In the modern era as it is today, technology is increasingly advanced and growing rapidly. Students must certainly have digital literacy skills in facing this fast-changing era. Digital literacy has a lot of coverage to which the students can use it as a media and learning resource. This research aimed to investigate the profile of the EFL students’ digital literacy competence. The research method used was case study with qualitative approach. The population in this study were the students of the English Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Cirebon in the 4th semester, totaling 21 people. The research sample taken were 12 people. The data were collected by using observation, digital literacy competence questionnaire, and unstructured interview. The result showed that in general the respondents were categorized as having good competence in the aspects of ICT literacy and media literacy. Meanwhile, in the aspect of information literacy the respondents were in the acceptable category. Furthermore, based on the results of data analysis of the interview results, it was found that even though they were good in the two aspects of digital literacy, and acceptable in competence of information literacy, they confessed that they tended not to practice the competence of ICT literacy in learning activities.
{"title":"An Analysis of EFL Students’ Digital Literacy Competence","authors":"Junita Reza, Fitri Aprianti, Ikariya Sugesti","doi":"10.32528/issh.v2i1.121","DOIUrl":"https://doi.org/10.32528/issh.v2i1.121","url":null,"abstract":"In the modern era as it is today, technology is increasingly advanced and growing rapidly. Students must certainly have digital literacy skills in facing this fast-changing era. Digital literacy has a lot of coverage to which the students can use it as a media and learning resource. This research aimed to investigate the profile of the EFL students’ digital literacy competence. The research method used was case study with qualitative approach. The population in this study were the students of the English Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Cirebon in the 4th semester, totaling 21 people. The research sample taken were 12 people. The data were collected by using observation, digital literacy competence questionnaire, and unstructured interview. The result showed that in general the respondents were categorized as having good competence in the aspects of ICT literacy and media literacy. Meanwhile, in the aspect of information literacy the respondents were in the acceptable category. Furthermore, based on the results of data analysis of the interview results, it was found that even though they were good in the two aspects of digital literacy, and acceptable in competence of information literacy, they confessed that they tended not to practice the competence of ICT literacy in learning activities.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79505158","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 teaching and learning process must be able to foster student independence and activeness so that students do not depend on the teacher in understanding the material. The teacher center learning method is not able to foster the active role of students in learning so that the method must shift to become student-centered. The student center learning method supported by blended learning facilitates students to explore their knowledge actively and independently. Community of Inquiry (CoI) can be applied to blended learning to create more interactive and innovative learning. This study intends to ascertain the influence of implementing Community of Inquiry (CoI) on Blended Learning. This research is a literature study. Data collection was carried out by reviewing and digging up several journals, articles, data sources and also various information related to research. Data analysis was carried out by analyzing and comparing library sources to obtain theoretical data. The study's findings suggest that the application of Community of Inquiry (CoI) has an influence on: 1) increasing student motivation, 2) improving student learning outcomes, 3) problem solving ability, and 4) increasing student understanding. Therefore, it can be said that the application of Community of Inquiry (CoI) on blended learning is a framework designed to offer independent, active, and collaborative learning methods
{"title":"The Influence of Application of Community of Inquiry (CoI) in Blend-ed Learning","authors":"D. Yulianti, Ana Maghfiroh","doi":"10.32528/issh.v2i1.158","DOIUrl":"https://doi.org/10.32528/issh.v2i1.158","url":null,"abstract":"The teaching and learning process must be able to foster student independence and activeness so that students do not depend on the teacher in understanding the material. The teacher center learning method is not able to foster the active role of students in learning so that the method must shift to become student-centered. The student center learning method supported by blended learning facilitates students to explore their knowledge actively and independently. Community of Inquiry (CoI) can be applied to blended learning to create more interactive and innovative learning. This study intends to ascertain the influence of implementing Community of Inquiry (CoI) on Blended Learning. This research is a literature study. Data collection was carried out by reviewing and digging up several journals, articles, data sources and also various information related to research. Data analysis was carried out by analyzing and comparing library sources to obtain theoretical data. The study's findings suggest that the application of Community of Inquiry (CoI) has an influence on: 1) increasing student motivation, 2) improving student learning outcomes, 3) problem solving ability, and 4) increasing student understanding. Therefore, it can be said that the application of Community of Inquiry (CoI) on blended learning is a framework designed to offer independent, active, and collaborative learning methods","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85151210","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}
