scholarly journals Indonesian EFL Students’ Difficulties in Recognizing English Letters

2021 ◽  
Author(s):  
Toni Indrayadi ◽  
Daflizar Daflizar ◽  
Yoki Irawan ◽  
Helty Helty
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
First Language ◽  
Education Institution ◽  
Structured Interview ◽  
Study Program ◽  
Four Dimensions ◽  
English Pronunciation ◽  
Efl Students

The purpose of this qualitative study was to explore the difficulties of Indonesian undergraduate students in recognizing English letters at one public Islamic higher education institution in Jambi Province, Indonesia as the basis for designing pronunciation teaching strategies for English lecturers. Using a qualitative methodology that attempts to investigate and understand human issues in a particular group (Harrison et al., 2017), 4 participants were interviewed. through semi-structured interview questions. The interviews were analyzed and compared along four dimensions of EFL English pronunciation mastery factors: motivation, attitude, first language pronunciation interference, and phonetic ability. The findings of this study provide evidence for lecturers on the importance of introducing pronunciation class in the English study program in the earlier years of study to improve students' English pronunciation ability. Implication and limitation of research are provided.

Student factors affecting academic success among undergraduate students at two South African higher education institutions

2021 ◽  
pp. 008124632098628
Author(s):  
Tsholofelo Angela Thomas ◽  
David Maree
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
South African ◽  
Peer Relationships ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
Education Institution ◽  
Parental Engagement ◽  
Emotional Wellbeing ◽  
Factors Affecting

This study explored student factors affecting academic success among undergraduate students at a historically Black and a historically White South African public higher education institution. Qualitative methodology was used. Data were collected through five focus group discussions from 31 undergraduate students. Thematic analysis was used to analyse the data. The following student factors affected participants’ academic success: academic self-efficacy, peer relationships, parental engagement and support, motivation, time management, adjustment, emotional wellbeing, lack of information, socio-economic status, and language proficiency. This study showed that structural, racialised inequalities in South Africa underpin many apparent student factors that influence academic success in higher education.

scholarly journals Limits and possibilities for teaching and learning about breastfeeding

2019 ◽  
Vol 72 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Valeska Delgado Viaro ◽  
Francisca Márcia Pereira Linhares ◽  
Maria Wanderleya de Lavor Coriolano Marinus ◽  
Tatiane Gomes Guedes ◽  
Luciane Soares de Lima Vanderley
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Institution ◽  
Structured Interview ◽  
Theory And Practice ◽  
Public Higher Education ◽  
Thematic Content Analysis ◽  
The Relationship

ABSTRACT Objective: To point out limits and possibilities involved in the teaching and learning process of undergraduate students from Health of a Federal Public Higher Education Institution on breastfeeding. Method: Instantaneous photography study carried out in undergraduate courses in the area of Health with professors and students involved in the teaching and learning process on breastfeeding. For data collection, the Focal Group technique was used with the students and the semi-structured interview with the professors. The speeches were submitted to the thematic content analysis of Bardin. Results: It was identified the thematic category: Limits and possibilities for the teaching and learning process on breastfeeding, from two sub-categories: Structural limitations of the courses; and Advances and obstacles in the relationship between theory and practice. Final considerations: Limits indicated as workload deficit and professor-centered teaching made progress in learning about breastfeeding difficult, and interdisciplinarity was a step forward in this process.

scholarly journals Indonesian EFL students’ voice on the first language usage in classroom

2021 ◽  
Vol 6 (2) ◽  
pp. 78-86
Author(s):  
Binti Muifatun Nazilah ◽  
Peptia Asrining Tyas ◽  
Wiwik Umiyati
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Junior High School ◽  
Survey Design ◽  
First Language ◽  
Well Being ◽  
School Students ◽  
Efl Students ◽  
Students Attitudes

