Detail The Role of Campus Climate, Faculty and Peeron English Major Students' Success   Oleh:  Wicaksono, Bayu H. Jenis: Article from Proceeding Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 3, page 210-218. Topik: EFL; students' perception; academic success Fulltext: hal 210.pdf (11.0MB) Isi artikel English as a Foreign Language (EFL) students, enrolled in English Education Department of University of Muhammadiyah Malang, have lower graduation rates compared with students from other departments. One of the most important predictors in student retention is their perception of academic success. The purpose of this study was to explore EFL students’ perceptions of campus climate, faculty and peer social support, and sought to determine whether or not there is a relationship between these factors and EFL students’ perception academic success. The study was carried out at University of Muhammadiyah Malang (UMM). The inclusion criteria for this study were: undergraduate students enrolled in English Education Department. A survey consisting of three scales: peer and faculty support, campus climate, and academic success were distributed to the participants. The content validity and reliability of each scale were tested. Generalized estimating equations (GEE) were used to test the study hypothesis. The majority of participants were students with ages between 18 up to 24 years. The GEE analyses showed that campus climate was significantly associated with academic success, p-value=0.01, but peer and faculty support was not, p-value=0.07. EFL undergraduate students’ perception of campus climate may have an influence on their perception of academic success. Students’ perception of peer and faculty support was not significantly associated with academic success. The findings were hampered by the small sample of EFL students recruited. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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