As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure.
The article attempts to examine the importance of balancing linguistic competence and teaching performance in learning and teaching English as a foreign language. It explains, how important is for English of a foreign language has good knowledge of grammar and vocabulary (linguistic competence) as well as strategies or methods (performance) to help students in their classroom. To reach this goal, it is suggested that EFL teachers should be continuously in professional development training to develop these skills.
The article attempts to examine the importance of balancing linguistic competence and teaching performance in learning and teaching English as a foreign language. It explains, how important is for English of a foreign language has good knowledge of grammar and vocabulary (linguistic competence) as well as strategies or methods (performance) to help students in their classroom. To reach this goal, it is suggested that EFL teachers should be continuously in professional development training to develop these skills.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Teacher Professional Development in Indonesia: What Have Learned So Far?Iwan Syahril
This brief presentation describes what we have learned about teacher professional development in Indonesia from a literature review. After that using the key findings in the body of knowledge of teacher education, I situate 5 cases of teacher professional development programs in Indonesia. These key findings about what makes a good and effective professional development highlights not only the key features but also the importance of having a clear PD pedagogy (theory of action). Some suggestions are proposed towards the end about how to conduct teacher professional development in Indonesian context.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Reasons of Problems in Writing class in the tertiary level of Bangladeshinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Effectiveness of Cooperative Learning in Enhancing Students’ Essay Writing Sk...inventionjournals
Language teaching in the modern era needs to be underpinned by some language learning theories which can have the potential to define the origin of the target language, its application, formation as well as understanding of as to how that language can be taught and learnt successfully. Keeping this perspective in view, the current study was undertaken by employing cooperative learning theory to enhance the writing skills of the intermediate students. The study was conducted to investigate the role of cooperative learning strategies on the writing skills of the intermediate students in the M.A.O College, Lahore, Pakistan. Total 90 science students enrolled in the said college participated in the study. In order to ascertain whether both experimental and control group students had significant difference in their overall mean scores, the pre and post-test were given to both groups. The quantitative data thus gathered was processed in the SPSS version 22 whereby Independent Samples t-test was applied to determine the difference between the overall mean scores of both groups. The findings indicated that both groups had significant difference in their overall mean scores on the post-tests. The experimental group outperformed the control group by scoring higher than the control group.
This study aims to form a lecturer achievement index model based on student perceptions by looking
at the caseality relationship between latent variables, namely professional, social, personality and pedagogical
competencies of lecturers
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Teacher Professional Development in Indonesia: What Have Learned So Far?Iwan Syahril
This brief presentation describes what we have learned about teacher professional development in Indonesia from a literature review. After that using the key findings in the body of knowledge of teacher education, I situate 5 cases of teacher professional development programs in Indonesia. These key findings about what makes a good and effective professional development highlights not only the key features but also the importance of having a clear PD pedagogy (theory of action). Some suggestions are proposed towards the end about how to conduct teacher professional development in Indonesian context.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Reasons of Problems in Writing class in the tertiary level of Bangladeshinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Effectiveness of Cooperative Learning in Enhancing Students’ Essay Writing Sk...inventionjournals
Language teaching in the modern era needs to be underpinned by some language learning theories which can have the potential to define the origin of the target language, its application, formation as well as understanding of as to how that language can be taught and learnt successfully. Keeping this perspective in view, the current study was undertaken by employing cooperative learning theory to enhance the writing skills of the intermediate students. The study was conducted to investigate the role of cooperative learning strategies on the writing skills of the intermediate students in the M.A.O College, Lahore, Pakistan. Total 90 science students enrolled in the said college participated in the study. In order to ascertain whether both experimental and control group students had significant difference in their overall mean scores, the pre and post-test were given to both groups. The quantitative data thus gathered was processed in the SPSS version 22 whereby Independent Samples t-test was applied to determine the difference between the overall mean scores of both groups. The findings indicated that both groups had significant difference in their overall mean scores on the post-tests. The experimental group outperformed the control group by scoring higher than the control group.
