Listen Up! Let's Make a Deal: The interpersonal and listening skills you need to develop before you can shake hands on a deal

IESE Insight ◽  
2014 ◽  
pp. 67-71
Keyword(s):  
Listening Skills ◽  
Hands On

scholarly journals PENINGKATAN KETERAMPILAN MENYIMAK MELALUI MODEL PEMBELAJARAN ARTIKULASI DAN MEDIA BONEKA TANGAN PADA PEMBELAJARAN TEMATIK KELAS 1 SDN PEJOK II KEDUNGADEM BOJONEGORO

2017 ◽  
Vol 5 (2) ◽  
pp. 766
Author(s):  
Ulifatus Pebriana ◽  
Dyah Woro Wirastri Ekowati ◽  
Frendy Aru Fantiro
Keyword(s):  
Learning Process ◽  
First Grade ◽  
Learning Model ◽  
Listening Skills ◽  
Learning Models ◽  
Hands On ◽  
Skills Learning ◽  
Thematic Learning

Abstract:In fact, listening skills of students are still low seen from the completeness of students is only 25% complete. So, the necessary to attempt improvement through learning model and learning media is used. This study aims to: (1) Describe the application of learning models “Artikulasi dan Media Boneka Tangan” to improve listening skills in thematic learning first grade at SDN Pejok II Kedungadem Bojonegoro, and (2) Explaining the increase in the ability to listen to students after applying the learning model articulation and media dolls hands-on thematic learning first grade at SDN Pejok II Kedungadem Bojonegoro.The results showed (1) the application of learning “Artikulasi dan Media Boneka Tangan” can improve students' listening skills. It can be seen from t he percentage of students who complete the first cycle is only 45.8% of students who completed and then increased to 83.4% of students who completed the second cycle. (2) Results of votes of teacher activity increased from the first cycle to the second cycle ie from scoring 80.7% to 86% and the activity of students in the classical with 80% to 88%. This suggests that the learning model “Artikulasi dan Media Boneka Tangan” can be used as a reference in the implementation of the learning process that can promote successful learning.Keywords:Improvement, Listening Skills, Learning Model Articulation, Media Dolls Hand.Abstrak:Pada kenyataannya kemampuan menyimak siswa masih rendah yang terlihat dari nilai ketuntasan siswa yaitu hanya 25% yang tuntas sehingga perlu adanya upaya peningkatan melalui model pembelajaran dan media pembelajaran yang digunakan. Penelitian ini bertujuan untuk: (1) menjelaskan penerapan model pembelajaran artikulasi dan media boneka tangan untuk meningkatkan kemampuan menyimak pada pembelajaran tematik kelas I dan (2) menjelaskan peningkatan kemampuan menyimak siswa setelah menerapkan model pembelajaran artikulasi dan media boneka tangan pada pembelajaran tematik.Hasil penelitian menunjukkan (1) penerapan model pembelajaran artikulasi dan media boneka tangan dapat meningkatkan keterampilan menyimak siswa. Hal ini dapat dilihat dari presentase siswa yang tuntas yaitu pada siklus I hanya ada 45,8% siswa yang tuntas dan kemudian meningkat menjadi 83,4% siswa yang tuntas pada siklus II. (2) Hasil penilaian aktivitas guru meningkat dari siklus I ke siklus II yaitu dari skor 80,7% menjadi 86% dan aktivitas siswa secara klasikal dengan skor 80% menjadi 88%. Hal ini menunjukkan bahwa model pembelajaran artikulasi dan media boneka tangan dapat dijadikan sebagai acuan dalam pelaksanaan proses pembelajaran yang dapat mendukung keberhasilan pembelajaran.Kata Kunci:Peningkatan, Keterampilan Menyimak, Model Pembelajaran Artikulasi,Media Boneka Tangan

scholarly journals PENINGKATAN KETERAMPILAN MENYIMAK MELALUI MODEL PEMBELAJARAN ARTIKULASI DAN MEDIA BONEKA TANGAN PADA PEMBELAJARAN TEMATIK KELAS 1 SDN PEJOK II KEDUNGADEM BOJONEGORO

2017 ◽  
Vol 5 (2) ◽  
pp. 766
Author(s):  
Ulifatus Pebriana ◽  
Frendy Aru Fantiro
Keyword(s):  
Learning Process ◽  
First Grade ◽  
Learning Model ◽  
Listening Skills ◽  
Learning Models ◽  
Hands On ◽  
Skills Learning ◽  
Thematic Learning

