ethanporcaro/eric-fulltext-meta huggingface dataset:
An Evaluation Paradox: The Issues of Test Validity in the Realm of Writing Test as the Final School Examination in the Indonesian Senior High School Milieu
Author: Imamyartha, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Writing Tests,Writing Evaluation,Exit Examinations,Evaluation Problems,Interviews,Data Analysis,Educational Objectives,National Curriculum,Language Tests,English (Second Language),Case Studies,Construct Validity,Scoring,Test Validity

Even though there are four English language skills in the Indonesia's national curriculum at upper secondary schools, each of these skills is given an unequal emphasis since only reading and listening skills are formally tested in the national examination. Although writing competence possesses a particular stake as the determinant of students' achievement after students undergo a three-year education at the upper secondary school level, it appears that the existing writing tests are low in terms of test validity, as demonstrated by a preliminary study. A further study is carried out to probe the issues of test validity by deploying the framework of test validity, which pertains to theory-based validity, context validity, scoring validity, criterion-related validity, and consequential validity in the scrutiny of the existing writing tests. It is revealed that the current writing tests are fraught with validity problems in all of these facets of test validity. This is corroborated by interview data in the preliminary study and the analysis of the existing writing tests. These particular issues obviously evoke an ambivalence between the exalted educational objectives in the national curricula and the edifice of English assessment. Based on the findings, several implications and directions rise for future praxis of writing assessment. A bibliography is included.
Corrections on Grammar, Sentence Variety and Developing Detail to Qualify Academic Essay of Indonesian Learners
Author: Solikhah, Imroatus
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Essays,Writing Difficulties,Error Correction,Error Patterns,Grammar,Sentences,Sentence Structure,Writing Evaluation,Writing Instruction,Statistical Analysis,Writing Improvement

This experimental research examines: (1) significant differences of corrections on grammar, sentence variety and developing details on the quality of the essay by Indonesian learners; and (2) different effect of corrections on grammar, sentence variety, and developing details on the quality of the essay. Treatments for each were served as follows: corrections on grammar for the group A (22), corrections on sentence variety for the group B (20), and corrections on the developing details for the group C (24). Data were analyzed using One-Way Anova Test. The study revealed: (1) As the teaching technique, corrections on grammar, sentence variety and developing details were significantly different; (2) Contribution on the differences respectively came from sentence variety (t=4.377), developing details (t=3.933), and grammar (t=3.756). Upon beta test, contribution varied from sentence variety (58.5%), developing details (46.5%), and grammar (38.6%). Evidently, sentence variety is the most dominant technique to improve quality of the essay up to 58.5%. A bibliography is included.
Not Just Communication: Parent-Teacher Conversations in an English High School
Author: Bilton, Richard
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,High Schools,Parent Teacher Conferences,Interpersonal Communication,Case Studies,Discourse Analysis,Audio Equipment,Interviews,Context Effect,High School Students,Classification,Parent Participation,Barriers,Intervention,Student Behavior,Behavior Modification

In this article we report case study research which focused on the nature of parent-teacher conversations at one English high school. Our research aims were to discover what parents and teachers said to each other during these events and examine how they constructed their talk. Audio recordings of parent-teacher meetings/conferences were analyzed using conversation analysis (CA). One-to-one interviews with parents, students, and teachers, academic reports, and school records were also used as supporting evidence. Our results showed that, when the student was present, parents and teachers frequently joined forces during meetings, working together to seek to modify the child's study habits or conduct. The extent of this behavior was surprising, occurring in almost every conversation in which the student was present. Using Epstein's typology, we suggest that these examples of collaboration might be more accurately described as Type 3 involvement--in-school assistance--rather than Type 2 involvement--communication. We conclude that these meetings can be occasions during which parents and teachers do more than merely exchange information when they meet and talk.
The Effect of Different Feedback on Writing Quality of College Students with Different Cognitive Styles
Author: Wahyuni, Sri
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Feedback (Response),Writing Evaluation,Cognitive Style,Second Language Learning,English (Second Language),Statistical Analysis,Outcomes of Education,Correlation,Writing (Composition)

