STUDENTS’ PROBLEMS AND MOTIVATIONS TO CONTINUING STUDY AT THE ENGLISH EDUCATION OF MAGISTER PROGRAM IN MAKASSAR

This research aims to find out the problems and also the motivations of students experience or face when they want to continue their studies in the English education of magister program at the State University of Makassar. In this study, the researchers used a method in which the method was a descriptive qualitative method. Meanwhile, the researchers conducted this research in the English Education magister program at the State University of Makassar. Then the respondents in this study totaled 30 students, they were students in the fourth semester English education program. The data in this study were taken directly from the sample by the researchers using several questions where the questions were open-ended questions given by the researchers to the respondent. Then the data were transcribed and analyzed by the researchers.The findings in this study were based on research problems students’ problems and motivations to continue studying at the English education of master program at the State University of Makassar, namely 1) The researchers found that there were six problems faced by students while they were learning English of magister program in State University of Makassar. The problems were: 1. The problem of student academics, 2. Student administrative problems, 3. Student problems with their lecturers, 4. Student financial problems, 5. Student time management problems, and also 6. Student facility problems, 2) the researchers also found 5 types of motivational backgrounds of students in continuing their studies in the English education of the magister program, and the types were: 1. Student quality motivation, 2. Student career motivation, 3. Student economic motivation, 4. Student social motivation and finally 5. Motivation is based on their family

Korelasi Penerapan Reinforcement dalam Proses Pembelajaran dengan Motivasi Belajar Peserta Didik Kelas V MIS Muhammadiyah Sicini Kecamatan Parigi Kabupaten Gowa

Berdasarkan uji korelasi yang telah dilakukan antara penerapan reinforcement dalam proses pembelajaran dengan motivasi belajar peserta didik kelas v MIS Muhammadiyah Sicini kec. Parigi kab. Gowa, menunjukkan bahwa terdapat hubungan yang sangat kuat berdasarkan nilai yang diperoleh yaitu 0,99 yang menunjukkan pada tabel koefisien korelasinya memiliki hubungan yang sangat kuat antara keduanya, hal ini membuktikan bahwa terdapat korelasi penerapan reinforcement dalam proses pemebelajaran dengan motivasi belajar peserta didik kelas MIS Muhammadiyah Sicini kec. Parigi kab. Gowa. berdasarkan kaidah koefisien korelasi menunjukkan bahwa nilai rhitung sebesar 0,99 sedangkan nilai rtabel (5%) (dk= n-2=28) sehingga rtabel = 0,374. Jadi, dapat disimpulkan bahwa r hitung > rtabel yakni 0,99 rtabel atau 37,11 > 1,697 maka Ho ditolak dan Ha diterima. Berdasarkan uji signifikan tersebut, maka dapat disimpulkan bahwa terdapat korelasi penerapan reinforcement dalam proses pembelajaran dengan motivasi belajar peserta didik kelas v MIS Muhammadiyah Sicini kec. Parigi kab. Gowa

Capturing Technological Pedagogical Content Knowledge (TPACK) Implementation in English Classroom: Necessity or Responsibility?

This study aims to investigate EFL pre-service teachers’ perceptions of technological knowledge development during field teaching practice. Data were collected by using reflections of twelve EFL pre-service teachers in the English Education Department. This qualitative study focuses on the perceptions of EFL pre-service teachers based on the concept of the TPACK framework, especially Technological Knowledge (TK). The result of the analysis showed that EFL pre-service teachers tended to have a positive perception regarding the necessity of their technological knowledge implementation while conducting the field teaching practice in the classroom. Through a thematic analysis method, the data were analyzed qualitatively, and five themes emerged from this study, i.e., the basic technological knowledge of EFL pre-service teachers’, the easiness of EFL pre-service teachers’ in operating technology, the EFL pre-service teachers’ mastery of technological skills, the importance of using technology in teaching, and the importance of having technological knowledge. This study implies that teacher educators should raise the EFL pre-service teachers’ awareness of their technological knowledge development and help pre-service teachers gain a good understanding of technological knowledge