Male and Female Students' Attitudes Toward English Vocabulary Mastery in Learning Speaking (a Survey Study at One of Ma Islamic Boarding School in Tasikmalaya)

This study aimed to explore the attitudes of Senior High School male and female students toward English vocabulary mastery in learning speaking. This study also investigated the factors influence students' attitudes toward English vocabulary mastery in learning speaking. Attitude is individual's response towards an object, inferred from individual's belief or opinion about it. (Gardner, 1985). The writer conducted the questionnaire to measure the students' attitudes toward English vocabulary mastery in learning speaking. The writer also interviewed a number of eleventh grade students to explore the factors that affect their attitudes toward English vocabulary mastery in learning speaking. The participants of this study consisted of 58 students of eleventh grade of one of MA Islamic Boarding School in Tasikmalaya. They were 25 male students and 33 female students. These students were purposively chosen. The results of the study showed that most of male and almost all of female students have positive attitude toward English vocabulary mastery in learning speaking. The results also indicated the factors influence their attitudes were their pronunciation, grammar and vocabulary knowledge, their habits speaking English in front of many people, their needs toward English and support from social environment. In conclusion, students' attitudes toward English vocabulary mastery in learning speaking is important. It helps students improving their English speaking skill. In addition, this study recommends the future research on the same topic can carried out by using other design in order to enrich the development of the theory of attitude

EFL Male and Female Students' Perception on Speaking Anxiety in Class-Oral Presentations

The study attempted to investigate the perceptions of EFL male and female students about speaking anxiety in class-oral presentations and the strategies of EFL male and female students do to handle their speaking anxiety in class-oral presentations. Afterwarrds, the writer set forth two research questions: (1) What are the perceptions of EFL male and female students about speaking anxiety in class-oral presentations? (2) What are the strategies of EFL male and female students do to handle their speaking anxiety in class-oral presentations?. This study employed qualitative strategies by using case study. The participants were 30 second grade students which consists of 15 male and 15 female students from one of private university in Ciamis. The results for the first research question found that male and female students always felt anxiety if they should present a presentation at class and that anxiety was caused by some factors such as anxiety because of their selves, other students and their teachers. Moreover, the results for the second research question revealed that strategies used by students do to handle their speaking anxiety in class-oral presentations as follows. The first, trying to be confident. The second, making the atmosphere more cheerful. The third, well prepare. Finally, it is expected that class-oral presentations make the students feel anxious but still could handle their speaking anxiety with several strategies. Besides, it is suggested for further teachers to find out some technique to improve their ability in teaching English and must consider the aspect of students' psychology such as anxiety and motivation when they teach.

The Apology Strategies in Simulated Classroom Situations Used by the Female and the Male Students of the English Department of Petra Christian University, Surabaya

This thesis is the study of apology strategies and the similarities and/or the differences of the types of apology strategies used by the female and the male students. My respondents consist of 20 female and 20 male students of the English Department. This study used the theory of Ogiermann (2009). I constructed my own Discourse Completion Test (DCT) questionnaire consisting of 10 simulated classroom situations. The quantitative approach was used in this study. The finding revealed that the first three most dominant types of strategies used by the both of them were expression of regret, acceptance of responsibility and justification. The similarities and/or the differences of the three most dominant types of apology between the female and the male students were found in the percentage use of apology strategies. Expression of regret was used 52.8% by the female students and 47% by the male students. The female students used 53.3% and the male students used 46.6% in acceptance of responsibility. Justification was used 52.7% by the female and 47.3% by the male students. For that reason, the female and the male students tend to use the same types of apology strategies, although their percentages are only slightly different

Evolution of a cross-year mentoring scheme

In a university department where less than seven percent of the students and staff are women, a sense of isolation can have a detrimental effect on the progression and retention of those female students. To address issues of isolation, progression, and retention the University of Lincoln's Department of Computing and Informatics (DCI)1 began a cross-year mentoring scheme in 2005 and has tracked the progress and the changes that this scheme has brought about over the past two years. Key issues addressed include better support for women students to ensure they successfully omplete their studies and progress to successful careers in Computing; raising awareness of the predominantly male staff in the department regarding the impacts on female student retention; raising awareness university-wide about the support provided to female students and transferring the knowledge gained across the university to other departments. The cross-year mentoring scheme for DCI women students has resulted in a dramatic increase in female student retention. A 2004 census of students showed that only 25% of female students progressed into their 3rd academic year. However, in 2006 100% of female students advanced into their 3rd year class. The mentoring scheme initially focused on students from the year above mentoring students in the year below, and now continues by promoting postgraduate students as mentors

