the ins and outs of ESP practice. Professional and Academic English, 39, 4-11. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge. Freebody, P. (2003). Qualitative research in education: Interaction and practice. London: Sage. Hutchinson & Waters. (2008). English for Specific Purposes: A Learning-centered Approach. Cambridge: Cambridge University Press. Irianto, Agus. (2012). Statistik:Konsep Dasar, Aplikasi, dan Pengembangannya. Jakarta: Kencana. Kaewpet, C. (2009). A framework for investigating learner needs: Needs analysis extended to curriculum development. Electronic journal of foreign language teaching, 6(2), 209-220 Lie, A. (2009). Education policy and efl curriculum in indonesia: between the commitment to competence and the quest for higher test scores. TEFLIN Journal: A publication on the teaching and learning of English, 18(1).
Exploring Students’ Motivation in Learning English at English Laboratory of UBL Eka Sari Ayu; Yanuar Dwi Prastyo
English Language Education and Current Trends (ELECT) Vol 2 No 1, April 2023
Publisher : Universitas Bung Hatta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37301/elect.v2i1.74

Abstract

Motivation is essential when learning a language, even English. Without motivation, a person will lack the will or excitement to learn, which can jeopardize his academic achievement. The purpose of this study is to measure the amount of motivation of students in learning English and the prevailing motivation, whether intrinsic or extrinsic motivation. The study was carried out at the University of Bandar Lampung's language laboratory in the 2022/2023 academic year. The descriptive qualitative method was utilized by the researchers in this study. A questionnaire was utilized as the research tool, and interviews were conducted. 192 third semester students from the University of Bandar Lampung's language laboratory took part in this study. The findings of this study are that the average student has a high level of motivation based on the interpretation of the total score (4.26). The dominant student motivation in learning English is intrinsic motivation, with a total score of 4.26. In contrast, extrinsic motivation is a score of 3.94, which is defined as a moderate level of motivation. It can be concluded that students who study at the language laboratory at the University of Bandar Lampung have high motivation in learning English and are more dominant in having intrinsic motivation which means they learn English because of a desire from within themselves.   REFERENCES Alizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research in English Education, 1(1), 11-15. Anjomshoa, L., & Sadighi, F. (2015). The importance of motivation in second language acquisition. International Journal on Studies in English Language and Literature (IJSEL), 3(2), 126-137. Arikunto,S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Buku.Rineka Cipta. Jakarta. 431 hlm. Aydogan, H. (2016). Intrinsic and extrinsic motivation for English learning scale (IEM-ELS): A psycholinguistics study of reliability and validity. MCBU Sosyal Bilimber Dergisi, 14(3), 55-65. Doi: 10.18026/cursos.66920 Bogdan dan Taylor, 1975 dalam J. Moleong, Lexy. (1989). Metodologi Penelitian Kualitatif. Bandung: Remadja Karya. Brown, H. (2007). Principles of Language Learning and Teaching. 5 th edition. Addison Wesley Longman, Inc. A Pearson Education Company. Dahliana, S. (2019). Students’ motivation and responsive pedagogy in language classroom. Englisia, 6(2), 75-87. Doi 10.22373/ej. v6i2.4601 Destrini, H., Nirwana., & Sakti. I. (2018). Penerapan model pembelajaran penemuan terbimbing (Guided discovery learning) untuk meningkatkan hasil belajar dan keterampilan proses sains siswa. Jurnal Kumparan Fisika. 