PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)
PEEL (Paser English Education and Linguistic) is posted by Study Program of Tadris Bahasa Inggris (English Teacher and Education Program), STIT Ibnu Rusyd Tanah Grogot. This journal concerns of English Education, Literature Linguistic, and English Teaching. This journal publishes twice a year. It is on July and December. This contains of 5 journals for every publishing. The manuscript submitted has not been published anywhere both of printed or electronic. The author should refer to the author guidelines before submitting the manuscript and will then be evaluated and edited in terms of format, terms used, and other applied styles.
STIT IBNU RUSYD TANAH GROGOT PRODI TADRIS BAHASA INGGRIS
STUDENTS’ PERCEPTION OF TEACHER PERFORMANCE IN TEACHING ENGLISH
The objectives of this study to know the teacher performance in teaching English at SMA Muhammadiyah Tanah Grogot. The focus in this study is teacher performance on the indicators are preliminary activity, core activity and close activity guideline by Supardi. The design of this research was a descriptive survey with a quantitative approach. The population of the study were 65 students. The research sample were 56 respondents. The researcher used questionnaire in the form of a Likert scale model. The result of this study shows that the percentage score of students’ perception of teacher performance in preliminary activity was 78% in rating quality is good. Second, percentage score of students’ perception of teacher performance in core activity was 72.5% in rating quality is good. Third, percentage score of students’ perception of teacher performance in close activity was 72.7% in rating quality is good. In conclusion, the data above gotten was 74.4% in the good category. It means that students had positive perception of teacher performance in teaching English at SMA Muhammadiyah Tanah Grogot.
Copyright (c) 2026 PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)
Reading is a vital receptive skill for comprehending written English, encompassing the ability to grasp main ideas, sequences, details, and make inferences and predictions. Reading comprehension is described as a dynamic and complex cognitive process involving interaction between the reader and the text to construct meaning. There are three main processes involved in reading comprehension: bottom-up processing (recognizing individual units like letters and words), top-down processing (using prior knowledge and making predictions), and interactive processing (combining both bottom-up and top-down approaches)
THE ANALYSIS OF TEACHER FEEDBACK IN LEARNING ENGLISH AT SMP MUHAMMADIYAH TANJUNG REDEB
This study investigates the use of verbal feedback by English teachers and its impact on students’ understanding, motivation, and classroom engagement in an EFL setting. Conducted at Muhammadiyah Junior High School Tanjung Redeb, the research uses a qualitative descriptive method through interviews, observations, and document analysis. The findings reveal that teachers apply various feedback strategies such as praise, correction, and supportive prompts adapted to students’ needs. These strategies not only help improve language accuracy but also foster emotional support and active participation. Verbal feedback, when delivered empathetically and clearly, strengthens student confidence and contributes to a positive learning environment. The study highlights the importance of feedback as both a pedagogical and motivational tool in EFL classrooms, reinforcing the need for teacher training in effective feedback practices.
EXPLORING SEMANTIC COMPETENCE IN ENGLISH LANGUAGE LEARNING: IMPLICATIONS FOR EFL INSTRUCTION
This study investigates the role of Semantics in enhancing English language learning among students in an English as a Foreign Language (EFL) context. The research aims to examine how semantic knowledge contributes to learners’ vocabulary development, comprehension, and overall communicative competence. A qualitative research design was employed, involving undergraduate students as participants. Data were collected through classroom observations, semi-structured interviews, and document analysis to gain a comprehensive understanding of learners’ experiences and instructional practices. The findings reveal that the integration of semantic-based instruction significantly improves students’ ability to understand word meanings, interpret contextual language, and use vocabulary accurately in communication. Students exposed to semantic strategies, such as semantic mapping and contextual analysis, demonstrated better comprehension and retention compared to those who relied on traditional grammar-focused approaches. Additionally, the study found that semantic awareness helps learners interpret figurative language, including idioms and metaphors, more effectively. The results suggest that semantics plays a crucial role in developing not only linguistic competence but also communicative competence in English language learning. Therefore, it is recommended that educators incorporate semantic approaches into language teaching to facilitate meaningful learning and improve students’ proficiency. Future research is encouraged to explore the application of semantic instruction across different proficiency levels and educational settings.
