1,720,957 research outputs found
TEACHERS’ NON-VERBAL COMMUNICATION INFLUENCING STUDENTS’ MOTIVATION IN LEARNING ENGLISH FOR THE YOUNG LEARNERS
No full textThis study aimed at finding out the types of teachers’ non-verbal communication in English classes and the types of teachers’ non-verbal communication the most and less affecting young learners’ motivation in English classes. This study applied a mixed-method research design. The participants were two English teachers; the third and fourth-grade students, third grade consisted of 20 students while the fourth grade consisted of 7 students at SDIT At-Tibyan Al-Auliya Bajeng selected by total population sampling. An observation checklist was used to find out the types of teachers’ non-verbal communication in English classes and a questionnaire was used to find out the types of teachers’ non-verbal communication the most and less affecting young learners’ motivation in English classes. The findings of this study showed types of teachers’ non-verbal communication in English classes were divided into two parts they are body languages, which consisted of facial expressions, body gestures and movements, eye contact and touch and the use of space, and paralanguage which consisted of intonation, pitch, rhythm, volume, speed, accent and emphasis and types of teachers' nonverbal communication that most affected young learners’ motivation in English classes was body gesture and movement, based on the result of questionnaire 85% of the students very agree that the teachers' body gesture and movement affected their motivation in learning English, and 15% of them agree that they get more motivation if the teacher uses their body gestures in the learning process, while types of teachers’ non-verbal communication that less affected young learners’ motivation in English classes was touch and the use of space, based on the result of questionnaire only 19% of the students very agree and also 19% of students felt agree that the teachers' body gesture and movement affected students’ motivation in learning English.This study aimed at finding out the types of teachers’ non-verbal communication in English classes and the types of teachers’ non-verbal communication the most and less affecting young learners’ motivation in English classes. This study applied a mixed-method research design. The participants were two English teachers; the third and fourth-grade students, third grade consisted of 20 students while the fourth grade consisted of 7 students at SDIT At-Tibyan Al-Auliya Bajeng selected by total population sampling. An observation checklist was used to find out the types of teachers’ non-verbal communication in English classes and a questionnaire was used to find out the types of teachers’ non-verbal communication the most and less affecting young learners’ motivation in English classes. The findings of this study showed types of teachers’ non-verbal communication in English classes were divided into two parts they are body languages, which consisted of facial expressions, body gestures and movements, eye contact and touch and the use of space, and paralanguage which consisted of intonation, pitch, rhythm, volume, speed, accent and emphasis and types of teachers' nonverbal communication that most affected young learners’ motivation in English classes was body gesture and movement, based on the result of questionnaire 85% of the students very agree that the teachers' body gesture and movement affected their motivation in learning English, and 15% of them agree that they get more motivation if the teacher uses their body gestures in the learning process, while types of teachers’ non-verbal communication that less affected young learners’ motivation in English classes was touch and the use of space, based on the result of questionnaire only 19% of the students very agree and also 19% of students felt agree that the teachers' body gesture and movement affected students’ motivation in learning English
Students’ Motivation on Using RuangGuru as Digital Platform in Leaning English
Get PDFThe rapid development of digital technology has changed conventional systems into modern systems, resulting in new products, systems, and platforms that can be more useful for everyone. Likewise, in the field of education, the development of E-Learning can improve the quality of learning or learning media to be more innovative and interactive. One of the most recently established and popular E-learning media is Ruangguru. Ruangguru as a digital platform in industry 4.0 can motivate students to learn English and get a positive response from students. This research examines students' motivation toward Ruangguru as a digital platform for learning English. This research was conducted using survey research, covering both quantitative and qualitative data. Data was collected using questionnaires and interviews. The findings of this study indicate that Ruangguru can motivate students in learning English
TEACHERS’ NON-VERBAL COMMUNICATION INFLUENCING STUDENTS’ MOTIVATION IN LEARNING ENGLISH FOR THE YOUNG LEARNERS
Get PDFThis study aimed at finding out the types of teachers’ non-verbal
