THE USE OF VOCABULARY SELF-COLLECTION (VSS) STRATEGY IN INCREASING STUDENT READING COMPREHENSION

Lack of vocabulary became a problem on student reading comprehension. This condition brings the writers to solve student’s problem by applying of vocabulary self-collection strategy. Several researchers conducted the effect of vocabulary self-collection in teaching language learning. The results showed that this strategy is effective to help students in language learning. Therefore, writers intrigued to apply this strategy. Vocabulary self-collection strategy is an interactive-learning instructional strategy that shows the word consciousness To implement this strategy, the writers used Classroom Action Research. It took four steps proposed by Kemmis and Taggart, Planning, action, observation and reflection. This research took 36 students in Mas Al Ulum Medan. Based on the two cycles, it can be proved that the mean score is higher in the second cycle. The mean score of first cycle was 65,7 %. Furthermore, it was categorized as the criteria of not success in test reading. If we compare to the diagnose test before, it seem the significant differences among of them. Moreover, the use of vocabulary self-collection strategy is not only increase student reading comprehension but also student’s curiosity and interesting in reading of English text. It can be seen from the observation had been done by the researcher and collaborator during the application of this strategy. They looked more active than before. The student enjoyed this strategy because it can help them in reading and memorizing of the word. Therefore, the application of this vocabulary self-collection can be recommended to improve students in reading skill. Furthermore, the result also suggest to teachers, lecturers or other educators to attempt this strategy in supporting of language learning. Because of this strategy is usable to improve student ability in English skill and student’s interest in learning English.

What Is Consciousness, and Could Machines Have It?

The controversial question of whether machines may ever be conscious must be based on a careful consideration of how consciousness arises in the only physical system that undoubtedly possesses it: the human brain. We suggest that the word “consciousness” conflates two different types of information-processing computations in the brain: the selection of information for global broadcasting, thus making it flexibly available for computation and report (C1, consciousness in the first sense), and the self-monitoring of those computations, leading to a subjective sense of certainty or error (C2, consciousness in the second sense). We argue that despite their recent successes, current machines are still mostly implementing computations that reflect unconscious processing (C0) in the human brain. We review the psychological and neural science of unconscious (C0) and conscious computations (C1 and C2) and outline how they may inspire novel machine architectures.

Promoting Sophisticated Word Use in the Elementary Music Classroom

Because acquisition of vocabulary has been shown to affect reading comprehension and verbal capacity, one initiative that has gained momentum in elementary schools is the promotion of sophisticated words across grade levels. Music teachers, like other educators, should provide a vocabulary-rich environment to encourage the use of academic language by all students. This article presents reasons for increasing children’s lexicons in any instructional setting and then offers strategies for inspiring word consciousness and integrating academic terms during instruction so that they become part of students’ quotidian language. Sample lists of terms are included.

Teachers as Learners: The Impact of Teachers’ Morphological Awareness on Vocabulary Instruction

Academic vocabulary knowledge is central to reading and academic achievement. Largely based in the lexicons of Latin and Greek, academic vocabulary comprises morphemic structures. Many teachers devote little time to focused instruction in this area because they may lack pertinent morphological and pedagogical knowledge. This article reports findings from a broader three-year longitudinal qualitative case study that explored the experiences of three elementary teachers who engaged in professional development that included study of the morphemic features of academic vocabulary and instructional techniques. This article describes changes teachers made to practice because of their deeper understanding of Latin and Greek morphology and how to teach it. Data sources included in-depth and semistructured interviews, direct observations of classroom practice, and analysis of instructional artifacts. Data analysis revealed that all three participants moved from teacher-centered, definitional approaches towards instruction that was student-centered and focused on developing metalinguistic awareness. Instructional shifts reflected participants’ new understandings about metalinguistic awareness, student-directed problem-solving, and collaborative talk in vocabulary learning. Instructional shifts address metalinguistic awareness, morphology, word consciousness, and Spanish–English cognate instruction—areas that may be overlooked in many classrooms.

Locke on Personal Identity

John Locke's theory of personal identity underlies all modern discussion of the nature of persons and selves—yet it is widely thought to be wrong. This book argues that in fact it is Locke's critics who are wrong, and that the famous objections to his theory are invalid. Indeed, far from refuting Locke, they illustrate his fundamental point. The book argues that the root error is to take Locke's use of the word “person” as merely a term for a standard persisting thing, like “human being.” In actuality, Locke uses “person” primarily as a forensic or legal term geared specifically to questions about praise and blame, punishment and reward. This point is familiar to some philosophers, but its full consequences have not been worked out, partly because of a further error about what Locke means by the word “consciousness.” When Locke claims that your personal identity is a matter of the actions that you are conscious of, he means the actions that you experience as your own in some fundamental and immediate manner. Clearly and vigorously argued, this is an important contribution both to the history of philosophy and to the contemporary philosophy of personal identity.

“From the inside”

This chapter relates John Locke's use of the word “consciousness” to the notion that a subject of experience's field of consciousness is identical with its “field of from-the-inside givenness,” where this includes all its present experience, as well as all memories accessible from-the-inside, and also everything somatosensorily available. The chapter suggests that a subject of experience's field of consciousness is identical with its field of morally-affectively-concerned from-the-inside experience, and that Lockean consciousness is always accompanied by concernment. Finally, it considers the fundamental and forensic aspect of Locke's view of personal identity, the commonsense point that “human beings won't on the Day of Judgment be responsible for all the things they have done in their lives, but only for those that they're still Conscious of and so still Concerned in.”

God as Sound-Conciousness

This paper describes the concept of sacred sound in Hinduism as a way for the Hindu to approach and to know the Christian God. Different from Christians who are known as the people of the book, Hindu people are known as the people of the sound. The vocalic syllable Om or Aum and the repeating/chanting of the sacred sound in Hindu worship give a unique room to a new and different way of knowing God. God is no longer perceivable as the powerful figure in the book but as consciousness. The word “consciousness” in this paper refers to the ability of believers to be mindful and responsive to God. This paper will also describe the concept of sonic theology as a different way to perceive God in Hinduism and relate it to the practice of Yoga that is widely practiced in the modern world today.

Developing word-consciousness through learning Latin and Greek morphemes

The article consideres, analyzes and classifies Latin-Greek affixes and roots, which are the main components of morphemes of English scientific and technical terms that require memorization for successful translation and interpretation. Innovativeness of this study is in grounding the necessity for students to understand – "feel" the internal structure and semantics of terms and "construct" a word with meaningful morphological elements without need to "learn by heart" lexical units unclear for them.