Department Of Education Research Articles

Senator introduces bill to eliminate Department of Education

Sen. Mike Rounds (Republican — South Dakota) has introduced legislation to eliminate the U.S. Department of Education, following up on one of President Donald Trump's key campaign promises (bit.ly/49bB1ln). The bill, entitled Returning Education to Our States Act, would redistribute existing federal programs under the ED to other departments.

BatLIT Community Extension Project, Bataan, Philippines, in Aid of Contextualization and Enhancement in the Basic Education

BatLIT is an acronym for Bataan Literature-Inspired Teaching, which is a community extension project in support of the Department of Education (DepEd) K-12 program in the Philippines that mandates contextualization and enhancement, also termed ‘Making the Curriculum Relevant to Learners’. The directive calls that in the delivery of instruction, the ‘examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality relevant to the learners and easy to understand’. It is therefore aimed that local learning materials and literary outputs in multi-modal forms be produced for distribution to government and private institutions. Moreover, the project is an offshoot of two published research studies on Bataan literature that pioneered the retrieval, documentation, and dissemination of local writings in Bataan, Philippines. Having gathered sufficient volumes of local works, the Bataan Peninsula State University College of Education has pioneered the cascade of research outputs into extension activities to three pilot school beneficiaries representing basic education. The paper utilized the Input-Process-Outputs-Outcome (IPOO) framework as the methodology in the study which paved the way for its completion. The specified objectives of conducting regular monitoring, follow-ups, and visits to partner agencies, providing training workshops for teachers, creating learning materials through multi-modal texts, and integrating Bataan literature in the classroom lessons were attained productively. The results of the project yielded an expansion of the community extension activities to other agencies and educational institutions. Keywords: Community Extension, Bataan literature, Contextualization and Enhancement, Humanities, IPOO framework

FORMAÇÃO CONTINUADA DE PROFESSORAS DE EDUCAÇÃO INFANTIL EM CURITIBA: UMA ANÁLISE SOBRE AS SEMANAS DE ESTUDOS PEDAGÓGICOS DA REDE MUNICIPAL NO PERÍODO DE 2012 A 2022

The continuous training of teachers working in Municipal Centers for Early Childhood Education (CMEI) in Curitiba/PR takes place throughout the school year through courses, seminars, and events. In this article, we are interested in reflecting on the continuous training carried out during the Pedagogical Study Weeks (SEP). The SEP takes place annually in early childhood education units, and training demands can be requested by the institutions based on the reality experienced by the unit or follow the theme proposed by the Municipal Department of Education, defined in annual Pedagogical Notebooks. In this study, we analyze the SEP training from 2012 to 2022, aiming to investigate the themes of continuous training and their interaction with pedagogical practices and the quality of this stage. The qualitative approach methodology was chosen for the study, based on the survey and analysis of the themes in the period. The results show that the SEP training demands predominantly focus on disciplinary areas and developmental psychology in the first four-year period. Play/playfulness remains a demand in both four-year periods, but we could not identify the specifics of these themes as the training titles are generic. Even so, we consider the presence of play/playfulness as a formative interest important. We are concerned about the absence of training demands on the DCNEI (2009), childhood sociology, social markers of difference, and children’s cultures, mainly because there is an alignment of SME proposals with the BNCC (Brazil, 2017).

Factors measuring the readiness of teacher educators’ to use web 2.0 technologies

Web 2.0 has opened many opportunities and avenues in education, especially in tertiary education. The open nature of Web 2.0 has enabled teachers and students to access, share, collaborate, and communicate knowledge around the world with just one click. Web 2.0 tools have been frequently used in teacher education in session planning and designing strategies for the teaching–learning process. Pakistan's public and private sector universities offer teacher education programs. Due to the significant influence of Web 2.0 technologies, there have been a rising number of studies on the use, effects, and perceptions of Web 2.0 technologies in education. However, there was a need for study in the Pakistani scenario, which could uncover teacher educators' practices regarding the use of Web 2.0. To better understand the factors that influence teacher educators’ decisions to adopt Web 2.0 technologies. This study used the Decomposed Theory of Planned Behavior (DTPB) framework aimed to unwind teacher educators' behaviors and practices for Web 2.0 technology usage. The research design of this study was exploratory with a quantitative approach. The data was collected through an adopted DTPB scale-based survey questionnaire that provided a snapshot of the behaviors, attitudes, opinions, and beliefs of teacher educators. The population of the study was comprised of teacher educators of the teacher education departments from public and private sector universities of Sindh province in Pakistan. From both sectors, a total of 156 subjects were targeted for data collection, out of which 73 participants responded. This research uses descriptive analysis and inferential analysis to establish the overall tendency of responses from individual teacher educators and to note how this tendency varies among both sectors. Based on the findings, the results depict how a large population views the usage of Web 2.0 technologies in the teaching–learning process and the diversity of both sectors.