1(1), 13-21. Doi: 10.33369/jkf.1.1.13-21 Elliot, Andrew J; Covington, Martin, (2001) “Approach and Avoidance Motivation", Educational Psychology Review. Fachraini, S. (2017). An analysis of students’ motivation in studying English (A survey study at UIN Ar-Raniry Banda Aceh). Getsempena English Education Journal, 4(1), 47-57. Fadilah, F. (2015). Teaching speaking skills using problem solving activities (experimental research in Speaking 1 at the first semester of IAIN Salatiga in the academic year of 2014/2015). (Unpublished thesis). Salatiga: IAIN Salatiga. Fachraini, S. (2017). An Analysis of Students Motivation in Studying English. Getsempena English Education Journal, 4(1), 47-57. Gardner, R. C. (2004). Attitude/motivation test battery: International AMTB research project (English version), 1-12. Gharib, S. (2019). Students’ motivation towards learning English: The case of a private university in Slemani. (Unpublished thesis). Nicosia: Near East University. Hayikaleng, N., Nair, S. M., & Krishnasamy, H. N. (2016). The Students Motivation on English Reading Comprehension. Utara Malaysia University: Malaysia. Harmer, J. (2007). The Practice of English Language Teaching. Fourth Edition. Malaysia Pearson Education Limited Jalinus, N., Nabawi, R. A., & Mardin, A. (2017). The seven steps of project-based learning model to enhance productive competences of vocational students. Advance in Social Science, Educational and Humanities Research, 102, 251256. Doi: 10.2991/ictvt-17.2017.43 Mahadi, T. S. T., & Jafari, S. M. (2012). Motivation, its types, and its impacts in language learning. International Journal of Business and Social Science, 3(24), 230-235. McMillan, James H., and Jessica Hearn. "Student self-assessment: The key to stronger student motivation and higher achievement." Educational horizons. 87.1 (2008): 40-49. Pratiwi, F. D. (2015). The learning motivation and preferred learning activities of successful students of English education study program at Universitas Bengkulu. (Unpublished Thesis). Bengkulu: University of Bengkulu Rahman, H. A., Rajab, A., Wahab, S. R. H., Nor, F. M., Zakaria, W. Z.W., & Badli, M. A. (2017). Factor affecting motivation in language learning. International Journal of Information and Education Technology, 7(7), 543-Doi:10.18178/ijiet.2017.7.7.927 Rafasah, N. (2019). The correlation between students’ motivation and their achievement in studying English. A correlational study at SMAN 1 Woyla. (Unpublished thesis). Banda Aceh: UIN Ar-Raniry University. Ratnasari., & Mela, D. (2011). Students’ learning style preferences (A study on fourth semester of the English department Muhammadiyah of Purwokerto in the academic year 2011/2012). (Unpublished thesis). Purwokerto: Muhammadiyah University. Risfayanti, L., Sofian, H., & Husin, F. (2015). An analysis of external factors influencing students' English learning achievements. Journal Pendidikan dan Pembelajaran Khatulistiwa, 4(5), 1-7. Roopa, s., & Satya, R. M. (2012). Questionnaire designing for a survey. The Journal of Indian Orthodontic Society, 46(4), 273-277. Doi: 10.5005/jp- journals 10021-1104 Santrock, W. John (2004) Educational Psychology. 2 nd Ed. New York: Hill Samejon, K. (2015). Extrinsic motivation factors in learning English as a second language. Kaalam, 1(1), 35-53. Sugeng, B., & Suryani. A. W. (2018). Presentation-based learning and peer evaluation to enhance active learning and self-confidence in the financial management classroom. Malaysian Journal of Learning and Instruction, 15(1), 173-201 Tambunan, A. R., & Siregar, T. (2016). Students’ motivation in learning English language (a case study electrical engineering department students). The Journal of Language Studies, 1(02), 63-70. Thohir, L. (2017). Motivation in a foreign language teaching and learning. Vision: Journal for Language and Foreign Language Learning, 6(1), 20-28. Doi: 10.21580/vjv6i11580. Wagiyo, S. (2018). Analysis of students’ motivation in learning English at senior high schools. Wasserman, J., Davis. C., & Astrab, D. P, (2009). Activity Design Handbook. 906 Lacey Ave, Suite 206: Pacific crest. Murp, J. (2011). How You and Your Mate Can Become a Super Couple. USA: Xlibr
The Third Year-Students' Ability in Answering Synonymous Word Questions in Reading Comprehension of TOEFL-Like Tests at the English Department of Bung Hatta University Lisa Tavriyanti; Laila Sakinah
English Language Education and Current Trends (ELECT) Vol 2 No 1, April 2023
Publisher : Universitas Bung Hatta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37301/elect.v2i1.78

