English Journal
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.
Articles
99 Documents
<![CDATA[PROMOTING STUDENTS' READING COMPREHENSION WITH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) ]]>
<![CDATA[Qary Halizatul Fhathah]]>;
<![CDATA[Nuraeni .]]>
<![CDATA[ ENGLISH Vol 14, No 1 (2020) ]]>
Publisher : <![CDATA[Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor ]]>
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DOI: 10.32832/english.v14i1.3841
<![CDATA[Cooperative Integrated Reading and Composition (CIRC) is one of cooperative learning method used in language teaching, specifically in high-level reading and writing. This method is designed to accommodate variety of student ability level with heterogeneous grouping or homogeneous grouping. CIRC aimed to develop students’ ability in comprehending the content of reading and fostering the ability to write the materials they read. The purposes of this research were to know how CIRC is implemented in classroom, and to know to what extent CIRC promote students’ reading comprehension. The researcher used classroom action research in conducting the research. The qualitative data was obtained from observation, interview, and documentation. The participants of the research were the 10th grade students of one senior high school in Bogor. The result of the research shows that CIRC can be implemented in two cycles and four meetings. The data shows that there are some competencies which indicates that CIRC promote students’ reading comprehension in cognitive activity, motivation activity, and affective activity. This study suggests the good atmosphere and used another text to be implemented in other classes using CIRC.]]>
<![CDATA[STRENGTHENING STUDENT’S ENGLISH SKILLS THROUGH THE EXPOSURE OF AUDIO VISUAL-BASED ENGLISH STORIES ]]>
<![CDATA[Muhammad Furqon]]>;
<![CDATA[Raden Dinda Rahmalia Putri]]>
<![CDATA[ ENGLISH Vol 12, No 1 (2018) ]]>
Publisher : <![CDATA[Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor ]]>
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DOI: 10.32832/english.v12i1.3819
<![CDATA[Nowadays, our life affected by fast-changing technology, so do the learning process. Many studies stated that Technology helps the students and teachers to achieve learning goals. One of the common techniques that usually help students to improve their English skills is by listening to audio visual- based English stories. In this study, a student is exposed to audio visual- based English stories in learning English, the goal of this study is to examine which skills that greatly impacted by the exposure of audio-visual English stories into student's learning. This study uses the Qualitative method, in which written test results, observation results, and recordings are used to obtain the data. By the end of the study, it can be concluded that Listening skill is the most affected skill from the exposure of the Audio-Visual based English Stories.]]>
<![CDATA[FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER ]]>
<![CDATA[Pham Thi Thu Hien]]>
<![CDATA[ ENGLISH Vol 13, No 2 (2019) ]]>
Publisher : <![CDATA[Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor ]]>
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DOI: 10.32832/english.v13i2.3783
<![CDATA[Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing.]]>
<![CDATA[STUDENTS’ SPEAKING MOTIVATION THROUGH WORD ASSOCIATION ]]>
<![CDATA[Muhammad Zakaria]]>;
<![CDATA[Mohamad Sahil]]>
<![CDATA[ ENGLISH Vol 12, No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor ]]>
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DOI: 10.32832/english.v12i2.3773
<![CDATA[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.]]>
<![CDATA[AN INVESTIGATION OF ENGLISH SPEAKING SKILLS PERFORMANCE OF INTROVERT STUDENTS IN SPEAKING CLASS ]]>
<![CDATA[Ferizka Emirza]]>;
<![CDATA[Mohamad Sahril]]>
<![CDATA[ ENGLISH Vol 15, No 1 (2021) ]]>
Publisher : <![CDATA[Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor ]]>
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DOI: 10.32832/english.v15i1.4558
<![CDATA[This research aims to know the personality (introvert) affects the students on their speaking English performance and influences the students in their communication,and to know the effort of the introvert students to handle the personality problem inspeaking English performance. In order to collect the data, observation,questionnaire and interview was three research instrument used.The participant of this research was a 26 students in the second semester of EnglishEducation Department, Ibn Khaldun University Bogor. Finally for the result of thisresearch revealed that for the score was 2.23 in average of students speakingperformance, it means fair slightly good. This statement was strengthened with thedata analysis that the most affecting factors from psychological aspects towardsintrovert students in speaking skill were depressed (92%). From the linguisticsfactors, eight of thirteen students said vocabulary and grammar was the commonproblem. And six of thirteen students experienced difficulties in pronunciation.Introvert students used a various strategies to overcome their public speakingproblems, several students try to improving their speak ability by read a book andrecord it, sing an English song, have a conversation every day, by join thecommunity outside of the university, help their brother/sister do their homework,talk with the foreigner, watch YouTube.]]>