NAVIGATING THE DIGITAL MAZE: INNOVATIVE STRATEGIES AND HURDLES IN ONLINE GRAMMAR INSTRUCTION

This study investigates innovative strategies and challenges in online grammar instruction within the English Language Education Department at IAIN Parepare, Indonesia. As digital learning becomes increasingly integrated into higher education, the research focuses on the experiences of 40 students and 5 online grammar instructors. Through a mixed-methods approach, incorporating surveys of all 40 students and in-depth interviews with the 5 tutors, this study investigates the adaptation of traditional grammar teaching methods to digital platforms. Key findings reveal that interactive tools, gamification, and personalized learning paths significantly enhance student engagement and comprehension in online grammar lessons. However, challenges such as varying levels of digital literacy among students, maintaining consistent motivation in virtual environments, and the limitations of asynchronous communication emerge as significant hurdles. The study concludes by proposing a tailored framework for effective online grammar instruction at IAIN Parepare, emphasizing the integration of culturally relevant multimedia resources, collaborative learning activities, and adaptive assessment techniques. These insights contribute to the growing body of knowledge on digital pedagogy in Indonesian higher education and offer practical implications for educators navigating the complexities of online language instruction in similar institutional settings.

Adaptation Administration Practices and Accommodating Classroom Organization of Public Elementary School Teachers

This study determined and described the adaptation administration practices and accommodating classroom organization of public elementary school teachers in the Lupon District, Division of Davao Oriental. It employed a non-experimental quantitative research design utilizing a correlational method. The respondents of the study comprised 139 public elementary school teachers selected through universal sampling. Data analysis involved the use of mean, Pearson r, and regression analysis. The findings revealed that the adaptation administration practices of public elementary school teachers, in terms of consideration, stimulation, motivation, and influence, were oftentimes demonstrated by the teachers. Similarly, accommodating classroom organization, in terms of normative behavior, workplace behavior, values, and decision-making, was also oftentimes observed. Furthermore, a significant relationship was found between adaptation administration practices and accommodating classroom organization among teachers. It was further revealed that the domains of adaptation administration practices significantly influenced the accommodating classroom organization of public elementary school teachers. Based on the findings, it is recommended that public school teachers participate in conferences and training programs organized by the Department of Education (DepEd) as part of a professional development program. Such initiatives could enhance teachers' knowledge and skills, thereby fostering improved educational practices and creating a more conducive learning environment for students.

A FORMAÇÃO CONTINUADA DO(A) PROFESSOR(A) DE CRECHE NA REDE MUNICIPAL DE ENSINO DE SÃO PAULO

The objective of this text is to understand how the Municipal Education Network of São Paulo structures the continuing education of daycare teachers who work in educational institutions directly managed by the Municipal Department of Education. For this, a documentary research was carried out based on the legislation of the Municipal Secretariat of São Paulo and the publications of the Municipal Education Network of São Paulo. These documents were placed in dialogue with authors who discuss continuing education. It was possible to observe that the city of São Paulo has tried to advance in guaranteeing the right of babies and children to access educational institutions and thus has invested in the training of daycare teachers. This is evident in the legislation that advocates continuing education as well as in the training strategies developed preferably in the educational units, under the monitoring of the coordinator, who has the collaboration of trainers and pedagogical advisors. In addition to investments in adequate structure and working conditions, essential to promote quality continuing education, it is worth taking a close look at the effective policies of continuing education for the professionals of the network. The continuing education of daycare teachers is a continuous and challenging process, but essential to ensure quality early childhood education.

Call for papers 2025: UNISA’s Hybrid International Conference On TVET (ICTVET) 2024. Volume 8, Issue 2. Special issue.