Although having three courses of writing, college students’ especially at Unimuda Sorong often forget to apply conjunction to their writing when composing text. Students also tended to make very long sentence in a text that sometimes make the main ideas were difficult to be understood. Thus, this research aimed at exploring students’ ability in applying conjunction in writing research proposal. This qualitative research design used eight semester of English department students as the subject. The data was collected by document analysis. The obtained data was analyzed using the theory by Spradley. The results of this research showed that English department students’ used three kinds of conjunction, these were coordinating conjunction, correlative conjunction and subordinating conjunction, to join clauses or ideas. The mostly used conjunctions were coordinating conjunction and subordinating conjunction. In the chapter introduction, the conjunctions used to emphasize, give detail information and give strong reason for taking certain topic for research. It also used to influence the reader to agree with the information presented by the researchers. In the chapter research methodology, the students tended to use subordinating conjunction to ease students in presenting phases or steps in planning, organizing and conducting their research
{"title":"Exploring Students’ Ability in Applying Conjunction in Writing Re-search Proposal at Eight Semester Students of Unimuda Sorong","authors":"Raisa Anakotta","doi":"10.32528/issh.v2i1.152","DOIUrl":"https://doi.org/10.32528/issh.v2i1.152","url":null,"abstract":"Although having three courses of writing, college students’ especially at Unimuda Sorong often forget to apply conjunction to their writing when composing text. Students also tended to make very long sentence in a text that sometimes make the main ideas were difficult to be understood. Thus, this research aimed at exploring students’ ability in applying conjunction in writing research proposal. This qualitative research design used eight semester of English department students as the subject. The data was collected by document analysis. The obtained data was analyzed using the theory by Spradley. The results of this research showed that English department students’ used three kinds of conjunction, these were coordinating conjunction, correlative conjunction and subordinating conjunction, to join clauses or ideas. The mostly used conjunctions were coordinating conjunction and subordinating conjunction. In the chapter introduction, the conjunctions used to emphasize, give detail information and give strong reason for taking certain topic for research. It also used to influence the reader to agree with the information presented by the researchers. In the chapter research methodology, the students tended to use subordinating conjunction to ease students in presenting phases or steps in planning, organizing and conducting their research","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83701925","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}
Goals of the research are: (1) Knowing the characteristics of geography android learning media by not only students, but also teachers (2) Knowing feasibility of geography android learning media (3) Knowing the effectiveness of geography android learning media towards spatial thinking This is Research and Development with Thiagarajan model. Techniques of collecting data used are questionnaire analysis of needs, validation from material experts, validation from media experts, validation from teacher, validation from student’s, trying of questionnaire, tests, also documentation. Result of this study include: (1) characteristics of geography android learning media, from results obtained data that most of characteristics of geography android learning media with characteristics of students' learning styles on visual, color selection in blue and Comic Sans M font selection. (2) According to evaluation of validation from material experts and validation from media experts who gave score 5 (very good category), and also the evaluation of validation from teacher and validation from which had score 4 (good category). that it is feasible to use. (3) the geography android learning media was effective to improve spatial thinking ability according value of pre-test and post-test. Spatial thinking ability was increased especially in region aspect. The effectiveness of using geography android-based learning media improves spatial thinking significantly at 95% confidence level (Sig 0.007 <0.05).
