A DESCRIPTIVE STUDY ON THE ANALYSIS OF STUDENTS ABILITY IN ANALYZING SENTENCES USING SEMANTIC ROLE
(ENGLISH DEPARTMENT FACULTY OF EDUCATION AND TEACHER TRAINING LAMBUNG MANGKURAT UNIVERSITY BANJARMASIN)
KONSEP DAN TES KETERAMPILAN BERBICARA: Hakikat Keterampilan Berbicara; Konsep Tes Berbicara; Aspek-Aspek yang Dinilai dalam Tes Keterampilan Berbicara; Jenis Tes Berbicara; Tahap-tahap Pengembangan Ujian Berbicara; Pengembangan Teknik Tes Berbicara.
A DESCRIPTIVE STUDY ON THE ANALYSIS OF STUDENTS ABILITY IN ANALYZING SENTENCES USING SEMANTIC ROLE
(ENGLISH DEPARTMENT FACULTY OF EDUCATION AND TEACHER TRAINING LAMBUNG MANGKURAT UNIVERSITY BANJARMASIN)
KONSEP DAN TES KETERAMPILAN BERBICARA: Hakikat Keterampilan Berbicara; Konsep Tes Berbicara; Aspek-Aspek yang Dinilai dalam Tes Keterampilan Berbicara; Jenis Tes Berbicara; Tahap-tahap Pengembangan Ujian Berbicara; Pengembangan Teknik Tes Berbicara.
semoga dengan melihat ppt ini, pembaca bisa terinspirasi tuk mengadaptasi karya saya. Mskipun karya saya ini jauh dari kata PERFECT. Selamat membaca, readers!
Latihan Konstruksi Tes Essay dilengkapi dengan Rubrik (Asesmen dan Evaluasi)Ary Darma
Asesmen dan Evaluasi. Ini merupakan dokumen saya yang dibuat dalam pemenuhan tugas yang sekaligus sebagai bahan latihan untuk memantapkan diri dalam penyusunan atau konstruksi tes. Silahkan didownload untuk kepentingan pembelajaran. :)
Proposed idea for graduate class. The idea of incorporating the community into the school as reading support is something that one day I would like to propose.
semoga dengan melihat ppt ini, pembaca bisa terinspirasi tuk mengadaptasi karya saya. Mskipun karya saya ini jauh dari kata PERFECT. Selamat membaca, readers!
Latihan Konstruksi Tes Essay dilengkapi dengan Rubrik (Asesmen dan Evaluasi)Ary Darma
Asesmen dan Evaluasi. Ini merupakan dokumen saya yang dibuat dalam pemenuhan tugas yang sekaligus sebagai bahan latihan untuk memantapkan diri dalam penyusunan atau konstruksi tes. Silahkan didownload untuk kepentingan pembelajaran. :)
Proposed idea for graduate class. The idea of incorporating the community into the school as reading support is something that one day I would like to propose.
Researching your teaching
Presentation by Jessica Mackay
at IH Barcelona's ELT Conference 2014
More information
http://www.ihes.com/bcn/tt/conference.html
The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.
Many students find it hard to acquire and convey messages due to the lack of mastery in vocabulary. Since vocabulary plays a major role as the basic requirement to learning a language, its mastery became vital in learning English. On the other hand, lack of vocabulary impedes students’ understanding in reading comprehension texts especially in second language classrooms. Therefore, this study was conducted in order to obtain information regarding the effectiveness of using flip book in increasing Year 3 pupils’ mastery of vocabulary in English. This study investigated the use of flip book approach in helping the students to improve vocabulary through fun and meaningful learning. 15 participants were involved in the action research who were selected from a suburban school in Malaysia. Survey, written documents and field notes were used as the medium of data collection. The results showed significant positive changes in the performance of the students from time to time. Flip book approach was found to help the weak students who faced problems in understanding the meaning of the vocabulary taught in the classrooms. This study suggests that students need to enhance the mastery of the vocabulary in order to have a good grasp of the language including the four skills: listening, speaking, reading and writing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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How libraries can support authors with open access requirements for UKRI fund...