THE IMPACT OF ROLE PLAY ON THE SPEAKING PERFORMANCE OF EFL STUDENTS
This study investigates the effectiveness of role play activities in engancing the speaking performance of EFL students within a non-western educational context. While prior research has acknowledged the general benefit of role play, limited studies have assessed its direct impact on speaking skills in cukturally specifict environments. Employibg one-group pretest-posttest design, the study measured changes in speaking proficiency among 29 second-year students enrolled in the English Language Education Program at Universitas IsIam Kalimantan Muhammad Arsyad Al Banjari. Participants completed a pretest measuring flyency, accuracy, and communicative competence followed by a series of role play interventions, and subsequent postest using the same rubric. Statistical analysis revealed a significant improvement in speaking scores, with the nean rising from 76.97 to 82.69. A paired sample t-test confirmed this increase was statisticalky significant (t = - 9.389, p < 0.001), indicating that tge role play intervention positively influenced students' speaking performance. These findings suggest that culturally contextualized role play can be an effective pedagogical tool in EFL settings, particularly in improving learners' spoken English proficiency.
Role Play, Speaking, Performance, EFL Students
LISTENING STRATEGIES FOR STUDENTS’ DIFFICULTIES IN ENGLISH LANGUAGE LEARNING
This study focused on the strategy for students’ difficulties in listening comprehension. The purpose of this research was to find out kinds of strategies for students’ difficulties in listening comprehension. The writer tried to find the strategies for get solution. This research used descriptive design with qualitative approach. This researcher would get strategies in order to make easier in learning listening for students. Teachers’ role in understanding learners’ existing strategy used of great importance, which requires teachers to be equipped with knowledge and understanding of the listening process to assist students’ listening practice effectively. In this research revealed several challenges that comprehension related difficulties such as rapid speech rate, limited vocabulary, and unfamiliar accents, difficulties in technic such as audio internet issues, and psychological difficulties such as anxiety. Students encounter struggling in real time comprehension such as unfamiliar lexical and phonological inputs. Based on theories there are buttom-up and top-down strategies. This research had other purpose namely with a good strategy in listening process would influence environment during students learning listening to get improvement. This study explored the listening comprehension difficulties experienced by English foreign language students and the strategies they use to overcome them.
English Language Learning, Listening Strategies, and English Difficulties.
A DESCRIPTIVE STUDY ON THE ABILITY OF THE INFERENTIAL READING COMPREHENSION OF READING TEXTS AT SMAN 4 BERAU
This study aims to describe the inferential reading comprehension ability of senior high school students in understanding English reading texts. Inferential reading comprehension refers to the ability to understand implied meanings in a text, including inferring unstated main ideas, identifying the author’s purpose, and drawing conclusions. This research employed a descriptive qualitative design. The participants of the study were 46 third-year students of SMAN 4 Berau in the 2007/2008 academic year. The primary instrument used for data collection was a multiple-choice reading test consisting of 20 items, designed to measure students’ abilities in inferring unstated main ideas, detecting the author’s purpose, drawing conclusions, and general reading comprehension. The results of the study showed that the overall mean score of students’ inferential reading comprehension was 68.26%, which falls into the “good” category. Specifically, the students’ ability in inferring unstated main ideas reached 74.27% (good), detecting the author’s purpose reached 69.56% (good), drawing conclusions reached 61.23% (fair), and general reading comprehension reached 67.39% (good). The distribution of students’ achievement levels indicated that 15.2% of the students were classified as excellent, 43.5% as good, 30.4% as fair, and 10.9% as poor. These findings suggest that although the students generally demonstrate a good level of inferential reading comprehension, they still face difficulties particularly in drawing conclusions from reading texts. Therefore, continuous practice and appropriate instructional strategies are necessary to further improve students’ inferential reading comprehension skills.
inferential reading, comprehension, reading text
CHALLENGES AND SOLUTIONS IN ACADEMIC LISTENING: A FOCUS ON CONVERSATION VIDEOS FOR ENGLISH LANGUAGE EDUCATION STUDENTS
This study investigated the primary linguistic, cognitive, and affective challenges English Language Education (ELE) students face when using conversational videos for academic listening and explored practical pedagogical interventions to mitigate these issues. A qualitative case study was conducted with a purposive sample of three ELE students from the Islamic University of Kalimantan. Data were collected via semi-structured interviews and analyzed using thematic analysis. Findings revealed students struggle with the fast pace, accents, idioms, and slang of natural speech. Cognitively, they experience overload and find it difficult to distinguish key information from fillers. Affectively, this leads to anxiety and disengagement. Students proposed several solutions, including: pre-listening activities (mind maps, vocabulary lists, and summaries), interactive tools (accurate transcripts), and learner-centered approaches (content personalization and progress visualization). The study concludes that combining these strategies can transform challenging conversational videos into effective tools for academic listening.