Due date for full papers: 31 January 2025. Title of special issue: Advancing TVET for the Digitalised World, Youth Skilling, Employability and Sustainable Development Themes for categorising papers: The submitted papers will be organised according to the following streams, but are not limited to the following: Steering Global Disruptions• Climate change• Digitalisation• Fourth Industrial Revolution (4IR)• Learning Management Systems• Demographic change• Migration• Energy Security and Transition Inclusion in Education (2024 marks 30 years since adoption of Salamanca Statement)• Re-orientating current TVET policies for inclusivity• Adapting teaching methods to accommodate vulnerable groups of learners• Training and support of TVET teaching staff/trainers to enable them to accommodate the diverse needs of learners Multi-stakeholder Collaboration to Achieve Education Goals • Private sector engagement• Sustainable curriculum• Digital transformation collaborative efforts• Commitment of partnerships to advance common projects• Articulation• Funding opportunities• UNEVOC network and TVET contributions to sustain their membership Strengthening Mechanisms• Quality Assurance• Leadership and accountability• Effective governance• Assessments, etc• Pathways for employment,• Skills for business entrepreneurship TVET Research and Knowledge Base• Research studies and research in TVET• Digital transformation of TVET colleges Conference presenters are invited to submit an article for a special issue of the Journal of Vocational, Adult and Continuing Education and Training (JOVACET) to be published in 2025. JOVACET is an accredited publication with the Department of Higher Education and Training and also publishes on the platform of sciELO. Articles should be topical with regard to current debates/discourses and recent research in the TVET, adult, and continuing education and training domains. Submissions should be of a high quality and follow academic research/writing conventions of journal articles in the social sciences. Specifications can be found on the JOVACET website (www.jovacet.ac.za) or obtained from Dr Catherine Robertson at cathy@tcrobertson.co.za. Articles should comprise a maximum of 8000 words, which include the abstract of approximately 200 words and a list of references in the referencing style as specified on the website, and be submitted in MS Word format via the journal website at www.jovacet.ac.za or emailed to Dr Catherine Robertson at cathy@tcrobertson.co.za. Kindly follow the style guide which is provided on the website. We look forward to receiving your submissions! Due date for full papers: 31 January 2025. Editor-in-Chief, JOVACET: Prof Joy Papier, University of the Western CapeManaging Editor, JOVACET: Dr Catherine Robertson, University of the Western CapeGuest Editors: Special Issue (UNISA): Prof M. Van Wyk; Prof M. Maphalala; Prof S. Khumalo The Special Issue is scheduled for publication on 31 July 2025.

Career Progression and Classroom Facility Adeptness of Teachers in Public Elementary Schools

This study aimed to explore the career progression and classroom facility adeptness of teachers in public elementary schools in the Sta. Maria District, Division of Davao Occidental. In this context, career progression refers to the development of teachers’ professional skills, while classroom facility adeptness pertains to how teachers utilize available resources to enhance student learning. A non-experimental quantitative research design was employed, using correlational methods to examine the relationship between career progression and classroom facility adeptness. Additionally, regression analysis was used to determine the significant influence of the domains of career progression on teachers’ classroom adeptness. The study involved 135 public elementary school teachers, selected using universal sampling. Data were analyzed using mean scores, Pearson’s r, and regression analysis. The results revealed that career progression was often reflected in teachers' commitment to excellence, honesty and integrity, respect for others, compassion, and social responsibility. Classroom facility adeptness, on the other hand, was sometimes manifested in terms of collaboration, decision-making, resource utilization, and communication. A significant relationship was found between career progression and classroom facility adeptness, with a Pearson r-value of 0.988 and a p-value of 0.00, indicating a strong correlation between the two variables. Additionally, the regression analysis revealed that classroom facility adeptness significantly influenced the domains of career progression. The regression results indicated the following relationships between career progression and classroom facility adeptness: commitment to excellence (B = -0.075, t = -0.503, p = 0.000), honesty and integrity (B = 0.014, t = 0.125, p = 0.000), respect for others (B = -0.218, t = -1.807, p = 0.000), compassion (B = -0.074, t = -0.502, p = 0.000), and social responsibility (B = 0.015, t = 0.126, p = 0.000).Based on the findings, it is recommended that public school teachers engage in professional development programs, such as conferences and training sessions offered by the Department of Education (DepEd), to improve their skills and enhance their capacity to better support student learning and academic success.

