Students’ Perceptions towards English Learning Applications

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This study was conducted to find out students’ perceptions towards English learning applications at Tay Do University. The questionnaire and interview were used as tools to obtain information from the participants in this study who were thirty students from many majors of Tay Do University. The survey used Google forms to get data and information on the Internet through questionnaires. Research resulted showed that students perceived the benefits of English learning apps. In addition, in the process of using the application to learn English, students also felt the positive aspects as well as the limitations of the application. And from the research results, there are also some ideas on how to search, choose as well as how to use the applications to learn English effectively, appropriately and optimally for students.

The Impact of Leadership Style on Teachers’ Organizational Commitment

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The study explores how transformational and transactional leadership styles affect teachers’ commitment in aspects of affective dedication, normative commitment, and continuance commitment. The research utilized the Multifactor Leadership Questionnaire (MLQ) to assess leadership styles of the 80 surveyed high school teachers. The results indicated that transformational and transactional leadership styles only enhanced the emotional attachment teachers have towards the school. Neither transformational nor transactional leadership styles could predict the moral obligation to stay in the school and weigh the benefits of leaving the school. It was recommended that organizational management encourage and inspire teachers through motivation to increase their level of commitment. School leaders and supervisors should prioritize regular leadership training and seminars for effective management to boost teacher commitment.

An Assessment of Safety and Health Issues in Selected Students’ Boarding Houses of Lusaka City

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Safety and health management in learning environments is a growing concern in globally. According to United Nations Children’s Fund (UNICEF, 2009) academic attainment is regarded as a decisive factor that determines educational quality. Therefore, in pursuing such academic attainment, students have the right to learn in a safe and healthy environment. Safety and health in class rooms, student boarding houses or hostels and other learning spaces should be taken care of if learning is to be meaningful. With reference to the argument by UNICEF, this paper explored safety and health issues in selected students’ boarding houses of Lusaka city. Using purposive and simple random sampling, a sample of 25 students living in boarding houses were randomly selected. Data was collected using unstructured interviews and focus group discussion. Data collected was analyzed using descriptive statistics and thematic analysis. This paper established that the selected boarding houses in Lusaka city faced many safety and health challenges such as poor ventilation, fire safety, overcrowding, poor sanitary infrastructure, among others. This study established that as much as the selected boarding houses had put in place safety and health measures, there were still outstanding safety and health concerns. The study recommended that landlords for boarding houses could reduce the number of students in the boarding house to avoid overcrowding. Boarding houses owners should also ensure that waste is collected on regular basis and that boarding house owners to build more sanitary facilities and improve on the sanitation of the boarding house.

Reinforcing Teacher’s Instructional Capability: Web-Designing

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Coronavirus has made the educational system around the world paralyzed, including in Aceh,
Indonesia. The only technique left to manage the teaching-learning process now is by attempting
online learning. This study aims at testing the teachers’ in Nagan Raya in concern to their ability in
web design. This study was carried out in quantitative approach; single group experimental design
where 15 teachers involved in this study as the sample. In the pretest, they were given 10 questions
to see their understanding in web design. Later, after 4 months of treatment, they were given posttest to see their progress. The data collection was clearly done through test: pretest and post-test.
And the data were analyzed using Normality test and T-test in order to test the hypothesis. The
result shows that there is increase in the teachers’ knowledge in relation to web design knowledge.
The score before the treatment was only 38.3 and it increased to 79.3 after the treatment. There is
score inclination for 41.6. additionlly, the t-test result is 4.041 which is still within the critical area,
and conclusively, this proves that there is a significant difference to th teachers’ web design
knowledge before and after the treatment. The implication from the result is that it is important to
host a program to train teachers on how to develop web design because during this pandemic,
websites have been the main sources for learning.

Increasing Multilingual First-Grade Learners’ Online Engagement through Pedagogical Translanguaging

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Engagement is essential to any learning. Engagement allows learners to increase their knowledge,
demonstrate that they have mastered the material. However, language differences are one of the
reasons that prevent learners from actively engaging in online synchronous classes. Specifically, in
the case of multilingual learners, adjustments in the delivery of instruction brought about by the
pandemic present an additional barrier as communication strategies vary between online and faceto-face contact. Thus, this classroom action research aimed to address this gap by employing
pedagogical translanguaging in Mother Tongue-Ilokano classes. Through observations, the
researcher analyzed the translanguaging behaviors of first-graders and outlined a pedagogical
translanguaging approach. Through a Learners’ Online Engagement Rating Scale, the researcher
observed the development in the online engagement of his first graders during the utilization of
pedagogical translanguaging. Considering the observations made before and after employing
pedagogical translanguaging, it can be concluded that pedagogical translanguaging can increase the
online engagement of Multilingual First-Grade Learners. With this finding, employing pedagogical
translanguaging in multilingual classes is recommended. Aside from increasing online engagement,
other benefits of pedagogical translanguaging such as increasing scores, are also suggested.