The first language (L1) usage is still found during the English lesson, specifically in non-native English countries. This may be a debatable issue among experts. Hence, investigation on students’ perception is helpful in this study. It will give an insight into students’ preferences for learning the language. The previous studies related to this topic were mainly focused on senior high school and undergraduate students as the subject. Therefore, this present study proposed to explore the perception of junior high school students. In conducting this study, the researcher applied a quantitative survey design. There were 29 questions in three sections that were distributed to investigate: (1) the language used in the EFL classroom, (2) students’ attitudes as well as (3) students’ well-being during the English foreign language lesson. The participants were 101 students of SMP Shalahuddin Malang. The findings revealed that students have positive responses towards the use of Indonesian langauge during the EFL lesson.   DOI: 10.26905/enjourme.v6i2.6701

Assessing the role of college as a sustainability communication channel

2017 ◽  
Vol 18 (7) ◽  
pp. 1060-1075 ◽  
Author(s):  
Alisa P. Lertpratchya ◽  
John C. Besley ◽  
Adam Zwickle ◽  
Bruno Takahashi ◽  
Cameron Thomas Whitley
Keyword(s):  
Higher Education ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Undergraduate Students ◽  
Environmental Sustainability ◽  
Communication Channel ◽  
Online Survey ◽  
Large Population ◽  
Education Institution ◽  
Content Type

Purpose The purpose of this study is to assess the effectiveness of higher education institution as a sustainability communication channel. The theory of planned behavior was used to examine the degree to which a student’s tenure at a large university with active and visible sustainability initiatives is associated with changes in views about sustainability and changes in reported sustainability behaviors. Design/methodology/approach This study involved a campus-wide online survey on undergraduate students at a large mid-western university. A direct measurement approach to the theory of planned behavior was used to measure changes in attitudes, normative beliefs, perceived behavioral controls and self-reported behaviors on five different environmental sustainability behaviors. Findings Overall findings support the notion that higher education institutions can be effective communication channels for sustainability issues, as students who have been in college for a longer period of time reported somewhat more positive attitudes, normative and efficacy beliefs and more sustainable behaviors. Practical implications By measuring specific components of the theory of planned behavior, this study provides insights on specific areas in which campaigns targeting college students in different college years could become more effective. Originality/value Few studies have assessed college as an effective sustainability communication channel despite the fact that it is potentially a powerful channel to reach a large population at their critical age. This study also measures specific components to sustainability behaviors by using the theory of planned behavior as a guiding framework.

scholarly journals The Role of Higher Education Institutions in Development of Social Entrepreneurship: The Case of Tallinn University Social Entrepreneurship Study Program, Estonia

2022 ◽  
pp. 129-151
Author(s):  
Katri-Liis Lepik ◽  
Audronė Urmanavičienė
Keyword(s):  
Higher Education ◽  
Social Entrepreneurship ◽  
Social Enterprise ◽  
Education Institution ◽  
Entrepreneurial University ◽  
Social Enterprises ◽  
Academic Learning ◽  
Enterprise Development ◽  
Study Program ◽  
The University

AbstractThe purpose of this chapter is to introduce a higher education social enterprise program and explore how it is shaping the field of social entrepreneurship. Social enterprise related university programs are an emerging trend. Entrepreneurial university theory and ecosystem framework are used to illustrate how the university social enterprise program, in turn, develops the field of social entrepreneurship. An example of an existing social enterprise program is discussed to highlight how it can be designed. Cases of social enterprises emerged as the result of the program are used to outline the different impacts that such support to social entrepreneurship might have. The research chapter reveals the multi-dimensional nature of the social enterprise program and its impact on students establishing their own social enterprises. It suggests that the incubation and other support activities should expand beyond the university program including a variety of network partners. The chapter provides empirical evidence of social enterprise development in a higher education institution and contributes to the global body of knowledge about fostering social enterprise development. As the provision of social entrepreneurship education is new in Estonia and the discussions on social enterprises are premature, the number of social entrepreneurship development partners is limited and hence the empirical data is currently scarce. The journey towards an entrepreneurial university is limited due to the lack of legal support and suitable infrastructure which would enhance project-based learning, support ‘spin-offs’ and patenting and rather engenders a more traditional academic learning environment.