Academic Listening, Conversation Videos, ELE Students, Challenges, Solutions
IMPROVING STUDENTS’ CONFIDENCE IN SPEAKING ENGLISH THROUGH PROJECT-BASED LEARNING
This study aimed to improve students’ self-confidence in speaking English through the implementation of Project-Based Learning at STIT Ibnu Rusyd Tanah Grogot. The research applied Classroom Action Research (CAR) involving 15 second-semester students of the English Education Study Program. The study was conducted in two cycles consisting of planning, acting, observing, and reflecting stages. The results in Cycle 1 were not yet optimal, as several speaking components had not reached the Minimum Mastery Criterion (MMC) of 81. After revising the teaching strategy, significant improvement was achieved in Cycle 2. The scores increased to fluency 83%, pronunciation 84%, and vocabulary 85%, grammar 82%, and confidence 88%, all exceeding the MMC standard. These findings indicate that Project-Based Learning effectively enhanced students’ speaking ability and self-confidence.
Confidence, Speaking English, Project-Based Learning
Students typically find studying English to be dull, thus more engaging and dynamic approaches are required. Students' motivation, engagement, vocabulary mastery, and confidence in their ability to learn grammar and vocabulary spontaneously can all be enhanced by using games in learning exercises. The process for teachers to make sure the games are suitable for the students' skill levels in order to provide a meaningful learning experience is described in this article. It comprises the stages of analysis, design, development, and implementation.
THE IMPLEMENTATION OF TEACHERS' MOTIVATIONAL STRATEGIES AND THEIR IMPACTS ON THE STUDENTS' ACHIEVEMENT IN ENGLISH CLASSROOM INSTRUCTION
The purpose of this study is to describe the use of MSs applied by English teachers in SMK 1 Tanah Grogot and demonstrate how the impacts of MSs on the students' performances are revealed in English classroom instructional activities. This study applied descriptive qualitative analysis and four English teachers were investigated in dissimilar classes with low English proficiency category using observation along with the instruments of observation form, recording, note taking, and interviews. Semi-structured interview was successfully conducted to deal with particular reasons for the use of MSs. In addition, field notes and video recording were also included to figure out the phenomena on how the students responded the teacher's motivational strategies in teaching and learning process. The findings of this study showed that 4 different English teachers created the basic motivational or generated initial motivation and those two items became the most frequent MSs focused on their teaching actions. Meanwhile, autonomy supportive instructional behaviour seemed to be utilized by the teachers most of the times during their teaching and learning activities. Teachers' personal beliefs and perspective were concentrated to maintain their MSs based on the necessity of student's learning and classroom matters. Temporarily, the impacts on students' performances were classified into 2 main general terms: more engagement and less engagement which representing the students' classroom performances quality. In short, this study confirms that the students with good English proficiency more frequently dominated English classroom activities than those who had horrific competence. They were not able to exhibit any potential and great class participation when the teachers implemented their motivational strategies. Consequently, the teachers should have completed their strategies and inserted classroom building relationship among lower or problematic students to shape an ultimate classroom engagement and particular skills.
Keywords: MSs, low English proficiency, basic MSs, initial motivation, autonomy instructional behaviour.
