Teaching English and Language Learning English Journal

AN ANALYSIS OF ENGLISH STUDENTS’ ANXIETY IN TOEFL PREDICTION LISTENING COMPREHENSION TEST

2025-03-27T08:00:01+08:00

This study investigates the types and the most type of anxiety experienced by English students during the Listening Comprehension section of the TOEFL Prediction Test. Conducted at Muhammadiyah University of Bengkulu, the study surveyed 41 students using a questionnaire to measure different types of anxiety: physical, cognitive, behavioral, emotional, and facilitative. The findings indicate that cognitive anxiety is the most prevalent, characterized by excessive worry and difficulty concentrating. However, facilitative anxiety also emerged as a dominant factor, suggesting that some students channel their stress into motivation. The study highlights the need for strategies to manage anxiety effectively, including enhanced test preparation and anxiety-reducing techniques.

Keywords: TOEFL, listening comprehension, anxiety, test anxiety, facilitative anxiety

ENGLISH TEACHERS’ STRATEGIES TO TRAIN STUDENTS’ CRITICAL THINKING SKILLS

2025-03-27T08:00:26+08:00

The objectives of this study are to investigate the strategies used by English teachers to train students' critical thinking skills and to investigate the most dominant strategy used by English teachers to train students' critical thinking skills at SMAN 1 Bengkulu Utara. The design of this research was a descriptive qualitative research. The population of this research were three English teachers who teach English at SMAN 1 Bengkulu Utara. The English teachers were qualified as professional teachers who have been taught English for more than five years. All of the population above became the sample of this research. In order to collect the data for this study, the researcher employed observation checklist and interview as the instruments of this research. The instruments of this research were designed by theory of Bean (2011) who divided nine strategies in critical thinking, namely; the problem-posing strategy, the frame strategy, the question-generating strategy, the believing and doubting strategy, the evidence-finding strategy, the case strategy, the norming session strategy, the “rough draft workshop” strategy, and the metacognitive strategy. This research found that the teachers implemented six strategies. All of the teachers implemented The Problem-Posing Startegy, the Question-Generating Strategy, The Believing And Doubting Strategy, and The Evidence-Finding Strategy. Thirty three percent of the norming session strategy and the metacognive strategy. There was no teacher who implemented the frame strategy, the case strategy, and the “Rough Draft Workshop” strategy. Moreover, the dominant startegies implemented by the teachers to train students’ critical thinking were the Problem-Posing Startegy, the Question-Generating Strategy, the Believing And Doubting Strategy, and the Evidence-Finding Strategy.

Keywords: English Teacher, Strategies, Critical Thinking Skilss

THE DIFFICULTY LEVEL OF WRITING THE PROCEDURE TEXT FOR GRADE VIII STUDENTS IN JUNIOR HIGH SCHOOL 21 BENGKULU CITY

2025-03-27T08:01:32+08:00

This study aims to know the difficulties level in writing procedure text by Grade VIII Students at Junior High School 21 in Bengkulu City. This research design used descriptive quantitative method of research. The data collecting technique method used in this study was treatment. In this context, treatment research is referred to an intervention or treatment given to a research subject to observe a specific effect or outcome. In analyzing the data in this study the researcher using a scoring formula, categorized the difficulty level and determines the level of difficulty. The findings from both assessments reveal that Grade 8th Students at Junior High School 21 Bengkulu City face significant challenges in writing procedure texts, with most aspects falling into the difficult category. In conclusion, the findings from both assessments indicates that the difficulty faced by Grade 8 students at Junior High School 21 Bengkulu City is at the difficult level in writing procedure texts, this difficulty caused by the generic structure and language features. This research can be used as a reference to conduct research related to procedural texts.

Keywords: Difficulty, Writing, Procedure Text

A CRITICAL REVIEW FROM THE PERSPECTIVE OF FUTURISTIC PEDAGOGY IN STUDENTS’ CHARACTER DEVELOPMENT

2025-03-27T08:01:05+08:00

In the modern era of rapid change, education is no longer solely focused on the transfer of knowledge but also on shaping students' character. In this context, character formation is not limited to moral or traditional ethical aspects but also includes the development of essential social and emotional skills for modern life. Character serves as a fundamental pillar that helps students face global challenges while adhering to moral values. Therefore, character development must encompass self-awareness, empathy, and the ability to make wise decisions amid a world full of choices and challenges. This article discusses how a critical review from the perspective of futuristic pedagogy can holistically support student character formation.

