In this research the writer used Qualitative Research and employed the descriptive method to explore the language research and employs the descriptive method to find the studentsperception on SelfAccessRoom (SAR). It describes about the analysis of some perception on SelfAccessRoom (SAR) as EnglishEducationDepartment of MuriaKudusUniversity in AcademicYear2015/2016.
Teacher Training and Education Faculty, MuriaKudusUniversity. Advisor (i) Drs. Muh Syafei, M.Pd., (ii) Mutohhar, S.Pd, M.Pd.
Keyword: students’ perception, Classroom Management.
Classroom management is all efforts aimed at creating an atmosphere of effective and fun learning. It is important because the way teacher manages the classroom determines teaching and learning process run well or not. In order the teacher’s classroom management ability increased, the students should deliver their perception toward their teacher’s classroom management. The researcher found that the students of the tenth preeminent class of MA NU Banat Kudus are afraid of delivering their perception toward their teacher’s classroom management. So the researcher is interested to conduct a research on it.
Persepsi mahasiswa pada aspek menguasai dari perkuliahan yang efektif mahasiswa semester enam Program Studi Pendidikan Bahasa Inggris tahun akademik 2015/ 2016 adalah 24% (persepsi buruk), 58% (persepsi baik), 18% (persepsi sangat baik). Persepsi mahasiswa pada aspek tujuan ke depan dari perkuliahan yang efektif mahasiswa semester enam Program Studi Pendidikan Bahasa Inggris tahun akademik 2015/ 2016 adalah 22% (persepsi buruk), 60% (persepsi baik), 18% (persepsi sangat baik). Persepsi mahasiswa pada aspek serius dari perkuliahan yang efektif mahasiswa semester enam Program Studi Pendidikan Bahasa Inggris tahun akademik 2015/ 2016 adalah 12% (persepsi buruk), 54% (persepsi baik), 34% (persepsi sangat baik). Persepsi mahasiswa pada aspek santai dari perkuliahan yang efektif mahasiswa semester enam Program Studi Pendidikan Bahasa Inggris tahun akademik 2015/ 2016 adalah 18% (persepsi buruk), 48% (persepsi baik), 34% (persepsi sangat baik). Persepsi mahasiswa pada aspek teratur dari perkuliahan yang efektif mahasiswa semester enam Program Studi Pendidikan Bahasa Inggris tahun akademik 2015/ 2016 adalah 12% (persepsi buruk), 62% (persepsi baik), 26% (persepsi sangat baik). Persepsi mahasiswa pada aspek mampu beradaptasi dari perkuliahan yang efektif mahasiswa semester enam Program Studi Pendidikan Bahasa Inggris tahun akademik 2015/ 2016 adalah 16% (persepsi buruk), 56% (persepsi baik), 28% (persepsi sangat baik). Persepsi mahasiswa pada aspek berpengetahuan luas dari perkuliahan yang efektif mahasiswa semester enam Program Studi Pendidikan Bahasa Inggris tahun akademik 2015/ 2016 adalah 6% (persepsi buruk), 60% (persepsi baik), 34% (persepsi sangat baik). Secara keseluruhan peneliti menemukan tiga klasifikasi tingkatan level persepsi, yaitu 12.7% (persepsi buruk), 62.6% (persepsi baik) dan 24.7% (persepsi sangat baik).
Jaryati, 2016. Students’ Motivation in Learning English in the Eleventh Grade Students of SMA PGRI 1 Pati in academicyear2015/2016. Skripsi. EnglishEducationDepartment, Teacher Training and Education Faculty, MuriaKudusUniversity. Advisor: (1) Dr. Slamet Utomo, M.Pd. (2) Fajar Kartika, S.S, M.Hum.
Hallo and welcome to the library. I’m Ms. Martin, the assistant librarian, and this is the library orientation tour for new graduate students in the business department.
Now, let’s get started. The library is open for extensive hours, from 07.00 a.m. until midnight seven days a week, so that you’ll have access to the library research facilities almost anytime. During final exam week, the library is open twenty- four hours a day and there are library staff members available to help.
German as a Foreign Language 2 SPDE2 5.0 4 German for foreign students with very good knowledge in speaking and writing.
Inhalt: Gedenken und Gedenktage, Feste und Brauchtum, Ess- und Trinkgewohnheiten, „Typisch Deutsch“, Menschliche Beziehungen in der Familie, Verwandtschaft, zu Freunden, Nachbarn, Redensarten zu den Themen Charakter, Kleidungstücke, Farben, Bildliche Vergleiche: Menschen- Tiere, Redemittel für Sprechabsichten in einer Diskussion; Streitgespräche über verschiedene Inhalte (z.B. Leben in der Stadt oder auf dem Land?); Studiengebühren, Rauchverbot; Markenkleidung; Schuluniformen.
