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Journal articles on the topic 'Language Lecturer'
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Jubaidah, Siti, and Rusfandi Rusfandi. "AN ANALYSIS OF LECTURER TALK DURING TEACHING AND LEARNING PROCESS OF ENGLISH AS A FOREIGN LANGUAGE." JURNAL ILMIAH BAHASA DAN SASTRA 6, no. 2 (2020): 51–62. http://dx.doi.org/10.21067/jibs.v6i2.3784.
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Researching teacher talk during teaching and learning process of English is essential because it offers practical implications for the improvement of teaching and learning process. However, there are still few studies which try to compare types of talk used by lecturers who teach content and skill subjects. This research investigates the types and the dominant types of lecturer talk during the teaching and learning process at an English Education Department. The participants were two English lecturers at a private University in Malang who taught Vocabulary (skill subject) and Poetry (content subject) classes. The researchers used an audio recorder to record the utterances by the lecturers. The data were analyzed qualitatively by using FIAC (Flanders Interaction Analysis Category). The types of lecturer talk produced by the lecturer who taught Vocabulary were Ask question, Give direction, Give lecture, Accept or use students’ idea, Praise or encourage, and Criticize or justify authority. The types of lecturer talk produced by the lecturer who taught Poetry were Give lecture, Ask question, Accept or use students’ idea, Give direction, Praise or encourage, and Criticize or justify authority. The most dominant types of talk produced by the lecturer who taught Vocabulary were Ask question and Give direction but Give lecture was the most dominant types of talk produced by the lecturer who taught Poetry. This finding indicates that types of course taught by lecturers affect the kinds of talk produced by the lecturers.
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Budiarthana, I. Wayan, I. Putu Gede Budayasa, and Ayu Gede Willdahlia. "Sistem Informasi Monitoring Perkuliahan Pada Sekolah Tinggi Ilmu Kesehatan (STIKES) Bali." Jurnal Sistem Informasi dan Komputer Terapan Indonesia (JSIKTI) 1, no. 3 (2019): 119–30. http://dx.doi.org/10.33173/jsikti.24.
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The Bali Institute of Health Sciences (STIKES) is a higher education institution in the health sector. Education in an institution needs to be monitored especially the lecture process. At present, the process of monitoring lectures is carried out by recording into paper documents. Several problems arise, namely at the end of each semester staff who perform lecture attendance recapitulation must open a sheet per lecturer attendance form sheet. Then from the lecturer attendance form, the staff in charge must type back into the Microsoft Excel application. This resulted in 2 problems, namely the occurrence of delays in reporting and the difficulty of monitoring lectures by Puket I. From these problems a system is needed that is able to provide information on the presence of lecturers and is able to present information on lecture activities in realtime.
 The design of this system is translated through Data Flow Diagrams and built using PHP language, for display using CSS, and database using MySQL. Testing this system uses blackbox testing. The lecture monitoring information system can display information about the implementation of lectures for Chairperson I Assistant in real time and can facilitate STIKES Bali staff in conducting lecturers' attendance.
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Siegel, Joseph. "Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use." Language Learning in Higher Education 10, no. 1 (2020): 73–91. http://dx.doi.org/10.1515/cercles-2020-2005.
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AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.
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Supriatna, Encep. "Penggajian Berbasis Mobile di Universitas Ma’soem." INTERNAL (Information System Journal) 3, no. 1 (2020): 51–64. http://dx.doi.org/10.32627/internal.v3i1.95.
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Design a Mobile Based Lecturer Payroll Information System at Ma’soem University to provide solutions to several lecturers who have limited time so they do not have time to fill in lecturer attendance after completing lectures so that it affects the work of the finance and curriculum sections,The approach method used is an object-oriented approach (object oriented) which consists of object-oriented analysis (OOA), and object-oriented design (OOD). The system development method used is prototype. While the author's modeling system uses Unified Modeling Language (UML).With the design of the lecturer payroll information system, it is expected to facilitate lecturers in completing attendance and seeing details of their income, the finance department does not have to work overtime to make lecturer salary reports, and the curriculum section is more facilitated in controlling lecturer performance.
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Qodri, Muhammad. "PERFORMANCE OF ARABIC EDUCATION LECTURERS IN DEVOTION OF LANGUAGE LEARNING." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 6, no. 2 (2019): 272–87. http://dx.doi.org/10.15408/a.v6i2.12310.
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This article aims to find out how the performance of lecturers in designing, implementing and evaluating learning language proficiency courses. This article uses a descriptive qualitative approach. data collection through interviews, observation, and documentation. Data collected using snowball sampling techniques and data collected were analyzed through the steps of data reduction, data presentation, and drawing conclusions. The findings of this article are: performance of Arabic education lecturers faculty of Tarbiyah in devotion of language learning that lecturer has not maximized the potential in giving lectures, coupled with the preparation of SAP courses that are lacking this is seen in 1) the design of learning made by lecturers listening and reading in the form of SAP, only briefly explains about several components, namely the identity of the course, learning outcome indicators, lecture method, assessment, and bibliography, mentions several reading sources used in the listening learning process and reading, 2) the implementation of learning include: preliminary activities, core activities, and closing activities, 3) the evaluation of learning outcomes is an activity of measuring the level of success and ability of students in the learning process.
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Mubarak, Mahfuz Rizqi, Ahmadi Ahmadi, and Noor Amalina Audina. "KOMBINASI STRATEGI BERNYANYI DAN BERMAIN: UPAYA DALAM MENUMBUHKAN MOTIVASI MAHASISWA TADRIS BIOLOGI (TBG) DALAM PEMBELAJARAN BAHASA ARAB." ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab 3, no. 1 (2020): 15–31. http://dx.doi.org/10.17509/alsuniyat.v3i1.23996.
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This study aims to explore the process of lecturing Arabic by implementing a combination of singing and playing strategies. As for the main problems in this study are: (1) what is the process of implementing a combination of singing and playing strategies in Arabic lectures for Tadris Biology Study Program students? (2 how do their perceptions of the results of Arabic lectures by combining the two strategies?. This research uses a descriptive qualitative approach with triangulation techniques. The results of this study indicate that the implementation of a combination of singing and playing strategies uses the following steps: (1) The lecturer started the Arabic lecture by singing Arabic songs that the Lecturer got while still teaching Arabic at the Al-Azhar Pare Institute, Kediri, East Java, (2) The lecturer explained the theme of the material and the purpose of the lecture to be held, (3) The lecturer implemented the "Memory Game" which was adopted from the book "99 Games in Arabic Language Learning. Researchers also found that 80.6% (29 students) and 19.4% (7 students) of the 36 TBG study program students who participated in lectures gave very positive responses.
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Saputra, M. A. Ade, Amrifan Saladin Mohruni, and Irsyadi Yani. "WORK SCHEDULING PROGRAM DESIGN FOR LECTURE ATTENDANCE CONTROL AND LECTURER WORKLOAD CALCULATION WITH FINGERPRINT AND RFID IDENTIFICATION DEVICE." Indonesian Journal of Engineering and Science 2, no. 3 (2021): 001–10. http://dx.doi.org/10.51630/ijes.v2i3.24.
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The essential factor in achieving a good learning process is discipline in the lecture process. Students and lecturers are encouraged to be disciplined and active participants in the lecture process, allowing the Lecturer's principal duty of transforming and disseminating science and technology to become more concentrated. Furthermore, to eliminate overlapping lecture schedules, lecture hours, and lecture venues that do not meet needs, it is easier for stakeholders to monitor and regulate lecturers' and students' lecture attendance so that quick and accurate decision-making can be done. To establish discipline in school utilizing biometric identification technology (fingerprints) and Radio Frequency Identification (RFID) technology, developing application software to make it easier to manage work schedules is required. The Work Scheduling program is an online application built with the PHP programming language, MySQL database, and fingerprint and RFID identification support devices that are expected to be effective and efficient tools in the process of scheduling lectures and recording lecture attendance of students and lecturers, making it easier to publish lecture schedules.
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Tyagunova, Tanya, and Christian Greiffenhagen. "Closing seminars and lectures: The work that lecturers and students do." Discourse Studies 19, no. 3 (2017): 314–40. http://dx.doi.org/10.1177/1461445617701992.
