scholarly journals Determination of Anxiety Levels of Students Learning Turkish as a Foreign Language at B1 Level: A Case Study of Ishik Male High School

2019 ◽  
Vol 1 (1) ◽  
pp. 23-39
Author(s):  
Ertan Miyanyedi ◽  
Keyword(s):  
High School ◽  
Foreign Language ◽  
Male High School ◽  
Anxiety Levels

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

scholarly journals Foreign language learning anxiety: A comparison between high school and university students

2018 ◽  
Vol 15 (3) ◽  
pp. 1584
Author(s):  
Gökhan Baş ◽  
Mehmet Özcan
Keyword(s):  
High School ◽  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Educational Status ◽  
Monthly Income ◽  
Learning Anxiety ◽  
Anxiety Levels ◽  
Language Learning Anxiety

This research aimed to identify the differences in foreign language learning (FLL) anxiety levels between high school and university students based on some variables such as gender, current educational status, parents’ (father and mother) educational status, and monthly income of families.  The survey model was adopted in the research.  The research included high school (n = 333) and university (n = 341) students from Nigde and Afyonkarahisar provinces. In the research, “Foreign Language Learning Anxiety Scale” (FLLAS) was used in order to collect data. For the analyses of the data, independent samples t-test and one-way ANOVA were performed. The results of the research indicated that gender, fathers’ educational status and monthly income of family variables did not have a significant impact on foreign language anxiety levels of high school and university students. It was also found that students’ educational status as well as their mothers’ educational status variables influenced their FLL anxiety significantly.

scholarly journals Errors in Case Markers Made by Syrian Students Who Learn Turkish in Temporary Education Center

2017 ◽  
Vol 5 (9) ◽  
pp. 205 ◽  
Author(s):  
Mustafa Onur Kan ◽  
Gizem Utlu
Keyword(s):  
Foreign Language ◽  
Personal Information ◽  
Descriptive Analysis ◽  
Placement Test ◽  
The Common ◽  
Case Markers ◽  
Locative Case ◽  
Genitive Case

The purpose of this study is to determine the errors in case markers in the texts formed by Syrian students, who learn Turkish as a foreign language. The study group of this research, which is designed as a case study, comprises of a total of 60 Syrian students in A1 and A2 level, studying in the temporary education center of Al-Nassaj, which is affiliated with the district of Antakya, Hatay. The determination of the levels of the students was based on the description of the linguistic competences proposed by The Common European Framework of Reference for Languages (CEFR). A placement test was administered to the students in line with the description proposed by the CEFR, and a total of 30 students in A1 and 30 students in A2 were included to the study. A personal information form as well as writing forms, which had been developed by the researchers, were employed in the data collection. The analysis of the data obtained from the writing forms was performed through descriptive analysis method. An evaluation meeting was held with a faculty member specialized in the field of Turkish education in order to ensure the reliability of the data, and a consensus has been reached on the data.The study revealed that in terms of the total number of words used by the students, the students in A1 made 8 errors in case markers for each 100 words whereas those in A2 made 9.3 errors in case markers for each 100 words. It is remarkable that the students in A1 made the most errors in the genitive case markers whereas those in A2 made the most errors in locative case markers. There was no error in the ablative case markers in the texts produced by the students in A1. The study further found that the number of such errors made by the students in A2 was very low.

scholarly journals THE LINGUISTIC CHOICE BY INDONESIAN-SPEAKING ADOLESCENTS: A CASE STUDY IN TANGERANG

2020 ◽  
Vol 38 (1) ◽  
pp. 23-34
Author(s):  
Bernadette Kushartanti
Keyword(s):  
High School ◽  
Foreign Language ◽  
Social Contexts ◽  
Senior High School ◽  
Regional Language ◽  
The Status ◽  
The Difference ◽  
Jakarta Indonesian ◽  
Neighboring Area

