scholarly journals Self-Efficacy of English Education Students in a Private University in Makassar: A Comparison across Batches

2019 ◽  
Author(s):  
Awaluddin Syamsu ◽  
Muhammad Yunus ◽  
Rizkariani Sulaiman
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Instructional Strategy ◽  
English Education ◽  
Gradual Increase ◽  
Private University ◽  
Education Students ◽  
Sense Of Efficacy ◽  
Positive Performance ◽  
Academic Year

Teacher’s self-efficacy has been linked with their positive performance and it starts developing in their study time at university. Therefore, curriculum at university plays an important role to create a gradual increase of the student teacher’s self-efficacy. So the students with higher academic year should have a better level of self-efficacy. This research aimed at finding out the efficacy for student engagement, instructional strategy, and classroom management of the English Education students in four different years of intake. The study was conducted in one of the reputable private Universities in Makassar, Indonesia. A Short Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was employed as questionnaire tool to collect data. The data obtained from 122 students was computed using SPSS with non-parametric test. The result indicated that the lowest three aspects of self-efficacy level were found in the last two years of their study whereas the highest self-efficacy level was found in the first two years students. This research suggests the importance of modifying a curriculum which can assure that the self-efficacy increase during their academic study.

scholarly journals SUBJECT-VERB AGREEMENT ERRORS MADE BY SIXTH SEMESTER ENGLISH EDUCATION STUDENTS

2017 ◽  
Vol 1 (1) ◽  
pp. 21-34
Author(s):  
Eki Putra Hidayatullah ◽  
Syarial . . ◽  
Gita Mutiara Hati
Keyword(s):  
Quantitative Method ◽  
English Education ◽  
Education Students ◽  
Verb Agreement ◽  
Causes Of Errors ◽  
Academic Year

This resarch used descriptive quantitative method. This research aimed to find out subject- verb agreement errors made by sixth semester Engllish Education students of Universitas Bengkulu and to find out the possible causes of the errors. The samples of this research were sixth semester English Education students of Universitas Bengkulu in 2016/2017 academic year. The data were collected by conducting writing. The results of the data were analyzed descriptively by using Surface Strategy Taxonomy by Dulay et al (1982) to analyze the types of errors and theory of causes of errors by Richards (1974) to analyze the causes of errors. The result shows that there were 3 types of subject-verb agreement errors found in students’ essays. The errors were omission (49 %), addition (25 %) and misinformation (26 %). Another result shows that there were 2 possible causes of subject-verb agreement errors in this research. They were interlingual errors (2 %) and intralingual & developmental errors (98 %).

scholarly journals An Investigation of Pre-Service EFL Teachers’ Self-Efficacy Beliefs

2019 ◽  
Vol 3 (1) ◽  
pp. 41
Author(s):  
ÖZGÜL BALCI ◽  
FAHRETTİN ŞANAL ◽  
SELMA DURAK ÜĞÜTEN
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
State University ◽  
Sense Of Efficacy ◽  
Multiple Comparison Test ◽  
Efl Teachers ◽  
High Level ◽  
The University

The purpose of this study was to investigate pre-service English as a foreign language (EFL) teachers’ self-efficacy beliefs. The study was a descriptive study based on a single screening model. A total of 291 freshman, sophomore, junior and senior students studying at a state university in Turkey during the fall semester of the academic year 2018-2019 participated in the study. Teachers’ Sense of Efficacy Scale (TSES) which was originally developed by Tschannen-Moran & Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005) was used to determine pre-service EFL teachers’ self-efficacy beliefs. Pre-service EFL teachers’ self-efficacy beliefs were analyzed by descriptive statistics.  Differences in participants’ self-efficacy perceptions by class level were analyzed by one-way ANOVA. The Tukey multiple comparison test was used to determine significant differences among the different class levels. Research results revealed that pre-service EFL teachers had relatively high-level teacher self-efficacy perceptions in general and for classroom management, student engagement and instructional strategies subscales. Also, it was found that juniors had significantly higher scores than sophomores in both total scale and student engagement subscale. Total and subscale scores at other class levels did not differ significantly.  It was suggested that pre-service EFL teachers’ self-efficacy perceptions should be considered with greater attention in the ELT program at the university and special efforts are required to strengthen seniors’ self-efficacy perceptions.

Validity and reliability of the Italian version of the Teachers' Sense of Efficacy Scale

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Pintus ◽  
Chiara Bertolini ◽  
Lucia Scipione ◽  
Maja Antonietti
Keyword(s):  
Classroom Management ◽  
Instructional Strategies ◽  
Factor Structure ◽  
Self Efficacy ◽  
Factor Model ◽  
Validity And Reliability ◽  
Italian Version ◽  
Content Type ◽  
Sense Of Efficacy ◽  
Three Factor