communication in English classes and the types of teachers’ non-verbal
communication the most and less affecting young learners’ motivation in
English classes. This study applied a mixed-method research design. The
participants were two English teachers; the third and fourth-grade
students, third grade consisted of 20 students while the fourth grade
consisted of 7 students at SDIT At-Tibyan Al-Auliya Bajeng selected by
total population sampling. An observation checklist was used to find out
the types of teachers’ non-verbal communication in English classes and a
questionnaire was used to find out the types of teachers’ non-verbal
communication the most and less affecting young learners’ motivation in
English classes. The findings of this study showed types of teachers’ nonverbal communication in English classes were divided into two parts they
are body languages, which consisted of facial expressions, body gestures
and movements, eye contact and touch and the use of space, and
paralanguage which consisted of intonation, pitch, rhythm, volume, speed,
accent and emphasis and types of teachers' nonverbal communication that
most affected young learners’ motivation in English classes was body
gesture and movement, based on the result of questionnaire 85% of the
students very agree that the teachers' body gesture and movement affected
their motivation in learning English, and 15% of them agree that they get
more motivation if the teacher uses their body gestures in the learning
process, while types of teachers’ non-verbal communication that less
affected young learners’ motivation in English classes was touch and the
use of space, based on the result of questionnaire only 19% of the students
very agree and also 19% of students felt agree that the teachers' body
gesture and movement affected students’ motivation in learning English.
Keywords: Teachers’ Non-Verbal Communication, Students' Motivatio
An Analysis of Students’ Difficulties in Writing Narrative Text
Get PDFThis study aims to find out the difficulties were experienced by the students in writing narrative text. This study
used descriptive qualitative method. To achieve the research objectives, researchers used written test and interview
as the instruments in collecting the data. The subjects of this study were students of XI IPS 1 in SMAN 5 Bone,
there were 26 students as the participants and there were six students as the respondent of the interview. This study
used random sampling technique to determine the subject of research. Based on the results of the study, the
researchers found that difficulties were experienced by the Eleventh-grade students of SMAN 5 Bone are classified
into psychological difficulties, linguistic difficulties, and cognitive difficulties. Psychological difficulties were
experienced by the students are low confidence, low motivation, and writing anxiety. They also experienced
difficulties in four writing aspects, there are; vocabulary and language use which are classified into linguistic
difficulties, content and mechanic which are classified into cognitive difficulties. Then, the most difficulties that
happened to the students when writing narrative text are vocabulary and language use aspect. The students still had
limited vocabulary. They also are less knowledge about English grammatical. In accordance to those difficulties,
students also have internal problems; writing anxiety, low confidence and motivation
VOCABULARY MASTERY OF SMAN 4 SOPPENG STUDENTS VIA LEGEND STORYTELLING
Get PDFAbstract
This research aimed to diagnose whether effective or not the students’ mastery of vocabulary
via storytelling. The pre-experimental design was the method used by the researchers with
one group pre-test and post-test. The population was the second-grade students at SMAN 4
Soppeng in the academic year 2021/2022. This research used a cluster random sampling
technique. In this case, the researchers chose XI MIA 1 as the representation of the population
which consists of 24 students. The instrument of this research was a vocabulary test
administered as a pre-test and post-test. The result of this research proved that there was a
significant difference between students‟ scores before treatment and students‟ scores after
treatment. It can be seen from the mean score, the mean score of students‟ pre-test was
(76.10), which was lower than the mean score of the post-tests (85.13). The significant value
of this research (0.001) was smaller than the significant level (0.05). In addition, by doing
storytelling the students use some words repeatedly. With repetition, the students can
remember the words and also the types of the words. So, it can be concluded that legend
storytelling improves students’ vocabulary mastery and is effective in teaching vocabulary at
SMAN 4 Soppeng.
Keywords — Legend storytelling, vocabulary mastery, story
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Variations on the Author
Get PDF“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
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe 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
Get PDFWe 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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