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Based on an analysis of naturally occurring interactions between lecturers and students, this article investigates how university lectures and seminars are brought to a close through the collaborative work of lecturers and students. The analysis focuses on, first, the resources that lecturers and students have to accomplish this (which include not just speech but also embodied conduct, as well as references to clock time and lesson phases); second, the active role that students play, who may engage in closing activities in ways that attempt to preserve the classroom order (e.g. by packing up silently while continuing to demonstrably listen) or in ways that are disruptive of it (e.g. by packing up noisily); and third, the occasional subversive role that students may adopt, who may attempt to initiate closings in order to cut the lecture or seminar short (e.g. by suggesting to the lecturer that he or she is going over time or by engaging in ‘premature’ closing activities).
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Bielikova, O., S. Dytiuk, and O. Tesalovskaya. "Rhetorical culture as an integral component of pedagogical masterpiece." New Collegium 4, no. 102 (2020): 118–21. http://dx.doi.org/10.30837/nc.2020.4.118.
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The article deals with structural compounds of lecturer's rhetorical culture, its role in forming of professionaly oriented person. Lecturer's cultural and language literacy forms a style of pedagogical communication, a culture of his speaking behavior, and that exerts influence on learning process, on forming students' skills, on their personalities.
 The theoretical bases of diagnostics and determination of the results of the formation of professional competencies of language training lecturer`s for foreign citizens as the actual pedagogical problem in universities of technical profile were investigated and substantiated. In the conditions of socio-economic changes in Ukraine, the improvement of higher professional education system, in the process of introducing new requirements and standards of education, there are significant transformations in the system "lecturer-to-student". Changes in the first place concern perception of lecturer, the system of role expectations regarding the leading qualities of the lecturer changes.
 Strengthening the attention to the issues of diagnosing the level of proficiency of language training lecturers of professional competences, as a modern trend requires not only scientifically based tools for continuous measurement, analysis and improvement of evaluation of educational results of students' professional training, but also a new look at the system of pedagogical diagnostics. System diagnostics based on a competent approach should become a key and crosscutting component of monitoring the quality of vocational training of language training specialists in universities of technical profile.
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Nurpahmi, Sitti, Muhammad Asfah Rahman, and Kisman Salija. "Bilingual-based Instruction in Teaching English for Academic Purposes at Islamic University." Journal of Language Teaching and Research 9, no. 3 (2018): 620. http://dx.doi.org/10.17507/jltr.0903.23.
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This paper investigates the implementation of bilingual based instruction in teaching English for Academic purposes at Islamic University. It was investigated by using case study with single case study at Indonesian Islamic University. The findings showed that the lecturer used English and Indonesian as a language interaction. The functions of Indonesian used by the lecturer were to translate, clarify, explain, lexical gap, address specification, and address affection. The lecturer sometimes alternated her language unconsciously. Lecturer’s language functions not only as language instruction but also as language source. This bilingual based instruction facilitated more exposure to the students; therefore the students can imitate lecturer’s language, then they can practice the language, finally, they can acquire the language.
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Prihartini, Yogia, and Wahyudi Buska. "Lecturers’ Speech Acts in Arabic Language Learning Interactions at UIN Sulthan Thaha Saifuddin Jambi." Al-Ta lim Journal 27, no. 1 (2020): 41–57. http://dx.doi.org/10.15548/jt.v27i1.597.
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This study aims to describe the type and function of lecturers’ speech acts in the interaction of learning Arabic at UIN Sulthan Thaha Saifuddin Jambi. Where in the classroom, the lecturers had important roles in the teaching and learning process. They always use speech as medium to convey ideas to students. Lecturers are also expected to function as active communicators in Arabic lectures. The interaction that is built by lecturers and students is inseparable from the speech act. A qualitative approach was implemented where the data taken from lecturer utterances in Arabic learning interactions were obtained from Arabic lecturers. Data collection was taken by using non-participant observation technique. Mechanical devices and stationery are positioned as data collection aids. Data analysis includes data reduction, data presentation, and data collection/verification results. The finding showed that the lecturers use five types of speech acts in Arabic learning interactions, namely directive, assertive, co missive, expressive, and declarative acts. The finding also showed that there are social and educational functions used by Arabic lecturers. Social functions consist of four categories, namely, competitive functions, convivial functions, collaborative functions, and conflictive functions. While, the educational function of lecturer speech acts consists of nine types, namely, giving a positive impression of the material, directing focus, inclusive learning situations, exclusive learning situations, expressing specific things, encouraging students to build conclusion, controlling the learning situation, and providing motivation to students. The results indicated that the lecturers' speech acts deal with social problems and learning objectives.
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Mulyana, Viva, Abubakar Abubakar, and Sahlan Tuah. "PENGEMBANGAN MEDIA PEMBELAJARAN PRAKTIKUM KIMIA MENGGUNAKAN CAMTASIA STUDIO 8 DI SMA NEGERI 1 SIPIROK TAHUN AJARAN 2016 - 2017." PeTeKa 1, no. 1 (2017): 8. http://dx.doi.org/10.31604/ptk.v1i1.8-14.
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This study to design, construct and test the feasibility of the learning media useCamtasia Studio 8 and to get information whether by developing learning media of chemistry practicum using Camtasia Studio 8 more effectively and efficiently. The results of the research are: (1) The process of making media using Camtasia Studio 8 includes identification of competence, scriptwriting, media design, animation making, audio making, program testing techniques, expert review, repair, final product. Based on the assessment of media experts, the learning media using Camtasia Studio 8 deserves to be used as a learning video media. (2) The data of the lecturers' lecture in terms of the feasibility aspects of the contents of the first lecturer with a score of 33 and the second lecturer get a score of 27. The language eligibility of the first lecturer score of 31 and the second lecturer get a score of 27. Feasibility of presentation of the first lecturer with a score of 13 and lecturers both received a score of 11. (3) Assessment of the first subject teachers if viewed from the aspect of eligibility of the content with the score obtained 31 as well as from the second subject teachers. The language eligibility of the first subject teacher scores 30, while the second subject teacher scores 27. The eligibility of the presentation of the first and second subject teachers also earns the same score of 13. Overall, the average overall score of this learning video medium is 4.13. Keywords:Development of Chemical Practical Learning Media, Camtasia Studio 8, Solubility and Solubility Times.
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Mylett, Terri, and Russell Gluck. "Learning and Language: Supporting Group Work So Group Work Supports Learning." Journal of University Teaching and Learning Practice 2, no. 2 (2005): 4–16. http://dx.doi.org/10.53761/1.2.2.2.
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This paper reports on developments in teaching and learning for first year employment relations students at the University of Wollongong based on creating conditions of learning informed by Vygotsky’s ‘zone of proximal development’ theory. Essentially, this meant emphasising collaborative learning (group work) in the lecture theatre and in assessment tasks to provide opportunities for students to ‘learn the language’ of employment relations. The paper also considers collaboration between an employment relations discipline lecturer and an learning development discipline lecturer that helped identify the objectives for teaching and learning (the desired attributes of a Wollongong Graduate, ethical concerns about how students’ may affect one another in group work, and developing knowledge and skills to equip students to be effective in employment relations practice) within a particular task environment (characterised by an organisational imperative to ‘do more with less’, and students’ beliefs that lectures have the purpose of didactic information delivery) simultaneously with teaching. This paper offers readers a case study of the application of a teaching and learning theory that may stimulate reflection on their practice.
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Et al., M. Sugeng Sholehuddin. "The Lecturers Performance Actualization in Building Academic Culture In State Islamic Religious College." Psychology and Education Journal 58, no. 1 (2021): 2412–22. http://dx.doi.org/10.17762/pae.v58i1.1116.
