scholarly journals Psychological Problems Faced by Nautical Students of Politeknik Bumi Akpelni Semarang in Speaking Maritime English

2021 ◽  
Vol 11 (4) ◽  
pp. 550-557
Author(s):  
Filda Hulwani Dewi ◽  
Abdurrachman Faridi ◽  
Mursid Saleh
Keyword(s):  
Qualitative Case Study ◽  
Classroom Observation ◽  
Structured Interview ◽  
Psychological Problems ◽  
Maritime English ◽  
Better Than

This study aimed to explain: (1) psychological problems faced by nautical students in speaking maritime English and it causes, (2) the effects of psychological problems to speaking maritime English, and (3) the class situation that expected by the students. This study employs a qualitative case study. In order to collect the data, the researchers used classroom observation, questionnaire, and semi-structured interview. This study revealed that: (1) There were only four of five prominents pychological problems faced by nautical students in speaking maritime English, they were; fear of mistakes because most of the students were afraid if they could not deliver the message clearly, mispronounced, and then being laughed by their friends; shyness because they felt that their friends had better ability rather than themselves; anxiety because they did not understand English well and some of them were lacking of vocabularies, grammar, and they were afraid of being negatively evaluated by their friends or lecturers; lack of confidence because they felt that their English were bad and other friends were better than themselves, so they did not believe in themselves and felt insecure. However, they did not have problems regarding their motivation because they really wanted to sail abroad. (2) There were effects of psychological problems because it made the students’ performance was not maximal yet. (3) Most of students wanted a relaxed, happy, and supportive speaking class situation, while some of them expected that speaking class was not too relaxed because they have to be forced in learning.

scholarly journals English Language University Teachers’ Difficulties in Research Engagement: A Case Study in Vietnam

2017 ◽  
Vol 2 (2) ◽  
pp. 91
Author(s):  
Huong Hoang Le
Keyword(s):  
English Language ◽  
Qualitative Case Study ◽  
Research Output ◽  
Structured Interview ◽  
Research Activity ◽  
University Teachers ◽  
Research Engagement ◽  
Cultural Framework ◽  
The One

The study uses a qualitative case study framed within a socio-cultural framework to investigate Vietnamese English language university teachers’ difficulties in their research engagement. The study was conducted among 21 English language university teachers in Hong Duc University in Vietnam. Skype semi-structured interview was employed to collect necessary data to explore teacher participants’ perceived obstacles to research. The findings of the study show that there was a gap between Vietnamese authorities’ expectations of research outputs and the realities of English language university teachers’ research capabilities. Such gap has caused serious challenges to those teachers and prevented them from effectively engaging in research. On the one hand, Vietnamese authorities hope to increase universities’ research output to keep up with the international academic ranking. On the other hand, the working realities of university teachers hinder their engagement in research. However, no official investigation has been done to reduce such gap and the enforcement of research activity in universities has been taken for granted. In this sense, the significance of this study is an opportunity for English language university teachers to voice their opinions about the enforced nature of research activity in universities in Vietnam.

scholarly journals Qualitative Assessment of Entrepreneurial Activities of Malaysian Private Tahfiz Institutions (PTIs)

2021 ◽  
Vol 6 (18) ◽  
Author(s):  
Norazmi Anas ◽  
Muhammad Hafiz Saleh ◽  
Zuriani Yaacob ◽  
Mohd Aariffin Mohd Taharin ◽  
Wahibur Rokhman
Keyword(s):  
Qualitative Case Study ◽  
Publishing House ◽  
Structured Interview ◽  
Operating Costs ◽  
Qualitative Assessment ◽  
Educational Institutions ◽  
International Publishing ◽  
Entrepreneurial Activities ◽  
Open Access Article

