This document summarizes the development of a writing learning model based on ARCES motivation for senior high school students. Key points:
1) Through literature reviews and observations, the researchers found issues with current writing instruction and student motivation. They developed a prototype model incorporating ARCES motivation and validated it with experts.
2) The researchers refined the preliminary model through testing, discussions, and revisions to create an improved writing model based on ARCES motivation.
3) Testing showed the ARCES motivation model was more effective at improving writing skills than conventional instruction, with post-test scores averaging 83.94 versus 75.79.
This document summarizes the introduction chapter of a thesis on the impact of higher order thinking on student performance in higher education. It discusses how critical thinking skills are important for students' academic and career success but are not always developed. The study aims to identify student cognitive levels, thinking limitations, learning preferences, effective teaching methods, and the impact of these factors on academic performance. It signifies the importance of the study for ensuring equal opportunities in education and developing students' problem-solving abilities for future careers.
This document discusses determining the appropriate blend of blended learning. It begins by defining blended learning as combining face-to-face and online learning. The challenge is determining the best blended learning strategies to achieve learning outcomes. The study developed a model of criteria for lecturers in Indonesia's SPADA program to determine the appropriate blended learning strategy. Formative evaluations with experts and lecturers found that the model is conceptually sound, effective, and implementable as a guide for lecturers. The study addresses the need for models tailored to specific contexts like SPADA to help designers blend online and in-person learning optimally.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Effectiveness of Cooperative Learning in Enhancing Students’ Essay Writing Sk...inventionjournals
Language teaching in the modern era needs to be underpinned by some language learning theories which can have the potential to define the origin of the target language, its application, formation as well as understanding of as to how that language can be taught and learnt successfully. Keeping this perspective in view, the current study was undertaken by employing cooperative learning theory to enhance the writing skills of the intermediate students. The study was conducted to investigate the role of cooperative learning strategies on the writing skills of the intermediate students in the M.A.O College, Lahore, Pakistan. Total 90 science students enrolled in the said college participated in the study. In order to ascertain whether both experimental and control group students had significant difference in their overall mean scores, the pre and post-test were given to both groups. The quantitative data thus gathered was processed in the SPSS version 22 whereby Independent Samples t-test was applied to determine the difference between the overall mean scores of both groups. The findings indicated that both groups had significant difference in their overall mean scores on the post-tests. The experimental group outperformed the control group by scoring higher than the control group.
Students use different styles or ways of receiving and managing information during learning. VARK learning style was developed based on the physiological aspect of students in the form of sensory modalities. This survey research was conducted at 30 elementary schools in Ambon City. The data of student learning was obtained by filling out the learning style questionnaire developed by Fleming. The results showed that 88.7% of students used a learning style (unimodal) and 11.3% of students combined more than one learning style (multimodal). For the unimodal learning styles, kinesthetic is most prevalent in male and female students with a percentage of 58.6%, whereas visuals are least found with a percentage of 6%. The study also revealed that multimodal learning styles were found at all bimodal, trimodal, and quadmodal combinations. The more blend of learning style, hence the frequency of determination of student learning style even less.. The combination of multiple unimodal learning styles with large numbers will result in multimodal learning styles with large numbers.
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
This document is an article review written by Nur Fitrieyana Binti Yusop about the article "Promoting Cooperative Learning in Science and Mathematics Education: A Malaysian Perspective" by Effandi Zakaria and Zanaton Ikhsan. The original article discusses how cooperative learning can be an alternative instructional method compared to traditional teaching methods in Malaysia and the potential benefits this approach may have on student achievement outcomes. The review provides an overview of the original article's assessment of traditional teaching practices, description of cooperative learning and its expected educational impacts, and the challenges of implementing cooperative learning.
23. analysis of soft skills on self efficacy in matriculationikhwanecdc
This document summarizes a study that analyzed the impact of soft skills mastery on self-efficacy in students at Matriculation College in Malaysia. The study involved 12 students who were given open-ended questions to assess their soft skills level and self-efficacy. Student responses were analyzed using the Hermeneutic method. The findings showed that students who developed their soft skills through compulsory subjects had higher self-efficacy. The study concluded that colleges should emphasize soft skills training to create well-rounded graduates and strengthen the national workforce.
This document summarizes the introduction chapter of a thesis on the impact of higher order thinking on student performance in higher education. It discusses how critical thinking skills are important for students' academic and career success but are not always developed. The study aims to identify student cognitive levels, thinking limitations, learning preferences, effective teaching methods, and the impact of these factors on academic performance. It signifies the importance of the study for ensuring equal opportunities in education and developing students' problem-solving abilities for future careers.
This document discusses determining the appropriate blend of blended learning. It begins by defining blended learning as combining face-to-face and online learning. The challenge is determining the best blended learning strategies to achieve learning outcomes. The study developed a model of criteria for lecturers in Indonesia's SPADA program to determine the appropriate blended learning strategy. Formative evaluations with experts and lecturers found that the model is conceptually sound, effective, and implementable as a guide for lecturers. The study addresses the need for models tailored to specific contexts like SPADA to help designers blend online and in-person learning optimally.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Effectiveness of Cooperative Learning in Enhancing Students’ Essay Writing Sk...inventionjournals
Language teaching in the modern era needs to be underpinned by some language learning theories which can have the potential to define the origin of the target language, its application, formation as well as understanding of as to how that language can be taught and learnt successfully. Keeping this perspective in view, the current study was undertaken by employing cooperative learning theory to enhance the writing skills of the intermediate students. The study was conducted to investigate the role of cooperative learning strategies on the writing skills of the intermediate students in the M.A.O College, Lahore, Pakistan. Total 90 science students enrolled in the said college participated in the study. In order to ascertain whether both experimental and control group students had significant difference in their overall mean scores, the pre and post-test were given to both groups. The quantitative data thus gathered was processed in the SPSS version 22 whereby Independent Samples t-test was applied to determine the difference between the overall mean scores of both groups. The findings indicated that both groups had significant difference in their overall mean scores on the post-tests. The experimental group outperformed the control group by scoring higher than the control group.
Students use different styles or ways of receiving and managing information during learning. VARK learning style was developed based on the physiological aspect of students in the form of sensory modalities. This survey research was conducted at 30 elementary schools in Ambon City. The data of student learning was obtained by filling out the learning style questionnaire developed by Fleming. The results showed that 88.7% of students used a learning style (unimodal) and 11.3% of students combined more than one learning style (multimodal). For the unimodal learning styles, kinesthetic is most prevalent in male and female students with a percentage of 58.6%, whereas visuals are least found with a percentage of 6%. The study also revealed that multimodal learning styles were found at all bimodal, trimodal, and quadmodal combinations. The more blend of learning style, hence the frequency of determination of student learning style even less.. The combination of multiple unimodal learning styles with large numbers will result in multimodal learning styles with large numbers.