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This study aims to identify the quality of lecturers in carrying out the functions of the Tri Dharma of Higher Education, assess the relevance of the academic quality of lecturers in carrying out the teaching and learning process with students, and reveal the level of involvement or participation of the academic components of lecturers in study programs related to culture. academic and its urgency for the development of PAI and PBA FTIK IAIN Pekalongan study programs. This research is a descriptive participatory action research. The object of this research is the academic community in the Arabic Language Education and Islamic Religious Education study program IAIN Pekalongan. This research is also a qualitative research, with data analysis techniques using data reduction, data display, and data verification or inference. The results of this study found that the quality of the performance of the lecturers of the Islamic Religious Education Study Program and Arabic Language Education based on the Lecturer Performance Index (IKD) of the Quality Assurance Institute (LPM) of IAIN Pekalongan is very feasible and good. The relationship between lecturer performance and the formation of academic culture in the Islamic Religious Education Study Program and Arabic Language Education is interrelated and has a positive relevance between the two. The highest obstacle in building an academic culture in the Islamic Religious Education Study Program and Arabic Language Education FTIK IAIN Pekalongan is that lecturers in carrying out lectures do not match the number of meetings that should be held by lecturers, and there needs to be a special increase in terms of initiatives (initiative).
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Mikkola, Piia, and Esa Lehtinen. "Drawing conclusions about what co-participants know: Knowledge-probing question–answer sequences in new employee orientation lectures." Discourse & Communication 13, no. 5 (2019): 516–38. http://dx.doi.org/10.1177/1750481319847361.
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This study aims to uncover the processes of interaction through which knowledge acquisition in new employee orientation is monitored and controlled. Using video-recordings of orientation lectures as data, the study focuses on question–answer sequences in which the lecturer’s question probes into the state of the employees’ knowledge; in particular, it looks at the third turn of the sequence, in which the lecturer comes to a conclusion concerning the participants’ knowledge. This is shown to be an unavoidably practical accomplishment, which is contingent on both the often ambivalent responses of the participants and the design of the knowledge-probing question. Also, the lecturer orients to being responsible for providing the employees with the necessary knowledge that they do not have. The study contributes to discussion of the interactional organization of knowledge in institutional settings, and it sheds light on the pros and cons of lectures as interactional encounters.
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Flowerdew, John, and Lindsay Miller. "Lecturer Perceptions, Problems and Strategies in Second Language Lectures." RELC Journal 27, no. 1 (1996): 23–46. http://dx.doi.org/10.1177/003368829602700102.
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Yanwar, Amanda Pradhani. "STUDENTS’ RESPONSES TOWARDS THE USE OF LANGUAGE INSTRUCTIONS BY LECTURERS IN EAP CLASSROOMS." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 1 (2020): 1. http://dx.doi.org/10.24252/eternal.v61.2020.a1.
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This research was aimed to describe the students’ responses toward the use of language instructions. It was conducted at Unit Pelaksana Teknis Bahasa, Universitas Sebelas Maret, Surakarta, Indonesia. The techniques for collecting the data used in this research were observation, interview, document analysis, and questionnaire. Based on the analysis of the data, it can be concluded that the students could interact with the lecturer when the lecturer used both English and Indonesian language during the teaching and learning process. Therefore, it is recommended for English lecturers to use language instructions properly to make the students understand more about what the lecturer is talking about, to make the students accustomed more about the use of English vocabularies, to make the lecturers and the students have an enjoyable and successful English teaching and learning process. For the other researchers who want to conduct similar research, the result of this research can be an additional reference.
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Sevrika, Hevriani. "Positive Discipline in Managing the Classroom at STIKIP PGRI West Sumatera." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 6, no. 1 (2018): 31–37. http://dx.doi.org/10.30630/polingua.v6i1.20.
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This study was descriptive design because the writer only wanted to describe about the discipline that was used by the lecturer in the classroom. The numbers of lecturers who were as the sample of this study were two English lecturers who were teaching Grammar II subject at STKIP PGRI WEST SUMATERA. Padang, so the writer took them all as the sample through total sampling technique. To find the data in this study, the writer used some instruments which are observation checklist, video and field note. The process in taking the data which was started from coming into the classroom observed the lecturer. The writer recorded the lecturer in two meetings for each lecturer. Then writer checked the data by using observation checklist and field note. Thus, the result of this study was all of lecturers used positive discipline in managing the classroom. Those, the lecturers used thirteen types activities of positive discipline which can be classified as following: the first type was showing a positive attitude. The lecturers show a positive attitude which was applied by two English lecturers. There were lecturer A, and B. Second, the lecturers show interest. The lecturer show interest was applied by all of the lecturers. Third, the lecturer focused on positive thinking. Fourth, the lecturer used supportive tone of voice. Fifth, they showed a sense of humour. Sixth, they listened to the students talk and taking them seriously. Seventh, acting tough the students enjoy with their jobs, it was used by all the lecturers. Eighth, used appropriate body language; it was applied by all of the lecturers. Ninth, they lowered body position. Tenth, the lecturers listened their students before judging. Eleventh, the lecturers were consistent in giving punishment and rules. Twelfth, the lecturer A separated the behaviour from the students. Thirteenth, respect diversity was applied by all the lecturers
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Marsakawati, Ni Putu Era. "LANGUAGE CHOICE IN MULTILINGUAL CONTEXT: THE USE OF L1 IN THE HOSPITALITY ENGLISH COURSES." EduLite: Journal of English Education, Literature and Culture 2, no. 1 (2017): 263. http://dx.doi.org/10.30659/e.2.1.263-272.
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The present study presents the perception of lecturers on the use of the first language in the foreign language classroom, particularly in a tourism vocational institution in a multilingual context. The participants were 2 lecturers teaching Hospitality English: one lecturer was teaching English for Front Office and one lecturer was teaching English for Food and Beverage. The data were collected through administering questionnaire and interview. The obtained data were analyzed qualitatively. The results show that lecturers perceived the use of the first language as positive and part of learning process. They used the first language mainly as a pedagogical device for clarification, for establishing rapport, saving time, and discipline. The findings might have significant implications for EFL language teachers regarding the facilitative effects of L1 use in the foreign language classrooms. The EFL teachers need to consider the EFL classroom context as a multilingual social space in which teachers and students take advantage of dynamic, creative and pedagogically effective use of both the target language and the learners. �Keywords: first language use, lecturers �perspective, multilingual context
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Navaz, A. M. M. "Developing a Framework for Understanding Lecturer-Student Interaction in English-Medium Undergraduate Lectures in Sri Lanka: First Step Towards Dialogic Teaching." International Journal of English Linguistics 10, no. 6 (2020): 395. http://dx.doi.org/10.5539/ijel.v10n6p395.
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This study focuses on developing a framework to identify dialogic interaction in English-medium science lectures in a small faculty of a Sri Lankan university. In Sri Lanka, English-medium instruction was introduced with an objective of developing language proficiency of students along with the content delivery. It is asserted that teacher-student interaction in ESL content classes would help develop language proficiency of students. However, generally, lectures in English-medium undergraduate courses in Sri Lanka tend to be monologic, leaving the language development a question. The lecture delivery style, along with other reasons, affects students’ language development in English-medium classes. Although increased dialogic interaction could help change this situation, few studies have examined the occurrence of dialogic interaction in tertiary-level ESL science classes. The main objective of this study is to develop a framework by analysing the lectures given at the faculty in a method that contextually suits the lecture delivery style in the Asian countries. Data were collected from transcribed recordings of 12 hours of lectures, involving four lecturers. The interactional episodes in the lectures were the basis of developing the analytical framework, which refines and extends the MICASE corpus interactivity rating in a contextually-focused way, was especially designed to categorise the lecture discourse along a monologic-interactive/dialogic continuum. This paper also suggests how this framework could be adopted to analyse the lecture deliveries from a practitioner’s point of view. Within the scope of this paper it is explained how this framework was designed focusing attention to interactional episodes. It can be envisaged that the proposed framework can make a concrete contribution to teaching and learning in higher education, mainly to the concept of developing language through dialogic lecture delivery at tertiary level ESL content classes.
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Alhirtani, Nahla A. K. "The Use of Modern Teaching Methods in Teaching Arabic Language at Higher Education Phase from the Point View of Arabic Language Professors—A Case of a Premier University." International Education Studies 13, no. 1 (2019): 32. http://dx.doi.org/10.5539/ies.v13n1p32.