Abstract

The purpose of this research was to describe the third-year students’ ability in answering synonymous word questions in reading comprehension of the TOEFL Like test at the English Department of Bung Hatta University. The design of this research was descriptive research. The population of this research was third-year students at the English Department of Bung Hatta University. A total sampling technique was used, and the number of samples was 35 students. The instrument for collecting the data was reading comprehension of the TOEFL test. Based on the result analysis, the result of this research showed that the third-year students had low ability in answering synonymous word questions in reading comprehension of the TOEFL Like in the form of nouns, verbs, and adjectives. So, it can be concluded that the students’ ability in answering synonymous word questions in reading comprehension of the TOEFL Like was low.   REFERENCES Arikunto, S. (2015). Dasar-dasar evaluasi pendidikan (2nd ed.). Jakarta: PT Bumi Aksara. Birsch, J. R. (2011). Multisensory Teaching of Basic Language Skills, Third Edition. Baltimore, MD: Paul H. Brookes Publishing Company. Destiyanti, C., Amin, M., & Putera, L. J. (2021). Gender- based analysis of students ’ ability in answering factual and vocabulary-in-context questions of the toefl-like reading comprehension test. 9, 1–17. Elfiondri, Kasim, U., Mustafa, F., & Putra, T. M. (2020). Reading comprehension in the TOEFL PBT: Which sub-skill deserves more intensive training? TESOL International Journal, 15(1), 54–64. ETS. (2000). TOEFL program and service department computer-based TOEFL score user guide. New Jersey: Educational Testing Service. Fitria, T. N. (2021). Students ’ Ability in the Structure and Written Expression Section in Toefl. 8(2), 152–163. https://doi.org/10.22219/celtic.v8i2.16373 Gilakjani, A. P., & Sabouri, N. B. (2016). A Study of Factors Affecting EFL Learners ’ Reading Comprehension Skill and the Strategies for Improvement. 6(5), 180–187. https://doi.org/10.5539/ijel.v6n5p180 Hot Courses. (2016, October 17). Persyaratan Nilai Bahasa Inggris Untuk Kuliah S2 di Luar Negeri? https://www.hotcourses.co.id/study-abroad-info/university applications/persyaratan nilai-bahasa-inggris-untuk-kuliah-s2-di-luar-negeri Kampung Inggris. (2021, September 1). Standar Nilai TOEFL Untuk Melamar Kerja. https://kampunginggrisla.com/standar-nilai-toefl-untuk-melamar-kerja Matthiesen, S. J. (2017). Essential words for the TOEFL test of English as a foreign language (7th ed.) New York: BARRON'S. Merriam-Webster. (n.d.). Synonymous. In Merriam-Webster.com dictionary. Retrieved January 11, 2022, from https://www.merriam-webster.com/dictionary/writing Merriam-Webster. (n.d.). Question. In Merriam-Webster.com dictionary. Retrieved January 11, 2022, from https://www.merriam-webster.com/dictionary/writing Oyetunji, C. O. (2011). The effects of reading strategy instruction on L2 teacher trainees’ performance. University of South Africa. (Unpublished Master's Thesis) Retrieved from https://core.ac.uk/download/pdf/43170904.pdf Pressley, M. (2000). Comprehension Instruction: What Makes Sense Now, What Might Make Sense Soon? In M. L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research: Volume III. New York: Longman. Retrieved from http://www.readingonline.org/articles/handbook/pressley/index.html Putri, T. M. (2020). Reading Comprehension in the TOEFL PBT?: Which Sub-Skill deserves more Intensive Training?? 15(1). Samad, I. A., Jannah, M., & Fitriani, S. S., (2017). EFL students’ strategies dealing with common difficulties in TOEFL reading comprehension section. International Journal of Language Education, 1 (1). 29—36. Setyowaty, M et al., “Students’ Vocabulary Mastery on TOEFL Test: Does It Correlate with Reading Comprehension” International Conference on English Language Teaching, vol 434. Retrieved June 13, 2021 (3.58 pm) from https://www.researchgate.net/publication/341291580_Student's_Vocabulary_ Mastery_on_TOEFL_Test_Does_It_Correlate_with_Reading_Comprehension Wahyuni, Z., Ratmanida, & Marlina, L., (2018). The Relationship Of Students’ Metacognitive Reading Strategies Awareness And Reading Comprehension: The Case Of The Sixth Semester Student Of English Department Universitas Negeri Padang (UNP). Journal of English Language Teaching Volume 7 No. 3 Wardani, S. I. (2015). Improving Students ’ Vocabulary Mastery. Okara, 1, 132. Woolley, G. (2011). Reading comprehension: Assisting children with learning difficulties. New York: Springer. Yao, D. (2020). A comparative study of test takers’ performance on computer-based test and paper-based test across different CEFR levels. Canadian Centre of Science and Education. 13(1), 124-133.

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