<![CDATA[EXPLORING THE LOW PROFICIENCY LEVEL STUDENT’S ANXIETY DURING SPEAKING ENGLISH ]]>
<![CDATA[Ridwan Nurmansyah]]>;
<![CDATA[Eva Nurmayasari]]>
<![CDATA[ ENGLISH Vol 12, No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor ]]>
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DOI: 10.32832/english.v12i2.3826
<![CDATA[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.]]>
<![CDATA[TEACHER'S BILINGUAL LANGUAGE USE IN AN EFL CLASSROOM: STUDENTS’ PERCEPTION ]]>
<![CDATA[Navruz Azimov]]>
<![CDATA[ ENGLISH Vol 14, No 1 (2020) ]]>
Publisher : <![CDATA[Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor ]]>
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DOI: 10.32832/english.v14i1.3789
<![CDATA[Using first language in a second language classroom can be beneficial. This study aims at investigating students’ perception about the use of L1 in an EFL classroom setting. The study is framed under case study design in which interview was used as the data collection way. The participants of the study are 10 students from private junior high school in Tajikistan. The results show that the perception of the students is positive. The study suggests that teachers can try different ways of bilingual use in their classrooms based on the purposes the teachers want to achieve.]]>
<![CDATA[INVESTIGATING TEACHERS’ TEACHING METHODS USED IN READING CLASSROM ]]>
<![CDATA[Enni Erawati Saragih]]>;
<![CDATA[Umia Ulfa Zalya]]>
<![CDATA[ ENGLISH Vol 13, No 2 (2019) ]]>
Publisher : <![CDATA[Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor ]]>
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DOI: 10.32832/english.v13i2.3779
<![CDATA[To achieve better knowledge, students are expected to be able to read some books in a week. But nowadays, reading no longer becomes student’s habit. It seems because teachers teaching method is still need to be modified in order to get students attention and interest. This research aims to find out the methods used by the teacher in teaching reading and student response on the method. The research adopted descriptive-qualitative research method and in collecting the data observation and interview were used as the instruments of the research. After doing the research, the data found that there are two kinds of method are used by the teacher while he/she teaches reading classroom, namely; direct method and language experience approach (LEA). Meanwhile, the student response toward teacher reading method shown that most of students like teachers reading method, only few students dislike about teachers teaching methods.]]>
<![CDATA[MOTIVATING STUDENTS TO SPEAK THROUGH CONTEXTUAL TEACHING LEARNING ]]>
<![CDATA[Muhammad Shabir]]>
<![CDATA[ ENGLISH Vol 12, No 1 (2018) ]]>
Publisher : <![CDATA[Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor ]]>
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DOI: 10.32832/english.v12i1.3768
<![CDATA[This study investigated students‟ motivation in speaking through Contextual Teaching Learning (CTL) at a junior high school in Bogor, West Java. The procedures of action research: plan, act, observe, reflect, and revise were used to investigate the participants‟ learning activities and motivation. The study was conducted in two cycles involving two on-site English teachers. Data were collected through the teacher’s journal, observers‟ sheets, students‟ diaries, and questionnaires. The results of the research indicated that students‟ motivation in speaking could be improved through exposure to a variety of learning activities that connect the learning activities to the students‟ lives and experiences. Finally, the results of the study are expected to have a contribution to developing students to be motivated language learners.]]>
<![CDATA[BENEFITTING HIGHER EDUCATION STUDENTS WITH DIGITAL GAMES IN LANGUAGE LEARNING ]]>
<![CDATA[Pham Thi Thu Hien]]>;
<![CDATA[Movi Riana Rahmawanti]]>
<![CDATA[ ENGLISH Vol 14, No 2 (2020) ]]>
Publisher : <![CDATA[Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor ]]>
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DOI: 10.32832/english.v14i2.3843
<![CDATA[There has been an abundant raise in recent years in the concern in using digital games for language learning. Additionally, gaming plays an important role in the everyday lives of youngsters and young adults in developed countries. It is a considerable option for teacher to adapt gaming into language learning since gaming itself became a habit that will easily be adopted into learning. This study will examine gaming opportunities in language learning, and how higher education students benefitting from that. It will employ quantitative research that uses Structured Interview and Online Questionnaire as research Instruments. By the end of the study, higher education students found out that digital game is an easy media to implement in language learning due to their familiarity to digital games. The implementation of digital games excites the students in learning English, and makes a conducive learning situation.]]>
