Using Linear Regression to Analyze Economics Content Mastery and Learner’s Autonomy Towards English Writing Competence

English is used widely in education area. It is also used in higher education. Many universities put English in the curriculum. In industrial revolution 4.0., English has an important role. English for Economics is needed to prepare students to master business English and English as an international language. Writing is as the focus of English skill in this study. To support good English writing, Economics content mastery is needed before learning English. Learner’s autonomy in the process of writing is also needed for writing development. In this study, economics content mastery and learner’s autonomy were identified to perceive the effect on the competence in English writing. The method used was multiple linear regressions as there were two independent variables in this study. Closed-ended questionnaire was used as the instrument. The result from linear regression showed that there were partial effects and simultaneous effect of economics content mastery and learner’s autonomy towards English writing competence. It means that H1, H2, and H3 were accepted and Ho was rejected in which there were significant effects among the variables. It can be interpreted that economics content while studying English for Economics and learner’s autonomy in terms of independently learning English writing were significantly needed in order to enhance English writing competence. The practical implication from this study is the students do not only need to learn English, but also learn Economics content and develop independent learning for autonomy learning in the process of English for Economics learning activities

USING LINEAR REGRESSION TO ANALYZE ECONOMICS CONTENT MASTERY AND LEARNER’S AUTONOMY TOWARDS ENGLISH WRITING COMPETENCE

English is used widely in education area. It is also used in higher education. Many universities put English in the curriculum. In industrial revolution 4.0., English has an important role. English for Economics is needed to prepare students to master business English and English as an international language. Writing is as the focus of English skill in this study. To support good English writing, Economics content mastery is needed before learning English. Learner’s autonomy in the process of writing is also needed for writing development. In this study, economics content mastery and learner’s autonomy were identified to perceive the effect on the competence in English writing. The method used was multiple linear regressions as there were two independent variables in this study. Closed-ended questionnaire was used as the instrument. The result from linear regression showed that there were partial effects and simultaneous effect of economics content mastery and learner’s autonomy towards English writing competence. It means that H1, H2, and H3 were accepted and Ho was rejected in which there were significant effects among the variables. It can be interpreted that economics content while studying English for Economics and learner’s autonomy in terms of independently learning English writing were significantly needed in order to enhance English writing competence. The practical implication from this study is the students do not only need to learn English, but also learn Economics content and develop independent learning for autonomy learning in the process of English for Economics learning activities. Keywords: Writing Competence, English, Economics Content, Learner’s Autonom

The Use of Google Classroom Application for Writing and Speaking in English Education Class

The development of application in smartphone makes people use it in the process of teaching and learning activities. This research aims to discover students’ lived experience of using Google Classroom application as the media for submitting English assignments in the form of writing and speaking. The method used in this research was hermeneutic-phenomenology study. It focuses on description and interpretation of lived experience.  The instruments used are in-depth interview, observation, and document review. The findings are distributed into empirical themes and transcendent themes. Based on the research, Google Classroom enhances writing and speaking skills in the form of assignments

The Effects On The Use Of Google Classroom And Seesaw Class Applications Towards Students’ Attitude: A Comparative Study

The emerging industrial revolution 4.0 has lead changes in many sectors, including education sector. In higher education, technology is used as the media for integrating learning materials and motivating students in the teaching-learning process. The angle that is focused in this study is students’ attitude when using technology. The technology tools used are Google Classroom and Seesaw Class applications. This study would like to highlight whether there are effects on students’ attitude in the process of using the applications and the comparison between two kinds of technology tools. The method used was linear regression. Since this is a comparative study, it compares two sides that are on Google Classroom application and students’ attitude and also Seesaw Class application and students’ attitude. The instrument used was closed-ended questionnaire. This study had passed classical assumption tests in both sides in which the data were distributed normal and there was no heteroscedasticity problem. The results from linear regression in both sides show that there were effects on the use of Google Classroom and Seesaw Class applications towards students’ attitude. It means that Ha1 and Ha2 were accepted. It can be explained that the use of applications amplify students’ attitude in the process of teaching-learning activities

Students’ Lived Experience of Using Seesaw Class Application in English I Class

This paper aims at discovering students’ lived experience in using Seesaw Class application in English I Class. Seesaw Class is an application for teaching-learning in the smartphone. Applications are used as the media for learning in the present era. Seesaw Class application is used to enhance English skills and components during teaching-learning activities. Various features in Seesaw Class application provide more space for students to express their ideas. The method used is a hermeneutic- phenomenology method. It focuses on the description and interpretation of lived experience. The data were gathered with in- depth interview, observation, and document review. The research was validated with triangulation. The research results are divided into empirical themes and transcendent themes. Meaning in each theme is revealed with deep understanding of the research and has the implication in the practice area. The concept discovered in this study is explained in a Venn diagram and has the implication in the theory area

Students’ Lived Experience of Using Line Application For Writing In English II Class

This paper aims at discovering students’ lived experience in using Line application for English writing assignments. Line application is an application in the smartphone. It can also be used in supporting teaching-learning activities. Line application is used to enhance English writing skills. The method used is a hermeneutic-phenomenology method. It reveals the description and interpretation of lived experience. The data were gathered with in-depth interview, observation, and document review. Triangulation is used for validity of the research. The research results are divided into empirical themes and transcendental themes. Deep understanding appears in each theme in order to get deep meaning

The Use of Google Classroom Application for Writing and Speaking in English Education Class

