Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.026
Kiki Rizki Amelia, Fitri Novia
Young adult literature is authentic material that can be used with junior high school students. Nonetheless, students may find it difficult to read young adult literature as a source of information. The purpose of this research was to find out students' difficulties in reading young adult literature. The method of this study was descriptive qualitative. The sample consisted of 40 students of SMP N 1 Inderalaya Selatan. In this study, a reading test in the form of a multiple choice with 30 questions was used as an instrument. Based on data analysis, students struggled to answer questions on the main idea, supporting details, inference, cause/effect, and vocabulary. As a result, the findings of this study may be helpful to policymakers in improving the reading experience of learners.
青少年文学是适合初中生使用的真实材料。然而，学生们可能会发现很难将青少年文学作品作为信息来源来阅读。本研究的目的是找出学生阅读青少年文学的困难。本研究采用描述定性方法。样本由Inderalaya Selatan SMP N 1的40名学生组成。本研究以30道选择题形式的阅读测试为工具。在数据分析的基础上，学生们努力回答关于主要思想、支持细节、推理、因果关系和词汇的问题。因此，本研究的结果可能有助于决策者改善学习者的阅读体验。
{"title":"Investigating Students’ Barriers in Young Adult Literature","authors":"Kiki Rizki Amelia, Fitri Novia","doi":"10.2991/assehr.k.220201.026","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.026","url":null,"abstract":"Young adult literature is authentic material that can be used with junior high school students. Nonetheless, students may find it difficult to read young adult literature as a source of information. The purpose of this research was to find out students' difficulties in reading young adult literature. The method of this study was descriptive qualitative. The sample consisted of 40 students of SMP N 1 Inderalaya Selatan. In this study, a reading test in the form of a multiple choice with 30 questions was used as an instrument. Based on data analysis, students struggled to answer questions on the main idea, supporting details, inference, cause/effect, and vocabulary. As a result, the findings of this study may be helpful to policymakers in improving the reading experience of learners.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128020686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.055
Suyadi
Interpreting information of a language through the medium of printing refers to reading as a process of receiving massages. This study is aimed at analyzing Edmodo application of learning narrative text at vocational high school with an interview as data collection technique. Using Edmodo application is more complicated while it was mixed with generic structure, language feature, finding main idea, and students’ vocabularies are limited. Some teachers were also faced difficulties while applying Edmodo application in the classroom but they argued it was a better one used where teachers and students could make discussion through this application. Teachers need special training for better using of Edmodo application.
{"title":"Reading Difficulties in Narrative Text through “Edmodo” at Vocational High School","authors":"Suyadi","doi":"10.2991/assehr.k.220201.055","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.055","url":null,"abstract":"Interpreting information of a language through the medium of printing refers to reading as a process of receiving massages. This study is aimed at analyzing Edmodo application of learning narrative text at vocational high school with an interview as data collection technique. Using Edmodo application is more complicated while it was mixed with generic structure, language feature, finding main idea, and students’ vocabularies are limited. Some teachers were also faced difficulties while applying Edmodo application in the classroom but they argued it was a better one used where teachers and students could make discussion through this application. Teachers need special training for better using of Edmodo application.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128051775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.040
Yeli Eka Sintya, Muhammad Al Hafizh
The background of the problem is an important component of the thesis. Background of the problem is the first chapter of the thesis that contains the answers to what and why the research needs to be done. Making a background of the problem is not easy, college students are required to arrange ideas systematically so that people are interested and believe in reading the background of the problem of a thesis, then there must be cohesion. The students of a college are expected to write a thesis coherently with the right use of cohesive devices. This article has aim to analyze the ability of undergraduate students in constructing cohesion in the background of the problem of thesis at UIN Imam Bonjol Padang. The descriptive research design was used in this study to describe their ability in constructing cohesive devices. To find out their ability, 20 background of the problems from different thesis were chosen by using random sampling. It was found that some of undergraduate students had lack ability in constructing cohesion in their background of the students of thesis at UIN Imam Bonjol Padang. Thus, it can be interpreted if undergraduate students had a lack of understanding and could not apply the cohesion well enough in writing the background of the problem of thesis.
