scholarly journals Developing English for Food and Beverage Service Course Materioals for D3 Perhotelan, Universitas Pendidikan Ganesha

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Liantara Riasa
Keyword(s):  
Teaching And Learning ◽  
English For Specific Purposes ◽  
Product Knowledge ◽  
Course Materials ◽  
The Third ◽  
Class A ◽  
Food And Beverage ◽  
Problem Data ◽  
And Task

This study aimed at developing English for food and beverage service (ESP3) course materials for the third semester students of DIII Perhotelan at Universitas Pendidikan Ganesha. This study was designed in the form of research and development (R&D) by Sugiyono (2010) design which has several stages to be implemented namely potency and problem, data collection, product design, design validation, design revision, product trying out, product revision. The materials needed were identified based on observation, questionnaire, interview, and document analysis. The focus of the analysis was on the students’ target needs. Some students of class A were the sample in this study which were chosen by using purposive sampling. The study found the profile of materials needed by the students and there were ten topics needed namely greeting and introduction, application letter, food and beverage department, product knowledge, menu knowledge, kitchen knowledge, welcoming and taking order, handling reservation, clearing table and presenting bill, and handling complaint. The topics were developed into materials unit and each unit was divided into input, content focus, language focus, and task as suggested by Hutchinson and Waters (1987) in their theory of English for Specific purposes (ESP) design material. Formula of scale values in evaluating the appropriateness of the materials proposed by Cadiasa’s (2010) was used to know the quality of the developed materials. The result showed that the quality of the developed materials in the form of textbook was good. Thus, the material was good to be used as teaching and learning materials for the third semester students of DIII Perhotelan at Universitas Pendidikan Ganesha.

scholarly journals Developing English Material for Food and Beverage Service for XI Grade Students of SMK SMSR Ubud

2020 ◽  
Vol 3 (2) ◽  
pp. 46
Author(s):  
Gusti Ayu Putu Ari Utami ◽  
Nyoman Adi Jaya Putra ◽  
Dewa Putu Ramendra
Keyword(s):  
Alcoholic Beverage ◽  
Material Design ◽  
English For Specific Purposes ◽  
Good Teaching ◽  
Design Development ◽  
Food And Beverage ◽  
Set Up ◽  
English For Occupational Purposes ◽  
And Task

This study aimed at describing the English for Food and beverage service materials needed by students of SMK SMSR Ubud, describing how the materials were developed, and analysing the quality of the developed materials. This study used research and development model suggested by (Richey and Klein, 2007) comprising design, development and evaluation. The instruments used were questionnaires, interview guides, document analysis, and checklist. The findings of this study show that there were 7 topics needed to be developed included Preparing restaurant area, preparing and set up table, greet the guest, taking order, serving food, closing restaurant area, and non-alcoholic beverage. The materials were designed by following the English for Specific Purposes (ESP) material design suggested by Hutchinson and Waters (1987) involving input, content focus, language focus and task. Since English for food and beverage is part of ESP that is under English for Occupational Purposes, the effectiveness of the developed materials was evaluated using the criteria of good ESP materials suggested by Litz (2005), Hutchinson and Waters (2008), and Tomlinson (2009). After gaining the scores from the expert judges, the data then used the categorization of good teaching materials proposed by Nurkancana and Sunartana (2011). The quality of the developed materials was categorized as good material. Thus, it can be used as a main source for learning English Food and beverage service at SMK SMSR Ubud.

Instructional Design and Quality

2013 ◽  
pp. 236-250
Author(s):  
Anna Busquets ◽  
Muriel Gómez
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
East Asian ◽  
Drop Out ◽  
Instructional Design Process ◽  
Course Materials ◽  
E Learning ◽  
Two Phases ◽  
East Asian Studies

Quality in e-learning should be measured from three perspectives: technology, pedagogy, and management and administration. This paper examines the pedagogical and methodological perspective, specifically in the work developed by the professors of the course “East Asian Geography”, a compulsory course of the Programme of East Asian Studies. The authors consider that the teaching and learning methodology applied to the UOC model has reached the proper level of quality when students are satisfied, follow the courses and not drop out, and perform appropriately. In that sense, satisfaction, permanence, and academic performance are the three levels of measurement of the quality of the each course and program, as well as the UOC model in general. On the basis of the data obtained and results of the first two years 2003-2004 and 2004-2005, in terms of performance and satisfaction of the students in the course “East Asian Geography”, is considered for revision and improvement. This process has two phases. In the first one, during 2005-2008, the authors focus on the instructional design process and the conceptualization of the course plan with new activities; in the second, from 2009 to present, the authors examine the design and diversification of course materials and e-learning activities.

