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Revealing lecturer’s paralinguistic attribution: How the visual manner contributes to students’ non-cognitive skills
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 559-571 (2020) (2020)
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The Observable Students’ Divergent Approach as Experienced in a Seminar on Language Teaching Class
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 1, Pp 104-125 (2018) (2018)
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Abstract:
This study aims at observing the undergraduate students’ divergent approach experience toward their language teaching seminar’ presentation and discussion. Ninety-one students (n=91) of English education department participated as the respondents. Data collection used a random sampling, whereas data analysis was examined through the descriptive statistics, simple correlation and two-tailed regression analysis with the significance level of .05. The divergent approach was found as a moderate category. The findings showed that M=17.44; SD=2.829 for learning control and objectives, M=19.70; SD=3.638 for language awareness, and M=11.97; SD=2.095 for students’ interaction with the significance level of F=62.564; R²=.683; and p<.00. The partial linearity analysis of learning control and objectives showed that t=3.645; p=.000, language awareness was t=2.648; p=.010, and students interaction was t=4.341; p=.000. These three predictors contributed a positive and significant influence toward the divergent approach. In further, a step-wise equivalence was applied to accommodate the two-tailed regression analysis, where its equivalence was Y=1.014+.381X1+.253X2+.660X3
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Keyword:
Divergence; Education (General); interaction; L7-991; Language and Literature; language awareness; learning control; P
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URL: https://doaj.org/article/a65a1cc78b01411a8c883395b8aa3e71
https://doi.org/10.24167/celt.v18i1.834
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MORAL VALUES OF MASSACHUSETTS SOCIETY IN THE PURITAN ERA: A STUDY ON NATHANIEL HAWTHORNES THE SCARLET LETTER
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 14, Iss 2 (2015) (2015)
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