{"title":"Undergraduate Students’ Ability in Constructing Cohesion in the Background of the Problem of Thesis","authors":"Yeli Eka Sintya, Muhammad Al Hafizh","doi":"10.2991/assehr.k.220201.040","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.040","url":null,"abstract":"The background of the problem is an important component of the thesis. Background of the problem is the first chapter of the thesis that contains the answers to what and why the research needs to be done. Making a background of the problem is not easy, college students are required to arrange ideas systematically so that people are interested and believe in reading the background of the problem of a thesis, then there must be cohesion. The students of a college are expected to write a thesis coherently with the right use of cohesive devices. This article has aim to analyze the ability of undergraduate students in constructing cohesion in the background of the problem of thesis at UIN Imam Bonjol Padang. The descriptive research design was used in this study to describe their ability in constructing cohesive devices. To find out their ability, 20 background of the problems from different thesis were chosen by using random sampling. It was found that some of undergraduate students had lack ability in constructing cohesion in their background of the students of thesis at UIN Imam Bonjol Padang. Thus, it can be interpreted if undergraduate students had a lack of understanding and could not apply the cohesion well enough in writing the background of the problem of thesis.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128495283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.025
K. Khoiriyah, Utami Widiati, B. Cahyono
Extensive studies on teacher identity have been reported; however, little attention has been given to how pre-service teachers shape their professional identity in online teaching practice program. The present study examines EFL preservice teachers' professional identity situated in collaborative lesson planning that encompasses three stages: preplanning, whilst-planning, and post planning. Dialogic reflection was deployed to find out the view and commitment of six pre-service teachers about teaching. The findings of the study revealed that collaborative lesson planning can shape pre-service teachers' professional identity. It also increases their motivation and self-efficacy before they get into the actual teaching in the classroom.
{"title":"A Closer Look at Collaborative Lesson Planning: Shaping Pre-Service Teachers Professional Identity in the Teaching Practice Program","authors":"K. Khoiriyah, Utami Widiati, B. Cahyono","doi":"10.2991/assehr.k.220201.025","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.025","url":null,"abstract":"Extensive studies on teacher identity have been reported; however, little attention has been given to how pre-service teachers shape their professional identity in online teaching practice program. The present study examines EFL preservice teachers' professional identity situated in collaborative lesson planning that encompasses three stages: preplanning, whilst-planning, and post planning. Dialogic reflection was deployed to find out the view and commitment of six pre-service teachers about teaching. The findings of the study revealed that collaborative lesson planning can shape pre-service teachers' professional identity. It also increases their motivation and self-efficacy before they get into the actual teaching in the classroom.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129813262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.035
S. Surya, Dian Anggriyani
This research applies the Think Aloud Method for teaching Extensive Reading. This method has a purpose for not only improving comprehension, but also for assessing and monitoring students’ performance in presenting their ability on understanding passages. The students are trained to read, think, and expose their understanding. The monitoring process is being done when the students expose their understanding on the passages they read through speaking or writing activity. The research aims at finding out the students’ reading absility before and after taught by using Think Alouud, whether there is any different effect on teaching Extensive Reading before and after taught by using Think Aloud, to design teaching Extensive Reading instruction by using Think Aloud. In designing this research, the researcher utilizes both qualitative and quantitative method. The third-semester students of English Literature in academic year 2018/2019 are the subject of the research which consists of 25 students. To find the data of significant effect on teaching Extensive Reading before and after taught by using Think Aloud Method, the measurement is conducted by using dependent ttest. Meanwhile, Flow Model by Miles and Huberman is used to analyze the qualitative data. The findings reveal that the student’s reading ability before being taught by using Think Aloud Method shows the average score of 76.32, and after being taught by using Think Aloud Method shows an average score of 77.92. Meanwhile,significant value of 2 tailed with 5 % level of significance is 0.048 and the value of sig < 0.05. In other words, Ho (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted, meaning that there is adifferent effect on teaching extensive reading before and after taught by using Think Aloud method. The model of teaching extensive reading instruction by using Think Aloud consists of the descriptions on the competence of the course to be achieved, the activities conducted in the classroom, the Think Aloud Method and its analysis to make a proof that the model presented is suitable with the characteristics of Think Aloud Method. In brief, the activities contain the process of thinking while the students reading the passages and the process of thinking aloud when students are assigned to write some reports and to speakabout the passages they have read.