PTIs are encouraged to participate in entrepreneurial activities that are appropriate for their area and ability. Thus, this qualitative case study where a semi-structured interview with the selected Malaysian Private Tahfiz Institutions (PTIs) was conducted to identify entrepreneurial activities to pay operational and management costs, to analyze the obstacles, limitations, problems faced and to assess the balance of entrepreneurial activities in educational governance of these religious, educational institutions. The findings demonstrated that involving PTIs in entrepreneurship can cover ranging from 40 to 50 percent of total operating costs. Keywords: Qualitative Assessment; Entrepreneurial Activities; Malaysian Private Tahfiz Institutions (PTIs); Malaysia eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i18.3056

Half-Widows: Invisible Victims of the Enforced Disappearances and Their Status in Kashmir

2019 ◽  
Vol 4 (2) ◽  
pp. 209-221
Author(s):  
Kislay Kumar Singh
Keyword(s):  
Armed Conflict ◽  
Social Economic ◽  
Qualitative Case Study ◽  
Young Men ◽  
Psychological Problems ◽  
Armed Conflicts ◽  
Case Study Approach ◽  
Secondary Sources ◽  
Study Approach

The disappearance of young men in on-going armed conflict over the last 3 decades in Kashmir has given birth to a new identity to the women. This identity is called half-widows. The term, half-widows, signifies those women whose husbands have disappeared in armed conflict but are not declared dead yet. Men are directly involved in the armed conflicts and are the direct victims of it, but women are the ones who have been going through all the consequences of armed conflict. This article contextualizes the phenomenon of enforced disappearance in Kashmir and its grave consequences on women. Based on the qualitative case-study approach, 15 half-widows were interviewed in 2017 to examine their social, economic and psychological problems. Information from secondary sources was also incorporated.

scholarly journals Currículo contextualizado em escolas do campo: relatos de uma experiência

2019 ◽  
Vol 5 (9) ◽  
pp. 254 ◽  
Author(s):  
Rayane Pereira SANTOS ◽  
Ana Cláudia da Silva RODRIGUES
Keyword(s):  
Content Analysis ◽  
Qualitative Case Study ◽  
Methodological Approach ◽  
Structured Interview ◽  
Field Education ◽  
Education Professionals ◽  
Sono Stati ◽  
Contextualized Curriculum ◽  
Data Collection Instrument