Abstract:In fact, listening skills of students are still low seen from the completeness of students is only 25% complete. So, the necessary to attempt improvement through learning model and learning media is used. This study aims to: (1) Describe the application of learning models “Artikulasi dan Media Boneka Tangan” to improve listening skills in thematic learning first grade at SDN Pejok II Kedungadem Bojonegoro, and (2) Explaining the increase in the ability to listen to students after applying the learning model articulation and media dolls hands-on thematic learning first grade at SDN Pejok II Kedungadem Bojonegoro.The results showed (1) the application of learning “Artikulasi dan Media Boneka Tangan” can improve students' listening skills. It can be seen from t he percentage of students who complete the first cycle is only 45.8% of students who completed and then increased to 83.4% of students who completed the second cycle. (2) Results of votes of teacher activity increased from the first cycle to the second cycle ie from scoring 80.7% to 86% and the activity of students in the classical with 80% to 88%. This suggests that the learning model “Artikulasi dan Media Boneka Tangan” can be used as a reference in the implementation of the learning process that can promote successful learning.Keywords:Improvement, Listening Skills, Learning Model Articulation, Media Dolls Hand.Abstrak:Pada kenyataannya kemampuan menyimak siswa masih rendah yang terlihat dari nilai ketuntasan siswa yaitu hanya 25% yang tuntas sehingga perlu adanya upaya peningkatan melalui model pembelajaran dan media pembelajaran yang digunakan. Penelitian ini bertujuan untuk: (1) menjelaskan penerapan model pembelajaran artikulasi dan media boneka tangan untuk meningkatkan kemampuan menyimak pada pembelajaran tematik kelas I dan (2) menjelaskan peningkatan kemampuan menyimak siswa setelah menerapkan model pembelajaran artikulasi dan media boneka tangan pada pembelajaran tematik.Hasil penelitian menunjukkan (1) penerapan model pembelajaran artikulasi dan media boneka tangan dapat meningkatkan keterampilan menyimak siswa. Hal ini dapat dilihat dari presentase siswa yang tuntas yaitu pada siklus I hanya ada 45,8% siswa yang tuntas dan kemudian meningkat menjadi 83,4% siswa yang tuntas pada siklus II. (2) Hasil penilaian aktivitas guru meningkat dari siklus I ke siklus II yaitu dari skor 80,7% menjadi 86% dan aktivitas siswa secara klasikal dengan skor 80% menjadi 88%. Hal ini menunjukkan bahwa model pembelajaran artikulasi dan media boneka tangan dapat dijadikan sebagai acuan dalam pelaksanaan proses pembelajaran yang dapat mendukung keberhasilan pembelajaran.Kata Kunci:Peningkatan, Keterampilan Menyimak, Model Pembelajaran Artikulasi,Media Boneka Tangan

scholarly journals Feasibility of Digital Multimedia Language Labs for Interpreting Instruction as Perceived by Interpreting Instructors in Saudi Arabia

2021 ◽  
Vol 4 (4) ◽  
pp. 70-79
Author(s):  
Reima Al-Jarf
Keyword(s):  
Classroom Management ◽  
Attitude Change ◽  
New Technology ◽  
Technical Support ◽  
Listening Skills ◽  
Hands On ◽  
Language Courses ◽  
Mp3 Players ◽  
Digital Language ◽  
Classroom Use

The College of Languages and Translation (COLT) prepares translators and interpreters. Some of the courses that the students take are language courses such as listening, speaking, reading, writing, vocabulary, grammar, and 4 types of interpreting courses (simultaneous, consecutive, liaison and sight). COLT has installed 4 multimedia language labs (MLLs) currently used for teaching listening courses, in addition to interpreting courses. Each MLL consists of a teacher's station and 40 student stations each with a computer, headsets, and an audio box. The MLL software consist of XClass, a multimedia classroom management software, a Digital Language Lab Software (DLL) software for improving the students’ oral listening skills, and WaveLab Mastering and Audio Editing Software. The presentation aims to find out whether the MLL is feasible for interpreting instruction and factors that affect lack of utilization of MLLs in interpreting instruction at COLT based on the instructors' views. A sample of 10 interpreting instructors and an IT specialist was interviewed. It was found that only 20% use the MLL in interpreting instruction (simultaneous and sight interpreting). By contrast, 80% use the MLLs as a classroom, use the speakers, text on a flash drive and MP3 players. They believe that MLLs are not suitable for teaching consecutive and liaison interpreting. They reported hardware and software problems, instructor-related, student-related, and technical support issues. The study concluded that normalization and attitude change towards new technology, hands-on practice, and availability of technical support on site are crucial in adapting the MLLs to interpreting instruction. The study reports results and some recommendations.

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

A ’Hands-On’ Approach

ASHA Leader ◽  
2012 ◽  
Vol 17 (9) ◽  
pp. 55-55
Author(s):  
Kimberly Abts
Keyword(s):  
Hands On

Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

2017 ◽  
Vol 2 (18) ◽  
pp. 28-41
Author(s):  
Kelli M. Watts ◽  
Laura B. Willis
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Professional Services ◽  
Hands On ◽  
Before And After ◽  
Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

Sign in / Sign up

Export Citation Format

Share Document