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Some previous studies have proven that having good reading habits is important for students. Regarding the importance of having good reading habits, it is essential that students who learn English as Foreign Language (EFL) to develop good English reading habits. If EFL students have good English reading habits, it will be much easier for them to receive language inputs and produce some language outputs after reading. The study is intended to investigate whether EFL students have good English reading habits as the fact that it is important for EFL students to develop good English reading habits. It covers the students’ general attitudes toward reading, the students’ amount of practice for reading English books, types of English materials the students read, topics of English texts the students read, number of English books the students read, the students’ purposes in reading English materials, and the students’ beliefs of English reading habits. This study uses descriptive research survey involving 154 EFL students of a state university in Malang, East Java, Indonesia. The results show that EFL students have developed good English reading habits, but they still need improvement in the frequency of reading practice and the number of books read. Besides, they have positive attitudes toward reading, various kinds of English reading texts and topics to read, various reading purposes, and positive beliefs toward English reading habits. However, it is found that some respondents have difficulties to give fast responses in answering the questions through the questionnaire platform used. Therefore, some suggestions are also given as the recommendations for future researchers related to this field of study.

Teaching practice becomes one of the challenges for ELT student teachers to carry out the theories they have learned into practice. In view of the challenges, ELT student teachers of Universitas Negeri Malang may also have difficulties in managing a classroom. Therefore, this study was conducted to know the ELT students’ perceptions of classroom management during teaching practice, focusing on the difficulties and solutions. A quantitative with a descriptive research survey was used as the research design. An online questionnaire and interview were used as the instruments to collect the data. The result of this study shows that ELT student teachers 2016 of Universitas Negeri Malang have many difficulties in setting the rules and procedures, especially for group work. The result of the questionnaire depicts that some students break the rules (83.4%), difficulties in handling students who were not willing to work with their friends (67.9%), difficulties in ending the teaching and learning activity that reinforces discipline (66.7%), difficulties in engaging students’ interests at the beginning of teaching and learning activity (57.1%), and difficulties in handling students who bother their friends when they have finished a task (51.2%). For ELT student teachers who will be doing their teaching practice, it is essential to understand and deepen the knowledge of managing the classroom. Moreover, student teachers need to set clear instructions for group work and negotiate with the students whether they want to make groups by themselves or randomly chosen by the teacher. Lastly, give extensive activities for “disruptive students”. Keywords: student teachers, teaching practice, classroom management Abstrak: Praktik mengajar menjadi salah satu tantangan bagi mahasiswa ELT untuk mengimplementasikan teori-teori yang telah dipelajarinya. Melihat tantangan tersebut, mahasiswa ELT Universitas Negeri Malang sebagai calon guru mungkin juga mengalami kesulitan dalam mengelola ruang kelas. Oleh karena itu, penelitian ini dilakukan untuk mengetahui persepsi mahasiswa ELT tentang pengelolaan kelas selama praktik mengajar, fokus pada kesulitan dan solusi. Penelitian ini menggunakan metode kuantitatif, survei deskriptif. Instrumen yang digunakan untuk mengumpulkan data adalah angket dan wawancara. Hasil penelitian ini menunjukkan bahwa mahasiswa KPL Pendidikan Bahasa Inggris Universitas Negeri Malang tahun ajaran 2016 mengalami banyak kesulitan dalam menetapkan tata tertib dan prosedur di dalam kelas selama praktik mengajar, terutama saat kerja kelompok. Hasil kuesioner menunjukkan bahwa mahasiswa KPL mengalami kesulitan dalam menetapkan aturan dan tata cara kerja kelompok karena ditemukan beberapa siswa yang tidak patuh (83,4%), kesulitan dalam menangani siswa yang tidak mau bekerja dengan temannya ( 67,9%), kesulitan dalam mengakhiri kegiatan belajar mengajar yang melatih kedisiplinan (66,7%), kesulitan dalam menarik minat belajar siswa pada awal pembelajaran (57,1%), dan kesulitan menangani siswa yang mengganggu temannya saat mereka telah menyelesaikan tugasnya (51,2%). Bagi mahasiswa KPL Pendidikan Bahasa Inggris yang akan praktik mengajar, sangat penting untuk memahami dan memperdalam ilmu pengelolaan kelas. Selain itu, mahasiswa KPL perlu memberikan instruksi yang jelas saat kerja kelompok dan bernegosiasi dengan siswa apakah mereka ingin membuat kelompok sendiri atau dipilih secara acak oleh guru. Untuk “siswa yang mengganggu”, mahasiswa KPL dapat memberikan tugas tambahan. Kata kunci: guru siswa, praktik mengajar, manajemen kelas