RESUMOEste trabalho apresenta um recorte de uma discussão sobre contextualização a partir da pesquisa intitulada: “Currículo contextualizado: trilhando caminhos para a valorização da identidade campesina”, cujo objetivo foi analisar como o processo de contextualização curricular contribui para a valorização da realidade do campo. A abordagem metodológica utilizada foi qualitativa do tipo estudo de caso; como instrumento de coleta de dados, utilizou-se a entrevista semiestruturada realizada com nove profissionais da educação do campo de uma instituição escolar da zona rural, localizada no município de Bananeiras/PB. Os dados foram analisados por meio da Análise de Conteúdo de Bardin (2011); foram organizadas quatro categorias: currículo, contextualização, identidade e educação do campo. Apresenta-se aqui a categoria Contextualização, enfatizando como o contexto campesino pode contribuir para que o ensino seja significativo. Constatou-se que a contextualização reforça a valorização da identidade campesina, da escola e do local em que a mesma está inserida.Contextualização. Currículo. Educação do Campo.Contextualized curriculum in country schools: reports of an experience ABSTRACT This paper presents a clipping of a discussion about contextualization from the research entitled: “Contextualized Curriculum: Walking Paths for the Appreciation of Peasant Identity”, whose objective was to analyze how the process of curricular contextualization contributes to the appreciation of the reality of the field. The methodological approach used was a qualitative case study, as a data collection instrument was used the semi-structured interview conducted with nine field education professionals from a rural school institution located in Bananeiras/PB. Data were analyzed using Bardin's Content Analysis (2011), four categories were organized: curriculum, contextualization, identity and field education. The category Contextualization is presented here, emphasizing how the peasant context can contribute to meaningful teaching. It was found that the contextualization reinforces the appreciation of the peasant identity, the school and the place where it is inserted. Contextualization. Curriculum. Field Education. Curriculum contestualizzato ne le scuole de le aree rurali: il raconto di un vissuto RIASSUNTO Questo lavoro espone una discussione sulla contestualizzazione basata sulla ricerca dal titolo: "Curriculum contestualizzato: la via per la valorizzazione dell'identità rurale", il cui obiettivo é analizzare come il processo ha contribuito ne la valutazione del le persone che vivono ne le aree rurali. Un approccio metodologico utilizzato per il tipo qualitativo di studio, come strumento per la raccolta di dati utilizzati in un'intervista semi-strutturata condotta con il nove maestri di un istituto scolastico dell'area rurale nella cittá di Bananeiras/PB. Per le analisi é stata scelta na teoria de Bardin (2011) o datto sono stati organizzati in quattro categorie: curriculum, contestualizzazione, identità e educazione rurale. È presentato qui nella categoria Contextualização, sottolineando come o il contesto contadino può contribuire in modo che non sia significativo. La conclusione fa pensare che contextualizare contribuisce per la valorizzazione dell'identità contadina.Contestualizzazione. Curriculum. Educazione Rurale. Plan de estudios contextualizado en escuelas rurales: informes de una experiencia RESUMEN Este artículo presenta un recorte de una discusión sobre la contextualización de la investigación titulada: “Currículum contextualizado: senderos para la apreciación de la identidad campesina”, cuyo objetivo era analizar cómo el proceso de contextualización curricular contribuye a la apreciación de la realidad del campo. El enfoque metodológico utilizado fue un estudio de caso cualitativo; Como instrumento de recolección de datos, utilizamos una entrevista semiestructurada con nueve profesionales de educación rural de una institución escolar rural, ubicada en el municipio de Bananeiras / PB. Los datos se analizaron utilizando Bardin Content Analysis (2011); Se organizaron cuatro categorías: currículum, contextualización, identidad y educación sobre el terreno. La categoría Contextualización se presenta aquí, enfatizando cómo el contexto campesino puede contribuir a una enseñanza significativa. Se encontró que la contextualización refuerza la apreciación de la identidad campesina, la escuela y el lugar donde se inserta. Contextualización. Plan de estúdios. Educación de campo.

scholarly journals Teaching factory management at SMK SMTI Yogyakarta during the Pandemic Covid-19

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Yozi Vidiastuti ◽  
Nurtanio Agus Purwonto
Keyword(s):  
Qualitative Case Study ◽  
Structured Interview ◽  
Case Study Approach ◽  
Operational Procedure ◽  
The Real ◽  
Interactive Model ◽  
Study Approach ◽  
Interview Techniques ◽  
Descriptive Qualitative

The aim of this research is to find out how the teaching factory at SMK SMTI Yogyakarta handled during pandemic covid 19. A descriptive qualitative case study approach was used as the method. Semi-structured interview techniques, observation, and documentation were used to collect data. The interviewed data was collected from 3 informants. This study used triangulation techniques to check the validity of the data. The triangulation technique in this study used source triangulation, which compares the interview results of 3 informants to check the compatibility of the information obtained,  then analyzed using an interactive model from Milles and Huberman. The implementation of the teaching factory at SMK SMTI Yogyakarta is solely to improve student competence so that students can adapt and become accustomed to conditions in the real industrial world, under the teaching factory’s objectives. Schools continue to work with the industry on the implementation of the teaching factory in order to achieve the teaching factory’s goals, and SOP (Standard Operational Procedure) is tailored to SOP from industries related to established health protocols.

scholarly journals English as a Medium of Instruction: Students’ Discernment in Nepal

2019 ◽  
Vol 29 ◽  
pp. 146-160
Author(s):  
Nani Babu Ghimire
Keyword(s):  
Qualitative Case Study ◽  
Structured Interview ◽  
Sampling Procedure ◽  
Community Schools ◽  
Medium Of Instruction ◽  
Case Study Method ◽  
Depth Data ◽  
University Level ◽  
Mind Set