This study aims to form a lecturer achievement index model based on student perceptions by looking
at the caseality relationship between latent variables, namely professional, social, personality and pedagogical
competencies of lecturers
IntroductionThe purpose of writing this research is to know .docxBHANU281672
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teach?
How important do you think the professional development plan is ...
the impact of the professional development plan on teachers in KSA.docxkailynochseu
the impact of the professional development plan on teachers in KSA
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teac.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Process of Teaching and Learning in the University, Setting From Studentinventionjournals
ABSTRACT:The university teacher must respond to the current challenges for quality education therefore must have a specific teaching professional profile to meet the expectations of the authorities, parents and students. The study aimed to describe the perception of students about the process of teaching and learning they receive and their expectations of teacher performance. The study was conducted with all third semester students are studying Bachelor of Athletic Training offered by the State University of Sonora. The population surveyed was 136 students. The gathering of information was through a questionnaire with open questions to facilitate student expression on the object of study. The interest of the students to develop in a balanced way the theoretical and practical elements required in the professional field, calling for more attention to the work applied to the race in both cases is identified. The profile of university teaching focuses on social, emotional, organizational and teaching skills. The need for teaching with sufficient demand to stimulate the academic performance, but flexible and understanding at the required times is emphasized.
This study investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students' motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes.
Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.
The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.
The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.
The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.
This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.
The students need to be fluent in speaking to express their ideas and what they think in their minds also to communicate with others. As a matter of fact, speaking using Bahasa is not a big deal for students since it is their mother tongue, but as they have to speak in English, it becomes a big problem. They can’t imagine what they want to speak, they are afraid and unconfident if they try to speak English. Therefore the teacher should provide the students' motivation to speak up and use the appropriate method in teaching speaking. Photovoice is a suitable method using a camera for supporting the process of teaching-learning. The purpose of the study is to identify the effect of using Photovoice on speaking skills at the secondary school level. We used a speaking test to complete and process the data. The participants of the study were the students at the secondary level. The outcome of the study revealed that the students who taught using Photovoice had better skills in speaking English than the students who were not taught using Photovoice. Through this method, the students become interested and active during the study. They seemed to enjoy and excited about an exhibition or presentation.
This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.
The present study aimed at exploring the abstracts of research articles written by non-native English researchers to uncover the specific characteristics of academic vocabulary employed in the English research articles abstracts.It focuses on frequency and coverage distribution of the words from the Academic Word List (Coxhead, 2000) in the abstracts of research articles. The source of data for this corpus study was gathered from 97 abstracts written by the EFL researchers and published by the Journal Pendidikan dan Kebudayaan Missio at STKIP St. Paulus Ruteng from 2015 until 2018. The results of this study revealed that the coverage of K1, the first most frequent 1000 English words, is the most dominant lexical items applied by the researchers. It covered 71.33% of the texts. The representation of lexical items that belong to K2, the second most frequent 1000 English words, covered 5.44% of all the words used by the writers in their abstracts. Moreover, the presence of Academic Word List, which refers to a list of 570 word families that are commonly found in academic texts and Off-list, which refers to the words that do not belong to K1 or K2 because it is related to certain field, has slight difference over all of the texts where the former covers 11.95% and the later covers 11.26%. As far as the findings of the present study are concerned, the room for some improvements on academic words applied in the abstracts need to pay attention.
English department students of IAIN Pekalongan have many shortcomings in memorizing vocabulary. This is evidenced by our observations when students are speaking in front of the class. Sometimes, students are confused about conveying information they want to deliver because they are constrained by a lack of memorization of vocabulary. The situation happens when students must use English in active discussions. So far, the students tend to memorize vocabulary. Besides that, vocabulary books are less effective and less interesting because it only relies on the use of language skills. One way to learn vocabulary in a simple way is through codenames game. This game provides many vocabularies that must be guessed by the players in a team. Then, another player should describe the word to be guessed. So, this research’s questions are how the codenames game is implemented due to learning English in a fun way. By reflecting the question, the purpose of this research is to provide information on the implementation of codenames game which helps English department students of IAIN Pekalongan enrich and build their vocabulary through a fun way using game cards. Based on our observation, the result showed that applying the codenames game could enrich the students’ vocabularies, be an alternative entertainer so that the students do not easily get bored, and strengthen the students’ memory. Thus, it can be concluded that playing codenames game promotes a helping way to enrich and build the students’ vocabulary.