Copyright (c) 2025 PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)
CHALLENGES AND STRATEGIES IN LISTENING COMPREHENSION: A CASE STUDY OF INDONESIAN EFL LEARNERS
This study investigates the listening comprehension challenges faced by Indonesian EFL learners and the strategies they employ to overcome these difficulties. Using a mixed-methods approach, both quantitative survey data and qualitative interviews were analyzed. Quantitative findings reveal that the most significant linguistic challenge was understanding unfamiliar vocabulary, while the primary cognitive difficulty was retaining information before the speaker finishes talking. Affective challenges were led by anxiety during exams, and environmental distractions, such as background noise, also hindered comprehension. In contrast, informal language, organizing information, and relying on visual cues were perceived as less problematic. Qualitative data further illuminated individual strategies used by learners, including repeated listening, the use of subtitles and transcripts, prediction, note-taking, and focusing on keywords, tone, and context. Learners emphasized the importance of consistency, selecting enjoyable content, and gradually reducing reliance on translation and subtitles. These findings highlight the complex nature of listening in EFL contexts and underscore the value of learner-driven, metacognitive, and cognitive strategies in building listening proficiency. The study offers practical insights for educators aiming to support listening development in similar language learning environments.
challenges, learning strategies, listening comprehension, efl learners
INVESTIGATING PROOFREADING STRATEGIES IN ENGLISH ACADEMIC WRITING FOR PUBLICATION
This study explores the proofreading strategies employed in English Academic Writing (EAW) from the perspective of professional proofreaders in international journals. Conducted at a public university in Indonesia, it involved a purposive sampling of 21 journals and 10 proofreaders from a pool of 164 potential journals. Through surveys, interviews, and Interpretative Phenomenological Analysis (IPA), the research reveals that cultural differences significantly influence text presentation, while individual cultural practices—such as reading habits and academic experiences—are crucial to the writing abilities of non-native English-speaking (NNES) authors. Notably, many NNES authors demonstrate strong EAW skills, challenging the idea that an author's country of origin is the primary determinant of EAW difficulties. The findings show thatNNES authors often rely on translation technology, which leads to issues due to literal translations. This reliance underscores the inadequacy of such technology compared to the nuanced understanding provided by human proofreaders. The study recommends using specialized dictionaries and collocation resources to avoid common errors in machine translations. Additionally, it highlights both textual and non-textual strategies that authors should adopt. Ultimately, the research suggests that enhancing proofreading skills in NNES authors begins with regular reading to familiarize them with proper academic writing conventions. While technology plays a beneficial role, human oversight is essential for ensuring comprehension and maintaining the integrity of the author's message.
TEACHER'S STRATEGIES IN IMPROVING ENGLISH VOCABULARY MASTERY OF GRADE VIII STUDENTS OF SMPN 1 SAMBALIUNG
This research aims to analyze the strategies used by teachers in improving the English vocabulary acquisition of grade VIII students at SMPN 1 Sambaliung. Vocabulary is a fundamental aspect of language learning, and limited vocabulary can hinder students' speaking, reading, writing, and listening skills. Therefore, this study seeks to identify effective teaching strategies to improve students' vocabulary acquisition and understand teachers' challenges in implementing these strategies. The research method used in this study is a qualitative approach with a descriptive design and an interpretivism paradigm. Data collection was conducted through semi-structured interviews with English teachers, classroom observations, and document analysis, including student evaluation results and assignment scores. Data analysis followed Miles and Huberman's interactive model, consisting of data reduction, data display, and conclusion drawing. The results of this study indicate that the use of varied and interesting strategies can increase students' learning motivation and improve their vocabulary mastery. The three teachers interviewed applied various interactive and contextual methods, such as visual media, language games, songs, and conversation exercises.
English Language Learning, Interactive Methods, Teaching Strategies, Vocabulary Acquisition, Technology In Learning
Students' Perception of Extensive Reading E-Book as Technology-Based Applications in Online English Language Classroom
Extensive reading allows students to read large amounts of text which also considered as an effective way to improve students' abilities not only in reading itself but it can also be used to improve other skills in learning English including writing, speaking and other aspects of English. Extensive reading develops reading comprehension, speed of reading, vocabulary, speaking, writing, listening, and almost all language aspects. The implication of this mini research is to contribute to further researchers in the future, especially in online learning contexts. The results of this study are able to provide information to educational institutions that the changes in the digital era should be balanced with the understanding of educators and students about technology itself. The use of ebooks is necessary for online learning systems so it is hoped that publishers and writers would focus more on digital learning products.
