Pelatihan Pembuatan Bahan Ajar Speaking Berbasis Rekayasa Faktor Kognitif (Task Complexity) bagi Guru-Guru SMA/SMK Di Kabupaten Pringsewu

Task complexity-based learning approaches have been widely adopted in countries especially where English is a foreign language, Chinese, Japanese, Arabic, Iranian, and Korean. However, most English teachers do not yet understand the method of learning English based on task complexity so they lack confidence in applying the method.. Therefore, this community service activity aims to increase insight and knowledge about the development / creation of a speaking learning model based on cognitive factor engineering (task complexity). This activity will target English teachers at high school / vocational school in Pringsewu Regency and is expected to improve their professionalism to improve the quality of the English learning process, especially speaking. This activity will be carried out with lecture methods, discussions, practices, and simulations that will begin with a pre-test and end with a post-test. Based on initial and final abilities, there are quite real differences before and after the training is done. To that end, this training has been able to improve the insight and Manufacture of Teaching Materials Based on Cognitive Factor Engineering (Task Complexity). Some participants showed that the enthusiasm and belief of the participants that the Manufacture of Speaking Teaching Materials Based on Cognitive Factor Engineering (Task Complexity) has a positive impact to develop students' ability to master their English learning in the classroom.

The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review

Purpose: Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs.Methods: A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.Results: After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes.Conclusion: No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions.

КОГНИТИВНИЯТ ФАКТОР ЗА ГРАМАТИЧЕСКИТЕ ИЗМЕНЕНИЯ / THE COGNITIVE FACTOR IN GRAMMATICAL CHANGE

Changes in the conceptualization of objects, phenomena, and processes are a major cognitive factor in grammatical change. Grammatical categorization, which has to do with changes in conceptualization, triggers semantic and formal changes in grammatical classes and categories. Changes can be enhanced by the influence of an external factor – foreign language influence and bilingualism, or an internal factor – insufficient fixation of the grammatical norm, formality of the norm or artificiality of the norm. Changes can also be spontaneous as they follow the logic of intralingual evolution. Keywords: grammatical change, conceptualization, categorization, exceptions to norms, errors in usage, Bulgarian language

Speaking fluency and EFL learners’ reluctance to speak english among primary school students: factors and evidence

Speaking is productive skill that use of utterance as the way to do communication and express the meaning with other people. Moreover, speaking English can be a bridge to communicate with foreigner. The writer wants to investigate what difficulties faced by students in speaking and what factors that influence students speaking ability. This research was descriptive qualitative research. It involved 25 students of a state junior high school in Indonesia and the participants were the eighth grade students. Observation and questionnaire were used to collect the data. The results showed that several issues of difficulties faced by students: fluency, hesitation, vocabulary, grammar, expression and pronunciation. It caused by varieties of factors, one of theme is students are seldom to discuss with their friends using English. The most factor that influences the speaking ability was cognitive factor where it involves the conceptualization, formulation and articulation when do to speak and student still not yet to do it well

Kesulitan Siswa dalam Mengerjakan Soal-soal Eksponen dan Logaritma

AbstrakFakta terdapat kesulitan dalam mengerjakan soal-soal eksponen dan logaritma menjadi latar belakang penelitian ini. Tujuan penelitian yaitu melihat kesulitan siswa dalam mengerjakan soal-soal eksponen dan logaritma. Subyek penelitian adalah 33 siswa di SMK Baiturrahim Jambi yang mengerjakan 7 soal materi eksponen dan logaritma. Selanjutnya dipilih 6 siswa yang masing2 mendapat skor sedang dan rendah untuk diwawancarai terkait kesulitannya dalam menyelesaikan soal tersebut. Metode kualitatif menjadi metode yang digunakan dalam penelitian. Pengumpulan data penelitian melalui Teknik observasi, tes soal, dan wawancara. Teknik analisis data yang dilakukan antara lain reduksi data, pengumpulan data, dan penarikan kesimpulan. Hasil tes siswa menunjukkan bahwa kesalahan terbanyak terjadi pada tahap transformation, dan process skill. Wawancara kemudian dilakukan untuk menggali lebih dalam faktor yang mempengaruhi kesulitan siswa. Ketiga faktor tersebut yakni faktor pengalaman, efektif, dan kognitif. Faktor kognitif menjadi faktor yang paling berpengaruh. Faktor kognitif sangat bergantung pada pemahaman siswa terhadap materi pada soal eksponen dan logaritma. AbstractThe fact that there are difficulties in working on exponential and logarithmic problems is the background of this research. The research objective was to find out how difficult it was for students to solve exponential and logarithmic test items. The subjects used were 33 students of SMK Baiturrahim Jambi for doing the test, then 6 students were selected to be interviewed regarding their difficulties in solving those items. The research approach used in this analysis was qualitative. Observation, assessments, and interviews were used to gather data for this study. Data reduction, data collection, and conclusion drawing were the data analysis methods used. The results of the students' tests showed that most mistakes occurred in the transformation stage and process skills. Moreover, an interview was also conducted to know deeper into the factors that influenced students’ difficulties. These three factors were experiential, affective, and cognitive factors. The cognitive factor was the most influential factor. The cognitive factor really depended on students' understanding of the material on the exponent and logarithmic test.