The development of application in smartphone makes people use it in the process of teaching and learning activities. This research aims to discover students’ lived experience of using Google Classroom application as the media for submitting English assignments in the form of writing and speaking. The method used in this research was hermeneutic-phenomenology study. It focuses on description and interpretation of lived experience. The instruments used are in-depth interview, observation, and document review. The findings are distributed into empirical themes and transcendent themes. Based on the research, Google Classroom enhances writing and speaking skills in the form of assignments

THE EFFECT OF VOCABULARY TOWARDS WRITING SKILL WITH READING SKILL AS MODERATING EFFECT

Vocabulary is one of the English components that need to be mastered for acquiring writing and reading. Writing needs various vocabularies to build different sentences. Reading needs understanding of different meaning of vocabularies based on the context in the sentence. Hence, vocabulary is important in English language learning to support writing and reading. Regarding the importance of vocabulary, writing, and reading, the aim of this research is to test the effect of vocabulary mastery towards writing ability in English. It is also to test moderating effect of reading ability in strengthening or weakening the relation. This study used moderated regression analysis (MRA). Then, this research used the test as research instrument. The instruments had been valid and also reliable. Classical assumption tests were used before the research analysis. The samples were Management students of semester four and six. Descriptive analysis towards each variable is used to know students’ ability in English. To analyze the effect of independent variables towards dependent variable, it used linear regression analysis. To analyze moderating effect, it used moderating regression analysis. From this research result, it was proved that vocabulary had positive significant effect towards writing skill. Reading skill moderated the relation of vocabulary towards writing skill. Further research can focus on experimental research of vocabulary, writing, and reading

Analisis Model Pembelajaran Pada Kelas E-Learning

Pembelajaran E-learning menjadi platform yang digunakan selama pandemi Covid 19. Pengajar mengawasi yang tepat selama E-learning. E-learning merupakan salah satu bentuk model pembelajaran yang difasilitasi dan didukung pemanfaatan teknologi informasi dan komunikasi. Dosen dan mahasiswa di lingkup universitas juga berfokus pada E-learning. Penelitian ini bertujuan untuk menganalisis penyampaian materi pembelajaran, tugas, metode pembelajaran, dan media yang digunakan dalam pembelajaran E-learning. Penelitian ini menggunakan metode survei. Instrumen pada penelitian ini yaitu kuesioner dan wawancara. Hasil dari kuesioner dan wawancara dapat menyatakan bahwa materi pembelajaran lebih banyak disampaikan dengan Google Meet atau Zoom dan materi disampaikan dengan baik. Responden juga mencari pengetahuan secara mandiri di internet. Pada tugas pembelajaran dapat dipercaya bahwa terdapat banyak tugas pada pembelajaran E-learning, namun tugas yang diberikan memperdalam pengetahuan yang sudah ada. Pada metode pembelajaran E-learning dapat menyatakan bahwa metode yang digunakan lebih banyak dengan ceramah, diskusi, dan tugas. Tersedia pula metode masalah masalah dan menemukan secara mandiri yang digunakan dalam pembelajaran. Pada media pembelajaran E-learning yang digunakan, terdapat beragam media yang digunakan dimana sebagian besar menggunakan sistem manajemen pembelajaran universitas yaitu Lumen dan konferensi virtual seperti Google Meet atau Zoom. Faktor yang mendukung implementasi e-learning adalah mahasiswa maupun dosen sudah cukup melek informasi digital. Media internet yang sedemikian berdaya guna optimal untuk mendukung sistem tersebut

Analisis Model Pembelajaran pada Kelas E-Learning

Pembelajaran E-learning menjadi platform yang digunakan selama pandemi Covid 19. Pengajar mensinkronkan pengajaran yang tepat selama E-learning. E-learning merupakan salah satu bentuk model pembelajaran yang difasilitasi dan didukung pemanfaatan teknologi informasi dan komunikasi. Dosen dan mahasiswa di lingkup universitas juga berfokus pada E-learning. Penelitian ini bertujuan untuk menganalisa penyampaian materi pembelajaran, tugas, metode pembelajaran, dan media yang digunakan dalam pembelajaran E-learning. Penelitian ini menggunakan metode survey. Instrumen pada penelitian ini yaitu kuesioner dan wawancara. Hasil dari kuesioner dan wawancara dapat dijelaskan bahwa materi pembelajaran lebih banyak disampaikan dengan Google Meet atau Zoom dan materi disampaikan dengan baik. Responden juga mencari pengetahuan secara mandiri di internet. Pada tugas pembelajaran dapat dijelaskan bahwa terdapat banyak tugas pada pembelajaran E-learning, namun tugas yang diberikan memperdalam pengetahuan yang diajarkan. Pada metode pembelajaran E-learning dapat dijelaskan bahwa metode yang digunakan lebih banyak dengan ceramah, diskusi, dan tugas. Terdapat pula metode pemecahan masalah dan menemukan secara mandiri yang digunakan dalam pembelajaran. Pada media pembelajaran E-learning yang digunakan, terdapat beragam media yang digunakan dimana sebagian besar menggunakan learning management system universitas yaitu Lumen dan virtual conference seperti Google Meet atau Zoom. Faktor yang mendukung implementasi e-learning adalah mahasiswa maupun dosen sudah cukup melek informasi digital. Media internet sedemikian berdaya guna optimal untuk mendukung sistem tersebut