scholarly journals WRITTEN EXPRESSION IN ENGLISH FOR SPECIFIC PURPOSES THROUGH BLOGGING AND COOPERATIVE LEARNING

2021 ◽  
pp. 171
Author(s):  
Salvador Montaner-Villalba
Keyword(s):  
Cooperative Learning ◽  
Vocational Training ◽  
English For Specific Purposes ◽  
Written Expression ◽  
First Year ◽  
Learning Approach ◽  
The Common ◽  
Research Questions ◽  
Academic Year ◽  
Compulsory State

This paper explores the use of blogging as a tool to enhance written expression in English for Specific Purposes and, to be more concrete, in the field of Administration and Management within the Cooperative Learning Approach. The learners who participated in this experiment had B1 level English according to the Common European Framework of Reference for Languages (CEFR). The experiment took place in the educational context of vocational training at a post-compulsory state vocational school in the region of Valencia, Spain. The learners who participated in this experiment were studyingthe first year of Vocational Training Administration and Business Management during the academic year 2018-2019. The sample was formed by 23 learners who, aged between 25 and 45, participated only in the treatment group. The research questions explore how blogging can be utilized to help learners improve their ESP written production within the Cooperative Learning Approach. The action research model is employed to analyze the quantitative outcomes from this experiment.

scholarly journals COOPERATIVE LEARNING STAD TYPE METHOD TO IMPROVE THE STUDENTS READING ACHIEVEMENT

2012 ◽  
Vol 1 (2) ◽  
pp. 147
Author(s):  
Bahrun Amin
Keyword(s):  
Reading Comprehension ◽  
Reading Achievement ◽  
Cooperative Learning ◽  
Word Reading ◽  
Main Idea ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Type Method ◽  
Academic Year

The objective of the research is to find out the improvement of the students’ reading achievement. It is done through cooperative learning STAD type method. It is a classroom action research at the first-grade students of SMP Kartika XX-3 Makassar. The research was conducted in two cycles in which every cycle consisted of four meetings. This research was held at the first year students of SMP KARTIKA XX-3 MAKASSAR. The subject of this research was class VII.B in 2011/2012 academic year. The students’ improvement in reading comprehension could be seen in their mean score namely 5,59 in D-test, 6,33 in cycle 1 and then it became 7,29 in cycle 11. The students’ literal reading comprehension dealing with the main idea and meaning of the word sentence in reading the text was 5, 65 in D-test 6, 44 in cycle 1 and it became 7, 65 in cycle 11. In D-test in the first meeting, the percentage of students’ activeness is 69%, and in the second meeting is 75%, and in the third meeting is 77% while in the last meeting is 82%. And then after the evaluation in the cycle II the improvement of the students’ reading comprehension. Key Word: Reading, STAD type.

scholarly journals PENINGKATAN PRESTASI BELAJAR IPA FISIKA DENGAN MENGGUNAKAN PENDEKATAN PROBLEM POSSING DENGAN LATAR PEMBELAJARAN KOOPERATIF KELAS XI-ADM.A SMK NEGERI 1 NARMADA KABUPATEN LOMBOK BARAT TAHUN PELAJARAN 2016-2017

2021 ◽  
Vol 7 (2) ◽  
pp. 442
Author(s):  
H. M. Yusuf AS ◽  
Munawir Munawir ◽  
Lalu Syaifulbakhry
Keyword(s):  
Cooperative Learning ◽  
Science Teachers ◽  
Science Learning ◽  
Learning Science ◽  
Learning Approach ◽  
Student Centered ◽  
Short Time ◽  
Academic Year ◽  
Science Material