AN ANALYSIS OF TEACHING METHODS USED BY ENGLISH TEACHERS AT SD NEGERI 22 KOTA BENGKULU

2025-03-27T08:02:16+08:00

The purpose of this research is to analyze the teaching methods employed by English teachers at SD Negeri 22 Kota Bengkulu. The study applies a descriptive research design, utilizing observations conducted in six different classes. The results indicate that the Grammar Translation Method (GTM) is the predominant teaching approach in the school. Teachers frequently use explicit grammar instruction, translation exercises, and vocabulary memorization to facilitate language learning. Although this method effectively reinforces grammatical accuracy, it lacks interactive elements that promote fluency. The study suggests incorporating more communicative teaching strategies, such as Communicative Language Teaching (CLT) and the Direct Method, to enhance students' engagement and practical language use.

Keywords: Teaching Methods, Grammar Translation Method, Primary Education, SD Negeri 22 Kota Bengkulu

ANALYSIS OF ENGLISH READING SKILLS OF ELEMENTARY SCHOOL STUDENTS: A STUDY IN MUHAMMADIYAH 1 BENGKULU ELEMENTARY SCHOOL

2025-03-28T13:12:36+08:00

This research endeavor seeks to critically examine the English reading competencies of elementary school learners enrolled at SD Muhammadiyah 1 Bengkulu. The investigation delves into the levels of reading proficiency exhibited by students, the obstacles they encounter, the methodologies they adopt, and the contributions of educators and guardians in facilitating the advancement of English literacy. A qualitative research methodology is employed in this study, encompassing classroom observations, comprehensive interviews with students from grades 4 through 6 and their English instructors, alongside the analysis of relevant documents such as instructional materials, lesson plans, and student evaluation outcomes. Participant selection is executed utilizing purposive sampling methods, with criteria established for students who have engaged in English studies for no less than two years, exhibit diverse proficiency levels, and possess parental authorization. Data is subjected to thematic analysis, which encompasses familiarization with the dataset, coding, theme identification, reviewing and refining themes, as well as naming and defining these themes. This study adheres to ethical research tenets, which include informed consent, confidentiality and anonymity, protection against harm, the entitlement to withdraw, and reciprocal benefits. The anticipated outcomes of this research are expected to yield comprehensive insights into the intricacies of teaching English reading at the elementary level, identify efficacious practices to bolster EFL students’ reading competencies, and provide recommendations for the enhancement of more effective English programs at SD Muhammadiyah 1 Bengkulu and other analogous elementary institutions.

Keywords: EFL Reading Skills, Elementary School

THE INTEGRATION OF ARTIFICIAL INTELLIGENCE (AI) IN SECOND LANGUAGE ACQUISITION

2025-01-23T01:58:57+08:00

Second Language Acquisition (SLA) has undergone significant transformation alongside technological advancements, particularly through the integration of Artificial Intelligence (AI). AI technology holds great potential for enhancing the efficiency of language learning while introducing more adaptive and personalized methods. By leveraging AI, learners can experience more interactive learning environments, enabling them to practice language skills in ways that are simultaneously enjoyable and challenging. AI also provides flexible and personalized learning tools, allowing teaching materials to be tailored to individual skill levels, learning styles, and paces. This technology fosters a dynamic learning experience by offering instant feedback, helping learners correct their mistakes more quickly. Moreover, AI-based applications and platforms, such as chatbots and simulations, enhance immersion in language learning, enabling learners to engage in authentic real-life scenarios. Moving forward, AI is expected to become increasingly integrated into language education, offering even more opportunities to support the success of second language learning worldwide.

THE IMPLEMENTATION OF 8 TEACHING SKILLS IN MICROTEACHING COMPETENCE TEST IN ENGLISH EDUCATION PROGRAM AT UNIVERSITAS MUHAMMADIYAH BENGKULU

2025-03-27T07:56:48+08:00

the purpose of this research was to find out how the students implemented the 8 teaching skills in Microteaching competence test. The method used in this research used qualitative research because it refers to research about persons’ lives, behaviour, and stories, but also organizational functioning, social movement or interactional relationships. The researcher used a descriptive qualitative method by compiling or classifying, analyzing, and interpreting the data and using observation as the instrument of the research the subjects of this research are sixth-semester English Education students of Universitas Muhammadiyah Bengkulu who joined the Microteaching course in 2024. the information was gathered directly from people who had experienced the course of Microteaching. The result the student's 8 teaching skills overall marks result are 9.28% bad, 52.4% good, and 38.3% very good. With the individual and grouping skill at 11.7% of students mark with “bad”, and with discussion skill at 64.3% marked “good” and 21.1% marked “very good”. And suggested students need to improve strategies, self-reflect on what they should improve, Try to include all teaching skills when performing microteaching.