PurposeThis study investigates the construct validity and reliability of the Italian version of the Teachers' Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001) and contributes to existing research aimed at exploring the elements and variables that influence teachers' self-efficacy levels.Design/methodology/approachThe instrument, translated and adapted in Italian by Cardarello et al. (2017), was tested on a sample of 349 in-service second grade teachers with similar demographic profiles (gender, age, seniority). The study analyzes the data following the exploratory factor analysis.FindingsThe results of this research confirm the relevance of the three-factor model, but opens the possibility of a different organizational structure of the items within the scale. In fact, the results confirmed both the original TSES three-factor structure (student engagement, classroom management, instructional strategies) and a new four-factor structure. The new four-factor structure recognizes two new factors of an instructional nature, “Inclusive instructional strategies, learner-centered” and “Traditional instructional strategies, teacher-centered.” The first one recalls beliefs about capabilities to use strategies and assessments focused on students' needs (inclusive perspective); the second one refers to the dimension of the disciplinary master.Originality/valueAccording to the idea that teachers' self-efficacy is a multidimensional construct, the findings of this study invite to reflect upon the meanings of scale application in different cultural contexts and open a discussion about instructional strategies and the experience of teaching in Italy.

scholarly journals Pengaruh Strategi Pembelajaran dan Self Efficacy Terhadap Hasil Belajar menulis

2020 ◽  
Vol 22 (1) ◽  
pp. 53-64
Author(s):  
La Ode Nggawu
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Learning Strategy ◽  
English Education ◽  
Sample Number ◽  
Study Programme ◽  
Education Study ◽  
Word Wall ◽  
Academic Year

This study aims to determine the effect of learning strategies (Word Wall Strategy and Dirrect Instruction Strategy) and the student self efficacy toward writing learning outcomes of english study programme Halu Oleo University. This research uses experimental design with a 2x2 treatment by level with sample number of 54 students at English education study programon academic year 2019/2020. The data analysis was done by Analysis of Variance (ANAVA) two lane. The results showed that (1) Word Wall Strategy (WWS) was more effective in improving writing learning outcomes than Dirrect Learning Strategy (DL); (2) there was a significance interaction effect between learning strategies and student's self efficacy toward writing learning outcomes 3) students’ writing learning outcomes who uses Word Wall Strategy are higer than direct instruction strategy with students higher self efficacy, (4) and for students with low self efficacy more appropriate using dirrect Learning strategies (DL).

scholarly journals Self-efficacy beliefs among non-specialist teachers in primary English education

2021 ◽  
Author(s):  
Shoichi Matsumura
Keyword(s):  
Classroom Management ◽  
Self Efficacy ◽  
Primary Schools ◽  
English Education ◽  
Teaching Experience ◽  
Primary School Children ◽  
Service Training ◽  
Native English Speaking Teachers ◽  
Specialist Teachers ◽  
The Impact

Abstract Although the teaching of English to primary school children has been rapidly growing in many English-as-a-foreign-language (EFL) countries around the world, a shortage of specialist teachers remains a persistent challenge. Consequently, non-specialists, such as homeroom teachers initially trained as generalists, are more often required to teach English. The present study, focusing on 304 non-specialist teachers serving in Japan’s public primary schools, was designed to explore their perceived self-efficacy for teaching English, and to examine the impact of teacher characteristics (i.e., their perceived English proficiency, English-teaching experience, and appraisals of collaboration with native English-speaking teachers) on their level of self-efficacy. A multiple regression analysis revealed that the collaboration variable was more influential than the proficiency variable and that there was no significant relationship between teachers’ self-efficacy and teaching experience. Moreover, integration of these results and teachers’ comments in the open-ended question suggested that they functioned most effectively in student engagement by playing roles unique to non-specialist teachers and that they perceived team teaching to be more beneficial in classroom management than solo teaching. Implications for in-service training are discussed to support non-specialist teachers in primary English education.

scholarly journals THE DIFFICULTIES OF WRITING SCIENTIFIC WORK AT THE ENGLISH EDUCATION STUDENTS

2019 ◽  
Vol 4 (1) ◽  
pp. 54-60
Author(s):  
Rizkariani Sulaiman ◽  
M. Muhajir
Keyword(s):  
English Language ◽  
English Education ◽  
Language Education ◽  
Scientific Work ◽  
Scientific Writing ◽  
Education Students ◽  
English Language Education ◽  
Scientific Papers ◽  
The Common ◽  
Academic Year

The purpose of this study was to determine the students’ difficulties in writing scientific papers at the English Language Education, Universitas Muslim Indonesia and to find out the needs and learning objectives of the students. The sample was consisted of 44 English Education students registered at the UMI Faculty of Literature during the 2018/2019 academic year. To examine this problem, the study was conducted in a descriptive quantitative design. The instrument used in this study was questionnaires. Research questions consist of: 1) what are the difficulties faced by English Education major students in academic / scientific writing? 2) what are the common errors of English Education students in writing scientific papers? 3) what teaching approach can facilitate success in scientific writing? Based on the results of the study, the difficulties faced in the process of writing scientific papers were related to aspects of grammar (31%), scientific writing style / rules (24%), vocabulary, spelling and coherence (11%), writing arrangement (7%) and punctuation (5%); Three common errors that occur in writing scientific papers namely spelling (29.2%), use of capital letters (17, 75%), and punctuation (15.27%). The approaches needed by the teachers to strengthen and help students to improve their scientific writing referred to reviewing writing such as the level of words, sentences, paragraphs, and grammar, making outlines, applying three steps in the writing process such as planning, writing and revision, and understanding the formal and informal styles as well as oral and written forms so as to be able to avoid words and phrases that were not needed.