Key words: Students’, Perception of Extensive, Technology-Based Applications Online, English Language
Copyright (c) 2022 PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)
Adaptive Control of Thought of Human Being
This study aims to explain the students' achievement in the neuroscience perspective. The important human organs in this case the brain is evidence to motivate human character. This article is a literature study with a qualitative approach. This study is adapted a variety of literature books and journals that related to neuroscience and character education. Human brain has function to controlled by the nervous system in the brain it means that all the activities of human being is resource the functioning of the brain. The brain is complex organ can controls memory, thought, touch, emotion, motor, vision, skills, temperature, breathing, hunger and every process that depend in our body. Neuron system is part of the thing in individual learning ability and it function in mental individually. The human brain is flexible and has the ability to change. This organ evolves throughout life and adapts to the changing environment. It is scientifically proven that human in enriched environments belong to several numbers of synaptic connections among neurons than the impoverished environment. So the implication of neuroscience to all the activities lead to neurol branching. Key words: Cognitive theory adaptive control of thought
The Differences of Self-Confidence In Speaking Between Students Joining and Not Joining EDSA at Ahmad Dahlan University
This research title is “The Differences of Self-Confidence in Speaking Between Students Joining and Not Joining EDSA At Universitas Ahmad Dahlan". This study conducted to describe the differences of self-confidence in speaking between students who join and who do not join EDSA. This research uses descriptive research. The method of this research is qualitative and quantitative methods. The population of this research are English department students in the fourth semester that joining at speaking class, they are consisting of 46 students totally. The sample of this research used non-random sampling, the researcher used 15 students who join EDSA and 15 students who do not join EDSA, 30 students totally. In collecting data, the researcher uses observation, interview and questionnaires technique. The researcher did observation with several techniques, the first is joining the class, taking a photo in the class and then giving a checklist on the observation paper based on the situation in the class. The researcher recorded the interview data. In the questionnaires, the researcher makes twenty-two items statement and used Likert scale. The result of this research shows that the level of self-confidence in speaking of students who do not join EDSA is classified into fair category. The level of self-confidence in speaking of students who join EDSA is classified into very good category. The result of T-test in inferential analysis there is significant differences of self-confidence in speaking between students joining and not joining EDSA at Universitas Ahmad Dahlan, because t value is 8.816 > 0.05. The description of the difference of self-confidence in speaking between students who join EDSA and students who do not join EDSA can be seen from interview and observation conducted by researcher. Self-confidence in speaking of the students who join EDSA have higher score than the students who do not join EDSA. Keywords: Self-Confidence, Speaking, Self-Confidence in Speaking, EDSA
Developing English language material for high school level using pictures media to improve students speaking skills
This study aims to determine the effect of developing teaching materials on the learning of high school students and knowing the effect of developing teaching materials English image media on the speaking ability of high school students (SENIOR HIGH SCHOOL). The design of research and development of teaching materials used refers to research design and development modification of the Borg & Gall development model (1985) and Kemp & Dayton (1985). The subject of the study were the students of High School students. The result of this study is 13 units of varied material. The material consists of variety of topics related to tourist spots and well known places in South Kalimantan. Keywords: High School Students, Materials, ESP
TEACHING GRAMMAR BY USING TASK BASED LANGUAGE LEARNING (TBLT) IN TEFL FOR ENGLISH EDUCATION STUDY PROGRAM (STIT IBNU RUSYD TANAH GROGOT)
The use of task-based learning methods to improve students' grammar ability. This study aims to improve the grammar ability of students of the English Language Education Department of STIT Ibnu Rusyd Tanah Grogot through the use of task-based learning methods in teaching the Structure class. The design of this study is classroom action research. The subjects of this study were 17 students who took part in the Structure course and the lecturers of the course. This study is a class action study consisting of two cycles. This research was carried out in the. Data collection is of three types, there are tests, observations, and questionnaires. Data on the use of task-based learning teaching methods in learning structure obtained from observations and questionnaires are interpreted qualitatively, while data on student's grammar ability are interpreted quantitatively. The findings of this study show that the use of task-based learning methods in learning grammar can improve students' grammar ability. The result can be seen in the understanding and mastery of student material which is better than before. This is evidenced by the increase in the average score obtained by students based on the results of postest, it is 6.5 in cycle 1 and 7.7 in cycle 2. In addition, there is also an increase in the learning process of grammar which was characterized by reduced student passivity and an increase in student participation in meaningful learning activities.
