Strategic Intervention for Expository Texts: Teaching Text Preview and Lookback

Students must understand, learn from, and compose diverse genres of oral and written expository discourse for many purposes. From this broad domain, speech-language pathologists (SLPs) need to make strategic choices that will result in their students becoming more independent, capable learners. This article explains the important role of learning strategies in dealing with informational texts and how SLPs are suited to teach strategies to struggling readers. Specific attention is given to two simple strategies that can make noticeable differences in student learning: text preview and lookback.

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Inovasi Strategi Pembelajaran Inkuiri dalam Pembelajaran

PALAPA ◽

10.36088/palapa.v7i1.180 ◽

2019 ◽

Vol 7 (1) ◽

pp. 30-49

Author(s):

Risqyanto Hasan Hamdani ◽

Syaiful Islam

Keyword(s):

Student Learning ◽

Learning Strategies ◽

Research Method ◽

Inquiry Learning ◽

Research Data ◽

Descriptive Research ◽

Teachers And Students ◽

The Subject ◽

Improving Student Learning

This research is motivated by assumption that in maximizing student learning result it is deemed necessary to present new inovation in a learning process. This study was purposed to fully describe the role of inquiry learning strategies that have collaborated with other learning strategies or methods in maximizing learning result obtained by students of SMKN 02 KRAKSAAN. The implementation of strategies or learning methods is considered to be dominantly influential in improving student learning result. This research method uses descriptive research methods that are collaborative in qualitative form. The subject of this research are the teachers and students of SMKN 02 KRAKSAAN. Research data obtained from interviews, observations, and documentation. The result of this study showed an increase in the average student learning result by 15 points (documentation result) from the previous action (the implementation of inquiry learning strategies). Things that show the enormity of the influence given by inquiry learning strategies in maximizing student learning result.

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Sketch and Speak : An Oral, Written, and Graphic Expository Strategy Intervention for Secondary Students

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2021_persp-21-00052 ◽

2021 ◽

pp. 1-17

Author(s):

Teresa A. Ukrainetz ◽

Amy K. Peterson

Keyword(s):

Learning Strategies ◽

Secondary Students ◽

Cognitive Processes ◽

Gain Control ◽

Evidence Base ◽

Expository Texts ◽

Informational Texts ◽

Older Students ◽

Information Retention ◽

Secondary Grades

Purpose This clinical focus article describes an intervention to improve comprehension, retention, and expression of the ideas and language of expository texts. Sketch and Speak intervention links written, graphic, and oral learning strategies through a triadic process of noting an idea simply with written or pictographic notes, then saying it fully, and saying it again. This simple routine engages transformational and retrieval cognitive processes involved in active learning and information retention. We consider the evidence base from the psychological and educational literature and report research evidence with younger students with language-related learning disabilities. We explain how to use Sketch and Speak with students in the secondary grades and suggest how to coach students toward independent, self-regulated use. Conclusions Students in the secondary grades benefit from learning strategies that help them gain control over the ideas and language of informational texts. Sketch and Speak may be a helpful addition to the speech-language pathologist's repertoire for older students with language and learning difficulties.

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PENERAPAN STRATEGI PEMBELAJARAN GO TO YUOR POST UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VI SDN 024 TARAI BANGUN KECAMATAN TAMBANG KABUPATEN KAMPAR

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v1i1.4374 ◽

2017 ◽

Vol 1 (1) ◽

pp. 85

Author(s):

Delfi Yendri

Keyword(s):