This study was designed to explore Libyan EFL students' written corrective feedback preferences regarding their gender to explore the relationship between their gender and their preferences. The data were collected by applying a quantitative method by using a questionnaire. The main objective of this study was to investigate students' preferences on six types of Written Corrective Feedback and investigate which of these types they preferred the most. The researcher administered the questionnaire to a sample of 35 EFL students (16 males and 19 females) studying English (EFL) at Azzaytuna University in Libya. The data were analyzed to reveal the frequency, percentage, mean, and standard deviation values. Paired T-test samples were used to examine the gender differences regarding the types of feedback preferences. These results revealed that students had high preferences towards writing corrective feedback in all types. The results also revealed that there were no statistically significant differences between males and females related to their choices of corrective feedback types. In addition, the results demonstrated that form feedback is the most preferred type among students, followed by unfocused feedback, while content feedback is considered as the least preferable type. This study can be regarded as one of the aspects that may contribute to the improvement in the field of education, as it attempts to explore the characteristic and kinds of error feedback strategies which may promote EFL students at universities and colleges in Libya.

Customers have become very sensitive regarding the innovative evaluation of services. Due to competition in the hospitality industry, it is a challenge for hotel marketers to understand customers’ behavior. There is scant research in the hotel industry of Pakistan and especially on boutique hotels. This research seeks to measure the relationship between substantive, communicative elements of the sustainable servicescape and behavioral intentions (word of mouth) in a boutique hotel setting. However, the mediating effect of the overall perceived image is examined between these constructs. Responses of boutique hotel visitors were collected from Lahore, Islamabad, Faisalabad, and Murree. Data were analyzed by using structural equation modeling (SEM). Results display that both substantive and communicative servicescape elements positively affect the perceived image of customers, which has a positive influence on behavioral intentions such as word of mouth (WOM). Theoretical and practical implications are also discussed.

This paper aims to find out the correlation between metacognitive awareness and grammar achievement. It employs the correlational design and involves 87 first- semester undergraduate students of English Department. The result reveals that there is a significant positive correlation between students’ level of metacognitive awareness and their grammar achievement. It is also found that evaluation is the most dominant positive predictor in predicting students’ grammar achievement.Abstrak: Artikel ini bertujuan untuk mengetahui korelasi antara metacognitive awareness dan grammar achievement. Penelitian ini menggunakan metode korelasi dan melibatkan 87 mahasiswa semester satu program S1 dari Prodi Pendidikan Bahasa Inggris. Hasil analisis menunjukkan bahwa ada korelasi yang signifikan dan positif antara metacognitive awareness dan grammar achievement. Selain itu, evaluation diketahui sebagai prediktor yang paling dominan dan positif dalam memrediksi grammar achievement mahasiswa.

The recent study aims to examine the impact of transformational leadership on government employees’ job satisfaction in Jordan. The researchers selected a sample of n= 52 Human Resource employees from public sector organization by using a convenient sampling method. Structural equational modeling also helped to validate the proposed relationship between study variables. Findings revealed a strong positive relationship between transformational leadership and job satisfaction among the HR employees. As found, despite Covid-19, transformational leaders help employees work effectively and increase employee’s job satisfaction and organizational commitment. By keeping in view, the results of the present investigation consider transformational leadership as highly capable tool for dealing with organizational crisis and management. The researchers therefore suggest further studies to illustrate the role of leadership in strategically following administrative procedures during major social and health crisis situations.