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
This document is an article review written by Nur Fitrieyana Binti Yusop about the article "Promoting Cooperative Learning in Science and Mathematics Education: A Malaysian Perspective" by Effandi Zakaria and Zanaton Ikhsan. The original article discusses how cooperative learning can be an alternative instructional method compared to traditional teaching methods in Malaysia and the potential benefits this approach may have on student achievement outcomes. The review provides an overview of the original article's assessment of traditional teaching practices, description of cooperative learning and its expected educational impacts, and the challenges of implementing cooperative learning.
23. analysis of soft skills on self efficacy in matriculationikhwanecdc
This document summarizes a study that analyzed the impact of soft skills mastery on self-efficacy in students at Matriculation College in Malaysia. The study involved 12 students who were given open-ended questions to assess their soft skills level and self-efficacy. Student responses were analyzed using the Hermeneutic method. The findings showed that students who developed their soft skills through compulsory subjects had higher self-efficacy. The study concluded that colleges should emphasize soft skills training to create well-rounded graduates and strengthen the national workforce.
This document presents a research proposal that compares the influence of instructional supports and teaching practices on the reading skills of Year 2 students in whole language and phonics classes. The study aims to observe students' reading development and errors in both instructional settings. It also seeks to understand how students and teachers respond to phonics learning after two years of implementing the new KSSR curriculum in Malaysia, which emphasizes phonics. The proposal includes an introduction outlining the research problem and questions. It also provides definitions of key terms like whole language approach, phonics, and KSSR. The literature review discusses topics related to phonological awareness, reading instruction approaches, and the whole language method.
Argumentation skills as a form of communication has function to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be included as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhancing the students’ argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and posttest research design with treatment and control class groups were used in the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used at school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students’ argumentation skills.
This research proposal aims to investigate how to improve the quality of education in Sabah, Malaysia through effective school inspections. It will examine the responsibilities of school inspectors, hindrances to their effective performance of duties, and ways to improve their performance. Recent international test results have shown a decline in Malaysian students' performance, so there is a need to strengthen the role of school inspections in maintaining education quality standards. The study will interview Sabah state inspectors and a sample of school inspectors to understand their perspectives and identify issues. Findings hope to benefit inspectors, teachers, administrators and the Ministry of Education in enhancing supervisory practices and the overall education system in Malaysia.
Efficacy of Investment and Motivation in Teachers’ Professional DevelopmentPremier Publishers
This research paper scrutinized the efficacy of investment and motivation for teachers’ professional development at ten randomly selected Secondary Schools of Dang, Nepal. He selected Dang as the field because the achievement level of students was low in the area. This article claimed that investment and self-motivation are key factors for professional development. The yardstick of an educator is to make students attain high grade. He tried to justify the significance of the investment and motivation for quality development, based on the information derived from the schools. He used document study, an interview guideline designed by the researcher, and observation to justify the claim that investment and intrinsic motivation improve students’ achievement levels. The poor quality of the learners is due to the lack of professional development for content delivery and pedagogical strategies. Table three in the discussion showed that out of ten schools, only one crossed 50 percentage mark in investment, which signaled the reluctance of the local government for the investment. The researcher attempted to answer the current practice and its direct impact on the result of the students. This report is a backup to increase the standard level of the schools with professional transformation.
This document discusses a study on the relationship between class size and student performance among Form Four students in Malaysia. The study aims to examine the perceptions of teachers on class size, the relationship between class size and student academic results, and the relationship between class size and student attitude. Previous research has shown mixed findings on the impact of class size, with some studies finding smaller class sizes improve student participation and motivation while others find it is not a major factor in student performance when effective teaching methods are used. The study seeks to provide additional insight into this issue through surveys of teachers and analysis of student academic data and attitudes.
This document summarizes a study that investigated factors contributing to stress among special education teachers in Penang, Malaysia. The study surveyed 92 special education teachers using a stress inventory questionnaire. The results found that the overall stress level among respondents was moderate. The strongest stressor was pupil misbehavior, followed by teacher workload, time/resource difficulties, lack of recognition, and interpersonal relationships. No significant differences in stress levels were found based on teacher demographics. The study provides background on teaching demands and expectations in Malaysia.
The Implementation of Cooperative Learning Model Rally Robbin And Fan-N-Pick ...inventionjournals
This study aims to describe the application of Rally Robbin and Fan-N-Pick learning models in classroom learning, and how to improve students’ self-esteem and learning outcomes of the fifth-grade students of SDN Purwantoro 8 Malang through the implementation of Rally Robbin and Fan-N-Pick learning models. This research is a classroom action research (CAR) with the subject of the fifth-grade students of SDN Purwantoro 8 Malang. The data collection of this research used observation method, interview, test and documentation. The technique used in this research is qualitative data analysis consisting of: 1) reducing data, 2) presenting the data, 3) inferencing the result of analysis. The procedures in this study used the model developed by Kemmis and Taggart. Based on the results of data analysis obtained it was found that: 1) implementation of Rally Robbin and Fan-N-Pick learning model on the fifth-grade students of SDN Purwantoro 8 Malang is well performed; 2) the implementation of Rally Robbin and Fan-N-Pick learning models can improve students’ self-esteem; And 3) the adoption of Rally Robbin and Fan-N-Pick models can improve students’ learning outcomes
Efl learners’ choice of reading strategies in a reading classroomjuraikha
This document summarizes a study that investigated the reading strategies preferred by English as a Foreign Language (EFL) students. A needs questionnaire was administered to 20 advanced EFL learners to identify their preferences across 11 reading strategies. The five most frequently used strategies identified were skimming texts to identify main ideas (75%), planning how to read texts and monitor comprehension (65%), re-reading dialogues to understand them (60%), paying attention to text structure (55%), and making predictions while reading (65%). The study aims to help educators incorporate preferred reading strategies into their teaching to improve students' reading skills.
This research aimed to analyze the effectivity of students’ worksheet based on multiple representation in order to increase creative thinking skills for second years students of junior high school. It used quasi-experiment with nonequivalent control group design. The population of this research was students of class VII SMPN 3 Langsa, academic year of 2017/2018. Then, the samples were students of class VII-1 and VII-2 elected using simple random sampling method. Basically, the effectivity can be seen from students’ creative thinking skills analyzed by using average n-gain and independent sample T test. Furthermore, the result showed that there was an average difference for n-gain and significant score between control class and experiment class. Therefore, the students’ worksheet based on multiple representations can be used for increasing creative thinking skills of students.