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The study aimed to identify the use of modern teaching methods at the higher education phase for Arabic language professors- a case of a Premier University. The researcher used the analytical descriptive method, based on the survey method and she has prepared a tool that includes 42 responses. The sample was 27 lecturers and the recovery rate was 88%. The data analysis showed that there is approval of the use of modern teaching methods among the lecturer by 83.6%. The results showed that the method of the lecture is the most common while the least common in the laboratory. As for the justifications, a large number of students, the difficulty of controlling them and the inability of lecturers to apply some methods in practice are among the most common reasons for not using some modern teaching methods.
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Arif, Syamsul, Azhar Umar, and TR Pangaribuan. "Theoretical Model of Language Faculty Lecturer Performance Improvement and Unimed Arts (Study of the Influence of Organizational Culture, Work Motivation, and Job Satisfaction on Lecturer Performance FBS Unimed)." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (2020): 2153–68. http://dx.doi.org/10.33258/birle.v3i4.1479.
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This study aims to find: (1) a theoretical model of performance improvement Lecturer at the Faculty of Arts, Unimedwhich is built based on the associative causal relationship between endogenous variables and exogenous variables, (2) knowing the positive direct effects: (a) organizational culture on work motivationLecturer at FBS Unimed. (b) organizational culture on job satisfaction of Unimed FBS lecturers, (c) organizational culture on the performance of FBS Unimed lecturers (d) work motivation on the performance of Unimed FBS lecturers; (e) job satisfaction on the performance of Unimed FBS lecturers. The study population was 174 FBS Unimed lecturers, a sample of 100 people selected by means of proportional random sampling. The research instrument was a closed questionnaire with four scales. The research data were processed and analyzed using descriptive statistics and differential statistics, namely path analysis. Path analysis begins with a test requirements analysis including normality test and linearity test.X1) has a positive direct effect of 50.69% on Work Motivation (X2) lecturers of FBS Unimed as well as Organizational Culture (X1) a positive direct effect of 28.83% on Job Satisfaction (X3) lecturer at FBS Unimed, Organizational Culture (X1) also has a positive effect of 22.02% on lecturer performance (X4) FBS Unimed, and Work Motivation (X2) Has a positive direct effect of 26.22% on lecturer performance (X4) FBS Unimed and Job Satisfaction (X3) Directly positive effect of 17.75% on lecturer performance (X4) FBS Unimed.
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Sukhomlinova, Marina A. "Stylistic Peculiarities of the Text of the Academic Lecture (Based on the Material of the English Language)." Proceedings of Southern Federal University. Philology 2020, no. 1 (2020): 62–71. http://dx.doi.org/10.18522/1995-0640-2020-1-62-71.
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The article analyses some peculiarities in the style of a lecture in modern English. It has been found out that the most important stylistic characteristics include logical sequence, rigor of presentation, clarity, objectivity, monological nature of presentation, semantic capacity and some others. The contents of the lecture is oriented to the scientific community. In spite of the fact that the most part of the lecture is a monologue, the lecture genre has a dialogical character. The text of a lecture often contains citations which illustrate the points of view of different scientists. Functional and stylistic peculiarities of an academic substyle are reflected in the genre of a lecture, in particular, in the lexical, syntactic and grammar characteristics. The style of a lecturer can vary depending on the level of spokenness, which is expressed in the use of rhetorical questions and discourse markers. The author comes to the conclusion that a lecture is a peculiar genre which is created in the written form but which is presented to the audience in the oral or online form. A lecture genre is one of the basic university genres with a long history. There exist different styles of an academic lecture which are subject to changes depending on the academic discipline, personality of a lecturer, as well as modern communication technologies used by the lecturer. A lecture style is a complex notion which incorporates verbal, nonverbal and paraverbal components.
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Volchenkova, Ksenia, and Elizaveta Kravtsova. "EMI Lecturer Trainers: Reflections on the Implementation of EMI Lecturer Training Course." Revista Alicantina de Estudios Ingleses, no. 34 (January 29, 2021): 185. http://dx.doi.org/10.14198/raei.2021.34.06.
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Universities in non-native English-speaking countries strive to increase the number of international students using EMI as one of their internationalisation strategies, “being caught up in the rush to offer both undergraduate and postgraduate programmes through the medium of English” (Macaro et al. 2018, 37). This has resulted in an unprecedented demand for EMI lecturers to acquire both improved English language proficiency and new teaching methodology skills (Gay et al. 2020). The research, however, evidences the lack of published materials for the development of EMI lecturer training courses (Costa 2015; Dafouz 2018; Gay et al. 2020). Moreover, the literature on hands-on practice with respect to the experience of those involved in EMI lecturer training is scant. Thus, here, the authors offer an outline of an EMI lecturer training course and provide an analysis of the experience of eight EMI lecturer trainers from three leading Russian universities that conducted EMI training courses in the academic years 2017-2019. Semi-structured interviews and pre-and post-course surveys show that EMI trainers encounter difficulties which are psychological, methodological and linguistic in nature, these being low English language proficiency of EMI lecturers, their insufficient knowledge of pedagogical strategies, their lack of self-reflection and feedback and their resistance to active learning techniques and a student-centered approach. The findings of this study will be useful for EMI lecturer trainers since the study highlights potential challenges and practical advice on how to increase training efficacy.
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Sari, Ihram. "TINDAK TUTUR DIREKTIF ANTARA DOSEN DAN NAHASISWA DALAM PERKULIAHAN MATA KULIAH BAHASA INDONESIA DI UMI." Multilingual 18, no. 2 (2019): 85–102. http://dx.doi.org/10.26499/multilingual.v18i2.107.
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The writer is interested in examining directive discourse between lecture and studentsin indonesian learning process as general subject in indonesia muslim university. The problem statement of this research is how the politeness forms from lecturer to students, students to lecturer, and students to students in Indonesian Language Subject at Universitas Muslim Indonesia. The purpose of this study is to describe the form of politeness in the interaction of lecturers to students, students to lecturers, and students to students. This study focused on lecturers who teach general Indonesian language subject at the Faculty of Letters and first semester students, especially those who program general subject in Indonesian. The collected data will be analyzed using qualitative descriptive analysis techniques. Based on the results of the research found, forms of language politeness in the interaction of lecturers to students in the form of declarative sentences,namely obeying the maxim of wisdom, praise, and agreement; interrogative sentences, namely obeying the maxim of wisdom; imperative sentence, namely obeying the maxim of wisdom; the exclamation sentence, namely obeying the maxim of wisdom; and language politeness in the interaction of students to lecturers in the form of declarative sentences, namely obeying the maxim of generosity and agreement; interrogative sentences, namely obeying the maxim of generosity; the exclamation sentence, namely obeying the maxim of wisdom; and the form of politeness in the interaction of students to students in the form of declarative sentences, namely the maxim of wisdom, generosity, agreement and sympathy; interrogative sentences, namely the maxim of wisdom and sympathy; imperative sentence, namely the maxim of wisdom; exclamation sentence, namely the maxim of wisdom. Based on the results of the study it can be concluded that the use of politeness in the formal setting is very useful for people's lives, including in the education side.
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Susanti, Ratna, Sumarlam Sumarlam, Djatmika Djatmika, and Muhammad Rohmadi. "STUDENTS-LECTURER(S’) SPEECH ACTS IN THE ACADEMIC PRACTICAL TEACHING SITUATED-COMMUNICATION." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 13, no. 1 (2020): 84. http://dx.doi.org/10.26858/retorika.v13i1.11707.
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This study aims to explore the language politeness in an academic situated interaction between student-students and lecturer(s)-students the polytechnic campus environment mediated by the Javanese cultural background, accurately to describe the reprimand speech acts used as a typical politeness expression; to explain the context following the use of speech acts as a form of politeness in classroom interaction between students and lecturers in academic activities. This study was conducted in Polytechnic Indonusa of Surakarta, Indonesia.The results show that the language used by the lecture and students in communicating are considered polite where the amount of politeness maxims application is much higher when compared to the violation of the maxims. Another result is the level of politeness of students with Javanese cultural background is covering tatakrama and andhapasor.
