scholarly journals Improving Speaking Skill by Using Group Work Method

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Merla Madjid
Keyword(s):  
Academic Achievement ◽  
Group Work ◽  
Engineering Students ◽  
Class Action ◽  
Second Grade ◽  
Positive Role ◽  
Self Confidence ◽  
Teacher Needs ◽  
Class Room ◽  
Written Test

There are four skills in English and one of the skills that students think is very difficult is speaking. Speaking is the skill that needs more practice and exercise, otherwise speaking fluency cannot be improved. Teacher needs to use different teaching techniques in order to reach all students effectively. The objective of this research is to see whether the method in teaching Speaking English by using the group work technique has a positive effect on the academic achievement of the students at Polytechnic ATIM (ATI Makassar), especially for Agro Industrial Engineering students who studied at the second grade. This research was carried out through class action research where teacher give some materials , apply the method, then give direct testing such as written test to find out how far students understand about the materials after they discussed in group. It is one of the assessment materials. Others assessments are taken from groups’ activities in class room, groups’ presentation, Individual’s interview test and questionnaire. This technique plays a positive role in improving the academic achievement in speaking. The technique can also improve students’ motivation in learning English; develop their Self-confidence and cooperation among students. The finding from questionnaire proves that this method can also be used to improve students’ mastery of grammar in use and motivate students in learning grammar. The method promotes learner autonomy by allowing students to make their own decision in the group without being told what to do by the teacher.

scholarly journals THE CORRELATION BETWEEN STUDENTS’ READING COMPREHENSION TOWARD STUDENTS’ ENGLISH ACADEMIC ACHIEVEMENT

2018 ◽  
Vol 7 (2) ◽  
pp. 448
Author(s):  
Elly Susanti ◽  
Dionesia Irmadila
Keyword(s):  
Academic Achievement ◽  
Reading Comprehension ◽  
Second Grade ◽  
Learning Material ◽  
Second Grade Students ◽  
Achievement Score ◽  
Teacher Needs ◽  
Comprehension Score ◽  
Written Test ◽  
Cluster Random Sampling

<p>This research was aimed to investigate the significance of correlation between students’ reading comprehension toward students’ English academic achievement. The population was the second grade students. By using cluster random sampling, XI IPA 1 and XI IPS 2 were being the sample. The total number of population was 195 students and the total number of sample was 66 students. Written test framed by the aspects of reading comprehension was applying to figure out the students’ reading comprehension score. Documentation technique of students’ English report book was applying to figure out the students’ English academic achievement score. The result shows that there is a significant correlation between students’ reading comprehension and students’ English academic achievement. It is implied the students’ who got higher in reading comprehension test tend to get outstanding score also in their English academic achievement. In addition, it can be one of the concern contribution to increase students’ English academic achievement through implementation of reading comprehension’s aspects. The teacher needs to implement the aspects of reading comprehension as the focus learning material and synergize it with the other main aspects of English academic achievement.<br />Keywords: Correlation, Reading Comprehension, English Academic Achievement.</p>

Soft Skills in Engineers, a Relevant Field of Research: Exploring and Assessing Skills in Italian Engineering Students

2020 ◽  
Vol 40 (2) ◽  
Author(s):  
Valeria Caggiano ◽  
Teresa Redomero-Echeverría ◽  
Jose-Luis Poza-Lujan ◽  
Andrea Bellezza
Keyword(s):  
Impression Management ◽  
Engineering Students ◽  
Soft Skills ◽  
Reference Sample ◽  
Social Situations ◽  
Self Confidence ◽  
Change Perception ◽  
Emotional Adaptation ◽  
Challenging Tasks ◽  
Relevant Field

Soft skills are important for any career and are necessary to access and face the labor market. This research focuses on soft skills by exploring engineer profiles. It also determines how soft skills are developed through the study of a representative sample of 314 undergraduate engineering students from 15 different Italian universities. The instrument used is a questionnaire that investigates soft skills and is based on the Business-focused Inventory of Personality (BIP). Answers are grouped into four areas: intrapersonal, interpersonal, activity development, and impression management. Results show that these engineers have more self-confidence than the reference sample; they demonstrated a great commitment in setting job goals and pursuing projects, a good emotional adaptation to social situations, and enough attitudes in terms of problem solving and openness to change. Perception on the ability to work under pressure is in the average, and they seem ready to take on challenging tasks. The score shows that engineers from the sample are able to express positive and negative ideas and feelings in balance with the reference average, but sometimes they have difficulties in establishing personal relationships. Therefore, they are unable to understand the moods of those who around them and may also have difficulty in understanding their expectations. This results in some difficulties in teamwork. The general result underlines the opportunity of empowerment programs regarding soft skills.

