scholarly journals DESIGNING COMPUTER-BASED EXERCISES USING WEBLOG, HOT POTATOES SOFTWARE AND SKYPE MESSENGERS IN CREATING IDEAS TO FACILITATE INDEPENDENCE LEARNING OF READING COMPREHENSION

2018 ◽  
Vol 6 (1) ◽  
pp. 11
Author(s):  
Lusy Tunik Muharlisiani ◽  
Anang Kukuh ◽  
Siti Azizah
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Teacher Assessment ◽  
Instructional Designers ◽  
Web Conferencing ◽  
Design Based Research ◽  
Design Learning ◽  
Computer Based ◽  
Learning Projects ◽  
Different Levels

The design-based research methodology explicates how design not only allowed more effective student representation and sharing of the different levels of knowledge required for abstraction to occur, but also enabled better teacher assessment and, hence, remediation also provides detailed guidance on creating interactive content (from the application of learning strategies and media to courseware development). On the basis of the emerging findings of the study a set of principles for designing web-conferencing (or other online) environments to support creative design learning is proposed. This mainly addresses trainers and instructional designers who aim to create learning projects that really match learners’ needs, was considered appropriate and suitable for the students to develop their reading comprehension. This interactive and interesting design would increase the students’ motivation to learn reading comprehension in fun environment. It is expected that they could change their habit of the learning by accessing the exercises regularly as the mediaKeywords: Weblog, Hot Potatoes Sofware, Skype Messengers, and Reading Comprehension

scholarly journals DESIGNING COMPUTER-BASED EXERCISES USING E-LEARNING IN CREATING IDEAS TO FACILITATE INDEPENDENCE LEARNING OF READING COMPREHENSION

2017 ◽  
Author(s):  
Lusy Tunik Muharlisiani
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Teacher Assessment ◽  
Instructional Designers ◽  
Web Conferencing ◽  
Design Learning ◽  
E Learning ◽  
Computer Based ◽  
The Media ◽  
Learning Projects

The design-based research methodology explicates how design not only allowed more effective student representation and sharing of the different levels of knowledge required for abstraction to occur, but also enabled better teacher assessment and, hence, remediation also provides detailed guidance on creating interactive content (from the application of learning strategies and media to courseware development). On the basis of the emerging findings of the study a set of principles for designing web-conferencing (or other online) environments to support creative design learning is proposed. This mainly addresses trainers and instructional designers who aim to create learning projects that really match learners’ needs, was considered appropriate and suitable for the students to develop their reading comprehension. This interactive and interesting design would increase the students’ motivation to learn reading comprehension in fun environment. It is expected that they could change their habit of the learning by accessing the exercises regularly as the media

scholarly journals Cooperative Learning as an Effective Tool in Teaching EFL Reading Comprehension and in Multi-level Classes

2018 ◽  
Vol 2 (Esp) ◽  
pp. 364-376
Author(s):  
Wendy Nathalie Sánchez Cano ◽  
Gioconda Monserrate Avilés Villón
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Literature Review ◽  
Learning Strategies ◽  
Teaching Strategy ◽  
Public University ◽  
Multi Level ◽  
Different Levels

Our experience as teachers of a public university with multi-level classes with students of different levels of English knowledge, abilities or backgrounds; where educators must face the challenge of multi-level classrooms, such as finding the appropriate teaching strategy, resources and materials; showed that it was necessary to explore the benefits of Cooperative Learning as a way to transform the multi-level class from a challenge into an advantage. In the present paper, the role of Cooperative Learning as an effective tool to teach reading in an EFL multi-level class is investigated. The following literature review attempts to demonstrate this theory and hopes that the information gathered from this study would assist educational authorities to review the curriculum with the aim of incorporating reading comprehension cooperative learning strategies in multilevel classes.

scholarly journals Historical and Philosophical Foundations of Learning Objects

10.28945/2913 ◽  
2005 ◽  
Author(s):  
Stephen L. Martin
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Reflective Learning ◽  
Learning Object ◽  
Instructional Designers ◽  
Philosophical Foundations ◽  
Practical Development ◽  
Computer Based ◽  
Knowledge Objects ◽  
The Relationship

Briefly the objective of this presentation is to provide an overview of the origin of the concept and term of learning object in instructional design within the context of standardized, sharable, computer-based operations. Secondly, the philosophical foundations will be discussed mainly in terms of the framework of the crucial distinction between learning objects as mere external knowledge objects and the process of self-reflective learning that is needed to make the use of learning objects truly successful. Both the historical and philosophical foundations of learning objects will be treated in terms of the relationship between learning objects and learning subjects. The latter includes both instructional designers in the historical and practical development of learning objects, and the audience for which learning objects are intended to help educate. Particularly, historical and philosophical foundations should recognize the dual trajectory towards producing standardized small curricular units and at the same time affecting, educating and even transforming learners.

scholarly journals Penerapan Strategi Pembelajaran Preview Question Read Reflect Recite Review Untuk Meningkatkan Keterampilan Membaca Pemahaman Teks Eksplanasi

2019 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Susi Alawiyah
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Research Design ◽  
Learning Strategy ◽  
Control Group ◽  
Average Increase ◽  
Comprehension Skills ◽  
Explanatory Text ◽  
Reading Comprehension Skills ◽  
Experimental Group