Parental engagement for quality pre-primary education: the case of Gambella Regional State, Ethiopia

ABSTRACT Pre-primary education is crucial for children’s cognitive, social, and emotional development, setting the foundation for academic success. Parental engagement is a critical factor that positively impacts the quality of service provision in pre-primary schools. This study examined the influence of parental engagement on the provision of quality services in pre-primary schools within the context of Gambella Regional State, Ethiopia. A convergent mixed-methods research design was employed, incorporating both quantitative and qualitative data collection methods, including questionnaires, observations, focus group discussions, and interviews. The sample size consisted of 95 principals and 190 pre-primary school teachers, as well as purposely selected participants such as 5 from the Regional education bureau, 3 from the Zonal education department, 28 from the Woreda education office, and 8 Parent-Teacher Association leaders. The findings revealed a significant and positive influence of parental engagement on the quality of services provided in pre-primary schools. The results indicated that increased parental engagement leads to improved service quality, contributing to the development of reading skills, alphabet recognition, student performance, and retention rates. Therefore, policymakers, educators, and parents need to collaborate to create an environment that encourages and supports parental engagement in pre-primary schools.

Transforming secondary teacher preparation for multilingual learners through translanguaging: Toward an integrated biliteracy and disciplinary learning framework

AbstractStudents designated as English learners and the broader group of multilingual learners continue to face restrictive learning environments in secondary classrooms despite existing research that demonstrates how integrating literacy development with authentic and relevant disciplinary learning benefits multilingual learners and all students. To address this issue, an interdisciplinary team of biliteracy and secondary content method scholars and teacher educators used funding through the U.S. Department of Education's National Professional Development Program to (1) articulate a cohesive framework that integrates biliteracy with disciplinary learning through research‐based instructional practices and (2) explore how English, math, and science secondary content method instructors apply this framework when working with preservice teachers. The researchers connected translanguaging pedagogy, content and language/literacy integrated approaches, and a practice‐based teacher education model to develop the Biliteracy and Content Area Integrated Preparation (BCAIP) Framework. They found that participating content area secondary method instructors made progress toward applying the BCAIP framework by building upon what they already do in support of diverse learners (i.e., foundational pedagogies) as they shifted toward biliteracy‐oriented pedagogy. The authors argue that situating translanguaging in a disciplinary learning context better positions secondary teacher educators to transform how they prepare preservice teachers to serve multilingual learners.

DEVELOPMENT OF THE EASTERN INDONESIA GREEN THERAPY CENTER AS AN ALTERNATIVE SOLUTION FOR SPECIAL NEEDS CHILDREN’S

Green therapy, commonly known as nature therapy, is a method of stimulating children with special needs using natural media. Sekolah Alam Draul Istiqamah (SADIQ), one of natural school, has the potential to be developed as a green therapy center for Eastern Indonesia: (1) it has implemented the green therapy concept; (2) has sufficient open space; (3) has sports facilities that have potential for therapy; (4) not far from Makassar Sultan Hasanuddin Airport which can be reached in approximately 10 minutes; (5) have a good safety guarantee for the green therapy program. This potential has not been used properly for the development of green therapy centers due to limitations, including: (1) limited knowledge and skills of human resources in terms of developing green therapy centers; (2) the need to prepare a good concept to become a green therapy center, starting from the type of service program, natural therapy activities in each service, therapy guides, and the stimulation media needed; (3) There is no media to introduce SADIQ as a green therapy center for the community. The solutions offered for SADIQ to be developed as a Green therapy center include: (1) Green therapy education for SADIQ human resources in the form of training, practice and workshops; (2) provision of standard facilities to support the perfection of the types of stimulation services to be provided; (3) preparing a green therapy service program starting from the name of the program to the stimulation activities that must be carried out; (4) preparation of green therapy service program guidelines; (5) outreach and offering to the public and educational practitioners; (6) assisting the implementation of service programs at the green therapy center. This series of activities proved effective in increasing the understanding and practice of green therapy among SADIQ human resources, was able to introduce SADIQ as a green therapy center in Eastern Indonesia, and brought SADIQ recognition from stakeholders, especially the Education Department. SADIQ is currently an alternative solution in providing green therapy, alternative solution of special need children stimulation through natural media.

Program Evaluation of the Clinical Education Based on Four-Component Instructional Design (4C/ID) Model

