أثر تصميم بيئة تعلم إلكتروني قائمة على أشكال تقديم التعليقات الشارحة الفائقة في تنمية بعض مهارات الفهم القرائي و القابلية لاستخدامها لدى التلاميذ ضعاف السمع = The Effect of E-Learning Environment Design Based on of Hyper Annotation Presentation Format on Developing Reading Comprehension Skills and Usability for Hearing Impaired Students

2014 ◽  
pp. 61-110
Author(s):  
عصام شوقي شبل الزق
Keyword(s):  
Reading Comprehension ◽  
Learning Environment ◽  
Hearing Impaired ◽  
Presentation Format ◽  
Environment Design ◽  
Comprehension Skills ◽  
Learning Environment Design ◽  
E Learning ◽  
Reading Comprehension Skills ◽  
Hearing Impaired Students

IT-based E-learning Environment Design in Web Engineering for Students: on the Experience of Regional Universities

2021 ◽  
Author(s):  
Dmitry V. Luchaninov ◽  
Gulsara K. Kuldysheva ◽  
Nazgul A. Shakirova ◽  
Ruslan I. Bazhenov ◽  
Elena V. Papchenko ◽  
...  
Keyword(s):  
Learning Environment ◽  
Environment Design ◽  
Web Engineering ◽  
Regional Universities ◽  
Learning Environment Design ◽  
E Learning

Toward Diversity in Researching Teaching and Technology Philosophies-in-Practice in e-Learning Communities

2011 ◽  
pp. 61-86 ◽  
Author(s):  
Gale Parchoma
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Large Scale ◽  
Environment Design ◽  
Research And Practice ◽  
Learning Environment Design ◽  
E Learning

e-Learning is pervasively perceived as a singular enterprise, subject to broad claims and overarching critiques. From this viewpoint, the strengths and weakness of large-scale e-learning implementations in supporting all forms of teaching and learning in higher education can be examined through best-practices lenses. This chapter contests the e-learning singularity paradigm through examining a sample of diverse e-learning communities, each of which may be associated with distinct teaching and technology philosophies-of-practice, as well as divergent research and development histories. A gestalt view of interacting and interlocking teaching and technology philosophies underpins a call for local actions aimed at achieving the democratization of e-learning environment design and fostering both difference and connectivity across e-learning communities of research and practice.

scholarly journals Pengembangan Genre melalui Microsoft Powerpoint sebagai Media E-Learning dalam Memahami Teks Berbahasa Inggris pada Masa Covid-19 di SMA N 1 Bongas Indramayu

2021 ◽  
Vol 12 (1) ◽  
pp. 39
Author(s):  
Ahmad Fauzan ◽  
Isna Amanaturrakhmah
Keyword(s):  
Reading Comprehension ◽  
Distance Learning ◽  
Learning Process ◽  
Previous Method ◽  
Learning Method ◽  
West Java ◽  
Significant Difference ◽  
Comprehension Skills ◽  
E Learning ◽  
Reading Comprehension Skills

<p><em>Based on </em><em>Circular Letter of Educational Authorities of </em><em>West Java Province Number 443/5867-Set.Disdik regarding the extension of the teaching and learning process implementation time at home and the mandate of the Head of </em><em>Educational Authorities</em><em> (Disdik), Dewi Sartika, taking into account a number of matters related to Covid-19 (Pikiran Rakyat, 01 - 04 June 2020, 12:45 WIB), the implementation of education in West Java Province is carried out with the </em><em>long </em><em>distance learning mechanism. By paying attention to this policy, SMA N 1 Bongas Indramayu West Java carries out a distance learning process (online) through electronic media (E-Learning).</em><em> </em><em>Thus, teachers must be more creative and innovative in choosing and implementing appropriate learning methods so their students’ problems in the form of low reading skills and difficulties in understanding English reading texts can be resolved properly. This study aims to test and produce learning media in the form of genres through Microsoft PowerPoint and to improve students' reading comprehension skills in understanding English texts. </em><em>Th</em><em>erefore</em><em>, this learning media is very helpful for English teachers in improving students' reading comprehension skills in understanding English texts through </em><em>long </em><em>distance learning during the Covid-19 period.</em><em> </em><em>Referring to Sugiyono (2013: 407-427), this research is categorized as research and development (R&amp;D). The study population was all students of SMA N 1, Bongas District, Indramayu Regency, totaling 522 students, 216 boys and 306 girls.</em><em> This research applied</em><em> Random sampling</em><em> technique</em><em>. The sample was 29 students of Class XII MIPA-3 (15 boys and 14 girls) with the assumption that they already had basic reading comprehension skills in English in the previous class</em><em>; and as material stabilization before they carry out the national/school final exams</em><em>.. Before giving treatment by applying the genre through Microsoft PowerPoint as a learning medium, students were given a pre-test. This is done to see the basic abilities of students before treatment. After the learning (treatment), students did the post-test.This </em><em>was</em><em> done to </em><em>know</em><em> the </em><em>improvement of</em><em> students' understanding ability in reading English texts.</em><em> </em><em>The instrument used in this study was an objective test in the form of multiple choices </em><em>of which</em><em> validity was tested through expert judgment (Sugiyono, 2013: 177) and point-biserial correlation test (Azwar, 2011: 19-21) and its reliability was tested using the Kuder-Richardson test (KR-20), Azwar (2011: 82). The data from the pre-test and post-test results were analyzed through the </em><em>related</em><em> t-test and</em><em> were</em><em> described (Sugiyono, 2013: 422).</em><em> The results showed that the learning method by applying the genre through Microsoft PowerPoint was very effective in improving students' comprehension skills in reading English-language texts through distance learning (online) during the Covid-19 period. T</em><em>his can be seen from the value of t-</em><em>test</em><em> = -17,792 with a value of t-table = 2.052 with d</em><em>egree of </em><em>f</em><em>reedom (df)</em><em> n-2 = 27 at an error level of 5% in the area of acceptance H<sub>a</sub> and rejection of H<sub>0</sub>. This explains the significant difference between the learning method </em><em>by</em><em> media </em><em>of </em><em>genre through Microsoft PowerPoint and the previous method.</em><em></em></p><p><strong><em>Keywords</em></strong><em>: development, media, genre, reading, understanding</em><em></em></p>

PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN BERBASIS PENDEKATAN ACCELERATED LEARNING DI KELAS V SD NEGERI 011 AIR EMAS KECAMATAN SINGINGI

2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Class V ◽  
Comprehension Skills ◽  
Adequate Understanding ◽  
Value Range ◽  
Reading Activity ◽  
Reading Comprehension Skills

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.

Problems in English Communicating Skills for Learners of English

2018 ◽  
Vol 9 (07) ◽  
pp. 20484-20491
Author(s):  
Dr. Ishag Adam Hassan Ahmed
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Communicative Competence ◽  
Daily Practice ◽  
Small Component ◽  
Curriculum Review ◽  
Comprehension Skills ◽  
Definition Of ◽  
The University ◽  
Reading Comprehension Skills

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised.      Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

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