Social Sciences ◽

Data Collection ◽

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Student Learning Outcomes ◽

Student Activity ◽

The Poor ◽

The Subject ◽

Data Collection Activity

This research is motivated by the poor results of Study Social Sciences (IPS) Student Class VI SDN 024 Tarai Bangun Kecamatan Tambang. This study aims to determine the resulting increase studying social sciences (IPS) student class VI SDN 024 Tarai Bangun Kecamatan Tambang through the application of learning strategies go to yuor post, which carried out for 1 month. The subjects were VI SDN 024 Tarai Bangun Kecamatan Tambang by the number of students as many as 38 people. Form of research is classroom action research. The research instrument consists of instruments and instrument performance data collection activity observation sheet form teacher and student activity. Based on the research, the conclusion to this study is based on the analysis and discussion in chapter IV can be concluded that the application of learning strategies go to yuor post can improve learning outcomes in the subject of social sciences grade VI SDN 024 Tarai Bangun Kecamatan Tambang. Evidenced by the increase in learning outcomes before action to the first cycle, to cycle II. Before the act of student learning outcomes classified as unresolved with an average of 59%, an increase in the first cycle by an average of 69%. While the results of student learning in the second cycle must be increased by an average of 75% with the category completed.

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Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students

Pakistan Journal of Psychological Research ◽

10.33824/pjpr.2019.34.1.12 ◽

2019 ◽

Vol 34 (Spring 2019) ◽

pp. 215-231

Author(s):

Mussarat J. Khan ◽

Seemab Rasheed

Keyword(s):

Regression Analysis ◽

Resource Management ◽

University Students ◽

Learning Strategies ◽

Management Strategies ◽

Cognitive Strategies ◽

Study Habits ◽

Good Reliability ◽

Cognitive Awareness

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

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STRATEGI PEMBELAJARAN DAN MOTIF BERPRESTASI TERHADAP HASIL BELAJAR MATA PELAJARAN MENGGAMBAR TEKNIK

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v6i1.4986 ◽

2013 ◽

Vol 6 (1) ◽

Author(s):

Timbul Purba ◽

Harun Sitompul

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

Student Learning Outcomes ◽

High Achievement ◽

Low Achievement ◽

Significance Level ◽

Achievement Motive ◽

Analysis Technique

Abstrak: Penelitian ini bertujuan: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan siswa yang memiliki motif berprestasi rendah dan (3) interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2x2, sedangkan teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi a = 0.05. Hasil penelitian diperoleh: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan hasil belajar siswa yang memiliki motif berprestasi rendah dan (3) terdapat interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa. Kata Kunci: strategi pembelajaran elaborasi dan ekspositori, motif berprestasi, hasil belajar menggambar teknik Abstract: This research was aimed to: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher than students taught by expository learning strategy, (2) drawing techniques learning outcomes of students who have high achievement motive higher than students who have low achievement motive, and (3) the interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. The research method used was quasi experiment with 2 x 2 factorial design. The analysis technique used is the two-track analysis of variance ANOVA (2 x 2) with a significance level α = 0.05. The findings of the study indicate: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher learning outcomes than students taught by expository learning strategy; (2) drawing techniques learning outcomes of students who have high achievement motive higher than the learning outcomes of students who have low achievement motive; and (3) there is interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. Keywords: elaboration learning strategies and expository, achievement motive, the result of learning drawing techniques

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MODIFIKASI MODEL PEMBELAJARAN QUANTUM LEARNING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

Prosiding Seminar Nasional Pendidikan KALUNI ◽

10.30998/prokaluni.v2i0.109 ◽

2019 ◽

Vol 2 ◽

Author(s):

Erna Pebriana ◽

Bela Mustika Sari ◽

Yasa Abdurrahman

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Process ◽

Learning Strategy ◽

Mathematics Learning ◽

Learning Approaches ◽

Quantum Learning ◽

Task Strategies ◽

Improve Student Learning

This writing aims to make students more active and disciplined in the learning process and can also increase creativity and learning outcomes. The low mathematics learning outcomes are not only due to difficult mathematics, but are caused by several factors which include students themselves, teachers, learning approaches, and learning environments that are interconnected with each other. To improve the ability and results of learning it is necessary to make modifications to the task learning strategy and force. Quantum learning is a tip, a guide, a strategy and an entire learning process that can sharpen understanding and memory, and make learning a pleasant and useful process. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. Therefore, the writer modifies the model of quantum learning with task and forced learning strategies, the results of this modification show that learning with quantum learning models with forced and task strategies can improve the learning process so that students become more disciplined in doing tasks, can motivate student learning, and can improve student learning outcomes.

