Artykuły w czasopismach na temat „New Reading Materials Program”
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Huerta, Melissa. "Reading Audiences, Reading Materials: Reception in Tanya Saracho’s El Nogalar". Aletria: Revista de Estudos de Literatura 29, nr 1 (29.03.2019): 53–72. http://dx.doi.org/10.17851/2317-2096.29.1.53-72.
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Tanya Saracho’s El Nogalar (2011), adaptation of Anton Chekhov’s The Cherry Orchard, recreates the Russian’s play social context in 21st century Mexican society, going through the awakening of the violence that dominates the U.S./Mexico border. The focus of this study is the audience’s response to El Nogalar premier at the Goodman’s theater. Such analysis is conducted by reading the paratextual elements, such as the program and related material found online. By analyzing the script, playbill, reviews, and the study guide, this study calls for an increased use of supplemental material in order to critically think about audience reception. The complexity of the play, as an adaptation alone, is enough to justify the need for more knowledge of non-traditional methods to approach the text and the surrounding material, including reviews, playbills and educational guides. These elements not only provide new insight into interpreting the performance and dramatic text, but they also offer ways to approach audience reception beyond the review.
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Salsabila, Adinda. "Model Komunikasi Ruang Literasi dalam Meningkatkan Minat Baca di Kalangan Mahasiswa UINSU Medan". Communication & Social Media 2, nr 1 (19.07.2022): 1–6. http://dx.doi.org/10.57251/csm.v2i1.455.
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Reading is a crucial skill that any student must incorporate into their daily routine. By engaging in reading, you can get new knowledge, and you can increase your level of concern for your social well-being through reading. But at State Islamic University of Nort Sumatera, particularly among the Student, the reading program is rather erratic. Compared to reading a book, student more frequently uses the internet to search for educational information and materials. This suggests that at UINSU, bias is not yet a way of life, and bias among UINSU women is more persistently expressed in their viewing of television programs and dramatic readings on gaming console. Because of this, Literasi room had to reappear in order to provide the student with renewed inspiration to read. It is anticipated that this Literal Component will be an effective solution to address the issue of Minat Baca in the student community.
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Seright, Linda, i Joan Thompson. "Developing Reading Material for Advanced ESL Learners". TESL Canada Journal 3 (26.08.1986): 267. http://dx.doi.org/10.18806/tesl.v3i0.1011.
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Many intermediate and advanced ESL learners, adults particularly, have specific needs in reading, needs which existing instructional materials do not properly address. This paper discusses a curriculum development project undertaken by teachers dissatisfied with the program used for teaching reading in an advanced level ESL course. Certain inadequacies were recognized in the program. Selections were not representative of material students would be likely to read, and exercises dealt only marginally with reading skills. The steps taken by teachers resulted in a major re-orientation to reading instruction. Based on findings yielded by a survey of learners and a study of recent literature, instructional objectives were established in two areas: a) skills to be developed and b) text-types to be presented. Following that, texts were selected, and skill-oriented exercises were developed. After classroom trials, the materials were implemented in the advanced course as a new reading program, and a system for ongoing revision was organized. In describing developmental procedures and sample materials, this paper provides working guidelines for handling problems relating to the teaching of reading.
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Tan, Chia-Chen, Chih-Ming Chen i Hahn-Ming Lee. "Using a Paper-based Digital Pen for Supporting English Courses in Regular Classrooms to Improve Reading Fluency". International Journal of Humanities and Arts Computing 7, supplement (marzec 2013): 234–46. http://dx.doi.org/10.3366/ijhac.2013.0073.
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Reading fluency is considered critical in skillful reading in that many reading training tools are developed for improving the fluency. Most of the tools are computer-based applications with a screen-based interface to provide multimedia learning environment. However, many students still prefer using paper materials especially for reading activities because of many familiar experiences of learning with a pen and paper. Also, many studies indicate that paper still plays an important role especially in reading activities. For addressing the issue, a paper-based digital pen with digital functions is used in paper materials for assisting in reading, and a novel fluency intervention program is designed in the hope of being easily and fully incorporated into regular classrooms for helping students achieve reading fluency. An actual study incorporating this fluency program was carried out in an English course in a regular EFL classroom in Taiwan. During the course, students were able to use the digital pen to interact paper materials for one-on-one digital support, including playing a model of fluent reading, recording their independent practice and playing back such recordings for confirmation. Thereby, the students required minimum behavior changes during learning and were able to have significant opportunities to practice each major component of fluency program in a comfortable and assisted way and thus to improve their reading fluency. Because of the intervention program being new to the teacher and students, the repertory grid technique was further applied as a tool for eliciting precise understanding of the students’ preferences toward the program. Finally, the teacher was able to give suggestions and advices to the students during the learning activities and thus this approach effectively helped the students make substantial gains in reading fluency.
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Santos Sobrinho, José Amarante. "Latinitas: leitura de textos em língua latina. Novos alunos, novas metodologias / Latinitas: Reading Texts in Latin. New Students, New Methodologies". Revista Internacional de Ciencias Humanas 5, nr 1 (30.03.2016): 15–29. http://dx.doi.org/10.37467/gka-revhuman.v5.405.
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ABSTRACTThe objective of this paper is to present to those researchers in Humanities the Brazilian initiatives concerning the development of teaching materials for learning Latin by students of higher education in our current times, focusing specifically on the material from the Program "Latinitas: reading texts in Latin", the sole basis for the author's doctoral thesis. After over three years of preparation and piloting of the material at Bahia Federal University (Brazil), the artcile brings up information on the process of elaboration and implementation as much as the author makes his whole work available online for those interested in the topic.RESUMOO objetivo deste artigo é apresentar aos pesquisadores das Humanidades as iniciativas brasileiras para o desenvolvimento de materiais didáticos para a aprendizagem de latim por estudantes de cursos superiores de nosso tempo, com foco no material didático do Programa “Latinitas: leitura de textos em língua latina”, produto da tese de doutorado do autor. Após os mais de três anos de elaboração e de testagens do material na Universidade Federal da Bahia (Brasil), resenha-se aqui o processo de elaboração e de aplicação e noticia-se a disponibilização online, ao público interessado, dos materiais didáticos elaborados.
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Hariyani, Nunik, i Veny Ari Sejati. "Pengembangan Rumah Baca di Pedesaan Dengan Fleming Model (VAK)". JURNAL SOSIAL : Jurnal Penelitian Ilmu-Ilmu Sosial 20, nr 2 (27.11.2019): 85–90. http://dx.doi.org/10.33319/sos.v20i2.45.
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The reading garden as a place for learning activities is still quiet of enthusiasts and visitors. In fact, the reading park should be able to become a supporter to increase new literary characters. Taman Baca must support the out-of-school program curriculum. The village reading park must act as a learning tool for the community. The reading garden must be able to be a source of information that provides resources from books and other reading materials. Village reading parks should have reference materials for learning and academic activities. The reading garden must also be a source of entertainment (recreation) that provides recreational reading material to take advantage of leisure time. The activities carried out in the form of socialization and mentoring of learning in Taman Baca Masyarakat (TBM). This program aims to foster reading interest and a love of reading in rural children, thus enriching the learning experience for citizens and adding insight into science and technology. The socialization activities in TBM are about five Basic Principles of Literacy Development and Implementation. While the assistance activities are in the form of applying learning styles with the Fleming Model.
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Hariyani, Nunik, i Veny Ari Sejati. "Pengembangan Rumah Baca di Pedesaan Dengan Fleming Model (VAK)". JURNAL DAYA-MAS 5, nr 2 (5.11.2020): 52–57. http://dx.doi.org/10.33319/dymas.v5i2.47.
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Abstract— The reading garden as a place for learning activities is still quiet of enthusiasts and visitors. In fact, the reading park should be able to become a supporter to increase new literary characters. Taman Baca must support the out-of-school program curriculum. The village reading park must act as a learning tool for the community. The reading garden must be able to be a source of information that provides resources from books and other reading materials. Village reading parks should have reference materials for learning and academic activities. The reading garden must also be a source of entertainment (recreation) that provides recreational reading material to take advantage of leisure time. The activities carried out in the form of socialization and mentoring of learning in Taman Baca Masyarakat (TBM). This program aims to foster reading interest and a love of reading in rural children, thus enriching the learning experience for citizens and adding insight into science and technology. The socialization activities in TBM are about five Basic Principles of Literacy Development and Implementation. While the assistance activities are in the form of applying learning styles with the Fleming Model. Keywords—: TBM; Literacy; Fleming Model.
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Kordigel Aberšek, Metka, Kosta Dolenc i Domen Kovačič. "ELEMENTARY AND NATURAL SCIENCE TEACHERS’ ONLINE READING METACOGNITION". Journal of Baltic Science Education 14, nr 1 (20.02.2015): 121–31. http://dx.doi.org/10.33225/jbse/15.14.121.