ABSTRAKMayoritas guru IPA Fisika saat ini masih menggunakan cara-cara konvensional dalam pembelajaran IPA Fisika. Pendekatan pembelajaran ini dilakukan dengan metode ceramah dan tanya jawab. Kelebihan dan pendekatan ini adalah dapat mengajarkan materi yang relatif banyak dalam waktu yang singkat, tetapi pembelajaran ini memperlakukan siswa hanya sebagai objek sehingga siswa cenderung pasif dan hanya menerima pengetahuan dari gurunya saja. Pembelajaran konvensional hanya menyajikan materi IPA Fisika secara tekstual sehingga siswa kesulitan menerapkannya dalam kehidupan sehari-hari.Untuk meningkatkan kualitas pembelajaran IPA Fisika dibutuhkan pembelajaran yang merangsang siswa untuk melakukan pengamatan, penyelidikan serta mengolah informasi sehingga pada akhirnya siswa dapat memahami konsep secara bermakna. Pembelajaran yang menekankan keaktifan siswa dan berpusat pada siswa merupakan salah satu upaya yang dapat dilakukan untuk memperbaiki kualitas pembelajaran IPA Fisika.Salah satu proses pembelajaran yang sesuai adalah pembelajaran Cooperative Learning.Oleh karena itu penulis perlumelakukan penelitian tindakan dengan judul Peningkatan Prestasi Belajar IPA Fisika dengan Menerapkan Model Pembelajaran Cooperative Learning Kelas XI TKR SMK Negeri 1 Narmada  Kab.Lombok Barat Tahun Pelajaran 2016-2017 Kata kunci: problem possing; cooperative learning; prestasi belajar. ABSTRACTThe majority of Physics Science teachers currently still use conventional methods in learning Science Physics. This learning approach is carried out using lecture and question and answer methods. The advantage of this approach is that it can teach relatively a lot of material in a short time, but this learning treats students only as objects so that students tend to be passive and only receive knowledge from the teacher. Conventional learning only presents physics science material textually so that students have difficulty applying it in everyday life. To improve the quality of science learning physics requires learning that stimulates students to observe, investigate and process information so that in the end students can understand concepts meaningfully. Learning that emphasizes student activity and is student-centered is one of the efforts that can be made to improve the quality of learning science physics. One of the appropriate learning processes is cooperative learning. Therefore, the authors need to conduct action research with the title Improving Physics Science Learning Achievement by Applying Cooperative Learning Model Class XI TKR SMK Negeri 1 Narmada Kab. Lombok Barat 2016-2017 Academic Year Keywords: problem possing; cooperative learning; prestasi belajar.

scholarly journals PENINGKATAN PENGUASAAN KOSAKATA BAHASA INGGERIS MELALUI MODEL PEMBELAJARAN KOPERATIF. Suatu Penelitian Tindakan pada siswa kelas III SD Negeri 2 Baruga Kendari, Sulawesi Tenggara.

2017 ◽  
Vol 15 (1) ◽  
pp. 35-42
Author(s):  
Yusniati Rambe
Keyword(s):  
Cooperative Learning ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Learning Approach ◽  
Action Program ◽  
The Third ◽  
Post Test ◽  
Teaching Learning ◽  
The Given ◽  
Academic Year

This research is aimed at increasing the student's vocabulary mastery through cooperative learning approach. The subyects were the third grade at the second semester student of Elementary School 2 Baruga Kendari Southeast Sulawesi, academic year 20J3/2014.The data were collected through observation, pre test, post test and teaching-learning proccess. Based on the result of the pre test, an action program was designed.. The post test was a mean to evaluate the action conducted in one semester. The instrument of this action research were the researcher, collaborator, the training and the given test, were some aspect used to improved the student's vocabulary ability in English, namely: the aspect of understanding, pronounciation, and action The result of this research based on the value compared from pest test and post test, showing the increasing of vocabulary mastering about 30% at understanding, 30%pronounciation, and 70%action The action reseach was conducted in one semester consisting of ten sessions of each cycle. The research went through two cycles including twenty times of meeting or teaching and learning proses. Each cycles has its ownfocus of learning. The data analyzed were qualitative data. The improvement of vocabulary ability could be observed trough the teaching­ learning procces and trough the result of the training as well as the tests.

scholarly journals Flipped Classroom and Aronson´s Puzzle: a Combined Evaluation in the Master´s Degree in Preuniversitary Teaching

2021 ◽  
Vol 22 ◽  
pp. e23617
Author(s):  
Carlos Lázaro-Carrascosa ◽  
Isidoro Hernán-Losada ◽  
Daniel Palacios-Alonso ◽  
Ángel Velázquez-Iturbide
Keyword(s):  
Cooperative Learning ◽  
Programming Languages ◽  
Vocational Training ◽  
Flipped Classroom ◽  
The Other ◽  
First Year ◽  
Group Practice ◽  
Web Pages ◽  
The Subject ◽  
Second Year