Abstract:  This study aims to determine the effect of implementing the PQ4R learning strategy on reading comprehension skills of explanatory text. This research was conducted at SMK N 5 Tangerang Regency. The population in this study were all students of SMK N 5 Tangerang Regency. The sample of this study were students of grade 12 TBSM 1 and grade 12 TBSM 2. The approach used in this study was a quantitative approach. This research design uses a control group pretest-posttest design so it requires a control group and an experimental group. The results of this study indicate that the average increase in the application of the PQ4R learning strategy is 25.71 while the average increase in the conventional learning strategy is 15.87. This means that the application of the PQ4R strategy can improve students' reading comprehension skills of explanatory text more effectively when compared to conventional learning strategies at SMK N 5 Tangerang Regency.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi pembelajaran PQ4R terhadap keterampilan membaca pemahaman teks ekplanasi. Penelitian ini dilakukan di SMKN 5 Kabupaten Tangerang. Populasi dalam penelitian ini adalah seluruh Siswa SMKN 5 Kabupaten Tangerang. Sampel penelitian ini adalah siswa kelas 12 TBSM 1 dan kelas 12 TBSM 2. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Desain penelitian ini menggunakan desain control group pretest-postest design sehingga memerlukan kelompok kontrol dan kelompok eksperimen. Hasil dari penelitian ini menunjukkan bahwa kenaikan rata-rata penerapan strategi pembelajaran PQ4R adalah 25.71 sedangkan kenaikan rata-rata strategi pembelajaran konvensional sebesar 15.87. Artinya penerapan strategi PQ4R dapat meningkatkan keterampilan membaca pemahaman teks eksplanasi peserta didik lebih efektif jika dibandingkan dengan strategi pembelajaran konvensional di SMK N 5 Kabupaten Tangerang.

scholarly journals STRATÉGIES DE LA COMPRÉHENSION ÉCRITE DES APPRENANTS DÉBUTANTS

FRANCISOLA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 143
Author(s):  
Marzieh MEHRABI ◽  
Zeinab REZVANTALAB ◽  
Zohreh EIVAZI ABHARI
Keyword(s):  
Reading Comprehension ◽  
Field Study ◽  
Learning Strategies ◽  
Learning Process ◽  
Inductive Inference ◽  
Structured Interview ◽  
Mental Process ◽  
Mots Clés ◽  
Interview Analysis

RÉSUMÉ. L’objectif de la présente étude consiste à étudier les stratégies de la compréhension écrite chez les apprenants iraniens au niveau A1 et A2 et à accéder ainsi à une partie de leur processus mental. Une étude de terrain basée sur entretien semidirectif a été menée dans quatre instituts français à Téhéran. Les résultats montrent que la syntaxe et le lexique sont considérés de la part des apprenants comme des éléments facilitateurs, mais aussi comme une entrave lors de la compréhension écrite. D’après l’analyse des entretiens, les stratégies de « devinement ou d’inférence », et de « ressourcement », ainsi que les stratégies « affectives » notamment la technique de « l’esquive des difficultés » sont les plus fréquentes chez les interviewés. Mots-clés : apprenants débutants, compréhension écrite, FLE, stratégies d’apprentissage.  ABSTRACT. The goal of this study is to explore the strategies of reading comprehension among Iranian learners at A1 and A2 levels and thereby access a part of their mental process. A field study based on semi-structured interview was carried out in four French institutes in Tehran. Our results demonstrate that the syntax and lexicon act as a double-edged sword. Although they facilitate learning process, but also are considered as obstacles in the reading comprehension. Regarding to interview analysis, our participants resorted to guessing / inductive inference, resourcing and affective strategies including the technique of "dodging difficulties". Keywords: beginning level learners, Reading comprehension, FFL (French as a ForeignLanguage), Learning strategies.

scholarly journals Teachers and researchers as co-designers? A design-based research on reading comprehension instruction in primary education

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Suzanne Bogaerds-Hazenberg ◽  
Jacqueline Evers-Vermeul ◽  
Huub Van den Bergh
Keyword(s):  
Reading Comprehension ◽  
Educational Practice ◽  
Design Principles ◽  
Authentic Texts ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
Design Based Research ◽  
Teacher Professionalization ◽  
Text Structures ◽  
High Level

Insights from scientific reading research only partially resonate in Dutch teaching materials for reading comprehension, and hence in the classroom. As an attempt to bridge the gap between science and educational practice, a design-based research was conducted in which four primary school teachers translated four researcher-provided design principles into practice. In two successive design cycles, the teachers designed and implemented lessons on informational text structures, under supervision of two researchers. The aim of the study was to gain insight into the viability of the design principles and into the level of support teachers need in order to become effective co-designers. Based on data from lesson artefacts, teacher logbooks, panel interviews and lesson observations, we found that the teachers experienced several implementation difficulties. These difficulties were partially due to the fact that there was a tension between two design principles, and that one design principle needed refinement. However, in most cases, the implementation difficulties could be explained by teachers’ limited pedagogical content knowledge. As a result, the teachers needed a high level of support, especially in text selection and revision. Teacher beliefs and habits also interfered with the implementation of the design principles, especially when it came to the importance of working with authentic texts, and teachers’ views on effective modeling.Our study raises questions about the feasibility of equal participation of researchers and teachers at the start of a DBR project, but also shows how DBR can successfully contribute to teacher professionalization if researchers provide adequate support throughout the design process.

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