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A new generation of students should learn from e-materials on tablets, notebooks and smart phones. This consequently means that teachers must be competent to teach new literacies, needed for reading/learning from PDF texts, hypertexts and/or World Wide Web. The presented research investigated future teachers’ metacognitive awareness in the process of reading online texts. The sample of 53 2nd year students at the university study program Elementary education and 28 students of natural science and mathematics, pedagogical study, was tested with the OSORS, method for measuring three types of online metacognitive awareness: general reading metacognition, problem-solving reading metacognition and support reading strategies. The results give an insight into future teachers’ online metacognitive skills and guide toward conclusions concerning further investigation in the field of new literacies didactics. Key words: reading metacognition, linear text reading metacognition, online metacognition, informative and explicatory text online reading metacognition.
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Yulianto, Slamet Wahyudi. "Critical Pedagogy Principles in Teaching EFL Reading". English Review: Journal of English Education 4, nr 1 (19.08.2016): 25. http://dx.doi.org/10.25134/erjee.v4i1.305.
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This study attempts to reveal how the use of critical pedagogy principles in teaching English as a Foreign Language (EFL) reading facilitates students to think critically. Additionally, it investigates and elaborates the benefits and challenges of using critical pedagogy principles in teaching EFL reading. The three critical pedagogy principles used in this study were dialogic education, democratic classroom, and reading the world and the word. Critical thinking skills and dispositions expected to be performed by the participants were analysis and evaluation skills, open-mindedness, and making reasoned decision. This is a case study design which was conducted in the form of teaching program. The teaching program which consisted of eight meetings was given to 59 EFL sophomores in the Reading in Professional Context class at a private teacher education in Bandung. Data in the form of classroom talks and activities and students‟ responses as well as their critical thinking skills self-assessment were collected by using video recordings, observation notes, interview guideline, students‟ learning journals, and questionnaires. It is revealed that the teaching program has facilitated students to think critically by providing four categories of activity. They are (1) offering problematic topics and reading materials that are linked to the students‟ lives, (2) encouraging students to read between the lines, (3) distributing classroom power, and (4) creating space for students‟ voices to be heard. Meanwhile, there are two benefits of the teaching program, namely (1) language development and (2) new knowledge as well as experience acquisition. However, there are three major challenges in conducting the teaching program that are (1) the lack of classroom-friendly authentic controversial reading materials, (2) the passive culture, and (3) the unpredictable classroom.Keywords: critical pedagogy principles, critical thinking skills, EFL reading class
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Dewi, Annisa Satriani, i Paulus Kuswandono. "Investigating the Role of Volitional and Motivational Factors for Postgraduate Students’ Self-Regulated Learning in Academic Reading". Language Circle: Journal of Language and Literature 18, nr 2 (30.04.2024): 323–32. http://dx.doi.org/10.15294/lc.v18i2.47654.
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Academic readings are meaningful and useful sources for academic writing. Both of them are inextricably intertwined. Postgraduate students need to read a lot of academic reading in order to get new insight and knowledge that will be useful for writing academic journals. In order to be successful in reading academic materials, postgraduate students need to apply metacognitive strategies. One of them is being self-regulated learners. There are many factors that promote good self-regulation. Two of them are motivation and volition. Using a mixed-methods explanatory framework, this research aimed to investigate how postgraduates self-regulate themselves in academic readings and to what extent motivational and volitional factors contribute to postgraduate students’ self-regulation in academic reading. The data was gathered through questionnaires completed by 31 postgraduate students and interviews with four chosen students. The findings found that most postgraduate students have motivational and volitional factors that influence their reading habits. It was shown that postgraduate students attributed self-regulated learning to their academic reading. Additionally, it was revealed that self-regulated learning showed a positive, significant, and moderate correlation with motivation (r=.355) as well as a positive, significant, and moderate correlation with volition (r=.456). The study found that academic reading requires postgraduate students to have strong self-regulated learning, motivation, and volitional strategies. Even though the results of the measurement were relatively positive, help from others was still needed, such as from the universities and master’s program lecturers, especially when it came to encouraging students to establish self-regulated learning habits. This study may be useful to the university and master’s program lecturers.
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Schcolnik, Miriam, i Harriet Rubin. "The Computer Lesson As An Integrated Element In The Academic EFL Reading Curriculum". CALICO Journal 8, nr 3 (14.01.2013): 81–92. http://dx.doi.org/10.1558/cj.v8i3.81-92.
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This paper describes the development, implementation and evaluation of a new computer project at Tel Aviv University and compares it to an earlier program implemented in 1983/1984. The materials developed were piloted and then fully incorporated into the curriculum in 1988/1989. Attitude questionnaires and formative evaluation forms were administered at the end of each semester. The results of the evaluation were compared with those of the earlier program. This comparison yielded interesting observations about the importance of integrating courseware and classware by combining efforts of curriculum designers, materials developers and language instructors.
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Chandra, Chandra, Muhammad Habibi, Ari Suriani i Annisa Kharisma. "The Role of Imaginative Fairy Tales in Reading Literacy". Jurnal Basicedu 5, nr 6 (25.10.2021): 5386–96. http://dx.doi.org/10.31004/basicedu.v5i6.1516.
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The School Literacy Movement program in Indonesia which has been run in elementary schools was still minimal with current reading resources, less inviting students to think ahead, and developing a monotonous attitude. It was necessary to produce the latest children's reading books such as imaginative tales that present stories related to technological developments. Producing imaginative fairy tales was the aim of this research. The study was conducted using a mixed-method with the Plomp development model. The Plomp development model has three steps: preliminary research, prototyping phase, and assessment stage. The research results at the preliminary research that students like imaginative tales and need new stories every morning before learning begins. In the prototyping phase is produced a valid and practical imaginative fairy tale book. Imaginative fairy tale book was designed using the Adobe Photoshop program. The imaginative fairy tale book that was developed was able to provide new ideas for students who read it. Besides, the development of a positive attitude is also included in the story, making it easier for teachers to educate students in elementary school
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Davis, Terry C., E. J. Mayeaux, Doren Fredrickson, Joseph A. Bocchini, Robert H. Jackson i Peggy W. Murphy. "Reading Ability of Parents Compared With Reading Level of Pediatric Patient Education Materials". Pediatrics 93, nr 3 (1.03.1994): 460–68. http://dx.doi.org/10.1542/peds.93.3.460.
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Objectives. To test the reading ability of parents of pediatric outpatients and to compare their reading ability with the ability necessary to read commonly used educational materials; to compare individual reading grade levels with the levels of the last grade completed in school; and to further validate a new literacy screening test designed specifically for medical settings. Design. Prospective survey. Setting. Pediatrics outpatient clinic in a large, public university, teaching hospital. Participants. Three hundred ninety-six parents or other caretakers accompanying pediatric outpatients. Measurements. Demographics and educational status were assessed using a structured interview. Reading ability was tested using the Rapid Estimate of Adult Literacy in Medicine (REALM) and the Wide Range Achievement Test-Revised2. Written educational materials were assessed for readability levels with a computer program (Grammatik IV). Results. The mean score on the REALM for all parents placed them in the seventh to eighth grade reading range, despite the mean self-reported last grade completed in school being 11th grade 5th month. Wide Range Achievement Test-Revised2 scores correlated well with REALM scores (0.82). Eighty percent of 129 written materials from the American Academy of Pediatrics, the Centers for Disease Control, the March of Dimes, pharmaceutical companies, and commercially available baby books required at least a 10th grade reading level. Only 25% of 60 American Academy of Pediatrics items and 19% of all materials tested were written at less than a ninth grade level, and only 2% of all materials were written at less than a seventh grade level. Conclusion. This study demonstrates that parents' self-reported education level will not accurately indicate their reading ability. Testing is needed to screen at-risk parents for low reading levels. In a public health setting, a significant amount of available parent education materials and instructions require a higher reading level than most parents have achieved. In such settings, all materials probably should be written at less than a high school level if most parents are to be expected to read them. The REALM can easily be used in busy public health clinics to screen parents for reading ability.
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Zenelaga, Brunilda, Vehbi Miftari i Alma Shehu- Lokaj. "New Trends in Students’ Reading Habits". Journal Human Research in Rehabilitation 14, nr 1 (5.04.2024): 177–92. http://dx.doi.org/10.21554/hrr.042417.
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The technology era has caused many changes in the reading habits of students, starting in 2011. However, the universities were not prepared for the enormous challenges they faced with the Pandemic, in late 2019 and early 2020. The pandemic has accelerated the habits of students toward digital resources and the use of more and more electronic materials. Facing this phenomenon, accelerated by the effects of Covid-19, the universities have to face the necessity of the adaptation of teaching methods which meant the use of digital materials. The article analyses the change in reading habits and the teaching methods in the Albanian and Kosovan context, showing how the universities in the Republic of Albania and Kosovo have been affected by these changes, embracing approaches to information technology. For this purpose, we have analyzed the changes in reading habits in different public and private universities in Albania and Kosovo. A tested questionnaire has been spread to 672 students in both countries, in different programs and different years of studies. The article shows that under the influence of globalization processes and the development of information technology, reading habits are changing at a frenetic speed, weakening hard copy reading and increasing electronic and that under the Pandemic Covid-19 universities changed the ways of offering teaching methods, accelerating the change of the reading habits of students and weakening the use of printed books as a tool for learning, as well as decreasing the time of reading for pleasure. A more dynamic world caused more focused universities and more rapid changes in the reading habits of the students.