English as a medium of instruction (EMI) has become a global phenomenon; and several countries of the world have adopted EMI in their classrooms from primary to university level including Nepal. This study seeks to explore the perception, practice and challenges of the students allied to using EMI for learning at secondary level in the community schools of Nepal. It looks at students’ attitude on EMI in terms of their upbeat mind-set, complicatedness and identity construction. A critical qualitative case study method was adopted for research and three students of an EMI-adopted community school of Sindhuli district were selected as the participants of study following the purposive sampling procedure. Semi-structured interview was conducted to elicit in-depth data from the participants. The raw data were transcribed and coded to develop the main themes maintaining the principles of relevancy. The findings reveal that the students have deeply rooted beliefs in learning through English because it secures their future by assisting them to get a job in the country or abroad. They have difficulties in speaking English and learning new vocabulary even though they are learning through English; but their teachers facilitate them with the Nepali equivalents. They feel proud of being the students of EMI schools because there is a superior credit of their school in the district and they are also supposed to be better qualified students in their locality.

scholarly journals Practicing with Respect: What Does that Mean for Teachers Working with Infants

2021 ◽  
Author(s):  
◽  
Toni Christie
Keyword(s):  
Early Childhood ◽  
Focus Group Interview ◽  
Qualitative Case Study ◽  
Data Interpretation ◽  
Freedom Of Movement ◽  
Semistructured Interviews ◽  
Main City ◽  
Limited Period ◽  
Better Than

<p>This qualitative case study examines the teaching practices, inspired by the Pikler approach and RIE philosophy, in one infant and toddler centre in a main city of New Zealand. Specifically the practices studied were primary caregiving, freedom of movement and respect for infants’ confidence and competence. Recommendations for practitioners are made at the conclusion of this thesis. Data were collected through non-participant observations, semistructured interviews with teachers, a focus group interview with parents, and collation and analysis of relevant documentation. The framework for data interpretation and analysis was based on a thematic coding of observations and interview data. The findings indicated that a culture of respect was embedded throughout all aspects of teachers’ interactions with children, colleagues and parents within the centre. Respect, defined as treating with consideration, was the overarching feature underpinning the values and actions of teachers. Teachers engaged in ways that would suggest they accept each person as an individual with rights and freedoms. Teachers invited children to engage with them and no action would be initiated for or with a child without his or her agreement. This agreement was shown through cues and gestures, to which the teachers were all highly attuned. Teachers slowed their pace intentionally and offered children choices in their care and education. Peaceful observation from teachers enhanced their ability to interpret individual children’s needs and wants and they would provide support for children rather than intervene unnecessarily. Limitations to this research included the fact that I only studied one early childhood centre and completed observations over a limited period of two weeks. The centre studied had ratios better than the minimum ratios required by early childhood regulations, which means</p>

scholarly journals Practicing with Respect: What Does that Mean for Teachers Working with Infants

2021 ◽  
Author(s):  
◽  
Toni Christie
Keyword(s):  
Early Childhood ◽  
Focus Group Interview ◽  
Qualitative Case Study ◽  
Data Interpretation ◽  
Freedom Of Movement ◽  
Semistructured Interviews ◽  
Main City ◽  
Limited Period ◽  
Better Than