Background: Clinical education is a key step in medical education. The study aimed to evaluate clinical education in undergraduate medical education programs based on the Four-Component Instructional Design (4C/ID) model. Methods: The cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences in 2023-2024. Fifteen departments where medical students studied the clerkship and internship courses were evaluated. An evaluation checklist was used including four domains, 23 questions, and 100 items. The evaluation was implemented in three steps including "Preparation of evaluation", "Execution of evaluation" and "Preparation of evaluation report and application of results". Data were analyzed using descriptive tests (mean, standard deviation, SD, and frequency). Results: The findings showed that the status of the departments in the "educational goals and learning tasks" domain in the clerkship and internship courses were 48.33 and 49.26, which achieved the highest level of compliance. The lowest compliance reported in the domain of "practice opportunities" was 14.30 and 15.77 in the clerkship and internship courses. The compliance in the domain of "procedural information in educational events" in the clerkship courses was 33.15 and in the internship courses was 36.17 and in the domain of "supportive information" in the clerkship courses was 24.36 and internship was 23.46, indicating a medium to a low level of compliance. Conclusion: Clinical learning is recognized as a complex learning, which requires supportive information and practice opportunities for learning. The results showed that lower compliance was reported in the domains of "practice opportunities" and "supportive information" in the educational department clerkship and internships. Therefore, it is recommended to plan for the development of support resources on various platforms. It also requires an appropriate educational design to deliver practice opportunities in simulation and workplace environments in undergraduate medical education.

The Effectiveness of a Psychological Counseling Program on Developing Future Optimism among Students of the Department of Physical Education and Sports Sciences at Zakho University

The Effectiveness of a Psychological Counseling Program on Developing Future Optimism among Students of the Department of Physical Education and Sports Sciences at Zakho University

The Effectiveness of Micro Learning Design on Storytelling Skills

Storytelling is an important skill in the world of education that can increase engagement, understanding, and conveying information in a more engaging way. This study aims to test the influence of micro-learning methods on students' storytelling skills by involving 500 respondents from Sultan Agung Islamic University (Semarang), University of Muhammadiyah Malang (Malang), STIBA-EIC (Jakarta), PGRI University of West Sumatra (Padang), Mataran State Islamic University (Lombok). Respondents were randomly selected from students in the city (30-40 students in each city), with an age range ranging from 19 to 22 years old. The domicile of the respondents came from the city and the surrounding area. The total number of respondents is 500. Of the 500 respondents, 100 respondents (20%) came from students majoring in foreign language colleges, 100 respondents (20%) came from the English language education department, and 300 respondents (60%) came from the Indonesian language and literature education department. The respondents were divided into two groups: experiments that used micro-learning and controls that used traditional methods. The learning design includes the introduction of learning objectives, understanding of storytelling elements, example video analysis, storytelling exercises, as well as recording and feedback. The results of statistical analysis using the Mann-Whitney test showed a significant difference between the two groups, with a significance value of 0.000 (p < 0.05), which indicates that the micro-learning method has a positive and significant influence on improving students' storytelling skills compared to the traditional method. This indicates that we can reject the null hypothesis (H₀) which states that there is no significant difference between the two groups, and accept the alternative hypothesis (H₁) which states that there is a significant difference. These findings indicate that this approach is not only relevant for language teaching, but can also be adapted to various other forms of learning. With its flexible structure and customizable content, micro-learning can be applied in a variety of disciplines, such as science, mathematics, and art, by utilizing a variety of visual and narrative media.

Prospective Teachers’ Self-Regulation: The History of Mathematics as a Tool for Perseverance

The present study investigated the effect of improving prospective teachers’ self-regulation to teach mathematics at primary education through the mathematical courses they attended at a pedagogical department. Forty-eight students of a pedagogical department participated in the conducted quantitative study. The implemented intervention program, which consisted of two math content courses and a teaching methodology course on mathematics, emphasized the acquaintance of unsolved mathematical problems, the historical development of mathematical concepts, the obstacles faced during the development of concepts through the centuries, and the process of mathematical continuity and development. The use of the history of mathematics aimed to enhance participants’ self-regulatory abilities about the learning and teaching of mathematics. We had used data from tools administered four times over a period of the four years of their studies: at the beginning of their studies, after two math content courses, after a course about the teaching of mathematics, and after the field work at a school. The analysis of those data showed that there was an improvement in their mathematical performance and their self-regulation ability to solve problems, but there was a decrease in their self-efficacy beliefs to teach mathematics and to self-regulate their respective teaching behavior. We discuss the effectiveness of the program on the specific dimension and the implications of the design of teacher education programs grounded in the history of mathematics, with the aim to enhance prospective teachers’ self-regulation on handling difficult situation during the teaching of mathematics.

