Article Per Year (5 Year)
p-Index From 2019 - 2024
0.408
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This Author published in this journals
All Journal Journal of English Education and Teaching (JEET) International Journal of Innovation and Education Research
Feny Martina
Institut Agama Islam Negeri Bengkulu, Bengkulu, Indonesia
Languange, Linguistic, Communication & Media Social Sciences Other

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Investigating English Students’ Motivation in Speaking Class during New Normal Era Feny Martina; Ali Akbarjono; Heny Friantary; Tri Nengsi Puspita Sari
Journal of English Education and Teaching Vol 5, No 3 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.3.436-452

Abstract

Motivation is one of the most important factors and greatly influences the learning process. The purpose of this study was to determine how the level of motivation of students in the speaking class during the new nomal era, namely the second semester students of the English Department of IAIN Bengkulu. This study used a descriptive quantitative approach. The techniques used in collecting data were questionnaire and interview. The questionnaire consists of 36 questions divided into intrinsic and extrinsic motivation. The data are presented statistically using percentage, frequency, arithmetic mean, and standard deviation division. The results showed that the mean score of intrinsic motivation (3.89) was higher than the average score of extrinsic motivation (3.39). However, the overall motivation average of 3.68 is considered a high level of motivation despite currently studying in the Covid-19 pandemic conditions. The results of this study indicate that the majority of students learn English in the speaking class because of intrinsic motivation. They actively speak and learn English because of their own inner desires. Based on the findings of this study, several relevant learning implications and useful motivations are recommended to increase student motivation.
An analysis on Teacher Talk using Flanders Interaction Analysis Categories (FIAC) Feny Martina; Ira Rahmadani Utari; Syamsul Riza
International Journal of Innovation and Education Research Vol. 1 No. 1
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v1i1.14065

Abstract

The problem of this research was some lecturers only used one categories of teacher talks.  The aims of this study were to identify the characteristics and the categories of teacher talk in the classroom using Flanders Interaction Analysis Categories System (FIACS). This study was case study design and qualitative method. The subject of this study was one novice and senior lecturer at IAIN Bengkulu. It used Flanders Interaction Analysis Categories System (FIACS) to analyze teacher’s talk. The researcher used observation and interview for collecting the data. The result both of novice and senior lecturer showed that the characteristics of teacher is content cross and the most frequent is indirect talk. The percentage of teacher characteristics of novice lecturer was 45% while the percentage of teacher characteristics of senior lecturer was 39%. Novice lecturer used asking question and lecturing as the most frequent in indirect and direct talks. The percentage of asking question and lecturing were 39% and 21.5%. In other sides, senior lecturer used asking question and giving direction as the most frequent in indirect and direct talks. The percentage of asking and giving direction were 27.5% and 18.5%. Nevertheless, the occurred categories happened naturally with the consideration of learning situation that takes place. In addition the analysis of teachers’ talk in the classroom would be beneficial for teachers to plan and conduct enhanced learning situation. It concluded teacher talks of novice and senior lecturer in the classroom using Flanders Interaction Analysis Categories (FIAC). 
Co-Authors Ali Akbarjono Heny Friantary Ira Rahmadani Utari Syamsul Riza Tri Nengsi Puspita Sari