Competent teachers contribute to the students’ achievement significantly. Therefore, the government established a teacher professional development program with various activities. The program aims to improve their teaching skills, professional knowledge, and teaching effectiveness. However, many teachers have low competency even after joining the teacher professional development program. The low teacher competency score can be seen from the result of the teacher competency test. This research uses a quantitative design to investigate factors that contribute to the teachers’ competence. The results show factors that contribute to the low teachers’ competence are not doing classroom action research and writing article, rarely attending seminars or workshop, never being a speaker at seminars, low frequency of maintaining their English skill, not understanding the rights, mechanism, implementation of teacher competency test, not understandingng the objective of teacher competency test as a condition job promotion, and the unreadiness of the teacher in taking the examination.Abstrak: Guru yang kompeten berkontribusi terhadap prestasi siswa secara signifikan. Oleh karena itu, pemerintah membentuk program pengembangan profesional guru dengan berbagai kegiatan. Program ini bertujuan untuk meningkatkan keterampilan mengajar, pengetahuan profesional, dan efektivitas pengajaran mereka. Namun, banyak guru memiliki kompetensi rendah bahkan setelah mengikuti program pengembangan profesional guru. Skor kompetensi guru yang rendah dapat dilihat dari hasil tes kompetensi guru. Penelitian ini menggunakan desain kuantitatif untuk menyelidiki faktor-faktor yang berkontribusi terhadap kompetensi guru. Hasil penelitian menunjukkan faktor-faktor yang berkontribusi terhadap rendahnya kompetensi guru adalah tidak terbiasa melakukan penelitian tindakan kelas dan menulis artikel, jarang menghadiri seminar atau lokakarya, tidak pernah menjadi pembicara di seminar, rendahnya frekuensi guru dalam mempertahankan keterampilan bahasa Inggris mereka, tidak memahami hak, mekanisme, pelaksanaan tes kompetensi guru, tidak memahami tujuan tes kompetensi guru sebagai syarat promosi pekerjaan, dan ketidaksiapan guru dalam mengikuti ujian.

Parenting patterns in shaping children's morals is something that is very urgent to be known together. This is useful for anyone, especially for parents and educators. Getting to know parenting patterns in shaping children's morals is none other than the main goal is to provide an understanding for us all in an effort to shape children's morals, especially in times like today. Where children today have lost their true identity as humans. Why do the authors say that children now have lost their identity as human beings, this is the case of many young people today who have an immoral attitude or do not have morals, be it to parents, friends, neighbors and even teachers. We have seen this in various media, there are children who kill their own parents, there are children who kill their teachers and even dare to bring sharp weapons to school against their teachers to fight. For this reason, this article is important to read so that we can recognize good parenting in educating children.

The research aims to investigate the significant difference between the mean scores of the writing performance of the students working in the dominant-dominant pairs (DDP) and those working in the dominant-passive pairs (DPP). It investigates the effectiveness of pair work to reveal in what pair the students have a better-writing performance. The experimental design using pretest-posttest design was used in this study. The writing performance of the students working in the dominant-dominant pairs (DDP) and those working in the dominant-passive pairs (DPP) was compared. The subjects of the study were the students of the English Department of private University in Madiun, East Java, Indonesia who were in their fourth semester. The current study employed the standardized proficiency writing test which was adopted from the TOEFL-Test. Descriptive statistics and inferential statistics were chosen to answer the research question. Independent t-test by using SPSS 17.0 was employed to see whether there was a significant difference in the mean scores between the students working in the dominant-dominant pairs (DDP) and those working in the dominant-passive pairs (DPP). The result shows that the students who work in the dominant-dominant pairs (DDP) perform better at writing performance than the students who work in the dominant-passive pairs (DPP). Furthermore, pair work provides the students with more opportunities to engage with one another to share ideas in writing. Thus, the teacher should arrange the best group of classification at the beginning of making a pair work before the students are asked to have a discussion in writing. Keywords: dominant; passive; pair work; writing, argumentative essay

In today’s era, the idea of conducting student exchanges and teaching practices overseas continues to grow. In this way, the cooperating countries can share their recent innovations in the field of education. The existence of a language barrier, however, may hinder learning and teaching in the classroom. Language barrier refers to the lack of a common language that prevents people from speaking to or understanding each other. It should be overcome as the information shared between teachers and students might be misinterpreted. This research was carried out as the researcher believed that the existing language barrier could be helped by increasing students’ motivation in the classroom. The aim of this study was to integrate the use of instructional media to enhance the students’ learning motivation of primary school in Thailand’s municipal school. This research used Classroom Action Research (CAR) design. The data was collected through the use of worksheets, still pictures, video recordings, interview guides, and field notes. The research results fulfilled the three criteria of success, namely classroom atmosphere, students’ learning motivation, and the strategy’s practicality. The researchers found that the use of instructional media could enhance students’ learning motivation and overcome the language barriers in the classroom.