Mobile Learning Apps

2014 ◽  
pp. 26-47 ◽  
Author(s):  
Janet Holland
Keyword(s):  
Pilot Study ◽  
Instructional Practices ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
Pilot Studies ◽  
The Third ◽  
Instructional Needs ◽  
Instructional Use ◽  
Best Instructional Practices

With the phenomenal growth of mobile applications or apps used for teaching and learning, we are all challenged with determining which ones are effective and efficient in meeting our specific instructional needs. The use of mobile apps directly impacts students, teachers, administrators, trainers, and employees worldwide. Apps are used across all discipline areas in a variety of settings including applied interdisciplinary approaches. With this in mind, it is critical to have a workable set of app analysis questions based on current best educational practices to assist in making informed decisions on app selections to provide quality teaching and learning experiences. This chapter provides a mixed method research study combining class observations with results from three pilots in an effort to create a set of quality questions for quickly evaluating mobile apps for instructional implementation. After creating a set of questions for evaluating the quality of the apps based on current best instructional practices, the following three pilot studies were conducted. The first pilot allowed students to select an app of their own choice followed by a survey to evaluate the app using both quantitative and qualitative open-ended responses. The second pilot had all students examine the same app followed by the same survey to analyze potential differences in results and to gain additional insights. The third pilot study used the same questions, but this time rather than using it to evaluate the app, the students evaluated the quality of the questions used. During the third pilot study, students were looking strictly at the quality of the questions for instructional use. All study participants were graduate-level students in Instructional Design and Technology and were aware of best instructional practices. It is anticipated, post study, instructors and trainers can begin using the evaluation instrument, selecting those questions meeting their unique instructional needs.

scholarly journals Facilitating Network Technology Training in the Australian Vocational Education Sector

2016 ◽  
Vol 11 (1) ◽  
pp. 242
Author(s):  
James McIlwain ◽  
Owen McIIwain ◽  
Stanislaw Paul Maj.
Keyword(s):  
Student Learning ◽  
Educational Outcomes ◽  
Teaching And Learning ◽  
Further Education ◽  
Education Sector ◽  
Assessment Tools ◽  
Solo Taxonomy ◽  
Course Materials ◽  
Study Student

Within the Australian Further Education sector for lecturers in the IT field it is not uncommon to use vendor based curriculum. The advantages to this approach are that students can graduate not only with a national award (Certificate or Diploma) and also an internationally recognized vendor qualification. Furthermore, the larger vendors supply comprehensive course materials, resources and assessment tools all of which have been extensively tested. In effect lecturers do not have to write their own course materials. Whilst it is recognized that lecturers may well facilitate student learning the quality of the educational outcomes is highly dependent on the quality of the vendor based materials. In the case of the Cisco Network Academy Program (CNAP) course materials did not provide a consistent diagrammatic representation of networking devices and protocols. Educational theory strongly suggests that such a model is the basis of quality teaching and learning. In this study student learning was evaluated using the State Model Diagram (SMD) method and the interpreted using the SOLO taxonomy. The results clearly demonstrate that there are considerable advantages to using the SMD method.

