![]() Therefore, it is suggested that future studies investigate the relationships of other factors which may contribute to students’ academic achievement. The results also revealed that there was a significant difference in terms of teacher effectiveness as perceived by the teachers themselves and as perceived by their students there was no significant difference in terms of gender and study duration towards students’ self-efficacy and there was no significant difference in terms of gender but there was a significant difference in terms of study duration of the students towards students’ academic achievement. ![]() The result revealed that teacher effectiveness as perceived by the teachers themselves added to teacher effectiveness and self-efficacy as perceived by their students related significantly towards students’ academic achievement (R = 0.694) with the contribution of 48.2%. The hypotheses were tested by using Pearson Product Moment, Multiple Linear Regression, Independent Sample T-Test and Anova One Way. Three questionnaires were used to measure three independent variables and cumulative GPA was used to measure dependent variable. This current research investigated the relationships among teacher effectiveness, self-efficacy and academic achievement of English education study program students in three universities in Palembang with 110 teacher samples and 329 student samples. In addition, this study underpins the contribution of linguistics in delving global corporate communication. Content analysis (Kohut and Segar, 1992 Ngai and Singh, 2014) is employed. On the basis of Kim et al.’s E-C identification model, the present study attempts to look at theme analysis of the utterances in the videos. This perception is in line with Employee-Company (E-C) Identification conceptualization (Kim et al., 2010). The videos of employees’ stories contain employees’ utterances that may indicate how the employees perceive themselves and the company. Best selected stories are made into video case studies shown at the annual leadership conference and shared with interviews on digital channel (Youtube, Facebook, etc). The platform demonstrates the most recent, highest rated, and most commented employee stories. Any employee can nominate a colleague who fits this criteria, rate & also give comments via Heroes platform. It is a CSR program for employees who have shown extraordinary initiative, integrity, and commitment to the company. In line with the company’s social missions, Unilever creates an internal CSR program called Unilever Heroes. It leads fast-moving consumer goods and many of these brands have long-standing, strong social missions, including Lifebuoy’s drive to promote hygiene through hand washing with soap, and Dove’s campaign for real beauty. The company has 400 brands worldwide focusing on health and well-being and its products are sold in over 190 countries. The present paper discusses Employee-Company (E-C) Identification in Heroes program at Unilever Company. Students‘ addiction to visual product, catchy phrases or sentences that are embodied into memes, and youth‘s likability to participate in ―what is happening now‖ would be beneficial to be involved in learning activity. Since memes are incredibly hype and mobile, it can be used as an implementation of multi-literacies in teaching media. This paper is intended to reveal the accessibility of using memes as one of digital products in language learning. Taking advantage of those particular identities, memes are considered as an alternative to bridge students‘ real and virtual life as well as an attempt of utilizing current advance of technology. By exercising mobile applications usage which is quite handy, they roam around the virtual world to meet their needs downloading and uploading files, giving comments or sharing page activities that are currently known as part of participatory culture. Meanwhile, their second identity remarkably falls upon technology product existence where they spend most of their time virtually and breath mobile applications‘ as second life. Their first identity is commonly identified with traditional classroom learning setting. Our students nowadays are characterized by their split identities, both as student in real life and also as netizen in virtual life.
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