TEACHING PREFIXES AND SUFIXES BY USING ONLINE-GAMES
The objective of this research was to know whether by using online games can improve students' vocabulary skills. This researchers used a pre-experimental research design and focused to affixes material. An affix is a grammatical element that is added to the beginning called prefixes and end of a word called suffixes, it's to change inflection or meaning. The sample of this study was selected using totally sampling. The research instrument used pretest and post-test. This study aims to improve the vocabulary ability of students of the English Language Education Department of STIT Ibnu Rusyd Tanah Grogot of using online games in teaching Advance Vocabulary class. Data from the results of this study indicate that there is a significant increase in the amount of treatment given. In the experimental class there was a treatment given, using an online game. The improvement can be proven by the mean post-test score of 82.00 and it can be concluded that the use of online games can improve students' vocabulary skills.
vocabulary, online games, suffixes, prefixes
Copyright (c) 2023 PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)
THE USE OF PICTURES TO IMPROVE THE STUDENTS' VOCABULARY MASTERY
The research aimed to find out improving students' vocabulary mastery by using pictures. This research was conducted by using Classroom Action Research (CAR). The subject of this research was grade VIIB of MTs Nurul Khair Muara Telake 2021/2022 academic year which consisted of 19 students. The object of this research was to improve the students' vocabulary mastery through pictures. This researcher was conducted in two cycles which each consists' of planning, acting, observing, and reflecting. The data were gathered through qualitative and quantitative data. The qualitative data were gained by analyzing the test and observation result. Then, quantitative data were obtained from the students' vocabulary score of pre-test and post-test. Based on the result of this research showed that there was a development on the students' vocabulary mastery, it can be seen if the score of students who got >73 grew up. It can be seen from the mean score of pre-test were 61.31, the mean score of post-test 1 was 72.39, and the mean score of pot-test cycle 2 was 82.39. In addition, there were 6 students (31, 57%) who passed Minimum Mastery Criterion - Kriteria Ketuntasan Minimal (KKM) in the post test of cycle 1. Meanwhile, in the cycle 2, there were 17 students (89, 4%) who passed Minimum Mastery Criterion (KKM). so the criteria of success was achieved. Then, from the result of observation it showed that there was improvement of positive responses in the teaching-learning process of vocabulary through pictures as media and it also showed that the students were motivated in teaching-learning process during the implementation of pictures.
BUSINESS COMMUNICATION SYSTEMS IN BANKING COMPANIES: A LITERATURE REVIEW
The key elements of communication are harmony and understanding between the communicator and the communicant during the communication process. Communication is more than just conveying information from one person to another. However, it serves as a guide for coordinating all ongoing activities within a particular business. The importance of communication in an organization cannot be ignored because this is crucial to achieving success in a company. Without effective and efficient communication, company success will be difficult to be achieved. It is very important that communication is established between government agencies and society to create a stronger synergy between them. This will help any organization to achieve success and promote a dynamic market. In the banking industry, many national and international banks are actively providing credit, making the current loan agreements even more critical.
Business Communication. Banking Companies
THE CORRELATON BETWEEN STUDENTS' LEARNING MOTIVATION AND VOCABULARY MASTERY ON THEIR TRANSLATION ABILITY
The research describes the correlation between students' learning motivation and vocabulary mastery on translation ability in the eighth grade of MTsN 3 Hulu Sungai Utara. This research is motivated by the lack of motivation and mastery of students' vocabulary on the ability to translate English texts. This research aims to find out any correlation between students' learning motivation and vocabulary mastery on their translation ability of eight grade students of MTsN 3 Hulu Sungai Utara. The method used Quantitative with a regression correlational path design. The population was Eighth grade students of MTsN 3 Hulu Sungai Utara, the sampling was 77 students who were taken by random sampling technique. Instruments in data collection was observation, questionnaire and tests. The data analysis technique used was statistical analysis of multiple regression using SPSS 25. The research obtained satisfactory results, as evidenced by the results of the analysis show the variable learning motivation (X1) and vocabulary mastery (X2), simultaneously significant effect on translation ability (Y). It is known from the results of the ƒ test that shows that the value of sig (0,05), in the ƒ test is lower than 0,05 (0,05 > 0.014). It means that variables independent which consists of learning motivation (X1) and vocabulary mastery (X2) has a simultaneous effect on translation ability (Y). The hypothesis of the research which reads that learning motivation and vocabulary mastery affect translation ability is accepted. It means Ho is rejected while Ha is accepted. The result of the research shows that any significant correlation between learning motivation and vocabulary mastery on student translation ability. Researcher suggest that English teachers can create a fun learning process to increase students' learning motivation besides that teachers should also provide vocabulary that is often used daily to make it easier for students to remember and make it easier for students to translate English texts, and further researchers can continue this research by using other variables to determine students' translation ability.
