Peningkatan Kecakapan Komunikasi Siswa Menggunakan Pembelajaran Bilingual Preview Review dengan Setting Jigsaw pada Konsep Pengelolaan Lingkungan

This study aims to determine the increase students' communication skills using bilingual preview review with setting jigsaw learning in the class VII SMPN 1 Tangerang on the concept of environmental management. The method used in this research was quasi-experimental research with one group pretest posttestdesign. In this research, the sample was class VII I, there are 30 student participant by purposive sampling. The instruments used the observation paper and written communication ability test. The result of the research is t-test result get tcount= 11.41 and ttable at α = 0.05 is 1,69. tcount= 11,41 > ttable=1.69 which indicates that there is an increase students' communication skills using bilingual preview review with setting jigsaw learning in the class VII SMPN 1 Tangerang on the concept of environmental management

Penerapan Strategi Pembelajaran Pq4r (Preview, Question, Read, Reflect,recite, dan Review) dalam Meningkatkan Prestasi Belajar Pai

Penelitian ini menggunakan penelitian tindakan kelas atau classroom action research (CAR). Dalam Penerapan strategi pembelajaran ( preview, question, read, reflect,recite, dan review) PQ4R siswa dituntut untuk lebih kreatif dan aktif dalam membaca dan menyimak, menelaah materi yang disajikan, sehingga kepecayaan dirinya dapat muncul sehingga ia dapat lebih aktif dalam kelas, dapat menumbuhkan rasa percaya diri siswa, sehingga dalam proses belajar mengajar siswa lebih menyenangkan dan lebih serius belajar. Hasil penelitian membuktikan bahwa Penerapan strategi pembelajaran preview, question, read, reflect, recite, dan review (PQ4R) sangat berpengaruh dalam meningkatkan prestasi belajar PAI siswa SMA Neg. 1 Anggeraja, yang ditandai dengan kian meningkatnya hasil belajar siswa dari siklus ke siklus yang lain yakni ketuntasan hasil belajar pada pra siklus 37, 03 %, siklus 1 yakni 44,44 %, dan siklus 2 yakni 81,48%.Kata Kunci: Strategi Pembelajaran, PQ4R , Prestasi Belajar This study uses classroom action research or classroom action research (CAR). In the Application of instructional strategies (preview, question, read, reflect, Recite, and review) PQ4R students are required to be more creative and active in reading and listening, assessing the material presented, so trust he may appear so that he can be more active in the classroom, can foster self-confidence of students, so that students in the learning process more fun and more serious about learning,. Research shows that learning strategies Implementation preview, question, read, reflect, Recite, and review (PQ4R) is very influential in improving learning achievement of high school students PAI Neg. 1 Anggeraja, characterized by ever increasing student learning outcomes from cycle to another cycle that mastery learning outcomes in pre-cycle 37, 03%, ie 44.44% cycle 1 and cycle 2 which is 81.48%

A Culturally and Linguistically Responsive Curriculum for Secondary Biology Teachers

Research was conducted in the following areas, which help support the need for a culturally and linguistically responsive curriculum for secondary biology teachers. The history of both bilingual education and science, the importance of bilingual education, a summarization of selected bilingual and ESL models, bilingual and science curriculum, supported bilingual research, standardized tests, science and ELL students, and in closing secondary bilingual research. Based on the conducted research, the curriculum was developed utilizing the late-exit bilingual model, preview/review, and the incorporation of the student\u27s culture

The effect of high- and low-frequency previews and sentential fit on word skipping during reading

In a previous gaze-contingent boundary experiment, Angele and Rayner (2013) found that readers are likely to skip a word that appears to be the definite article the even when syntactic constraints do not allow for articles to occur in that position. In the present study, we investigated whether the word frequency of the preview of a 3-letter target word influences a reader’s decision to fixate or skip that word. We found that the word frequency rather than the felicitousness (syntactic fit) of the preview affected how often the upcoming word was skipped. These results indicate that visual information about the upcoming word trumps information from the sentence context when it comes to making a skipping decision. Skipping parafoveal instances of the therefore may simply be an extreme case of skipping high-frequency words

Sociocultural theory and the teaching of process writing: The scaffolding of learning in a university context

This paper considers how independent and interdependent learning can be fostered through a process approach to the teaching of writing. It does so by presenting the theoretical rational which underlies a university academic skills programme. Drawing on reports of this programme which have been published elsewhere (e.g., Brine & Campbell, 2002), it is a case study illustrating how scaffolding can be effected by teachers and students. The paper begins by briefly reviewing three central concepts of sociocultural theory: the zone of proximal development, scaffolding, and appropriation. Attention is then turned to a consideration of writing as a collaborative process rather than as a product of solitary endeavour. Details are provided about a university course which applies sociocultural concepts to the adoption of a process approach to EAP writing. Attention is then given to the ways by which six principles of scaffolding (Van Lier, 1996) are applied throughout the course. Firstly, various forms of tutor scaffolding are outlined, and then a short sample of transcript data illustrates how students on this course can work collaboratively to co-construct texts and scaffold each other's learning. The paper concludes with a brief discussion of the broader pedagogical implications of sociocultural theory to the teaching of writing