The document outlines Ram Bahadur Hamal's presentation at the University of Macau Leadership Symposium on June 16, 2019. The presentation covers conceptualizations of teacher leadership, paradigms and models of teacher leadership, teachers' roles inside and outside the classroom, and challenges of transforming teacher leadership. It also defines key terms like head teacher and discusses their roles and responsibilities as school leaders. The presentation discusses head teacher leadership practices and the dimensions of visioning and goal setting, building school culture, supporting learning, cultivating leadership in others, managing resources, and promoting continuous improvement.
Educational technology mdia method in teaching and learning progressAziz Ahmad
This document summarizes a study that evaluated the effectiveness of using educational technology media to teach Jawi script in primary schools in Malaysia. A group of 52 students were taught Jawi both with traditional methods and with educational technology media methods. Test results found that using educational technology media led to a greater improvement in student performance and understanding of Jawi, with over 63% of students increasing their scores, compared to 42% with traditional teaching. The study concludes that educational technology stimulates more effective learning and improves student engagement and interactive learning.
Cognitive dimensions development is one of the objective of education. This research aimed to identify the structure, evaluate the focus, analyze the conformity toward the referred adoption standard, and evaluate the emphasis of thinking skill order of cognitive processes in the e-textbook for 4th grade students. Evaluation was carried out for the curriculum 2013 e-textbooks published in 2014, including theme 2, 3 and 4. Identification of cognitive process dimensions was carried out using revised Bloom’s taxonomy, while the conformity was anayzed using Alzu’bi’s preference. Statistical analysis was carried out with chi-square test. The result showed that the structure of cognitive dimensions in three examined e-textbooks were not consistent one another. Theme 2 emphasized on the high order thinking skill focused on the creating dimension. Theme 3 emphasized on the low order thinking skill focused on the understanding dimension. While theme 3 facilitated both thinking skill orders with a little tendency to the evaluating dimension. There was no conformity of the cognitive dimensions structure of the three themes toward the referred adoption standard. Statistical analysis showed that there was significant difference on the structure of cognitive dimensions between themes, and between each themes and the referred adoption standard.
The document discusses strategies for teaching early literacy skills to students in pre-K through 3rd grade. It covers assessing students' literacy skills, selecting appropriate reading materials, and teaching literacy using interactive, critical, and response perspectives. The goals are to help students become independent readers who can read accurately, fluently and comprehend text, think critically about what they read, and respond to and discuss texts in meaningful ways. Assessments and conferencing are used to identify student needs and guide instruction. A variety of engaging texts at different levels are selected to motivate students and support literacy development.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document summarizes a study on the evaluation criteria used for EFL teacher trainees in Iran. The study found mismatches between how trainers evaluate trainees and how trainees think they should be evaluated. Specifically:
- Trainees felt they were evaluated more on their performance as students during training, rather than on how well they were prepared to be effective teachers.
- Trainee feedback indicated evaluations varied between trainers, even for those teaching similar subjects. Course content and activities also varied between trainers.
- A trainee's grade in practical training depended highly on how well they matched with their supervising trainer, rather than a consistent theoretical framework for evaluation.
- In general, there were inconsistencies between the
The Interconnection between Individually Guided Professional Development Acti...inventionjournals
The document summarizes a study that examines the relationship between individually-guided professional development activities and teacher autonomy. It finds that while teachers do not see themselves as autonomous in their professional development, they believe there is a strong connection between individual activities and developing autonomy. The study collected data through questionnaires and interviews with 60 English teachers in Turkey. It found that teachers are aware of their professional needs and engage in some individual activities like attending summer schools. However, they are less inclined to collaborative or research-based activities. Overall, teachers prefer internally-oriented learning like self-evaluation over externally-oriented activities.
Module 4-Collaboration and Improvement-Strengthening LiteracyBrooke Brown
This document provides a school-wide lesson plan to help struggling readers at all grade levels. The lesson teaches students to become "language detectives" by having them identify and create posters about word patterns, such as rhyming words, prefixes, suffixes, and irregular plurals. Students will analyze words that fit the patterns and strengthen their decoding, vocabulary and comprehension skills. The lesson incorporates choice, visuals, technology, and opportunities for students to share their work and provide peer feedback to increase engagement. Formative and summative assessments are used to evaluate students' understanding and application of word patterns.
This document summarizes a study on teacher attitudes towards computer use. The study found that while teachers had generally positive attitudes, there was low actual use of computers in classrooms. Younger teachers and those who took more computer training courses reported less avoidance of computer use. The preliminary results did not find significant differences in attitudes based on education level or gender of teachers. Further analysis is still needed, but the study aims to understand teacher attitudes as a key factor in effective educational technology integration.
Analyzing Students Needs For Essay Writing Course At UniversityTracy Hill
1) The document analyzes the needs of students taking an Essay Writing course at a university in Indonesia. A questionnaire and interviews were used to understand students' needs.
2) The results showed that students wanted a more interactive approach, like group discussions and feedback, to improve their writing skills. They also wanted a variety of learning materials and sources.
3) Based on the needs analysis, the researchers concluded that a new learning model is needed to better engage students and help strengthen their essay writing abilities.
A Collaboration Of Mind Mapping And Organizational Pattern To Improve Student...Daniel Wachtel
The document discusses a study that examined whether collaborating mind mapping and organizational patterns could improve students' essay writing abilities. It found that:
1) Students' pre-test scores were average, but their post-test scores after receiving instruction using mind mapping and organizational patterns were good or very good, indicating their abilities had significantly improved.
2) The improvement was not significant between the first pre-and post-tests but was more significant in the second tests and very significant in the third tests.
3) Students responded positively in surveys about the instructional methods, with most agreeing they were beneficial for learning essay writing.
Efforts to Improve Students' Ability to Write Text in the Form of Procedures ...M. Ifaldi Sidik
This document summarizes a study that aimed to improve students' ability to write procedural text through the Make a Match learning model in class IX.4 at SMP Negeri 1 Batang Anai. The study involved 32 students over 2 cycles. Results showed students' learning activities and outcomes increased from the initial conditions to cycle I and cycle II, with completeness percentages rising from 21% initially to 74% after cycle I and 90% after cycle II. The Make a Match model was effective at improving students' writing abilities and engagement in the classroom.
This document presents a research proposal that compares the influence of instructional supports and teaching practices on the reading skills of Year 2 students in whole language and phonics classes. The study aims to observe students' reading development and errors in both instructional settings. It also seeks to understand how students and teachers respond to phonics learning after two years of implementing the new KSSR curriculum in Malaysia, which emphasizes phonics. The proposal includes an introduction outlining the research problem and questions. It also provides definitions of key terms like whole language approach, phonics, and KSSR. The literature review discusses topics related to phonological awareness, reading instruction approaches, and the whole language method.
Argumentation skills as a form of communication has function to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be included as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhancing the students’ argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and posttest research design with treatment and control class groups were used in the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used at school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students’ argumentation skills.
