scholarly journals Reciprocal Teaching as an Instructional Strategy for Identifying Reading Literacy Problems: A Case Study of an Omani EFL Classroom

2021 ◽  
Vol 10 (1) ◽  
pp. 1-10
Author(s):  
Iryna Lenchuk
Keyword(s):  
Instructional Strategy ◽  
Reciprocal Teaching ◽  
Reading Literacy

scholarly journals PEMBERDAYAAN MASYARAKAT SEBAGAI UPAYA MENCIPTAKAN GENERASI MUDA BERDAYA LITERASI PADA KAMPUNG SINAU KOTA MALANG

Jurnal Akrab ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 30-41
Author(s):  
Nastiti Novitasari
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Community Empowerment ◽  
Literacy Skills ◽  
Reading Literacy ◽  
International Student Assessment ◽  
Reading Activities ◽  
Literate Society ◽  
Education Process

Education is always related to reading activities. The ability to read is often referred to as literacy activities.  The reality in Indonesia so far is the low mastery of literacy, this is evidenced by the Program for International Student Assessment (PISA) survey. The survey in 2018 showed that for the reading / literacy competency score, Indonesia was ranked 72 out of 77 countries. To deal with this problem, many things can be applied in the education process, both from formal non-formal and informal channels.Kampung Sinau is a thematic village located in the Cemorokandang Malang City. Various learning activities are carried out in unique ways that can attract citizens, the younger generation in particular, to enrich literacy and make citizens literate, one of which is community empowerment activities. Researchers are interested in knowing how to optimize community empowerment in making generations young people with literacy skills in Kampung Sinau. The approach and type of research used by the researcher is a qualitative approach to the type of case study.  This research was conducted at the end of 2019 in Kampung Sinau, Malang City. The results of this study 1) Community participation is needed in the success of the empowerment program, 2) It takes stages to carry out community empowerment., 3) It takes collaboration and innovation to create a literate society. Suggestions from this study are that the results of this study can be used as a reference for evaluating and developing similar programs. AbstrakPendidikan selalu berkaitan erat dengan kegiatan membaca. Kegiatan ini selalu menjadi salah satu point utama yang mendukung lancarnya proses pendidikan. Kemampuan membaca sering disebut dengan kegiatan Literasi. Kenyataan yang dihadapi oleh Indonesia selama ini adalah rendahnya penguasaan literasi, dibuktikan melalui survei Programme for International Student Assessment (PISA). Survei pada tahun 2018 menunjukkan bahwa nilai kompetensi Membaca/literasi, Indonesia berada dalam peringkat 72 dari 77 negara. Kenyataan ini sangat bertentangan dengan keadaan Ideal yang seharusnya. Untuk menghadapi permasalahan, banyak hal yang dapat diterapkan dalam proses pendidikan, baik itu dari jalur formal nonformal maupun informal. Kampung sinau merupakan salah satu kampung tematik yang berada di  kawasan Cemorokandang Kota Malang. Kegiatan belajar dilaksanakan dengan unik yang dapat menarik generasi muda khususnya, agar memperkaya khasanah literasi dan menjadikannya berdaya literasi, dikemas dengan kegiatan pemberdayaan masyarakat. Oleh karena itu peneliti tertarik untuk mengetahui bagaimana pemberdayaan masyarakat dalam menjadikan generasi muda berdaya literasi di kampung sinau. Pendekatan dan jenis penelitian yang digunakan oleh penelliti yakni pendekatan kualitatif  jenis studi kasus. Peneliti melaksanakan proses penelitan secara mendalam melalui  penelitian deskriptif kualitatif dengan jenis studi kasus. Penelitian ini dilaksanakan pada akhir tahun 2019 di Kampung Sinau Kota Malang. Hasil dari penelitian ini 1) Partisipasi masyarakat sangat dibutuhkan dalam keberhasilan program pemberdayaan, 2) Diperlukan tahapan-tahapan untuk melaksanakan pemberdayaan Masyarakat., 3) Diperlukan kerjasama dan inovasi untuk menciptakan masyarakat yang berdaya literasi. Saran dari Penelitian ini yakni Sebaiknya hasil penelitian ini dapat dijadikan bahan acuan untuk melakukan evaluasi dan pengembangan terhadap program serupa.