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Morelos, Reinel Lazaro. "Development and Validation of Learning Resource Materials in Upgrading Comprehension Skills of Senior High School Students". International Journal of Multidisciplinary: Applied Business and Education Research 2, nr 2 (12.02.2021): 153–61. http://dx.doi.org/10.11594/ijmaber.02.02.10.
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This study sought to develop and evaluate learning resource material in upgrading reading comprehension skills of Grade 11 to meet the pressing need of Doňa Candelaria Meneses Duque National High School. The researcher utilized the descriptive survey method which uses questionnaires as the primary tools in gathering desired data information. There were two sets of questionnaire which were used in the study. The first questionnaire is the Reading Diagnostic Test while the second research instrument is the evaluation tool for the developed learning resource materials. The subjects of this study are in two groups: one hundred twenty three (123) randomly selected Grade 11 senior high school students at Doña Candelaria Meneses Duque National High School (DCMDNHS) at Bulakan, Bulacan during the school year 2017-2018; and five ESL teachers, who evaluated the resource materials. The data collected were encoded and entered into the matrix using the computer software of Microsoft Excel with the following statistical procedures: frequency distribution, percentage score, mean, total mean and standard deviation. Based on the results of the diagnostic test, the researcher developed the learning resource materials, and these were validated by five ESL teachers using a 5- point Likert Scale in terms of the following criteria: objectives, contents, vocabulary, usefulness and presentation. Generally, after the evaluation, the overall mean gained of the instructional materials is 4.72, interpreted as “Excellent”. This computed overall mean attests and suggests that the developed learning resource materials in reading are acceptable. The study recommends that the language teachers need to provide the students the means towards maximum growth in accordance with their reading ability. The teachers must help students acquire basic comprehension skills and strategies in sequential reading program designed to reinforce the skills and appreciation of previous skills acquired and to develop new skills that are needed. Likewise, it is also suggested that the administrators should conduct or sponsor programs and inservice trainings to ensure the necessary updated innovations on the preparation and development of instructional materials, particularly in reading comprehension skills. Further, future researchers should conduct a research-driven strategy that can improve the reading comprehension skills of the students.
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Gadušová, Zdenka, Martina Pavlíková i Romana Havettová. "Intervention in teaching reading in a foreign language:". Journal of Education Culture and Society 12, nr 1 (17.06.2021): 297–313. http://dx.doi.org/10.15503/jecs2021.1.297.313.
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Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.
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Ghazali, Muhammad, Disniarti Disniarti, Putri Hana Pebriana, Afif Alfiyanto i Fitri Hidayati. "Implementation of the Qur'an Reading and Writing Program to Increase Children's Interest in Reading the Qur'an During the Covid-19 Pandemic". EduLine: Journal of Education and Learning Innovation 2, nr 3 (26.09.2022): 350–57. http://dx.doi.org/10.35877/454ri.eduline1281.
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This study aims to determine children's interest in the implementation of the RWA (Read-Write Al-Qur'an) program during the Covid-19 Pandemic at the Qur’anul Karim recitation center RT 09 Village 12 Ulu Palembang City. This study uses qualitative research with a descriptive approach which is research that seeks to describe the events and events that take place at the time of the study in accordance with what they are. Based on the results of the study it can be concluded from the RWA program using the Iqra method can increase the interest of students in reading the Qur'an and writing the letters of the Qur'an correctly and neatly. In addition, students can memorize a number of short letters, certain verses, and daily prayers. so they can read their prayers well and get used to living in an Islamic environment. Supporting factors in the implementation of the Qur'an Reading and Writing Program are 1) the policy of village administrators and community leaders in the 12 Ulu sub-district to allow researchers to use Balai as a place for program implementation; 2) The Al-Qur'anul Karim Study Center is equipped with three fans that cool the room so that teachers and children feel comfortable; 3) The Qur'an is available quite a lot; 4) A room that has several windows so that the lighting from the sun is perfect; 5) Availability of places to wash hands; 6) Cleaning tools such as brooms, shovels, buckets and so on are available to facilitate cleaning after using the Hall; and 7) Children who take part in the Al-Qur'an Reading and Writing Program often come on time. While the inhibiting factors are 1) fewer children are coming because children start the new school year by studying online at their respective homes. ; 2) some children are not fluent in reading the Qur'an or Iqra, and some have forgotten how to read the Qur'an or Iqra because they never repeat it at home; 3) When writing the letters that are exemplified, some of the children's writing is not neat, careless, irregular and sometimes wrong in writing.
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Mastura, Syarifah, Y. Gatot Sutapa Y i Ikhsanudin Ikhsanudin. "DEVELOPING CTL-BASED AUTHENTIC READING MATERIALS FOR STUDENTS OF MINING ENGINEERING STUDY PROGRAM AT POLITEKNIK NEGERI KETAPANG". Journal of English Educational Study (JEES) 5, nr 2 (15.11.2022): 112–21. http://dx.doi.org/10.31932/jees.v5i2.1597.
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This study aimed to design an authentic reading material for students of Politeknik Negeri Ketapang Program Studi Teknik Pertambangan. The goal was to design teaching material thus the students understand the text being read if the content is close to the students’ environment. The content of the product was based on the instructional objective mentioned on the syllabus. Each unit of the learning material design discusses different topics by implementing the components of Contextual Teaching and Learning (CTL). The components of Contextual Teaching and Learning were divided into three main activities, warm-up (pre-activity), whilst activity, and post activity). The participants of the research were the second semester students of Mining Engineering study program, consist of 43 students. The result of this study was described qualitatively. The results indicated that the materials were already effective and practical, it covered the students target language and the field of study, understandable and interesting. Lecturers and students can use this material easily, it can increase the students’ interest (practicalities). The material design provided new learning content, set with students’ interest, and provided the students with the clear target in learning (effectiveness).
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Nurlita, Ahmad Zaldi, Indah Purnama Sari, Sahkina Purba, Tiara Amanda, Qeysha Alea Febrinani, Hayatul Sarah i in. "Riau University Community KKN Service in Parit I/II Village, Sungai Apit District, Siak Regency". Indonesian Journal of Advanced Social Works 2, nr 4 (31.08.2023): 233–38. http://dx.doi.org/10.55927/darma.v2i4.6133.
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The aim of the Riau University KKN program is to increase knowledge and attitudes in the education sector and environmental cleanliness among the aged in Parit I/II Village. The special target in the Riau University KKN program is children who will become the nation's successors. Providing prepared materials to be delivered to children and then creating a reading corner to increase awareness of the importance of reading culture. Building a waste bank is also an important activity to raise awareness of the importance of disposing of waste in its proper place. Apart from that, supporting activities were also carried out in the form of a torchlight parade to welcome the Hijriah New Year and also an STQ competition to select qori candidates to advance to the sub-district level and finally, in celebrating Independence Day, a competition was also held on August 17 to increase social values in the community.
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Lestari, Zubaedah Wiji, N. Yeffa Afnita Apriliyani, Ahmad Salmun i Anita Kresnawaty. "Persepsi Pembelajaran Membaca Kritis Cerita Anak Melalui Blended Learning Sebagai Implementasi Kebijakan MBKM". Stilistika: Jurnal Pendidikan Bahasa dan Sastra 15, nr 2 (31.07.2022): 213. http://dx.doi.org/10.30651/st.v15i2.11621.
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The Critical Reading Learning Perceptions Using Children Story Through Blended Learning As An Implementation of MBKM ABSTRAKPenelitian ini dilakukan dengan tujuan untuk menganalisis implementasi pembelajaran membaca kritis dengan bahan ajar cerita anak melalui blended learning, dan mengevaluasi persepsi mahasiswa dan stakeholder terhadap pembelajaran membaca kritis cerita anak melalui blended learning sebagai implementasi kebijakan MBKM di Perguruan Tinggi. Penelitian menggunakan pendekatan kualitatif dengan metode survey. Partisipan adalah 88 mahasiswa semester tiga dari Program Studi Pendidikan Bahasa Indonesia dan Bahasa Inggris. Instrumen yang digunakan adalah ceklist observasi, kuesioner dengan pertanyaan tertutup dan terbuka melalui google form. Analisis dari implementasi membaca kritis bahan ajar yang diberikan dengan blended learning menunjukkan bahwa selama pembelajaran mahasiswa memperoleh pengetahuan baru mengenai cara meningkatkan kemampuan berpikir kritis melalui cerita anak. Dari kuesioner yang diberikan diperoleh informasi bahwa mahasiswa dan stakeholder memberikan respon yang positif dan memberikan opini bahwa membaca kritis dapat dilakukan pada bidang ilmu lain dan dianggap mampu meningkatkan kemampuan berpikir kritis mahasiswa dan selanjutnya dapat diimplementasikan saat mengajar membaca pada anak usia dini.Kata kunci: membaca kritis, cerita anak, blended learningABSTRACTThe research is conducted to analyze the implementation of critical reading learning using children story through blended learning and to evaluate stakeholders and students towards critical reading learning through blended learning using children story as the implementation of MBKM in Higher Education. The research uses qualitative approach with survey design. The participants are 88 students from 2 studies program, those are English Education study program and Indonesian Education Study Program. The instruments to collect the data are observation checklist and questionnaire (open-ended and closed-ended) through google-form. The implementation analysis of critical reading of teaching materials provided with blended learning shows that during learning students gain new knowledge about how to improve critical thinking skills through children’s stories. From questionnaire given, information was obtained that students and stakeholders gave positive responses and gave opinions that critical reading can be done in other fields of science, and is considered capable of improving students’ critical thinking skills and can then be implemented when teaching reading to early childhood.Keyword: Critical Reading, Children Story, blended learning
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Ginting, Teresa Erganita, Elinda Marbun i Kalsum Kalsum. "Pengembangan Bahan Ajar Membaca Bahasa Inggris Berbasis Pendekatan Genre Untuk Siswa Kelas X Jurusan Tata Kecantikan SMK Pariwisata Imelda Medan". BAHAS 32, nr 1 (11.03.2021): 39. http://dx.doi.org/10.24114/bhs.v32i1.25443.