研究的目标是:(1)了解地理机器人学习媒体的特点(2)了解地理机器人学习媒体的可行性(3)了解地理机器人学习媒体对空间思维的有效性。这是Thiagarajan模型的研究与开发。使用的数据收集技术有需求问卷分析、材料专家验证、媒体专家验证、教师验证、学生验证、问卷调查、测试和文档编制。本研究的结果包括:(1)地理机器人学习媒体的特征，从结果中获得的数据显示，地理机器人学习媒体的大多数特征与学生的学习风格特征有关，主要表现在视觉、蓝色的颜色选择和Comic Sans M字体的选择上。(2)根据材料专家验证和媒体专家验证5分(很好)，以及教师验证和4分(好)的验证的评价。它是可行的。(3)从测试前和测试后的价值来看，地理机器人学习媒体对空间思维能力的提高是有效的。空间思维能力增强，特别是在地域方面。使用基于android的地理学习媒体的有效性在95%的置信水平上显著提高了空间思维(Sig 0.007 <0.05)。
{"title":"Development of Geographic Learning Media with Android for Improving Spatial Thinking Ability Using Subject of Anthroposphere Dynamics","authors":"Veni Tusiana, P. Karyanto, S. Sarwono","doi":"10.32528/issh.v2i1.141","DOIUrl":"https://doi.org/10.32528/issh.v2i1.141","url":null,"abstract":"Goals of the research are: (1) Knowing the characteristics of geography android learning media by not only students, but also teachers (2) Knowing feasibility of geography android learning media (3) Knowing the effectiveness of geography android learning media towards spatial thinking This is Research and Development with Thiagarajan model. Techniques of collecting data used are questionnaire analysis of needs, validation from material experts, validation from media experts, validation from teacher, validation from student’s, trying of questionnaire, tests, also documentation. Result of this study include: (1) characteristics of geography android learning media, from results obtained data that most of characteristics of geography android learning media with characteristics of students' learning styles on visual, color selection in blue and Comic Sans M font selection. (2) According to evaluation of validation from material experts and validation from media experts who gave score 5 (very good category), and also the evaluation of validation from teacher and validation from which had score 4 (good category). that it is feasible to use. (3) the geography android learning media was effective to improve spatial thinking ability according value of pre-test and post-test. Spatial thinking ability was increased especially in region aspect. The effectiveness of using geography android-based learning media improves spatial thinking significantly at 95% confidence level (Sig 0.007 <0.05).","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78793821","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}
Risa Juliana, Rina Listia, F. Hidayat, N. Nasrullah
There has been growing interest in the study of extensive reading in this decade, especially in the area of students' responses by using mobile-assisted language learning (MALL). However, of those studies, only a few explored the effects of assisted learning from the students' internal lens. To fill the gap, this study investigates the students' perceptions of implementing extensive reading through mobile-assisted language learning (MALL) during the Covid-19 pandemic viewed from an internal perspective. The subjects were students' batch 2019 at English Language Study Program at Lambung Mangkurat University. The researchers used purposive sampling to select 20 students based on specific criteria. The study used a qualitative approach that focused on a case study. The instruments were semi-structured interviews. The interview data were interpreted in narration. Based on the findings, students positively perceive implementing extensive reading through MALL during the Covid-19 pandemic. It was discovered four themes involve enhancement of self-students motivations, encouragement of students' feelings, fulfilling their language needs, and reflecting students' perspectives. This study calls for the inclusion of students to read extensively using mobile devices as a good learning strategy to improve their Language skills. However, they must find ways to overcome the challenges
{"title":"EFL Students’ Perception of Extensive Reading through MALL during the Covid-19 Pandemic","authors":"Risa Juliana, Rina Listia, F. Hidayat, N. Nasrullah","doi":"10.32528/issh.v2i1.135","DOIUrl":"https://doi.org/10.32528/issh.v2i1.135","url":null,"abstract":"There has been growing interest in the study of extensive reading in this decade, especially in the area of students' responses by using mobile-assisted language learning (MALL). However, of those studies, only a few explored the effects of assisted learning from the students' internal lens. To fill the gap, this study investigates the students' perceptions of implementing extensive reading through mobile-assisted language learning (MALL) during the Covid-19 pandemic viewed from an internal perspective. The subjects were students' batch 2019 at English Language Study Program at Lambung Mangkurat University. The researchers used purposive sampling to select 20 students based on specific criteria. The study used a qualitative approach that focused on a case study. The instruments were semi-structured interviews. The interview data were interpreted in narration. Based on the findings, students positively perceive implementing extensive reading through MALL during the Covid-19 pandemic. It was discovered four themes involve enhancement of self-students motivations, encouragement of students' feelings, fulfilling their language needs, and reflecting students' perspectives. This study calls for the inclusion of students to read extensively using mobile devices as a good learning strategy to improve their Language skills. However, they must find ways to overcome the challenges","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88298329","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}
One of Extensive Reading (ER) principles is learners are being free to choose their own reading material. Reading courses of English Education Program in Ponorogo Muhammadiyah University are delivered in four levels namely pre-intermediate, intermediate, pre-advanced, and advanced which have learning process using mixed approach of extensive and intensive. This study is aimed to investigate whether the material selected by the students in which extensive reading conducted have fulfilled course learning outcome (CLO) of each level. They were 187 students’ reading material submitted as the final assignment and class discussion of all levels. Using content analysis approach to analyze them the result showed that most material had already fulfilled though there were still few material had not yet, however such condition is allowed in extensive reading.
