For the decades, managing classroom becomes one of the most important topics as the concern to be developed by educational department in improving students' quality. One of them is preparing pre-service teachers by strengthening their teaching skills such as managing classroom. Therefore, this study aims to investigate pre-service teacher's classroom management and its problem faced, where observation checklist is used by other participants in reviewing forty respondents’ teaching performance. Meanwhile in supporting the second purpose; Interview is used to delve more the problem faced by pre-service teacher while managing classroom. The results reveal that the skill which is still not optimal related to the creation and maintenance of optimal learning conditions is the skill that shows response attitude because of nervous and tend to focus to the certain group or students considered comfortable. Meanwhile, skills related to the control of optimal learning conditions that is still not done optimally by the participants, namely finding and overcoming behavior that poses problems with the way of exile caused by frightened by pre-service teachers against increasingly poor or rebellious student responses. However, referring to overall indicator of classroom management skills, pre-service teacher could be categorized as having done a grade managing skills well.
Even the most difficult, listen to foreign language materials can be a pleasure, especially when it is done outside the classroom. Students can freely choose what they want to listen and can anywhere do listening activities. This study examines how the learners did their extensive listening activities. From all the links given, thirty-nine students who took listening course in the fourth semester only accessed youtube and chose song and movie as the materials for supporting their listening activities, and they are mostly interested in listening to song. They mostly listen to song five times a week with the duration four minutes for each listening activity.
Teachers must be able to cooperate with their students in the class to make the teaching and learning activities enjoyable. A good teacher has to use appropriate strategies to make his or her students fluent readers. Teachers also have to make students feel comfortable so that they can achieve the objective of the teaching and learning activities. Responding to the problems and considering the factors causing them, the researcher taught that the best way to improve the students' reading ability is through group work. Group work is a group of students who work together. Students in group can share, compare, and contrast ideas and thoughts. Group work enables students to study more because they learn together in an enjoyable way. Students will be motivated to study because working in group makes them help each other, especially when facing difficulties in reading. Students can get the meaning of some vocabularies and the content of the text easily. This research showed that group work can improve students' reading ability and motivation.
This research tries to analyse the students’ level of difficulty in listening comprehension and the factors causing it. This is a case study research. This research revealed that students had many difficulties in listening comprehension. The difficulties from the biggest percentage were understanding organization, pragmatic understanding, and basic comprehension. Then, there were many factors causing students’ difficulties in listening. The factors were from the speaker, the environment, and the speaker itself. The factors causing the difficulties from the biggest percentage were the environment (noisy), poor recording, unfamiliar topics, accent of the speaker, ungrammatical sentences, long listening, concentration or focus, unknown words, uninteresting topic, and recognizing main points. Keyword: listening difficulties, factors causing listening difficulties.
The present study aims to analyze the students' motivation towards the use of ICT in learning English. There are two types of motivation tested in this study: intrinsic and extrinsic. Intrinsic motivation includes self-efficacy and self-desire, while extrinsic motivation includes environmental factors and goals to be achieved. The participants in the present study are 33 eighth-semester university students from various departments in the Faculty of Teacher Training and Education, except English Education Department, from one private university in Cirebon, West Java, Indonesia, who got the English lessons as a subject taught in that university. The participants are from the Department of Economics Education, Mathematics Education, Elementary School Education, and Indonesian Language and Literature Education. The present study uses a qualitative case study method. The data is gathered from the distribution of online questionnaires and interviews. The questionnaire contains 18 questions and is divided into four parts: self-efficacy, self-desire, environmental factor, and goal to be achieved. Then, the writers conduct indirect interviews through one of the telecommunications applications, namely WhatsApp. The results indicated that intrinsic motivation was the motivation that most influenced non-English Department students' motivation to learn English using ICT. The most prominent intrinsic motivation was self-desire, where this motivation arose within oneself without being influenced by external or environmental factors.
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