This research proposal aims to investigate how to improve the quality of education in Sabah, Malaysia through effective school inspections. It will examine the responsibilities of school inspectors, hindrances to their effective performance of duties, and ways to improve their performance. Recent international test results have shown a decline in Malaysian students' performance, so there is a need to strengthen the role of school inspections in maintaining education quality standards. The study will interview Sabah state inspectors and a sample of school inspectors to understand their perspectives and identify issues. Findings hope to benefit inspectors, teachers, administrators and the Ministry of Education in enhancing supervisory practices and the overall education system in Malaysia.
Efficacy of Investment and Motivation in Teachers’ Professional DevelopmentPremier Publishers
This research paper scrutinized the efficacy of investment and motivation for teachers’ professional development at ten randomly selected Secondary Schools of Dang, Nepal. He selected Dang as the field because the achievement level of students was low in the area. This article claimed that investment and self-motivation are key factors for professional development. The yardstick of an educator is to make students attain high grade. He tried to justify the significance of the investment and motivation for quality development, based on the information derived from the schools. He used document study, an interview guideline designed by the researcher, and observation to justify the claim that investment and intrinsic motivation improve students’ achievement levels. The poor quality of the learners is due to the lack of professional development for content delivery and pedagogical strategies. Table three in the discussion showed that out of ten schools, only one crossed 50 percentage mark in investment, which signaled the reluctance of the local government for the investment. The researcher attempted to answer the current practice and its direct impact on the result of the students. This report is a backup to increase the standard level of the schools with professional transformation.
This document discusses a study on the relationship between class size and student performance among Form Four students in Malaysia. The study aims to examine the perceptions of teachers on class size, the relationship between class size and student academic results, and the relationship between class size and student attitude. Previous research has shown mixed findings on the impact of class size, with some studies finding smaller class sizes improve student participation and motivation while others find it is not a major factor in student performance when effective teaching methods are used. The study seeks to provide additional insight into this issue through surveys of teachers and analysis of student academic data and attitudes.
This document summarizes a study that investigated factors contributing to stress among special education teachers in Penang, Malaysia. The study surveyed 92 special education teachers using a stress inventory questionnaire. The results found that the overall stress level among respondents was moderate. The strongest stressor was pupil misbehavior, followed by teacher workload, time/resource difficulties, lack of recognition, and interpersonal relationships. No significant differences in stress levels were found based on teacher demographics. The study provides background on teaching demands and expectations in Malaysia.
The Implementation of Cooperative Learning Model Rally Robbin And Fan-N-Pick ...inventionjournals
This study aims to describe the application of Rally Robbin and Fan-N-Pick learning models in classroom learning, and how to improve students’ self-esteem and learning outcomes of the fifth-grade students of SDN Purwantoro 8 Malang through the implementation of Rally Robbin and Fan-N-Pick learning models. This research is a classroom action research (CAR) with the subject of the fifth-grade students of SDN Purwantoro 8 Malang. The data collection of this research used observation method, interview, test and documentation. The technique used in this research is qualitative data analysis consisting of: 1) reducing data, 2) presenting the data, 3) inferencing the result of analysis. The procedures in this study used the model developed by Kemmis and Taggart. Based on the results of data analysis obtained it was found that: 1) implementation of Rally Robbin and Fan-N-Pick learning model on the fifth-grade students of SDN Purwantoro 8 Malang is well performed; 2) the implementation of Rally Robbin and Fan-N-Pick learning models can improve students’ self-esteem; And 3) the adoption of Rally Robbin and Fan-N-Pick models can improve students’ learning outcomes
Efl learners’ choice of reading strategies in a reading classroomjuraikha
This document summarizes a study that investigated the reading strategies preferred by English as a Foreign Language (EFL) students. A needs questionnaire was administered to 20 advanced EFL learners to identify their preferences across 11 reading strategies. The five most frequently used strategies identified were skimming texts to identify main ideas (75%), planning how to read texts and monitor comprehension (65%), re-reading dialogues to understand them (60%), paying attention to text structure (55%), and making predictions while reading (65%). The study aims to help educators incorporate preferred reading strategies into their teaching to improve students' reading skills.
This research aimed to analyze the effectivity of students’ worksheet based on multiple representation in order to increase creative thinking skills for second years students of junior high school. It used quasi-experiment with nonequivalent control group design. The population of this research was students of class VII SMPN 3 Langsa, academic year of 2017/2018. Then, the samples were students of class VII-1 and VII-2 elected using simple random sampling method. Basically, the effectivity can be seen from students’ creative thinking skills analyzed by using average n-gain and independent sample T test. Furthermore, the result showed that there was an average difference for n-gain and significant score between control class and experiment class. Therefore, the students’ worksheet based on multiple representations can be used for increasing creative thinking skills of students.
The document outlines Ram Bahadur Hamal's presentation at the University of Macau Leadership Symposium on June 16, 2019. The presentation covers conceptualizations of teacher leadership, paradigms and models of teacher leadership, teachers' roles inside and outside the classroom, and challenges of transforming teacher leadership. It also defines key terms like head teacher and discusses their roles and responsibilities as school leaders. The presentation discusses head teacher leadership practices and the dimensions of visioning and goal setting, building school culture, supporting learning, cultivating leadership in others, managing resources, and promoting continuous improvement.
Educational technology mdia method in teaching and learning progressAziz Ahmad
This document summarizes a study that evaluated the effectiveness of using educational technology media to teach Jawi script in primary schools in Malaysia. A group of 52 students were taught Jawi both with traditional methods and with educational technology media methods. Test results found that using educational technology media led to a greater improvement in student performance and understanding of Jawi, with over 63% of students increasing their scores, compared to 42% with traditional teaching. The study concludes that educational technology stimulates more effective learning and improves student engagement and interactive learning.
Cognitive dimensions development is one of the objective of education. This research aimed to identify the structure, evaluate the focus, analyze the conformity toward the referred adoption standard, and evaluate the emphasis of thinking skill order of cognitive processes in the e-textbook for 4th grade students. Evaluation was carried out for the curriculum 2013 e-textbooks published in 2014, including theme 2, 3 and 4. Identification of cognitive process dimensions was carried out using revised Bloom’s taxonomy, while the conformity was anayzed using Alzu’bi’s preference. Statistical analysis was carried out with chi-square test. The result showed that the structure of cognitive dimensions in three examined e-textbooks were not consistent one another. Theme 2 emphasized on the high order thinking skill focused on the creating dimension. Theme 3 emphasized on the low order thinking skill focused on the understanding dimension. While theme 3 facilitated both thinking skill orders with a little tendency to the evaluating dimension. There was no conformity of the cognitive dimensions structure of the three themes toward the referred adoption standard. Statistical analysis showed that there was significant difference on the structure of cognitive dimensions between themes, and between each themes and the referred adoption standard.