Presentasi Sidang Tesis UHAMKA (28 Agustus 2014)
1. THE IMPLEMENTATION OF EXTENSIVE READING
AND ITS STUDENT’S RESPONSE
(A CASE STUDY OF TEN ENGLISH DEPARTMENT STUDENTS
AT STKIP MUHAMMADIYAH BOGOR)
Rudi Haryono
1208067001
28/08/2014
1
2. ABSTRACT OF THE THESIS
This study investigates how extensive reading strategies affect
tertiary level EFL students’ English reading attitudes, reading
comprehension and vocabulary acquisition.
A case study of ten Indonesian EFL learners at STKIP
Muhammadiyah Bogor Teacher Training Institute who followed an
extensive reading program for 12 weeks will be presented.
Students’ attitudes to the extensive reading strategies
implemented were collected using documentation, interviews and
other qualitative data. Factors affecting motivation to read, such
as time management, interest level and ease of reading material
will be discussed. The study showed that the proficiency level of
Indonesian EFL students in extensive reading is particularly
affected by time management and the appropriateness of the
level of graded reader. Students responded positively to
extensive reading for a variety of reasons and extensive reading
can motivate them to read more widely in English. The findings
support Day and Bamford’s (2002) ten principles for extensive
reading.
28/08/2014
2
3. BACKGROUND
The inclusion of extensive reading as a course at
English Education Department at STKIP
Muhammadiyah Bogor semester 5 and 6.
Student’s achievement is still low (the average score of
final exam is 60,88),
IDENTIFICATION OF PROBLEMS
The students’ score in extensive reading is low
The students are still unmotivated to read
The significance of extensive reading to boost their
reading habit is still not maximum
There is an inappropriate atmosphere to read for
students
The theme mostly students favor in reading is still
unfocused
28/08/2014
3
4. RESEARCH QUESTIONS AND
OBJECTIVES OF THE RESEARCH
Why is the students’ score achievement in extensive reading
low?
How do students respond to extensive reading activities?
How significance is extensive reading to boost their reading
habit?
OBJECTIVES
to investigate why the students’ score achievement in
extensive reading
to investigate how student’s respond to extensive reading
activities
to investigate how significance of extensive reading in
boosting student’s reading habit
28/08/2014
4
5. Gaps in Previous
Extensive Reading Research
Nakanishi & Ueda (2011) investigate
the effects of extensive reading (ER)
and shadowing on performance on
reading comprehension.
Macalister (2010) implemented
extensive reading in an EAP
programme (a pre-university study
EAP programme in New Zealand).
Finding
Learners respond positively to the loss of
teacher-centred class time and a non-EAP
focus for part of each lesson.
Findings
Students' interaction with English
phonological system
Students speed reading development by
repeating sounds.
Shadowing help students to concentrate
on listening and help them feel a sense of
achievement by being able to produce the
original sounds.
Gaps
Student’s difficulties in reading, and
Dynamic process in reading IS NOT explored yet
28/08/2014
5
6. PRINCIPLES OF EXTENSIVE READING
Bamford and Day (1997)
(1) Students read as much as possible
(2) A variety of materials on a wide range of topics is available
(3) Students select what they want to read
(4) The purposes of reading are usually related to pleasure,
information, and general understanding.
(5) Reading is its own reward.
(6) Reading materials are well within the linguistic competence
of the students in terms of vocabulary and grammar.
(7) Reading is individual and silent.
(8) Reading speed is usually faster rather than slower.
(9) Teachers orient students the goals of extensive reading,
(10) The teacher is a role model of reader for students.