Gender self-confidence, scholastic stress, life satisfaction, and perceived academic achievement for adolescent New Zealanders

2021 ◽  
Vol 88 ◽  
pp. 120-133
Author(s):  
Penelope W. St J. Watson ◽  
Valerie A. Sotardi ◽  
Joohyun (Justine) Park ◽  
Deepika Roy
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Confidence ◽  
New Zealanders

scholarly journals Towards Acquiring Teachers’ Professional Qualification Based on Professional Standards: Perceptions, Expectations and Needs on the Application Process

2021 ◽  
Vol 11 (8) ◽  
pp. 391
Author(s):  
Tiiu Leibur ◽  
Katrin Saks ◽  
Irene-Angelica Chounta
Keyword(s):  
Performance Indicators ◽  
Professional Standards ◽  
Application Process ◽  
Professional Qualification ◽  
Constructive Feedback ◽  
Self Confidence ◽  
Teacher Needs ◽  
Service Training ◽  
Confidence Value ◽  
Unambiguous Interpretation

This paper presents the findings of a study into the application process of the professional standards (PS) qualification in Estonia, which is a standard used to identify the level of professionalism of a teacher. The study collected the views of active teachers who have applied for the PS and those of the assessors to understand the shortcomings in the application and the expectations for the application process. The main challenges identified are that teachers lack respective skills to adequately comprehend qualification requirements (unambiguous interpretation of PS) and the lack of evidence-based performance indicators (difficult to prove) and weak self-analysis skills; hence, the teacher needs assistance. The research found that teachers need collaborative support, motivation and constructive feedback on their professional development (PD), both from colleagues and at school and national levels. Based on this research, it can be said that teachers who have gone through the application process have gained greater self-confidence, value themselves as teachers and continue their in-service training.

scholarly journals Development of Listening and Linguistic Skills through the Use of a Mobile Application

2017 ◽  
Vol 10 (9) ◽  
pp. 95
Author(s):  
Lizeth Ramos ◽  
Arturo Valderruten
Keyword(s):  
Foreign Language ◽  
Systems Engineering ◽  
Mobile Application ◽  
Engineering Students ◽  
Positive Impact ◽  
Support Tool ◽  
Frequent Use ◽  
Level 1 ◽  
Written Test ◽  
Undergraduate Programs

The purpose of this article is to present the results of a research that was developed with eight groups of students of undergraduate programs of the Language Institute at Santiago de Cali University. The research was developed with four groups of students who used a mobile application developed jointly by foreign language professors, a software development professor and systems engineering students, as a support tool for individual practice of English level 1 (Test groups) and an equal number of groups of students who did not use the application (Control groups). No mobile applications already available in the market were used because none of them fit the sequence of topics that the course develops along the semester, thus, it was necessary to design an application tailored to the different themes, grammar and vocabulary requirements that were developed by the students. In both cases, a written test was performed at the beginning and end of the course in order to establish the benefit that the application could offer to the students in the test groups. The results indicate that the frequent use of the mobile application might have a positive impact on the development of both listening and linguistic competencies of English.

scholarly journals Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education

2019 ◽  
Author(s):  
Graham Pluck
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Psychological Distress ◽  
Grade Point Average ◽  
Engineering Students ◽  
Executive Dysfunction ◽  
Grade Point ◽  
Strong Correlate ◽  
University Level ◽  
Current Psychological

BackgroundPeople vary between each other on several neurobehavioral traits, which may have implications for understanding academic achievement.MethodsUniversity-level Psychology or Engineering students were assessed for neurobehavioral traits, intelligence, and current psychological distress. Scores were compared with their grade point average (GPA) data.ResultsFactors associated with higher GPA differed markedly between groups. For Engineers, intelligence, but not neurobehavioral traits or psychological distress, was a strong correlate of grades. For Psychologists, grades were not correlated with intelligence but they were with the neurobehavioral traits of executive dysfunction, disinhibition, apathy, and positive schizotypy. However, only the latter two were associated independently of psychological distress. Additionally, higher mixed-handedness was associated with higher GPA in the combined sample.ConclusionsNeurological factors (i.e., neurobehavioral traits and intelligence), are differentially associated with university-level grades, depending on the major studied. However, mixed-handedness may prove to be a better general predictor of academic performance across disciplines.

Sign in / Sign up

Export Citation Format

Share Document