An Analysis of Students’ Ability in Translating Text

ELT-Lectura ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 154-159
Author(s):  
Desi Andriani
Keyword(s):  
English Education ◽  
Target Language ◽  
Word Choice ◽  
Source Text ◽  
Education Students ◽  
Study Program ◽  
Academic Year

Translating text is look like an easy work, but it is a complicated job. A translation text may not have different meaning from the source text to the target language of the text. Translating text from Indonesia to English should not change the sense of language since our culture is different from abroad culture. Translating text from Indonesia to English is more difficult than from English to Indonesia. Since, English has grammar where grammar should not be error. Then, translator also should pay attention to word choice of English. The purposes of carrying this research are to know students’ ability in translating text and common errors made by students in translating text from English to Indonesia at English education students of UPI YPTK Padang in 2019/2020 academic year. This research was descriptive one. The sample of this research was 30 students of English study program of UPI YPTK Padang. The data were collected by using test. The result of the test showed that students had different ability in translating text. In general, students’ ability in translating text was categorized good.

scholarly journals Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

2013 ◽  
Vol 16 ◽  
Author(s):  
Burcu Senler ◽  
Semra Sungur-Vural
Keyword(s):  
Classroom Management ◽  
Personality Traits ◽  
Science Teachers ◽  
Self Efficacy ◽  
Self Regulation ◽  
Service Science ◽  
Sense Of Efficacy ◽  
Neo Five Factor Inventory ◽  
Approach Goals ◽  
The Relationship

AbstractThe aim of this study is to examine the relationship among pre-service science teachers’ personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers’ Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers’ teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

scholarly journals Vocabulary Coursebook for EFL Learners of Higher Education in Indonesia

2018 ◽  
Vol 6 (4) ◽  
pp. 122
Author(s):  
Yudi Basuki ◽  
Astried Damayanti ◽  
Sri Utami Dewi
Keyword(s):  
Higher Education ◽  
Education Program ◽  
English Education ◽  
Ministry Of Education ◽  
Education Students ◽  
Efl Learners ◽  
Research Findings ◽  
The Government ◽  
Teaching Learning ◽  
Academic Year

Indonesian Ministry of Education decree number 36 (2001) outlines that coursebook (buku ajar) is a handbook for a course written by experts in related fields. It is written to obtain the qualifications and features of textbooks and to finally be published and distributed. In an attempt to implement the decree, the objective of this research was to develop vocabulary coursebook for the higher education students of English education program. In fact, there is no vocabulary book that meets students’ needs and qualifications of the coursebook (buku ajar). This research was a Research and Development (R&D) study with an industry-based development model. The subjects of the research were all active students at English education program of STKIP PGRI Trenggalek in 2017/18 and 2018/19 academic year. Data were collected using questionnaires and observation. The data collected by questionnaires were analyzed quantitatively and the data collected through observation was analyzed qualitatively. Research findings proved that the product was successful to obtain the vocabulary coursebook for the higher education students of English education program since it met the government qualification of coursebook standards and features, accommodated the students’ needs and interests, provided recent theories of vocabulary learning, acquired the learning outcome of vocabulary study area as stated in syllabus, and was systematically developed in five steps development. More importantly as the result of the field-test of the product indicated supportive responses from teacher and students teaching-learning vocabulary in English education program.

scholarly journals Students' difficulties in understanding lecturer's explanation: a comparison between native and non-native lecturer

2020 ◽  
Vol 9 (1) ◽  
pp. 99
Author(s):  
Ramita Ramita ◽  
Ratmanida Ratmanida
Keyword(s):  
English Education ◽  
English Department ◽  
Education Students ◽  
Main Instrument ◽  
Academic Year ◽  
The Way

This study is aimed to find out the students difficulty in understanding native and non-native lecturer which based on two aspects: linguistics and non-linguistics difficulties. It was also followed by the comparison of students difficulties in understanding both of lecturers.This study was conducted at English department students of Universitas Negeri Padang in academic year 2017/2018. The population of this research are all English education students in academic years 2017/2018 with the total number 95 students. Based on the population, the samples of this research are two classes: the first class are taught by native lecturer and second class are taught by non-native lecturer with the total number 64 students. This research used the descriptive collaborative method and used questionnaire as the main instrument followed by interview and observation to support the data from questionnaire. This research found that native lecturer tend to give more linguistics problem to the students rather than non-linguistics problem especially in lecturers accent and vocabulary understanding. Related to non-linguistics problem, lecturers speed placed the highest percentage. However, non-native lecture did not give significant difficulties but the higher percentage showed in non-linguistics problem especially in the way of lecturer in giving explanation.

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