scholarly journals ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION

2018 ◽  
Vol 2 (01) ◽  
pp. 1-8
Author(s):  
Audi Yundayani
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
English For Academic Purposes ◽  
Learning Material ◽  
English Writing ◽  
Descriptive Research ◽  
Literature Reviews ◽  
Writing Skill ◽  
Academic Genres ◽  
English Program

The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance the learners’ academic performance. It is important for the lecturer to provide the suitable learning material and learning technique based on the requirement; 2) Learners’ English writing skill for academic purposes needs require ability in summarizing, paraphrasing, writing in academic genres like essays, reports  and literature reviews, and writing in rhetorical-functional like explaining, defining and drawing conclusion

scholarly journals Using Picture Series in Teaching Writing Skill for Students of Midwife Program

LETS ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 14-22
Author(s):  
Lidia Deviga ◽  
Radian Arum Ardhani
Keyword(s):  
Research Design ◽  
Teaching Writing ◽  
Teaching English ◽  
English Writing ◽  
Descriptive Research ◽  
Future Researcher ◽  
Writing Skill ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
Academic Year

The aim of this research was to find out the using picture series in teaching writing skill for the fourth semester students of midwifery program in STIKES Bhakti Husada Mulia Madiun. This study was done on May 2020. The subjects were 32 students of the fourth semester students of midwifery program of STIKES Bhakti Husada Mulia Madiun in the academic year 2020/2021. The method used in this research was a qualitative descriptive research design. The techniques for collecting data were observation, interview, and documentation. During the research, the researcher acted as the teacher and observer during the implementation of picture series. The findings of observation show that there is good interaction between lecturer and students. The lecturer gives the task and assignment to make the students understand the material well. The finding of interview shows that by using picture series, the students can have the ideas how to start writing recount text well. They can arrange the picture series to help them in composing the writing. By using picture series the students can improve their writing based on the criteria asked by the lecturers. The criteria of the writing are vocabulary, content, language, mechanic and organization. The finding of documentation shows that the use of picture series in teaching writing recount text make the students interested. Thus, the learning process is supported that the students are better to write from their experiences to compose recount text. Then, the use of picture series is effectively used in helping students improve their performance in writing recount text. The future researcher can conduct the use of picture series in other skill of English such as on speaking skill. It is hoped can be used as the easy media to express the students’ creativity in their speaking. Furthermore, the researcher can do this study by using the other design such as the experimental research design in teaching English writing skill.

scholarly journals ERROR ANALYSIS ON ENGLISH WRITING SKILL FOR THE SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL

2019 ◽  
Vol 4 (01) ◽  
pp. 85-94
Author(s):  
Mukhlasul Fasikh
Keyword(s):  
High School ◽  
Error Analysis ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Word Choice ◽  
English Writing ◽  
Descriptive Research ◽  
Typical Error ◽  
Writing Skill

This study aims to know the variety of errors, the most typical error and the least typical error on grammar writing for the grade students in the state of junior high school 5 Setu, and also to make teaching and learning activities more effective and efficient. This research is descriptive research method. The research instrument in this research is writing task. Writer uses the questioners to collect the data. Students answer the questions and from the answers’ students are arranged to be paragraph. The discussion of the errors are frequently occurred in the students’ English writing capitalization have the high percentage 12.93%, punctuation 12.93%, spelling form 12.50%, word form 11.21%, singular-plural 10.34%, article 9.48%, present tense 8.62%, added word 8.62%, word choice 7.33%, preposition 4.31%, and omission 1.72%. By studying the percentage of the error analysis on English writing skill, the writer found the ability of the students in writing skill was neither too low nor too high. The most typical error is on capitalization (12.93%) and the least typical error is on omission (1.72%)

scholarly journals Education Reduces Recidivism

2021 ◽  
Vol 16 ◽  
pp. 175-182
Author(s):  
Gregory Magee
Keyword(s):  
Higher Education ◽  
Education System ◽  
Formal Education ◽  
Research Topic ◽  
Prison Education ◽  
Learning Material ◽  
Recidivism Rate ◽  
Recidivism Rates ◽  
Trained Teacher ◽  
Education Statistics

The research addresses how and why formal education lowers recidivism rates. Formal education means much of the learning comes from a book or other learning material delivered by a trained teacher. The two types of formal education discussed are academic and vocational education. Statistics for lowered recidivism rates resulting from education are essential to support this topic. How education, either academic or vocational, can prevent crime was the first avenue of the research topic that is explored. There are countless opportunities higher education provides to individuals. Next, a direct correlation between education and crime was looked at from a statistical view regarding the recidivism rate. The progress education has on the prison system exposes the results. A simple examination of statistics regarding the recidivism rate of the selected participants involved in the prison education system will resemble what success or effectiveness has come from education being implemented.

Improving English L2 Writing in Web Communication: Can Peer Feedback Help?

Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Peer Feedback ◽  
Status Quo ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Feedback Process ◽  
English Writing ◽  
Web Communication

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.