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Wida, Estika. "PERILAKU KOMUNIKASI MAHASISWA DI MESSENGER APPLICATION." Interaksi: Jurnal Ilmu Komunikasi 6, no. 2 (2017): 20. http://dx.doi.org/10.14710/interaksi.6.2.20-26.
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ABSTRACTThe presence of messenger application makes communication between lecturers and students easier, but in fact the ease gives negative impact so that the ethics should be owned by the students have decreased. At the time of contacting the lecturers, some of them did not say hello, introduced themselves, used informal language and were pushy. The purpose of this research is to know the student communication behavior in messenger application. Theory used is Theory of Communication Competence, Management of Anxiety and Uncertainty Theory and Computer Mediated Communication Theory. The research method is qualitative using case study data analysis. The results of this research that communicating with the lecturer using an informal language, calling a lecturer, not introducing himself, no apology does not mean the student is not polite. Familiarity, self-disclosure, and the environment shared between lecturers and students influence communication behavior. Students who have intimacy and openness communicate in a relaxed manner, but unlike students who lack familiarity and openness with the lecturers so that they communicate rigidly and reluctantly. Students decided to using whatsapp because is more effective and more personal. Communication competencies held by students are at the conscious competence stage, where students realize that they are able to understand, maintain and overcome how to communicate with lecturers. Students overcome their concerns before contacting lecturers using anxiety reduction and uncertainty strategies, 1) Passive strategy (students observing lecturers’ behavior when communicating in class), 2) Active Strategy (students ask senior lecturers), and 3) Interactive Strategy (students ask directly to the lecturer about the character of the lecturer).Keywords : Communication behavior, student, messenger application, lecturers.
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Amelia, Mike. "GAYA BAHASA MAHASISWA DALAM MEMINTA IZIN MELALUI SMS DAN RESPON DOSEN." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 9, no. 1 (2015): 37. http://dx.doi.org/10.24036/ld.v9i1.6259.
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One effect of the development communication and technology is infinite space and time in doing communication. In the past, written communication was done by using letter, but nowadays communication can be done quickly, easily and cost-effective one. It could be done by using SMS (Short Massage Service). However, it shows the reality of the absence of a clear convention about how to write SMS text creating a style of language, especially among English students of UMMY Solok. Based on the observations and interviews, the writer found that the number of lectureres complained about the contents of SMS text messages sent by students primarily in asking permission to lecturers. This coupled with the increasingly widespread slang languange often used by students. This indicates that the language used in students’ SMS requested permission from the lecturers are still having problems. The aim of this study was to analyze the style of language used in SMS while student requested permission from lecturers and in order to find out lecturers’ respond to the SMS. This research is a descriptive study that takes data from SMS text English department students that have been collected during one semester semester 2014/2015. Data were also obtained based on the interview to the English language lecturer. This study is expected to be the basis of empirical how ethical language student asked permission in the use of SMS medium to lecturers and also gives contribution to the development of instructional media, especially in English corespondence subject for English Department. Keywords: Language style, SMS, English Student.
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Rahayu, Dwi, and Chusna Apriyanti. "OVERCOMING LISTENING PROBLEMS RELATED TO LISTENERS’ PSYCHOLOGICAL CHARACTERISTICS AS A WAY TO ENHANCE GOOD ATTITUDE TOWARD ENGLISH LANGUAGE TEACHING." UAD TEFL International Conference 1 (November 20, 2017): 184. http://dx.doi.org/10.12928/utic.v1.166.2017.
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This paper aims to know the listening problems related to listeners’ psychological characteristics and the strategies to solve those problems. The researchers used descriptive qualitative research design. The data are collected through observation and giving questionnaire to the students on listening class of English Education Study Program grade I STKIP PGRI Pacitan academic year 2016-2017. The result shows that there are five problems related to psychological characteristic. First, the students feel nervous and worried when they do not understand the spoken text. Second, the students have difficulties in understanding the spoken text, which is of their interest. Third, they stop listening when they have problems in understanding a listening text. Fourth, they feel disappointed when they do not have total comprehension. Fifth, before listening, they fear that they cannot understand the text. Based on these problems, the lecturer gives some solving strategies. First, the lecturer provides the text based on the students’ level and ages. This is also related to the vocabularies ability. Second, the lecturer provides listening tasks that arouse students’ interest. The lecturer gives different inputs, such radio, TV, songs, lectures, advertisement. Third, the lecturer gives extra time in each section to motivate the students in answering the task. Fourth, the lecturer provides listening task’s background knowledge. Besides, the lecturer gives feedback to increase students’ motivation. Fifth, lecturer should encourage their students to develop listening strategies, such as predicting, asking for clarification, and using non-verbal cues to improve learners’ listening comprehension ability.
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Widowati, Dyah Mustika Nency, Kodrat Iman Satoto, and Kurniawan Teguh Martono. "Pembuatan Portal Kegiatan Perkuliahan Bagi Dosen Sistem Komputer UNDIP." Jurnal Teknologi dan Sistem Komputer 2, no. 2 (2014): 157–61. http://dx.doi.org/10.14710/jtsiskom.2.2.2014.157-161.
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In any lectures, the lecturer must fill journal lectures. Journal of the activity is used to determine the subject matter of the lecture material delivered. In addition as an evaluation if there is material that has not been delivered. Each journal lectures will be always monitored by the Head of the Department to meet its obligations if the lecturers in teaching or not. In the process of implementation, all lectures still be entered manually using paper. It made less cumbersome and complicates monitoring of the Head of Department to monitor any lectures . So the need for making the portal lectures to assist monitoring and lectures journal entry. Making these lectures portals using PHP programming language and MySQL database . As well as using the waterfall method and blackbox testing . Waterfall method includes user requirements, analysis, design, implementation and testing. Blackbox testing is used to test the program without the test of functional design specifications and program code. Used also Entity Relationship Diagram, Data Flow Diagram and in the design of the information system. The results of the application design in the form of web-based desktop application, which is easier for professors to fill any lectures that have been done , knowing the schedule of lectures and the material that was presented at each meeting. As well as Head of the Department to facilitate monitoring any existing faculty.
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Widarma, Adi, and Mutia Rahmawan. "Rancang Bangun Sistem Informasi Rekam Jejak Dosen Berbasis WEB (Studi Kasus : Fakultas Teknik Universitas Asahan)." JURNAL TEKNOLOGI INFORMASI 2, no. 1 (2018): 37. http://dx.doi.org/10.36294/jurti.v2i1.406.
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Abstract - The web-based lecturer track record information system application at the Asahan University Faculty of Engineering which has been designed serves as an information that aims to place data storage media to increase lecturers' functional positions. With this application, the Faculty of Engineering of the University of Asahan conducts monitoring or equalizing data and has a recording / recording of all important data of lecturers in carrying out promotions. Based on the theoretical basis and the analysis of programming used with PHP programming language with Notepad ++ editor and database using XAMPP, resulting in a lecturer track record program that aims as an information system tool for storing lecturers for web-based functional promotion and this application is used online at Faculty of Engineering, Asahan University. Keywords - Lecturer Track Record, Information System, WEB
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Čulić-Viskota, Adelija, and Maciej Denc. "From Content-Centeredness to Learner-Centeredness in Teaching English for Specific Purposes." Transactions on Maritime Science 5, no. 2 (2016): 172–78. http://dx.doi.org/10.7225/toms.v05.n02.008.
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Student / learner-created or student / learner-centred / generated content in the teaching of languages for specific purposes (LSP) is one of the possible ways-out of the intricate maze in which LSP lecturers often find themselves when dealing with a professional content different from their own. Lecturers of languages for specific purposes, mostly experts in linguistics or literature of a foreign language, are usually faced with professions different from theirs when they start their LSP adventure and are forced to master to a certain extent the profession whose language they intend to teach. Still, keeping abreast with the latest in a profession different from the LSP lecturers' own is a demanding and often hardly feasible task. Maritime English (ME) is used in an environment to which ME lecturers hardly have access, i.e. on board ocean-going and inland craft worldwide. The lecturer has to take a detour, insist on eliciting information from the professionals in the field and keep pace with the actual language requirements to meet. It still remains difficult to find adequate content for LSP purposes as the lecturer feels like a hurdles runner in a different profession field. Students interested in their future profession can often do better in this sense and should be engaged in the creation of course materials and their presentation in class. LSP lecturers should remain in their own field of the (language) coach, while students should actually run their race through the LSP course. Some ideas based in Maritime English are presented as an example of why and how student-created / centred content has become one of the principal approaches in the teaching / learning of Maritime English at the Faculty of Maritime Studies (FMS) in Split, Croatia and Gdynia Maritime University (GMU) in Gdynia, Poland.
