This study was conducted to help English teacher candidates maximize their efforts to develop critical thinking skills through an Extensive Reading (ER) program. There were forty research participants, from 18 to 21 years age range, in their fourth semester of undergraduate study in English Education Department. The main instrument to collect the data was a test in Critical Thinking, which was given before and after the program. The students were also asked to share their perception about the program after it ended by writing a reflection. During the ER program, the students practiced exercising their critical thinking skills in the post-ER activities which integrated all the four language skills. They needed to demonstrate their critical thinking as a required part of the assessment to provide evidence for their ER activities. Findings from the Critical Thinking test indicate improvement in the students’ critical thinking skills after the program. They also had positive perceptions of the activities and assessment in the program, which they thought to have positive influence on their critical thinking. All these imply the potential of integrating the development of critical thinking skills in an ER program.
The present study aims to analyze multiple-choice questions obtained from a trial testing conducted in a state junior high school in Indonesia. The study seeks to reveal the level of difficulty, discriminating power and distractor efficiency of the selected test items by employing item analysis. The result of the study discovers that levels of difficulty on the question items are varied. Some question tended to be easy and moderately difficult while the others are difficult to answer. It also uncovers that, in regard to discriminating power, some questions are well constructed while the others are ambiguously worded that can potentially cause the questions to fail to evaluate the students’ ability. The analysis on distractor efficiency presents information how the chosen multiple-choice questions were frequently constructed with less effective distractors that caused more high achieving students to choose wrong answers.
The aim of this study is to analyze the validity and reliability of the English National Final Examination for Junior High School academic year 2017-2018. This study took one sample of test package as the tests are similar in terms of the content and differ only in the position of test number. This study was undertaken in one of the private schools in South Jakarta and involved two English subject teachers as validators/validity analysts. The data was analyzed by using a descriptive method. Content validity was analyzed by comparing the test material in the syllabus to the test item, while the construct validity was analyzed by comparing the graduation standard to the test item. Furthermore, the reliability was analyzed by using Kuder-Richardson Formula (KR20-KR21). The findings of this study show that the English National Final Examination for Junior High School academic year 2017-2018 fulfilled the criteria of validity and reliability. The content validity shows 92% valid, the construct validity shows 92 % valid, and the reliability shows coefficient 0,784, which means reliable. To conclude, the English National Final Examination for Junior High School academic year 2017-2018 has fulfilled the criteria as a good test.
This study attempted to investigate teachers, students, and schools' readiness in conducting English programs for young learners in Indonesia. Therefore, the participants of this study were from three aspects, as mentioned above. There were two levels of schools involved in this study. Those were elementary and pre-school levels consisted of 10 elementary school teachers, pre-school teachers, elementary and preschool students, elementary and pre-school schools in several areas of Indonesia. The data were collected through the questionnaire and focused on their readiness to conduct English at their level. This study showed that students’ readiness to learn English was very high even though they often encounter obstacles or difficulties in the process of learning English in class. Meanwhile, facilities readiness to support the teaching-learning English process was not fully complete; the conditions and facilities were limited. On the other hand, the teacher readiness was high, although they lack confidence in using English in the classroom, and it was found that the teacher's educational background became one of the reasons. Additionally, teacher training was stated to be needed to develop their professionalism. However, they also stated that they had not joined that training yet. Therefore, less professional development training became a factor in decreasing the teacher readiness to teach at elementary and kindergarten levels.
The objective of this research was to reveal the introvert learner’s necessities, lacks, wants and learning needs in English speaking activity. This research was conducted at three state Islamic junior high schools in South Jakarta in order to solve the introvert learners’ problems deals with self-confidence and social interaction in English speaking activity. It was presented in a mixed-method research and used the explanatory sequential strategy. The participants in this research were 106 introvert learners on the eighth grade for quantitative data meanwhile nine introvert learners and four English teachers for qualitative data. The data of the study were collected through questionnaire and interview. The quantitative data were analysed using simple descriptive statistic while the qualitative data were analysed using Creswell’s theory. The study showed that introvert learners learn English speaking skill in order to communicate properly in English and facilitate their learning in other skills. Since the difficult learning material and the lack of vocabulary were the main obstacles for introvert learners, the English teacher can give them keywords and examples, then teach based on their interest in speaking activity to support the learning process. In this regard, the introvert learners like to discuss dialogues and experience topics by pairs, watching English movies, and listening to English songs. By identifying the necessities, lacks, wants, and learning needs, the teacher can facilitate the learning process through a friendly atmosphere.ABSTRAKPenelitian ini bertujuan untuk mengungkapkan tujuan, kekurangan, minat, dan kebutuhan belajar siswa introvert dalam aktivitas berbahasa Inggris. Penelitian ini dilasanakan di tiga MTs Negeri di Jakarta Selatan dengan tujuan untuk menyelesaikan masalah siswa introvert terkait kepercayaan diri dan interaksi sosial dalam kegiatan berbahasa Inggris. Penelitian ini disajikan dalam penelitian metode campuran dan menggunakan strategi sekuensial penjelasan. Peserta dari penelitian ini adalah 106 siswa introvert di kelas delapan untuk data kuantitatif dan sembilan perwakilan siswa introvert dan empat guru bahasa Inggris untuk data kualitatif. Data penelitian dikumpulkan melalui angket dan wawancara. Data kuantitatif dianalisis menggunakan statistik deskriptif sederhana sedangkan data kualitatif dianalisis menggunakan teori Creswell. Studi ini mengungkapkan bahwa siswa introvert mempelajari keterampilan berbahasa Inggris untuk berkomunikasi dengan baik dalam bahasa Inggris dan memfasilitasi pembelajaran mereka di kemampuan lainnya. Karena materi pembelajaran yang sulit dan kurangnya kosa kata adalah hambatan utama bagi siswa introvert, guru bahasa Inggris dapat memberi mereka kata kunci dan contoh, kemudian mengajar berdasarkan minat mereka dalam kegiatan berbicara untuk mendukung proses pembelajaran. Dalam hal ini, siswa introvert suka mendiskusikan dialog dan topik pengalaman secara berpasangan, menonton film berbahasa Inggris, dan mendengarkan lagu-lagu bahasa Inggris. Dengan mengidentifikasi kebutuhan, kekurangan, minat, dan kebutuhan belajar, guru dapat memfasilitasi proses pembelajaran melalui suasana yang bersahabat. How to Cite: Amalia, D., Husna, N. (2019). Introvert Learners’ Need Analysis of English-Speaking Activity. IJEE (Indonesian Journal of English Education), 6(2), 91-108. doi:10.15408/ijee.v6i2.15466
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