The test group of UJM is divided into two categories; they are group of IPA/IPC and group of IPS. Then, the materials in the UJM are TPA (Tes Potensial Akademik or academic potential test); TBSD (Tes Bidang Studi Dasar or test for basic study) which consist of English, Indonesia, Arabic, and basic social science; TWK (Tes Wawasan Keislaman or Islamic concept test) which consist of Al-Qur’an Hadits, Fiqih, Islamic history, and Aqidah Akhlak; and science test consist of Mathematics, Physics, Chemistry, and Biology (this test only for group of IPA/IPC). In this case, they are given a chance to choose six departments from three faculties. However, the process of acceptance and placement of students who pass in the UJM are based on their passing grade set by that University. 3
German as a Foreign Language 1 SPDE1 5.0 4
German for foreign students with basic knowledge.
This course appeals to those international students who have little or no knowledge of the German language. The course is conducted with 4 LPW (60 lesson hours per semester) as Level 1 of the United European Frame of Reference for languages. The course offers the students the possibility to acquire basic knowledge of the German language to be able to communicate in everyday situations. The skills of auditory and reading comprehension along with written and speaking skills will be trained in the duration of this course. In the foreground of this course stands communication that is used in everyday life. Topics of this course will be:
constructive feedback. Also it helped the students provide each other with constructive feedback and make improvement in their writing. All of the respondents gave positive responses that peer feedback could develop the students’ awareness. It helped them know their stength and weakness and it made the students become aware of making mistakes in their next writing. 96% of the respondents gave positive responses that peer feedback could facilitate them to do collaboration. All of the respondents gave positive responses that peer feedback helped the students to learn more about revision by reading their peer’s work and peer feedback helped them to think critically.
Based on the interview with eighth semester students, most of the students in UIN Sunan Ampel Surabaya felt not easy to get a TOEFL score which according to what they expect with the following reasons such as because it takes time to learn and intensive training in order to achieve it 21 . This is consistent with the statement 20 students of eighth semester from different majors in UIN Sunan Ampel Surabaya that were interviewed by the researcher and had followed TOEFL in intensive class when they were in the second semester. They said that the TOEFL is one of the difficult tests that they have ever faced. Moreover, a high standard’s score of achievement become one of the reasons of their difficulties in taking TOEFL based on their lack of English skills. Therefore, the researcher chooses the students of EnglishEducationDepartment at UIN Sunan Ampel Surabaya to be the subject of this research because this major is one of the majors in UIN Sunan Ampel Surabaya that held learning class about the TOEFL Preparation.
Some learners often desire to write, but they cannot do it in a good arrangement in written form. In order to produce a good sentence structure and well arrangement in a written, the students have to produce a text that must flow through a sequence of sentences. Every sentence needs to be stuck together to one another to enable readers comprehend the meaning, to bind the elements of a text together and know what is being referred to and how the phrases and sentences relate to each other, the use of cohesion is demanded.
The writer realizes that there are many people who already helped and supported her in arranging this research. In this chance, the writer would like to express deeper appreciation to:
1. Dr. Slamet Utomo, S.Pd, M.Pd as the dean of the Teacher Training and Education Faculty, for all his supports.
between high level of satisfaction with fields of study and academic achievement. It should be noted that satisfaction as a motivating factor can have an impact on individuals’ activities and also increase their achievement. Furthermore, there is a mutual relationship between academic satisfaction and academic achievement. Thus, academic satisfaction increases owing to the bilateral relationship in terms of improved academic achievement. However, the findings of the study by Anbari et al showed a significant and negative relationship between satisfaction with fields of study and academic achievement among students of Arak University of Medical Sciences such that successful students were less satisfied with their fields of study. The GPA means among students enrolled in nursing, midwifery, and paramedics were higher than those of students in medicine, who had also lower levels of satisfaction with their fields of study. The mean GPAs among students in nursing and paramedics as well as academic achievement among the students enrolled in health and nursing were also higher compared with other universitystudents, although these students reported lower satisfaction with their fields of study. It may be that successful universitystudents in these fields of study were eligible to study other high-ranking fields of study, and their current fields may not have been challenging enough. Moreover, special attention to students in medicine and dentistry in the academic environment could cause successful individuals enrolled in other schools to feel dissatisfied with their current fields of study given their high GPA. 7
76 H, Jeremy. The Practice of English Language Teaching. London:
Halliday, M.A.K. An Introduction to Functional Grammar (4 th ed.). Revised by C.M.I.M Matthiessen. New York: Routledge, 2014 Jing, Wei. “Theme and Thematic Progression in English Writing
The data source of this study are informant , documents and event. The techniques of collecting the data used in this study are (1) observation to get the data about the school profile, the learning circumtances in SMK Negeri 4 Surakarta, the profile of the teachers and students, and classroom language learning activities (2) interview which was based on the purposeful sampling to get information from the human resources, in this case, teachers and the school administrator, the vice principal of curriculum (3) content-Analysis concerned with the teachers’ lesson plan that the teachers prepared before the teaching The lesson plan stated the assesment planning including technique, instrument and the scoring rubric. The researcher also analyze the students’ work or products to get the data about the authenticity of the assesment.
