Skripsi Mahasiswa Prodi Tadris Bahasa Inggris

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    ‘’ a study of factors affecting speaking fluency on students of english education study program at stain majene
    (Repository STAIN Majene, 2026-09-29) Sarkia
    ABSTRACT Researcher : Sarkia Reg. Number : 10256120043 Title : ‘’ a study of factors affecting speaking fluency on students of english education study program at stain majene The main problem examined in this research is to analyse the factors that influence the fluency of speaking English of English Education students of STAIN Majene. the purpose of this research is to describe the factors that influence the fluency of speaking English in English Education students at STAIN Majene. The research location is located at STAIN Majene. This type of research uses qualitative research. data collection techniques used are interviews and documentation of data sources using data reduction, data presentation and conclusion drawing.The results of this study indicate that the factors that affect the fluency of speaking English of English Education students are caused by 3 factors, factors cognitives,linguistics and affectives. Keywords : Speaking Ability, Fluency. Permasalahan utama yang di kaji dalam penelitian ini adalah menganalisis faktor – faktor yang mempengaruhi kelancaran berbahsa inggris mahasiswa Pendidikan Bahasa inggris STAIN Majene. tujuan dari penelitian ini adalah untuk mendeskripsikan faktor- faktor yang mempengaruhi kelancaran berbicara bahasa inggris pada mahasiswa penidikan bahsa inggris di STAIN Majene. Adapun Lokasi penelitian terletak di STAIN Majene. jenis penelitian ini menggunakan penelitian kualitatif.teknik pengumpulan data yang di gunakan adalah wawancara dan dokumentasi sumber data menggunakan reduksi data,penyajian data dan penarikan Kesimpulan.Hasil penelitian ini menunjukkan bahwa faktor -faktor yang mempengaruhi kelancaran berbicara Bahasa inggris mahasiswa Pendidikan Bahasa inggris adalah di sebabkan oleh faktor yaitu faktor kognitif, linguistic dan affective . Kata kunci: Kemampuan Berbicara, Kefasihan.
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    The Effectiveness of Vocabulary Self-Collection Strategy (VSS) to Improve Students‟ Reading Comprehension at SMK Negeri 5 Majene
    (Repository STAIN MAJENE, 2026-06-08) Nur Alisa
    Researcher : Nur Alisa Reg. Number : 10256121026 Title : The Effectiveness of Vocabulary Self-Collection Strategy (VSS) to Improve Students‟ Reading Comprehension at SMK Negeri 5 Majene This study was conducted due to students‟ reading comprehension skills being relatively low. This problem was caused by students‟ limited vocabulary mastery, which made it difficult for them to understand English texts. The teaching method used was also considered not yet effective because it relied on memorizing word lists, which made many students have difficulty remembering and understanding word meanings contextually. In addition, when students encountered reading texts containing many unfamiliar words, they often became confused and were unable to grasp the overall meaning of the text. Therefore, an appropriate learning strategy is needed to help students improve their vocabulary mastery and reading comprehension. Thus, this study employed the Vocabulary Self-Collection Strategy (VSS) as an alternative strategy to address these problems. This study aimed to determine the effectiveness of VSS in improving reading comprehension for eleventh-grade students at SMK Negeri 5 Majene. The research used a pre-experimental design with a single group involving pre-test and post-test. The participants were 24 students majoring in Automotive Light Vehicle Engineering. Data were collected through reading comprehension tests and analyzed using scoring, mean, normalized gain (N-Gain), normality test, and paired sample t-test. The results showed that students‟ reading comprehension improved after the implementation of VSS. The mean score increased from 51.25 in the pre-test to 64.58 in the post-test, with N-Gain indicating moderate improvement. The paired sample t-test revealed a significant difference between pre-test and post-test scores (p < 0.05). These findings indicate that VSS effectively improved students‟ reading comprehension by enhancing vocabulary and overall text understanding. However, this study was limited by the use of a single group design without a control group, the relatively small sample size, and the short duration of the treatment, which may affect the generalizability of the findings. Keywords: Vocabulary Self-Collection Strategy, reading comprehension, improvement, vocabulary mastery.
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    Analysis of Emotional Intelligence on Speaking Anxiety of English Education Students at STAIN Majene
    (Repository STAIN MAJENE, 2026-06-04) Fajriansyah
    Researcher : Fajriansyah Reg. Number : 10256121035 Title : ANALYSIS OF EMOTIONAL INTELLIGENCE ON SPEAKING ANXIETY OF ENGLISH LANGUAGE EDUCATION STUDENTS AT STAIN MAJENE Speaking anxiety is a common emotional issue experienced by students in speaking classes, which affects their fluency, confidence, and ability to express ideas effectively. This condition highlights the importance of managing emotional aspects through the development of emotional intelligence. This study aims to describe the implementation of the RULER strategy for managing speaking anxiety and to explore the role of emotional intelligence in helping students in the English Language Education Program at STAIN Majene cope with it. This study employed a qualitative descriptive approach. The data were collected through classroom observations and in-depth interviews. The observations focused on students’ emotional responses before and during speaking activities, while the interviews explored students’ emotional experiences and their perceptions of the implementation of the RULER strategy. The findings revealed that prior to the implementation of the RULER strategy, students experienced high levels of speaking anxiety, characterized by nervousness, difficulty concentrating, and a lack of structured emotional regulation strategies. This anxiety was influenced by cognitive and situational factors, such as negative thoughts, fear of making mistakes, pressure from lecturers and peers, and low self-confidence. After implementing the RULER strategy, students demonstrated improvements in emotional awareness and regulation. They became more capable of recognizing, understanding, and managing their emotions through adaptive strategies such as deep breathing and positive self-talk. Although the anxiety did not completely disappear, its intensity became more manageable, allowing students to feel calmer, more focused, and more confident when speaking. In conclusion, the RULER strategy, as an application of emotional intelligence, helps students manage speaking anxiety and improves their speaking performance in English language learning. Keywords: RULER strategy, emotional intelligence, speaking anxiety, emotion regulation, speaking performance.