The document discusses strategies for teaching early literacy skills to students in pre-K through 3rd grade. It covers assessing students' literacy skills, selecting appropriate reading materials, and teaching literacy using interactive, critical, and response perspectives. The goals are to help students become independent readers who can read accurately, fluently and comprehend text, think critically about what they read, and respond to and discuss texts in meaningful ways. Assessments and conferencing are used to identify student needs and guide instruction. A variety of engaging texts at different levels are selected to motivate students and support literacy development.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document summarizes a study on the evaluation criteria used for EFL teacher trainees in Iran. The study found mismatches between how trainers evaluate trainees and how trainees think they should be evaluated. Specifically:
- Trainees felt they were evaluated more on their performance as students during training, rather than on how well they were prepared to be effective teachers.
- Trainee feedback indicated evaluations varied between trainers, even for those teaching similar subjects. Course content and activities also varied between trainers.
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IntroductionThe purpose of writing this research is to know .docxBHANU281672
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teach?
How important do you think the professional development plan is ...
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The document summarizes a research study on improving grade 6 students' comprehension of narrative texts through cooperative integrated reading at Calo Elementary School. The study found that only 25% of students were performing at an adequate level based on a pre-test. It then implemented cooperative integrated reading strategies including direct instruction, group activities, and writing exercises. A post-test found that the strategies improved students' comprehension levels. The study aimed to identify challenges students faced and develop plans to further enhance their comprehension skills.
The Comparative Study Between The Cooperative Learning Model Of Numbered Head...iosrjce
This research aims to explain the differences between the cooperative learning model of Numbered
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eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students
of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data
were collected by using observation, interviews and tests. This research applied T-test for data analysis.
The results showed that there is significantly difference on learning achievement of the eighth grade social
studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD.
The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of
significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998,
therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be
concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together
(NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade
Student in Social Subject at SMP Negeri 5 Jombang
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The development of writing learning model based on the arces motivation for students of senior high school
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.12, 2013
123
The Development of Writing Learning Model Based on the Arces
Motivation for Students of Senior High School
ANDREAS KOSASIH, HARIS MUDJIMAN,
ST.Y. SLAMET, BUDHI SETIAWAN
ABSTRACT
This research obtains some of the findings which in a word can be described as follows: (1) the step of
Introduction (exploration): through study library and observation, it can be found that the quality of writing
learning and the need of a better writing learning model, and it is formulated the prototype of writing learning
model based on the ARCES motivation,and formulated a prototype-based learning model wrinting motivation
ARCES after the draft is validated by the Indonesian language experts and education technology experts. (2) The
step of model development: through development of preliminary model and development of main model and
after it is done by monitoring, evaluation, focus group discussion and revision, then it is produced a better
writing learning model based on ARCES motivation. (3) The step of model effectiveness examination: through
pre-test, treatment, and post-test which is produced writing learning model based on ARCES motivation. From
the effectiveness test result of model, it can be concluded that writing learning based on ARCES motivation is
more effective (in average value of post test is 83,94) than writing learning conventionally (in average value of
post-test is 75,79).
Keyword: development of model, writing learning, ARCES motivation.
A. PREFACE
The lack of teacher’s creativity in developing writing learning motivation has caused: (1)the attention of
students are unable to arouse, (2) the teaching learning is less relevant with the need of students, (3) students are
less of self confidence to follow the teaching learning process, (4) the teaching learning process is not interesting
and (5) students are unsatisfied with the teaching learning process. On that account in writing learning a teacher
is expected not always restricted to use one theory only. But teacher develops various in using method, media
and strategy which can please students, so their motivation will grow and develop and then the result of teaching
learning process of Indonesian language can be maximal in cognitive, psychomotor and affective.
Halimah Harun (2006: 96) affirms: "Attitude, interest and motivation play an important role in students’
achievement. Therefore, teachers ace well students should developed their attitude, interest and motivation in the
teaching and learning process to achieve the target of objectives.” Attitude, interest and motivation play an
important role in determining an individual attainment phase. To grow attitude, interest and motivation in
studying Indonesian language represents the important duty for teachers and students in teaching learning
process. Because of motivation is contributor which is very significant to the success of students’ study. If
students do not do anything like the one ought to be performed by their friends, then it is needed to be
investigated the causative. The causative earns all kinds of which the coming can be from teachers, students or
environment. The causative which is from teachers is possibility that some teachers are not good enough in
giving motivation to students. The cause of students is between one student and other students are very possibly
different: the possibility is because of they are poor, lazy, hungry, sick, ashamed, hateful, busy to do other tasks,
there are problems with parents or friends and others (Andreas Kosasih, 2003: 32-33).
According to Keller (1987: 5), one of the application and motivation system development is a model:
Attention, Relevance, Confidence, and Satisfaction which is shortened with model of ARCS
(http://en.wikimedia.org / wiki /motivation.) A teacher in the teaching learning process can apply and develop
the principal of this motivation as a mean to stimulate, awaken, increase and look after the students’ motivation
(Suciati, Prasetya Irawan and Wardani, 1997: 52.) Here, this model can be developed four categories of
motivational which need to get attention of teacher in teaching learning process for the agenda of producing an
interesting teaching learning and meaningful and gives challenge in formation attitude, behavior and personality
of students. In line with that, further Keller in Suciati and Syarifuddin Winatasaputra (1997: 42) arises that a set
of motivation principal which can be applied in teaching learning process is called as model of ARCS are: First,
Attention, that attention of students will emerge because they are pushed by wanting of knowing. Therefore
students’ eagerness to know is needed to be stimulated with something new which is different from other which
has existed. In other words, the strong learning motivation will be formed if students assume that teaching
learning process is attractive. Second, Relevance, that relevant between what will be studied with the need is
able to increase the motivation to achievement. Third, Confidence, that feel of self confidence in the form of
chance of success will increase achievement motivation. Thereby, in students’ self will be arisen the feel of
ability to perform or do something. Fourth, Satisfaction, satisfaction because of success will continuously race
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students to reach success in other area. The feel of satisfy which is felt by the students will motivate them to
involve actively in teaching learning process.
According to the researcher, all of the motivation principals so-called ARCS is not enough, because this
principal is more tend to and dominant till cognitive domain and psychomotor and need to be developed the
affective domain sharper. On that account, according to the researcher it is needed to develop the model of
ARCS becomes ARCES in teaching learning of Indonesian language, with the hope that the development of this
model contains of students’ self domain is more tilled in integral and holistic. E element which is intended in
ARCES is Enjoyment that is students have happy feeling to the idea in doing activity in teaching learning
process.
Basic problem of this research is development of writing learning model based on ARCES motivation for
students of senior high school according to Level Curriculum Set of Education (KTSP). The product which is
developed in this research is: (1) teaching learning syllabus in writing based on ARCES motivation for students
of senior high school, and (2) lesson plan of teaching learning writing based on ARCES motivation for students
of senior high school.
