scholarly journals INOVASI PEMBELAJARAN PENULISAN NASKAH DRAMA ANAK DENGAN MENGGUNAKAN STRATEGI IDCD (IDENTIFICATION, DESIGN, CHANGE, DAN DEVELOPMENT)

2020 ◽  
Vol 5 (2) ◽  
pp. 87-94
Author(s):  
Fiyan Ilman Faqih
Keyword(s):  
Learning Strategies ◽  
Writing Skills ◽  
Design Change ◽  
Strategic Innovation ◽  
Children's Drama

The writing children's drama scripts is an underdeveloped skill. This happens because students not understand who children and how characteristic children. One way to solve this problem is to innovate learning strategies. The strategic innovation is IDCD (identification, design, change, and development). This strategy was created for the needs of writing skills, especially writing children's drama scripts for students. Strategies were created to create learning more creative, innovative children's drama script writing, and children's drama scripts that are created according to the child's level of development.

scholarly journals Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners

2019 ◽  
Vol 12 (1) ◽  
pp. 1399-1412 ◽  
Author(s):  
Qismullah Yusuf ◽  
◽  
Zalina Jusoh ◽  
Yunisrina Qismullah Yusuf ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Writing Skills

scholarly journals Learning Self-regulated L2 Writing Under a Cognitive Model

2021 ◽  
Author(s):  
Manashi Gogoi Dutta ◽  
Uthaivan Danvivath
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Writing Skills ◽  
L2 Writing ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Cognitive Involvement ◽  
Metacognitive Learning ◽  
Involvement Load

Abstract This research study has been conducted to experiment an innovative teaching approach believing that when less use of self-regulated learning strategy leads to lower metacognitive learning attitude which results in low proficiency. This study has investigated the consequences of instructionally aroused cognitive involvement load for self-monitoring and self-assessment through facilitation of metacognitive learning strategy use for improving L2 writing skills of Thai undergraduate students. This innovative instructional model for teaching self-regulated L2 writing has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA. The approach of this model has been developed to promote self-regulated learning management. For stimulating the use of learning strategies, a set of self-monitoring and self-evaluating assessment rubric named Strategy Inventories for Learning L2 Writing (SILL2W) has also been devised. A set of questionnaire, pre-post-tests, checklist, and interviews were employed for collecting and analyzing the data. Results of data analyses have shown effectiveness and feasibility of the S2RMCA model for teaching self-regulated L2 writing. Satisfactory results have also been shown by participants in their L2 writing skills. So far, research studies conducted on cognitive involvement load, a continuing challenge has always been there regarding the accurate measurement of load via self-reporting and this study has also faced that challenge.

scholarly journals METODE SUGGESTOPEDIA DAN IMPLIKASINYA DALAM PEMBELAJARAN BAHASA ARAB KETERAMPILAN MENGARANG (INSYĀ’)

2020 ◽  
Vol 4 (01) ◽  
pp. 1-30
Author(s):  
Fakturmen Fakturmen
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Learning Strategies ◽  
Research Method ◽  
Writing Skills ◽  
Learning Objectives ◽  
Instructional Media ◽  
Related Literature ◽  
Learning Techniques ◽  
Innovative Learning

One of the innovative learning methods today is the Suggestopedia method. This article aims to examine the theory of suggestopedia and its implications in learning Arabic writing skills (insyā’). The research method of this article uses a literature review. Sources of data obtained from the exploration of literature related literature studies. Data is examined critically and deeply through data triangulation. The results of the analysis of this article are that the suggestopedia method has implications in learning Arabic writing skills (insyā’) on several aspects, including aspects of learning objectives, aspects of learning techniques, aspects of learning strategies, aspects of instructional media, aspects of the learning environment, and aspects of learning levels.

scholarly journals Effects of Strategy-Based Instruction on Low Proficiency Omani ESL Learners’ Acquisition of Writing Skills

2021 ◽  
Vol 14 (6) ◽  
pp. 36
Author(s):  
P. M. Binu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Writing Skills ◽  
Strategy Instruction ◽  
Thinking Skills ◽  
Sources Of Information ◽  
Theoretical Understanding

The past few decades have seen a great amount of second language acquisition research on language learning strategies. Most of the research on strategy instruction had more practical goals than mere theoretical understanding. These practical goals are different ways of equipping learners with self-learning strategies. The latest developments in education and research, especially with the incorporation of neurosciences, psychology, and information technology have provided promising solutions to most of the problems faced by the low proficiency learners in second language acquisition. They also have given birth to numerous learning tools and methods of instruction. As a result, teachers can now rely on various sources of information and communication technology and use individualized instructional strategies to provide adequate support to these struggling learners especially for enhancing their writing skills. However, they need to be careful in providing support because an excessive amount of support may hinder the learners’ ability to work independently and develop critical thinking skills.