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AbstractThe objectives of this study are: (1) to describe the development of reading materials for class X of Beauty Program at SMK Pariwisata Imelda Medan, (2) to describe the process of developing reading materials using Genre-based approach for class X of Beauty Program, (3) designing the reading materials using genre-based approach for class X of Beauty Program.This development research is compiled based on the research design of Borg, Gall & Gall (2003) which is simplified into 6 stages, such as: (1) gathering information, (2) data analysis, (3) design new materials, (4) validation of product development, ( 5) Revision of product development, (6) Final Products. This data is obtained through observation, interviews, validation, and questionnaires. The data analysis was taken from the English book and interviews were summarized, main things were selected and focused on important things, while in the questionnaire and validation sheet the steps included: converting qualitative data to quantitative, then grouping the results into various components.Keywords: English reading materials, Genre Based Approach, Vocational High SchoolAbstrakTujuan penelitian ini adalah: (1) mendeskripsikan gambaran awal pengembangan bahan ajar membaca kelas X jurusan Tata Kecantikan di SMK Pariwisata Imelda Medan, (2) mendeskripsikan proses pengembangan bahan ajar membaca yang didesain berdasarkan pendekatan berbasis Genre untuk SMK kelas X jurusan Tata Kecantikan di SMK Pariwisata Imelda Medan, (3) mendesain pengembangan bahan ajar membaca berdasarkan pendekatan berbasis Genre untuk SMK kelas X jurusan Tata Kecantikan,. Penelitian pengembangan ini disusun berdasarkan desain penelitian Borg, Gall & Gall (2003) yang disederhanakan menjadi 6 tahapan, yaitu: (1) Pengumpulan informasi, (2) Analisis Data, (3) Pengembangan Produk, (4) Validasi hasil pengembangan produk, (5) Revisi hasil pengembangan produk, (6) Produk Akhir. Data ini diperoleh melalui observasi, wawancara, validasi, dan kuisioner. Analisis data pada telaah buku bahasa Inggris serta wawancara dirangkum, dipilih hal-hal pokok dan difokuskan kepada hal-hal penting, sedangkan pada kuisioner maupun lembar validasi langkah-langkahnya meliputi: mengubah data kualitatif menjadi kuantitatif, kemudian mengelompokkan hasil pada berbagai komponen.Kata kunci: Bahan Ajar Membaca Bahasa Inggris, Pendekatan Berbasis Genre, Sekolah Menengah Kejuruan
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Le, Thao, Mai Le i Quyen Nguyen. "EFL Teachers' Evaluation on “Skillful-Teaching Writing and Reading 02”". FOSTER: Journal of English Language Teaching 2, nr 3 (9.08.2021): 398–417. http://dx.doi.org/10.24256/foster-jelt.v2i3.57.
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In case that many reforms in learning and teaching English in Vietnam were implemented, exploring the effectiveness of different coursebooks was raised to be a sufficient need. This research is more qualitative than quantitative in its nature, aiming to investigate EFL teachers’ evaluation of the coursebook Skillful – Reading & Writing 02 in a specific educational institution in the Mekong Delta. Thirteen teacher participants using the books were invited to participate in this study. Quantitative and qualitative data were collected by using two instruments, questionnaires and semi-interviews. The study provided a new checklist for evaluating materials in teaching and learning reading and writing. The findings showed that (1) the merits of the coursebook Skillful – Reading & Writing 02: e.g. colorful illustrations, numerous online learning resources accompanying online accounts, suggestive topics, updated contents, and impressive study skills component; and (2) demerits of the book in terms of writing section which does not match the general objectives of the program. Likewise, (3) the cons are regarding quite small font size and long listening activities of the coursebook. Additionally, some implications were suggested in this study to enhance the effectiveness of using sufficient materials for higher educational institutions.
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Sanjaya, Jody Furqon, i Sri Sumarni. "The Representation of ICT Competencies in English Language Reading Skill Modules for Open University". Stairs 1, nr 2 (13.11.2020): 53–65. http://dx.doi.org/10.21009/10.21009/stairs.1.2.2.
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The current global and national issues require students to upgrade their level of ICT competencies in this 21st century. To meet the new standard, there is a need to upgrade the development of the learning materials. Therefore, this study is aimed to portray the ICT competencies covered in the reading skill modules as a concern in addressing the issue of ICT competencies development in education. The qualitative content analysis is used as the method of this study. The main source of data is reading skills modules which are taken from four reading courses (Reading I, II, III, and IV) in Open University English Education Study Program. The results of this study show that 90 representations of ICT competencies are found and mostly represented in the form of Hypermedia, followed by Hyperlink, Multimedia (graphs, tables, and diagrams) and Communication Media (e-mail). The analysis of the table of ISTE NETS (2016) shows that Knowledge Constructor is the most dominant standard (74%), followed by Computational Thinker (16%), and Creative Communicator (10%).
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Sanjaya, Jody Furqon, i Sri Sumarni. "The Representation of ICT Competencies in English Language Reading Skill Modules for Open University". Stairs 1, nr 2 (13.11.2020): 53–65. http://dx.doi.org/10.21009/stairs.1.2.2.
Pełny tekst źródłaStreszczenie:
The current global and national issues require students to upgrade their level of ICT competencies in this 21st century. To meet the new standard, there is a need to upgrade the development of the learning materials. Therefore, this study is aimed to portray the ICT competencies covered in the reading skill modules as a concern in addressing the issue of ICT competencies development in education. The qualitative content analysis is used as the method of this study. The main source of data is reading skills modules which are taken from four reading courses (Reading I, II, III, and IV) in Open University English Education Study Program. The results of this study show that 90 representations of ICT competencies are found and mostly represented in the form of Hypermedia, followed by Hyperlink, Multimedia (graphs, tables, and diagrams) and Communication Media (e-mail). The analysis of the table of ISTE NETS (2016) shows that Knowledge Constructor is the most dominant standard (74%), followed by Computational Thinker (16%), and Creative Communicator (10%).
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Dewi, Nora Ronita, Masitowarni Siregar i Anggraini Thesisia Saragih. "Developing ESP Blended Learning for Academic Purposes of Course Materials for Students of English Education Study Program at Languages and Arts Faculty, Universitas Negeri Medan". Randwick International of Education and Linguistics Science Journal 1, nr 3 (20.12.2020): 316–29. http://dx.doi.org/10.47175/rielsj.v1i3.140.
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Industrial Revolution 4.0 has influenced many sectors, which are now a lot changes entering to human life by the presence of information technology.The use of power and data in the massive digital technology has become unlimited caused by its development at this present time. This study is aimed at developing the appropriate blended course materials of English for Specific Purposes for students of English Education Study Program, Languages and Arts Faculty, Universitas Negeri Medan. This study is focused on ESP Blended Learning Course Materials for Students of Seventh Semester of English Education Study Program. Research and Development (R & D) design is applied through six stages, there are 1). collecting information and data, 2). data analysis, 3). new materials design based on the needs analysis, 4). experts validation, 5). new material revision, and 6). final product. The instruments of collecting data are by applying two strategies: interview and questionnaires. The results show that the materials used in the 7th semester of English Education Study Program is developed through the implementation of the R&D simplification. The response of questionnaires signified low standard for the students after being analyzed. This results of the study developed ESP Blended Learning Course materials which focused on the following materials: Models and Teaching Strategies in ESP; Language Features: Linguistics and Grammar; Language Skills (Listening, Reading, Speaking, and Writing); Genre Text in ESP (Descriptive Text, Procedure Text, Analytical Exposition Text, and Argumentative Text).
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Purwaningrum, Endah Aprilia. "The Use of Authentic Materials In “Cambridge Primary English Stage 4 Learner’s Book” to Teach Reading (A Case Study)". LITERASI (Jurnal Ilmu Pendidikan) 10, nr 1 (23.08.2019): 56. http://dx.doi.org/10.21927/literasi.2019.10(1).56-65.