Based on the description in the background above in this research can be formulated the problem as follows:
(1) How is the implementation of writing learning model now, how is the need level of the improvement of
quality of writing learning for students of senior high school, and how is the need of teacher and students related
to the improvement of writing learning quality in senior high school? (2) How does the development of learning
model prototype become writing learning model based on ARCES motivation for students of senior high school?
(3) How is the effectiveness of writing learning model based on ARCES motivation for students of senior high
school? Is there any difference of writing competence of students in senior high school which is taught uses
learning model based on ARCES motivation and uses conventional learning model? While the purpose of the
research is to test the effectiveness of writing learning model based on ARCES motivation (ARCES Based
Model of Motivational) for students of senior high school.
B. BASED LITERATURE
Learning assessment model development based motivation to write this Arces depart from the findings of
the relevant scientific research, which is never revealed by previous researchers. Previous research relevant to
the study presented as the reference is: (1) Emily Calhoun (1999) under the title: "Teaching Beginning Reading
and Writing with the Picture Word Model". The study was designed not only how students can print letters
literacy, particularly reading and writing, but also how to listen and pronounce the vocabulary has been
developed. Picture word inductive model of combining inductive thinking model and the model of invention
concepts so that students can learn the words, sentences, and paragraphs. This model is the core application of
highly effective curriculum in kindergarten and elementary school students can learn to read well. Similarly, this
model also provides the "safety net" (safety net) for grade elementary, junior high, and high school are still
difficult to read and write properly. (2) Andayani (2008) with the title: "Development of Model-Based Learning
of Literature Appreciation Quantum Learning in Elementary School". This study concluded that students who
take the competency compose literary appreciation of learning with Quantum Learning models better than the
students in the conventional learning literature appreciation. This difference is significant, indicating the
application of the model in Quantum Learning teaching literature appreciation is more effective than
conventional learning literature appreciation in elementary school. (3) Sungkowo Soetopo (2010) with the title:
"Model Integrated Learning Indonesian Language and Literature in the Elementary School Quantum Learning
Approach". This study offers a model that frees students to learn the language and literature in an integrated
manner. With this model, not only the cognitive aspects of students are enhanced, but the affective and
psychomotor aspects could be improved. Besides learning with this model, students with a sense of joy can
freely express, to create, and produce.
C. THEORIES
Theoretical approach in this research includes the things which are related to: definition of the model,
definition of research and development, and definition of writing, and ARCES motivation.
1. Definition of the model
Model can be interpreted as an artificial form (replica) from object truthfully, so it have the same form or
construction or it looks like the object which is made of its artificial or its example. Model also can be
established as a procedural or conceptual example of a program, system, or referable process or guidance for the
agenda of solving a problem or reaches a purpose (Sri Sulisyorini, 2007: 13).
2. Definition of Research and Development
Which is intended Research and Development (R & D) is a process or steps to develop a new product or
makes perfect the existing product and it could be responsible (Nana Syaodih Sukmadinata, 2007: 164). Products
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which are intended can be in the form of object or hardware, like book, module, teaching tools, but it also can be
in the form of software, like computer program to process data, program for teaching learning process in class,
program for library or laboratory, or educational models, learning strategy, training, tuition, evaluation,
management, etcetera (2007: 165).
This research title proposal is: Development of Writing Learning Model Based on ARCES Motivation in
Senior High School. Based on the object that is development of learning strategy based on ARCES motivation
model as the part of curriculum and process of learning, then this research can be classified into educational
research (Sukmadinata, 2005: 23). Methodologically it is closed to the research and development (Gall, Gall, &
Borg, 2003: 123-124). Research and development represents the combination of quantitative and qualitative
research. In research, the researcher develops some methods for example: (a) descriptive methods, (b) methods
of evaluative and (c) methods of experimental (Nana Syaodih Sukmadinata, 2007).
3. Definition of Writing
Writing is able to be considered as a process and or a result. Writing represents the activity which is
performed by someone to produce an article. On that account writing is more comprehended as a skill, not as a
science. As a skill, writing needs practices (Puji Santoso, 2008: 6.15).
Writing activity represents a form of ability manifestation and the most recently skill which is mastered by
students after listening ability, speaking ability and reading ability. Compared to the three the other abilities,
writing ability is more difficult to be mastered (Burhan Nurgiyantoro, 2010: 422). This thing is caused that
writing ability wants or requires the acquisition of various language elements to become the content of article.
Both of language elements or content element of the message must be arranged in such a manner so that
produces article (composition) which is harmonious, solid, and agility. If in speaking activity students must
master the sound symbols, writing activity wants students to master visual symbol or the orders of writing,
especially which concern on problem of spelling, vocabulary, sentence, and paragraph.
4. ARCES Motivation
About the understanding of motivation, many experts elaborate the opinion based on the point of different
emphasis, as according to the result of study which they believe. According to the origin of the word, motivation
comes from Latin language movere which means to move. Wlodkowski (1985) in R. Angkowo & A. Kosasih
(2007) explains that motivation is as a condition which causes or generates certain behavior, and which gives
direction and resilience (persistence) at the behaviour.
David Mc.Clelland, Abaraham Maslow, Wand and Brown which is cited by Wahyosumidjo (1983),
elaborate the understanding of motivation represents a psychological process which expresses interaction
between attitude, needs, perception and the decision happened at someone 's self. Motivation is as psychological
process arises as a result of factor within someone's self, so-called as intrinsic factor. While extrinsic factor in
consequence of outside someone's self.
In the world of education is assorted the motivation theories which can be developed. One of the motivation
theories is the model theory of ARCS (ARCS Model). John M. Keller in Reigeluth (1983) compiles a set
principal of applicable motivation and developed in process of learning which is in mentioning with model
motivation of ARCS (ARCS Models) (Suciati and Udin Syarifuddin Winatasaprutra, 1997: 53). Keller in
Driscoll (1994: 314) has a notion that teacher needs to give motivation to students. Or in other words, the
emerging of learning motivation in students' self is not merely becoming students’ responsibility, but teacher
takes charge of also. On that account, motivational principals of ARCS model (ARCS Models) needs to be
applied and developed in teaching learning process. Model motivation of ARCS (ARCS Models) can be
explained as follows:
a. A = Attention means that learn must have attention and desire about a subject matter. On that account, the
eagerness to know needs to get excitement, therefore students will give attention. The attention will be
looked after during teaching learning process takes place, or even it will hold up longer again. The eagerness
to know can be stimulated through new ways, odd ways, others ways with the ways which has been existing.