This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.
Designing a test is an uneasy task. It is proven by the fact that many teachers find difficulties in designing a good test. The present article attempts to review the English school exam in Indonesia and present an example of the test design of a midterm reading test for junior high school students in Semarang. To this end, firstly, a sample of test script of the school exam for JHS students in Semarang in the academic year 2017/2018 was reviewed. The review of the test shows that creating a good quality of test items still become a concern for English teachers as they made some grammatical errors. Consecutively, a midterm reading test was also designed and administered in a junior high school in Semarang, Central Java. Then, the test designed was evaluated by considering the validity, reliability, and practicality as suggested by (Brown & Abeywickrama, 2010). The administration of the test and evaluation show some weaknesses; therefore, the suggestions for the betterment of the test design are also made, such as revising some test items with a very low facility index and negative discrimination index. This study implicates pedagogically the teachers to train students on how to summarize and paraphrase since these skills underrepresented.
In the era of globalization, people around the world can have interaction for satisfying their goal in any aspect of life, such as business, politics, social and culture, education, etc. for that reason, the need of English proficiency as a global language becomes a priority. Therefore, it is compulsory for all students in formal education to learn it. In university level, students of the non-English department must study English with varied purposes, depending on their major, at least for two credits. Generally, it is taught to support the basic major or discipline. Consequently, the materials are designed based on their needs, especially later when they get jobs. For this reason, the material adapted is called ESP (English for Specific Purposes) which aims at preparing students to meet the demands of the workplace, i.e. the English skills. It should be more contextual, real life for now and the future. If the material is authentic and in accordance with the needs of learners, they will likely be ready to work as the demands of the employer. With these objectives, the English materials need to be adjusted to the needs of users (stakeholders) so that after graduating from universities, freshmen can directly work or create jobs according to their expertise. This research aims to describe students’ perception of English teaching materials for Management department. A survey was conducted to second-semester students of Management department of Universitas Muria Kudus. The result of the study reveals that the students have a positive perspective on the teaching materials of English for Management Business II. They think affirmatively that the materials have been selected properly in terms of material attraction, usefulness, authenticity, variety, level of difficulty, language skill proportion and the discussed topics. In other words, the materials are appropriate for satisfying Management department students’ need to prepare their future. The implication is the materials should be revised by adding more reading texts of Business English and providing more vocabulary tasks in the real context.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.
This paper highlighted how extremely English language learning that sometimes seemed threatening pupils in the classroom where they were unable to express much attention and confidence. They quantitatively got the worst score for this subject due to several aspects that must be comprehended by students: pronunciation, grammatical structure, vocabulary, and intonation. As long as, students participated in the teaching-learning process, they had standardly done all of the assessment. Therefore, teachers here as the facilitator or counselor should redesign the classroom’s atmosphere and its method; instead, it would invite students to show their best performance. Community Language Learning (CLL) displayed how effectively and efficiently English should be taught. Thus, this research is qualitatively reported to observe how CLL was able to increase the students’ speaking skill in the Material of Remedial Learning for students’ eight grade in SMP Multazam with the total number of 26 students. An observation sheet and the score ranking sheet were as data collection to consider the names. A fluency, a pronunciation, an expression, a vocabulary, and content were the instrument to analysis their performance. This study was Classroom Action Research which revealed that the students are comfortable in joining learning’s experience, and its effects to their competence in speaking skill with the amount of enhancement through 2 cycles; post-test 1 and post-test 2. CLL was considered to be an effective method since it contributed to the prominent effect of speaking skill.