Motivated by the need for more empirical evidence on factors affecting English as a Foreign Language (EFL) reading enhancement, this paper aims at elucidating causal relationship between reading epistemic beliefs, reading motivations, and strategies use in reading. The present study provides an evaluative perspective with regard to the directions of influences among them. A model that reflects the hypothesis that epistemic beliefs affect strategies use in reading to read which are strengthened by reading motivation is constructed and tested. The structural equation modeling (SEM) confirms this hypothesis, which implies interdependences across the factors as promising resources that can be utilized in EFL reading context for comprehension development. A few important implications for EFL reading instruction and research can be drawn from the results.

The purpose of the study was to determine the impact of mind mapping as a strategy in generating ideas before writing on the EFL students’ idea development in argumentative writing as perceived from their gender differences and learning styles. By conducting an experimental investigation at university level in Indonesia, two existing TOEFL classes at the State Islamic Studies (STAIN) in Kediri were selected by a lottery to group 1: using linear notes (N=41), and group 2: using mind mapping (N=41). For analyzing the data, Analysis of covariance (ANCOVA) were utilized by using students’ TOEFL score as the covariate variable. The result findings indicated that there is no significant difference on the students’ idea developments in writing between the control and the experimental groups. These result also revealed that there is no significant difference on the students’ idea development in writing between gender differences, and among the students’ learning styles. Furthermore, there is no significant interaction between treatment and gender differences, and there is no significant interaction between treatment and learning styles.

This study investigated the effect of working in homogeneous and heterogeneous pairs on students’ writing skill using quasi experimental research design involving 40 students. The first group consisted of 20 homogeneous pairs (paired with similar pre-test scores) while the second group consisted of 20 heterogeneous pairs (participants with high scores are paired with those having low pretest score). Then they were assigned to work on their pairs to write descriptive essays three times. After that they were assigned to write descriptive essays individually. The data was analyzed using independent sample t test to compare the students’ post-test scores. The result shows that after the experiment the quality of descriptive essays produced individually by the students from heterogeneous group was on the average significantly better than the quality of descriptive essays produced by the students from the homogeneous group. Further investigation on comparing the quality of descriptive essays produced individually by the high achievers from heterogeneous group and high achievers from homogenous group shows that the quality was not significantly different. While the quality of descriptive essays produced individually by low achievers from heterogeneous group is significantly better that the quality of descriptive essays produced individually by low achievers from homogenous group. It means that the heterogeneous grouping was more effective than the homogeneous grouping only for low achievers but not for high achievers. Furthermore, the questionnaire result found that the participants in heterogeneous group had more positive attitude toward the collaborative work than those in homogeneous group.

This study investigated the effect of working in homogeneous and heterogeneous pairs on students’ writing skill using quasi experimental research design involving 40 students. The first group consisted of 20 homogeneous pairs (paired with similar pre-test scores) while the second group consisted of 20 heterogeneous pairs (participants with high scores are paired with those having low pretest score). Then they were assigned to work on their pairs to write descriptive essays three times. After that they were assigned to write descriptive essays individually. The data was analyzed using independent sample t test to compare the students’ post-test scores. The result shows that after the experiment the quality of descriptive essays produced individually by the students from heterogeneous group was on the average significantly better than the quality of descriptive essays produced by the students from the homogeneous group. Further investigation on comparing the quality of descriptive essays produced individually by the high achievers from heterogeneous group and high achievers from homogenous group shows that the quality was not significantly different. While the quality of descriptive essays produced individually by low achievers from heterogeneous group is significantly better that the quality of descriptive essays produced individually by low achievers from homogenous group. It means that the heterogeneous grouping was more effective than the homogeneous grouping only for low achievers but not for high achievers. Furthermore, the questionnaire result found that the participants in heterogeneous group had more positive attitude toward the collaborative work than those in homogeneous group.