Attention, according to Keller, can be built through 2 ways (http: // en.wikimedia.org / wiki / motivation) are:
(1) generate perception, use something which is not advised to students (tell un-uncertainty) to get attention
and the usage of idea, something which surprises, not appropriately and event is not sure. (2) Grow the
question which pushes eagerness to know therefore students take attitude to be challenged raising question
or problem to be solved by him or her. The atypical ways can stimulate the eagerness to know.
Method which can be developed in teaching learning capable to attract the attention of students among
others as follows: (1). Actively participate by the way of for example: use games or plays at by rotation with
a purpose to students to involve in seeking of study matters; (2). John M. Keller in Suciati and Udin
Syarifuddin (1997: 44) states that strategy to stimulate enthusiasm and attention of students by the way of as
follows: (1) Use various learning method. (2) Use media to complete the submission of study material. (3)
Use humor if it is required. (4) Use real events to clarify phrased concept. (5) Entangle students.
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b. R = Relevance (the relevant of = usefulness), it means that learning motivation will grow and develops if
students confess that learning materials has direct benefit in themselves. The relevance points to the
existence of relation between teaching learning materials with the needs and the condition of students (1997:
45). Strategy to show the relevance among others in the following way: (1) Tell students about what will
they get and do after studying the materials. This means that teacher must explain the purpose of the study.
(2) Explain about the benefit of the study, skill, value and attitude to be studied, and how the thing can be
applied in their future life. (3) Exemplify, practices or tests relate to the condition of students or certain
profession.
c. C = Confidence (self-confidence), it means that it needs to be eliminated doubtfulness in students’ self that a
certain material cannot be studied by themselves. Strategy which can be developed to grow and develop
self-confidence is as follows: (1) Increase hope of students to succeed with multiplying examples of
succeeding of students or other figures, by the way of drawing up teaching learning process so that is easy to
be comprehended by students by the way of sorting from an easy material to a difficult material. (2)
Compile teaching materials into smaller parts, therefore students are not claimed to learn too much new
concept all at once. (3) Relate the purpose of study and test criterion or test in the early of study. This thing
is performed in a hope that it can assist students to have a clear description about what expected is. (4) Use
the success control strategy in students’ self. (5) develop self-confidence with words which make the
students happy. For example: all of you have comprehended this concept well, however you still have to
improve it so that your understanding will be increasing perfectly. (6) Give constructive feedback.
d. E = Enjoyment (gladness/happiness)
Feel of happy in the activity of teaching learning is determined by the success of learning at time before.
Besides the feel of happy is also determined by the result of the analysis of cost-benefit deed learns, and feel
of need to learn and confidence that she or he will be able to reach the purpose of learning (Haris Mudjiman,
2008: 91.)
The pleasant teaching learning process shall pay attention to the following things: (1) Comprehend the
nature of students. Basically students have characters: eagerness to know something and need the freedom
of imagination. Both the characters represent authorized capital for the growth of attitude, creative and
critical patterned thinking. The teaching learning process needs to be managed well for the shake of the
growth of both the characters. (2) Recognize students individually. The students come from various families
and have different abilities. In pleasant learning, individual difference needs to be paid attention to and
needs to be mirrored in the teaching learning process. All of students in class do not always do the same
activity, but they do different activity according to their learning speed. Students whom have special
capability can be utilized to assist their friends who have weak abilities (coeval tutor). By recognizing the
ability of students, teachers can assist them if a student gets difficulties, therefore a student can learn
maximal.
e. S = Satisfaction, it means that learning must produce feel of satisfy. Because feel of satisfy will support and
push the growing of desire to learn. Joyful learning will result of successful learning, or the contrary
successful learning will result Joyful learning. The success in reaching a purpose will result satisfaction and
students will motivate to go on reaching for the similar purpose. To increase and look after students’
motivation, teacher can give strengthening (reinforcement) in the form of praise, giving the opportunity or
even if possibly given by present. Strategy to increase satisfaction is: (1) use praise (2) Give feedback. (3)
Give opportunity to students to use or practice knowledge which has been obtained. (4) Give opportunity to
students who masters to assist their friends who has not mastered. (5) It is good if teacher compares student
achievement with teacher achievement with a certain standard.
D. RESEARCH METHODS
1. Types of Research
Refer to the object, in the development of model to writing, which is part of the learning process and
curriculum that are applicable, then this can be category research in to educational research
(Sukmadinata, 2005: 23). Other researchers such as Borg and Gall, and Gall, et al, categorize this kind
of research as educational and development and abbreviated RD (1983: 772).
2. Research Procedures
Development of a model based learning and writing ARCES motivation will be implemented by the
research design set out in three strages, as follows, (a) preliminary phase (exploration); (b) stages of
model development; (c) model testing stage.
3. Location Research
Testing location based writing instructional model selected ARCES motivation is (a) Senior High
School State 2 Sragen; (b) Senior High School State 3 Sragen; (c) Senior High School State 1 Tangen;
Senior High School State 1 Sambungmacan; (d) Senior High School PGRI Karangmalang; and (e)
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Senior High School Muhammadiyah 1 Sragen, Central Java, Indonesia.
4. Data Collection Techniques
Data were collected using an instrument such as check list (check-list) abaut the students writing skills
are filled by teachers, as well as instrument such as tests student writing abilities. Tests given prior to
treatment (pretest) and after administration of treatment (post-test) with the same material.
5. Data Analysis Techniques
Test Requirements Analysis
a. Normality Test
Changes that will be tested is actually the score of the student ability in writing. Normality test is
used to test the data is normal or not. This test is used to test techniques Lilliefors (Lo) at the a =
0,05 significance level (Sudjana, 1996: 446-448). The criteria used is if Lo < Lt, then the data has a
normal distibution.
b. Homogeneity Test
Test is used to test the homogeneity of variance in common between two or more groups were
compared. To test the homogeneity of variance test was used population Bartlett at significance
level = 0,05 (Sudjana, 1996: 261-263). Testing creteria to be used if the price χ2 count smaller
than χ2 in the table at the significance level a = 0,05 which means that the data ar homogeneous.
c. Balance Test
Subsequent to the testing requirements of data analysis. In the next stage which is to compare the
value of the dependent variable between groups were determined by the category of an independent
variable. This analysis aimed to determine whether there is significance between the groups.
Dependent variables than are test scores, while the independent variable is the type of test that
categorizes. In this connection it is a type of test in question pretest and posttest. Learning models
analyzed are learning to writing conventional (group A), and writing based learning model
motivation ARCES (Group B).
Test scores as the dependent variable was measured with a numerical scale. Thus the data analysis
methods used were t test (Independent Samples t-test) to compare the two groups on the basis of
tests and learning models. ANOVA (one way ANOVA) with one cell line is not the same, to
compare the two groups (groups A and B).
