AlTalim Pub Date : 2014-11-19 DOI: 10.15548/JT.V21I3.101

M. Kustati

{"title":"An Analysis of Code-Mixing and Code-Switching in EFL Teaching of Cross Cultural Communication Context","authors":"M. Kustati","doi":"10.15548/JT.V21I3.101","DOIUrl":"https://doi.org/10.15548/JT.V21I3.101","url":null,"abstract":"The objective of the paper is to determine types of code-mixing and code-switching made by teachers and students in EFL cross cultural communication class and to identify reasons for the emergence of code-switching and mixing in the classroom. The data was obtained through observation and in-depth interviews of the second year students of undergraduate program of English in Tarbiyah Faculty, IAIN IB Padang. The finding showed that tag-switching, intra-sentential, inter-sentential, and intra-word were commonly used by EFL teachers and students in classroom. It was also found that the teachers used code-mixing and switching in the process of clarifying certain issues to make them more comprehensible to students. Teachers also do these kinds of switching during their attempt to promote relationship with students, to switch the topic, and to persuade or motivate students to be more engaged in learning English. Meanwhile, the students mix and switch their language to overcome their lack of knowledge of English. It is expected that this study provided empirical evidence to advise on their optimal uses in EFL teaching of State Institute for Islamic Studies. Copyright © 2014 by Al-Ta'lim All right reserved","PeriodicalId":30614,"journal":{"name":"AlTalim","volume":"21 1","pages":"174-182"},"PeriodicalIF":0.0,"publicationDate":"2014-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67468803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

Students’ Extracurricular Activities in Higher Education and Its Effect on Personal Development and Academic Achievement (Case Study In Islamic State University of Suska Riau) 高等教育学生课外活动对个人发展和学业成就的影响(以廖内伊斯兰州立大学为例)

AlTalim Pub Date : 2014-11-19 DOI: 10.15548/JT.V21I3.96

Amirah Diniaty, Annisah Kurniati

{"title":"Students’ Extracurricular Activities in Higher Education and Its Effect on Personal Development and Academic Achievement (Case Study In Islamic State University of Suska Riau)","authors":"Amirah Diniaty, Annisah Kurniati","doi":"10.15548/JT.V21I3.96","DOIUrl":"https://doi.org/10.15548/JT.V21I3.96","url":null,"abstract":"This study investigates the students’ extracurricular activities at Islamic State University of Suska Riau concerning the types and forms of their activities, background of the activity, benefits of extracurricular activities, and its effect on students’ self-development and academic achievement. 300 students who enroll at sixth semester in eight Faculties (Tarbiyah and Teacher’s Training, Sharia and Law, Ushuludin, Dakwah and Communication Sciences, Science and Technology, Psychology, Economics and Social Sciences, Agriculture and Animal Husbandry) were the sample of this study. The data were then processed statistically using percentages and regression of correlation. It was found that the type of extracurricular followed by the students were leadership (70%), those of whom had the motivation to add insight, knowledge and more critical thinking were (44.67%). Some students followed extra-curricular activity because of their solicitation or to follow the main stream (37%), some students did not get financial benefits from the activity (34.67%). Some other respondents felt that they could follow the extracurricular talents, interests and personal abilities (58.67%), and think about their future after graduating from the college (66%). Things need to be followed up by students and university staffs were the more active students who attend the extracurricular activities were the lower achievement ones. Copyright © 2014 by Al-Ta'lim All right reserved","PeriodicalId":30614,"journal":{"name":"AlTalim","volume":"21 1","pages":"161-173"},"PeriodicalIF":0.0,"publicationDate":"2014-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67468951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Supervision on Transference and Counter-Transference Issues for Undergraduate Students’ Counseling Practice at Counseling Department 心理咨询系本科生心理咨询实践中移情与反移情问题的监督

AlTalim Pub Date : 2014-07-19 DOI: 10.15548/JT.V21I2.88

Amirah Diniaty

{"title":"Supervision on Transference and Counter-Transference Issues for Undergraduate Students’ Counseling Practice at Counseling Department","authors":"Amirah Diniaty","doi":"10.15548/JT.V21I2.88","DOIUrl":"https://doi.org/10.15548/JT.V21I2.88","url":null,"abstract":"Undergraduate students should take 4 credits for counseling practice subject in Counseling Department of State Islamic University of Riau. The subject is taken by seventh semester students who conduct counseling practice at senior high school for 3 months. Based on prelimenary study, majority of students acknowledged that they felt nervous to follow this programme. Thus, the problem of transference and counter transference issue for undergraduate students counseling practice must be answered by their supervisions. The result showed that a total of 93% of respondents had positive transference, while 7% of them had negative one. It means that majority of respondents felt positive transference, while internship students faced identification counter transference. It was proved that internship students did not need to have negative thinking of being rejected by the schools. The finding also showed that 97.3% of interenship students faced identification counter transference, while 2,7% of them experienced for unidentification of transfenece. It means that there were a few of them should be supervised to have good counter transference. Supervision format that done by supervisor (university teacher) and tutor (high school teacher) was by conducting monthly meeting and by following up counseling result and writing report. It is recommended that a professional discussion is conducted to discuss problems faced by internship students.","PeriodicalId":30614,"journal":{"name":"AlTalim","volume":"21 1","pages":"112-119"},"PeriodicalIF":0.0,"publicationDate":"2014-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67468118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Professionalism of Certified Teachers in Instructional Process: A Case Study of Secondary School Teachers in Jambi 注册教师在教学过程中的专业性:以占碑市中学教师为例

AlTalim Pub Date : 2014-07-19 DOI: 10.15548/JT.V21I2.85

M. Jailani

引用次数: 0

The Intension of Students' Entrepreneurship in State Polytechnic of Padang 巴东国立职业技术学院学生创业的内涵

AlTalim Pub Date : 2014-07-19 DOI: 10.15548/JT.V21I2.89

R. Rusmadi

引用次数: 0

Multiple Intelligence of the Fourth Year English Department Students of STKIP Abdi Pendidikan Payakumbuh STKIP英语系四年级学生的多元智能

AlTalim Pub Date : 2014-07-19 DOI: 10.15548/JT.V21I2.90

Dwi Settya Mahaputri