More from Vision: Journal for Language and Foreign Language Learning (17)
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Vocational Teachers Challenges in Developing Their Professional Competence in Indramayu
1. The Vocational Teachers Challenges in Developing Their
Professional Competence
Indra Yoga Prawiro
Wiralodra University
yogaprawiro@gmail.com
ABSTRACT
This study focuses on investigating the challenges of
vocational teachers in developing their professional competence.
This study describes kinds of challenges that the teachers have faced
to develop their professional competence. This study used
qualitative as the approach and case study as its research design. The
subjects of this study were five ESP teachers who have been
teaching in Vocational Schools in Indramayu at least for about 5
years. To collect the data, the writer used open-ended questionnaire,
interview and test. The data analysis was conducted in several ways.
The data from questionnaire were analyzed in several steps, there
are coding, analyzing and interpreting. Then, the data from
interview were transcribed and the data from the test were analyzed
qualitatively. The result of the study shows that there are some
challenges faced by the teachers in developing their professional
competence. Those challenges are the availability of seminars and
workshops in their city, the less support from the institution and the
lack of facilities and infrastructure.
Introduction
In Indonesia, since decades ago, the education movements have been introduced to
develop the quality of the people. The Indonesian government works so hard to create
a marvelous design of education that can form an excellent generation with good
knowledge, massive skill and likeable behavior. In order to reach those purposes, the
government should focus on the development of secondary school because secondary
education is a bridge for young people from the school area to the work area.
According to UNESCO’s Director General, expanding secondary schooling is a
minimum entitlement for equipping youth with the knowledge and skills they need
to secure decent livelihoods in today’s globalized world. Without opportunities for
secondary education, children have little chance to improve their livelihoods and give
contribution to the progress of the world.
ARTICLE HISTORY
Received 23 October 2019
Accepted 25 November 2019
KEYWORDS
Professional competence
development; challenges; and
vocational teachers
VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING, 2019
VOL.8, NO.2, 169-180
http://dx.doi.org/10.21580/vjv9i14436
2. Indra Yoga Prawiro | 170
However, teaching in secondary schools especially in vocational schoolshave
been criticized as ineffective in preparing competent individuals (Bedi and Sharma,
2006: 2 ;Davidson, 2006: 3). Secondary school students are claimed to finish school
as unprepared individuals who fail to demonstrate competencies in work and life
(Benson, 2005: 3) and hence become a burden for their societies (Shahzad, 2007: 2).
Teaching and learning in secondary schools are also claimed to produce only
temporary knowledge and skills that are used only in answering examinations
(Malekela, 2000: 4; Wedgwood, 2006: 9). Therefore, we need also to prepare
appropriate teachers to teach our students a secondary level. The teachers need a deep
knowledge of how to teach their specific subject (Krauss et al., 2008: 3; Shulman,
1987: 12), for effective practice in diverse, multicultural, inclusive learning
environments.
In order to minimize those challenges, our government has also made the
standardized competencies that should be mastered by the teachers; those are
pedagogic, personal, social and professional competence (Act 14/2005 article 10). The
first, pedagogical competence is the ability of teachers to understand the dynamics of
the learning process. The second, professional competence can be explained as the
mastery of learning materials, mastery of curriculum content and substance of
scientific subjects philosophically (Jamal, 2009:157). The third, personal competence
is the ability of teachers to demonstrate attitudes and personality that can be imitated
and obeyed by their students. The last, social competence is the ability of teachers to
interact and communicate. Therefore, in accordance with the explanation above, this
study attempts to know the challenges of vocational teachers in developing their
professional competence.
Literature Review
Teacher Competencies
The existence of qualified teacher in improving education is really important. Several
studies have shown that the quality of the individual teacher is one of the most
significant variables influencing how much progress students make in schools,
Hanushek&Rivkin (2006: 1053). Teacher determines how the success of the students.
In his/her hands the students are guided to be what really they are. How good the
curriculum in education system, the final execution is on teacher’s mind and
performance. That is why when new curriculum is launched, teacher becomes one who
determines its success.
