1,720,964 research outputs found
Teachers’ Use of English and Other Languages in the English-Medium Instruction (EMI) Settings in Indonesian Universities
No full textThe global adoption of English-medium instruction (EMI) in different levels of education has mushroomed both in Europe and Asia. In Europe, massive programs are extended, particularly, in Netherlands, Germany, Sweden, France, and Denmark; while in Asia; China, Japan, Taiwan, and Korea are leading countries in running EMI. To keep up with this growing global phenomenon, Indonesia State Universities just adopted this program nationally in 2016. Consequently, the body of research carried out on EMI from the role of language in EMI from teachers to students’ perception is dominated by Europe and Asia. However, little is known of research on the use of English and other languages by observing EMI classrooms. This study, therefore, focuses on investigating how Indonesian university content teachers use English and other languages in Indonesian EMI settings.Employing a qualitative inquiry as the research method this study was employing qualitative study tools including classroom observation, semi-structured interview, field notes and website documentation. Data collected were analysed by using qualitative/thematic content analysis (QCA/TCA). The theoretical framework adopted post-structuralist and multilingualism of ELF. Recruiting thirty-four Indonesian universities content teachers who live in Special Region Yogyakarta and Central Java Provinces, Indonesia as the participants, this study explored teachers’ use of English and other languages in their EMI classrooms, their perceptions, and attitudes of English and other languages in EMI settings in Indonesian universities. The study revealed that English was the major language used in the teaching sessions; however, the quantification method demonstrated that teachers made use of all linguistic resources they had. Arabic was used to open and close the class, greeting students and praying. Mother tongue was used to say their local terms, domain terms, asking/confirming/joking, and local repertoire. Thai is spoken by the teacher to attract and build a hello-effect atmosphere for students, especially to drive out drowsiness in the classroom. Javanese is used spontaneously when the teacher illustrated a local setting and local context in the teaching. Latin was mentioned by the teacher as many sources of law are rooted from Latin. Malay was spoken to accommodate Malaysia students in his class. Those linguistics resources are spoken through ELF code-switching or code-mixing including embedded, or separated, or combination of embedded and separated with English and other languages. On other occasions, it could be direct and one way, mirroring, rebounding, back-to back, and combine language in a creative way.Teachers’ perceptions toward the establishment of International Undergraduate Program (IUP) were split into conceptualisations and attitudes. Teachers’ conceptualisations of IUP covered wide range of dimension from language requirement to enrol IUP to outcomes of the program. Teachers’ attitude of the establishment of IUP showed that a single majority of teachers supported and agreed with the presence of IUP in their universities and only one voiced his disagreement. The basis of teachers’ support was based on their institutional, classrooms, students and graduates, and teachers’ perspectives. Meanwhile, teachers’ perception of English use was closely related to their orientation of using English, and language education policy of using English. Teachers’ perception of using language other than English (LOTE) reflect their language preference for teaching, accommodation of LOTE use, consideration of practicing multilingual, and their mixed position between perception and practices of LOTE. Regarding teachers’ perception of English and LOTE, most of the teachers (24 of 34) expressed a positive view on the use of English and LOTE. Finally, teachers’ attitude toward using English and LOTE showed that all teachers had a positive attitude to the use of English in IUP. They either agreed or were in support for accommodating English LOTE in the EMI program
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Teaching English To Non-English Students' Department At Islamic University Of Indonesia Through Formula 33: Students' Reflections
No full textResults of students' need analysis show that grammar (tenses) is the students' lowest ability that they wanted to learn at that time. In order to cope with that contextual situation, Formula 33 is proposed to be the main concern on the learning English for students of non-English deparment at Islamic University in the academic year 2012/2013. Students must write reflections - express their emotion and knowledge gain in the form of essay to e-learning provided - every time the class end. The students' reflections were considered as data. The data were classified based on some categories/themes descriptively. Those data are then read very carefully to find out the keywords that became the instruments to classify them into themes, while irrelevant data were sorted. The results show that learning English through Formula 33 addressed in three aspects - learning domain, teaching delivery, and students' best practice. In learning domain, students have positive and negative cognitive feedback. Formula 33 was considered improving their skills especially in writing English sentences with correct grammatical structure as well as they have excellent attitude toward Formula. In teaching delivery that consists of two keywords method and materials. Students said that both method and materials are super.Key words: Formula 33, positive and negative cognitive feedback, teaching deliver
The African American english in Georgia Doyle Johnson`s Frederick Douglas and Loraine Hansberry`s a raisin in the sun
Full text linkVariations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
PENDIDIKAN MULTIKULTURALISME BERBASIS PEMBELAJARAN BERPUSAT PADA MAHASISWA: PERSEPSI MAHASISWA CALON GURU TENTANG EKSIBISI KELAS PROJECT-BASED LEARNING
No full textThis paper investigates English pre-service teachers' perceptions of a project-based learning (PjBL) class exhibition as the output of a Multiculturalism in Language Learning (MLL) course. Employing a qualitative approach, this study analysed student reflections written specifically those related to the PjBL class exhibition. The data analysis was conducted using thematic analysis. The findings are categorized into three main themes: Valuable Experiences and Educational Benefits, Skill Development, and Engagement, Innovation, and Improvement. A limitation of this study is its reliance solely on student written reflections, without supplementary data from interviews. Therefore, for future research, it is recommended that interview sessions be incorporated to further elaborate on students' narratives. The findings of this study implies that reflection is an essential and integral component of the learning assessment process through project-based learning. Accordingly, the implementation of effective reflection mechanisms should be a key focus for teachers.Makalah ini mengkaji persepsi mahasiswa calon guru Bahasa Inggris mengenai pelaksanaan pameran kelas berbasis proyek (PjBL). Menggunakan pendekatan kualitatif, studi ini menganalisis hasil refleksi tertulis mahasiswa khususnya yang berkaitan dengan pelaksanaan pameran kelas PjBL. Analisis data dilakukan dengan analisis tematik. Temuan studi ini dikategorikan ke dalam tiga tema utama: Pengalaman Berharga dan Manfaat Edukatif, Mengasah Keterampilan, serta Daya Tarik, Inovasi Kegiatan, dan Perbaikan. Keterbatasan studi ini terletak pada data set yang hanya mengandalkan tulisan refleksi mahasiswa tanpa dukungan dari wawancara. Oleh karena itu, untuk penelitian selanjutnya, disarankan agar sesi wawancara dapat dilakukan untuk mengelaborasi keterangan mahasiswa secara lebih mendalam. Hasil studi ini berimplikasi bahwa refleksi merupakan sebuah keniscayaan sebagai bagian yang tidak terpisahkan dari penilaian proses dalam suatu pembelajaran berbasis proyek. Sehingga pengembangan atas mekanisme refleksi ini perlu mendapatkan perhatian serius oleh para guru
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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