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<p>This research aimed at: (1) identifying the authentic materials written in “Cambridge Primary English Stage 4 Learner’s Book”; (2) describing how authentic materials are implemented to teach reading; and (3) describing the problems in implementing authentic materials to teach reading and solutions proposed by the teacher. This research was designed as qualitative case study conducted in Islamic International Private Elementary School in Surakarta. The subject of the research was the English teacher who each reading at the fourth grade of international class program (ICP). The research data were collected through observation, interview, teaching learning documents, textbook analysis and were analyzed by using interactive model proposed by Miles, Hubarman, and Saldana (2014). Findings of the research were: (1) the authentic materials used in “Cambridge Primary English Stage 4 Learner’s Book” were: a) posters, b) book covers, c) cards, d) book index, and e) blurb. (2) The implementation of the use of authentic materials in “Cambridge Primary English Stage 4 Learner’s Book” were: a) posters were used to inform the students the elements of the narrative text or story, b) book covers were used to analyse and guess the content of book or story which is included title, character, setting, plot, and mood based on its covers, c) cards were used by to teach descriptive text, d) book index was used to teach ordered information and e) blurb was used to teach how to identify the content of the story book. Most of the authentic materials were used in pre-reading activities. (3) Five problems in implementing authentic materials to teach reading were: a) the students’ understanding of English grammar, b) the content of authentic material, c) comprehensive linguistic competences to write correct sentence was less related to grammar function, d) language focus related the text which the students was going to write, and e) students’ lack of vocabulary mastery. Four Solutions proposed by the teacher were (a) giving new vocabulary and stimulation words, (b) studying the other example of authentic material related to the material discussed, (c) having discussion with students, and (d) improving students’ understanding about the discussed materials. It is recommended to use textbook entitled “Cambridge English Primary Stage 4 Learner’s Book” not only in the school where the researcher conducted the research, but also in other elementary schools emphasing on teaching reading skill by using authentic materials.</p><p> </p><p><strong>Keywords</strong>: <em>Authentic Material, Cambridge English Textbook, Reading Skill.</em></p>
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Kartika-Ningsih, Harni, i David Rose. "Intermodality and Multilingual Re-instantiation: Joint Construction in Bilingual Genre Pedagogy". Íkala 26, nr 1 (28.01.2021): 185–205. http://dx.doi.org/10.17533/udea.ikala.v26n01a07.
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This paper discusses the roles of intermodality and multilingualism in a genre pedagogy program aimed to improve students’ literacy in Indonesia. It draws on data from an intervention program which extended the Reading to Learn (R2L) genre-based literacy pedagogy to embed English literacy learning in biology lessons for Indonesian junior high school students. This bilingual R2L program is innovative in that it involves the use of written and spoken Bahasa Indonesia and English for both teaching materials and instruction. This particular study focuses on the final stage of the program: The collaborative writing process known as joint construction. This is conducted in the bilingual R2L program by jointly making notes from Indonesian (L1) reading texts, jointly re-instantiating these notes as English (L2) lexis, and then using these L2 notes to jointly construct new L2 texts. The methodology is thus intermodal and multilingual, from written L1 texts, through oral dictation to L1 notes, then through bilingual discussion to re-instantiation as written L2 lexis, and finally through further bilingual discussion to re-instantiation as written L2 text. The study applies genre and register theory to closely examine classroom interactions in Joint Construction, from the perspectives of their structuring, the intermodal sourcing of meanings, and relations between teachers and learners. Evidence from student assessments suggest these designed applications of intermodality and multilingual reinstantiation are highly effective in the development of autonomous skills in L2 science writing. This article aims to describe how and why they are so effective.
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Islami, M. Risya. "EFL CLASS FOR IRREGULAR MIGRANTS IN EDUCATIONAL PROGRAM AT RUMAH DETENSI IMIGRASI SEMARANG". Vision: Journal for Language and Foreign Language Learning 5, nr 2 (1.10.2016): 15. http://dx.doi.org/10.21580/vjv5i21039.
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<p>This research describes an EFL class for irregular migrants in educational program at <em>Rumah Detensi Imigrasi</em>. Irregular migrants are foreigners staying in Indonesia without any legal document or im- migration permission. <em>Rumah Detensi Imigrasi </em>is a temporary shelter for irregular migrants during waiting periods for refugee status from UNHCR to come to a destination country like Australia, New Za- eland etc. EFL class is a class for irregular migrants at <em>Rumah Detensi Imigrasi </em>to learn English especially speaking and writing skills. The teaching learning process of the EFL class uses Grammar trans- lation, Reading and communicative approaches. The materials de- livered are vocabularies, grammar, speaking and writing skills. The class is aimed at providing students with language skills since most of the destinations are English speaking countries.</p>
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Morina, Tamara. "Pre-reading play in the exploratory process". Metodicka praksa 19, nr 2 (2019): 237–50. http://dx.doi.org/10.5937/metpra1902237m.
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The fragments of the project which will try to present the way of succeeding in specified goals of the new pre-school programs are singled out here. Through consideration of these fragments, the most important frameworks of the project focus on encouragement of early literacy, for which it was important to form an exploratory relation toward the problem and discover new ways of guiding the project (study process). In order to create a ,,problematic situation'' we have chosen ,,Forest News ads'' and ,,Cabbage Leaf ads'' by Branko Ćopić. Described within the paper are values of said literary works and the ways that they have brought out the need to play in children. The game they played was based on language exploration. Focus of this paper is development of pre-reading competencies which have led children to new interests and desire to expand the game with practical exploration. The goal is to present how pre-reading activities encourage children to perceive contents and materials from a different developmental area and to gain new insight by developing different potentials. In order to achieve this goal, we identified practical examples which will show different ways of guiding the project, during which we made sure to concentrate on the child as a unique and integral being.
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Hieu, To Minh, Vi Thi Thu Hien i Nguyen Thanh Hien. "DEVELOPING THE COMPETENCE OF READING COMPREHENSION OF SCIENCE FICTION STORY FOR 7TH GRADE STUDENTS IN VIETNAM". International Journal of Education Humanities and Social Science 07, nr 03 (2024): 338–43. http://dx.doi.org/10.54922/ijehss.2024.0719.
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The 2018 general education program in Vietnam has been implemented with the concretization of three sets of textbooks: The Kite, Connecting Knowledge to Life, and Creative Horizon. In the 7th grade Philology textbook, in addition to familiar literary genres, science fiction is a new genre included in the curriculum. This is a new genre that has created excitement for both teachers and students. However, this genre also causes many difficulties for teachers in developing lesson plans and organizing the teaching of science fiction stories. The 7th grade textbook has only been deployed for two years in Vietnam, so there are not many reference materials, leading to teachers being confused in teaching and developing competence, especially the ability to read and understand science fiction stories for students. Therefore, in this article, we propose some measures to develop the competence to read science fiction stories for 7th grade students in Vietnam.
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Shafikova, I. R. "LINGUISTIC FEAURES AND LINGUODIDACTIC VALUE OF PROFESSION-ORIENTED PRECEDENT TEXTS WHEN TEACHING FOREIGN LANGUAGE READING TO ENGINEERING POSTGRADUATES". Educational Psychology in Polycultural Space 57, nr 1 (2022): 115–24. http://dx.doi.org/10.24888/2073-8439-2022-57-1-115-124.
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The increased importance of reading professional literature in English coupled with the avalanche-like increase in access to information justifies the search for new approaches to profession-oriented foreign language education, including profession-oriented reading. A secondary linguistic persona can be formed in the course of study in a Master of Engineering program, among other things, through reading profession-oriented precedent texts. We define profession-oriented precedent texts as the ones that possess special significance for the research or professional activity of a specialist, primarily authentic scientific articles. The purpose of this study was to analyze the lexical structure of professional precedent texts through the Vocabprofile resource. The analysis revealed the following categories: the first thousand most frequent English words (K1); the second most frequent thousand English words (K2), vocabulary found in the Academic Word List (K3), words not included in any of the previous categories, mainly terms and professional lexis (K4).The results of the analysis and the comparison with popular and instructional technical texts offered to the engineering undergraduates in the English-language course reveal a larger percentage and a wider and more diverse lexical repertoire of the Academic Word List for the precedent texts. The percentage of terms and professional lexis in both types of texts is approximately the same, which indicates the adequacy of the profession-oriented course of English taught to the undergraduates of the Bauman MSTU. The results also point to the importance of the Academic Word List when teaching reading of professional precedent texts in English.
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Onuoha, Philip C., i William R. Brieger. "Continuing Education Experiences of District Level Health Staff in Nigeria". International Quarterly of Community Health Education 13, nr 4 (styczeń 1993): 389–403. http://dx.doi.org/10.2190/9cn6-y1d4-7qn4-2hk7.
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Primary health care (PHC) implementation has stimulated the need and interest in developing continuing education (CE) programs in Nigeria. A population study of 144 government (69%) and private (31%) health workers in the Ibarapa District of Oyo State in Nigeria documented their CE opportunities. Only 39 percent had attended an in-service training (IST) program in the past five years. Fewer (32%) had received a supervisory visit within the previous month, and most of these visits contained little of educational relevance according to respondents. Slightly over half (54%) reported attending a staff meeting in the previous month, but 72 percent had attended at least one in the past six months. Like supervisory visits, these meetings were not primarily educational in nature. Only 58 percent engaged in self-study through reading in the past six months, but quality reading materials were scarce, forcing health workers to rely on old texts and popular health magazines. Local government staff and workers with formal health training were most likely to have taken advantage of an IST. Trained workers and males were more likely to have engaged in self-study. New PHC management structures have the potential filling CE gaps and redressing imbalances in CE opportunities in this and other rural districts throughout the country.