This article presents a double evaluation carried out in the subject Complements for disciplinary training II: Computing, corresponding to the Master's degree teacher training in secondary education, baccalaureate, vocational training and languages taught by the Universidad Rey Juan Carlos. The students of the subject had to learn how to prepare simple web pages, using HTML, CSS and JavaScript programming languages. To this end, the flipped classroom technique was used to present the necessary contents, combined with the adaptation of Aronson's cooperative learning puzzle technique, used to carry out a group practice that reflected the knowledge acquired. It is worth mentioning, as a complement to the two techniques used, the use of an adapted assessment rubric, which was provided to the students at the beginning of the teaching block. The evaluation was carried out during two consecutive academic years, 2018/2019 and 2019/2020. There were important differences between the two studies: in the first study, the students' previous self-assigned level was much higher (2.8 points as opposed to 1.4 points on a scale of 1 to 5). The other difference, even more relevant, was that in the second year all teaching was done at home, in a non-attendance format, on a mandatory basis, due to the period of confinement decreed by the state of alarm at that moment, because of the pandemic caused by the SARS-CoV-2 virus, popularly known as coronavirus. At the end of the experience, the students expressed their satisfaction with the learning acquired and with the tasks performed, in both cases. The techniques used were well-appreciated, in the first year more than in the second, and especially flipped classroom. The scores obtained were, in addition, always very relevant.

scholarly journals Pendekatan Cooperative Learning dengan Tutor Sebaya untuk Meningkatkan Aktivitas dan Prestasi Belajar Kimia Siswa MAN 1 Surakarta

2017 ◽  
Vol 2 (2) ◽  
pp. 209
Author(s):  
Rukamtini Rukamtini
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Oxidation Reaction ◽  
Learning Approach ◽  
Student Activities ◽  
First Semester ◽  
Student Activity ◽  
A Value ◽  
Academic Year ◽  
Very High

This research discusses the implementation of coperative learning approach conducted by the same age tutors to improve activities and achievement of students at the grade XII. The sample is taken from the students at class IA-2 of MAN I Surakarta at the first semester of academic year of 2013/2014 in the course of redox and electrochemistry. This research using classroom action research by employing two cicles, comprising the planning, actuating, observation, and reflection according to one competence standard. The research found that the implementation of coperative learning approach conducted by the same age tutors has improved activities and achievement  of students at the competence standard 2, which is “implementing the concept of reductive-oxidation reaction and elecrochemistry in a technological product and daily live.” In the first cicle, student activities in learning reached 78.32% which means good/ high. This kind of activity increased into 85.81%  in the second cicle that means very good/ very high. During the first cicle, the average of student grade is 72.60 with the degree of classical mastery of  52.00% which means experienced a value improvement of 12.73% and classical mastery of 44.44%. While in the second cicle, the average of student value is 78.68 that experienced an increment of 22.17% compared to before the classroom action is conducted, and it increased to 8.37% from the first cicle. The level of cassical mastery in the second cicle is 72.00%, that increased 100% compared to the level before the action and 38.46%  from the first cicle. Keywords: Cooperative Learning, The Same Age Tutor, Student Activity, Learning Achievement   Abstrak Penelitian ini membahas penerapan pendekatan cooperative learning dengan tutor sebaya untuk meningkatkan aktivitas dan prestasi belajar siswa kelas XII. IA-2 MAN 1 Surakarta pada semester gasal tahun pelajaran 2013/2014 dengan materi redoks dan elektrokimia. Penelitian ini adalah penelitian tindakan kelas (PTK) yang terdiri dari 2 siklus, meliputi tahap perencanaan, pelaksanaan, pengamatan dan refleksi dalam satu standar kompetensi (SK). Hasil penelitian menunjukkan bahwa penerapan pendekatan cooperative learning dengan metode tutor sebaya dapat meningkatkan aktivitas dan prestasi belajar siswa pada standar kompetensi 2, yaitu “menerapkan konsep reaksi oksidasi-reduksi dan elektrokimia dalam teknologi dan kehidupan sehari-hari”. Pada siklus 1, aktivitas siswa dalam pembelajaran 78.32% yang berarti masuk kategori baik/tinggi. Aktivitas ini meningkat menjadi 85.81% pada siklus 2 yang berarti sangat baik/sangat tinggi. Pada siklus 1, rata-rata nilai siswa 72.60 dengan tingkat ketuntasan klasikal sebesar 52.00% yang berarti terjadi perbaikan nilai sebesar 12.73% dan tingkat ketuntasan sebesar 44.44%. Pada siklus 2, rata-rata nilai siswa 78.68 yang berarti naik sebesar 22.17% dari sebelum tindakan dan naik 8.37% dari siklus 1. Tingkat ketuntasan klasikal pada siklus 2 adalah 72.00%, terjadi kenaikan sebesar 100% dari sebelum tindakan dan 38.46% dari tindakan siklus 1. Kata Kunci: Cooperative Learning, Tutor Sebaya, Aktivitas siswa, Prestasi Belajar

scholarly journals A review of ETS's Criterion online writing program for student compositions