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Student Learning and the Role of Information and Communication Technology (ICT) in 21st Century: A Review

International Journal on Integrated Education ◽

10.31149/ijie.v3i9.617 ◽

2020 ◽

Vol 3 (9) ◽

pp. 181-185

Author(s):

Jaspreet Singh ◽

Amir Shamim Shiekh ◽

Manmeet Kour ◽

Pankaj Kumar

Keyword(s):

Student Learning ◽

Information And Communication Technologies ◽

Information And Communication Technology ◽

Communication Technology ◽

21St Century ◽

Teaching And Learning ◽

Non Governmental Organizations ◽

Information And Communication ◽

Secondary Information

In the last few decades, Information Technology has transformed the entire world into a village, known as Global Village, as proposed by Marshal McLuhan. ICT has increased its influence in every field like the education sector, defense sector, technology etc. In the 21st century, information and communication technology (ICT) has become an important and integral part of most educational organizations throughout the world.. The use of ICT in classroom teaching and learning processes has become indispensable as it gives teachers and learners the opportunity to operate, store, control and retrieve data in addition to promoting self-regulated and active learning. (Ali, Haolader & Muhammad, 2013) Today we are dependent on technology and the role of ICT is increasing day by day and is believed to be a new normal. Keeping that in view, the present paper attempts to examine the relationship between information and communication technologies (ICT) and student learning. This conceptual paper is based on secondary information collected from different sources such as books, journal articles, newspapers, reports of various government organizations, non-governmental organizations and soon.

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Implementation Of Coopertive Learning Strategies To Improve Learning Outcomes In Subjects Of Civic Education Main Subjects State Power Sharing System Of 10th Grade Students Accounting In SMKN Tanimbar Selatan

Global Science Education Journal ◽

10.35458/gse.v1i2.19 ◽

2019 ◽

Vol 1 (2) ◽

pp. 164-172

Author(s):

Veky Robinson Sabarlele

Keyword(s):

Action Research ◽

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Citizenship Education ◽

Student Attitudes ◽

Teaching And Learning ◽

Average Value ◽

Classroom Action Research

The purpose of this classroom action research (CAR) is to aim to find out whether there is an increase in learning outcomes in the subject of Citizenship Education students using cooperative learning strategies. This research is a classroom action research study involving 30 students of class X Accounting SMKN 2 Tanimbar Selatan consisting of 5 women and 20 men. Some of the variables investigated in this study are as follows (1) input variables which include students, lesson material, learning resources, (2) the variable process of organizing teaching and learning activities, such as teaching and learning interactions, student questioning skills, student learning methods, and (3) output variables such as student curiosity, students' ability to apply knowledge, student learning motivation, student learning outcomes, student attitudes towards learning experiences through improvement activities. There are four stages carried out in carrying out this research activity, namely: the stages of planning, implementation of actions, observation and interpretation as well as analysis and reflection. This research was conducted in two research cycles. From the results of the action in the first cycle, it was found that the average value of students was 78.67 with the highest score of 90 and the lowest value of 65 and completeness of learning only reached 77% or 23 students out of 30 students, still below the established completeness of 85% of students unfinished learning 23% or 7 students out of 30 students. Thus the next learning cycle still needs to be designed. Results in Cycle II the average value of students 81.00 with the highest value of 95 and the lowest value of 70 and completeness of learning has only reached 87% or 26 students out of 30 students, already above the mastery that has been set that is 85% of students who have not finished learning 13 % or 4 students out of 30 students. Thus there is no need to design further learning cycles. The results showed that the use of cooperative learning strategies in fact can improve learning outcomes in subjects Citizenship Education in class X Accounting for SMKN 2 Tanimbar Selatan 2018/2019

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