Duolingo Application as A Mean to Deepen Understanding of English Vocabulary by Students of English Educational Department Timor University

This study aimed to explain the role of the Duolingo application in improving English vocabulary comprehension and to provide valuable insights for educators regarding the potential of digital applications in English language learning. The Duolingo application is expected to help students of the third semester from English Educational Department at Timor University to deepen their understanding of English vocabulary. This research used a qualitative approach, the instruments used in this research were a vocabulary test and a questionnaire. The results of the vocabulary test showed that students who used the Duolingo application had a better understanding of vocabulary. The average test score was 76.7, with the highest was 93.38, indicating that the use of this application was able to provide a deep understanding of vocabulary, the lowest score was 66.7. The results from the questionnaire revealed that 50% of students strongly agreed and 50% agreed that Duolingo helped them quickly correct mistakes after each exercise. However, 60% of students felt that the application's features had a minimal effect on improving their learning experience, while 30% strongly disagreed. In terms of engagement, 60% of students regularly used the Duolingo application to learn English, while 40% did not. Furthermore, 80% of students felt that learning English became easier with Duolingo, while 20% agreed. 50% of students strongly agreed that the features within the application assisted in the learning process, while the other 50% agreed. 50% of students felt more enthusiastic about learning with this application, and the other 50% also agreed. The engagement and flexibility of the application were recognized as motivating factors for students to continue learning, with 50% strongly agreeing and 50% agreeing. However, there were challenges related to the use of community features. Only 20% of students strongly agreed that they were engaged with community features such as forums or study groups, while 40% disagreed and 40% strongly disagreed. On the other hand, 60% of students felt that motivational elements such as rewards and challenges influenced how often they used the application to study. In conclusion, the Duolingo application proved to be effective in deepening English vocabulary comprehension among third semester students of the English Educational Department at Timor University. This research provided valuable insights into the effectiveness of the Duolingo application as a tool for learning English vocabulary among students.

UNVEILING STUDENTS’ VOICE ON LECTURERS’ CLASSROOM MANAGEMENT IN VIRTUAL ENGLISH MEDIUM INSTRUCTION

A private university in Indonesia has implemented English Medium Instruction (EMI) classes in order to support internationalisation programmes. This policy entails using English as the instructional language in the classroom. This case study examined the teaching practices of seven content lecturers from the Biology, Physics, Mathematics, and Primary Education Departments in EMI classes, focusing on classroom management. Additionally, it explored 208 students’ perceptions in this setting. Data were collected through class observations, questionnaires, and interviews. The findings suggest that effective classroom management by lecturers leads to increased student participation and engagement. The lecturers employed various organisational, teaching management, and teacher-student relationship strategies to manage their classrooms. These findings provide valuable insights into maximising classroom management in an EMI setting, which can enhance critical reflection and support the implementation of EMI classes. The study also highlighted the students' perception of participation and interaction in the class, confirming that lecturers who lack effective teaching skills and multimodal strategies result in passive learning among students.

Job satisfaction and organisational commitment amongst employees in the south African department of education: Issues and challenges

It is common in the Umlazi and Pinetown districts of the Department of Education (DoE) that employees resign before their retirement age. Available data showed that 1,310 employees of the DoE in the two districts have resigned in the past five years. This is an indication of a sharp rise in staff turnover, with its impacts on the quality of education and service delivery. This study examined how the working environment of the districts influences job satisfaction. With 249 participants, using a mixed method, the study further examined the correlation between job satisfaction and employee turnover and how intrinsic and extrinsic motivational factors influence job satisfaction at the districts. examines how the working environment of the Department’s districts influences job satisfaction. The study further examines the correlation between job satisfaction and employee turnover at the Department of Education, as well as how intrinsic and extrinsic motivational factors influence job satisfaction. The findings of the study indicate that there is a correlation between job satisfaction and organisational commitment. The findings further indicate that due to lack of job satisfaction, employees are less committed and loyal to their organisation. The study further suggests further research on strategies that can be implemented to improve employee job satisfaction and employee commitment for the benefit of the organisations.

FILLER TYPES IN STUDENT’S ACADEMIC SPEAKING PRESENTATION: THE USE AND FUNCTION

This study aims to investigate undergraduate students' filler types in academic speaking presentations and how they use filler functions. This qualitative research used observation to analyze the type of fillers used by the students during the presentation and interview to analyze the function of the fillers they used. The participants were 21 undergraduate students of the English Education Department from Universitas Wiralodra. This study reported that the students used lexicalized and unlexicalized fillers during the presentation. Lexicalized fillers are found mostly used by the students with 60,93%. While unlexicalized filler appeared 39.07%. Those fillers functioned to hesitate, empathize, mitigate, edit terms, and create time. Filler is used and functioned by the students to show politeness and create time to plan what to say next. This study implies that the students need various strategies to use fillers properly and understand positive and negative fillers so they can develop their communicative competency. This study suggests further investigation in terms of the use of filler in written language.