Learning motivation, vocabulary mastery, translation ability, multiple regression analysis
English Language In Teaching Methodology
Abstract This paper contains an English learning methodology that focuses on learning strategies and learning activities. This article uses the literature study method to reveal the leaning strategies and activities of learning English with using a variety of English teaching methods that can be used to teach at school or on campus. The methods that can be used are Multiple Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physical Respond, Communicative Language Learning, Natural approach, and Suggestopedia method. All methods are combined in English teaching activities designed to develop students' multiple intelligences and improve English skills together with easy and fun activities. Key words: English, Teaching, and Methodology Abstrak Tulisan ini berisikan tentang metodologi pembelajaran bahasa Inggris yang fokus pada strategi pembelajaran dan aktifitas belajarnya. artikel ini menggunakan metode studi literatur untuk mengungkap tentang strategi pembelajaran dan aktifitas belajar bahasa Inggris dengan menggunakan berbagai macam metode pengajaran bahasa Inggris yang bisa digunakan untuk mengajar di sekolah maupun di kampus. Adapun metode yang bisa digunakan adalah Multiple Intelligences, Situational Language Teaching, Audio lingual, CLT, Total Physycal Respon, Communicative Language Learning, Natural approach, and Suggestopedia method. Semua metode yang dikombinasikan dalam aktivitas pengajaran bahasa Inggris yang dirancang untuk mengembangkan kecerdasan majemuk siswa serta meningkatkan English skill secara bersama sama dengan kegiatan easy and fun. Kata Kunci: Bahasa Inggris, Pengajaran, dan Metodelogi.
THE DEVELOPMENT AND VALIDATION OF SUPPLEMENTARY EXTENSIVE READING (ER) STORYBOOKS AT SMPN 5 TANJUNG REDEB
The method used in this study is Research and Development using the ADDIE development model. The type of data used in this study is qualitative data. Qualitative data was obtained through interviews, suggestions, and comments which were then described descriptively. The formulation of the problem in this study is to explore how to develop an Extensive Reading Storybook as an additional material to foster students' joy in reading. The purpose of the study was to investigate the development of this storybook and its effective adaptation strategies. The research began by conducting interviews with English teachers and surveys with a small group of students in one class. The results of the needs analysis showed that the majority of students, namely 24 out of 26 students, showed interest in this storybook and felt bored and less interested in reading only in the form of text. Then in expert validation, the results show that the storybook is worth applying, then the results of the implementation show that students are interested and feel enjoy when reading this storybook.
APPLYING AUTHENTIC MATERIAL IN EXTENSIVE LISTENING TECHNIQUE FOR STUDENTS' PROFICIENCY DEVELOPMENT
Development and innovation of technology that change and make easy our life. Due to concept of teaching English, students taught by using technology with variety of teaching materials including authentic materials in extensive listening that can help students develop their listening fluency in a more enjoyable way. The data from this development study was collected from test and questionnaire which were distributed to 11 students, The results showed that applying authentic materials could help them improve their vocabulary, pronunciation and motivation in learning listening skill. Even though the students even lower level, the authentic materials still suitable for them because they can more practice listening out-side any time and freedom to choose the interesting materials that suitable their level and needed. The purpose of this paper is emphasized primarily on the effective use of the authentic materials in extensive listening and assist for both teachers and students to teach and learn in a better and easier way. Create interesting materials collaborate teaching technique play role in promoting among learners to learn English language in natural way specially in listening skill.
