Abstract-English mastery and 21st century skills are two important considerations for every educator as education is striving to prepare today's students to become prepared for the competitive global market of tomorrow. In the previous study, the researcher had implemented student-made video project to develop students' English. Having observed the students' English skills development in each phase of student-made video project, in this further study the researcher investigated the students' responses of English for Management class toward the project. The points cover in the students' responses are in relevance to 21 st century skills, which are the students' responses toward autonomy in learning English, the students' responses toward teamwork, and the students' responses toward technology used in English learning environment. The data was obtained through questionnaires and interview. The result revealed that despite the students' difficulties in running the project, they responded positively to the project. However, even though students realize the benefit of the video project related to the development of 21 st century skills, the statements and high average score from the questionnaire do not suffice, as it can be argued that the students of the responses might be due to their awareness that the project must be useful. It is important, therefore, to scrutinize further what the students associated with their positive attitudes as they answered the questions for this research, which will in turn lead to the knowledge of important factors to students' learning motivation.
This research investigates how semantic mapping strategy can improve students’ reading comprehension. The subject of this research was the ten grade students consisted of 32 students. In this classroom action research, the researcher used quantitative data to see the improvement of the students’ reading comprehension, and qualitative data to explain the change in students’ behaviour during the implementation of the strategy. Based on the result of the test conducted at the end of the cycle and the analysis of the observation checklist and field notes, it could be concluded that both the students’ reading comprehension and the students’ attitude during the reading class have been improved. The students who passed the test improved from 43.75% at the baseline data to 87.5% at the end of cycle II. This improvement mostly influenced by the second and the third phase of semantic mapping strategy, which are brainstorming categorization. In this phases, the students activate their prior know and learn to visualize relationship between ideas and put them into categories. Thus, the students have a better comprehension of the text. The students also showed better motivation, interest, participation, and enthusiasm toward the learning process proven by the results of the observation. However, the materials in this present research were short reading texts. The implementation of the strategy on longer reading texts should be taken into a deeper study in the future research.
During the process of writing an essay, many students are utilizing online translation tools like Google Translate due to the widespread availability of computing technology and the internet. Online translation programming is strong, yet it is inclined to over-exacting interpretation, and cannot represent the setting similar to a human interpreter. As a result, students are left to rely on a tool that promises to "do the hard work" for them by allowing them to only think and write in their native language. This study is aimed to determine the extent to which students at the University of Bengkulu, Indonesia, rely on technology in writing essays and whether they consider its use to be cheating or not. The data was obtained by conducting mixed-method research through survey with a closed-ended questionnaire and interview to the English Department students of Universitas Bengkulu who are currently taking a Critical Writing course. The results discovered that all of the participants have utilized GT as a translation tool for writing essays particularly to translate word from their first language into English. Moreover, they considered using GT for essay writing as cheating depending on how it is used; for graded assignments or writing test.
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