Besides academic qualification, teacher should have competencies as well. The
regulation from national education ministry also regulate about the competencies that
should be owned by a teacher. A competence is described as ‘a complex combination
of knowledge, skills, understanding, values, attitudes and desire which lead to
3. 171 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
effective, embodied human action in the world, in a particular domain’ (Crick,
2008:313). Competence is therefore distinguished from skill, which is defined as the
ability to perform complex acts with ease, precision and adaptability.
As it is stated in Permendiknas No.16 year 2007 that the competencies of teacher
are: 1. Pedagogical competence, 2. Personal competence, 3. Professional competence
and 4 social competence. Therefore, in Indonesia a teacher can be called as qualified
teacher when those four main competencies are mastered.
Professional Competence
Teachers can be popular just because they are friendly and helpful, but to be truly
professional and effective they need other qualities. One of requirements that should
be achieved by the teachers is knowledge. The statement is in line with Schon (1983:
25) who explained professional Competence as factual knowledge and the ability to
solve the challenges with clear-cut solution: it is defined by the ability to manage
ambiguous challenges, tolerate uncertainty, and make decisions with limited
information. Whereas, Jamal (2009: 157) stated that professional competence is the
mastery of learning materials is broad and deep, covering mastery of curriculum
content and substance of scientific subjects philosophically. Therefore, based on those
explanations, it can be concluded that professional competence is the ability to mastery
the knowledge and information in order to teach the students in the class, face the
challenges in the process of learning and also learn the new things in teaching.
However, there are some qualities that teachers should be prioritized to support
teachers’ professional development. Richards & Farrell (2005: 9) described a number
of areas of professional development may be identified:
1) The ability of teachers to mastery subject knowledge of lesson. Some knowledge
that should be increased includes: increasing knowledge of the disciplinary basis
of TESOL-that is, English grammar, discourse analysis, phonology, testing
second language acquisition research, methodology, curriculum development, and
the other areas that define the professional knowledge base of language teaching.
2) The knowledge of teachers to master the new areas of teaching, adding to one’s
repertoire of teaching specializations, improving ability to teach different skill
areas to learners of different ages and backgrounds.
3) The knowledge of oneself as a teacher. It includes the knowledge of teachers about
his/her strengths and weaknesses.
4) The ability of teachers in understanding their learners. It includes deepening
understanding of learners, learning styles, learners’ problems and difficulties,
ways of making content more accessible to learners.
5) The ability of teachers in understanding the curriculum and materials. It includes
deepening understanding of curriculum and curriculum alternatives, use and
development of instructional materials.
4. Indra Yoga Prawiro | 172
6) The understanding of teachers in developing their career. It includes acquisition
of the knowledge and expertise necessary for personal advancement and
promotion, including supervisory and mentoring skills,
In this case, Richards and Farrell explained several area of development. From
the statements above it can be seen that the focus of development process in
professional competence is on developing knowledge and increasing the
understanding. The teachers, as the primary informant in the class, have to
continuously upgrade their knowledge because the curriculum is always changing and
the goal of education is always extended.
The Process for Professional Competence Development
Professional development should be designed around research-documented practices
that enable educators to develop the skills necessary to implement what they are
learning. Thus, the process of professional development should also be based on sound
educational practice such as contextual teaching (Joyce & Showers, 2002: 2). The
contextual teaching presents information in familiar contexts and in contexts in which
the information is useful, Marzano, et al. (2001: 51). It is effective because it takes
advantage of the fact that learning occurs best when learners process new information
or knowledge in such a way that it makes sense to them in their own frames of
reference. Therefore, it can be concluded that the process of professional development
should be based on the understanding of the teachers that the development process is
used to support their carrier in teaching. When the teachers start to develop their
competence, they will learn what the weaknesses of them are. This condition will make
the teachers realize to seek kind of method that is appropriate for them to solve the
challenges.
Teaching Vocational Students
As an important and distinctive branch of English Language Teaching (ELT), English
for Specific Purposes focuses on practical aspects derived from needs analysis, genre
analysis and effective communication. The extraordinary growth of this discipline is
also a result of the developments in economy, industry, commerce and
communications. The scientific discoveries and technical innovations of the
“information age” have triggered bilingual and multilingual communication to become
a significant issue in our modern society.