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Puspita Sari, Ria Dwi, Sarwiji Suwandi, and St Y. Slamet. "FACTUAL AND EXISTENTIAL PRESUPPOSITIONS IN INTERACTION AMONG LECTURERS AND STUDENTS OF INDONESIAN LANGUAGE EDUCATION DEPARTMENT AT UNIVERSITAS SEBELAS MARET." Humanus 16, no. 2 (2017): 201. http://dx.doi.org/10.24036/humanus.v16i2.7975.
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The same presupposition in the interaction among lecturers and students become important in order to achieve the goals and create a conducive learning environment. This study aims to describe and explain factual and existential presuppositions in the interaction among lecturers and students of Indonesian Language Education, Sebelas Maret University. This research is a qualitative research by using pragmatic approach. Sources of data are in the form of speech events in the classroom, as well as informants ie lecturers and sixth-semester students. Data collection techniques are observations, interviews, listening without getting involved in the conversation, record and note. Validation of data use triangulation of data sources, methods and theories. The data analysis used extralingual equivalent technique with an advanced connecting and comparing technique. The results of this study indicate that the factual presuppositions are manifested in several contexts, they are (1) the lecturer apologies for coming late; (2) the lecturer give assessment; (3) the lecturer answer student's questions; (4) the lecturer explain the course material; (5) students answer questions; (6) students apologize for mistyped in lesson plan; (7) students describe material during microteaching practice. Existential awareness can be manifested in (1) the lecturer commented on the students' appearances microteaching practices; (2) the lecturer explained the material; (3) the lecturer suggest learning references; (4) the lecturer provide an example.Keywords: factual presupposition, existential presupposition, classroom interaction, lecturePRAANGGAPAN FAKTUAL DAN EKSISTENSIAL DALAM INTERAKSI DOSEN DAN MAHASISWA PENDIDIKAN BAHASA INDONESIA UNIVERSITAS SEBELAS MARETAbstrakPraanggapan yang sama dalam interaksi antara dosen dan mahasiswa menjadi hal penting agar tercapai tujuan dan terwujud suasana pembelajaran yang kondusif. Penelitian ini bertujuan mendeskripsikan dan menjelaskan praanggapan faktual dan eksistensial dalam interaksi antara dosen dan mahasiswa Pendidikan Bahasa Indonesia (PBI) Universitas Sebelas Maret (UNS). Penelitian ini adalah kualitatif dengan pendekatan pragmatik. Sumber data berupa peristiwa tutur dalam pembelajaran di kelas, serta informan yakni dosen dan mahasiswa PBI UNS. Teknik pengumpulan data adalah observasi, wawancara, simak bebas libat cakap, rekam dan catat. Validasi data menggunakan trianggulasi sumber data, metode dan teori. Analisis data menggunakan teknik padan ekstralingual dengan teknik lanjutan Hubung Banding Menyamakan (HBS). Hasil Penelitian ini menunjukkan bahwa praanggapan faktual berwujud dalam beberapa konteks, yakni (1) dosen meminta maaf karena datang terlambat; (2) dosen memberikan nilai untuk jawaban mahasiswa; (3) dosen menjawab pertanyaan mahasiswa; (4) dosen menjelaskan materi perkuliahan; (5) mahasiswa menjawab pertanyaan dari dosen; (6) mahasiswa meminta maaf karena kesalahan di RPP; (7) mahasiswa menjelaskan materi saat praktik microteaching. Praanggapan eksistensial dapat berwujud dalam (1) dosen mengomentari penampilan mahasiswa ketika praktik microteaching: (2) dosen menjelaskan materi pada mahasiswa; (3) dosen menyarankan referensi belajar; (4) dosen memberikan contoh.Kata Kunci: praanggapan faktual, praanggapan eksistensial, interaksi kelas, perkuliahan
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Putra, Deri Marse, Gunadi Widi Nurcahyo, and Yuhandri Yunus. "Objektivitas Sumber Daya Dosen Menggunakan Metode Weight Product (Studi Kasus di Universitas Putra Indonesia YPTK Padang)." Jurnal Informatika Ekonomi Bisnis 2, no. 1 (2020): 27–31. http://dx.doi.org/10.37034/infeb.v2i1.20.
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Lecturers as one of the human resources who have an important role in higher education activities need to be maintained the quality of their performance. One of the activities carried out is evaluating and ranking lecturers to improve the quality of performance. There needs to be a Decision Support System that can help in assessing and evaluating lecturer performance. One method in decision support is the Weight Product Method. The purpose of this research is to create a decision support system to determine the best lecturers and rank of each lecturer. The subjects of this study were lecturers at Putra Indonesia University YPTK Padang using a data sample of 5 lecturers. Data collection techniques used in this study were observation and interviews. Comparison of the results of calculations carried out manually with the results of calculations using the Weight Product method of 5 sample data used found the best lecturer with a vector V value of 0.0819. This decision support system was created using the PHP programming language and MySQL database. So that this research is more efficient because the time required in the calculation is shorter and produces the best lecturer choice that matches the criteria.
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Soro, Suharyanto H. "English Vocabulary in the Mind of Student." International Journal of Nusantara Islam 7, no. 2 (2019): 150–59. http://dx.doi.org/10.15575/ijni.v7i2.5802.
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Lecturer plays an important role in teaching Englishas a foreign language, in spite of the success of teaching English itself depends on the many factors, one of them is students’ participation in the English class. In the other words, the teaching of English becomes useful and more systematically when the lecturer is fully aware of the aims and values of teaching of English subject since the core principle of any teaching is “know what you do and only do what you know”. Hence it is essential to understand the aims and values of teaching English. In linguistics study,performance and competence are different, competence is study about language rules in the abstract form or one’s capacity to use a language, while performance is the application of one’s ability in the concrete form, or the actual application of this competence in speaking or listening. Chomsky (1965:18) said that performance is the effect or the application of competence. Further he said that clearly, the actual data of linguistic performance will provide much evidence for determining the correctness of hypotheses about underlining linguistic structure. Notice the following figure. The data collection procedures in the present study are based on classroom participant observation, student interviews, and questionnaire are the primary sources of data collection. As a point of departure, unstructured interviews conducted with English and students to gain initial understanding of the learning English as a foreign language. This also serves as a pilot study, paving the way for designing the guidelines for the semi structured individual interviews. Notes taken in these unstructured interviews were included in the data analysis. Taking lecture involves the lecturer and the students in formal setting. Lecturer is one who transfers special knowledge (English teaching materials) to his students in form of academic setting. They are engaged in academic norms, for example lecturer has qualified education (magister or doctorate degree) and the students have already registered their status as a university student. The lecturer’s function is threefold. In the presentation stage of the material, the lecturer serves as a model, setting up situations in which the need for the target structure is created and modeling the new structure for students to repeat. The lecturer was required to be skillful manipulator, using questions, commands, and other cues to elicit correct sentences from the students. The students wanted the lecturer to give more opportunities for English practice. They can learn from mistakes and develop in real situation. Role play is one of methods can be applied in teaching English. The students like this methods (96%) because they can imitate and practice their English pronunciation.
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Sukhomlinova, Marina. "Peculiarities of the Compositional Structure of the Text of the English-Language Academic Lecture." Vestnik of Northern (Arctic) Federal University. Series Humanitarian and Social Sciences, no. 4 (September 21, 2021): 83–92. http://dx.doi.org/10.37482/2687-1505-v119.
