<p>This study aims to explore the learning experiences of the Indonesian rural students during the Covid-19 pandemic which had transitioned to online learning and solutions. A phenomenological approach was used as a research methodology using semi-structured interviews for the data collection. This study was conducted in one Islamic higher education with seven participants. The data were analyzed through thematic analysis by comparing each participant's interview result in the form of research themes. The five themes that emerged in this study are: adapting to online learning, internet access, learning environment, and learning autonomy. The findings of the study indicate that online learning is a problem for the participants who live in rural areas. These problems were caused by unfamiliarity with the online learning method, unstable internet connection, lack of parents’ support, and learning autonomy. However, all challenges can be solved by students. The findings of the study have implications for government and higher education stakeholders to provide enough facilities for online learning for rural students to participate in the learning process smoothly</p><p class="abstrak"><em>Penelitian ini bertujuan untuk mengeksplorasi pengalaman belajar siswa daerah terpencil Indonesia selama Covid-19 yang berfokus pada tantangan dan solusi pembelajaran online dari siswa. Pendekatan fenomenologi digunakan sebagai metodologi penelitian dengan menggunakan wawancara semi terstruktur untuk pengumpulan data. Penelitian ini dilakukan di salah satu Perguruan Tinggi Islam dengan jumlah peserta tujuh orang. Data dianalisis menggunakan analisis tematik dengan membandingkan hasil wawancara masing-masing partisipan dalam bentuk tema penelitian. Lima tema yang muncul dalam penelitian ini adalah adaptasi pembelajaran online, akses internet, lingkungan belajar, dan kemandirian belajar. Temuan penelitian menunjukkan bahwa pembelajaran online merupakan masalah bagi peserta yang tinggal di daerah terpencil. Permasalahan tersebut disebabkan oleh ketidaktahuan terhadap metode pembelajaran online, koneksi internet yang tidak stabil, kurangnya dukungan orang tua, dan kemandirian belajar. Namun, semua tantangan dapat diselesaikan oleh siswa. Temuan penelitian ini berimplikasi kepada pemerintah dan pemangku kepentingan pendidikan tinggi untuk menyediakan fasilitas pembelajaran online yang cukup bagi siswa daerah terpencil untuk berpartisipasi dalam proses pembelajaran dengan lancar.</em></p>
Abstract Each utterance is designed to serve a specific function. It may be meant to inform the listeners, warn them, order them to do something, question them about the fact, or thank them for a gift or act of kindness. All of these speech acts are called as the communicative functions of language or the functions of speech acts. Therefore, in communicating, people do not just “say things”, but also perform certain “actions”.In the process of language development in children, the development of the language functions or speech acts (i.e. illocutionary speech acts) occur simultaneously with the development of linguistics aspects of language (phonemes or sounds, morpheme, words, and sentences) in each stages of language development. The development began early from infants start to babble, produce single-word utterances, until they produced more complex sentences. However, how is the process of the evolution at the early stage of child language development? How do children use their language at the early stage of the development?In this short paper, the writer describes thesome forms of speech acts produced by children.
The purpose of this quantitative study was to examine the language learning strategies of TEFL students at State Islamic Institute of Kerinci. The data were collected through a survey dengan mengunakan the Indonesian version Oxford’s (1990) Strategy Inventory for Language Learning and were analyzed through the Rasch Analysis. The results revealed that metacognitive strategy and social strategy were the most and the least frequently used strategy respectively. Considerable differences existed in the second most frequently used strategy across the variable of gender. For male respondents, it was the compensatory strategy, while for female respondents, it was the affective strategy. In addition, cognitive strategy, the third most frequently used strategy by male respondents, is the last for their female counterparts. The first three most frequently used strategies by male respondents were dominated by the direct type of strategies, while for female respondents these were dominated by the indirect ones.
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