Consequently, there has been an increased demand for language courses and new
approaches to language teaching/learning foreign languages. Furthermore, Hutchinson
and Waters (1987: 18) explain that ESP is not a matter of teaching specialized varieties
of English. ESP is not just a matter of science words and grammar for Scientists, Hotel
words and grammar for Hotel staff and so on. ESP is not different in kind from any
5. 173 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
other form of language teaching in that it should be based in the first instance on
principles of effective and efficient learning.
Johns & Price-Machado (2001: 44) explained English for Specific Purposes
(ESP) as a movement based on the proposition that language teaching should be
tailored to the specific learning and language use needs of identified groups of
students. Whereas, Robinson (1991: 3) described ESP as normally ‘goal-directed’ and
it’s developed based on a need analysis which aim to specify what exactly it is that the
students have to do through the medium of English, and a number of characteristics
which explain that ESP courses are generally constrained by a limited time period in
which their objectives have to achieved and are taught to adults in homogenous classes
in terms of the work or specialist studies that the students are involved in.
Methodology
In this study, the writer used descriptive qualitative research that was case study, as
the research design to explore and describes the issue based on the individual
perspectives. This study is describing and explaining a phenomenon among the
English teachers in vocational schools who graduated from English department of
Wiralodra University. This study is individually describing the challenges of
Vocational teachers in developing their professional competence. The individual
differences become one of the targets in describing that phenomenon.
Findings and Discussions
According to the interview session and questionnaire there are three major challenges
that the 1st
teacher found in developing her professional competence. The first is her
lack of understanding towards the 2013 curriculum. In the interview session, she stated
that she has taught by using 2013 curriculum for one semester. In her opinion, it is
difficult for her to understand the scoring system of 2013 curriculum. Besides, it takes
times to fill the score; she also thinks that it is so complicated. Inthe interview session,
she stated that
The scoring system also in 2013 curriculum is really hard...for me because I...I
cannot understand the scoring system of 2013 curriculum.
Although she has followed the workshop of 2013 curriculum, she thinks that it
is not effective to make the teacher understand the curriculum. She understands that
the changing curriculum is used to improve the quality of education in Indonesia but
the government needs an extra time to prepare it before its implementation in the
school. In the interview session she stated that:
Yeah it’s always being controversial for every changing in this country right? So
I think...the government should more wise...more wise to consider or to make
6. Indra Yoga Prawiro | 174
...to make the new rules, especially for education, the government don’t...don’t
only think the product of the students but also think about how teacher work.
She suggested the government make the priority in improving the quality of
education in Indonesia, because the one who takes bigger responsibility is the teacher.
Then another problem she found in the field when she tries to develop her knowledge
and information is the limited access of internet because most of the material, video
and etc. that the 1st
teacher needed are taken from the internet. therefore, minimum
access of internet becomes the challenges in developing her knowledge.
Then another problem that she found is limited access to join seminars or
workshops. As a teacher who teaches in small city like Indramayu, the 1st
teacher
cannot easily find an English seminar that can increase her knowledge in teaching
English. She stated that
Yeah...major thing is...I think it was the information that I got is...is not...good
...I mean there are rare information about the seminar itself even if I got,
sometimes...the seminar...was held in the other...in out of town so I should...I
mean I should have more money right.
So even though, the 1st
teacher understands the importance of seminar in
developing her professional competence, she cannot deny her personal needs and
financial capability in joining seminars.
Furthermore, The 2nd
teacher explains several challenges that she found during
the professional competence development. The first is related to the financial
challenges. As apart-time teacher, it is very hard for her to join seminars and pay it by
herself
Yes I find many challenges in developing my professional competence. One is
because I am still apart-time teacher and have limited financial. Therefore, I
hardly ever attended the seminars outside the city.
