Getsempena English Education Journal

THE IMPACT OF PARENTAL INVOLVEMENT ON STUDENTS' ENGLISH LEARNING ACHIEVEMENT: A STUDY OF MAN MATANGKULI

Hanif Arsyad — 2024-11-30

This study investigates the extent of parental involvement in motivating students to learn English and its impact on their academic achievement in learning the language. The research also seeks to determine the extent to which parents support their children in learning English as a foreign language. Utilizing an experimental research design, this study involved second-year students from MAN Matang Kuli as the population and sample. The experimental and control groups were divided into two classes. A pre-test and post-test were conducted to observe both groups at two-time points. Data were collected through questionnaires, semester report books, and test scores. The study employed statistical analysis to establish causal relationships between parental involvement and students' English achievement, following Borg's (1989) principles for experimental research design. The findings revealed a significant cause-and-effect relationship between parental involvement and students' academic achievement. Higher parental involvement, particularly in their roles as educators and facilitators at home, contributed to better student performance. The mean achievement score (∑y) of students was 64.05, with a standard deviation of 6.5, and the average parental involvement score (X) was 2.4. Additionally, the study highlighted the role of teaching methods and classroom dynamics in supporting students' English learning.The research underscores the importance of parental support and suggests that English teachers adapt teaching strategies to students' conditions and needs. It concludes that students whose parents are less involved in their education tend to perform lower in English subjects.

THE EFFECT OF PROJECT BASED LEARNING USING CANVA ON STUDENT’S ABILITY TO WRITE HEALTH PROMOTION TEXT

Ardi Ficri Harahap — 2024-11-30

Proficiency in writing health promotion texts is crucial for nursing students in English language learning. However, limited writing proficiency remains a significant barrier. This study aims to investigate the impact of the Project-Based Learning (PjBL) approach, using Canva application, on students’ ability to write health promotion text. A quasi-experimental with non-randomized pre-test post-test design was utilized, involving 76 nursing students from STIKes Medika Seramoe Barat as the population and sample. The students were divided into two groups; an experimental group taught using project based learning with Canva and a control group receiving traditional teaching approach. Data were collected through writing test, in form of pre-test and post-test evaluations, and analyzed using the Mann-Whitney test. The findings reveal that project based learning using Canva application significantly improved students’ writing skills (Sig. (2-tailed) .001 < 0.05). These results suggest that incorporating Project based learning with digital tools like Canva is an effective pedagogical strategy for fostering nursing students' academic writing competencies.

ATTITUDES OF ENGLISH EDUCATION STUDENTS TOWARDS WORLD ENGLISHES: PREFERENCES AND CULTURAL INFLUENCES

Zahria Amalina — 2024-11-30

This study is based on the concept of World Englishes (WE). It aims to examine the attitudes and awareness of university students towards different varieties of English. Data was collected from 38 students through a questionnaire, with 10 participants selected for interviews. The mixed method design of concurrent embedded was used to analyze the data, combining qualitative interview data with quantitative questionnaire data for a comprehensive result. The qualitative data from the interview were integrated with the quantitative data from the questionnaire to reinforce the findings. All data collected from the participants were carefully examined and analyzed. The study revealed that students possess a general awareness and positive attitudes towards various forms of English. However, their limited exposure to these varieties hinders their knowledge and understanding of them. This preference reflects the influence of socio-cultural factors on language learning and suggests the need for a more comprehensive approach to English language education that includes exposure to world Englishes.

THE CONSTRAINTS FACED BY EFL LECTURERS TO THE IMPLEMENTATION OF ONLINE LEARNING

Suryani Suryani — 2024-11-30

The increasing demand for online learning learning has led to its widespread adoption across Indonesia, influencing all levels of education. This sudden shift has pushed educators to quickly adapt to digital technologies, primarily relying on internet-based platforms and email communication. The rapid transition to online learning has created opportunities for pedagogical innovation but also introduced significant challenges, particularly in English language education. This study investigates the obstacles encountered by English as a Foreign Language (EFL) lecturers in implementing online learning. Using a quantitative research approach, data were collected from eight EFL lecturers teaching at both governmental and private universities in Aceh, Indonesia. The data were obtained through online questionnaires, providing insights into the various constraints experienced by these lecturers. The primary challenges reported include a lack of meaningful interaction between lecturers and students, suboptimal learning and evaluation processes, and difficulties in teaching skills-based material online. Other issues highlighted were students' limited understanding of the content, inconsistent internet connection, student disengagement from assignments, lecturer fatigue, and inadequate access to learning resources and support tools. This research provides a comprehensive overview of the barriers faced by EFL lecturers in transitioning to online teaching, offering valuable insights for improving the design and delivery of online education in similar contexts.

WHATSAPP CLASS: ESTABLISHING STUDENTS’ WRITING SKILL THROUGH FEEDBACK ACTIVITY IN THE EFL ACADEMIC WRITING COURSE

Yuniarti Yuniarti — 2024-11-30

This study concerned with how students established groups’ feedback that support their cognitive presence. This study used a case study. Convenience samples were 15 students majoring in English language education department at the university of Muhammadiyah Aceh. Thematic analysis was used to examine the information from the written-based communication that were converted into Microsoft Word documents. The data was processed using NVivo software to code indicators emerged. Content analysis was used to analyse comments in the draft and final essays after feedback activities. The results of the feedback activity showed that the students attempted to construct cognitive presence in chats and written texts. In WhatsApp, the triggering, exploration phases appeared. The students did much integration phase by giving types of corrections on draft essays. Also, they did resolution phase by re-writing essays. In the draft essays, the essays’ mistakes were 70.61%. In the final essays, the essays’ mistakes were 29.35%. The implication shows that collaboration via WhatsApp can be implemented to construct cognitive presence.

A STUDY ON ACEHNESE EFL LEARNERS’ PHONETICS: PRONUNCIATION ERRORS IN PRODUCING ENGLISH CONSONANT SOUNDS

Fera Busfina Zalha — 2025-01-20

With its distinct phonetic features, the correct pronunciation of the English consonant sounds has particularly been a challenge for EFL students, resulting them making errors in their pronunciation. The present study attempts to identify errors made by non-native students of English, especially Acehnese, in pronouncing English consonant sounds. Besides, the perceived factors causing the errors were also explored in order to demystify the potential reasons for the pronunciation difficulties. Using the frame of qualitative study approach, the current study gained the data through vocabulary tests and interviews. Five EFL learners of English language department of Universitas Islam Negeri Ar-Raniry Banda Aceh were selected as the participants of this study. The participants all represent Aceh Besar region only, to limit the findings, considering the possible effects of their mother tongue on their English pronunciation. The data were collected through vocabulary test and interview. This study found that the students experienced difficulties in producing the sounds [b], [d], [g], [v], [ʒ], [z], and [ʃ]. The data from the interview also reveal four perceived factors leading to the pronunciation errors including challenge in enunciating sounds with similar phonetical features, unawareness towards the correct pronunciations, mother tongue’s impacts towards English pronunciation, and lack of practice. This study’s findings contribute the field of EFL studies as correct pronunciation is emphasized in the mastery of the English language; thus, awareness on which sounds are difficult to pronounce and the factors causing the difficulties are essential for both EFL educators and learners.