Epidemiological approach to nosocomial infection surveillance data: the Japanese Nosocomial Infection Surveillance System

Surveillance of nosocomial infection is the foundation of infection control. Nosocomial infection surveillance data ought to be summarized, reported, and fed back to health care personnel for corrective action. Using the Japanese Nosocomial Infection Surveillance (JANIS) data, we determined the incidence of nosocomial infections in intensive care units (ICUs) of Japanese hospitals and assessed the impact of nosocomial infections on mortality and length of stay. We also elucidated individual and environmental factors associated with nosocomial infections, examined the benchmarking of infection rates and developed a practical tool for comparing infection rates with case-mix adjustment. The studies carried out to date using the JANIS data have provided valuable information on the epidemiology of nosocomial infections in Japanese ICUs, and this information will contribute to the development of evidence-based infection control programs for Japanese ICUs. We conclude that current surveillance systems provide an inadequate feedback of nosocomial infection surveillance data and, based on our results, suggest a methodology for assessing nosocomial infection surveillance data that will allow infection control professionals to maintain their surveillance systems in good working order

Teaching Vocabulary Through Picture

Penelitian ini bertujuan untuk mengetahui: peningkatan penguasaan kosakata siswa setelah mereka diajarkan melalui gambar. Penelitian ini menggunakan desain one group pretest dan posttest. Tes kosa kata digunakan untuk pengambilan data. Data ini di analisis menggunalkan repeated measured t-test. Subyek penelitian ini 27 siswa dari kelas empat pada SDN 1 Rajabasa Raya. Hasil penelitian menunjukkan bahwa adanya peningkatan antara pretest dan posttest. Dengan level signifikan adalah p<0.05 (p=0.000). Dapat disimpulkan bahwa gambar dapat digunakan untuk meningkatkan prestasi belajar kosa kata siswa.The aims of the research was to find out: the improvement of students' vocabulary mastery after they were taught through pictures. The research used one group pretest and posttest design. The vocabulary test was used to collect the data. The data were analyzed by using repeated measured t-test. The subjects of this study were 27 students from the first grade students of SDN 1 Rajabasa Raya. The result showed that there was a statistically significant improvement of the students' mean score between the pretest and the posttest with significant level p<0.05 (p=0.000). This suggests that pictures could be used to improve students' vocabulary achievement

A Comparative Study Between Handwritten and Computer Text Essays on Raters' Scores

This study aims at finding out the effect on essays presented as handwritten and as computer printed text on raters' scores and whether the length of the essays influences the scoring. Twenty one (21) sample essays were randomly selected and produced by students of English Study Program of Lampung University. The essays were presented in three different formats: handwritten, computer text in single space, and computer text in double space. This research applied one shot case study design and the data were analyzed using one way ANOVA. The result revealed that handwritten essays received higher scores than those in computer printed texts. The F-value was 5.5 while the F-table was 5.05 and the p value was 0.006. It revealed that there was statistically different mean on raters' scores. It is suggested that the future researchers to analyze the causes of presentation effect on raters scores and to apply the more valid strategies to reduce the presentation effect

Improving Students’ Speaking Ability Through Jigsaw Task

Tujuan penelitian ini adalah untuk mengetahui apakah ada Perubahan yang signifikan pada kemampuan berbicara siswa setelah diajar melalui jigsaw task dan untuk mengetahui respon siswa setelah diajari melalui jigsaw task. Populasi penelitian ini adalah siswa kelas IX b berjumlah 32 siswa, t-test pengukuran berulang digunakan untuk menganalisa data. Pada pre-test, nilai rata-rata adalah 61.41 dan pada post test menjadi 76.23. Jadi ada peningkatan sebesar 14.82. Nilai signifikan (p=0.000, p<0.05). Ini menunjukkan bahwa hipotesis diterima. Dengan demikian jigsaw task secara signifikan merubah kemampuan berbicara siswa. Hasil kuesioner juga menunjukkan bahwa siswa memberi respon positif terhadap implementasi pengajaran melalui jigsaw.The objective of this research is to find out whether there is an significant improvement of students’ speaking ability after being taught through jigsaw task and to identify the students’ response after being taught through jigsaw task. The population of this research is the class IX b which consists of 32 students. In this research, repeated measure t-test was used to analyze the data. In pre test, the mean score is 61.41 and it becomes 76.23. in post test. Thus, there is an improvement of 14.82. The significant (2-tailed) value was (p=0.000, p<0.05). It showed that the hypothesis was accepted. Therefore, it can be concluded that jigsaw task can significantly improve students’ speaking ability. The result of questioner also shows that students gave positive response toward the implementation of jigsaw task in teaching learning

