Volume 8, Issue 2, September 2014, Pages 623–631
Muhammad Akbar Zahidi1
1 Faculty of Education, University of Malaya, Malaysia
Original language: English
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study was about the failure factors of Teaching English as a Second Language (TESL) students in teaching graduate programme (TGP) at institute of teacher education (ITE). Thus, this study identified the factors of failure from personal problems, lecturer, facility, syllabus and school factors. Furthermore, this study used a mixed mode method such as semi-structural interview and questionnaires. To answer the interview instrument, a total of 12 TGP students were selected from maximum variation method based on six different zones. Then, to answer the questionnaires, this research involved 40 TGP students at random.
Next, descriptive statistics of SPSS 21.0 software was used to analyze the factors in five domains. The findings of the study indicated that the domain of syllabus factors contributed to the cause of the failure at the highest level. However, the finding of the lecturer communication was the highest among the items. Therefore, failure was causing some effects such as feeling sad, frustrated and stressed out to deal with colleagues and family members.
Author Keywords: Teaching English as a Second Language (TESL) Students, Teaching Graduate Program (TGP), Institute of Teacher Education (ITE).
Muhammad Akbar Zahidi1
1 Faculty of Education, University of Malaya, Malaysia
Original language: English
Copyright © 2014 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study was about the failure factors of Teaching English as a Second Language (TESL) students in teaching graduate programme (TGP) at institute of teacher education (ITE). Thus, this study identified the factors of failure from personal problems, lecturer, facility, syllabus and school factors. Furthermore, this study used a mixed mode method such as semi-structural interview and questionnaires. To answer the interview instrument, a total of 12 TGP students were selected from maximum variation method based on six different zones. Then, to answer the questionnaires, this research involved 40 TGP students at random.
Next, descriptive statistics of SPSS 21.0 software was used to analyze the factors in five domains. The findings of the study indicated that the domain of syllabus factors contributed to the cause of the failure at the highest level. However, the finding of the lecturer communication was the highest among the items. Therefore, failure was causing some effects such as feeling sad, frustrated and stressed out to deal with colleagues and family members.
Author Keywords: Teaching English as a Second Language (TESL) Students, Teaching Graduate Program (TGP), Institute of Teacher Education (ITE).
How to Cite this Article
Muhammad Akbar Zahidi, “Failure Factors of Teaching English as a Second Language Students in teaching Graduate Programme at Institute of Teacher Education,” International Journal of Innovation and Applied Studies, vol. 8, no. 2, pp. 623–631, September 2014.