Feedback provision in the process of writing has been believed that it is beneficial. However, different strategies of providing feedback may affect differently on writing quality of students. This study aimed at investigating the effect of different feedback provision on the writing quality of students having different cognitive styles. By conducting an experimental through a factorial research design, fifty-five of the fourth semester English students of STAIN Kediri were involved in this study. For analyzing the data, a two-way ANOVA was employed. The findings revealed that the effect of different feedback on writing quality of the students does not depend on the students' cognitive styles. The value of the obtained level of significance was .080 that was greater than the significance level 0.05. It means that the effect of feedback provision does not depend on the students' cognitive styles. Then the result of the main effect analysis revealed that there was no significant difference on writing quality of students getting direct corrective feedback and those getting indirect corrective feedback. The obtained level of significance was 0.653 which was greater than significance level 0.05 (? &gt; ?). It means that the different types of feedback given do not make the students' writing quality significantly different. A bibliography is included.
The Relationship among Pre-Service EFL Teachers' Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration
Author: Inayati, Dian
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Language Teachers,Student Attitudes,Teaching Methods,Structural Equation Models,Second Language Learning,Second Language Instruction,English (Second Language),Information Technology,Technology Integration,Statistical Analysis,Questionnaires,Student Surveys,Beliefs,Secondary Education

This paper elucidates the relationship among pre-service teachers' beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationships among beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration by utilizing &quot;structural equation modeling&quot; (SEM). SEM was applied to model the relationships in a set of three domains: beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration. A questionnaire was administered to 103 pre-service EFL teachers who have accomplished their teaching practice in secondary schools. The results of the three types of beliefs obtained from the questionnaire were then analyzed through Structural Equation Model (SEM). It was revealed that there was a significant positive relationship between beliefs about language learning and pedagogical beliefs, and that between the former and beliefs about ICT integration, while a positive correlation between pedagogical beliefs and beliefs about ICT integration was not found. Insightful implications to EFL teaching and learning were discussed. A bibliography is included.
Effect of Students' Term and Educational Institution on the Arising of Indonesian Morphology-Syntactical Interference in ELLT
Author: Nurhayati, Dwi Astuti Wahyu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Morphology (Languages),Syntax,Interference (Language),Undergraduate Students,Majors (Students),English (Second Language),Second Language Learning,Preservice Teachers,Preservice Teacher Education,Observation,Questionnaires,Correlation,Multiple Regression Analysis,English Departments,Scores,Educational Environment,Time on Task,Outcomes of Education

This research examines the two factors which effect on the raising of Indonesian morphology-syntactical interference. It aimed at delineating the potential effect of these two factors on the arising of Indonesian morphology-syntactical interference of undergraduate students majoring in English department of State Islamic Institute of Tulungagung and PGRI teacher training college of Tulungagung. 213 Javanese undergraduate students were selected based on two-step purposive sampling. To collect data, the researcher used observation and questionares in which the participants answered a set of 12 open-ended questions to measure the students' term along with educational institution and Indonesian morphology-syntactical interference. To analyze the data, t-test on correlation and coefficient as well as linier stepwise multiple regressions were conducted through Statistical Package for Social Sciences (SPSS) version 17. Data analysis indicated that the independent variables significantly correlated with Indonesian morphology-syntactical interference. In addition, multiple regressions analysis specified different higher institution as the main contributing variable and students' term as the second one on the arising of Indonesian interference. It also showed that students of English departments of state Islamic institution of Tulungagung got higher scores on the arising of Indonesian morphology-syntactical interference than those of PGRI teacher training college of Tulungagung. The reason may refer to the supporting environment that is higher language exposure. The results highlighted the longer the students' term they have, the lower score on the arising of Indonesian morphology-syntactical interference they produce. A bibliography is included.
Logical Fallacies in Indonesian EFL Learners' Argumentative Writing: Students' Perspectives
Author: El Khoiri, Niamika
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Persuasive Discourse,Writing Assignments,Second Language Instruction,Essays,College Students,Misconceptions,Qualitative Research,Focus Groups