2013 ◽  
Vol 37 (3) ◽  
pp. 11
Author(s):  
Robert Long
Keyword(s):  
University Students ◽  
Student Writing ◽  
First Year ◽  
Online Writing ◽  
Writing Evaluation ◽  
Japanese University ◽  
School Year ◽  
Research Questions ◽  
Marginal Improvement ◽  
Academic Year

This study will report on the findings of first-year Japanese university students using ETS's Criterion© Online Writing Evaluation Service. The study focused on two research questions: (1) were there important differences in ETS's computerized feedback and teacher feedback, and (2) was there any improvement in student writing over the school year? For the 2012-2013 academic year, students wrote six compositions. Results indicate that teachers tended to focus on meaning, whereas computerized feedback centered on grammatical and stylistic issues. As for student progress, only four specific areas showed any marginal improvement: confused words, spelling, missing commas, and too many short sentences, indicating that students became slightly better at expressing meaning and in using punctuation more effectively. The data indicate there were some drawbacks with ETS's computerized feedback evaluating meaning and organization of ideas, but that it was helpful in evaluating some aspects of grammar, mechanics, usage, and style. 本論は日本の大学1年生を対象にETSのCriterionオンライン作文ソフトを使用した結果をまとめ、次の2つの問いについて論じたものである。すなわち、（1）ETSのコンピュータによるフィードバックと教員によるフィードバックに重大な差が存在するか、（2）1年を通して学生の作文に改善がみられたか、である。（1）については、2012年度に6回の作文を分析した結果、教員のフィードバックが意味に注目しがちなのに対して、コンピュータのフィードバックは文法的、文体的問題を主に扱っていることが判明した。（2）については、4つの領域（語の混同、スペリング、コンマの欠如、頻出する短文）においてのみ、わずかな改善がみられた。ここから考えられるのは、学生が意味表現でわずかながら改善し、句読点をより効果的に使用できるようになったということである。結論として、使用したデータによると、ＥＴＳのコンピュータによるフィードバックは、意味や概念の整理について評価する際に欠点を露呈している。ただ、文法、構造、用法、文体のいくつかの面を評価するのには役立つものであると言える。

scholarly journals Research in Action—Students’ Perspectives on the Integration of Research Activities in Undergraduate Biomedical Curricula

2021 ◽  
Author(s):  
Femmie de Vegt ◽  
Johannes D. M. Otten ◽  
Diederik R. H. de Bruijn ◽  
Helma Pluk ◽  
Iris A. L. M. van Rooij ◽  
...  
Keyword(s):  
Data Collection ◽  
Undergraduate Students ◽  
Genetic Variants ◽  
First Year ◽  
Learning Approach ◽  
Biomedical Sciences ◽  
First Year Students ◽  
Research Activities ◽  
Research Questions ◽  
Better Than

AbstractWe describe and evaluate our practice-based learning approach for research in undergraduate students studying Biomedical Sciences at Radboud University Nijmegen, the Netherlands. First-year students who started their study between 2015 and 2018 actively participated in data collection and measurements, including anthropometry, electrocardiogram findings, genetic variants, and lifestyle habits. All data were entered into one anonymous database, which was used by students to analyze their research questions. In 2019, 44 of the 87 students (50%) valued active measurements better than questionnaires. Most students (strongly) agreed that they have learned about data collection and were inspired to learn more about biomedical research.

scholarly journals PENINGKATAN KEMAMPUAN MEMBACA INTENSIF MELALUI COOPERATIVE LEARNING TIPE STAD KELAS VI SDN 8 PADANG LAWEH

2015 ◽  
Vol 3 (1) ◽  
pp. 97-107
Author(s):  
Tasrial Efendi ◽  
Suhardi Suhardi
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Cooperative Learning ◽  
Learning Process ◽  
Reading Ability ◽  
Average Score ◽  
Learning Approach ◽  
Field Note ◽  
Intensive Reading ◽  
Academic Year

