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Basic Skills for English Department Students Participating in the Kampus Mengajar Program: A Case Study in Universitas PGRI Yogyakarta Rahmawan, Andi Dian; Dangin; Agustinus Hari Setiawan; Rudha Widagsa; Pramugara Robby Yana; Dery Tria Agustin
Journal of English Language Teaching and English Linguistics Vol. 9 No. 2 (2024): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research seeks to reveal what basic skills are most needed by prospective students who will participate in one of the programs initiated by the Indonesian government, Kampus Mengajar. This can be a reflection of the study program where students are studying and preparing themselves, whether the material and training they have received before entering the field can be said to be sufficient, or whether there is still a lot of homework for the study program and students concerned to be more ready to handle school assistance tasks. By the government's initial goals and intentions, this program is designed to assist elementary, middle, and high school schools in improving literacy, numeracy skills, and mastery of learning technology for all students. This research was carried out by interviewing students who had completed Kampus Mengajar program at several schools. From the results of observations and in-depth interviews, it was discovered that the curriculum we implemented needed to be reviewed periodically to answer the school's challenges. Several things that deserve our attention as curriculum implementers are that there is a need to reduce courses that are linguistic theory in nature and increase the weight of learning that is training in nature in preparing learning models at the basic level.

STUDENTS’ PERCEPTION AND ANXIETY IN ONLINE LEARNING TOWARD TECHNOLOGY ADAPTATION Haris Hamdani; Dery Tria Agustin; Annas Alkhowarizmi; Rahmat Soleh
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Language and Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/rv894k35

This study investigated students’ perceptions and anxiety concerning online learning and technology adaptation among 20 fourth-semester accounting students at Universitas Bhayangkara Jakarta Raya. Using a descriptive qualitative method, data were collected through questionnaires and interviews and analyzed with Likert scales and transcription analysis. The findings revealed that many students experienced concerns and anxiety during online learning. They needed more motivation for sessions conducted via Google Meet and Google Classroom, though the materials provided were often communicative. While students found it relatively easy to access supplementary materials, they perceived online learning as disorganized and struggled with flexibility in communication with lecturers due to their anxiety. Technical challenges, such as internet connectivity issues and limited data quotas, frequently distracted students and reduced their focus. These disruptions disrupted their perception of online learning, resulting in a lack of engagement and learning fatigue. Despite these challenges, students adopted technology and realized the importance of technology in their education. However, most participants felt offline learning was still more effective and engaging. Additionally, technical tasks must be considered more closely, and online education methods should be optimized more effectively to increase students’ interest and decrease stress levels. Despite its challenges, students showed a willingness to embrace technology for learning. These findings suggest that it is critical to find new ways of making online learning spaces less organized, meaningfully engaging, and more facilitative of the personal adjustments and coping needed by learners.

STUDENTS’ PERCEPTION AND ANXIETY IN ONLINE LEARNING TOWARD TECHNOLOGY ADAPTATION Haris Hamdani; Dery Tria Agustin; Annas Alkhowarizmi; Rahmat Soleh
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Language and Educational Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study investigated students’ perceptions and anxiety concerning online learning and technology adaptation among 20 fourth-semester accounting students at Universitas Bhayangkara Jakarta Raya. Using a descriptive qualitative method, data were collected through questionnaires and interviews and analyzed with Likert scales and transcription analysis. The findings revealed that many students experienced concerns and anxiety during online learning. They needed more motivation for sessions conducted via Google Meet and Google Classroom, though the materials provided were often communicative. While students found it relatively easy to access supplementary materials, they perceived online learning as disorganized and struggled with flexibility in communication with lecturers due to their anxiety. Technical challenges, such as internet connectivity issues and limited data quotas, frequently distracted students and reduced their focus. These disruptions disrupted their perception of online learning, resulting in a lack of engagement and learning fatigue. Despite these challenges, students adopted technology and realized the importance of technology in their education. However, most participants felt offline learning was still more effective and engaging. Additionally, technical tasks must be considered more closely, and online education methods should be optimized more effectively to increase students’ interest and decrease stress levels. Despite its challenges, students showed a willingness to embrace technology for learning. These findings suggest that it is critical to find new ways of making online learning spaces less organized, meaningfully engaging, and more facilitative of the personal adjustments and coping needed by learners

STUDENTS’ PERCEPTION AND ANXIETY IN ONLINE LEARNING TOWARD TECHNOLOGY ADAPTATION Haris Hamdani; Dery Tria Agustin; Annas Alkhowarizmi; Rahmat Soleh
Language and Education Journal Vol. 9 No. 2 (2024): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/ctkntt87

This study investigated students’ perceptions and anxiety concerning online learning and technology adaptation among 20 fourth-semester accounting students at Universitas Bhayangkara Jakarta Raya. Using a descriptive qualitative method, data were collected through questionnaires and interviews and analyzed with Likert scales and transcription analysis. The findings revealed that many students experienced concerns and anxiety during online learning. They needed more motivation for sessions conducted via Google Meet and Google Classroom, though the materials provided were often communicative. While students found it relatively easy to access supplementary materials, they perceived online learning as disorganized and struggled with flexibility in communication with lecturers due to their anxiety. Technical challenges, such as internet connectivity issues and limited data quotas, frequently distracted students and reduced their focus. These disruptions disrupted their perception of online learning, resulting in a lack of engagement and learning fatigue. Despite these challenges, students adopted technology and realized the importance of technology in their education. However, most participants felt offline learning was still more effective and engaging. Additionally, technical tasks must be considered more closely, and online education methods should be optimized more effectively to increase students’ interest and decrease stress levels. Despite its challenges, students showed a willingness to embrace technology for learning. These findings suggest that it is critical to find new ways of making online learning spaces less organized, meaningfully engaging, and more facilitative of the personal adjustments and coping needed by learners

Basic Skills for English Department Students Participating in the Kampus Mengajar Program: A Case Study in Universitas PGRI Yogyakarta Rahmawan, Andi Dian; Dangin; Agustinus Hari Setiawan; Rudha Widagsa; Pramugara Robby Yana; Dery Tria Agustin
Journal of English Language Teaching and English Linguistics Vol. 9 No. 2 (2024): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research seeks to reveal what basic skills are most needed by prospective students who will participate in one of the programs initiated by the Indonesian government, Kampus Mengajar. This can be a reflection of the study program where students are studying and preparing themselves, whether the material and training they have received before entering the field can be said to be sufficient, or whether there is still a lot of homework for the study program and students concerned to be more ready to handle school assistance tasks. By the government's initial goals and intentions, this program is designed to assist elementary, middle, and high school schools in improving literacy, numeracy skills, and mastery of learning technology for all students. This research was carried out by interviewing students who had completed Kampus Mengajar program at several schools. From the results of observations and in-depth interviews, it was discovered that the curriculum we implemented needed to be reviewed periodically to answer the school's challenges. Several things that deserve our attention as curriculum implementers are that there is a need to reduce courses that are linguistic theory in nature and increase the weight of learning that is training in nature in preparing learning models at the basic level.

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