Actually workshops or seminars can be used as one of the efforts that should be
followed by the teachers to improve their knowledge. The statement is suppoerted by
Richards and Farrell (2005) who stated that “a workshop is intended to enhance
teachers’ practical skills and help resolve challenges, rather than simply improve
theoretical understanding”. Teachers attending a workshop should therefore come
away with ideas, strategies, techniques, and materials that can be used in their
classrooms. In fact, the 2nd
teacher cannot join seminars or workshops because there is
no regular workshop provided by government in her city. Even if there is any seminar,
it is really burden her when she has to pay the seminarfee by herself.
7. 175 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
Then, the second problem is the lack of facilities and infrastructure in her
Vocational School. As a new State Vocational School in Indramayu, there are many
challenges related to the facilities and infrastructure. For example, there is no Wi-Fi
that can be used to seek the information. Then, concerning minimum number of sound
system and other utilities that can support teaching and learning in the class, 2nd
teacher
stated that
Beside that, facilities and infrastructure in my school are not inadequate to help
me in presenting the material. The changing curriculum is also quite difficult for
me to understand.
The changing curriculum always happens in several countries including in
Indonesia. It is proposed by the government in order to improve the quality of students
in Indonesia. However, the changing always brings its own challenges. One of them is
the readiness of teacher towards the implementation of that curriculum. The 2nd
teacher
stated that she used 2013 curriculum only once. In the interview session she stated that
2nd
Teacher : Okay. I will share it to you Mr. Indra. And then, firstly, I used
school based curriculum in teaching ESP but...I have ever taught
2013 curriculum for about...six months but it is only in one
semester.
Interviewer : Okay. Only one semester ya?
2nd
Teacher : Yes...just one semester. And after that, it is changed again to
the school based curriculum or KTSP.
In addition, she stated that it is really difficult to teach English by using 2013
curriculum, because she only has two hours a week to teach the students. Then there
are too many genre texts in the material. However, the 2nd
teacher feels that it is better
to teach practical English for her students, than the genre based text.
Then, according to the questionnaire, there are two major challenges faced by
the 3rd
teacher. The first is her difficulties in making lesson plan. Lesson plan is one of
important things for the success of teaching and learning process. Without a good
preparation which is written in the lesson plan, it is hard for the teacher to create an
attractive teaching and learning class. In the questionnaire, she stated that
Yes, I found some challenges. The challenges was from me as a teacher, because
I felt it is still difficult to understand or to make a good lesson plan, so it will
give effect in teaching material/ teaching process. And the second from the
school itself.
8. Indra Yoga Prawiro | 176
Therefore, it can be concluded if the 3rd
teacher knows her weaknesses in
creating a good lesson plan, she knows the importance of lesson plan for her teaching.
Hence, she tries to understand more about the lesson plan. The statement is in line with
Jensen (2001) who stated that “a lesson plan is an extremely useful tool that serves as
a combination guide, resources, and historical document reflecting our teaching
philosophy, student population, textbooks, and most importantly, our goals for our
students. It can also be used as a map that guides us in knowing what we want to do
next”.
The second problem is the support from the school. This problem is really
common in developing countries such as Indonesia. The school and even government
have weaknesses in developing the teachers’ competences. For example, most of
workshops or seminars organized by government are held only in the beginning when
they release the new curriculum. But after that, the teachers are given total “freedom”
to elaborate their understanding with the need in the field. Indonesian’s teachers have
become accustomed with that situation. However, it can be one of the biggest
challenges for the teachers in the school.
Additionally, as a new teacher, the 4th
teacher finds some challenges. He thinks
that his knowledge and information in teaching ESP is still low, for example towards
the information in IT and automotive field. In the questionnaire he stated that
Yes I face some challenges. When I try to develop my professional competence.
Honestly I don’t know well about the name or the thing in IT and automotive.
However I must learn it well to make the students understand what is actually I
explaining about. Lack of seminar and workshop which concern with
professional competence in teaching ESP makes me find out the point of my
understanding autodidact.
The different material in Vocational school and general school is one of the
challenges for the teacher because not all of the teachers in Indonesia are prepared to
become an ESP teacher. The specific information in specific field sometimes makes
the teacher little bit hesitant in teaching. The new teacher in ESP sometimes cannot
separate whether he should teach English language in specific field or teach specific
information in using English language.