authentic materials, extensive listening, English learning
EFL STUDENTS AND TEACHERS' ATTITUDES TOWARDS BUSINESS ENGLISH POD IN TERM OF THEIR LISTENING AND SPEAKING SKILLS
The integration of Information and Communication Technology (ICT) has become a crucial aspect of language education, significantly influencing the field. This study investigates students' and teachers' views on using podcasts in the teaching-learning process. It focuses on students' attitudes towards podcasts in English as a Foreign Language (EFL) classes and their insights into the benefits and limitations of podcasts for developing language skills. Involving 40 students and 2 teachers from the Islamic University of Kalimantan Muhammad Arsyad Al-Banjari, data was gathered through questionnaires and interviews. Results showed that 80.2% of respondents enjoyed podcasts, with 69.9% agreeing they are enjoyable. Both students and teachers had positive attitudes towards podcast integration, believing it could improve listening and speaking skills while fostering collaboration and creativity. However, challenges in effectively using podcasts were identified, indicating a need for further exploration of best practices.
Podcast, listening, speaking, EFL Classroom
EFL STUDENTS' ATTITUDES IN TERM OF MOTIVATION TOWARDS THE USE OF CONVERSATION VIDEO ON LISTENING PERFORMANCE
Although listening skill is considered as a tough skill, there are some ways to practice or improve listening skill such as watching English programs, movies, listening to English radio and native speaker. Furthermore, Herron, York, Corrie, and Cole (2006) stated that students who practice their listening skill through videos can improve their listening comprehension. Using videos in English learning surely can attract students' interest to watch the videos. However, motivation also plays a pivotal role in language learning, within each, motivated learners being more likely to attain their educational objectives compared to those lacking motivation. This research is intended to explore EFL students' attitudes in term of motivation towards the use of conversation video on listening performance. A ten-item questionnaire was distributed to 36 students. The findings shows a high consistency noted within the intrinsic and extrinsic motivation category (α = .663), which indicates that most participants perceive positive attitudes regarding intrinsic and extrinsic motivation towards using conversation videos to enhance listening performance.
Copyright (c) 2024 PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)
THE EFFECTIVENESS OF SHADOWING TECHNIQUE TOWARDS THE EFL LEARNERS' LISTENING COMPREHENSION
The current study aims at assessing the effect of shadowing on EFL learners' listening comprehension. The research design used adopted in this research is a quasi-experimental. 40 second-year students from the English Department of Islamic University of Kalimantan Muhammad Arsyad Al Banjari were taken as a sample. They were divided into two groups: an experimental group and a control group. The experimental group was given a specific treatment meanwhile the control group was taught traditionally. Both groups were pretested then post tested using the same type of exercises. The results of the t-test showed that the experimental group outscored the control group. The analysis of the findings proved that the use shadowing in English as a Foreign Language listening classrooms enhances learners' listening comprehension.
THE ANALYSIS OF STUDENTS' ERROR IN USING PERSONAL PRONOUN IN A TRANSLATING SKILLS (CASE STUDY)
Grammar as one aspects of the language is necessary to be studied. One of grammatical components is pronoun. Many students are still confused on the use of personal pronouns in translating sentences. Therefore, the researcher is interested to conduct the research about error analysis on the use of personal pronoun in translating sentence. The objectives of this research were to know the percentage of students' error in using personal pronouns and to know what kind of personal pronouns error that is often made by the students of grade X SMK Nurul Fajeri computer network engineering major. The method used in this research was qualitative case study. The population was all ten grade students of SMK Nurul Pajeri ccomputer network engineering major, totaling 29 people. The research sample was 14 students who were taken from 29 population. The instument used for the research were test and interviews. That consist of 25 question in the form of fill in the blanks for the test, and the interviews for both students and teacher. The results of the obtained was sufficient. this is proven from the personal pronoun percentage with the results of: Subject pronoun category 32 items with percentage of 8.65%, object pronoun category 71 items with a percentage of 19.19%, possessive pronoun category 74 items with a percentage 20%, possessive adjective category 66 items with a percentage of 17.84, reflexive ccategory 67 items with a percentage 18.11%, and a transalting 60 items ith a percentage of 16.22%. The most dominant results are wrong in the personal pronoun in the possessive pronoun category. The findings of this study indicate that there are still many students who experience errors in grammmar, especially personal pronouns. The results of the study show that the errors occur in students come from themselves, due to a lack of confidence and this also affects the translation in personal pronoun.
Error Analysis, Personal Pronoun, Translating