{"title":"The Content Analysis of Students’ ER Material Based on Course Learning Outcome","authors":"Niken Reti Indriastuti","doi":"10.32528/issh.v2i1.144","DOIUrl":"https://doi.org/10.32528/issh.v2i1.144","url":null,"abstract":"One of Extensive Reading (ER) principles is learners are being free to choose their own reading material. Reading courses of English Education Program in Ponorogo Muhammadiyah University are delivered in four levels namely pre-intermediate, intermediate, pre-advanced, and advanced which have learning process using mixed approach of extensive and intensive. This study is aimed to investigate whether the material selected by the students in which extensive reading conducted have fulfilled course learning outcome (CLO) of each level. They were 187 students’ reading material submitted as the final assignment and class discussion of all levels. Using content analysis approach to analyze them the result showed that most material had already fulfilled though there were still few material had not yet, however such condition is allowed in extensive reading.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81230385","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}
Teaching preparation with extensive knowledge and understanding of teaching-related constituents is required to create quality education. It thus underlies why microteaching is necessary for the prospective teachers. Modern Islamic boarding school, with its goal to create ideal future educators, conducted a microteaching program for high school students. This study aimed at evaluating the implementation of microteaching program for high school students in fulfilling their needs of acquiring eight basic skills of teaching. Fifteen novice teachers who had attended the microteaching program and have been teaching for one or two years were involved in the study. Questionnaire and interview were employed for data collection. The research results confirmed that the foregoing microteaching program had facilitated the improvement of eight teaching skills. Only two of eight skills, variation and explaining skills, which need further evaluation as they were found insufficient due to the lack of certain specific skills. Certain positive evaluations, on the other hand, were confirmed by the novice teachers as they found some improvements in terms of teaching method, lesson plan making, and material preparation.
{"title":"A need-based evaluation of microteaching program for high school students: Novice teachers’ viewpoint","authors":"Miftah Al Farhan","doi":"10.32528/issh.v2i1.151","DOIUrl":"https://doi.org/10.32528/issh.v2i1.151","url":null,"abstract":"Teaching preparation with extensive knowledge and understanding of teaching-related constituents is required to create quality education. It thus underlies why microteaching is necessary for the prospective teachers. Modern Islamic boarding school, with its goal to create ideal future educators, conducted a microteaching program for high school students. This study aimed at evaluating the implementation of microteaching program for high school students in fulfilling their needs of acquiring eight basic skills of teaching. Fifteen novice teachers who had attended the microteaching program and have been teaching for one or two years were involved in the study. Questionnaire and interview were employed for data collection. The research results confirmed that the foregoing microteaching program had facilitated the improvement of eight teaching skills. Only two of eight skills, variation and explaining skills, which need further evaluation as they were found insufficient due to the lack of certain specific skills. Certain positive evaluations, on the other hand, were confirmed by the novice teachers as they found some improvements in terms of teaching method, lesson plan making, and material preparation.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81182254","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}
T. Setiawan, Henny Yunita, Lena Marintan Sirait, Ana Qodriati, Rita Gusrianti
Learning media is the media used for the teaching and learning process. One form of learning media is online learning media. Online learning media is a media that can be used through the help of the internet as connectivity. Online learning media can be used in online learning. The use of online media in learning is expected to be able to improve the quality of education and increase the effectiveness of student learning. This study aims to describe what media are used by teachers when learning mathematics in elementary schools, and to describe the use of online learning media used in learning mathematics in elementary schools. The data obtained were analyzed using the narrative method by grouping the same/similar findings. The findings are that there are 6 online media used in learning mathematics in elementary schools. The online media consist of WhatsApp, quizizz, pear deck and jam board media, dragonbox algebra 5+, zoom and YouTube.
