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Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor Jln. K.H. Soleh Iskandar Km.2 Tanah Sereal Bogor 16162 Telp./Fax.: (0251) 336325� E-mail: uika.bogor.ac.id
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INDONESIA
English Journal
Published by Universitas Ibn Khaldun Bogor
ISSN : 18583490     EISSN : 26543400     DOI : http://dx.doi.org/10.32832/english
Core Subject : Education,
Education
1) Foreign, Indonesian, vernacular, and Malay language learning, 2) Linguistics; (3) Applied linguistics, and 4) Literature and its teaching and learning. All articles sent to our journal should have never been published or sent to other journals.
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol 12, No 2 (2018)" : 6 Documents clear
STUDENTS’ SPEAKING MOTIVATION THROUGH WORD ASSOCIATION Muhammad Zakaria; Mohamad Sahil
ENGLISH Vol 12, No 2 (2018)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v12i2.3773

Abstract

This research was conducted to know the kinds of intrinsic and extrinsic motivation that students have when learning through word association game and the student’s attitude performed. In conducting this research, the researcher used qualitative design. The data were collected through questionnaires and observations. The participants of this research were 28 students. The result of this research showed that the kinds of intrinsic motivation that the students showed on their desire (82.14%) could be seen from the aspects of happy, curious, and interested in learning speaking using game. The second intrinsic motivation showed in learning speaking using game was their interest (71.43%). The students needed the game because it was useful, relevant with their need, appropriate with the lesson and they could achieve the learning outcomes (85.72%). The last, the students had intrinsic motivation of goal (78.57%) and it could be seen from their understanding and mastered the lesson successfully, found new vocabulary and implemented the moral value from game. Furthermore, they had extrinsic motivation and it could be seen. From the fact that for the teacher did not only teach the lesson but also supported and made in learning process easier, their parents gave support to learn English and the classroom was comfortable to learn (92.86). The students’ attitude was shown from the fact that they understood the content of game and they answered teachers’ question correctly and actively. From the result, the researcher concluded that using game influenced students’ motivation in learning speaking using game and the students’ attitudes are positive.
EXPLORING THE LOW PROFICIENCY LEVEL STUDENT’S ANXIETY DURING SPEAKING ENGLISH Ridwan Nurmansyah; Eva Nurmayasari
ENGLISH Vol 12, No 2 (2018)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v12i2.3826

Abstract

Anxiety is a feeling of frustration, being threatened, apprehension, tension, and worry. Anxiety plays role in affecting especially low proficiency level students in learning English particularly speaking skill. This research is aimed to find out factors that cause low proficiency level students’ anxiety during speaking English. This research is designed using descriptive qualitative which involved 10 low speaking proficiency students’ at English Department Program Faculty of Teachers Training and Education in a private university in Bogor as participants. The data were gathered through questionnaire and interview. The result shows there are 7 factors that lead low proficiency level students to anxiety during speaking English. Lack of vocabulary takes first place admitted by 52.6% respondents, followed by lack of preparation stated by 50.5% respondent in second place. Third place sit by fear of making mistakes confessed by 49.7% of respondents. Fourth, there are 49.6% of respondents who felt anxious because of their low English proficiency. Fear of being attention is another factor causing 49.6% of respondent anxious. Lack of practice makes 48.5% respondents feeling anxious in speaking. And the last is the students’ inability to express ideas resulting 45.0% of respondents anxious because they do not know what to say. The finding also shows that the strategy mostly employed by the low proficiency level students to cope with their anxiety in speaking is having better preparation.
TEACHER’S ASSESSMENT LITERACY: AN ANALYSIS OF MULTIPLE CHOICE TEST QUESTIONS OF A JUNIOR HIGH SCHOOL’S EFL LEARNERS Muhammad Shabir
ENGLISH Vol 12, No 2 (2018)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v12i2.3822

