This research aimed to find out the level of students’ speaking anxiety students in English class and the most dominant factors that caused students’ speaking anxiety faced by the third grade students of Junior High School in SMPN 15 Bengkulu in English Classroom. This research used descriptive quantitative design with questionnaire as the instrument. The questionnaire of this research was Foreign Language Classroom Anxiety Scale (FLCAS) proposed by Horwitz et al. (1983). The data has been analyzed by using SPSS program. The population of this research was the third grade students in SMPN 15 Bengkulu. The total is 7 classes: class A, Class B, Class C, Class D, Class E, Class F, and Class G. The total number of population is 163 students. From 7 classes, the researcher decided to take only 20% of student each. The result of this research showed that the majority of the students of the third-grade were Mildly Anxious level and the most dominant factors causing the student speaking anxiety was the Fear of Negative Evaluation. According to the result, most of the students were already feel anxious about the fact that they had to speak in a group or individually and also being evaluated by the teacher in front of the English class. In conclusion, the researcher found that students are afraid to speak up in front of the class because they always think that other students will laugh at them and judge the student who speaks in front of the class. This might make the student’s speaking anxiety arise and make them to stay silent instead of speaking.
This research attemted to find out the learning style used in learning listening. This research was carried out by employing descriptive quantitative design. The population of this research was the fifth semester students of English Education Study Program of University of Bengkulu in academic year 2018/2019. The samples of this research were taken by using total sampling tehcnique, i.e 79 students. The data were collected by questionnaire consisted of 36 questions related to the learning style. The questionnaire adapted from Joy Reid written in Dede Nurul Faridah (2014). The results of this study showed that the students used three types of learning style in learning listening ( visual, auditory and kinesthetic). The most used learning style was auditory (Mean score:2.85), visual (Mean score:2.75) and kinesthetic (Mean score:2.50). In conclusion, there were three learning style used in learning listening, and the most dominant learning style is auditory.
The objective of this research is to describe how the use of self-assessment could improve learners’ autonomy. This study employed an action research design involving freshmen of English Education Study Program University of Bengkulu as the subject of the research. This action research was conducted in the Intensive English Course. The cycle of research consisted of plan, action, observation, and reflection. The cycle consisted of fifteen meetings covering four themes of materials. During the meetings, students were instructed to do self-assessment guided by the instructor after they have finished learning each theme. The indicator of success for this research was at least 25% students were categorized as having Very High level of autonomy, while the rest were at High level of autonomy. To measure the level of learners’ autonomy, a questionnaire was used. The questionnaire covers nine aspects of autonomy with the total fifty items. It was given to the subject at the end of the cycle. From the analyzed data, it was found that after only conducting one cycle of the action research, the indicator of success in this research was achieved. Hence, there was no need to continue it to the second cycle. From the result, 30% of students were categorized as having Very High Learning Autonomy.
The design of this research was descriptive quantitative. It aimed to find out the category of material and task in Bahasa Inggris Textbook for Senior High School published by Kemendikbud 2014. The subject of this study was textbook for grade tenth, consisting of 2 books (first semester and second semester) which each book consist of 9 chapters which were made up 268 materials and tasks. The data was collected by using observation checklist that proposed by Permendikbud number 08 2016 and some experts (Cunningsworth (1995), Celce-Murcia (1979), Wahab (2013)). The result showed that the materials and tasks which divided into 4 aspects; material aspect, linguistic aspect, material presentation aspect and graph aspect showed the different result. The material aspect was categorized into poor category while the others were categorized into good category. Therefore this book can be categorized into good category. In language skills (listening skill, speaking skill, reading skill and writing skill) also showed the different result. The listening skill showed low percentage in good category while the others skill showed high percentage in good category. Consequently, it can be concluded that language skills in this book was not balance.
This research is a descriptive quantitative research which aimed to investigate positive or negative perception of the English club members of EDSA (English Department Students Association) toward their club in cognitive, affective and connative components. The population of this research was all members of the EDSA’s English club. The samples were 40 respondents and the instrument was a questionnaire. The questionnaire consists of 25 items of three components which covered six variables like materials, activities, coach, schedule, place and English skill improvement. The result shows that 88.2% of the respondents had positive perception toward their English club, far much higher than negative one which was only 11.8%. Therefore, it can be concluded that English club was run well as the members had positive perception toward their club in all of the components
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