scholarly journals COMPUTER-ASSISTED INTERVENTION (CAI) TO ENHANCE MATHEMATICAL LEARNING OF AUTISTIC STUDENTS: A CASE STUDY IN MELAKA

2019 ◽  
Vol 7 (2) ◽  
pp. 196-203
Author(s):  
Pramudya G. ◽  
Sedek M. ◽  
Shahbodin F. ◽  
Amran A.C. ◽  
Ruslan S.N.A.
Keyword(s):  
Experimental Model ◽  
Instructional Strategy ◽  
Male Students ◽  
Computer Assisted ◽  
Learning Abilities ◽  
The World ◽  
Post Test ◽  
Prerequisite Skills ◽  
Study Participants

Purpose of the study: To evaluate the efficacy of a CAI called MathTutor in helping autistic students to learn addition in mathematics. Methodology: A pre-post-test experimental model was employed in the study. The study participants included three autistic male students who possessed all the prerequisite skills. Main findings and novelty: The study participants were found to have been benefitted which indicates that MathTutor improves their learning abilities as an effective instructional strategy. The use of CAI enabled the participants to memorise their lessons and actively take part during the entire lesson. Applications of this study: The study is beneficial for people involved in caring for autistic students with the help of computer assisted application. This will ease the burden of the carer takers of autistic children in dealing with their conditions while at the same enabling them to navigate the world.

MOVING FROM A DISCOURSE OF ACCESS TO READING INSTRUCTIONAL MATERIALS TO THE MANAGEMENT AND UTILISATION THEREOF: PROGRESS IN INTERNATIONAL READING LITERACY STUDY AT GRADE 4 IN SOUTH AFRICA

Mousaion ◽  
2016 ◽  
Vol 34 (2) ◽  
pp. 31-53
Author(s):  
Lisa Zimmerman ◽  
Sarah Jane Howie
Keyword(s):  
South Africa ◽  
Resource Management ◽  
Reading Instruction ◽  
Instructional Materials ◽  
School Level ◽  
Reading Literacy ◽  
Performance Levels ◽  
High Performing ◽  
Low Performing Schools

Two cycles of the Progress in International Reading Literacy Study (PIRLS) were completed in South Africa in 2006 and 2011. In this article, we investigate the qualities of high-performing reading literacy schools for optimal resource management and utilisation strategies for possible application to low-performing schools. We do this against the background of reports on reading resource shortages and inadequacies in the context of reading literacy learning from both of the PIRLS main studies. This is done by comparing six case study schools with varying contexts and performance levels. The findings from a secondary analysis using the PIRLS 2006 data together with six case studies using international reading benchmarks from PIRLS 2006 to depict performance levels, confirmed that learners in low-performing schools from the study had inadequate access to reading instruction resources. This appeared partly attributable to inadequate funding and government provisioning; ineffective resource management at school level and non-resourcefulness of teachers at classroom level exacerbating reading resource inadequacies; as well as ineffective utilisation of materials at these low-performing schools. The resource management and utilisation strategies of high-performing case study schools were found to be potential models for schools with inadequate strategies. 

