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Sriwijaya University Learning and Education International Conference
Published by Universitas Sriwijaya
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Education
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Articles 191 Documents
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THE ROLE OF GRADED READING MATERIALS IN TEACHING READING OF EFL LEARNERS SHELLA MONICA
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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One of the priority purpose of teaching English as a foreign language to Indonesian people is thatthey can read in order to grasp the idea and to understand the book written in English. The ability toread is crucial for the students in reaching both the academic and society success. The successfulnessof teaching reading cannot be separated from the skill of selecting an appropriate reading material.By reading an appropriate reading material, the students can effectively expand their knowledge;train their brain to think and acquire new information and idea. This paper aimed at discussing therole of graded reading materials in teaching reading of EFL learners. A number of studies point outthat the L2 learners will feel motivated and enjoy in learning the language if the anxiety levels are aslow as possible. Graded reading material which is written in various levels of reading, meets theneeds of today’s language learners by maximizing reading opportunities in an enjoyable, relaxing andaccessible way.
DEVELOPMENT BLENDED E-LEARNINGSTRATEGY TO IMPROVE PRE-SERVISE BIOLOGY TEACHERS’ PROFESSIONAL EDUCATION SKILL YENNY ANWAR
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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Mastering of Science Biology and learning professionals Biology to carry out the study of Biology is one of Biology education program goals.The rapid growth ofInformationand technologyare increasingly demanding high ICT skills of every citizen.Efforts to meet these needs by combining e-learning and konvensional (blended learning) strategy.Through this research, students can not only improve their professional ability but also gradually increase their ability to use ICT both in accessing, managing, integrating, and creating information. This research is used the principle ofDevelopmental Research Design.Application of blended learning is equipped with a media that is valid and practical so that it can be used independently of students.Improved preservise learning outcomes seen after implementation of blended learning program. The Student Professional Ability (PCK) also increased, though both were still in the category of pre PCK, but after the application of blended learning, the student has reached the upper limit of the pre PCK categories.This suggests that blended learning can improve learning outcomes and the professional ability of student teachers.
HOW CAN HISTORY LEARNING CONTRIBUTE TO CITIZENSHIP EDUCATION IN DUAL SUBJECTS SYSTEM? - CASE JAPAN - EIJI FUJITA
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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HOW CAN HISTORY LEARNING CONTRIBUTE TO CITIZENSHIP EDUCATION IN DUAL SUBJECTS SYSTEM? - CASE JAPAN -
THE INFLUENCE OF LISTENING ANXIETY TO LISTENING COMPREHENSION OF ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF SRIWIJAYA UNIVERSITY ERLINA ERLINA; RITA INDERAWATI; RITA HAYATI
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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This study was intended to investigate the influence of listeninganxiety on Students’Listening Comprehension of English Education Study Program of SriwijayaUniversity and (2) the contribution of students’ listening strategies and listeninganxiety to their listening comprehension. To do so, a correlational research designwas used for the study. The participants were the second, fourth and sixth semesterstudents. A strategy questionnaire and a listening comprehension test were employedto collect the data. To analyze the data obtained, descriptive statistics and correlationanalysis were used. The findings revealed that the listening anxiety of theparticipants and their listening comprehension skill was found to be significant.listening anxiety gave significant influence to their listening comprehension
PREPARING 21ST CENTURY STUDENTS: WORLD LITERATURE+PROJECT-BASED LEARNING+ ICT USE IN CLASS IDA ROSMALINA
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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The 21st Century Skils are a set of abilities that students need to develop in order to succeed in this information age. Partnership for 21st Century Skills lists three different areas of skills to be developed; learning skills, literacy skills, and life skills. This paper aims at describing how World Literature (WL), Project-Based Learning (PBL), and Information and Communication Technology (ICT) could be integratedly implemented in English Language Teaching (ELT) to help students improve their English mastery in general and ultimately prepare them to become 21st century students. This teaching approach refers to an extensive reading assignment given to students in groups of 3 to 5 within a limited time after their formal reading class. There are at least three major uses of this approach: to increase students’ learning skills (critical thinking, creative thinking, collaboration), to enahnce their literacy skills knowledge (exploring the world literature online), and to improve their life skills (productive English language skills). In this appproach the students are required to present a summary of their group work either in writing or in speaking. At the same time they also have to connect any related materials to their story; a song, another similar story from a different country, a film, or else to show their understanding of the materials and how broad their knowledge of the world in relation to the content of the literature.
SCIENTIFIC APPROACH-BASED OF INTERACTIVE LEARNING MEDIA TO IMPROVE MATHEMATICAL THINKING SKILL AND SELF-REGULATED LEARNING NANI RATNANINGSIH; EDI HIDAYAT; R. REZA EL AKBAR
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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The aim of this research is to write a learning book and to develop a software of interactive media based on scientific approach to facilitate students in discovering concept, improving their mathematical thinking skill, and self-regulated learning. This is a two-year Research and Development, whereas in the first year is to write textbooks, and develop a interactive media software. The second year is to measure the validity of the entire instrument, the pre-test and post-test mathematical thinking skill, implement the software in a learning process, distribution a self-regulated learning questionnaire, implement the software in a learning process, explore the students’ perception towards this software through interviews. The sample of this research is seven grade students of junior high school in Tasikmalaya. Two schools are selected randomly. The developing of this software complies of stages: concept, design, material collecting, assembly, testing, and distribution. The validity test of all instrument used consists of consideration of two experts (a mathematician and learning-media expert); revision based on advices and input from both experts, empirical trial test, revision further if necessary. Based on the results of consideration two experts of instructional media and mathematician, test empirically, and perceptions of students that textbooks, textbook and software interactive learning media based approach to scientific, worthy implemented in the learning of mathematics students at the junior high school.