Peningkatan Prestasi Belajar Menulis Paragraf melalui Pendekatan Konstekstual

This study aims to: (1) develop and improve the lesson planning, (2) describe the implementation strategy of teaching paragraph writing, (3) describe how to evaluate learning to write a paragraph, (4) describe the increase the score of the paragraph writing skills of students through contextual approach.The method used in this research is Classroom Action Research (CAR) conducted in three cycles.The conclusion of this study are: (1) the lesson planning was developed through contextual approach, (2) the observation of the lecturer on the A2 class cycles 1, 2, and 3 are 1248 (enough), 1294 (enough), 1545 (good) and B2class are 1214 (enough), 1300 (enough), 1558 (good). A2 class students' activities cycles 1, 2 and 3 are 9 (45%), 11 (55%), 20 (100%), B2 class are 8 (40% ), 12 (60%), 20 (100%).Penelitian ini bertujuan untuk: (1) menyusun dan memperbaiki perencanaan pembelajaran (2) mendeskripsikan strategi pelaksanaan pembelajaran menulis paragraf, (3) mendeskripsikan cara mengevaluasi pembelajaran menulis paragraf, (4) mendeskripsikan peningkatan nilai keterampilan menulis paragraf mahasiswa melalui pendekatan kontekstual. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) dilakukan dalam 3 siklus.Kesimpulan penelitian ini adalah: (1) Satuan Acara Perkuliahan (SAP) disusun melalui pendekatan kontekstual, (2) pengamatan terhadap dosen pada kelas A2 siklus 1, 2, dan 3 adalah 1248 (cukup), 1294 (cukup), 1545 (baik) dan kelas B2 adalah 1214 (cukup), 1300 (cukup), 1558 (baik). Aktivitas mahasiswa kelas A2 siklus 1, 2 dan 3 adalah 9 (45%), 11 (55%), 20 (100%), kelas B2 adalah 8 (40%), 12 (60%), 20 (100%)

Implementing Listen-and-draw Technique to Improve Students' Listening Comprehension

Penelitian ini bertujuan untuk mengetahui apakah penggunaan listen–and-draw technique dapat meningkatkan pemahaman menyimak siswa. Penelitian ini dilaksanakan dalam satu kelas dan mengaplikasikan bentuk eksperimen dengan menggunakan one group pretest and posttest design. Hasil menunjukkan bahwa listen–and-draw technique dapat digunakan dalam pengajaran menyimak, nilai rata-rata siswa meningkat dari 69,05 menjadi 85,95. Peneliti menyarankan kepada guru bahasa Inggris untuk menggunakan listen–and-draw technique sebagai media dalam pengajaran menyimak karena itu dapat membuat siswa lebih tertarik dalam proses dan aktivitas pembelajaran. This research aimed at investigating whether the use of implementing listen–and-draw technique can improve students' listeningcomprehension. This research was conducted in one class and applied pre-experimental design that was one group pretest and posttest design. The researcher found that L&D technique can be used in teaching listening. The result showed that students' mean score improves from 69.05 up to 85.95. The researcher suggests the English teachers to use L&D technique as the media in teaching listening because it can make students more interested in the teaching and learning activity