<p>This qualitative case study examines the teaching practices, inspired by the Pikler approach and RIE philosophy, in one infant and toddler centre in a main city of New Zealand. Specifically the practices studied were primary caregiving, freedom of movement and respect for infants’ confidence and competence. Recommendations for practitioners are made at the conclusion of this thesis. Data were collected through non-participant observations, semistructured interviews with teachers, a focus group interview with parents, and collation and analysis of relevant documentation. The framework for data interpretation and analysis was based on a thematic coding of observations and interview data. The findings indicated that a culture of respect was embedded throughout all aspects of teachers’ interactions with children, colleagues and parents within the centre. Respect, defined as treating with consideration, was the overarching feature underpinning the values and actions of teachers. Teachers engaged in ways that would suggest they accept each person as an individual with rights and freedoms. Teachers invited children to engage with them and no action would be initiated for or with a child without his or her agreement. This agreement was shown through cues and gestures, to which the teachers were all highly attuned. Teachers slowed their pace intentionally and offered children choices in their care and education. Peaceful observation from teachers enhanced their ability to interpret individual children’s needs and wants and they would provide support for children rather than intervene unnecessarily. Limitations to this research included the fact that I only studied one early childhood centre and completed observations over a limited period of two weeks. The centre studied had ratios better than the minimum ratios required by early childhood regulations, which means</p>

scholarly journals The Analysis of Pedagogic Competency Culinary Teacher of Implementation Curriculum 2013

2017 ◽  
Vol 1 (1) ◽  
pp. 30
Author(s):  
I Ketut Suartana ◽  
Ni Kadek Indah Kumari Dely
Keyword(s):  
Curriculum Implementation ◽  
Qualitative Case Study ◽  
Food Service ◽  
Structured Interview ◽  
School Curriculum ◽  
Experienced Teachers ◽  
Depth Information ◽  
Pedagogical Competence ◽  
Observational Techniques

The purpose of this study was (1) to describe the pedagogical competence of teachers in the majoring in culinary on the implementation of Curriculum 2013; (2) to describe the obstacles culinary experienced teachers in the implementation of Curriculum 2013. This study used a qualitative research with case studies (qualitative case study) to obtain in-depth information regarding the implementation of Curriculum 2013. The study was conducted in seven vocational schools in the Badung regency who implements 2013. The school curriculum is used in this research was determined by purposive sampling with the base CMS implements the curriculum of 2013. The subjects were all teachers Hospitality in vocational teaching in classes X, XI, and XII are used as a place of research. Meanwhile the object of this study is the pedagogical competence of teachers in curriculum implementation 2013. Data collection techniques used in this study includes observational techniques non participants, documentation, and semi-structured interview. Observation techniques are used to seeing the implementation of learning majoring in food service in class X, IX and XII to implement ccurriculum 2013 interview techniques used to obtain information readiness, obstacles to teachers in implementing appropriate learning in the majoring in culinary Curriculum 2013. The conclusions of this study were: 1) pedagogical competence of teachers catering services in Badung are in accordance with the demands of the curriculum, 2013. In connection with the activities Teacher Performance Assessment there are 7 (seven) aspects and 46 (forty six) indicators developed in respect of mastery pedagogical competence according to Regulation No. 74 of 2008. From the findings, it seemed that all the indicators have been achieved with the criteria very well. With excellent ability pedagogical competence will allow teachers to implement the curriculum in 2013, especially in the culinary learning.

scholarly journals What are the Purposes of Teachers for Using the eTwinning Platform and the Effects of the Platform on Teachers?

2021 ◽  
Vol 14 (1) ◽  
pp. 91-103
Author(s):  
Sema ACAR ◽  
Bilge PEKER
Keyword(s):  
Personal Development ◽  
Online Courses ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Structured Interview ◽  
Study Group ◽  
Analysis Method ◽  
Volunteer Teachers ◽  
Content Analysis Method

Abstract: This study is a qualitative case study research, determining the purposes of teachers to use the eTwinning platform and to examine the effects of the platform on teachers. The study group consisted of 15 volunteer teachers who carried out eTwinning projects rewarded with quality labels. In the study, the data were obtained through a semi-structured interview form, and the content analysis method was used in the data analysis. According to the results obtained, it was concluded that teachers used the eTwinning platform in order to make projects, participate in online courses, contribute to their professional development and collaborate. The platform has a great contribution to teachers both personally and professionally. As a result, it is obvious that the eTwinning platform is very useful for teachers. The platform is so effective that it contributes to the professional and personal development of teachers, and even changes their perspective on the profession.

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