scholarly journals Learning Self-regulated L2 WritingUnder a Cognitive Model

2021 ◽  
Vol 12 (4) ◽  
pp. 450-460
Author(s):  
Mrs Manashi Gogoi Dutta, Et. al.
Keyword(s):  
Learning Strategies ◽  
Writing Skills ◽  
Cognitive Model ◽  
L2 Writing ◽  
Instructional Model ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Learning Attitude ◽  
Regulated Learning ◽  
Cognitive Involvement

This innovative approach of teaching L2 writing was experimentedbelieving that using a fewer self-regulated learning strategymay lead toweakmetacognitive learning attitude resulting in low proficiency.This research wasconducted to investigate the consequences of instructionally aroused cognitive involvement load for using self-regulated and metacognitive learning strategies to improve L2 writing skills. The innovative L2 writing instructional model of this study has been named as Strategic Self-Regulated Metacognitive Activities or S2RMCA.The approach of this model is to promoteself-regulated learning managementby learners. Forarousing the use of learning strategies, a set of self-monitoring and self-evaluatingassessment rubric namedStrategy Inventories for Learning L2 Writing(SILL2W)has also been designed. For collecting and analyzingthe data a questionnaire, pre-post-tests, checklist, and interviews wereutilized. Outcomes of data analyses have shownusefulness and practicality ofthe S2RMCA model for teaching self-regulated L2 writing. Acceptable resultshave also beenshownby participants intheir L2 writing skills. In research studies conducted on cognitive load, accurate measurement of load viaself-reporting has been a persistingquestion and this study has notbeen different from the onesthat have faced the challenge.

scholarly journals PENINGKATAN MINAT DAN PRESTASI BELAJAR AL- QUR’AN DENGAN METODE DAN BAHAN AJAR IQRO’ BRAILLE PADA SISWA KELAS III SDLB–A YEKETUNIS YOGYAKARTA

2018 ◽  
Vol 14 (2) ◽  
pp. 203-232
Author(s):  
Hindatulatifah Hindatulatifah
Keyword(s):  
Action Research ◽  
Success Rate ◽  
Learning Strategies ◽  
Collaborative Research ◽  
Writing Skills ◽  
Learning Method ◽  
Teaching Materials ◽  
High Category ◽  
Learning Interest ◽  
Grade Iii

The success rate of reading the Qur'an for students with visual impairment depends on the level of sensitivity of students. Braille Qur'an learning method that is applied so far is qowa'idulimla' (dictation) that emphasizes writing skills but less able to explore the ability to read. To overcome these problems need appropriate learning strategies and media and teaching materials in form of Arabic Braille writing. This research is a classroom action research by taking the form of collaborative research conducted in two cycles. Subjects in this study were students of grade III SDLB-A Yaketunis. Results showed that application of teaching materials iqro 'Braille  can increase students' learning interest in learning the Braille Qur'an. Pre action results that show 68.75% (medium category), in the first cycle increased to 87.08% (high category), and in cycle II increased again to 90% (high category). Implementation of teaching materials Iqro 'Braille also improve Achievement of Learning PAI. This is seen from scores of learning achievement on pre-action and post action.  

scholarly journals THE EFFECT OF LEARNING STRATEGY AND INITIAL KNOWLEDGE ON THE ABILITY TO DEVELOP WRITING SKILLS ASSESSMENT INSTRUMENTS

2020 ◽  
Vol 7 (2) ◽  
pp. 329-339
Author(s):  
Edi Puryanto ◽  
Yumna Rasyid ◽  
Fathiathy Murtadho
Keyword(s):  
Learning Strategies ◽  
Writing Assessment ◽  
Learning Strategy ◽  
Writing Skills ◽  
Advance Organizer ◽  
Skills Assessment ◽  
Assessment Instruments ◽  
Study Program ◽  
Assessment Skills ◽  
Initial Knowledge

This study was aimed at identifying the the effect of learning strategies and initial knowledge  on the ability in developing writing skills assessment instruments for students in the Indonesian Language and Literature Education Study Program, FBS, UNJ. The method used in this research was experimental research with 46 samples. Sample 3 PB1 was treated with metacognition strategy and sample 3 PB2 was treated, with strategy advance organizer. The research instrument was a test of the ability to develop writing skills assessment instruments and a test of initial knowledge. After testing the hypothesis with the ANOVA test, in the 2 X 2 calculation table, Fcount (Inter-A) 6.008> Ftable 4.200 at the level of α = 0.05, indicating that H1 is accepted and Ho is rejected. This means that there are differences in ability to develop writing skills assessment instruments between students who are treated with metacognition strategies and strategies advance organizer. Furthermore, testing the hypothesis about the effect of the interaction of learning strategies and initial knowledge on the ability to develop writing skills assessment instruments and testing prior knowledge, data shows arithmetic (AxB interaction) = 5.485> ftable = 4,200 on the level of α = 0.05, H1 accepted and Ho rejected. That is, there is an interaction effect between learning strategies (metacognition strategies and strategies advance organizer) and initial knowledge (high and low) on the ability to develop writing assessment skills instruments. The learning outcomes of the ability to develop students' writing assessment skills instruments are influenced by learning strategies and initial knowledge.

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