TOURIST OR EXPLORER? DELVING STUDENTS’ PREDILECTION AND ANXIETY IN SEMANTICS COURSE

Rakhmat Wahyudin Sagala, Tri Indah Rezeki

Abstract


Within this particular study, the designations of "Tourist" and "Explorer" are employed to denote students who approach their classroom learning experiences with either a desire for leisurely exploration (akin to that of a tourist) or a desire to delve deeper into the subject matter (more akin to that of an explorer). The semantics course delves deeply into the theory of meaning, fields of meaning, and sense, and specific topics within the course material may cause some anxiety for students. The objective of this research is to explore how anxiety affects the acquisition of knowledge in semantics courses, given that anxiety can have an adverse impact on mental well-being. This research uses a survey design, adopting Spielberger's State-Trait Anxiety Inventory (STAI) as the instrument. Forty-six individuals voluntarily completed a questionnaire regarding their learning experience. The respondents aged between 20 and 24 years old. There were 15 male individuals in the group, representing 32% of the total, while 31 female individuals comprised 67% of the group. In order to enhance the overall effectiveness of educational achievements, forthcoming studies will be taking into account supplementary factors. Through the lens of "Tourist or Explorer? Delving Students' Predilection and Anxiety in Semantics Course," this study advances our comprehension of the multifaceted nature of semantics education, inviting a more empathetic and comprehensive approach to pedagogy.

Keywords


Students' predilection, Students anxiety, State-trait anxiety, Voluntary questionnaire, Semantics course

Full Text:

PDF

References


Ahn, S. (2016). Exploring language awareness through students' engagement in language play. Language Awareness, 25, 40 - 54. https://doi.org/10.1080/09658416.2015.1122020.

Allan, K. (2001). Natural language semantics. Malden, Mass: Blackwell

Allan, K. (2020). Linguistics and communication. Intercultural Pragmatics, 17, 293 - 313. https://doi.org/10.1515/ip-2020-3002

Bailey, A. (2020). The discourse of explicitness: Mathematics explanatory talk and self-assessment by Spanish-speaking emergent bilingual students in elementary classrooms. Theory Into Practice, 59, 64 - 74. https://doi.org/10.1080/00405841.2019.1665416.

Blair, A. (2016). Academic uses of language (re)defined: A case of emergent bilinguals engaging in languages and literacies in and outside of school. Linguistics and Education, 35, 109-119. https://doi.org/10.1016/J.LINGED.2016.07.003.

Bonnici, L., Maatta, S., Klose, M., Julien, H., & Bajjaly, S. (2016). Instructional style and learner-centered approach: a cross-institutional examination of modality preference for online course delivery in a graduate professional program. Studies in Higher Education, 41, 1389 - 1407. https://doi.org/10.1080/03075079.2014.977860

Brown, J. S., & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization science, 2(1), 40-57. https://doi.org/10.1287/orsc.2.1.40

Brougère, G. (2013). Learning the practice, learning from the practice: tourist practices and lifelong education. International Journal of Lifelong Education, 32, 106 - 93. https://doi.org/10.1080/02601370.2012.734482.

Bygate, M. (2004). Some current trends in applied linguistics: Towards a generic view. Aila Review, 17, 6-22. https://doi.org/10.1075/aila.17.04byg

Creswell, J. W. (2012). Educational reserach: planning, conducting and evaluating (4th ed.). Boston: Person

Crystal, D. (2003). English as a global language. Cambridge university press.

Coulson, S. (2006). Constructing Meaning. Metaphor and Symbol, 21, 245 – 266. https://doi.org/10.1207/s15327868ms2104_3

Fischer, G. (1996). Tourist or Explorer? Reflection in the Foreign Language Classroom. Foreign Language Annals, 29, 73-81. https://doi.org/10.1111/J.1944-9720.1996.TB00844.X.

Goddard, C., Wierzbicka, A., & Fabrega, H. (2014). Evolutionary semantics: using NSM to model stages in human cognitive evolution. Language Sciences, 42, 60-79. https://doi.org/10.1016/J.LANGSCI.2013.11.003.

López-Couso, M. (2015). Continuing the dialogue between corpus linguistics and grammaticalization theory: Three case studies. Corpus Linguistics and Linguistic Theory, 12, 29 - 7. https://doi.org/10.1515/cllt-2015-0069

Higginbotham, J. (2002). On Linguistics in Philosophy, and Philosophy in Linguistics. Linguistics and Philosophy, 25, 573-584. https://doi.org/10.1023/A:1020891111450

Mcgroarty, M. (1998). Constructive and Constructivist Challenges for Applied Linguistics. Language Learning, 48, 591-622. https://doi.org/10.1111/0023-8333.00061

Nielsen, T., & Kreiner, S. (2017). Course evaluation for the purpose of development: What can learning styles contribute?. Studies in Educational Evaluation, 54, 58-70. https://doi.org/10.1016/J.STUEDUC.2016.10.004.

Rezeki, T. I., & Sagala, R. W. (2019). Semantics analysis of slang (SAOS) in social media of millennial generation. KREDO: Jurnal Ilmiah Bahasa dan Sastra, 3(1), 36-46. https://doi.org/10.24176/kredo.v3i1.3865

Sagala, R. W., & Rezeki, T. I. (2022). The Utilization of MOOCs using Kahoot and Student Engagement in Digital Learning During Covid-19 Pandemics. SALTeL Journal (Southeast Asia Language Teaching and Learning), 5(1), 01-07. https://doi.org/10.35307/saltel.v5i01.82

Sekaran, U., & Bougie, R. (2016). Research Methods For Business: A Skill Building Approach. John Wiley & Sons.

Spielberger, C. D. (1970). Manual for the State-Trait Anxiety Inventory (self-evaluation questionnaire). (No Title).

Schwarzer, R., Van der Ploeg, H. M., & Spielberger, C. D. (1982). Test anxiety: An overview of theory and research. Advances in test anxiety research, 1, 3-9.

Spielberger, C. D. (1983). State-trait anxiety inventory for adults.

Warglien, M., & Gärdenfors, P. (2013). Semantics, conceptual spaces, and the meeting of minds. Synthese, 190, 2165-2193. https://doi.org/10.1007/s11229-011-9963-z




DOI: https://doi.org/10.26618/exposure.v13i1.12966

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

© All rights reserved 2023. Exposure: Jurnal Pendidikan Bahasa dan Sastra Inggris (ISSN Print: 2252-7818), (ISSN Online: 2502-3543)

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.