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 Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil

2021 ◽  
Vol 18 (11) ◽  
pp. 5914
Author(s):  
Lucía Herrera Torres ◽  
Mara Rachel Souza-Soares de Quadros ◽  
Laura C. Sánchez-Sánchez ◽  
Tamara Ramiro-Sánchez
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Process ◽  
Self Regulation ◽  
Education Students ◽  
External Regulation ◽  
Study Techniques ◽  
Teaching Learning ◽  
Type Of Institution ◽  
Academic Year

The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation variables, such as study techniques; and more external regulation variables, namely, satisfaction with the teaching–learning process and with the infrastructure, based on three variables: gender, the institution of higher education and the academic year of the students. To achieve this, 560 students of the Pedagogy degree were evaluated with two questionnaires: a questionnaire of satisfaction with the educational infrastructure and the teaching–learning process and a questionnaire on study techniques. Statistically significant differences were obtained, especially depending on the type of institution and the academic year. The students of private schools and earlier academic years were the ones who obtained the most satisfaction with the study techniques and with the infrastructure. Those from private centers also expressed more satisfaction with the teaching–learning processes. These results provide greater knowledge about the processes of self-regulation and external regulation of university learning and of their satisfaction with them, which can contribute to improving educational policies in Brazil.

scholarly journals Blended Learning in Pronunciation Classroom for Higher Education: Students’ Perception

E-Structural ◽  
2021 ◽  
Vol 3 (02) ◽  
pp. 145-156
Author(s):  
Al-Fisyar Tiara ◽  
Sukma Nur Ardini ◽  
Dyah Nugrahani
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
English Education ◽  
Phone Call ◽  
Learning Material ◽  
Online Classes ◽  
Education Students ◽  
Education Department ◽  
Face To Face ◽  
Academic Year

Abstract. With skyrocketing development of online learning due to the Covid-19 outbreak, pronunciation classroom is one of the evidences that was quite affected by this pandemic situation. The controversial mindset, that this lesson needs literally face-to-face practices since they relate to organ speech's output, leads the authors into this investigation. This paper was aimed at finding out students' response toward the implementation of blended learning in pronunciation classrooms. The research design was descriptive quantitative with the population of 176 fourth semester students of English Education Department of Universitas PGRI Semarang in the academic year of 2019/2020, and 28 students coming from 4A to 4D were taken as the sample. The data were collected online through Google Form using a perception questionnaire and confirmed by phone call interview preceded by classroom observation. The data from the questionnaire were then analyzed quantitatively to determine the level of students' perception supported by descriptive data from the interviews. The results indicated that students' perception toward blended learning in the Pronunciation classroom was in the level of intermediate. Additionally, the interview revealed that the students were satisfied with blended learning implementation in Pronunciation classroom. They preferred online classes which were balanced in terms of assignment-giving and learning material. Too many assignments with fewer materials only burden the students. Therefore, the lecturers were suggested to consider their ability in handling the class, which also interests students in engaging the online classes more.Keywords: blended learning; pronunciation, higher education, students' perceptionAbstrak. Pesatnya perkembangan pembelajaran online akibat dari wabah Covid, kelas pronunciation sebagai salah satu bukti yang cukup terpengaruh oleh situasi pandemi ini. Pola pikir kontroversi, bahwa pelajaran pronunciation benar-benar membutuhkan praktik tatap muka karena berkaitan dengan luaran speech organs, sehingga mengarahkan peneliti ke permasalahan ini. Penelitian ini bertujuan untuk mengetahui respons mahasiswa terhadap penerapan blended learning di kelas pronunciation. Desain penelitian adalah deskriptif kuantitatif dengan populasi 176 mahasiswa semester IV Jurusan Pendidikan Bahasa Inggris Universitas PGRI Semarang tahun ajaran 2019/2020 dan diambil sampel 28 mahasiswa dari 4A sampai 4D. Pengumpulan data dilakukan secara online melalui google form menggunakan kuesioner persepsi dan dikonfirmasi dengan wawancara melalui telepon yang didahului dengan observasi kelas. Data dari kuesioner dianalisis secara kuantitatf didukung oleh data interview yang dianalisis secara deskriptif. Hasil penelitian ini menunjukkan bahwa persepsi mahasiswa terhadap blended learning di kelas pronunciation berada pada level intermediate. Selain itu, hasil wawancara menunjukkan bahwa mahasiswa merasa puas dengan penerapan blended learning di kelas pronunciation. Mereka lebih menyukai kelas online yang seimbang dalam hal pemberian tugas dan materi pembelajaran. Terlalu banyak tugas dengan materi yang lebih sedikit hanya akan membebani mahasiswa. Oleh karena itu, para dosen disarankan untuk mempertimbangkan kemampuannya dalam menangani perkuliahan yang juga menarik minat mahasiswa untuk lebih banyak terlibat dalam kelas online.   Kata kunci: blended learning; pronunciation, pendidikan tinggi, persepsi mahasiswa