In argumentative writing, the presence of logical fallacy, which can be simply defined as error in reasoning, shows either illegitimate arguments or irrelevant points that will undermine the strength of a claim. Despite its significant role in determining the quality of an argument, the topic of logical fallacy has not been widely explored in the context of EFL, the possible reason being the fact that there are other aspects that need more immediate intervention, such as grammar, organization, or mechanics. The objective of the current study is to identify and discuss logical fallacies in the argumentative writing of Indonesian EFL learners. For this purpose, 40 argumentative essays written by the students of the English Department of State University of Malang were analyzed. An FGD discussion involving students who participated in the essay writing process was organized following the identification of logical fallacies in their writing. The results of the study showed that students still produced a number of logical fallacies in their work, some of which were very basic they can actually be avoided through simple, explicit instruction. A bibliography is included.
Self-Efficacy and Its Relationship with Social Skills and the Quality of Decision-Making among the Students of Prince Sattam Bin Abdul-Aziz University
Author: Al-mehsin, Salama Aqeel
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Decision Making,Interpersonal Competence,Self Efficacy,Questionnaires,Females,Foreign Countries,Correlation,Content Validity,Measures (Individuals),Reliability,Regression (Statistics)

The present study aimed to reveal the self-efficacy and social skills and their relationship to the quality of decision-making at Prince Sattam bin Abdulaziz University students, and determine the extent of the contribution of self-efficacy and social skills to the quality of decision-making. To achieve this, a questionnaire was built to identify self-efficacy, and a questionnaire of social skills, and a questionnaire of decision- making.The study sample was (560) female students from the College of Education in Prince Sattam bin Abdul Aziz University, the study results indicated that the self-efficacy of the study sample was moderate and that the relationship between self-efficiency and social skills and the quality of decision-making was a positive. The findings revealed that the quality of decision-making interpreted about 81.5% of social skills, and it showed a positive statistically significant effect for the quality of decision-making on social skills, and the quality of decision-making interpreted about 69% of self-efficacy, and results also showed a statistically significant positive impact for the quality of decision-making on self-efficacy.
Mutual Benefits of University Athletes Mentoring Elementary Students: Evaluating a University-School District Partnership
Author: Rahill, Stephanie A.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Athletics,Athletes,Mentors,School Districts,Partnerships in Education,School Community Relationship,Grade 4,Mixed Methods Research,Cooperation,College Students,Elementary School Teachers,Elementary School Students,Special Education Teachers,Regular and Special Education Relationship,Student Surveys

This study examined a university-school district partnership intended to increase fourth grade students' awareness of college opportunities and to increase university student-athletes' understanding of the needs in the local community. A mixed methods design was used to evaluate whether the partnership met goals for the fourth grade students, the student-athletes, and teachers that participated. Results indicate student-athletes increased their understanding of their responsibilities as role models and increased their commitment to serving others as an outcome of participating as mentors. The fourth grade teachers reported that their students' participation in the program increased the students' motivation and decreased behavioral issues in the classroom. The fourth grade students reported an increased understanding of the college experience through working with the student-athletes.
Research on the Reform of the Preliminary Course of Architectural Design Based on Innovation &amp; Practice Ability Training
Author: Yuping, Cai
Date: 2017-00-00
Type: Journal Articles
Subjects: Building Design,Architecture,Educational Change,Undergraduate Study,Professional Education,Curriculum Enrichment,Teaching Methods,Training Objectives,Instructional Innovation

The traditional undergraduate education mode of architecture has been unable to adapt to the rapid development of society. Taking the junior professional course of architecture--the preliminary course of architectural design as an example, this paper analyzes the problems existing in the current professional courses of lower grades, puts forward the opinion that the cultivation of innovation &amp; practice ability should be included in the professional training objectives, and the corresponding reforms of the training program and teaching methods should be made, in order to provide the reference for the construction in the basic teaching of architecture.
A Case Study of Elementary School Parents as Agents for Summer Reading Gain: Fostering a Summer Leap and Holding Steady
Author: Parker, Lynette
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Parent Role,Parents as Teachers,Summer Programs,Charter Schools,Empowerment,Action Research,Program Effectiveness,Parent Surveys,Scores,Reading Programs,Reading Tests,Interviews,Administrator Attitudes,Teacher Attitudes,Teacher Role,Cooperation

This case study examines the role of parents as situationally positioned educators during summer months. It illuminates the processes employed by a public charter school to empower parents to support student learning. The study is an action research case study of one school in a small network of schools. The goal was to determine the effectiveness of the summer project involving parents that had been instituted years prior to replace the formal summer school. The study involved a review of parent survey data, student DRA scores, and interviews with school administrators and teachers. The findings demonstrate that when educators serve as mediators and when schools create a culture of collaboration, parents are able to support students during the summer. In this case, parents as school agents fostered a summer leap by which students gained in reading levels or at the very least maintained their learning from the prior school year. Engaging parents as situationally positioned educators may prevent the beginning of the year reteach.
Relationship between Motivation to Achieve and Professional Competence in the Performance of Elementary School Teachers
Author: Sumantri, Mohamad Syarif
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Motivation,Teacher Competencies,Job Performance,Achievement Need,Correlation,Questionnaires,Likert Scales,Regression (Statistics),Hypothesis Testing