Marriage and Graduate Student Outcomes

This paper examines how graduate outcomes for humanities students differ by the student’s gender and marital status when they enter graduate studies. I find that being married has a positive effect on both male and female students. Male students who are married at the start of graduate school are on average 3.9% more likely to graduate by any given year and they complete their degree .32 years quicker than single male students. Married female students are not any more likely to graduate but they do complete their degree .21 years quicker than single female students

Male-female Efl Students\u27 Perception on the Use of Audio Visual AIDS to Improve Their Vocabulary Mastery (a Case Study at the Tenth Grade in One of Senior High Schools in Ciamis)

This study attempted to investigate male-female EFL students\u27 perception on the use of audio visual aids in learning vocabulary mastery. The aims of this study were to finding out the male EFL students\u27 perception on the use of audio visual aids in learning vocabulary, the female EFL students\u27 perception on the use of audio visual aids in learning vocabulary, and how audio visual aids help students in improving their vocabulary mastery. The participants were 19 students at the tenth grade students in one of senior high schools in Ciamis. This study employed one type of qualitative strategies that was using case study. The writer used three instruments to gain the data, they were questionnaire, interview and observation. The result for the first question asserted that male students perceive the use of audio visual aids was good to be used in learning process, especially in learning vocabulary. Moreover, the result for the second question revealed that female students perceive audio visual aids have some benefits in learning process, especially in learning vocabulary. Then, the result for the third question asserted that audio visual aids help the students in improving their vocabulary mastery. It can be concluded that male-female EFL gave positive perceptions toward the use of audio visual in learning vocabulary and audio visual aids help the students to improve their vocabulary mastery. Besides, it is suggested for the English teacher, it is hoped that this study could be a new way in giving the new situation in the classroom. Moreover, it is suggested for the students because the most students feel helped in learning process, especially in learning vocabulary by using audio visual aids. For further researchers, the result of this study can be used as reference in the same field with the different interest

Women Helping Women? Role-Model and Mentoring Effects on Female Ph.D. Student in Economics

One potential method to increase the success of female graduate students in economics may be to encourage mentoring relationships between these students and female faculty members. Increased hiring of female faculty is viewed as one way to promote such mentoring relationships, perhaps because of role-model effects. A more direct method of promoting such relationships may be for female graduate students to have female faculty serve as dissertation chairs. The evidence in this paper addresses the question of whether either of these strategies results in more successful outcomes for female graduate students. The evidence is based on survey information on female graduate students and faculties of Ph.D.-producing economics departments, covering the mid-1970s to the early 1990s. With respect to characteristics of the institutions at which students are first placed when leaving graduate school, the empirical evidence provides no support for the hypothesis that outcomes for female graduate students are improved by adding female faculty members, or by having a female dissertation chair. However, with respect to time to complete graduate school, and the completion rate, there is some limited evidence of beneficial effects of female faculty members.

Do Teachers’ Race, Gender, and Ethnicity Matter? Evidence From the National Education Longitudinal Study of 1988

Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers\u27 race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers\u27 subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than did white male teachers

Role Strain of Nursing Students in Obstetrical Clinical Rotations: Is Role Strain Greater for Male Students?

As increasing numbers of men enter the career of nursing, it is important that nursing educators identify areas of role strain and learning needs that may be different from their female counterparts This research project examined the role strain factors of nursing students who have completed the maternaVnewbom (obstetrical) clinical experience in a baccalaureate nursing program. The research question addressed in this research project was: Do male nursing students experience greater role strain than female nursing students in the matemaVnewbom setting? A convenience sample of male students (N=23) and a random sampling of female students (N=23) participated in this study. The Junior and Senior level nursing students who had completed the obstetrical rotation within the last 3 semesters were recruited to complete the Sherrod Role Strain Scale ( 40 question Likert scale survey tool) at specified times during fall semester 2008. Data was analyzed as grouped data and female/male responses were also compared. The overall score showed no gender differences in role strain (p value= 0.917). The four subcategories (Overload, Conflict, Incongruity, and Ambiguity) also did not reflect gender differences in this sample. The findings of this study did not support the concept of male students experiencing greater role strain than their female counterparts. Further studies examining role strain factors, student perceptions of role strain, and comparing men students in various nursing programs are recommended

The Perceptions of Petra Christian University Male and Female Students Toward the Language Used in a Hotel Website and the Hotel Itself

The purpose of this study is to analyze the perceptions of the male and female students of Petra Christian University toward the language used in a three-star hotel website in Surabaya and toward the hotel itself. I want to know if the perceptions toward the language will influence the perceptions toward the hotel which writes the website. The respondents of this study are 30 male and 30 female students of Petra Christian University. Here, there are some similarities and differences found between the male and female students' perceptions toward the language used in a three-star hotel website in Surabaya and toward the hotel itself. It seems that the female students usually see language as one important way to know the hotel. On the other hand, it seems that the male students do not really care about what kind of language that is used in a hotel websit