Actually after a year teaching in that school, the 4th
teacher is known never
joinseminars or workshops. Actually seminars and workshops can be one of the ways
of new teacher to enhance his knowledge. The statement is supported by Richards and
Farrell (2005) who stated that workshop take teachers out of the classroom to a forum
where they can share challenges and concern with colleagues or teachers from different
school. They also can serve to rekindle teachers’ enthusiasm for teaching. The
concentrated nature of a workshop also helps to maintain participants’ interest level.
However according to statement above, it can be concluded that the 4th
teacher has
9. 177 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
been aware about the importance of seminar or workshop on his career, even though
until right now, he never joins those seminars and workshops.
Moreover, The 5th
teacher explainssomechallenges in developing her
professional competence. She thinks that the seminar is rarely held in her city. The
seminar which is organized by the government can also be counted by her fingers. In
the interview session, she stated that
And then because sometime it is little bit.. not sometime but it is often difficult
for me to follow the seminar outside of the place that I live because you know
the government… mmm… ask the teacher to teach twenty four hours and it
means in a week we must teach six day and it is difficult for us to go out of the
town and then if in a month we have free absent in teaching, therefore, the
certification’s fund we cannot get it so there are many,, there are many obstacle
that we have to develop in my opinion something like that … yeah.. and the
following the seminar if it is available in our town I guess this is the effort that I
can do.
Other problem is her availability in joining seminars. As a teacher who got
certification, it is difficult for her in letting the class because she has responsibility to
teach twenty four hours. When she cannot come to the class, she will get the penalty
from the government that is lost her certification’s fund. Therefore, it is dilemma for
many teachers. As a certification teacher, she needs to develop her knowledge and
information because that program is created to make the teacher more responsible in
teaching, more knowledgeable in delivering the material, and other positive goals
written by the government. In fact, the program is enchaining the teacher to develop
her knowledge. When the teachers have to teach twenty four hours, it means that they
have to teach six days in a week. These conditions make the 5th
teacher difficult to
develop her knowledge through seminars or workshops.
The Table 1 shows the challenges faced by the vocational teachers in developing
their professional competence.
Table 1. Teachers’ Challenges in Developing their Professional Competence
Teacher Challenges
1st 1. Lack of understanding in the implementation of 2013 Curriculum.
2. Limited access of the internet.
3. Limited access to join seminar or workshop in her city.
2nd 1. The challenges to join the seminar or workshop.
2. Lack of facilities and infrastructures to support her development.
10. Indra Yoga Prawiro | 178
3. The difficulties in understanding the new curriculum.
3rd 1. The difficulties in making and developing the lesson plan.
2. Minimum support from the school to develop her competencies.
4th 1. As a new teacher in his school, he thinks that he has limited
knowledge and information towards ESP teaching.
2. Difficulties in finding seminar or workshop in his city to develop his
knowledge.
5th 1. She rarely joins the seminar and workshop.
2. The availability of her in joining the seminar or workshop outside the
city.
Conclusions
Most of the challenge of ESP teachers in developing their professional competence
isthe availability of seminars or workshops in their city. Actually, most of the teachers
understand and have the will to join seminars or workshops to develop their
knowledge. However, not all of the teachers get those opportunities. This statement is
in line with Richards and Farrell (2005) who explained seminar as a session or series
of sessions in which group of experienced people discuss an issue and exchange
information and experience. The second challenge which is usually faced by the
teachers is the support from the schools or institutions. Most of the teachers explained
that there is no program created by the schools to send their teachers to join the seminar
or workshop. Therefore, when the teachers want to join the seminar or workshop, they
have to find and pay by themselves. The last challenge is about the facilities and
infrastructure in the school. The teachers stated that to improve their knowledge and
information, sometimes they need to bring or provide it by themselves. For example,
when they need internet access in the school but the internet network is down. Hence,
they need to provide it by themselves.
11. 179 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
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