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    Student’s Perception And Expectation Of The Learning Experience In English Education Study Program At Stain Majene
    (Repository STAIN MAJENE, 2026-05-24) Julisa
    Name Reg Number Study Program Title : Julisa : 10256120021 : English Education Study Program : Student’s Perception And Expectation Of The Learning Experience In English Education Study Program At Stain Majene In the world of higher education, students' expectations and perceptions of the study program they choose play an important role in determining their level of satisfaction and academic success. Students' perceptions reflect how they interpret the learning experience, the quality of teaching, the facilities available, and the relevance of the curriculum to future needs. This study aims to describe students’ perceptions and expectations of their learning experiences in the English Education Study Program at STAIN Majene. The background of this research is based on the importance of aligning students’ expectations with the reality of the learning process, as a basis for evaluating and improving the quality of the study program. This research employed a descriptive qualitative method with semi structured interview techniques. Participants consisted of seven students from three cohorts (2022, 2023, and 2024) selected through purposive sampling. Data were analyzed through the stages of reduction, presentation, and conclusion drawing to obtain a comprehensive understanding of students’ perceptions and expectations. The results indicate that students generally have a positive perception of the study program, with their choice of major influenced by personal interest, family support, and career prospects. Interactive learning methods such as role play, microteaching, and group discussions are considered effective, although the practical component in several courses still needs improvement. The main challenges include limited vocabulary, lack of self confidence, and minimal opportunities to practice outside the classroom. Students expect increased English practice, additional programs such as TOEFL training and English Day, as well as a more communicative and supportive learning environment. Keywords: Students perception, students expectation, learning experience, English education
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    The Effectiveness of Jigsaw Cooperative Learning Model in Enhancing Students’ Speaking Proficiency at SMPN 3 Sendana
    (Repository STAIN MAJENE, 2026-05-24) Cici Melindasari
    Peneliti Nim Judul : Cici Melindasari : 10256120017 : The Effectiveness of Jigsaw Cooperative Learning Model in Enhancing Students’ Speaking Proficiency at SMPN 3 Sendana Keterampilan berbicara merupakan keterampilan penting untuk dikuasai karena memainkan peran vital dalam proses interaksi antar individu dan melibatkan kemampuan untuk mengungkapkan ide, pikiran, dan perasaan secara jelas kepada orang lain. Namun, peneliti menemukan bahwa siswa di SMPN 3 Sendana masih kesulitan untuk menguasai keterampilan berbicara dan mengalami kesulitan dalam berdiskusi kelompok. Oleh karena itu, untuk mengatasi permasalahan tersebut, peneliti menerapkan metode pembelajaran kooperatif, yaitu Model Pembelajaran Kooperatif Jigsaw. Penelitian ini bertujuan untuk mengeksplorasi bagaimana model pembelajaran kooperatif Jigsaw dapat berkontribusi dalam meningkatkan keterampilan berbicara siswa di SMPN 3 Sendana. Penelitian ini menggunakan jenis penelitian kuantitatif yng bersifat sistematis, dengan desain penelitian pra eksperimental yang melibatkan siswa Kelas VII A. Penelitian ini mencakup total delapan pertemuan: pertemuan pertama untuk pra-tes, pertemuan kedua hingga ketujuh untuk eksperimen menggunakan Model Pembelajaran Jigsaw, dan pertemuan terakhir untuk pasca-tes. Penelitian ini menunjukkan bahwa skor rata rata yang diperoleh oleh siswa mengalami peningkatan dari 50,0 pada pre-test menjadi 64,9 pada pasca-test. Hasil pra-tes menunjukkan bahwa terdapat 13 siswa memperoleh kategori nilai sangat buruk, 7 siswa memperoleh kategori nilai buruk, 3 siswa memperoleh kategori nilai cukup, dan tidak ada siswa yang memperoleh nilai baik dan sangat baik. Pada pasca-tes siswa yang memperoleh kategori nilai sangat buruk berkurang menjadi 6 orang, kategori buruk 3 orang, kategori cukup menjadi 13 orang, dan terdapat 1 siswa yang berhasil memperoleh kategori nilai baik. Hasil temuan tersebut menunjukkan bahwa terdapat peningkatan kemampuan berbicara siswa walaupun tidak signifkan. Selain itu, penelitian ini menemukan bahwa hasil uji-t dependen (t = 3,2636 > t tabel = 2,0796) yang menunjukkan bahwa model Jigsaw efektif dalam meningkatkan hasil belajar. Jadi, Secara keseluruhan, model pembelajaran kooperatif Jigsaw memberikan dampak positif terhadap keterampilan berbicara, partisipasi, dan kolaborasi kelompok siswa. Hal ini berkesinambungan dengan dasar-dasar teori pembelajaran kooperatif Jigsaw, yang dirancang untuk mendorong kolaborasi peserta didik. Mekanisme pembelajaran kooperatif Jigsaw menuntut setiap siswa untuk bertanggung jawab secara penuh dalam menguasai dan menyajikan segmen materi spesifik kepada kelompok sebaya mereka. Kata Kunci: Pembelajaran Kooperatif, Efektivitas Pendidikan, Model Jigsaw, Kemampuan Berbicara, Metode Pengajaran