{"title":"The Use of Online Media in Mathematics Learning in Elementary Schools","authors":"T. Setiawan, Henny Yunita, Lena Marintan Sirait, Ana Qodriati, Rita Gusrianti","doi":"10.32528/issh.v2i1.128","DOIUrl":"https://doi.org/10.32528/issh.v2i1.128","url":null,"abstract":"Learning media is the media used for the teaching and learning process. One form of learning media is online learning media. Online learning media is a media that can be used through the help of the internet as connectivity. Online learning media can be used in online learning. The use of online media in learning is expected to be able to improve the quality of education and increase the effectiveness of student learning. This study aims to describe what media are used by teachers when learning mathematics in elementary schools, and to describe the use of online learning media used in learning mathematics in elementary schools. The data obtained were analyzed using the narrative method by grouping the same/similar findings. The findings are that there are 6 online media used in learning mathematics in elementary schools. The online media consist of WhatsApp, quizizz, pear deck and jam board media, dragonbox algebra 5+, zoom and YouTube.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84836711","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}
This study aims to find the motivational dimensions of online learning and the relationship between these dimensions and student performance. Previous studies have studied and found many dimensions of student learning motivation. However, these studies, at least prior to the upcoming era of the covid-19 pandemic, focused on face-to-face learning contexts and not much on online learning contexts. Self Determination Theory (SDT) is used in this study. Data was collected using a questionnaire which was translated from the Motivational Scale based on SDT theory. Confirmatory Factor Analysis was used to analyze the data obtained from the student participants of the English Education Study Program at Universitas Muhammadiyah Jember. The results of this study indicate, first, that there are 3 dimensions or motivational factors for courageous learning: interest, usefulness, and perceived choice. These dimensions explain 69.141% of the measured motivation. Second, overall, these factors were significantly correlated with student performance, but not individually. These results were discussed in the context of SDT.
{"title":"Dimensions of Student Learning Motivation in the Context of Online Learning in the Covid-19 Pandemic Era","authors":"Mochamad Hatip, Nurkamilah Nurkamilah","doi":"10.32528/issh.v2i1.138","DOIUrl":"https://doi.org/10.32528/issh.v2i1.138","url":null,"abstract":"This study aims to find the motivational dimensions of online learning and the relationship between these dimensions and student performance. Previous studies have studied and found many dimensions of student learning motivation. However, these studies, at least prior to the upcoming era of the covid-19 pandemic, focused on face-to-face learning contexts and not much on online learning contexts. Self Determination Theory (SDT) is used in this study. Data was collected using a questionnaire which was translated from the Motivational Scale based on SDT theory. Confirmatory Factor Analysis was used to analyze the data obtained from the student participants of the English Education Study Program at Universitas Muhammadiyah Jember. The results of this study indicate, first, that there are 3 dimensions or motivational factors for courageous learning: interest, usefulness, and perceived choice. These dimensions explain 69.141% of the measured motivation. Second, overall, these factors were significantly correlated with student performance, but not individually. These results were discussed in the context of SDT.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87428546","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}
Siti Azizah Nur Astuti, Dila Charisma, H. Adiantika
The present study is an investigative one which aims at studying the attitude towards PPL program of EFL pre-service teachers. EFL pre-service teacher refers to those who have worked in one profession, such as training or education. PPL activities do not necessarily foster the interest and readiness of students to become teachers. The present study aims to compare the attitude of male and female EFL pre-service teachers towards PPL program. This study employed quantitative approach by using statistical technique as mean, standard deviation, and independent sample t-test. The population in this study amounted to 30 students (8 males and 22 females). The data were collected through the Teacher Attitude Inventory (TAI) developed by Ahluwalia (1971). It is a 90 items on 5 point Likert type scale as strongly agree (SA), agree (A), undecided (U), disagree (D), strongly disagree (SD). After the research data was collected and analyzed, the result showed that compare the attitude of male and female EFL pre-service teachers.
{"title":"EFL Pre-Service Teachers’ Attitude towards PPL Program through Teacher Attitude Inventory","authors":"Siti Azizah Nur Astuti, Dila Charisma, H. Adiantika","doi":"10.32528/issh.v2i1.136","DOIUrl":"https://doi.org/10.32528/issh.v2i1.136","url":null,"abstract":"The present study is an investigative one which aims at studying the attitude towards PPL program of EFL pre-service teachers. EFL pre-service teacher refers to those who have worked in one profession, such as training or education. PPL activities do not necessarily foster the interest and readiness of students to become teachers. The present study aims to compare the attitude of male and female EFL pre-service teachers towards PPL program. This study employed quantitative approach by using statistical technique as mean, standard deviation, and independent sample t-test. The population in this study amounted to 30 students (8 males and 22 females). The data were collected through the Teacher Attitude Inventory (TAI) developed by Ahluwalia (1971). It is a 90 items on 5 point Likert type scale as strongly agree (SA), agree (A), undecided (U), disagree (D), strongly disagree (SD). After the research data was collected and analyzed, the result showed that compare the attitude of male and female EFL pre-service teachers.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86548966","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}
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