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The academic lecture is considered to be one of the basic genres of modern English-language academic discourse. The study of the compositional structure of the lecture text is extremely important, since a correctly arranged composition contributes to a better presentation of the topic by the lecturer and systemic learning of the material by the students. The purpose of this research was to identify the compositional features of the text of the English-language academic lecture. To achieve this goal, eight English-language lectures on the humanities were selected and carefully analysed. In the course of the analysis, phases of the lecture were singled out, the hierarchy of its elements was revealed, and the composition matrix of the lecture text was built. The main compositional elements of the lecture are as follows: the pre-text part (title complex), the text part (introduction, body, and conclusion) and the aftertext part (references and expression of gratitude for attention). As a result, the author proved that the lecture text has a matrix structure, whose elements are nonuniform, each being designed to perform its own specific function. The compositional-semantic structure of the lecture captures the movement from the “old” knowledge to the “new”. Further, English-language lectures demonstrate both strong and weak positions. This means that some elements in the text are more important than others. At the same time, the strong position does not have to be rigidly connected with the structure of the text. The following are regarded as strong positions: title of the lecture, names of its subsections, beginning and end of subsections, introductory and closing parts of the lecture, conclusions, semantic repetitions of key information, questions-and-answers part, and in-text references.
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Lestari, Yunda. "Lecturer Talks: Classroom Interaction’s Identifying." INTERNATIONAL JOURNAL OF LANGUAGE TEACHING AND EDUCATION 1, no. 1 (2018): 45–49. http://dx.doi.org/10.22437/ijolte.v1i1.4597.
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This study aimed to find out what category of lecturer talks applied by lecturers in classroom interaction. This study was a descriptive survey. The participants were chosen by using purposive sampling technique where there were four English lecturers who taught at Second Semester Class of English Department of Baturaja University in the academic year of 2016/2017. The data were taken through observation, questionnaire and interview. Camera recorder and checklist were the instruments used in this study. The data were identified by using FLINT (Foreign Language Interaction) system as developed by Moskowitz (1971). The result of the study showed that the total of frequencies the deals with feeling were 9 or 1.6%, praises or encourages were 57 or 9.9%, uses ideas of students were 42 or 7.3%, asks questions were 199 or 34.6%, gives information were 92 or 16%, gives directions were 151 or 26.3% and criticizes student behavior were 25 or 4.3%. In conclusion, the category of lecturer applied by lecturers was asks questions in classroom interaction that the best ways to develop their role as an initiator and strategies that promote interaction in classroom activity.
 Keywords: Classroom Interaction, Lecturer Talks, FLINT
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Nicolai, Katherine. "Adam Ferguson's Pedagogy and his Engagement with Stoicism." Journal of Scottish Philosophy 12, no. 2 (2014): 199–212. http://dx.doi.org/10.3366/jsp.2014.0071.
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Adam Ferguson, lecturer of moral philosophy at the University of Edinburgh (1764–1785), was one of the leading figures of the Scottish Enlightenment. His published works, however, have sometimes been dismissed as derivative and viewed as less important than some of his contemporaries, because of his reliance on ancient Stoic philosophy. An analysis of Ferguson's lecture notes, conversely, demonstrates Stoicism's pedagogical function. Rather than adopting Stoic principles, Ferguson used their terminology to teach philosophical concepts. Ferguson's nuanced discussion of ancient philosophy in his lectures demonstrated his critiques of the ancient schools and his purpose for employing their language throughout his texts.
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Brasfield, James. "Lecturer." College English 50, no. 5 (1988): 519. http://dx.doi.org/10.2307/377488.
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Sukartini, Firman Surya, Welsi Haslina, Yusnani, and Ulfi Maryati. "Aplikasi Pelaporan Kelebihan Jam Mengajar Jurusan Akuntansi PNP." Akuntansi dan Manajemen 15, no. 2 (2020): 43–49. http://dx.doi.org/10.30630/jam.v15i2.18.
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This study aims to create a database application program that is able to process data on lecturer course activities and generate reports on the calculation of teaching fees periodically during the pandemic which requires lecturers to report lecture activities online. The system design method approach used is prototyping, namely by creating a program that most closely resembles user needs in a relatively short time. The prototype was generated using the Microsoft Access 2010 database application. The selection of microsoft access to create a prototype was based on the availability of complete facilities in Microsoft Access to design table relations, input forms, query processing, reports and the visual basic programming language for applications. Google Forms used to receive lecture data input online. The application development stages consist of design, testing and implementation stages. This application has succeeded in providing the right solution for the Padang State Polytechnic Accounting Department during the pandemic in calculating and reporting lecture activities and lecturers teaching fees.
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Nurizzati, Yeti. "Persepsi Mahasiswa Tentang Penyelenggaraan Program Intensif Bahasa pada Pusat Pengembangan Bahasa." At-Tarbawi: Jurnal Kajian Kependidikan Islam 2, no. 2 (2017): 141. http://dx.doi.org/10.22515/attarbawi.v2i2.830.
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Abstract: Language Development Center (PPB) IAIN Syekh Nurjati Cirebon is one of the Technical Implementation Unit of higher education related to intensive English and Arabic development program. All students from semester one to four must follow and graduate on this program. Assessment of the implementation of this program based on student perceptions of 100 samples is an evaluative study conducted by researchers. Using a questionnaire as a research instrument, it contains input, process, output, lecturers and staff indicators in the learning process. From the research results obtained conclusion that the assessment of the implementation of language intensive program on PPB IAIN Syekh Nurjati Cirebon based on students' perceptions goes pretty well. Most of the students considered that the lecturers of PPB had prepared the teaching well, mastered the taught material, and the exam questions were in accordance with the taught material. Some things that need to be improved are intensive course lectures held on Saturday Sunday, late module distribution, team teaching implementation that has not been optimal, and poor lecturer behavior. Keywords: Language intensive program, Perception
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Suwiryo, Adhika Irlang, and Ellis R. Artyana. "Sign Language Interpreting in English Language Teaching for a Deaf Student: A case study." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 1 (2018): 1–16. http://dx.doi.org/10.25170/ijelt.v13i1.1447.
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This paper discusses the case of appropriating a teaching approach as a response to the needs of a Deaf student registering to an English Department of a State University in Depok. The study particularly looks at the sign language interpreting practice in the classroom. In the teaching and learning process, the sign language interpreter has a significant role in transferring the course materials from the lecturer. In other words, the interpreter becomes one important factor for the student's achievement in acquiring the target language. However, there are several challenges faced by the interpreter in delivering the teaching content, such as, speech tempo, the usage of determiners (this, that), the usage of media, classroom preparation, and language differences (English and BISINDO—the natural sign language used by the Deaf community in Indonesia). The aim of this paper is to provide a clear picture concerning 1) sign language interpreting process in English teaching classroom, 2) the coordination of interpreter and lecturer(s), both in classroom preparation as well as teaching process, and 3) challenges experienced by the interpreter. Questionnaire and in-depth interviews are used with the lecturers, the student, and the interpreter in order to elicit as well as acknowledge the data related to the classroom preparation and teaching process. Data were transcribed, coded, and analyzed following interpretive paradigm. The results of this research offer suggestions in sign language interpreting process in English teaching classroom.
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Mancho-Barés, Guzman, and Marta Aguilar-Pérez. "EMI lecturers’ practices in correcting English." Journal of Immersion and Content-Based Language Education 8, no. 2 (2020): 257–84. http://dx.doi.org/10.1075/jicb.19011.man.
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Abstract Research on English-medium instruction (EMI) has pointed to lecturers’ refusal to teach or correct English. This study seeks empirical evidence to investigate the extent to which content lecturers’ assessment practices align with their expressed beliefs regarding language teaching. Drawing on three types of data – a questionnaire, interviews and students’ exams – we aimed at finding and exploring EMI lecturers’ written corrective feedback (WCF) as part of language assessment practices. Findings suggest that while EMI content lecturers repeatedly express their refusal to teach English, their actual teaching practices show evidence of some provision of language-related feedback. These findings are discussed against university language education policy. A gate opener lecturer profile is identified whose corrective feedback creates opportunities for correctly using disciplinary English.