This study presents a result of a survey on linguistic choice by adolescents who live in Tangerang, a neighboring area of Jakarta. In this study, we observed their use of Bahasa Indonesia (BI), Colloquial Jakarta Indonesian (CJI), foreign language (FL), regional language (RL), and mixed language (ML) in interactions with different addresees in daily activities: parents, teachers, friends, siblings, grandparents, uncles/aunts, and new acquaintances. Data in this study were collected from questionnaires, distributed at two secondary schools (SMP) and two senior high schools—a sekolah menengah umum ‘general senior high school’(SMU) and a sekolah menengah kejuruan (SMK) ‘vocational senior high school’ (SMK) which are located in Tangerang. The participants in this study are the students, aged 13 to 19 years old (N=748). It is found that BI and CJI were frequently used by these teenagers. They tended to use BI in interactions—spoken and written—with the older and respected people (teachers, parents, and grandparents) or those who are not familiar with them. CJI is used to those who are socially equal to them. Some of them used ML. Only a few of these participants use RL, and very few use FL. This study also finds that there are differences on the pattern between the use of BI and CJI in spoken and written interactions. Another factor that makes the difference between these varieties is the educational level. Findings in this study indicates that these languages—especially BI and CJI—have functions respectively, and the respondents’s choice is strongly influenced by the status of the participants and social contexts.

scholarly journals Teachers Strategy in Solving Students Ability to Read and Write Qur’an at Government Schools

2021 ◽  
Vol 3 (2) ◽  
pp. 59-76
Author(s):  
Fitri Fitri ◽  
Kamaruddin Kamaruddin
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Qualitative Case Study ◽  
Case Study Method ◽  
Government Schools ◽  
School Teaching ◽  
Depth Interviews

This study discusses  teachers strategy of Islamic Education in overcoming students  difficulties of  reading Al-Qur'an  a State Junior  High School. The problems that will be addressed  included what strategies were used by the teachers in overcoming students difficulties in  reading Al-Qur'an and who the strategies were implemented to solve the problems. In conducting the study, we used a qualitative case study method. The case of this study was a state junior high school in West Sulawesi province. Data were gathered through direct field observation, in-depth interviews which involve teachers and the school principle. We also analyzed written material, such as the school teaching activities, to understand how the teachres solve students difficulties in reading al-Quran.  Our study found that the strategies to overcome students difficulties in reading al-Quran included  the determination of the qualification of learners. Hold a special coaching for students who experience difficulties in reading Quran. Then the teachers made  cooperation  with fellow teachers and learners. Finally, the teachers familiarized the students to read Al-Qur'an.

scholarly journals The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study

2019 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Makrina Zafiri ◽  
Vassiliki Vakalopoulou ◽  
Vassiliki Pliogou
Keyword(s):  
High School ◽  
Foreign Language ◽  
Differentiated Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Small Scale ◽  
Structured Interviews ◽  
Before And After

In recent years, dyslexia has become an important issue in the field of foreign language teaching and learning. In this research we will explore dyslexia in connection to teaching and learning a foreign language. More particularly, in this research, we will be probing into the teaching of German as a foreign language. The purpose of this research is to investigate the effectiveness of the application of Differential Instruction, the application of the Grammar –Translation Method, the Audio-Visual Method, the Communicative Approach to language teaching as well as the Multisensory Method to a Greek student with dyslexia. The girl is in the first year of junior high school and is being taught German as a foreign language at school. The research method, which was applied, focused on qualitative research through the use of semi - structured interviews. This research is also a case study. Action research was conducted, for the needs of this small-scale research, through ten differentiated instruction lessons which were taught to a student with dyslexia. The student and her mother were the major sources of data collection. More particularly, the semi - structured interviews were conducted before and after the implementation of differentiated instruction with the student and her mother. We initially attempted to collect information through semi-structured interviews, on the student's family profile, and after conducting the ten lessons, we tried to verify the effectiveness of the approaches and methods which were applied. The results of this research showed that the effectiveness of differentiated instruction was immense as the student’s performance improved in the foreign language.

Functional Analysis and Behavioral Coaching Intervention to Improve Tackling Skills of a High School Football Athlete

2010 ◽  
Vol 4 (2) ◽  
pp. 150-157 ◽  
Author(s):  
John V. Stokes ◽  
James K. Luiselli
Keyword(s):  
High School ◽  
Functional Analysis ◽  
Performance Feedback ◽  
Social Consequences ◽  
Experimental Methodology ◽  
High School Football ◽  
Coaching Intervention ◽  
Behavioral Coaching ◽  
Male High School

Functional analysis (FA) is an experimental methodology for identifying the behavior-reinforcing effects of social and non-social consequences. The data produced from a FA are used to select intervention procedures. In this case study, we conducted a FA with a male high school football athlete by manipulating social contingencies within practice tackling drills. The FA suggested that the highest percentage of correct tackling occurred when the participant was able to “escape” interaction with the coach following drills. After demonstrating that the participant had a low percentage of correct tackling during a baseline (preintervention) phase, the coach provided him delayed written performance feedback after practice. This intervention was associated with a higher percentage of correct tackling. The participant also tackled proficiently during a postintervention in-game assessment. The advantages of conducting a FA when intervening with athletes are discussed.