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Olga Yu., Levchenko. "Organization of Teaching New Languages in Real Schools (Based on Materials of Pre-Soviet Period Editions)". Scholarly Notes of Transbaikal State University 15, nr 5 (listopad 2020): 70–78. http://dx.doi.org/10.21209/2658-7114-2020-15-5-70-78.
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The study of the history of domestic foreign language education continues to remain relevant, since some aspects of this problem have not received their comprehensive description. In this regard, the activity of real schools is of undoubted interest, the understanding of the experience of which has practical importance in the context of improving the quality of teaching foreign languages, developing subject concepts and further improving the mathematical and natural science training of students. The issues of real education, which were the subject of special attention of state and public figures, representatives of the pedagogical community and entrepreneurship, received wide coverage in publications published in the pre-Soviet period. The theoretical analysis of historical and pedagogical editions demonstrates a certain specificity of teaching foreign languages in real schools. The study of ancient languages was the prerogative of classical gymnasiums, while in real schools the emphasis was on the learning of new languages. The training course was aimed at acquiring skills in various types of speech activity and provided for the achievement of not only developing and educational, but also practical goals. The program set tasks for each stage of training and contained recommendations on the organization of educational activities. Much attention was paid to reading. Awareness of the importance of foreign language education contributed to the search for the most effective forms of educational activity on the lesson.
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Sari, Dina Elistiana Permata, Muh Arafik i Titis Angga Rini. "Implementasi Pelaksanaan Program Gerakan Literasi Sekolah (GLS) Selama Pembelajaran Tatap Muka Terbatas SDN Polehan 2 Malang". Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan 2, nr 6 (30.06.2022): 557–76. http://dx.doi.org/10.17977/um065v2i62022p557-576.
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Abstract: This study aims to describe the implementation, infrastructure and facilities used, constraints, and solutions in the implementation of the GLS program during PTMT at SDN Polehan 2 Malang. The scope of this research is the implementation of GLS grades 2-5 at SDN Polehan 2 Malang which will be held in the even semester of the 2021/2022 academic year. This study uses a descriptive qualitative approach. Data collection techniques using observation, interviews, and documentation. The results of this study indicate that the implementation of the GLS program at SDN Polehan 2 Malang as long as PTMT has been regularly carried out every day according to the stages. Literacy activities begin with a 10-15 minute reading habituation stage or other activities and are accompanied by activities responding to reading either through question and answer activities regarding reading materials that have been read or others. The infrastructure and facilities at SDN Polehan 2 Malang is limited because the school is still under construction and there are several classes that are still in new condition so they do not have a reading corner. The implementation of offline literacy is still carried out in the classroom. There are several obstacles in implementing the GLS program offline and online. Although there are several obstacles in its implementation, there are also various solutions to overcome these obstacles..
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan, prasarana dan sarana yang digunakan, kendala, dan solusi dalam pelaksanaan program GLS selama PTMT di SDN Polehan 2 Malang. Ruang lingkup penelitian ini yaitu pelaksanaan GLS kelas 2-5 di SDN Polehan 2 Malang yang dilaksanakan pada semester genap tahun ajaran 2021/2022. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa Pelaksanaan program GLS di SDN Polehan 2 Malang selama PTMT sudah teratur dilakukan setiap hari sesuai tahapannya. Kegiatan literasi dimulai dengan adanya tahap pembiasaan membaca 10-15 menit ataupun kegiatan lain dan disertai adanya kegiatan menanggapi bacaan baik melalui kegiatan tanya jawab mengenai bahan bacaan yang telah dibaca maupun lainnya. Prasarana dan sarana di SDN Polehan 2 Malang ini terbatas karena sekolah masih dalam tahap pembangunan dan ada beberapa kelas yang masih dalam kondisi baru sehingga belum memiliki sudut baca. Pelaksanaan literasi secara offline masih dilaksanakan di dalam kelas saja. Terdapat beberapa kendala dalam pelaksanaan program GLS secara offline dan online. Meskipun terdapat beberapa kendala dalam pelaksanaannya, terdapat pula berbagai solusi dalam mengatasi kendala-kendala tersebut.
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Stolyarov, Yury N. "Support for Children’s Reading in Different Countries of the World. Review of the New Edition". Bibliotekovedenie [Russian Journal of Library Science] 72, nr 1 (29.03.2023): 62–70. http://dx.doi.org/10.25281/0869-608x-2023-72-1-62-70.
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One of the disturbing trends of our time is the decline in interest in reading all over the world, despite its obvious importance and irreplaceability. The reasons for this negative trend have not yet been fully investigated.The presented review gives a high assessment of V.P. Chudinova’s book “Development of ‘Nations of Readersʼ in Different Countries of the World: Studies, Strategies, Projects, Practices” (2022). The publication contains the analysis of the situation with the support of childrenʼs reading in different countries of the world, as well as characterizes international programs of this profile. V.P. Chudinovaʼs work is based on the reliable materials of large-scale studies, including comparative ones that greatly increases the objectivity of the book. Much attention is paid to the support of childrenʼs and family reading by major international organizations: UNESCO, IFLA and the International Literacy Association. In separate chapters, the author considers promotion of reader literacy in the advanced countries of the world — Japan, Singapore, China and Great Britain. Along with the previously published textbook “Library and Information Services for Children and Youth Abroad” (2012), the new book by V.P. Chudinova has made a big step in highlighting the problem of supporting childrenʼs reading at the level of international organizations and the most successful countries in this regard. The considered subject may be linked to the “Sustainable Development Goals” adopted in 2015 by the UN General Assembly as a plan for achieving a better and more sustainable future for all.
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Zhang, Weiyan, Tao Yu, Zhifeng Zhu i Binghan Li. "Temperature-insensitive reading of a flash memory cell". Journal of Semiconductors 44, nr 4 (1.04.2023): 044102. http://dx.doi.org/10.1088/1674-4926/44/4/044102.
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Abstract The temperature characteristics of the read current of the NOR embedded flash memory with a 1.5T-per-cell structure are theoretically analyzed and experimentally verified. We verify that for a cell programmed with a “10” state, the read current is either increasing, decreasing, or invariable with the temperature, essentially depending on the reading overdrive voltage of the selected bitcell, or its programming strength. By precisely controlling the programming strength and thus manipulating its temperature coefficient, we propose a new setting method for the reference cells that programs each of reference cells to a charge state with a temperature coefficient closely tracking tail data cells, thereby solving the current coefficient mismatch and improving the read window.
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Rahman, Ifa Hanifa, Anggit Grahito Wicaksono i Muhammad Faruq Hanafi. "Pelatihan Pembuatan Soal Literasi Membaca dan Numerasi Berbasis Asesmen Kompetensi Minimum (AKM) bagi Guru SD Gugus Wahidin Sudirohusodo Kecamatan Jumapolo". Jurnal Pengabdian Pada Masyarakat 7, nr 3 (2.09.2022): 819–25. http://dx.doi.org/10.30653/002.202273.202.
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TRAINING ON MAKING LITERACY QUESTIONS FOR READING AND NUMERACY BASED ON MINIMUM COMPETENCY ASSESSMENT FOR ELEMENTARY SCHOOL TEACHERS GUGUS WAHIDIN SUDIROHUSODO, JUMAPOLO DISTRICT. The direction of government policy in measuring students' cognitive learning outcomes is to replace Ujian Nasional (UN) with an Asesmen Kompetensi Minimum (AKM). What is measured in the AKM is the ability to read and numerate literacy as a result of students' cognitive learning. Based on the results of an interview with the Chairperson of the Gugus SD Wahidin Sudirohusodo Kecamatan Jumapolo, some teachers have understood the AKM but have not understood about making reading literacy and numeracy questions based on the Asesmen Kompetensi Minimum (AKM). The results of observations also show that teachers have not been able to make reading and numeracy literacy questions based on the Asesmen Kompetensi Minimum (AKM). The purpose of this service is to provide training on making reading and numeracy literacy questions based on the Asesmen Kompetensi Minimum (AKM). The method of implementing the service includes: (1) the approach method carried out starting from the survey, licensing, and providing motivation for teachers who will take part in the training (2) program implementation methods, including the preliminary stage, the socialization and hearing stage, the implementation stage, and the final evaluation stage. The results of the analysis of teacher responses to the implementation of community service indicate that training materials for making reading literacy and numeracy questions based on AKM are needed by teachers in developing 21st-century learning. Teachers feel the benefits of community service activities because they can become new scientific insights into the development of learning activities in schools.
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Gregory, Brian C. "“Developing Critical Listening”". Resonance 3, nr 3 (2022): 309–29. http://dx.doi.org/10.1525/res.2022.3.3.309.
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The mid-1930s saw broadcasters, educators, and researchers coalesce around the study and implementation of critical listening for educational radio as a new technology for school instruction. These early media literacy researchers were motivated by ambitions to counter distracted and passive listening caused by commercial radio, advertising, and propaganda; to foreground the aural sense in classrooms dominated by reading and writing; and to promote democratic listening in young people. The following investigation draws from previously unexamined archival materials from research centers and radio schools of the air in Ohio and Wisconsin in addition to the oral history of Dorothy Gordon, progressive host of the Youth Forum educational program on New York Times–owned WQXR-AM. This article provides a critical perspective on the role of listening, sound technologies, and literacies for contemporary concerns about political polarization, tensions between commercial and noncommercial media, and democratic engagement.