Abstract

Stick to the required rules and standards of multiple choice test assessment, the study seeks to analyze the multiple choice test questions administered for Indonesian EFL learners at a junior high school. A careful analysis was given to the items of a summative multiple choice of English midterm test. Using the classical test theory (CTT) in analyzing each test item, it was found that only 23 percent of the total of the analyzed items are acceptable or have adopted the standards or the rules required. There are two identified major problems or causes to the poor quality of the test: distractor plausibility and limitedness in the number of possible options or distractors. To deal with the problems, the study suggests the using of fewer possible options or alternatives for such test for better assessment.
AN ANALYSIS ON THE KIND OF TASKS FOUND IN ENGLISH MODULE FOR THE SEVENTH GRADE OF JUNIOR HIGH SCHOOL Yani Awalia Indah; Ayusa Muhasonah
ENGLISH Vol 12, No 2 (2018)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v12i2.3824

Abstract

This research was applied descriptive qualitative and used content analysis design. The researcher took checklist table as the instrument. The purpose of the study was to analyze and classify the type of tasks in Modul Bahasa Inggris created by Bogor English teacher organization used for seventh grades in Junior High School. Based on Willis (2000) taxonomy of task types, it found that the module cover task types such as Sharing Personal Experience (40.32%) tasks were  the  most  frequent  and  Listing  (14.52%),  Problem  Solving  (14.52%), Ordering  and  Sorting  (11.29%),  Comparing  (11.29%),  and  Creative  tasks (8.06%), respectively, were the least common tasks types presented in Modul Bahasa Inggris created by Bogor English teacher organization. This module is good because almost of the types by Willis (2000) taxonomy of task types was covered by this module. The results of this study hope that the English teachers to be more aware of different task types which are important to learning process. For developers in order to develop and enrich the presented English Learning teaching materials with more communicative tasks.
RELEVANCY THE COMPONENTS OF THE ENGLISH LESSON PLAN Sri Damayanti
ENGLISH Vol 12, No 2 (2018)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v12i2.3772

Abstract

Harmer (2007, p.156) said that “For teachers, plan gives the lesson a framework, an overall shape”. It means that lesson plan guiding teachers to convey the teaching-learning activities. Teachers’ competence in designing lesson is essential in order to plan the strategy to improve the quality of teaching learning activity. Relevancy of lesson plans to the regulation issued by government needed in order to gain the goals of National Education. Permendikbud No. 22 Tahun 2016 is issued by Indonesian government to regulate the Standar Proses. The regulation mentions components of lesson plan based on 2013 curriculum to lead teachers in designing lesson plan. A school supervisor as the researcher has a task to observe and study teacher lesson plans whether it is relevant or not. She collected the data from ten English teacher lesson plans then analyse the relevancy and interviewed teachers to confirm the findings.  The result of document analysis revealed that all lesson plans mentioned every components of lesson plans which are indicators and basic competences, objectives, materials, method, media, activities, and assessment; but when it was analysed based on the principles of each component based on Permendikbud Nomor 22 Tahun 2016 the quality of each components were varies. The result of the research showed that the lesson plans made by English teacher consisted all complements completely based on 2013 curriculum but there were some components of lesson plan were not relevant. The material sources and activity (opening, core and closing activity) were relevant; almost all lesson plans mentioned well. The component with the lowest relevant were indicator and assessment. In indicator components, most of the teachers did not know how to differentiate operational verb of cognitive and psychomotor domain and in assessment component; most of lesson plans did not stated character instrument and assessing rubric for psychomotor skill (writing and speaking skill).
TEACHERS’ PERSPECTIVES TOWARD SUCCESSFULNESS OF ENGLISH LANGUAGE TEACHING TO YOUNG LEARNERS Siti Nurazizah; Maulidia Rachmawati Nur
ENGLISH Vol 12, No 2 (2018)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v12i2.3825

Abstract

In response to the need of qualified teaching English in primary level, successful English teaching has become a crucial and challenging issue. This exploratory case study examines the perspectives of teachers regarding successful English language teaching for young learners. Data of this study was collected from multiple interviews with seven English teachers teaching in five Islamic Integrated Elementary Schools in Bogor that offer English as an additional language (EAL). The findings reveal that the participants of this study had relatively the same understanding or perspectives on teaching English for young learners on eight criteria among the nine criteria of successful English language teaching to young learners. It was also found that five criteria had 100% agreement and were in line with the theories of successful teaching English to young learners. There was one criterion that had 57% inlined result. There were three inlined criteria which were relatively the same amount with 86%. Therefore, the other criterion was not in accordance with the seven respondents with 0% agreement.

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