{"title":"Think Aloud for Teaching Extensive Reading","authors":"S. Surya, Dian Anggriyani","doi":"10.2991/assehr.k.220201.035","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.035","url":null,"abstract":"This research applies the Think Aloud Method for teaching Extensive Reading. This method has a purpose for not only improving comprehension, but also for assessing and monitoring students’ performance in presenting their ability on understanding passages. The students are trained to read, think, and expose their understanding. The monitoring process is being done when the students expose their understanding on the passages they read through speaking or writing activity. The research aims at finding out the students’ reading absility before and after taught by using Think Alouud, whether there is any different effect on teaching Extensive Reading before and after taught by using Think Aloud, to design teaching Extensive Reading instruction by using Think Aloud. In designing this research, the researcher utilizes both qualitative and quantitative method. The third-semester students of English Literature in academic year 2018/2019 are the subject of the research which consists of 25 students. To find the data of significant effect on teaching Extensive Reading before and after taught by using Think Aloud Method, the measurement is conducted by using dependent ttest. Meanwhile, Flow Model by Miles and Huberman is used to analyze the qualitative data. The findings reveal that the student’s reading ability before being taught by using Think Aloud Method shows the average score of 76.32, and after being taught by using Think Aloud Method shows an average score of 77.92. Meanwhile,significant value of 2 tailed with 5 % level of significance is 0.048 and the value of sig < 0.05. In other words, Ho (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted, meaning that there is adifferent effect on teaching extensive reading before and after taught by using Think Aloud method. The model of teaching extensive reading instruction by using Think Aloud consists of the descriptions on the competence of the course to be achieved, the activities conducted in the classroom, the Think Aloud Method and its analysis to make a proof that the model presented is suitable with the characteristics of Think Aloud Method. In brief, the activities contain the process of thinking while the students reading the passages and the process of thinking aloud when students are assigned to write some reports and to speakabout the passages they have read.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133835406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purposes of this study were to find out the kinds and the meaning of thanking expressions used by the multiculturalism students. The data was collected from 11 fourth-semester students. This study used descriptive qualitative. The instrument was a discourse completion test (DCT). The result showed there were 110 responses, it divided into 5 kinds of thanking expressions they were 99 responses of thanking (90%), 6 responses of appreciation (5,4%), 2 responses of positive feelings (1,8%), 1 response of apologizing (0,9%), and 2 responses of repayment (1,8%). This research has examined the kinds and meanings realized by the students. Based on the data, it could be seen that there were different meanings and styles based on their cultural perspective.
{"title":"Thanking Expressions in Teaching and Learning Process at English Department of Pasir Pengaraian University","authors":"Eripuddin Eripuddin, Jufrizal Jufrizal, Agustina Agustina","doi":"10.2991/assehr.k.220201.043","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.043","url":null,"abstract":"The purposes of this study were to find out the kinds and the meaning of thanking expressions used by the multiculturalism students. The data was collected from 11 fourth-semester students. This study used descriptive qualitative. The instrument was a discourse completion test (DCT). The result showed there were 110 responses, it divided into 5 kinds of thanking expressions they were 99 responses of thanking (90%), 6 responses of appreciation (5,4%), 2 responses of positive feelings (1,8%), 1 response of apologizing (0,9%), and 2 responses of repayment (1,8%). This research has examined the kinds and meanings realized by the students. Based on the data, it could be seen that there were different meanings and styles based on their cultural perspective.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128923539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.029
Liya Astarilla Dede Warman
This research aimed to investigate the students’ perception of the use of Google Classroom in flipped English learning during the COVID-19 pandemic. This study was descriptive quantitative and qualitative research. The data were collected through the questionnaire and interview. The participants of this study were 227 university students in Pekanbaru, Riau, Indonesia. The findings of this research revealed that the participants generally had a positive perception of the use of Google Classroom in flipped English learning during the COVID-19 pandemic. The majority of the participants agreed that Google Classroom was easy to use and effective in flipped English learning. Furthermore, the participants were interested and motivated in using Google Classroom for flipped English learning during the pandemic. They felt easier to comprehend the English material in flipped learning through Google Classroom. Besides, it could increase the students’ collaborative learning and also develop their autonomous learning. However, this research also showed several challenging issues faced by the participants in flipped learning through Google Classroom, namely: the limited access to the internet connection for the participants who lived in rural areas, the lack of physical interaction, the distractions at home, the expensive cost of internet data package and the lack of compatible smartphones of the unprivileged participants in online learning during the pandemic. Nevertheless, the positive aspects of the use of Google Classroom gave a contribution to enrich flipped English learning in the emergency online learning during the COVID-19 pandemic. In conclusion, the use of Google Classroom in flipped learning could improve students’ interest and motivation in learning English that continued to their learning outcome during the pandemic.