HUDF Lithograph: The Hubble Ultra Deep Field Lithograph

This lithograph shows the deepest visible light observation of the early universe. In contrast to the image’s harvest of classic spiral and elliptical galaxies, there are a number of oddball galaxies littering the field. Some look like toothpicks; others like links on a bracelet. A few appear to be interacting. The information contained in the text can be used to introduce the idea that galaxies evolve over time. The accompanying classroom activity is a curriculum support tool designed for use as an introductory inquiry activity. It can be incorporated into a unit that has a scientific inquiry and/or a galaxy evolution theme. During the classroom activity, In Search of...Galaxy Evolution, students use the images on text on this lithograph to generate questions about galaxies. They will conduct research to answer their questions, and analyze galaxies from different eras to determine how they have evolved and changed over time. Students will organize their material and present a report, providing supporting evidence from their research. Educational levels: High school, Informal education, General public

An Introduction to Google Scholar

This handout discusses the pros and cons of using Google Scholar to find books and journal articles. It tells how to connect Google Scholar to our Jerry Falwell Library subscription databases. It also discusses Google Books

Diverse Galaxies Lithograph

This Hubble Space Telescope image shows the diversity of galaxies in the universe. A huge elliptical galaxy, designated ESO 325-G004, dominates the image. In addition to many elliptical and spiral galaxies, the image contains a few small irregular galaxies, and red, yellow, and blue foreground stars. The accompanying classroom activity is a current support tool designed for use as an introductory inquiry activity. It can be incorporated into a unit that has a scientific inquiry and/or a galaxy classification theme. During the classroom activity, In Search of ...Galaxy Types, students use the lithograph images and text to generate questions about the diverse collection of galaxies on the front of the lithograph. They conduct research to answer their questions, identify patterns, and/or compare and contrast galaxy characteristics, depending on the teacher’s objectives. Students will organize their material and present a report, providing supporting evidence from their research. Educational levels: Middle school, High school

KEEFEKTIFAN METODE PQRST (Preview, Question, Read, Summerize, Test) DALAM MEMBACA PEMAHAMAN TEKS BACAAN PADA MATA PELAJARAN BAHASA INDONESIA SISWA KELAS VII SMP NEGERI 1 BONTOMATENE KABUPATEN KEPULAUAN SELAYAR

AbstractThis study was a experiment research. The hypothesis of this study were the differences in learning outcomes with the use of reading comprehension PQRST method (preview, question, read, summerize, test) in the text reading Indonesia subjects were given to students. The research conducted at the seventh grade students of SMP Negeri 1 Bontomatene Selayar islands regency academic year 2014/2015 and the number of students 40 people. The research data obtained from the test result of learning to see the success of student learning after learning method PQRST (preview, question, read, summerize, test). The results showed that students who scored above 70 increases. Based on the results of the research, concluded that learning reading comprehension in reading texts using PQRST (Preview, Question, Read, summerize, Test) and without using meode there was a difference in student learning outcomes. PQRST learning method (Preview, Question, Read, summerize, Test) is effective.Keywords: PQRST method, reading, and reading comprehension. AbstrakPenelitian ini adalah Eksperimen. Hipotesis penelitian ini adalah bahwa ada perbedaan hasil belajar membaca pemahaman dengan penggunaan metode  PQRST (preview, question, read, summerize, test) dalam  teks bacaan mata pelajaran Indonesia yang diberikan kepada siswa. Penelitian ini dilaksanakan pada siswa kelas VII SMP Negeri 1 Bontomatene Kabupaten Kepulauan Selayar tahun ajaran 2014/2015 dan jumlah siswa 40 orang. Data penelitian ini diperoleh dari tes hasil belajar untuk melihat keberhasilan belajar siswa setelah pembelajaran menggunakan metode PQRST (preview, question, read, summerize, test). Hasil penelitian ini menunjukkan bahwa siswa yang memperoleh nilai diatas 70 meningkat. Berdasarkan hasil penelitian, disimpulkan bahwa Pembelajaran membaca pemahaman pada teks bacaan dengan menggunakan metode PQRST (Preview, Question, Read, Summerize, Test)   dan tanpa menggunakan  meode  terdapat perbedaan hasil belajar siswa. Pembelajaran menggunakan metode PQRST (Preview, Question, Read, Summerize, Test)   efektif.Kata Kunci: metode PQRST, membaca, dan membaca pemahaman