STUDENTS’ CHALLENGES IN LITERATURE COURSES ONLINE LEARNING: STUDENTS’ PERCEPTIONS CASE STUDY

This research aimed at investigating the challenges encountered by the students when utilizing Undiksha Moodle E-learning in online learning of literature courses. The research used embedded mixed method case study with qualitative dominant in collecting the data. The research subjects were students of English Language Education (ELE) who learned Literature courses by using Undiksha Moodle E-Learning platform. Questionnaire and semi-structured interview guide were used by the researcher as the instruments. The result of this study shows that there were 5 challenges encountered by the students in operating Undiksha Moodle E-learning platform which could be categorized into two namely internal and external challenges. The internal challenges were the absence of some features such as video conference feature, assignment pop-up reminder feature, the occurrence of server crash and the external challenges was the inequality of internet connection quality

The Nature of Phonological Primes

The ideas of this paper spring from an attempt to grapple with certain phonological problems in a number of languages, and in particular with the special problems which arise when one desires to use a generative, ‘distinctive-feature’ approach. The facts of Tswana phonology summarized below (§5.1) proved especially awkward to handle; when the original twelve features were taken and assigned in a ‘classical’ manner (i.e. [+Vocalic, + Consonantal] for all Liquids, [—Vocalic, —Consonantal] for all Glides, etc.), there were found to be many different ways of characterizing the various segment-types. What was disturbing was that every one of these ways entailed writing phonological rules which failed to highlight the underlying structure, or even obscured it. Conversely, if assignments other than the ‘classical’ were permitted, any attempt to group the segment-types into an arrangement which faithfully reflected the relationships between them (such as Table 8 below) left one with insuperable phonetic problems of feature-assignment. Both these types of difficulty are exemplified in Appendix i.