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Hudia, Hudia. "English Course Handouts Using Text-Based Language Teaching for Students at Budidaya Tanamanan Perkebunan Politeknik Pertanian Negeri Payakumbuh." International Journal of Educational Dynamics 1, no. 1 (2019): 10–17. http://dx.doi.org/10.24036/ijeds.v1i1.41.
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This study is entitled English Course Handouts Using Text-Based Language Teaching for Students at Budidaya Tanamanan Perkebunan Politeknik Pertanian Negeri Payakumbuh with Research and Development type. The subjects of this study were first semester students in the Department of Plantation Plant Cultivation, two lecturers of English Language courses, and two chairmen of Study Programs in the departmental environment. The instruments used were questionnaires, interview guides, and product validation sheets. The results of the study indicated that the current English language lecture material is General English which was not in accordance with the needs of students learning the language. Thus, it was necessary to develop English language material that can help students achieve learning targets. Text-based language teaching was used as a basis for learning because students need reading skills in English references to support their academic abilities. Other skills can be trained through activities that come from reading material in each handout. The products produced from this study are categorized as "valid" after being validated by experts with a score of 78.48 with a scale of 100. Student perceptions of handouts that are tested in a limited manner were interesting, easy to understand, and able to help them understand the lecture material given by the lecturer.
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Sulistiani, Lisan, and Oscar Karnalim. "An Embedding Technique for Language-Independent Lecturer-Oriented Program Visualization." EMITTER International Journal of Engineering Technology 6, no. 1 (2018): 92–104. http://dx.doi.org/10.24003/emitter.v6i1.234.
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Nowadays, programming is a promising skill to be learned; the demand of programmer is increased. To align with such trend, several Program Visualization (PV) tools have been developed. Using such tool, user can learn how a particular program works through interactive and descriptive visualization. However, most of the tools are language-dependent: they use either language-dependent debugger or code to generate visualization. Such dependency may become a problem when a program written in new programming language is incorporated. Therefore, this paper proposes an embedding technique to handle given issue. To incorporate new programming language, it only needs five language-dependent features to be set. In general, our proposed technique works in threefold: embedding some statements to target program, generating visualization states by running the program with console commands, and visualizing given program based on generated visualization states. According to our evaluation, proposed technique is able to incorporate program written in any programming languages as long as those languages provide required language-dependent features. Further, it is practical to be used since it still have the benefits of conventional PV even though it is designed as a language-independent PV.
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Chairuddin, Chairuddin, and Maulana Yusuf Aditya. "The implication of bilingualism in EFL classroom: An investigation of teaching and learning in English department." Journal of Research on English and Language Learning (J-REaLL) 2, no. 1 (2021): 184. http://dx.doi.org/10.33474/j-reall.v2i1.9352.
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Bilingualism is used as a cover term for multilingualism, too – speaking more than two languages. Some researchers use the term plurilingualism for speaking more than two languages. few bilinguals are as proficient in any second language as they are in their first language. This research aims to determine the implication of bilingualism in EFL classroom. Descriptive qualitative is used as a research approach and its application uses phenomenology methods. The findings showed that the implication of bilingualism to students’ speaking. The implication is about interact and apply the lecturer’ utterance. It can be said this implication related to the students’ understanding of the word meaning in speaking. Second implication from the observation data is about students’ comprehension in a certain word, such as compounding. The lecturer used bilingualism to explain the meaning of the word. By using Bahasa, the students were easier to understand the lecturer statement. In this case, the students knew what the lecturer’ uttered and finally they could know the meaning of the word. Keywords: bilingualism; implication; EFL classroom; teaching and learning
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Tran, Thi Hoai Thu. "Perceived Impact of EMI on Students’ Language Proficiency in Vietnamese Tertiary EFL Contexts." IAFOR Journal of Education 9, no. 3 (2021): 7–24. http://dx.doi.org/10.22492/ije.9.3.01.
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English as a Medium of Instruction (EMI) has been widely adopted at the tertiary level in non-English speaking countries and Vietnam is no exception. Vietnamese universities and the Vietnamese government have anticipated significant linguistic benefits for student outcomes through the implementation of EMI. Using a mixed-methods design of surveys, interviews, and focus groups with students and lecturers at six Vietnamese universities, this study investigates lecturer and student perceptions of the impacts of EMI on students’ language proficiency in Vietnam. The study indicates that both students and lecturers were optimistic about students’ language improvement. This study recommends some implications for students, lecturers, and further research regarding EMI in the Vietnamese EFL context. Among the recommendations to emerge from this study, assessment on students’ language ability before they commence EMI courses and lecturers’ adequate language competence for EMI programs should be considered.
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Et.al, Zuraini Ramli. "A Case Study of Translanguagingin Bilingual Teaching and Learning in Public Universities in Malaysia." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 381–89. http://dx.doi.org/10.17762/turcomat.v12i3.742.
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This study aims to explore the cross-language learning, referred astranslanguaging in bilingual teaching and learning(T&L) at the level of higher learning institutions, through the analysis of case studies conducted at three Public Universities (UA) in Malaysia. This study uses a case study method involving three lecturers in three UAs in Malaysia. Data is derived from audio recordings of three lectures per lecturer, in-class observations, as well as interviews with lecturers and a group of students from each class.Alllecture recordings and interviews were transcribed and qualitatively analysed.This study shows that translanguaging occurs in all recorded T&L sessions.Translanguagingbecomes the practice for bothlecturers and students as it encourages students to be more interactive and responsive and to prepare students to join the broaderscientific community on an international level.This study is equally crucial for both partiessince the use of a language other than the medium of instruction should be given space in T&L in public universities which uses English as the medium of instruction.
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Setia, Lutfiyah Dwi. "IMPLEMENTASI SISTEM PENJADWALAN MATA KULIAH BERBASIS WEB." Jurnal Ilmiah Informatika 2, no. 1 (2017): 117–20. http://dx.doi.org/10.35316/jimi.v2i1.462.
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The process of scheduling the course is a routine activity beginning of the academic year at vocational college. General consideration in the preparation of the schedule is the request of the lecturer concerned can not teach at any given time. The absence of lecture schedules and examinations simultaneously between lecturers, class, space or lecture time. Therefore the scheduling application in arranging the course schedule is built to accommodate various aspects of the above considerations. This application is built based on the web using PHP programming language with MySql database by following the rules of design and implementation of information systems and rules of preparation of the schedule of courses at Vocational High School .. Development of this scheduling application of the future course is needed to be implemented on each course, so scheduling process can be set more valid.
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Asy’ari, Moh Hasyim. "Implementasi Media Edmodo Dalam Mata Kuliah Bahasa Arab Di IAI Nazhatut Thullab Sampang." Al-Irfan : Journal of Arabic Literature and Islamic Studies 3, no. 2 (2020): 258–72. http://dx.doi.org/10.36835/al-irfan.v3i2.4018.
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This research is entitled "the implementation of Edmodo media in Arabic language courses at IAI Nazhatut Thullab Sampang. And the purpose of this study is to describe: 1)process of learning Arabic courses with Edmodo media at IAI Nazhatut Thullab Sampang, 2)constraints on applying Edmodo media in learning Arabic courses at IAI Nazhatut Thullab Sampang. In this study, researchers used a qualitative research methodology, while the location of this study was in the campus of IAI Nazhatut Thullab Sampang, in this study the researchers obtained data from the study program, semester 1 students of MPI study program, Arabic language lecturers, and observational data that would be carried out by researchers, as well as the written data that researchers need. Researchers use data collection procedures, data analysis, and checking validity. The results of this study are: 1) Arabic language lecturers submit lecture contracts to be worked on for one semester. Then the Arabic language lecturer explained about Edmodo media to students, the Arabic language instructor told students to create an Edmodo account using a Gmail account. and with the various features in Edmodo Arabic language lecturers can provide exercises such as sending Arabic language videos to improve their specific language and student experience, it makes it easier for students to learn Arabic. 2)in the use of edmodo media when the network is not good because some students in their homes in the countryside, accompanied by students' lack of understanding of the use of edmodo such as functions rather than features contained in edmodo, thus hampering the process of learning Arabic.