6. Research Output
The output of this testing phase is a teacher's guide book: "Model-based learning to writing ARCES
motivation for high school students" who have tested the process and the product.
E. RESEARCH RESULT
The third phase from the activity of this research and development is testing the writing learning model
effectiveness based on ARCES motivation (ARCES Based on Motivation) which takes sample in six public
senior high schools and private senior high schools in Sragen city, that is SMA NEGERI 2 Sragen, SMA Negeri
3 Sragen, SMA Negeri 1 Tangen, SMA Negeri 1 Tangen, and SMA Muhammadiyah 1 Sragen and SMA PGRI
Karangmalang. The important features which is suitable to be discussed at the both groups, that is writing
learning conventionally (group A), and development of writing learning model based on ARCES motivation
(ARCES Based on Motivation) (group B) is as follows:
1. The Discussion of Writing Learning Conventionally
In conventional learning teacher does not face any difficulties because teacher does teaching learning
process as usual, there is no special things which need to be prepared and studied. Therefore there is no
difficulty at all which happened to teacher who teaches by using conventional way. The different activity is
only doing pretest and posttest in interval time epoch twelve times face to face meeting. And so do what
happen in students' self nor is the special things happened in the process of teaching learning during twelfth
times meeting.
Thereby if it is seen from comparison in average value of the effectiveness test of model to the
process of writing learning conventionally in the six public senior high schools that is known in average
value of pretest 74,9-74,9 and in average value of posttest 75,79. In average value of posttest is higher than
values of pretest.
2. The Discussion of Development of Writing Learning Model Based on ARCES Motivation
The effectiveness test of model in writing learning aimed to know the effectiveness of learning, with
referring to language competence, specifically writing aspects. In the effectiveness test of development of
writing learning model based on ARCES motivation can be explained as follows: (a) At the first phase,
before doing the teaching learning process, teacher follows the workshop which is held by researcher in
Regional Service of Education Office in Sragen, 16 July 2011. At the second phase on 17 September 2011,
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it is held Focus Group Discussion (FGD) in RM ROSO JOYO SRAGEN. Then at the third phase on 15
October it is held Focus Group Discussion (FGD) in RM ROSO JOYO SRAGEN. FGD is held as a mean
to make perfect the model that is teacher manual book: development of writing learning model based on
ARCES motivation (ARCES Based of Motivation) based on the result of observation, suggestion, input,
evaluation from FGD participant, and evaluation and reflection from teachers who conduct main field
testing. (b) Teacher studies theories and concepts independently which are offered by researcher deeper. (c)
Teacher conducts pretest which is made by researcher. (d) Teacher applies theories and concepts which are
offered by researcher in teaching learning process in class. (e) Teacher conducts evaluation and reflection
at the end of study. (f) Teacher conducts final test (post-test) after twelve times teaching learning process
(12 face to face meetings) by developing writing learning based on ARCES motivation. (g) Teacher
explains every result of evaluation and reflection to researcher.
From the result of evaluation and reflection and the result of observation researcher, it can be seen that:
(a) The teachers who teach Indonesian language in class XI are hardly happy, motivated to conduct theory and
concept of development of writing learning model based on ARCES motivation and try to apply in teaching
learning process.
(b) By developing writing learning model based on ARCES motivation: (1) The attention of students to teaching
learning process is increasing; (2) Teaching learning process which is conduct by relevant teacher and
appropriate with the need of students; (3) The students’ self-confidence is increasing; (4) Students feel
happy to learn; (5) Students satisfy with the result of their learning achievement
(c) Students like and enthusiasm in the process of teaching learning which is conducted by teachers, because in
teaching learning process there is something new. It is not like the teaching learning before.
(d) By developing writing learning model based on ARCES motivation teachers have more works before
teaching, because teachers must really prepare themselves as the hope of the developing ARCES motivation
Lesson Plans.
(e) By developing writing learning model based on ARCES motivation students grow and develop, and they like
to do the learning activity. Writing learning becomes more efficient and effective and language competence
especially writing competence increases / more increasing with comparison indicator in average value of
pretest and posttest.
(f) Teaching learning becomes not drags on, vary, and joyful.
From the data above it can be concluded that from the effectiveness test of model as follows:
Development of writing learning model based on ARCES motivation (ARCES Based of Motivation) is more
effective (in average value of final test 83,94) compared to writing learning conventionally (in average value of
final test 75,79).
F. THE CLOSSING
1. The implementation of Indonesian language learning, especially writing aspect for students of senior high
school now is very various. The variance is caused by some things, for example: the background of teachers’
education, the different experiences of the teachers which influence in choosing a model, selection of
material, presentation of material, building motivation, development of method, the use of media and
compilation of lesson plans (RPP), understanding of syllabus, the ways in conducting evaluation and the
ways to reach the purpose of learning.
2. The development of writing learning model based on ARCES motivation (ARCES Based of Motivation)
compiled to entangling the teacher of senior high school, experts and stakeholders through focus group
discussion (FGD). FGD is conducted in 3 (three) phases, are: the first phase was in Regional Service of
Education Office in Sragen on 16 July 2011; the second phases is in RM ROSO JOYO SRAGEN on 17
September 2011; the third phases was in RM ROSO JOYO SRAGEN on 15 October 2011. FGD is conducted
to make perfect the draft of teacher manual book model: development of writing learning model based on
ARCES motivation (ARCES Based Model of Motivation) based on: the result of observation, reflection and
teacher evaluation and input and suggestion from expert participant and stakeholders.
3. Testing is conducted in two phases are: preliminary field testing and main field testing.
4. The effectiveness testing of writing learning model based on ARCES motivation (ARCES Based of
Motivation) conducted in SMAN 1 Sragen with the experiment method. In effectiveness testing test of this
model, it is elected two classes from class XI. Class XI IA 5 (group A) as a control group they are given
writing learning conventionally. Meanwhile class XI IA 2 (group B) as a treatment group they are also taught
with development of writing learning model based on ARCES motivation (ARCES Based of Motivation).
The effectiveness testing result of the model can be concluded that writing learning model based on ARCES
motivation (ARCES Based Motivation) is more effective than writing learning conventionally. The conclusion is
supported by data of six schools which is the average value of final test (post-test) in the effectiveness testing of
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development of writing learning model based on ARCES motivation is 83,94 it is higher than the average value
of final test (post-test) 75,79.
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*Andreas Kosasih
E-mail: kosas_ih @ yahoo.com
Student of Doctoral Program, Indonesian Language Education
Sebelas Maret University, Surakarta, Indonesia.
*Haris Mudjiman,
Professor of Sebelas Maret University, Surakarta, Indonesia.
*St. Y. Slamet,
Professor of Sebelas Maret University, Surakarta, Indonesia.
*Budhi Setiawan
Lecturer Sebelas Maret University, Surakarta, Indonesia.
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