scholarly journals The Correlation Between Students’ Reading Anxiety and Their Reading Comprehension in ESP Context

2021 ◽  
Vol 5 (2) ◽  
pp. 15
Author(s):  
Primardiana Hermilia Wijayati ◽  
Nunung Mardianti ◽  
Nurul Murtadho
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Strong Relationship ◽  
Science Students ◽  
Bottom Up ◽  
Reading Anxiety ◽  
Study Results ◽  
Comprehension Score ◽  
Intensive Reading ◽  
The Relationship

This study aimed to analyze the relationship between reading anxiety and reading comprehension of ESP students in Universitas Muhammadiyah Malang. The participants in this study were 50 first-year Governmental Science students who took intensive reading I. This study used correlational design to analyze the relationship between two variables (Reading anxiety and Reading comprehension). In collecting the data, the English Foreign Language Reading Anxiety Inventory (EFLRAI) questionnaire was used to investigate the level and potential causes of reading anxiety. Moreover, in assembling students' reading comprehension data, the researcher constructed a reading comprehension test specifically for governmental science students. Based on the study results, the non-English department students belong to moderate a level of reading anxiety. Specifically, reading anxiety is divided into three main aspects; top-down reading anxiety, bottom-up reading anxiety, and classroom reading anxiety. It was found out that the most potent sources of reading anxiety were in bottom-up reading anxiety, namely unclear-meaning vocabulary in English written text. Regarding students reading comprehension level, the ESP students have a low reading comprehension score. Besides, the research findings illustrated that there is a negative moderate-strong relationship between reading anxiety and Comprehension of ESP students. In means, the higher anxiety the students have, the lower their comprehension score they obtained. Thus, by knowing this, the teacher should select a carefully teaching method in their ESP classroom to decrease their reading anxiety and encourage them to improve their reading comprehension and deal with their anxiety.

The Cycle of Academic Reading Fear Among Undergraduates

2020 ◽  
Vol 16 (3) ◽  
pp. 265
Author(s):  
Noor Hanim Rahmat ◽  
Mazlen Arepin ◽  
Suraiya Sulaiman
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Anxiety Scale ◽  
Academic Reading ◽  
Reading Anxiety

This study investigates students' fear in academic reading as well as the influence of perceived difficulties in their reading comprehension. The paper aims to study the level of anxiety as experienced by undergaduate students in academic reading. Data from 25 respondents were analyzed quantitatively using Reading Anxiety Scale (FLRAS) developed by Saito, Horwitz, and Garza (1999). Te objectives of the study are to examine the influence of students' fear and perceived difficulties in academic reading. The findings of this study reveal that factors such as background and culture, general reading ability, vocabulary, grammar as well as teaching method can make readers fear reading. The results of this study bear interesting implications towards the teaching and learning of academic reading in English as a Second Language.

scholarly journals The relationship between sprint performance and both lower and upper extremity explosive strength in young soccer players

2021 ◽  
Vol 25 (1) ◽  
pp. 10-14
Author(s):  
Gürken Diker ◽  
Sürhat Müniroğlu ◽  
Sadi Ön ◽  
Hüseyin Özkamçı ◽  
Abdulkerim Darendeli
Keyword(s):  
Upper Extremity ◽  
Team Sports ◽  
Strong Relationship ◽  
Sprint Performance ◽  
Soccer Players ◽  
Training Experience ◽  
Jump Performance ◽  
Explosive Strength ◽  
Study Results ◽  
The Relationship

Background and Study Aim. Sprint performance plays a major role in success of field-based team sports such as soccer. The aim of this study was to evaluate the relationship between sprinting performance and both lower and upper extremity explosive strength in young soccer players. Material and Methods. One hundred forty-seven soccer players (mean±SD; age 11.6±1.66 years, height 143.2±11.8 cm, body mass 37.1±10.2 kg and training experience 1.11±1.5 years) voluntarily participated in this study. The sprinting performance of each player was determined using their 5, 10, 20 and 30m single sprint times. The lower and upper extremity explosive strength were evaluated by standing long jump and medicine ball throwing tests respectively. Prior to the study, each of the players was given detailed information about the risks and injuries they could encounter during the study, and parental consent was obtained by their signatures on informed voluntary consent forms since the subjects were under the age of 18. Permission to conduct the study was obtained from Ankara University Medical Faculty’s Surgical and Medical Research Ethics Committee. Results. The results indicated a strong relationship between sprinting performance and horizontal jump performance (r=-.671 ̶ -.764; p=0.001) and also a large relationship between sprinting performance and upper extremity strength (r=-.633  ̶  -.703; p=0.001). The sprint performance (n=147) also significantly correlated with body weight (r=-.345  ̶  -.373; p=0.001) and height (r=-.445  ̶  -.505; p=0.001). Conclusions. The study results suggest that upper extremity strength is as important as the lower extremity strength for sprinting performance and that trainers should emphasize lower and upper extremity strength in training intended to improve sprinting performance.

scholarly journals A Suggested Technique for Cooperative Learning Implication in EFL Classroom: Mixed Methods Research