This study aims to determine the relationship between achievement motivation and professional competence with regard to the performance of teachers in public elementary schools in Central Java. The quantitative method is used in this study. The results of this study indicate that (1) there is a significant positive relationship between achievement motivation and work performance among elementary school teachers, with a correlation coefficient of 0.961. (2) There is a significant positive relationship between the professional competence and performance of elementary school teachers, with a correlation coefficient of 0.979. (3) There is a significant positive relationship between the achievement motivation and professional competence of teachers (considered together) and the work performance of elementary school teachers, with a correlation coefficient of 0.982 and contribution of 96.4%.
An Examination of High School Social Science Students&apos; Levels Motivation towards Learning Geography
Author: Yildirim, Tahsin
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Student Motivation,Social Sciences,Statistical Analysis,Geography,Gender Differences,Student Interests,Self Esteem,Foreign Countries,Grade 9,Grade 10,Grade 11,Grade 12,Academic Achievement,Learning

This aim of this research was to examine the levels of motivation among high school social science students towards learning geography. The study group consisted of 397 students from different classes at Aksaray Ahmet Cevdet Pasa High School in the College of Social Science. The research was carried out with a scanning model, with data obtained using the Scale for Motivation Towards Learning Geography. In the analysis of the data, the t-test and the one-way analysis of variance (ANOVA) were used. As a result of the research, the levels of motivation among social science students towards learning geography were found to be moderate. From the analysis of the aforementioned scale's subfactors, those related to the interest of students and information acquisition were found to be &quot;undecided,&quot; while the subfactors related to self-confidence and performance were found to be 'in agreement'. It was determined that the level of motivation towards learning geography reported in the findings, with regard to the gender variable, showed a significant difference among male students. In addition, it was indicated that the motivation levels of male students were higher for the subfactors of interest and self-confidence than those of female students. In terms of the subfactors of information acquisition and performance, no significant changes were found in the motivation levels among both male and female students. Analyses based on class level demonstrated that the average scores of the students differ in this context, but that this difference was found to be statistically significant for 11th grade students for the subfactor of self-confidence.
Analysis on the Bullying Tendencies and Value Preferences of High School Students According to Level of Receiving Physical Education and Sports Course
Author: Savucu, Yüksel
Date: 2017-00-00
Type: Journal Articles
Subjects: Bullying,Values,High School Students,Physical Education,Athletics,Student Attitudes,Course Selection (Students),Student Surveys,Statistical Analysis,Student Behavior,Gender Differences,Family Income,Institutional Characteristics,Foreign Countries

The aim of this study was to investigate the bullying tendencies and value preferences of high school students according to the level of taking physical education and sports course. The research population of the study was composed of high school students studying in Yesilyurt and Battalgazi districts of Malatya province during 2013-2014 academic year. Sample stratified sampling method was used in the sample selection. In order to collect the necessary data for the research, Personal Information Form, Schwartz Portrait Values Survey and Bullying Tendencies Scale were used. In the study, the distribution of the scores belonging to dependent variables at the pores of the subunits of the independent variables was analyzed in terms of the assumptions of normality. In the analysis process, non-parametric statistical methods were preferred. For this purpose, data were tested in accordance with the sub-problems of the research using descriptive analysis (mean and standard deviation) and non-parametric analysis such as Mann-Whitney U test and Kruskal Wallis H test. In analysis of the data, statistical package software program was used and the significance level of p&lt;0.05 was taken. A significant level of difference was found between total value scores of students according to their classes and the number physical education and sports courses taken by those students. A significant level of difference was found between total bullying tendency scores of students by their genders, the number physical education and sports courses taken by those students and the students' family income. A significant level of difference was found between total bullying tendency scores of students by the type of schools they attend. A significant level of difference was found between total value scores of students according to the type of schools they attend. A moderate negative relationship was found between the total value scores and total bullying tendency scores of students. Accordingly, as the total value scores of student increase, their bullying tendency scores decrease.