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

scholarly journals Tax justice of the reform of higher education: tuition fees or tax relief?

2012 ◽  
Vol 60 (7) ◽  
pp. 259-264
Author(s):  
Pavel Semerád ◽  
Veronika Sobotková
Keyword(s):  
Higher Education ◽  
Point Of View ◽  
Access To Higher Education ◽  
Ministry Of Education ◽  
Dependent Child ◽  
Tax Relief ◽  
Current Reform ◽  
The Government ◽  
University Leaders ◽  
Tuition Fee

This paper deals with the current reform of higher education which is now being discussed in the Czech Republic. The Government and the Ministry of Education, Youth and Sports propose a tuition fee for students at universities but there is still no clear concept of it. University leaders and students are against the tuition fee because of their fear of getting into debt during their study. The aim of this paper is to show an alternative way of funding higher education without tuition fee loans and from the point of view of tax justice. According to the concept of horizontal justice (Mankiw, 1999) taxpayers should pay taxes at the same rate, but it does not work this way. The result of research is that changes in Act 586/1992 Coll., on income tax and in Act 117/1995 Coll., on state social welfare are required. Abolition of tax relief is proposed where discrimination against other taxpayers and groups of students could occur. By abolition of tax relief for a student and tax relief for a dependent child the amounts of 4,020 CZK and 13,404 CZK respectively could be saved. Changes in legislation could be politically more acceptable than the tuition fee. The solution could also lead to simplification for taxpayers. The target should be equal access to higher education for all students.

scholarly journals Kebijakan Perguruan Tinggi Negeri Yogyakarta Terhadap Penyandang Disabilitas

1970 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Akhmad Soleh
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Learning Process ◽  
Public Universities ◽  
University Education ◽  
Equal Access ◽  
State University ◽  
Research Findings ◽  
Physical Limitations ◽  
Teaching Learning

This study discusses the accessibility of university education in the four public universities in Yogyakarta; Indonesian Arts Institute (ISI), University of Gajah Mada (UGM),Yogyakarta State University (UNY), and State Islamic University (UIN) Sunan Kalijaga. Upto now, the disability groups have not got an equal access and the opportunity in a higher education. There are only a few students with disabilities that are accepted in Universities in Indonesia, because of physical limitations that would interfere the teaching-learning process in their classrooms. The research findings showed that the education systems in the UGM, Yogyakarta State University, and the ISI have a system of “integration”, while at UIN has led to the inclusion system, that is “accommodative” and has the ability to service for persons with disabilities.Penelitian ini membahas tentang aksesibilitas pendidikan di perguruan tinggi di empat perguruan tinggi negeri di Yogyakarta; yaitu Institut Seni Indonesia (ISI), Universitas Gajah Mada (UGM), Universitas Negeri Yogyakarta (UNY), an Universitas Islam Negeri (UIN) Sunan Kalijaga. Sampai saat, kelompok masyarakat yang menyandang disabilitas masih belum memperoleh persamaan dan kesempatan dalam mengakses pada pendidikan tinggi. Hanya sedikit mahasiswa penyandang disabilitas yang diterima pada Perguruan tinggi di Indonesia, karena keterbatasan fisik yang akan mengganggu proses belajar-mengajar di kelasnya. Hasil penelitian menunjukkan baha pendidikan di UGM, UNY, dan ISI memiliki sistem “integrasi”,sedangkan di UIN telah memiliki sistem inklusi, yang “akomodatif”, dan mampu memberi layanan mahasiswa penyandang disabilitas.