scholarly journals Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia

2021 ◽  
Author(s):  
◽  
Dinath Kim
Keyword(s):  
Higher Education ◽  
Qualitative Methodology ◽  
Empirical Studies ◽  
Structured Interview ◽  
Public University ◽  
Motivating Factors ◽  
Extrinsic Factors ◽  
Intrinsic Factors ◽  
University Teachers ◽  
Teaching Careers

<p>The motivation of tertiary teachers in Cambodian higher education has not received much attention over the years. Specifically, very little is known about factors that motivate and de-motivate Cambodian tertiary teachers in choosing and remaining in their teaching careers. The purpose of the study is to investigate: 1) the factors which influenced teachers to choose teaching careers, 2) motivating and de-motivating factors associated with their teaching, and 3) motivations which may lead them to leave or stay in their teaching careers. It is important to examine the motivational factors that are influential for Cambodian university teachers in order to increase their teaching productivity so that the institutional effectiveness can be enhanced which will lead to improvement in the quality of Cambodia higher education. This research used a single exploratory case study within a qualitative methodology. The study was conducted at two departments in a typical public university in Cambodia. The data was collected through the implementation of one questionnaire that attracted 36 respondents and one semi-structured interview held with each of 8 volunteer participants. Thematic analysis was used to analyse interview data and open-ended questionnaire data. The findings of the study reveal that intrinsic factors were more important than extrinsic factors in influencing teacher motivation in becoming and remaining in teaching. However, extrinsic factors were de-motivating teachers in their teaching and may lead them to leave the profession. The findings are discussed in the context of some theories of motivation and previous empirical studies. Recommendations are made regarding strategies to be used and what further research can be undertaken to address the problem.</p>

scholarly journals Elementary EFL Students’ Errors: How Does the Teacher Correct Students’ Errors?

2020 ◽  
Vol 5 (4) ◽  
pp. 459
Author(s):  
Baiq Raudatul Jannah ◽  
Furaidah Furaidah ◽  
Sri Rachmajanti
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Elementary Students ◽  
First Language ◽  
Corrective Feedback ◽  
Education Level ◽  
Research Subjects ◽  
English Class ◽  
Efl Students

<p><strong>Abstract:</strong> Teacher’s corrective feedback on in English class has been studied many times in secondary or higher education level. However, how a teacher deliver corrective feedback in non-English subjects for students in elementary students rarely become the focus of studies. Therefore, this qualitative research studied the elementary students of International Class Program of SD Laboratorium UM. The second grader and the teachers contributed as the research subjects. There were five corrective feedback types used by the teacher, translation, first language, conversational recast, clarification, and explicit. Those feedbacks were considered as effective feedbacks since the students mostly responded to it.</p><strong>Abstrak:</strong><em> </em>Penelitian tentang <em>feedback</em> korektif guru seringkali diteliti di pendidikan menengah atau di tingkat perguruan tinggi. Namun, bagaimana guru menyampaikan <em>feedback</em> korektif untuk siswa sekolah dasar pada pelajaran non-bahasa Inggris sangat jarang dijadikan fokus penelitian. Maka dari itu, penelitian ini mengkaji bagaimana guru memberikan korektif <em>feedback</em> pada siswa Program Kelas Internasional SD Laboratorium UM. Siswa kelas dua beserta gurunya menjadi subjek penelitian ini. Ada lima jenis <em>feedback</em> korektif yang diberikan guru, yaitu <em>translation, first language</em>, <em>conversational recast, clarification</em>, dan <em>explicit</em>. Feedback tersebut direspons oleh siswa.

scholarly journals The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education

2019 ◽  
Vol 11 (2) ◽  
pp. 194-213
Author(s):  
Puti Zulharby ◽  
Yumna Rasyid ◽  
Nuruddin Nuruddin
Keyword(s):  
Higher Education ◽  
Language Skills ◽  
Language Education ◽  
Arabic Language ◽  
Structured Interview ◽  
Teaching Materials ◽  
Study Program ◽  
Education Study ◽  
Arabic Speaking ◽  
Speaking Skills

Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.

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