scholarly journals Strategi Pembentukan Ketahanan Pribadi Siswa Berbasis Nilai-Nilai Pancasila Untuk Membangun Kesadaran Bernegara (Studi Di SMA Taruna Nusantara Magelang Jawa Tengah)

2020 ◽  
Vol 26 (1) ◽  
pp. 87
Author(s):  
Diyah Kartika Dewi ◽  
Sunarso Sunarso
Keyword(s):  
High School ◽  
Participatory Approach ◽  
Qualitative Approach ◽  
Self Defense ◽  
Innovative Learning ◽  
The Subject ◽  
Interactive Models ◽  
Personal Resilience

ABSTRACT           This study aims to analyze the strategy of forming student’s personal resilience based on Pancasila values to build state awareness in Taruna Nusantara High School. This research uses a qualitative approach to the type of case study. Determination of the subject using a purposive technique. Data collection using observation and interview. The data analysis component uses interactive models while the validity of the data uses member check. The results showed that there were several strategies in the formation of personal endurance based on Pancasila values to build state awareness in Taruna Nusantara High School, namely (1) acculturation of Pancasila values through school culture using the exemplary and participatory approach of all school members, (2) carrying out project activities and, (3) the teacher carries out innovative learning. The formation of self-defense based on Pancasila values is important because it can produce a strong personality, nationalistic spirit, and be able to restore national identity.ABSTRAK Penelitian ini bertujuan untuk menganalisis strategi pembentukan ketahanan pribadi berbasis nilai-nilai Pancasila untuk membangun kesadaran bernegara di SMA Taruna Nusantara. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Penentuan subjek menggunakan teknik purposive. Pengumpulan data dengan menggunakan observasi dan wawancara. Komponen analisis data menggunakan interactive models sedangkan keabsahan data menggunakan member check. Hasil penelitian menunjukkan bahwa terdapat beberapa strategi dalam pembentukan ketahanan pribadi berbasis nilai-nilai Pancasila untuk membangun kesadaran bernegara di SMA Taruna Nusantara, yaitu (1) pembudayaan nilai-nilai Pancasila melalui budaya sekolah dengan menggunakan pendekatan keteladanan dan partisipastif dari semua warga sekolah, (2) melaksanakan kegiatan terproyek dan, (3) guru melaksanakan pembelajaran yang inovatif. Pembentukan ketahanan diri siswa berbasis nilai-nilai Pancasila penting untuk dilakukan karena dapat menghasilkan pribadi yang tangguh, berjiwa nasionalis, dan mampu mengembalikan jati diri bangsa 

scholarly journals Exploring opportunities for developing intercultural competence through intercultural communicative language teaching (ICLT): A case study in a Chinese as a foreign language classroom in a New Zealand high school

2021 ◽  
Author(s):  
◽  
Juliet Kennedy
Keyword(s):  
High School ◽  
New Zealand ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Starting Point ◽  
Language Classroom ◽  
Teacher Awareness

<p>This qualitative case study explores naturally arising opportunities for developing intercultural competence through intercultural communicative language teaching (ICLT) in a New Zealand high school Chinese as a foreign language (CFL) classroom. Although developing intercultural competence is a goal of many school curriculums, teacher awareness and implementation of effective intercultural pedagogies is not yet wellestablished. Exploring the naturally arising occurrences of intercultural teaching practices and behaviours in one classroom with no formal knowledge of ICLT provides evidence of how culture may be currently understood and approached in comparative settings. Existing views on culture provide a starting point for further developing ICLT.  Data collection methods included classroom observations, stimulated recall, unstructured and semi-structured interviews, and written reflections. One teacher and three students from an intermediate level CFL class participated in the study from June to September 2015.  The findings show that while some intercultural pedagogies and behaviours occurred naturally, without an explicit focus on developing intercultural competence students are unlikely to develop the skills, attitudes, and traits which make up intercultural competence in the language classroom. This study suggests that the current cultural activities in class could be transformed into opportunities for developing intercultural competence by adding a regular comparative, connective, and reflective dimension, incorporating the students’ linguistic and cultural experiences. The results of this study illustrate the necessity of expanding teacher awareness and skills in practising ICLT to promote the development of intercultural competence and to increase students’ interest in learning languages in New Zealand.</p>

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