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All Journal LEKSIKA Jurnal Studi Guru dan Pembelajaran
Hanifah Hifni
UIN Syarif Hidayatullah Jakarta
Education Languange, Linguistic, Communication & Media

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The influence of studying abroad on word-production acquisition and intercultural growth of Indonesian EFL learner Hanifah Hifni; Fahriany Fahriany
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 16, No 1 (2022)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v16i1.10667

Abstract

This paper explores how an English Foreign Language learner who studies abroad acquires and develops her vocabularies according to the subjects’ perspective. The concept of studying abroad in the target language country can lead to the improvement of the language as well as the individual intercultural growth and perspective. Numerous statistical studies on the importance of studies abroad (SA) have mainly identified language acquisition as a successful way. Students who also lived abroad are exposed by other cultural environment, and therefore offering them to experienced cultural differences. Through the interpretation of the interview results, the research reports the learner’s word-knowledge development in the light of their studying abroad (SA) experience. One reason for anyone in learning foreign language is when they move out with their relatives in order to navigate with new worlds, new people, new cultures, and many other things of the country. This research shows that friends in the neighborhood and school contribute greatly to language development. The results showed that internal and external influences affected the English accomplishment of the participant. It turned out, the English proficiency influenced by intrinsic motivation, attitude, personality, cognitive style, and learning strategy. While the external influences of the participant were schooling, curriculum, motivation, and culture in her surroundings. The results show that motivation and anxiety are closely related to the English output.           
Oral Placement Test as the Indicator of Bilingual Students’ Speaking Skills Hanifah Hifni; Nida Husna; Didin Nuruddin Hidayat
Jurnal Studi Guru dan Pembelajaran Vol. 4 No. 1 (2021): January - April
Publisher : Universitas Cokroaminoto Palopo

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Abstract

This study investigates whether there is a significant relationship between the speaking ability of students in bilingual classes and their daily conversation performance, as reported in the oral placement test. The researchers analysed the relationship between the placement test scores and the speaking performance of 146 first-year bilingual students attending an Islamic Junior High School. An oral interview was applied to determine their speaking ability on the placement test and was conducted again to test their speaking ability at the end of the semester. Pronunciation, vocabulary, grammar, comprehension, and fluency were the scoring criteria for assessing the oral interview to indicate the learners’ English performance in speaking and their oral abilities. Each student is tested individually in more or less than ten minutes. A Pearson product-moment correlation coefficient was applied to determine the strength of the correlation between the oral placement test and those from the oral interview at the end of the semester. The data indicated that the results of the oral placement test when the students are still considered first-year students are still the same with their speaking at the end of the term; therefore, there is no significance and changes. These results turned out to be affected by the students’ learning style at the previous school, background knowledge, and the teacher’s teaching methods.
Co-Authors Didin Nuruddin Hidayat Fahriany, Fahriany Nida Husna HR