STUDY CASE OF TEMATIK LEARNING IN KINDERGARTEN CHILDREN AGES 4-6 YEARS WITH SCIENTIFIC APPROACH IN KINDERGARTEN KARTIKA IV PALEMBANG RUKIYAH RUKIYAH
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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A study entitled Thematic Study case Learning Kindergarten (TK) byUsing Scientific Approach has been conducted in Children Ages 4-6 Years in TKKartika IV Palembang B. The aim of the study is to determine the planning,implementation, and evaluation, as well as the perception of teachers, andparents, principals of the thematic learning by using a scientific approach. Themethod used is descriptive qualitative method. Research conducted at TK KartikaIV Palembang. Subject of the study consisted of two kindergarten teachers in theclass B and 4-6 year olds amounted to 32, Headmaster, and parents . Technique tocollection the data is made by triangulation technique / combination ofobservation/participant observation, interviews and documentation. Thequestionnaire was also used to collect data from students's parents. The resultsshowed both the teacher is only one teacher who made learning plan in the formof Daily Activity Plan. Daily Activity Plan had been created using thematiclearning by using a scientific approach. Implementation of thematic learning byusing a scientific approach in both Class B, have not been implementedoptimally. Both teachers surveyed did not carry out an evaluation at the end of thelesson. Each teacher has a positive perception of the thematic learning by using ascientific approach, but still find it difficult to carry it out is not maximized. Theschool principal has to supervise the learning in several ways (observation,supervision and coaching). While parents do not feel satisfied with the result.
THE EFFECTS OF QAR STRATEGY, DATA CHART STRATEGY, AND CRITICAL THINKING ON READING COMPREHENSION ACHIEVEMENT OF THE TENTH GRADE STUDENTS OF SMK NURUL IMAN PALEMBANG USWATUN TOIYIBAH
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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on reading comprehension achievement of the tenth grade students of SMK Nurul Iman Palembang. The method used in this study was factorial design. Fifty students of the tenth grade students of SMK Nurul Iman Palembang were selected as the sample in this study based on some criteria, namely, they were on the same reading level (level 3), were on the same level of critical thinking (high= 9 students, medium= 7 students, and low = 9 students) for each group, and taugth by the same English teacher. The instruments used were (1) reading comprehension test, and (2) critical thinking test. In analyzing the data, two statistical analyses were used: (1) independent sample t-test, and (2) two way ANOVA. The result of the study showed that there was no significant difference in reading comprehension between the students who were taught using QAR strategy and data chart strategy (t-value= -.171, ῤ= .865). Besides, there was a significant interaction effect between QAR strategy and students’ critical thinking level on reading comprehension achievement (ῤ= .034, (<0.05). Meanwhile, there was no interaction effect between data chart strategy and critical thinking (ῤ= .998 ).
USING DOUBLE ENTRY JOURNALS TO IMPROVE READING COMPREHENSION AND DESCRIPTIVE WRITING ACHIEVEMENTS DIAN KHAIRANI; ISMAIL PETRUS; DINAR SITINJAK
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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This research aimed at investigating whether or not there were significantdifferences in reading and writing achievements between the eighth graders whowere taught by using Double Entry Journals and those who were not. Sixty studentswere purposively chosen as the subjects and divided into experimental (N= 30) andcontrol groups (N= 30). The data were collected by means of tests and questionnaireand statistical analysis. The results showed that the t-value of the students’ readingcomprehension achievement in the experimental group was 11.575, and the t-valuebetween the two groups was 5.982. Meanwhile, the t-value for writing achievementin the experimental group was 4.429, and the t-value between the two groups was1.345. The contributions of each aspect of reading comprehension and writing werealso presented. The results indicated that Double Entry Journals were mostlyeffective for improving reading comprehension achievement but were not effectivefor writing.
GEOMETRIC COMMUNICATION SKILLS PROFILE OF MTS STUDENTS IN CONTENT LINES AND ANGLES HARTATIANA HARTATIANA
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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Learning math is a social activity (social activity). As mathematics itself, inseparable from mathematics learning social activities. Unfortunately, traditional learning forget the social nature of learning in mathematics. Mathematical communication is an important component in learning mathematics, tool to exchange ideas, and to clarify the understanding of mathematics. The importance of communication skills in mathematics because mathematics is essentially a language filled with notations and terminology so that the concepts that form can be understood by students if it has mathematical communication skills, but the ability of mathematical communication is often overlooked. Communication is part of the geometric mathematical communication skills. Geometric communication plays an important role in improving the understanding not only related to the topic of geometry alone. This paper describe how geometric communication ability MTs students. The test results are given indicates 5% have aexcellent geometric communication skills, 18% good, 42% medium, 25% less and 10% are very less. From the answers given students' communication skills geometric limitations shown by the students answered questions tend to be brief, without the process of how to get it. For better results the authors suggest teachers should apply the model of student-centered learning, so that students can be actively involved in learning and provide opportunities for students to communicate his ideas.

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