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All Journal ELT Forum: Journal of English Language Teaching Journal of Advanced English Studies Wiralodra English Journal (WEJ)
Pratiwi, Theodesia Lady
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Bahasa Inggris Pratiwi, Theodesia Lady
JOURNAL OF ADVANCED ENGLISH STUDIES Vol 3 No 1 (2020): Journal of Advanced English Studies
Publisher : Study Program of English Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47354/jaes.v3i1.80

Abstract

Language cannot be separated from culture, thereby, learning a language must involve learning its culture. Course books as one of the elements of English Language Teaching (ELT) can be one of the media to accommodate cultures. This study is a qualitative content analysis which specifies on summative content analysis. Two series of English course books were selected by employing purposive sampling, namely When English Rings a Bell (WERB) and Bright. Three units in each course books were selected by employing systematic random sampling. The results show that culture in WERB and Bright is represented in the form of source culture, target culture, and international culture. WERB and Bright mostly represent the source culture. This study argues that the high representation of source culture is affected by the adoption of 2013 curriculum syllabus to build students’ identity. Although the target culture and international culture is very lowly represented, it may provide some opportunities for the students, especially for Junior High School Students, to start building their cultural awareness and intercultural competence.
EFL college students writing anxiety of English language education at Universitas Internasional Batam Pratiwi, Theodesia Lady
ELT Forum: Journal of English Language Teaching Vol 10 No 2 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i2.42908

Abstract

Writing is considered to be the most difficult skill to master for EFL students. This experience was faced by English Language Education (ELE) students at Universitas Internasional Batam (UIB). Based on the observation, the results of their writings were not satisfying. This study assumed that the students might feel anxious when they were writing in English. Therefore, this study aims to examine the types and causes of writing anxiety of ELE students at UIB. This study employed explanatory design of mixed method research. The research instruments were questionnaires adopted from SLWAI and CWAI developed by Cheng (2004). To extend the deeper analysis, this study conducted interviews to the high- and low-level writing anxiety students. This study found that the most dominant levels of writing anxiety is high-anxiety (71.43%). In terms of writing anxiety, this study found that cognitive anxiety is the most dominant type with the mean of 26.37. Next, when studying the cause of writing anxiety, the most dominant cause was linguistic difficulties. This result was in line with the interviews with high-and low- writing anxiety students. Students with both high and low writing anxiety still found that linguistic difficulties affect their writing anxiety. Therefore, the learning process at English Language Education needs to be equipped with sufficient linguistic competences in the first year, such as vocabulary, grammar, and punctuation.
EFL college students writing anxiety of English language education at Universitas Internasional Batam Pratiwi, Theodesia Lady
ELT Forum: Journal of English Language Teaching Vol 10 No 2 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i2.42908

Abstract

Writing is considered to be the most difficult skill to master for EFL students. This experience was faced by English Language Education (ELE) students at Universitas Internasional Batam (UIB). Based on the observation, the results of their writings were not satisfying. This study assumed that the students might feel anxious when they were writing in English. Therefore, this study aims to examine the types and causes of writing anxiety of ELE students at UIB. This study employed explanatory design of mixed method research. The research instruments were questionnaires adopted from SLWAI and CWAI developed by Cheng (2004). To extend the deeper analysis, this study conducted interviews to the high- and low-level writing anxiety students. This study found that the most dominant levels of writing anxiety is high-anxiety (71.43%). In terms of writing anxiety, this study found that cognitive anxiety is the most dominant type with the mean of 26.37. Next, when studying the cause of writing anxiety, the most dominant cause was linguistic difficulties. This result was in line with the interviews with high-and low- writing anxiety students. Students with both high and low writing anxiety still found that linguistic difficulties affect their writing anxiety. Therefore, the learning process at English Language Education needs to be equipped with sufficient linguistic competences in the first year, such as vocabulary, grammar, and punctuation.
THE USE OF ROLE PLAY THROUGH IGTV TO IMPROVE STUDENTS’ SPEAKING SKILL OF HARAPAN UTAMA SENIOR HIGH SCHOOL AT BATAM Pratiwi, Theodesia Lady
Wiralodra English Journal Vol 6 No 1 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i1.159

Abstract

Speaking is one of the most troublesome expertise to ace. It likewise happens to most of the students in Harapan Utama senior high school in Batam. They have numerous problems communicating in English since they believe that English is not a daily language in Indonesia. Therefore, this study aims to find out whether Role-play through the IGTV significantly improves students' ability in speaking skills. This study chose 37 students of grade 10 at Harapan Utama senior high school. This survey research tested the hypotheses that have been set. Therefore, this study used the speaking score (Pre-Test & Post-Test) as the research instrument. From the data conducted by one group pretest and posttest design, the data analysis of t-test shows that the value of Sig. (2-tailed) is 0.00 <0.05. Therefore, there is an average difference between Pre-Test and Post-Test learning outcomes. In addition, based on the Interview, some improvements were achieved in the post-test scores, such as pronunciation, vocabulary, and understanding. Thus, to conclude, using roleplaying through IGTV as a classroom teaching technique can improve students’ speaking skills. Last, this research can be useful and used as an additional guide, particularly in improving the ability of students to speak English.
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