ДЕЯКІ АСПЕКТИ РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ФАХІВЦІВ З НЕФОРМАЛЬНОЇ ОСВІТИ ПРИ ПЕРЕХОДІ В ОНЛАЙН-ФОРМАТ

2020 ◽  
pp. 5-15
Author(s):  
Зоя Гаркавенко
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Digital Literacy ◽  
Formal Education ◽  
Vocational Education And Training ◽  
Research Review ◽  
Review Journal ◽  
New Paradigm ◽  
Digital Competence ◽  
Information Technology Education

У статті презентовані результати емпіричного вивчення проблеми адаптації професійної освіти до онлайн-режиму в ситуації вимушеного карантину. Мета дослідження полягала в створенні моделі компетенцій викладача / тренера для забезпечення освітньої діяльності онлайн. Обставини гостро актуалізували нагальну потребу забезпечення безперервності освітньої діяльності в нових умовах, показали реальний стан психологічної готовності фахівців освітянської галузі до діяльності в умовах невизначеності. Ключовими ознаками цього стану можна вважати певну фахову та психологічну дезорієнтацію, яка поставила під загрозу якість і сталість результатів освітньої діяльності. Фахівці формальної й неформальної освіти були змушені швидко адаптуватися до нових умов, в основі яких – цифрова трансформація. Фокус уваги нашого дослідження зосереджено на фахівцях, які працюють у сфері післядипломної освіти. Важливим аспектом досліджуваного питання є певна плутанина щодо сутності онлайн-навчання. Це стосується різнотлумачення у середовищі фахівців поняття «дистанційне навчання», зокрема розрізнення синхронного (в режимі реального часу) і асинхронного (у відкладеному часі) режимів освітнього процесу. Принципові відмінності у підходах до методів та психологічних технологій їх застосування вимагають особливої підготовки відповідних фахівців. Результати презентованого дослідження розкривають ряд психологічних труднощів, з якими зіткнулись фахівці післядипломної освіти в ситуації необхідності переведення діяльності в онлайн-режим. В першу чергу, це навчальна діяльність із питань підвищення кваліфікації, проведення навчальних курсів для дорослої аудиторії. Важливим завданням для викладачів / тренерів постало збереження сутнісних ознак і результатів такого навчання: інформація, інструментарій і досвід, які наявні в офлайн-режимі навчання. Основним результатом дослідження можна вважати визначення ключових напрямів психологічної підготовки фахівців до роботи в онлайн: психологічна готовність до управління груповою динамікою та обмеженими комунікаційними інструментами, цифрова компетентність – володіння специфічними цифровими навичками (платформи, програми, окремі інструменти роботи в онлайн), методична компетентність – здатність добирати та поєднувати прийоми й техніки роботи з інформацією, адаптовані до онлайн-середовища. Література Василенко, О.В. (2014). Розвиток системи неформальної освіти дорослих в умовах соціально-економічної кризи. Актуальні проблеми професійної орієнтації та професійного навчання в умовах соціально-економічної нестабільності, 2(2), 138– Ващенко, Л.І. (2019). Підготовка фахівців для роботи з дорослими у сфері неформальної освіти. Імідж сучасного педагога, 4(187), 24– Корбут, О.Г. (2017). Дистанційне навчання: моделі, технології, перспективи. Режим доступу: http://confesp. fl. kpi. ua/ru/node/1123. Плинокос, Д.Д., & Коваленко, М.О. (2016). Неформальна освіта: теоретичні аспекти і наукові підходи. Наукові праці Кіровоградського національного технічного університету. Економічні науки, 29, 53–60. Сисоєва, С.О., & Осадча, К.П. (2019). Стан, технології та перспективи дистанційного навчання у вищій освіті України. Інформаційні технології і засоби навчання: електронне наукове фахове видання, 70(2), 271– Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41– Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1), 6– Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4– Latchem, C. (2014). Informal learning and non-formal education for development. Journal of Learning for Development, 1(1). Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15, 157– Lischewski, J., Seeber, S., Wuttke, E., & Rosemann, T. (2020). What influences participation in non-formal and informal modes of Continuous Vocational Education and Training? An analysis of individual and institutional influencing factors. Frontiers in psychology, 11, 2821. doi: 10.3389/fpsyg.2020.534485 Rodríguez, M.U., Cantabrana, J.L.L., & Cervera, M.G. (2020). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353–373. doi: 10.5944/educXX1.27080 Perez-Lopez, E., Atochero, A.V., & Rivero, S.C. (2020). Distance Education in COVID-19: An Analysis from the perspective of university students. Ried-revista iberoamericana de educacion a distancia, 24(1), 331–350. doi: 10.5944/ried.24.1.27855

scholarly journals INFORMAL EDUCATION AS A PROJECTED IMPROVEMENT OF THE PROFESSIONAL SKILLS OF EMPLOYEES OF ORGANIZATIONS

2016 ◽  
Vol 4 (3) ◽  
pp. 281
Author(s):  
Warul Walidin
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Informal Education ◽  
Formal Education ◽  
Cultural Development ◽  
Individual Personality ◽  
Personal Skills ◽  
Personality Features ◽  
Two Sides

Technologies of vocational training play an important role in the concept of informal education and they can be implemented as in higher education, and organizational learning. In the modern understanding of education the two sides are emphasized - the communion of each person to the society and the development of individual personality features. If formal education is moving towards these goals systematically and purposefully at certain training sessions, the place and time of informal education is in no way limited. Informal education can be characterized not only by independent, human progress in cultural development, but also directed and projected improvement of professional and personal skills of employees of organizations. The purpose of this papers to examine informal education not only as an independent, but also as a guide and the projected improvement of the professional and personal skills of employees of organizations. The leading approaches to the study of this problem are social-pedagogical and managerial approaches to substantiate the essence of the process and the role of leaders of organizations trained in the management of such education.

scholarly journals Using of CALL Method in Writing

2018 ◽  
Vol 11 (01) ◽  
pp. 28
Author(s):  
Emeliya Sukma Dara Damanik
Keyword(s):  
Language Learning ◽  
English Writing ◽  
Writing Skill

This paper shares about using of CALL method in increasing English Writing Skill. The implementation of CALL method brings the new atmospheres in classroom and offers benefit to the increasing of four English skills. CALL method is an alternative tool to assist teacher or lecturer and student language learning. In spite of the benefits, the implementation of CALL method also has limitation. Therefore, teacher or lecturer should remind that CALL method can be applied depends on the situation suitable for the learners and their need

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