The Relationship between the Knowledge Level of Farmers and the Effectiveness of the Rice-Farming Business Insurance Program (AUTP) in Pinrang Regency, South Sulawesi, Indonesia

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Several government policies have been made to overcome the risk of crop failure losses that threaten
farmers every planting season. An example is the rice-farming business insurance program (AUTP)
which still has problems in its implementation, especially at the farmer level. Therefore, this study
aims to describe the implementation of the AUTP program and examine the relationship between
farmers’ knowledge levels and the effectiveness of the program in Pinrang Regency. This is a
quantitative-correlational study conducted using a questionnaire as the main instrument. The samples
were farmers selected using the proportionate random sampling method, while data were analyzed
using the descriptive analysis and Spearman Rank correlation. The results showed that the majority
of the farmers’ knowledge was in the category of “do not know” and “not sure know” about the AUTP
program. Meanwhile, the implementation of the AUTP program was in the “less effective” category,
as indicated by the decreasing participation or being limited to only during the planting season. This
implies that there is a significant relationship between farmers’ knowledge level and the effectiveness
of implementing the AUTP program.

Some Non-Linguistic Obstacles in English-Vietnamese Translation

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This paper addresses some non-linguistic hindrances in English-Vietnamese translation, which are
ethical and ideologic obstacles, barriers in censorship and cultural hinderances, to raise the awareness
about potential difficulties in translation and illustrate some ways to overcome these challenges made
by some translators. The findings of the study shows that influences from morality, ideology and
cultural values may hinder translators from rendering English text into Vietnamese and it is necessary
for translators to be highly aware of these non-linguistic obstacles to make good translations which
would not cause confusion or misunderstanding, or be criticized by readers or social activists.
Additionally, the paper also proves that an English sentence may have different Vietnamese
translations because text-based equivalence is not only determined by linguistic factors but also by
people, acting and interacting in a social context, and euphemistic expressions can be used when
there is a conflict between translator’s and author’s ideology or when it is censored but such
expressions should not cause confusion or misunderstanding. In-depth cultural knowledge of the
source language and the target language is also requiried for the reason that it could be a helpful tool
for translators in reserving integrity of the source language and naturalness of the target language

Model of Educating Traditional Cultural Values for English Language Teacher Education Students in Hanoi, Viet Nam

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In the context of international integration, educating youngsters, especially students about traditional
cultural values is of great importance to the sustainable development of a nation. This paper defines
the model of educating students about traditional cultural values from the educational process
perspective. It focuses on proposing the model of traditional cultural value education for students
whose major is English Language Teacher Education in Hanoi, Vietnam. The model proposed
consists of the following main factors: purposes, objectives, content, means of education, educational
resources, educational methods and assessment. The article also concludes that the combination of
the above-mentioned factors in the model can contribute the effectiveness of the traditional cultural
value education process.

Localized Deployment of Pre-Service Teachers: Student-Teachers Experiences in Focus

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Teaching internship provides opportunity to pre-service-teachers to have a full-time teaching
experience in schools under the supervision of a cooperating teacher. Localization deployment of
student-teachers was not a new concept in Education, but it was implemented for the first time at
the Southern Philippines Agri-business and Marine and Aquatic School of Technology
(SPAMAST). This study used the qualitative-phenomenological approach and involved 32 preservice teachers. The results revealed that familiarization, lesser expenses, teachers’ attitudes,
concern for students, and realization were the themes obtained for the benefits of localization while
familiarization, expectation, and temptation w e r e t h e disadvantages. A ppreciation of
students, participation of the learners, and performance of students were themes for the best
experiences. The findings showed that familiarity could have both positive and negative effects to
localized deployment of pre-service teachers. It would lead to animosity and lack of trust and
slackness and carelessness. Pre-service teachers better equipped themselves by setting ground
rules in interacting with students and in communicating with cooperating teachers. The right
monitoring and supervision need to set in place. Localize deployment is a wonderful idea, but
implementers may need to conduct exhaustive preparations which involve the stakeholders.

Oral Reading Miscues among Grade 11 Students in a Technical-Vocational High School

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Reading is important because it’s a way to get messages or information, and through reading, we can
understand it and use it in the future. This paper used a descriptive research design and content
analysis to determine oral reading miscues of Grade 11 senior high school students in Sta. Margarita,
Samar, Philippines. Findings disclosed that 11th graders’ English performance is considered
satisfactory but does not reflect oral communication and modern literature competence. Students
from Electrical Installation and Maintenance have the most oral mistakes. They are not particular
about academics, especially reading, because they prefer technical-vocational skills. Since their track
is not meticulous about vowel and consonant sounds, they self-correct their mispronounced words.
The EIM class has trouble recognizing and understanding content words, and verbs are the hardest
for them to read. Errors in reading verbs may have affected their understanding of the text because
they change sentence meaning. They had trouble recognizing personal pronouns in the text, unlike
academically inclined GA students. Oral reading miscues committed by Grade 11 students have no
significant effect on their academic performance in Oral Communication and are not the direct cause
of low grades in the subject. As oral communication performance activities are required to pass the
subject, anxiety must have affected their performance. Oral reading fluency is not required to
understand literature texts, so their oral reading miscues are not the direct cause of their low grades
in 21st Century Literature. Results also disclosed that oral reading miscues committed by the students
have no significant impact on their overall academic performance in English, but differences in
learners’ learning styles do. Researchers recommend that students and English teachers provide
intensive oral and silent reading exercises in the classroom to improve academic performance in Oral
Communication and 21st Century Literature, especially those TVL-EIM students.