The study aims to investigate the adversities and challenges on students' listening and speaking learning. Thirty college students were involved in this study by distributing a questionnaire consisting of ten questions relating to their adversity and challenges in listening and speaking learning. Findings from this study indicate that the students confront some adversities. Being afraid to make mistakes and lacking vocabulary when speaking and listening are the most suggested to be the adversities. Building selfconfidence is the best strategy to develop listening and speaking skills. INTRODUCTIONUniversities are paying more attention to writing, reading, and vocabulary rather than listening and speaking, whereas listening is one of the essential skills in English language learning. Hamouda (2013) said that listening skill is crucial in acquiring comprehensible input. Education does not occur if there is not any input. Furthermore, Ur (1996) considered that among four skills; listening, speaking, reading, and writing, speaking skill is the most significant one.The statements about the importance of listening and speaking convince us that EFL learners may have some adversities and challenges during the learning process, either it is from themselves, subjects, lecturers and other factors.Researchers conducted the study to find out which aspect that the college students encountered the most, and what college students should do or implement to overcome their adversities or difficulties in listening and speaking.The previous studies have also studied and examined the adversities and Journal of English Language StudiesJournal Homepage: http://jurnal.untirta.ac.id/index.php/JELS
This study aims to discuss the views and the problems faced by the pre-service teachers on the 2013 curriculum. The implementation of the 2013 curriculum is very different from the previous curriculum. Many obstacles significantly affect learning outcomes. In terms of the media used the assessment of the 2013 curriculum is more complicated than the previous curriculum. Then the methods used to convey the learning material has not been effective or not even following the learning material to communicate. This study used a qualitative descriptive method by giving two questions related to the 2013 curriculum. The participants were two pre-service teachers who had the best GPA. In this study, the researchers found that the 2013 curriculum was a new curriculum that followed the current technological era and also under the demands of the students' needs. Teacher candidates do not only learn how to understand teaching materials, but also how to apply these teaching materials in the teaching and learning process. In this study, researchers found that prospective teacher students faced obstacles in their application, for example in terms of classroom management and teaching preparation. Based on these findings, the pre-service teachers should be given the consecutive training on the 2013 curriculum implication.
The purpose of this research is to look at the feasibility of powtoon learning media on subjects by using blocks as learning resources, view responses to media using blocks on subjects, and see students' understanding ability after being given learning through powtoon media using blogs. The target of this research is lecturers and students who carry out learning with powtoon assistance at Medan State University. The method used to obtain the required information is to use the Google form questionnaire that is given online to lecturers and students and wants to see the understanding of students in using powtoon media. The results obtained from this study are Powtoon-assisted blog media in the Mathematics Learning Evaluation course declared valid with 88.2% included in the "very feasible" category, student responses to the media received a percentage of 90% included in the "very interesting" category, and occurred an increase in students' understanding of the Mathematics Learning Evaluation teaching material can be seen from the gain index of an increase of 0.61 which is categorized as a high or significant increase
The objectives of this study were (1) to analyze feasibility of content (2) to analyze feasibility of presentation in the English Textbook “Bahasa Inggris untuk SMA/MA/SMK Kelas X” according to Curriculum 2013. This study used descriptive qualitative. The data collected for this study were from “Bahasa Inggris untuk SMA/MA/SMK Kelas X” published by Yrama Widya with the writer Otong Setiawan Dj. There are 12 chapters within this textbook and the writer determined to study 6 out of 12 chapters as the sample for the whole book. The results of this study were (1) the feasibility of content in English Textbook “Bahasa Inggris untuk SMA/MA/SMK Kelas X” according to Curriculum 2013 with percentage 89.58%. (2) the feasibility of Presentation in English Textbook “Bahasa Inggris untuk SMA/MA/SMK Kelas X” according to Curriculum 2013 with percentage 88.88%. (3) KD and KI in this textbook also according to Curriculum 2013.Therefore, it can be concluded that English Textbook “Bahasa Inggris untuk SMA-MA/SMK Kelas X” published by Yrama Widya, in terms of feasibility of content and feasibility of presentation, was good to be used in the first grade of senior high school using curriculum 2013.Keywords: Textbook, Curriculum 2013, Assessment rubric based on BSNP
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