A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments

2018 ◽  
pp. 19-49
Author(s):  
Henry Gillow-Wiles ◽  
Margaret L. Niess
Keyword(s):  
Instructional Strategy ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Course Design ◽  
Mathematics Teacher Education ◽  
Past Research ◽  
Learner Engagement ◽  
Education Professional Development ◽  
Reconstructed Model

Teaching and learning in a technology rich digital context challenge established thinking about student engagement in their learning. This chapter presents a reconstructed conception of learner engagement for online environments consisting of: engagement with community; engagement with technology; engagement with mathematics content; and an amalgam of all three. This descriptive, cross-case study combines current literature with the authors' past research to develop characterizations of these components of online learner engagement. This reconstructed model of learner engagement is the focus of the study, providing: 1) a vocabulary for developing a narrative describing how teachers as students think and learn with technology in an online environment and 2) a framework for mathematics teacher education professional development. Results indicate that this model supports teacher educators in both describing and evaluating how teachers as learners engage in a unit of instruction, and framing the course design and instructional strategy choices that support learner engagement.

A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments

2016 ◽  
pp. 577-607
Author(s):  
Henry Gillow-Wiles ◽  
Margaret L. Niess
Keyword(s):  
Instructional Strategy ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Course Design ◽  
Mathematics Teacher Education ◽  
Past Research ◽  
Learner Engagement ◽  
Education Professional Development ◽  
Reconstructed Model

Teaching and learning in a technology rich digital context challenge established thinking about student engagement in their learning. This chapter presents a reconstructed conception of learner engagement for online environments consisting of: engagement with community; engagement with technology; engagement with mathematics content; and an amalgam of all three. This descriptive, cross-case study combines current literature with the authors' past research to develop characterizations of these components of online learner engagement. This reconstructed model of learner engagement is the focus of the study, providing: 1) a vocabulary for developing a narrative describing how teachers as students think and learn with technology in an online environment and 2) a framework for mathematics teacher education professional development. Results indicate that this model supports teacher educators in both describing and evaluating how teachers as learners engage in a unit of instruction, and framing the course design and instructional strategy choices that support learner engagement.

Brilliant performers as teachers: A case study of commonsense teaching in a conservatoire setting

1996 ◽  
Vol os-28 (1) ◽  
pp. 25-36 ◽  
Author(s):  
Roland Persson
Keyword(s):  
Content Analysis ◽  
Exploratory Study ◽  
Instructional Strategy ◽  
Participant Observation ◽  
Formal Training ◽  
Tertiary Level ◽  
Music Teaching ◽  
Applied Music

This article reports an exploratory study into applied music teaching at a tertiary level. The study was staged as a case study where the case comprises one performance teacher of piano and nine students. The focus of the study is how a performance teacher with no formal training fares in the training of musical performers, how students respond, and what are the particular successful or unsuccessful issues in what could feasibly be termed ‘commonsense teaching’. The data were gathered through participant observation, informal interviews and questionnaires. The findings suggest, after content analysis, that the distinction between the role of the instrumental teachers and the role of the expert performer is an essential distinction. In spite of good intentions the participating teacher failed to provide a successful instructional strategy. The article concludes by tentatively proposing some instructional considerations for applied music teaching, as drawn from the case study.

scholarly journals The Effects of Reciprocal Teaching on Reading Comprehension of Iranian EFL Learners

2018 ◽  
Vol 9 (4) ◽  
pp. 26
Author(s):  
Leila Ashegh Navaie
Keyword(s):  
Reading Comprehension ◽  
Instructional Strategy ◽  
Reading Test ◽  
The Other ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Meaningful Difference ◽  
Efl Learners ◽  
Teaching Procedure ◽  
Experimental Group

The present study aimed at investigating the effectiveness of the Reciprocal Teaching Procedure (RTP) on reading comprehension of intermediate Iranian EFL learners in Iran. Two intact groups were chosen non-randomly, one as the control group and the other as the experimental group. Then an IELTS reading test was administered to both groups as pretest. After analyzing the collected scores by independent t-test it was known that there was no meaningful difference between control and experimental groups before the treatment. Both groups were offered 15 sessions of reading, the experimental group received treatment, they were taught reading by applying RTP as an instructional strategy, but the control group was taught reading through the conventional method. The results showed that reciprocal teaching can improve reading comprehension of Iranian EFL learners. Pedagogical implications are discussed.

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