Hujaefa Hi. Muhamad, Ratu Balgis Ibrahim

A Comparative Study of English Education Department

Introduction

A comparative study of english education department . Comparative study on English Education students' speaking skills at Khairun University. Analyzes age, GPA, and family factors, offering insights for targeted interventions.

Abstract

The comparative study of English Department students' achievement at Khairun University explores significant variations in speaking skills among 300 students from the 1st, 3rd, and 5th semesters. This research uses quantitative-descriptive methods. The research employs questionnaires and interviews to assess demographic information, speaking challenges, influencing factors, and supporting elements. Findings reveal an average age of 19.2 years impacting speaking achievement, with a noteworthy correlation between proficiency, Grade Point Average (GPA), and academic grades. Higher-than-average GPA and grades correspond to enhanced speaking skills. Additionally, parents' educational backgrounds and occupations significantly influence speaking achievement, with 17.1% having a Bachelor's degree and 53.6% working as farmers. Students from educated and employed families excel in speaking English. Study habits indicate limited commitment, with most students spending less than an hour per week practicing speaking. English speaking courses show advantages for participants, particularly those dedicating more hours to study. The study emphasizes the need to enhance students' awareness and motivation for developing speaking proficiency beyond academic contexts. Overall, the research provides insights for targeted educational interventions to improve students speaking skills in English Department at Universitas Khairun.

Review

This study presents a timely and relevant exploration into the speaking skills of English Department students at Khairun University, offering valuable insights into factors influencing their proficiency. Employing a quantitative-descriptive approach with data collected via questionnaires and interviews from 300 students across various semesters, the research identifies significant variations in speaking achievement. A notable strength lies in establishing correlations between speaking skills, Grade Point Average (GPA), and academic grades, underscoring the interconnectedness of academic performance. Furthermore, the abstract highlights the crucial role of parental background and participation in English speaking courses as contributing factors to student success, providing a foundation for understanding the multifaceted nature of language acquisition in this context. While the study offers useful preliminary findings, several aspects warrant further clarity and refinement. The title, "A Comparative Study of English Education Department," is overly broad and does not adequately reflect the specific focus on student speaking achievement. The "comparative" aspect mentioned in the abstract, referring to variations across semesters, could benefit from more explicit methodological details on how these comparisons were statistically performed. The abstract also presents strong claims regarding the "impact" of average age and the "significant influence" of parents' backgrounds; while these are important findings, the exact nature of this impact or influence could be further elaborated with stronger statistical evidence or qualitative depth to avoid implying direct causation without further exploration. Additionally, the description of "limited commitment" and "advantages for participants" in courses, while insightful, would benefit from greater detail on data collection and statistical validation. Despite these suggestions for improvement, the research makes a valuable contribution by identifying key areas for intervention. The emphasis on enhancing student awareness and motivation, particularly given the finding of limited practice hours, points towards actionable strategies for educators and policymakers at Universitas Khairun. To maximize its impact and provide a more comprehensive understanding, future iterations of this research would benefit from a more precise title, a detailed articulation of the comparative methodology, and a deeper qualitative exploration of the identified challenges and influencing factors. Overall, this study lays important groundwork for developing targeted educational interventions to foster improved English speaking skills among university students, but could be strengthened by addressing the areas outlined above.

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