scholarly journals The participation of Ukraine in creating the common european educational space: laws and regulations

2016 ◽  
pp. 144-155
Author(s):  
Evgen Khan
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Educational Programs ◽  
Ministry Of Education ◽  
Education Standards ◽  
Regulatory Documents ◽  
The Common ◽  
European Education ◽  
The Government ◽  
The Bologna Process

The article examines the basic legal and regulatory documents, legislative acts in the field of higher education and international agreements signed by Ukraine within the process of creation of the Common European Education Space. It presents and analyses the principal documents which gave rise to the Bologna process and the creation of the Common European Education Space, and those signed and embodied by Ukraine on the way towards the implementation of the European education standards. It as well investigates the legal and regulatory documents within the system of the higher education of Ukraine during the 154 process of its reforming, inter alia the principal regulatory acts, decrees and orders of the Government and the Ministry of Education and Science of Ukraine, which were aimed to reform and modernize the system of the higher education of Ukraine, as well as to implement the European education standards, to promote the improvement of academic cooperation, international recognition of the academic documents and the participation of Ukraine in the European educational programs and projects.

scholarly journals Students’ Emotive Reaction and Confidence in Doing Language Tests: A Case of Test Takers in EFL Learning in Indonesia

2019 ◽  
Vol 10 (3) ◽  
pp. 610
Author(s):  
Abdul Kamaruddin ◽  
Konder Manurung
Keyword(s):  
English Language ◽  
English Education ◽  
Group Discussions ◽  
Reading Tests ◽  
Language Tests ◽  
Listening Tests ◽  
Research Findings ◽  
Writing Tests ◽  
Academic Year ◽  
Efl Learning

It has long been argued that the tests administered to students influence the students' learning motivation. The study aims at investigating the students' emotive reactions and confidence in doing English language tests and its implications for EFL learning. Forty-two students of the Department of English Education, University of Tadulako, Palu, Indonesia participated in the research. The students were programming Speaking Class in the Academic Year 2016/2017. Questionnaire items and focused group discussions were employed to produce the data needed. From the data analysis, it reveals that the use of language tests motivates the students in learning English despite the stressful situations they experience while they are sitting on the tests. Interestingly, the research findings show that the students are delightful in doing the tests. The students are most confident in speaking tests, but they are least confident in writing tests. Reading tests are in second place in terms of the student confidence in doing tests and listening tests are in the third place. How language testing motivates EFL learners is discussed.

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 The Development of Online Learning in Israeli Higher Education

2020 ◽  
Vol 9 (5) ◽  
pp. 15 ◽  
Author(s):  
Erez Cohen ◽  
Nitza Davidovitch
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Teaching Method ◽  
Free Market ◽  
Real Life ◽  
Ministry Of Education ◽  
The World ◽  
Research Findings

The COVID-19 pandemic that swept through the world in 2020 and forced the various higher education institutions in Israel and around the world to promptly embrace the online teaching method, placed on the agenda the question of this method’s efficacy as well as deliberations regarding its future implications. The current study reviews the development of online teaching in Israel’s higher education and examines whether this development derives from an organized and well-formulated public policy with a view to the future or is the result of the constraints and various actors within the free market. In addition, the study presents a case study of an academic institution, examining the opinions of students with regard to the benefits and shortcomings of online teaching. The research findings indicate that the development of online teaching in Israel is the result of needs, constraints, and opportunities that emerged in the free market rather than a result of organized public policy by the Ministry of Education and the Council for Higher Education. Consequently, the study presents the various implications of these unregulated developments for the quality of teaching and for student satisfaction. The study illuminates a thorough discussion that should be conducted by movers of higher education and academic institutions concerning a new effective designation of the campuses following the COVID-19 crisis as well as the distinction between virtual and real-life dimensions of academic teaching.

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