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Hoffman, Megan, Jennifer Maas i Lisa Johnson. "2353". Journal of Clinical and Translational Science 1, S1 (wrzesień 2017): 48. http://dx.doi.org/10.1017/cts.2017.174.
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OBJECTIVES/SPECIFIC AIMS: To increase knowledge and application of clinical research coordinator competencies among Research Professionals at the University of Minnesota. METHODS/STUDY POPULATION: The UMN’s CTSI developed and piloted a Foundations for Research Professionals training program comprised of: a baseline assessment, 7 online modules, 4 in-person training sessions, video and reading assignments and a post assessment, which totaled 30–35 hours of training and covered the following topics: preparing for a study, study management, participant recruitment and engagement, assessing capacity to consent and the informed consent process. This course also provides valuable resources and connections to online references and materials. The competencies for this program were based on work of the Joint Task Force for Clinical Trial Competency. RESULTS/ANTICIPATED RESULTS: 30 clinical research professionals completed the pilot program and averaged an increase of 6.5% from baseline assessment to post assessment. Participants were asked to rate their confidence on a variety of role-based competencies at the time of preassessments and postassessments. Trends show an increase in confidence for all competency areas after completion of the training program. DISCUSSION/SIGNIFICANCE OF IMPACT: Developing a workforce of competent research professionals is integral to improve the efficiency, quality, and ethics of research. The Foundations for Research Professionals training program increased knowledge of clinical research coordinator competencies. We will assess impact on application of the competencies 6 months after completion of the program. Our next steps include offering the training program as a 2-week session on an ongoing basis for new coordinators at the University of Minnesota.
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Erofeeva, Inna N., i Tatiana I. Popova. "Modern principles of developing the subtest “Reading and Use of Language” of the TORFL-II". Russian Language Studies 19, nr 2 (15.12.2021): 207–21. http://dx.doi.org/10.22363/2618-8163-2021-19-2-207-221.
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The article is devoted to the topical problem of modern principles of developing tests of Russian as a foreign language (RFL), taking into account the world experience. The purpose of the article is to summarize the modern principles of language test development and to show how they are implemented in the new tests of Russian as a foreign language. The materials of the article include the research papers of Russian and foreign authors in the sphere of methodology over the past 20 years, as well as modern formats of testing in foreign languages. At the first stage of the study, general scientific methods of generalization, systematization and structuring were used. At the second phase, a new format of the RFL test Reading and Use of Language (B2) was modelled, combining language and communication competence testing. At the third stage, an experiment was conducted to test the new format. 48 foreign master students studying the program Russian Language and Russian Culture in the Aspect of Russian as a Foreign Language in Saint Petersburg State University took part in the experiment. It was concluded that the modern language test, in accordance with the basic cognitive and communicative principle of learning and control, should be based on the following principles: testing skills in different types of speech activities mainly on the text material; interdependence between the type of the task and the speech genre of the text being created/used in the task; basing on a linguistic and didactic description of the communicative competence level; integrative approach; using different types of test tasks within one subtest; the principle of increasing complexity of tasks; taking into account the complexity of each task in its assessment; task feasibility according to students educational level; taking into account the values of the multicultural world; taking into account international experience; basing on reliability and validity criteria of test tasks. These principles implemented in the new TORFL-II subtest format Reading and Use of Language are presented in the article. The implementation of modern test principles should ensure that all speech control facilities are systematically allocated to the appropriate level and parameters for their assessment. The above-mentioned principles of test creation and the example of their implementation can be taken as the basis of a full-fledged system of control and measurement materials based on linguistic and didactical descriptions of each level.
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Hassell, Lewis A., JoElle Peterson i Liron Pantanowitz. "Pushed Across the Digital Divide: COVID-19 Accelerated Pathology Training onto a New Digital Learning Curve". Academic Pathology 8 (1.01.2021): 237428952199424. http://dx.doi.org/10.1177/2374289521994240.
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Bringing digital teaching materials into residency training programs has seen slow adoption, expected for many new technologies. The COVID-19 pandemic dramatically shifted the paradigm for many resident teaching modalities as institutions instituted social distancing to prevent spread of the novel coronavirus. The impact of this shift on pathology trainee education has not been well studied. We conducted an online survey of pathology trainees, program directors, and faculty to assess pre- and post-COVID-19 use of, and response to, various digital pathology modalities. Responses were solicited through both social media and directed appeals. A total of 261 respondents (112 faculty, 52 program directors, and 97 trainees) reported a dramatic and significant increase in the use of digital pathology-related education tools. A significant majority of faculty and program directors agreed that this shift had adversely affected the quality (59% and 62%, respectively) and effectiveness (66%) of their teaching. This perception was similar among learners relative to the impact on quality (59%) and effectiveness (64%) of learning. Most respondents (70%-92%) anticipate that their use of digital pathology education tools will increase or remain the same post-COVID. The global COVID-19 pandemic created a unique opportunity and challenge for pathology training programs. Digital pathology resources were accordingly readily adopted to continue supporting educational activities. The learning curve and utilization of this technology was perceived to impair the quality and effectiveness of teaching and learning. Since the use of digital tools appears poised to continue to grow post-COVID19, challenges due to impaired quality and effectiveness will need to be addressed.
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Iden, Ehi. "SS34-03 TRAINING OF OCCUPATIONAL SAFETY AND HEALTH INSPECTORATES IN AFRICA". Occupational Medicine 74, Supplement_1 (1.07.2024): 0. http://dx.doi.org/10.1093/occmed/kqae023.0215.
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Abstract Introduction Occupational safety and health (OSH) inspection is a strategic approach towards workplace health and safety improvement and enforcement of standards. While this is a legislative requirement in line with ILO Conventions, most countries across Africa still struggle with this very important component of OSH as a result of underfunding and under-resourcing within this part of OSH practice. This invariably has negatively impacted workplace health and safety improvement and increased the number of occupational injuries and diseases in workplaces across Africa. Materials and Methods Workplace Health Without Borders (WHWB) developed an eight-week virtual training program focused on the real issues within African workplace health and safety inspection. Instructors were drawn from both the USA and Africa to deliver these training modules with reading materials sent to participants a week ahead of each class in the hope that the participants would be able to read the material before the commencement of each class. Results Through this WHWB training program, we have succeeded in training and improving the OSH inspection competencies of 147 OSH inspectors from 21 African countries. Conclusions Our expectation is that those who have gone through this training, from the Government Ministries of Labour and Employment in different countries, are able to use these new and improved competencies, and also to help build the capacity of other OSH inspectors within their workplaces.
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Wu, Weiyuan, Pei Wang, Yi Xie, Yejia Liu, George Chow i Jiannan Wang. "Web Connector: A Unified API Wrapper to Simplify Web Data Collection". Proceedings of the VLDB Endowment 16, nr 12 (sierpień 2023): 4042–45. http://dx.doi.org/10.14778/3611540.3611616.
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Collecting structured data from Web APIs, such as the Twitter API, Yelp Fusion API, Spotify API, and DBLP API, is a common task in the data science lifecycle, but it requires advanced programming skills for data scientists. To simplify web data collection and lower the barrier to entry, API wrappers have been developed to wrap API calls into easy-to-use functions. However, existing API wrappers are not standardized, which means that users must download and maintain multiple API wrappers and learn how to use each of them, while developers must spend considerable time creating an API wrapper for any new website. In this demo, we present the Web Connector, which unifies API wrappers to overcome these limitations. First, the Web Connector has an easy-to-use program-ming interface, designed to provide a user experience similar to that of reading data from relational databases. Second, the Web Connector's novel system architecture requires minimal effort to fetch data for end-users with an existing API description file. Third, the Web Connector includes a semi-automatic API description file generator that leverages the concept of generation by example to create new API wrappers without writing code.
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Gustari, Nopian, Ahmad Suradi i Ilusti Ilusti. "Kreativitas Guru Kelas dalam Meningkatkan Minat Belajar Membaca Siswa Kelas III di Madrasah Ibtidaiyah". Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 6, nr 1 (30.06.2023): 51–59. http://dx.doi.org/10.58518/awwaliyah.v6i1.1713.
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This academic paper discusses the creativity of third-grade teachers in improving students' interest in reading at MI Negeri Bengkulu Selatan, as well as identifying the supporting and inhibiting factors for teachers' creativity in enhancing students' interest in reading. The research type is field research, which is conducted directly in the field using a qualitative research approach. Data collection techniques include observation, interviews, and documentation.
The creativity of third-grade teachers in enhancing students' interest in reading includes: a) Developing teaching programs to enhance students' interest in reading, such as syllabi and lesson plans; b) Providing interesting books; c) Giving motivation, encouragement, and guidance for reading; d) Visiting the library; e) Developing learning strategies, such as introducing various books to students, including workbooks, textbook packages, comic books, storybooks, and others; f) Creating enjoyable and meaningful learning experiences, such as greeting students warmly and enthusiastically, showing appreciation, and singing together to create a joyful classroom atmosphere; g) Utilizing learning media effectively, such as visual and audio-visual media, images, and videos, and developing diverse teaching materials with attractive visuals and engaging content; g) Generating new innovations through guidance and counseling sessions.