28/08/2014
6
7. TIME, PLACE, PARTICIPANTS
Time : March-June (12 weeks)
Place : STKIP Muhammadiyah Bogor
Participants : 10 students (5 male,5 female)
No Activities
April
2014
May
2014
June
2014
Remark
1 2 3 4 1 2 3 4 1 2 3 4
1 Participant’s orientation and self-
reading selection
X Once
2 Reading activities
X
X X X X X X X X X X Twelve weeks
3 Writing personal journal on reading X X X X X X X X X Twelve weeks
4 Book conference (observation) Conditional
5 Interview Conditional
28/08/2014
7
8. LIST OF PARTICIPANTS AND BOOKS TITLE CHOOSEN
28/08/2014
8
No Name F/M Code Book’s Title Author Genre
1 Ela Novitasari F ERR.01 The Call of the Wild Jack London Fiction
2 Acang M ERR.02 Kong: The 8th Wonder Merien C. Cooper Legend
3 Kardi M ERR.03 Don Quixote Miguel de Cervantes Fiction
4 Yeni Mulyani F ERR.04 E.T. The Extra-Terrestrial William Kotzwinkle Scientific fiction
5 Reisa Cahya Hayati F ERR.05 E.T. The Extra-Terrestrial William Kotzwinkle Scientific fiction
6 Eri Permana M ERR.06 Kong: The 8th Wonder Merien C. Cooper Legend
7 Asriyatun Nikmah F ERR.07 The Call of the Wild Jack London Fiction
8 Nurnajmi Laila F ERR.08 The Call of the Wild Jack London Fiction
9 Rian M ERR.09 The Call of the Wild Jack London Fiction
10 Lukman M ERR.10 Don Quixote Miguel de Cervantes Fiction
9. QUESTIONS FOR INTERVIEW
What difficulty you find most? Mention!
What do you do when facing difficult session?
Does the book level suit you? Why?
Is the book easy, very easy, difficult, or very difficult for you? Why?
Why are you interested in being participated in the research?
What is your purpose to read?
What motivates you to read?
What do you find most difficult in the reading process?
Do you like the book do you read?
What is the exact time do you read the books?
Do you think ER is useful for you? In what way?
How many pages per day do you read?
In what part do you pause to read?
What are the really new words for you?
Did you find any unfavorable conditions in readinggraded readers? If so, what are they?
How long do you read each session?
How many times do you read for one book?
What makes you pauses to stop reading?
Do you preview, scan, and skim in reading?
What do you do for the first time in reading?
Have you done extensive reading before?
Have you ever finished reading English materials (short story, fable, article)? Mention the title?
28/08/2014
9
10. PARTICIPANT’S RECORD FOR
BOOK CONFERENCE AND INTERVIEW
No Participant’s Code Day and Date Time Duration (minutes/seconds) Place
1 AC Sunday, June 8, 2014 05:10 p.m. 09:56 Library
2 KA Sunday, June 8, 2014 04: 24 p.m. 16:39 Library
3 LU Sunday, June 8, 2014 04:17 p.m. 11: 54 Library
4 EN Monday, June 9, 2014 05:38 p.m. 12:04 Library
5 RI Wednesday, June 10, 2014 03:25 p.m. 12:53 Lecturer’s Room
6 ER Wednesday, June 11, 2014 03:00 p.m. 12:49 Lecturer’s Room
7 YE Monday, June 16, 2014 04:00 p.m. 10:28 Muhammadiyah Bogor Office
8 AS Monday, June 16, 2014 05:02 p.m. 10:45 Muhammadiyah Bogor Office
5 NU Monday, June 16, 2014 04:30 p.m 08:14 Muhammadiyah Bogor Office
6 RE Saturday, June 21, 2014 05:30.p.m. 15: 58 Library
28/08/2014
10
11. FINDINGS AND DISCUSSIONS
Why is the students’ score achievement in
extensive reading low?
The students are still not be able to manage their time in
reading and the difficulty in finding aproppriate time and
mood to start reading
The students are not motivated to read when the
vocabulary used in the book is not on their level
28/08/2014
11
12. How do students respond to extensive reading
activities?
All the students positively respond to extensive
reading
0
1
2
3
4
5
6
7
8
9
10
The Use of Extensive Reading for Students
The Use of Extensive Reading for
Students
28/08/2014
12
13. How significance is extensive reading to
boost their reading habit?
“Voice” about extensive reading:
Enthusiasm
Higher and better motivation to read
Enjoyment and pleasure
Recognizion of the graded-readers level.
28/08/2014
13
14. CONCLUSION
First, the low achievement of students in extensive
reading caused by the condition of student’s time
management in reading and the appropriateness of
book level that suit to their level in reading.
Second, ER students positively respond to extensive
reading, (to improve their reading habit and interest,
improve reading skill, for future skill, improve motivation,
pronunciation (reading aloud), experience how to be a
good reader, vocabulary mastery, and useful in general.
Third, ER can boost and motivate their reading activities
after participating in the research as categorized by the
writer into some “voices’ : enthusiasm, higher and better
motivation to read, enjoyment and pleasure, and
recognizion of the graded-readers level.
28/08/2014
14