Discussion Content 1 Research Methods
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98
ACMASS-5922 Psychological Adjustment of Women with Breast Cancer
Tience Debora Valentina
Department of Psychology, Udayana University, Indonesia tience_deborayahoo.com
IGA Putu Wulan Budisetyani
Department of Psychology, Udayana University, Indonesia gek_wulan80499yahoo.com
Abstract
Breast cancer is a condition that scary, anxious, and uncertain for women. Fear of recurrent and of death also haunts. Thus, women with breast cancer need to make a psychological adjustment
to her condition. This study was aimed to explore the psychological adjustment of women with breast cancer. This qualitative study was conducted with phenomenological approach. A total
numbers of 4 women who had been diagnosed with breast cancer were asked to participate in this research, with age ranges of 32 to 71 years. In-depth interviews and open-ended
questionnaires were given to explore the psychological adjustment of women with breast cancer. In addition, observations were also made to enrich the existing data.
Results of this study indicate that psychological adjustment of women with breast cancer related to several factors: self-motivation and self-belief to recover; support from environment, children,
and of family help them to involve to the medical treatment; and persistence of religious ritual and belief in God who are able to heal them.
Keywords : psychological adjustment, breast cancer, phenomenological
99
ACMASS-5836 You Can Understand by Not Catching Every Word
Nilufer Ozgur,
Anadolu University, School of Foreign Languages, Turkey niluferozguranadolu.edu.tr
Listening is a stressful activity for language learners because they have difficulties in understanding the information quickly enough to make sense of what is said. Students may have
difficulties in listening because they may not have enough vocabulary knowledge. They may know the written form of the words, but they may not know the correct pronunciation which
causes another serious problem for the students in comprehending the listening texts. Especially for our institution, pronunciation is a problem and we do not have a separate course focusing on
pronunciation. Besides, the accent and the pace of the speakers may also be effective for students’ not understanding the listening text. Another important reason for the listening problem is that
the students try to catch every word. They get frustrated when they cannot understand every single word. At this point, teachers have the challenging role to help the students by encouraging
them and making them aware that they can also answer the related questions even they do not catch every word.
However, this does not mean that the vocabulary is not important while listening. Paying attention to the active words in the text is important and what is more how the teachers get
students’ attention to those words is important. For this reason, the aim of the current study was to find out the way the teachers dealt with the
unknown active words before listening to a text. The second focus was to find out whether the teachers paid attention to the correct pronunciation of the words at least included in the listening
texts. To answer the research question, the classes of three teachers teaching at Intermediate level were
video recorded during one week until a unit was covered. At the end of the recording session, the dat
a was transcribed and the teachers’ attitudes towards getting students’ attention to the unknown words and to the pronunciation of the words were found out.
The results will be discussed in detail in the presentation.
100
ACMASS-5962 The Effect of Coaching and Mentoring Programs to Improve Students
Competencies Case Study of Beastudi Etos Scholarship
Purwa Udiutoma ,
Yulya Srinovita,
Researcher at Makmal Pendidikan, Indonesia yulya.srinovitagmail.com
Abstract
Progress of a country largely determined by quality of its human resources and quality of human life is much influenced by educational factors. Chains of poverty absolutely cannot be
separated from economic, health and educational factors. Therefore, one effort to break chains of poverty is to provide proper education. Dompet Dhuafa through Beastudi Etos had
conducting educational empowerment with provide coaching, mentoring and financial assistance for poor students. With coaching and mentoring, scholarship recipients are expected not only can
studying, but also have knowledge, skills and attitudes competency. This research aims to see the effect of Beastudi Etoss coaching and mentoring programs to improve students competencies.
Research methodology used is descriptive analytical by taking samples at five universities. The results showed that Beastudi Etoss coaching and mentoring programs can improve knowledges,
skills and attitudes competency of students. Its significantly improve religious values, but less effect to IT skill.
Keyword: Competency, Coaching and Mentoring, Scholarship, Knowledge, Skills, Attitudes