Social representations of students with different suggestibility levels on a socially profitable person

The issue of the interrelation of social representations of students with different levels of suggestibility about a socially profitable person is discussed. The content of the concept of a “socially profitable person” is revealed. The analysis of theoretical and methodological literature concretizes the content of the concepts of “social representations”, “suggestibility”. In the study we take into account the gender characteristics of the subjects. The obtained results have a scientific novelty, since this kind of work was carried out for the first time. It was found that the sample has mainly an average suggestibility level, is malleable and tends to allow other people’s ideas into their consciousness. Semantic units (descriptors) describing the ideas of a socially profitable person in boys and girls do not have significant differences. Factors were formed from the obtained descriptors: 12 – in boys, 13 – in girls, 11 factors coincided. The dominant factors were “Social and material well-being”, “Benevolence”, “Cultural and cognitive factor”. The practical significance of the study is in the possibility of organizing purposeful work on the formation of a positive image of a person in demand by society. Representations determine the assessment of one’s own qualities, regulate human behavior. Further development of the problem can be aimed at expanding the sample of subjects and creating a psychological and pedagogical program.

Project Manager and Stress in Coping with Demanding Situations in Automotive Industry

Coping with demanding situations is a part of managerial work at different levels and in different contexts. In the presented paper, based on the theoretical and methodological analysis of knowledge in the field of coping and special coping with demanding situations in project manager work, we present the results and knowledge related to the possibility of researching and identifying procedures for coping with demanding situations in project management. Attention is focused on the identification of ways of coping with demanding situations in project manager work through the BSMW Questionnaire - Behaviour Strategies in Managerial Work as a tool for identifying these procedures. We present findings related to the analysis of the assessment of strategies for managing demanding situations in project manager work in Slovak automotive industry in the context of selected personality, socio-demographic characteristics of managers and situational conditions. The acquired results verified the meaningfulness of the empirical-inductive principle of detecting the ways of coping with the examined demanding situations and determining the taxonomy of these principles with the specification of five factors – emotional factor of coping, cognitive factor of coping I, cognitive factor of coping II, behavioural factor of coping I and behavioural factor of coping II. From the methodological viewpoint our results contribute to the discussion about the interactional approach in research in social sciences and about the question of dispositional or situational conception of methods of researching in this area of knowledge. Doi: 10.28991/esj-2020-01241 Full Text: PDF

Investigating the Inhibiting Factors in Speaking English Faced by Senior High School Students in Singaraja

This study had purposes of exploring the factors inhibiting the students in speaking English and knowing teachers perception toward the factors inhibiting the students in speaking English as a foreign language. It was done to overcome students problems in learning the target language ans solve students problems in learning to speak. Descriptive qualitative research was chosen as a research design in conducting this study. It also invloved students and teacher as the subjects of this study. This study proposed twelve factors inhibiting the students in speaking derived from two main factors such as affective and cognitive factor. Shyness, lack of motivation, self-confidence, self-esteem, feeling toward interlocutor, feeling toward topic, and self-concsiousness were the sub-factors under affective factor. Grammar, pronunciation, vocabulary, familiarity of the genre, and knowledge of the topic were considered as cognitive factor. The result of the study showed that the two main factors, affective and cognitive factors, appeared to inhibit the students in learning to speak English as a foreign language. All of the sub-factors categorized as affective factor had revealed to be the factors inhibiting the students in speaking. The result also found that grammar, pronunciation, and knowledge of vocabulary were the factors inhibiting the students in speaking. In addition, the students also got more influence from affective factor as the first main factor inhibiting the students in learning to speak English. The result also showed that the teacher had positively agreed that the inhibiting factors as mentioned earlier also inhibited the students in learning to speak English as a foreign language. In the end, the teacher should also consider the result of the research as the consideration in designing the activity in the process of learning to speak English as a foreign language which would help the students to overcome their speaking problems.