2019 ◽  
Vol 22 (4) ◽  
pp. 113-127
Author(s):  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Mixed Methods ◽  
Cooperative Learning ◽  
Mixed Methods Research ◽  
Teaching Method ◽  
Strong Relationship ◽  
College Of Education ◽  
Suggested Technique ◽  
Students Attitudes ◽  
The Relationship ◽  
Academic Year

This paper aims to suggest a strategy for employing cooperative learning in situations where traditional methods are of great domination. It also explores tertiary students' attitudes toward cooperative learning. Furthermore, it checks the relationship between the total group achievement and its individual members'. Students' creativity is also another concern of this study. The sample of this study is third-year students at college of education Al-Mahra, Hadhramout University for the academic year 2017-2018. The study uses a mixed-methods research design (qualitative and quantitative) by observing the students' performances on the use of the teaching method principles applied by them and their creativity in selecting the materials for applying the chosen teaching method. Questionnaire is also used at the end of the semester to find out students' attitudes about using cooperative learning. The study found that cooperative learning plays good roles in reflecting what the students have studied to their mates. Moreover, the study revealed that there is strong relationship between group degree of success and its members' achievement in the final term scores in the course. Depending on the findings, the researcher concludes that whenever students are given the chance to select their learning habits, creativity appears

HUBUNGAN REALISASI TRANSFER DAU DAN DAK TERHADAP KESENJANGAN HORIZONTAL DI INDONESIA STUDY TERHADAP 33 PROVINSI PERIODE TA 2009-2013

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Deni Herdiyana
Keyword(s):  
Pearson Correlation ◽  
Secondary Data ◽  
Strong Relationship ◽  
Financial Statements ◽  
Regional Government ◽  
Horizontal Disparity ◽  
Study Results ◽  
The Relationship ◽  
Research Tools

<p><em>The study was conducted to determine the relationship between the General Allocation Fund (DAU) and the Specific Allocation Fund (DAK) with the horizontal gap level (Gini Ratio). This study uses secondary data from various sources, including the Gini ratio taken from the BPS database while the realization of DAU and DAK transfers is taken from Audited Financial Statements (BUN BA-999.05) for the 2009-2013 FY Period by carrying out research tools through SPSS Statistics 23.</em></p><p><em>This study results is that there is a strong relationship between the realization of DAU and DAK towards horizontal disparity, which is indicated by the Pearson Correlation figure which shows an increase from 0.316 in FY 2009 to 0.418 in FY 2013 for DAU, and an increase from 0.219 in FY 2009 to 0.316 in FY 2013 for DAK. Furthermore, a significant 2-tailed explanation shows that there is a stronger relationship between the DAU and the horizontal gap compared to the relationship between the DAK and the horizontal gap.</em></p><em>The researcher recommends that the portion of the DAU allocation intended for people's welfare should be further improved and there is a need for further evaluation and supervision of the absorption of DAK by the Regional Government so that the implementation of the use of these funds is targeted and more accountable.</em>

scholarly journals Looking at the Link between Thinking Style and Reading Comprehension: A Case of Indonesian EFL Students at One Madrasah in Palembang, South Sumatera, Indonesia

Ta dib ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 185-198
Author(s):  
ELSYA AGESTY
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Dominant Factor ◽  
Thinking Style ◽  
Comprehension Skill ◽  
Correlational Research ◽  
Comprehension Score ◽  
Efl Students ◽  
The Relationship

This study was aimed at describing the relationship between thinking style and reading comprehension of students at one Madrasah in Palembang, South Sumatera. The method used in this study was correlational research. The population of the research was eleventh grade students. There were 452 students from eleventh grade classes as the population in this study. The sample was taken by using purposive sampling which consisted of 147 students. Furthermore, there were two variables in this research. The first one was students’ thinking style (variable X) and the second one was the students’ reading comprehension skill (variable Y). The students’ thinking style score was taken from the questionnaire, while the students’ reading comprehension score was taken from a test. Based on the data analysis, it was found that the r-obtained (-.008) was lower than r-table (0.162). Then the level of probability (p) significance (sig.2-tailed) was .928. It indicated that p (.928) was higher than 0.05. It implied that null hypothesis (H0) was accepted and the alternative hypothesis (Ha) was rejected. From the finding, it could be concluded that there was no significant relationship between the students’ thinking style and their reading comprehension skill. It showed that the students’ thinking style was not a dominant factor that affected the reading comprehension.

scholarly journals Dampak Iklan Shopee Versi Shopee 12.12 Birthday Sale di Laman Youtube pada Minat Beli Masyarakat

2021 ◽  
Vol 5 (1) ◽  
pp. 226
Author(s):  
Mohammad Orinaldi
Keyword(s):  
Purchase Intention ◽  
Strong Relationship ◽  
Community Based ◽  
Descriptive Research ◽  
Study Results ◽  
Advertising Exposure ◽  
The Relationship ◽  
Very High

