ETERNAL (English Teaching Journal)最新文献

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Effect of Personality and Learning Motivation on Students’ English Reading Skills 性格和学习动机对学生英语阅读能力的影响

ETERNAL (English Teaching Journal) Pub Date : 2024-02-15 DOI: 10.26877/eternal.v15i1.350

Dela Safitri, Suryadi Suryadi

{"title":"Effect of Personality and Learning Motivation on Students’ English Reading Skills","authors":"Dela Safitri, Suryadi Suryadi","doi":"10.26877/eternal.v15i1.350","DOIUrl":"https://doi.org/10.26877/eternal.v15i1.350","url":null,"abstract":"The study aims to explore the influence of personality and learning motivation on students' English reading skills. Individual personality can play an important role in the learning process, while learning motivation is a key factor that affects student skill levels. The study involved the participation of students from a variety of backgrounds, using quantitative methods to collect data through questionnaires and experiments using 2x2 design factorials. Students with more open personalities tend to show improvements in their reading skills. Moreover, learning motivation also has a significant impact on reading skills, with students with high motivation tending to have better reading skill levels. The population in this study was class XI of SMAN 1 Bojonegara with samples selected by random sampling which amounted to 68 students. The instruments used were test and questionnaire with the form of 20 multiple choice questions and 30 questionnaire. For data collection techniques in this study using test and questionnaire. The results showed a significant effect between student personality and learning motviation on students reading skill. The F0 value is 5.072 and Sig. is 0.028 < 0.05. Thus, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. That is, there is an interaction between student personality and learning motivation on students reading skill","PeriodicalId":518046,"journal":{"name":"ETERNAL (English Teaching Journal)","volume":"94 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140527967","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

Critical Digital Pedagogy’s Framework: Lecturer’s Voices to Analysis the Incorporation of Discord Tool in Higher Education 批判性数字教学法的框架：讲师分析将 Discord 工具纳入高等教育的声音

ETERNAL (English Teaching Journal) Pub Date : 2024-02-15 DOI: 10.26877/eternal.v15i1.353

Kenny Shania Lestari R, Utami Widiati, Francisca Maria Ivone

{"title":"Critical Digital Pedagogy’s Framework: Lecturer’s Voices to Analysis the Incorporation of Discord Tool in Higher Education","authors":"Kenny Shania Lestari R, Utami Widiati, Francisca Maria Ivone","doi":"10.26877/eternal.v15i1.353","DOIUrl":"https://doi.org/10.26877/eternal.v15i1.353","url":null,"abstract":"Critical pedagogy can be reflected in the situation when the learners become social transformers of their community and world, and when they critically construct knowledge. The prior researchers s only evaluated discrepancies in gender and age. Freire and Brown's framework also verified the feasibility and reliability of implementing CDP. However, general skills and unspecific digital tools drove the reader's bias and ambiguity. Consequently, the purposes of the study aim to connect previous topics in different contexts, addressing the gap and providing a critical analysis. Especially, English lectures in certain skills and specific digital tools would be needed to know critical pedagogy's intentional implementation or unintentional presence in the ELT realm. Three concerns were highlighted to guide the researchers to do the research; the essential aspect of pedagogy that has and has not been involved yet in online learning and the factors of age and gender that might influence the learning. Th researchers s used qualitative method, especially observation and questionnaire instruments to get the data of the incorporation of the Discord tool of critical pedagogy in the higher education domain. The findings reveals that the implementation a critical pedagogy of Discord tool and the discrepancies of age and gender that influence the online meeting.","PeriodicalId":518046,"journal":{"name":"ETERNAL (English Teaching Journal)","volume":"195 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140527697","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