The International School Psychology Survey (ISPS) was used to gather information about the characteristics, training, roles, activities, preferences, research interests and the challenges experienced by school psychology specialists in Egypt. To the degree that the data are representative of the school psychology specialists Egypt, it appears that the vast majority of school psychology specialists have bachelor degrees. The greatest proportion of their work involved counselling students, providing direct services to students, and providing primary prevention programs. The results from this survey were considered in relation to the social and cultural context of school psychology practice in Egypt and were compared with the findings from ISPS surveys in other countries.

The facet theory guided the construction of a new measure of Islamic religiosity, which assesses knowledge and practice of Islamic creed, acts of worship, appearance, jurisprudence, and history. The sample included 211 high school U.S. Muslim students who completed KPMIR's 100 multiple-choice questions. The validity and reliability (α = .92) of the scale were found to be adequate. Islamic religiosity scores were examined for different subgroups within the sample, based on gender, family origin, and school type (public versus Islamic). Girls scored significantly higher than boys. Arab and non-Arab students had comparable scores. Although students from Islamic schools and public schools reported comparable scores on KPMIR, Islamic knowledge scores showed a significant positive correlation with the number of years attended in Islamic schools.

Using the International School Psychology Survey (ISPS), this study aims to advance our knowledge of the characteristics, training, roles and responsibilities, challenges and research interests of school psychologists around the world by comparing recent international data. The current study contributes valuable information regarding the profession of school psychology by building upon previous surveys of school psychologists using ISPS data gathered in Albania, Cyprus, Estonia, Greece, Northern England, Australia, china, Germany, Italy and Russia. The discussion provides unique insights regarding similarities, differences and diversity among school psychologists in Georgia, Switzerland and the United Arab Emirates.

The purpose of the study was to assess anonymously the perceptions of school psychologists toward the consideration of cultural issues in the delivery of school consultation services to Hispanics. The study is based on a mail-survey of 1000 members of the National Association of School Psychology (NASP), with a return rate of 36% (30% usable). Overall, the respondents perceived Hispanic cultural issues as being very important in consultation, and expressed a desire for more training. Differences between the perceptions of the Hispanic and non-Hispanic respondents, and preferred foci of future training, are described. Implications for research and practice are discussed.

This study was aimed at identifying the role of the HR recruitment strategy in achieving organizational change at AL-Hussein Bin Talal University (AHU) in Jordan. A questionnaire was distributed among the study samples, totaling (113) individuals. The most important findings were: (AHU) had a moderate level recruitment strategy, organizational change level at (AHU) was moderate, selecting HR was the highest in practice, followed by hiring HR and then attracting HR which was the least practiced component of HR, there was no statistically significant relation between attracting HR and achieving organizational change, there was a statistically significant relation between selecting HR and achieving organizational change, there was no statistically significant relation between hiring HR and achieving organizational change.

This article presents the debate of written direct CF (WCF) stated by the previous studies. Being a controversial issue leads written CF into two different positions: that written CF is plausible for ESL and EFL learners (Bitchener et al, 2005; Bitchener, 2008; Bitchener & Knoch, 2008, 2009, 2010; Bruton, 2007, 2009; Chandler, 2003; Lee, 2008a, 2008b, 2008c; Montgomery & Baker, 2007; Lundstrom & Baker, 2009; Vasquez & Harvey, 2010; Evans et al., 2010) or that it does not contribute significantly for ESL and EFL learners (Truscott & Hsu, 2008; Bruton, 2007). Through the debate, there are two queries revealed: what to do and where to go. Finally, it can be concluded that an effort to assist learners in improving their accuracy of ESL and EFL writing has to be conducted by a teacher, and CF is one of the alternative techniques among others to make the learning outcome better. Moreover, both local and global aspects are to be checked and treated proportionally meaning the written CF should not only concern local aspects but also global aspects. Later, it would be better to evaluate the long term effect of providing WCF on other occasions (a month or a semester after WCF is given). Keywords: Written Direct CF, Indirect CF