Otherwise, inhibiting factors for teachers' creativity in enhancing students' interest in reading include the lack of learning resources and available teaching media, as well as students' lack of awareness regarding the importance of reading books. Supporting factors, on the other hand, include teachers' interest in reading method books and learning strategies, as well as their active participation in KKG forums to attend training on teacher creativity.
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Long, Donghua. "Car Driving Record System Based on Ferroelectric Memory Reading Function and SD Card Chip". Advances in Materials Science and Engineering 2022 (30.07.2022): 1–11. http://dx.doi.org/10.1155/2022/1059597.
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The advent of the new era has promoted the rapid rise of technology. It drives the rapid development of the well-off economy. The car sales rate has also skyrocketed, but due to the frequent occurrence of various traffic accidents, it has become a difficult problem for relevant personnel to find the cause of the accident and driving. The arrival of the recorder is able not only to record the problems of traffic accidents but also to monitor the drivers as a basis for judging traffic violations. Based on the investigation and research on the current car driving recorders on the market, all the driving recorders on the market have relatively simple system structures and functions, and the transmission of communication information is slow. The SD card emphasizes the security of data and can set the stored usage rights to prevent the data from being copied by others, and the transmission speed is fast. Based on the problems described above, the design of the system program of the car driving recorder based on the reading function of the ferroelectric memory and the combination of the small size and large storage capacity of the SD card chip is proposed, and the combination of GPS positioning is added, to improve the accuracy of the positioning function. In order to obtain a more practical car driving recorder, the experimental results show that when the distance of each observation location is less than 0.45 m, its average accuracy factor is also less than 0.45 m, which can meet the requirements of the system for accuracy performance, that is to say, it can be shown under the accuracy analysis. The research and design system has a certain degree of practicability, and the stability function is very good.
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Hench, Larry L. "From Concept to Commerce: The Challenge of Technology Transfer in Materials". MRS Bulletin 15, nr 8 (sierpień 1990): 49–53. http://dx.doi.org/10.1557/s0883769400058966.
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Many millions of dollars are invested annually in materials science research and development in U.S. universities. Both the universities and the sponsors, either government or private industry, have enormous incentives for the R&D efforts to become commercial. For private industry a successful development means new or improved products or processes and ultimately more profits. For the government, successful materials development can lead to improved hardware or operations efficiency and lower costs. For a university the payoff can be more than economic.Ideally, successful commercial development leads to royalties paid to the universities in the form of the most precious of assets — Unrestricted or flexible income. Students and faculty can benefit from the additional income, both privately, depending on university policy, and through their departments. However, benefits can also accrue in the form of experience and knowledge gained while participating in the technology transfer process from university to corporation. Students who take part in such efforts gain invaluable experience in preparing and defending patent applications, designing and developing prototypes, and they are exposed to economic and legal issues that are seldom taught in the classroom. They become more valuable graduates. Taking part in a technology transfer case history is a far more effective form of learning than reading about it.These benefits to a university are offset by a number of potentially negative factors. The space, time, personnel, equipment, and deadline pressures involved in commercialization are often beyond the capabilities of a university program. However, these limitations may not be realized until the effort has begun, and it is costly to stop in midstream, as is discussed below.
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Kumalasari, Pramesti Indah, i Sugito Sugito. "The Role of Student’s Parent in Shaping Home Learning Environment (HLE) for Early Childhood". Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, nr 2 (5.12.2020): 1521–35. http://dx.doi.org/10.31004/obsesi.v5i2.881.
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This study aims to determine the role of parents in forming a Home Learning Environment (HLE) for early childhood in Trucuk, Klaten. This study used a qualitative approach with descriptive methods and was carried out by purposive sampling. The research subjects were 5 parents who have children aged 3-4 years. Data collection techniques used were observation, interviews, and documentation techniques. Data analysis used was data collection, data reduction, data presentation, and drawing conclusions. Based on the research that has been done, the role of parents in shaping HLE is seen when parents introduce new learning materials into the home through activities (playing, chatting and reading), preparing HLE according to children's needs and interests, offering various learning opportunities and providing learning experiences that are fun. With the role of parents in shaping HLE, it can be an early intervention program and direct children's activities to be more useful in reaching the next stage of development.
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Milovanova, L. A., i V. A. Tsybaneva. "FOREIGN LANGUAGE TEACHERS’ LINGUISTIC AND CULTURAL AWARENESS: WAYS OF DEVELOPMENT". Educational Psychology in Polycultural Space 58, nr 2 (2022): 60–71. http://dx.doi.org/10.24888/2073-8439-2022-58-2-60-71.
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Today the development of professional standards aimed at teachers of foreign languages and requirements applied to the level of professional competence are both greatly discussed. It is obvious that new approaches are needed in order to form professional courses which focus on enriching language and cultural awareness of school teachers of foreign languages. Following the changes of educational system in general and taking into account the growth of information and communication technologies and their impact on educational teacher-training courses, the digital environment should be considered as the most appropriate for the teachers’ professional development. Defining the learning style of the teachers and analysing the results of some questionnaires, the methodological approaches to the course have been chosen and described as a combination of the leaner-centered approach (for language teachers), communicative approach, Kolb’s learning styles model and digital learning. Some difficulties the language teachers usually face are vocabulary, fluency, in which non-native English teachers are in a disadvantage, grammar and listening and reading skills due to the lack of practice. To meet the language teachers’ expectations some actions such as supplementation the language teachers with appropriate amount of practice of receptive and productive skills, usage of discourse analysis to advance the teachers’ linguistic skills and enlarging their socio-cultural information with the help of texts for reading and listening are to be done. Moreover, the course includes elements of test tasks in the format of tasks of the unified state exam in English, as well as several international exams of the appropriate level. In the process of studying according to the course program, foreign language teachers increase the level of linguistic and cultural competence by working with texts containing material of a linguistic and cultural orientation. The results of final test and evaluation prove the effectiveness of the proposed and further described ideas.
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Krawchenko-Shawarsky, A. O., C. Pham, Z. Oliver i C. Ffrench. "MP17: Evaluating the efficacy of the flipped classroom model in postgraduate emergency medicine training". CJEM 20, S1 (maj 2018): S46. http://dx.doi.org/10.1017/cem.2018.171.
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Introduction: As the value of interactive teaching becomes increasingly recognized, the Flipped Classroom model is receiving more attention in the medical education community. In this model, learners master core declarative knowledge through self-learning prior to class and then expand upon this learning with integrative class exercises. The objective of this study was to assess the effectiveness of the new Flipped Classroom in a Canadian Emergency Medicine postgraduate program. Methods: The residents and staff were educated on the new model. An online questionnaire was sent to all EM residents and staff who had participated in the program 9 months after implementation. The survey tool assessed the participants opinions on utility, time-management, effectiveness in learning material, sustainability, collaboration with other members and overall impressions. Resident scores on national preparatory examinations including the Canadian In-Training Examination (CITE) and the American Board of Emergency medicine (ABEM) were compared before and after implementation of the new model. Results: Teaching staff were trained in the Flipped Classroom model and the majority of teaching sessions for the 2016 academic year were carried out using this paradigm. In addition, third year postgraduates received intensive training in the theory and implementation of interactive teaching techniques. A curriculum renewal committee generated objectives for each teaching session and suggested materials for learner pre-reading. Conclusion: Overall, both residents and staff physicians indicated that the flipped classroom model is a better format for EM academic day learning. Residents and staff collaborated more and felt more engaged during academic day. Residents spent more time preparing for the sessions with the new model, while staff spent less time preparing. Paired comparisons of same residency years for test exam scores using Wilcoxon signed-rank test showed an improvement in both CITE and ABEM exam test scores. In conclusion, the new flipped classroom model produced improvements in educational experience, satisfaction, and test examination scores.
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Smith, A., i E. Smith. "Learning for Success: Distance Education Students’ use of their Learning Materials". Journal of University Teaching and Learning Practice 3, nr 1 (1.01.2006): 40–55. http://dx.doi.org/10.53761/1.3.1.5.
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This paper reports the results of a research project investigating the use that Distance Education (DE) students at university make of the learning materials that are supplied to them. The research is based on a survey of 998 DE students enrolled in ten undergraduate subjects spread across all five Faculties at Charles Sturt University (CSU) in New South Wales, Australia. CSU is Australia’s largest DE provider of higher education. The project addressed the following questions: • The extent to which DE undergraduate students use their learning materials. • The extent to which students undertake the learning activities that are often incorporated in learning materials. • The extent to which students obtain learning materials beyond the printed learning materials, especially their use of library facilities and the internet to research topics in their study programs. • The way in which DE undergraduate students approach their study and the study strategies that they adopt. The paper reports the major conclusions from the survey. It was found that the majority of students read most or all of the learning materials that were sent to them. They relied heavily upon the prescribed textbooks, did some additional reading as recommended, to a limited extent carried out additional reading beyond that recommended, and worked through the provided learning materials in a methodical manner. They generally completed, in their minds if not always on paper, the study tasks embedded in the learning materials. Those students that read less and paid less attention to study tasks tended to study in a way that was focused on passing assessment tasks. Overall the study provides a strong argument for the retention of printed learning materials as students seem to work well with them, and the more effectively students use them the better they seem to perform.