This study aims to determine whether advertising exposure will affect consumer buying interest. This study involved 45 respondents from the community. Based on the results of descriptive research on variables X and Y, the most influential or dominant variable was exploration interest, namely 71% or as many as 32 respondents. This study results indicate that all variables tested in this study are valid and reliable variables, with results rcount> rtable and reliability> 0.006. The results also show that the relationship between variables has a very high relationship, with a correlation value of 0.663 which is classified as having a significant or strong relationship. The effect of advertising exposure on purchase intention is 44%, and the remaining 56% is influenced by other factors not examined in this study.

scholarly journals Relationship between Skills of Study, Positive Psychological Strengths and Examination Anxiety between Students at the Government Own Education Colleges in Nigeria

2021 ◽  
Vol 12 (5) ◽  
pp. 1307-1317
Author(s):  
Mustapha Alhaji Grema, Et. al.
Keyword(s):  
Structural Analysis ◽  
Study Skills ◽  
Strong Relationship ◽  
Vital Role ◽  
Path Model ◽  
Path Coefficient ◽  
Study Results ◽  
The Government ◽  
The Relationship ◽  
Psychological Strengths

Examination plays a vital role in every contemporary educational set up, as well as being used as a measure to place students in their appropriate position after being examined. Nonetheless a phenomenon associated with the low academic outcomes is a number of students' experiences of examination anxiety that leads to a lack of focus on taking the right examination decision. The aim of this study was therefore to determine the level of study abilities, positive psychological strengths, examination anxiety and the relationship between the variables used in the study with a population of 315 students and 315 students. A positive significant relationship was shown by the relationship of the path model between study abilities and examination anxiety. Also the structural analysis shows that there was a strong relationship between positive psychological strengths and examination anxiety. The Structural Analysis of Research Skills has been very successful and shows a positive coefficient. Positive psychological strengths, with a positive path coefficient, showed a high level of influence on examination anxiety. The study results show that study skills were effective and improved their level of study skills in managing the anxiety of the examination.

scholarly journals THE EFFECTIVENESS OF INTERACTIVE E-BOOKS IN THE DEVELOPMENT OF SCIENTIFIC CONCEPTS DURING "SCIENCE COURSE" AND ITS RELATION TO THE DIFFERENCE OF COGNITIVE STYLE (VERBAL/VISUAL) IN STUDENTS

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Nader S. Shemy
Keyword(s):  
Technology In Education ◽  
Science Students ◽  
Scientific Concepts ◽  
Cognitive Approach ◽  
Book Design ◽  
Study Results ◽  
Cognitive Techniques ◽  
The Difference ◽  
Educational Applications ◽  
The Relationship

The present study aims at measuring the effect of the interactive book design on the development of scientific concepts and its relation to the difference of the cognitive (verbal/ conceptual) method of science students in the ninth grade. This study is to determine the relationship between the growth of scientific concepts among students with the cognitive and verbal approach. There are differences in this growth according to the cognitive method. This study's significance is the importance of considering students' characteristics in their cognitive approaches in applying and integrating technology in education. The study results indicate that there are statistically significant differences in the development of scientific concepts among students. The differences in their cognitive methods were verbal or conceptual. The conceptual students were more developed than the verbal students. The results also indicate that the e-book has a significant impact on developing these concepts among students with a cognitive approach compared to their cognitive peers. This is because the interactive e-book did not consider the verbal students' characteristics as much as they perceived the design's visual students' characteristics. It is recommended to research the need to pay attention to the variable method of knowledge when designing interactive e-books to be more valuable to cover a larger segment of students with different cognitive methods. It is necessary to identify the cognitive techniques of students to take care of educational applications. That will help them according to their strategies to expand the recruitment of interactive electronic books in science and conduct More rigorous studies in cognitive methods and link them to modern technological innovations. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0729/a.php" alt="Hit counter" /></p>

Moderating Role of Gender in the Relationship between Cognitive Errors and Anxiety among Adolescents

2020 ◽  
Vol 4 (1) ◽  
pp. 86-102
Author(s):  
Tasnim Rehna ◽  
Rubina Hanif ◽  
Muhammad Aqeel
Keyword(s):  
Mental Health Problems ◽  
Adolescent Psychopathology ◽  
Future Research ◽  
Cognitive Errors ◽  
Adolescent Anxiety ◽  
Study Results ◽  
The Status ◽  
Manifest Anxiety ◽  
The Relationship

Background: Widespread social paradigms on which the status variances are grounded in any society, gender plays pivotal role in manifestation of mental health problems (Rutter, 2007). A hefty volume of research has addressed the issue in adults nonetheless, little is vividly known about the role of gender in adolescent psychopathology. Sample: A sample of 240 adolescents (125 boys, 115 girls) aging 12-18 years was amassed from various secondary schools of Islamabad with the approval of the Federal Directorate of Education (FDE), relevant authorities of the schools and the adolescents themselves. Instruments: Taylor Manifest Anxiety Scale (Taylor & Spence, 1953) and Children’s Negative Cognitive Errors Questionnaire (CNCEQ) by Leitenberg et al., (1986) were applied in present study. Results: Multiple regression analysis revealed that cognitive errors jointly accounted for 78% of variance in predicting anxiety among adolescents. Findings also exhibited that gender significantly moderated the relationship between cognitive errors and adolescent anxiety. Implications of the findings are discoursed for future research and clinical practice.

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