Tujuan penelitian ini adalah untuk meningkatkan proses pembelajaran dan kemampuan membaca intensif siswa kelas VI SDN 8 Padang Laweh dengan pendekatan kooperatif tipe STAD. Penelitian ini menggunakan desain penelitian tindakan kelas. Penelitian dilaksanakan dalam 2 siklus pada semester I tahun ajaran 2013/2014. Teknik pengumpulan data yang digunakan berupa tes, observasi, dokumentasi, dan catatan lapangan. Hasil penelitian menunjukkan bahwa pendekatan cooperative learning tipe STAD dalam pembelajaran membaca intensif terbukti dapat meningkatkan proses dan hasil pembelajaran membaca intensif siswa. Aktivitas siswa dalam proses pembelajaran dari rata-rata 64,33 pada siklus 1 menjadi 80,67 pada siklus 2 dengan kategori sangat baik. Aktivitas guru dalam proses pembelajaran rata-rata 69,00 dengan kategori baik pada siklus 1 menjadi 83,00 pada siklus 2 dengan kategori sangat baik. Kemampuan membaca intensif siswa mengalami peningkatan, yaitu dari rata-rata 66,33 pada siklus 1 menjadi 80,73 pada siklus 2 dengan kategori sangat baik. Jadi pelaksanaan tindakan menggunakan pendekatan cooperative learning tipe STAD telah mencapai indikator keberhasilan dalam penelitian ini, yakni nilai perolehan rata-rata kemampuan membaca intensif mencapai KKM 70,00 dan ketuntasan belajar klasikal mencapai 80%. _____________________________________________________________________________________________________________________________________ IMPROVING THE INTENSIVE READING ABILITY BY COOPERATIVE LEARNING OF THE STAD TYPE IN GRADE VI SDN 8 PADANG LAWEH ABSTRACT The purpose of this research is to improve the learning process and the intensive reading ability of students of grade VI SDN 8 Padang Laweh through cooperative learning approach of the STAD type. This research used the classroom action research design. This research was done in two cycles in semester 1 of the academic year 2013/2014. The data collection techniques used were test, observation, documentation, and field note. The result shows that the cooperative learning of the STAD type in learning process of intensive reading affects the improvement of the result and process of the intensive reading learning of the students. There is an improvement in students’ activity in the learning process with an average score of 64.33 in the first cycle to become 80.67 in the second cycle or in a very good category. The teacher’s activity in the learning process has an average score of 69.00 or good category in the first cycle and becomes 83.00 in the second cycle, or in a very good category. The intensive reading ability of the students had an average score of 66.33 in the first cycle and became 80.73 in the second cycle or in a very good category. So, the action from cooperative learning approach of STAD type has reached the success indicator in this research, that is the average score of intensive reading ability of 70.00 and the classical mastery of 80%. Keywords: intensive reading ability, learning cooperative of STAD Type

Kesulitan Mahasiswa Pembelajar Pemula Bahasa Perancis dalam Memahami Gramatika

Metahumaniora ◽  
2017 ◽  
Vol 7 (3) ◽  
pp. 354
Author(s):  
Ferli Hasanah
Keyword(s):  
French Literature ◽  
French Language ◽  
First Year ◽  
The Common ◽  
French Grammar ◽  
Bahasa Indonesia ◽  
Selection Of

ABSTRAKGramatika pada setiap bahasa memiliki kekhasannya masing-masing.Mahasiswa Program Studi Sastra Perancis tahun pertama sebagai pembelajar pemulasering mengalami kesulitan dalam memahami gramatika bahasa. Kesulitan mereka tidakterlepas dari perbedaan-perbedaan mendasar pada struktur bahasa Indonesia sebagaibahasa ibu mereka dan bahasa Perancis yang tengah dipelajari. Penelitian ini dilaksanakandengan tujuan untuk mengetahui hambatan yang dimiliki mahasiswa pembelajar pemuladi Program Studi Sastra Perancis Universitas Padjadjaran dalam memahami gramatikabahasa Perancis. Metode yang digunakan dalam penelitian ini adalah metode simak dancatat. Hasil analisis ini menunjukkan bahwa kesalahan-kesalahan yang umum dilakukanpembelajar pemula ada pada penggunaan accent, konjugasi verba, partikel défini maupunindéfini, accord penanda feminin atau jamak, serta pemilihan preposisi.Kata kunci: gramatika, bahasa Perancis, konjugasiABST RACTThe grammar in every language has its own particularities. French literaturestudents in the first year as a beginner learners often have problem in understandingFrench grammar which is frequently considered difficult. Their struggle is inseparablefrom the fundamental differences between Indonesian structure as their mother tongueand the French language which being studied. This research aims to know the obstaclesof the students of beginner learners in the French Literature of Padjadjaran university inunderstanding the basic French grammar. The method used in this research is referringand taking notes method. The results of the analysis shows that the common mistakes oflearners are in the use of accents, verb conjugations, particles défini or indéfini, markeraccord feminine or plural, and the selection of prepositions.Keywords: grammar, French, conjugation

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

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