{"title":"Students’ Perception of the Use of Google Classroom in Flipped English Learning during the COVID-19 Pandemic","authors":"Liya Astarilla Dede Warman","doi":"10.2991/assehr.k.220201.029","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.029","url":null,"abstract":"This research aimed to investigate the students’ perception of the use of Google Classroom in flipped English learning during the COVID-19 pandemic. This study was descriptive quantitative and qualitative research. The data were collected through the questionnaire and interview. The participants of this study were 227 university students in Pekanbaru, Riau, Indonesia. The findings of this research revealed that the participants generally had a positive perception of the use of Google Classroom in flipped English learning during the COVID-19 pandemic. The majority of the participants agreed that Google Classroom was easy to use and effective in flipped English learning. Furthermore, the participants were interested and motivated in using Google Classroom for flipped English learning during the pandemic. They felt easier to comprehend the English material in flipped learning through Google Classroom. Besides, it could increase the students’ collaborative learning and also develop their autonomous learning. However, this research also showed several challenging issues faced by the participants in flipped learning through Google Classroom, namely: the limited access to the internet connection for the participants who lived in rural areas, the lack of physical interaction, the distractions at home, the expensive cost of internet data package and the lack of compatible smartphones of the unprivileged participants in online learning during the pandemic. Nevertheless, the positive aspects of the use of Google Classroom gave a contribution to enrich flipped English learning in the emergency online learning during the COVID-19 pandemic. In conclusion, the use of Google Classroom in flipped learning could improve students’ interest and motivation in learning English that continued to their learning outcome during the pandemic.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124262485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.044
Yentri Anggeraini
The COVID-19 pandemic has changed the teaching process. From face-to-face learning to online learning with various conditions/locations between learners and teachers. This research aims to explore the implementation of digital tools in online classrooms. This is a case study that explores the teaching process and classroom activities in the online teaching and learning process of students in fourth semester of the English Department. When collecting the data, the researchers used observations, interviews, and qualitative visual/digital files. The researcher considered triangulation in the way of data collection. In order to obtain the reliability of the research, the transcript check and the persistence check of the code meaning were adopted. This research reveals that the common digital tools in the online classrooms are Zoom, WhatsApp groups, and Google Classroom. It can be deduced that the common problems that learners face when presenting and listening to explanations through Zoom are internet connection, low battery power, and inability to hear during the explanation process. clear. This online learning familiarizes learners and lecturer with EFL digital media.
