STUDENTS’ ENGLISH INDEPENDENT STUDY (EIS) AFTER MENTORING PROGRAM AT UNIVERSITY OF MUHAMMADIYAH MALANG
| Main Author: | Zain, Nafila |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/40024/1/introduction.pdf http://eprints.umm.ac.id/40024/2/1.%20Chapter%20I.pdf http://eprints.umm.ac.id/40024/3/2.%20Chapter%20II.pdf http://eprints.umm.ac.id/40024/4/3.%20Chapter%20III.pdf http://eprints.umm.ac.id/40024/5/4.%20Chapter%20IV.pdf http://eprints.umm.ac.id/40024/6/5.%20Chapter%20V.pdf http://eprints.umm.ac.id/40024/7/APPENDIX%20fix.pdf http://eprints.umm.ac.id/40024/ |
Daftar Isi:
- English Independent Study (EIS) focused on students’ initiative in learning English and students’ responsibility on their own learning process. This research aims to investigate the classification of 5-level of EIS along with the students’ activities and reasons in EIS contexts. Qualitative method design was applied in this study. The participants were 12 students from 5th semester students of ELED-UMM who have been introduced in advance about EIS in Mentoring Program. The findings show that 5th semester students of ELED-UMM are mostly stated in Creation Level (Level 4) and Awareness Level (Level 1) with 33.3%, also Involvement Level (Level 2), Intervention Level (Level 3) and Transcendence Level (Level 5) are equally have 8.3%. The most interesting fining is Beyond Expectation (level 6) appear as new level with 8.3%. Furthermore, students are preferred to do receptive skill activities than productive activities, thus far students’ reasons behind EIS activities are coming from internal factor and external factor.