First of all, the researcher would like to thank to the Almighty God, who has given a chance, health, guidance, mercy, blessing, so the researcher can finish the research entitled “Students’ Motivation in learning English (A Case Study of Eleventh Grade Students at SMK NU Ma’arif Kudus in AcademicYear 2017/2018).”
3. Dr. Abdul Asib, M.Pd as the first consultant and Dr. Ngadiso, M. Pd as the second consultant for their guidance, advice, and patience during the process of completing this thesis.
4. Dr. Sigit Ricahyono, M. Pd, The Head of EnglishEducationDepartment of IKIP PGRI Madiun for giving permission to conduct the research.
AL-Mutairi (2010) mentioned that Cumulative Grade Point Average (CGPA), Grade Point Average (GPA) and their test result.) Most of the researchers around the world consider GPA to be an indicator of student performance, over the period of a particular semester or an academic program (Galiher, 2006) Some other researchers do the same through the result of particular subject or the previous year’s performance (Tho, 1994; Hake, 1998; Hijazi and Naqvi, 2006). English as a medium of instruction is accepted in all the educational institutions in the Middle East. This is much more so in the areas of sciences, medical, and engineering courses. However, the Arabic language remains the main language of instruction at the primary and secondary levels (Yushau et al., 2006). But, medical students face difficulties due to adoption of English language as a medium of instruction, wherein their schooling was mostly in Arabic. The use of English has a negative impact on their grades in all courses, and students’ grades suffer a downfall as a result. (p< 0.05) (Al-Mously et al., 2013). According to the current discussions of Lubinski and Camilla (2006) the school background of students has a bearing on their academic performance in the Preparatory Year Girls courses. Though there is research that demonstrate contradicting results or findings. Some research shows that private school students score lower than public school students. However, other research has an opposing view with regard to the diversity of student’s backgrounds. Numerous important studies have been carried out on the factors that affects students’ academic performance or achievements in different stages of their academic life. Some of the factors identified and reported to have affected the academic performance of students in these different settings are: students’ efforts, previous or prior educational performances, self-motivation, socio-economic status of the students’ parents, the students’ age, number of hours of study per day, admission points, different entry qualifications, tuition trends and the students’ area of residence (rural or urban) (Farooq et al., 2011).
Most of the men avoid teaching children is because of some reasons. A study conducted by Drudy et al.  about school leavers and student teachers‘ perceptions and reasons why the number of men going into teaching children fell continuously. Women‘s job/ female domination, woman better with children, low payment, the attraction of other jobs, primary teaching unattractive, men dislike working with children, fear of abuse allegations, and young children difficulty is the reasons why lack of male primary teachers. Another reason is because of the lack of support from society. Men must cope various social perceptions such as coping with the disagreement of family, associates, and society for selecting a job which has been the domain of female for a long time , . Cushman discovered that parents, especially fathers, counted teaching to be an inappropriate profession for their children . Additionally, it is encountered male teachers have low esteem to admit their profession working with children and avoid talking about profession with other people by reason of fear of undesirable responses . It shows that the society perceived that teaching is inappropriate and worthless profession for men. The research literature on the lack of male teachers also cites several common reasons for the gender disparity in the young children teacher workforce. It is identified that there are three common reasons why males do not choose teaching young children as a career. First, low salary becomes one of the reasons why male decide to avoid teaching as a career. Low salary may have a differential effect on men because of the perception that they need to be a family‘s primary wage earner. Second, lack of prestige or low status of teaching profession may affect male teachers more negatively than
From the phenomenon above, English for Specific Purposes (ESP) then becomes such an important part of English language teaching since it gives more specific features of English to certain learners. There are three main common reasons to the emergence of ESP according to Hutchinson. Those three reasons are (1) the expansion in scientific, technical, and economic activity on an international scale after world war II, (2) the revolution in linguistics which states that the language varies considerably, and in a number of different ways, from one context to another, (3) learners were seen to have different needs and interests, which would have an important influence on their motivation to learn and therefore on the effectiveness of their learning (Hutchinson and Waters, 1987:6-8). In other words, it is crucials to design a language teaching for certain learners with relevant contexts in order to gain effective and beneficial teaching and learning process. So it can be stated that the English course design for science students will somehow different with the economic students because they have different needs for learning English.