{"title":"Exploring the Implementation of Digital Tools in Online Classroom","authors":"Yentri Anggeraini","doi":"10.2991/assehr.k.220201.044","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.044","url":null,"abstract":"The COVID-19 pandemic has changed the teaching process. From face-to-face learning to online learning with various conditions/locations between learners and teachers. This research aims to explore the implementation of digital tools in online classrooms. This is a case study that explores the teaching process and classroom activities in the online teaching and learning process of students in fourth semester of the English Department. When collecting the data, the researchers used observations, interviews, and qualitative visual/digital files. The researcher considered triangulation in the way of data collection. In order to obtain the reliability of the research, the transcript check and the persistence check of the code meaning were adopted. This research reveals that the common digital tools in the online classrooms are Zoom, WhatsApp groups, and Google Classroom. It can be deduced that the common problems that learners face when presenting and listening to explanations through Zoom are internet connection, low battery power, and inability to hear during the explanation process. clear. This online learning familiarizes learners and lecturer with EFL digital media.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116955755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.021
Gusti Nur Hafifah, Francisca Maria Ivone, B. Cahyono
Teachers' cognition (knowledge, belief, attitude, and self-efficacy) regarding ICT in ELT needs to be revealed to gain a more comprehensive understanding of their perspective and understanding of incorporating ICT into their everyday instructional activities. This study aims to create Teacher Cognition on ICT (TC-ICT) scales that can be used to assess their cognition level. The paper describes the processes of building the instrument, from domain definition and delimitation to instrument construction. This survey research used an online questionnaire to collect data from 54 respondents and then conducted a confirmatory factor analysis to analyze the results. The validity of the 68 items with a loading factor of more than 6.0 and the AVE score exceeded 5.0 was confirmed by the study. Furthermore, all five factors (knowledge of ICT, belief in ICT, attitude toward ICT, ICT self-efficacy, and ICT perceived use in ELT) had a composite reliability value of better than 0.7. As a result, all indicators used to measure the variables were found to be reliable. Furthermore, all variables' Cronbach's Alpha values were better than 0.6. Thus, the instrument items were shown to be valid and reliable in assessing the essential variables, and they may be utilized in teacher cognition dimensions and scales studies.
{"title":"Developing a Teacher Cognition on ICT Instrument: A Confirmatory Factor Analysis","authors":"Gusti Nur Hafifah, Francisca Maria Ivone, B. Cahyono","doi":"10.2991/assehr.k.220201.021","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.021","url":null,"abstract":"Teachers' cognition (knowledge, belief, attitude, and self-efficacy) regarding ICT in ELT needs to be revealed to gain a more comprehensive understanding of their perspective and understanding of incorporating ICT into their everyday instructional activities. This study aims to create Teacher Cognition on ICT (TC-ICT) scales that can be used to assess their cognition level. The paper describes the processes of building the instrument, from domain definition and delimitation to instrument construction. This survey research used an online questionnaire to collect data from 54 respondents and then conducted a confirmatory factor analysis to analyze the results. The validity of the 68 items with a loading factor of more than 6.0 and the AVE score exceeded 5.0 was confirmed by the study. Furthermore, all five factors (knowledge of ICT, belief in ICT, attitude toward ICT, ICT self-efficacy, and ICT perceived use in ELT) had a composite reliability value of better than 0.7. As a result, all indicators used to measure the variables were found to be reliable. Furthermore, all variables' Cronbach's Alpha values were better than 0.6. Thus, the instrument items were shown to be valid and reliable in assessing the essential variables, and they may be utilized in teacher cognition dimensions and scales studies.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":"29 52","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120942804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.061
Lailan Syafrina Dewi
The goals of the study were to determine which hyponymy category was the most frequent and which was the infrequent in the short tale of “My Hero is You (How Kids Can Fight Covid-19)”created by IASC. The descriptive qualitative method was used in this study. The data was examined by breaking down substance and then researching different types of hyponymy and classifying the hyponymy. In the short tale of “My Hero is You (How Kids Can Fight Covid-19)” There are seventeen kinds of hyponymy category. Those hyponymy are transportation, occupation, place, room, disease, body parts, size, appearance, planet, male, female, flower, age, distance, toiletries, virus, and number. In view the goal of examination to discover the most frequent kinds of hyponymy category and the infrequent kinds of hyponymy category, it was uncovered that the most frequent one type of hyponymy category is "appearance" with a sum of 13 words and the infrequent one type of hyponymy category are "virus", "toiletries", "flower", "room" and "transportation" with a sum of 5 and 1 words in every class. The examination inferred that for students aged 16 years and over who want to improve their English skill. It was ideal to recall words through hyponymy. In this way, understudies be able to develop their jargon, compose and talk in English unquestionably.
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