MODIFIKASI METODE PEMBELAJARAN MATEMATIKA INSIDE OUTSIDE CIRCLE DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Nurmaita Putri Handayani ◽  
Siti Kholifaturohmah ◽  
Thania Intan Syahrini
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Major Influence ◽  
Self Awareness ◽  
Learning Method ◽  
Quality Of Learning ◽  
And Task

This writing aims to motivate students to be more disciplined in the learning process and can also improve and develop students’ understanding in solving problems. In order for these objectives to be achieved and the quality of learning to increase, the writing of a combination of Inside-Outside Circle Learning Method and Task and Forced Learning Strategies was conducted. The Inside-Outside Circle Learning Method is learning with a system of small circles and large circles in which students share information at the same time with different pairs briefly and regularly. While the Task and Forced Learning Strategy is alearning strategy that emphasizes the discipline and self-awareness of students with the assignment of tasks that force students to finish on time. As for this strategy combined, it is expected to overcome and cover the lack of the Inside-Outside Circle Learning Method. The result of the discussion show that the combination of Inside-Outside Circle Learning Method and Task and Forced Learning Strategies has a major influence on improving student understanding in completing tasks, making student learning outcomes better, students becoming more disciplined and more active in learning, and students accustomed to preparing self by learning before starting teaching and learning activities. Therefore, this combination is very necessary in the learning process and can be applied to improve the quality of learning in schools.

An Evaluation of WebCT Course Content Management System at the University of Botswana

2012 ◽  
pp. 205-232
Author(s):  
Adeyinka Tella ◽  
S. M. Mutula ◽  
Athulang Mutshewa ◽  
Angelina Totolo
Keyword(s):  
Teaching And Learning ◽  
Survey Methodology ◽  
Access Network ◽  
Content Management ◽  
Course Content ◽  
Course Materials ◽  
University Of Botswana ◽  
The University ◽  
Network Server

This study evaluated a WebCT course content management (CCMS) system at the University of Botswana. Survey methodology was used and questionnaires were distributed to 503 students selected from six faculties, and an in-depth interview were conducted involving (20) twenty lecturers who teach via the WebCT platform. Findings reveal that, generally, WebCT CCMS is doing well at the University of Botswana and that the system has been a success. The results also confirm the quality of course materials uploaded on the system, that is, service quality and the quality of the teaching and learning via the system. Furthermore, by learning through WebCT, students are able to self regulate their learning and, given the opportunity, they are ready to use and continue learning using the WebCT platform. Results also indicate that generally students are satisfied with the performance of WebCT and that there are many benefits associated with the system in context to teaching and learning at the university. Problems associated with WebCT CCMS that are experienced by staff and students of the University include access, network /server failure, lack of link between ITS and WebCT, lack of teaching expertise using WebCT, and failure to remove completed courses from the system.

An Evaluation of WebCT Course Content Management System at the University of Botswana

2010 ◽  
Vol 2 (2) ◽  
pp. 48-78 ◽  
Author(s):  
Adeyinka Tella ◽  
S. M. Mutula ◽  
Athulang Mutshewa ◽  
Angelina Totolo
Keyword(s):  
Teaching And Learning ◽  
Survey Methodology ◽  
Access Network ◽  
Content Management ◽  
Course Content ◽  
Course Materials ◽  
University Of Botswana ◽  
The University ◽  
Network Server

This study evaluated a WebCT course content management (CCMS) system at the University of Botswana. Survey methodology was used and questionnaires were distributed to 503 students selected from six faculties, and an in-depth interview were conducted involving (20) twenty lecturers who teach via the WebCT platform. Findings reveal that, generally, WebCT CCMS is doing well at the University of Botswana and that the system has been a success. The results also confirm the quality of course materials uploaded on the system, that is, service quality and the quality of the teaching and learning via the system. Furthermore, by learning through WebCT, students are able to self regulate their learning and, given the opportunity, they are ready to use and continue learning using the WebCT platform. Results also indicate that generally students are satisfied with the performance of WebCT and that there are many benefits associated with the system in context to teaching and learning at the university. Problems associated with WebCT CCMS that are experienced by staff and students of the University include access, network /server failure, lack of link between ITS and WebCT, lack of teaching expertise using WebCT, and failure to remove completed courses from the system.

scholarly journals Performance of Postgraduate students in Objective Structured Practical Examination (OSPE) in the Speciality of Obstetrics and Gynaecology

1970 ◽  
Vol 25 (1) ◽  
pp. 3-8
Author(s):  
S Rouf ◽  
A Majid
Keyword(s):  
Clinical Assessment ◽  
Teaching And Learning ◽  
Simulated Patients ◽  
Problem Solving Skills ◽  
Postgraduate Students ◽  
Practical Examination ◽  
Obstetrics And Gynaecology ◽  
First Time ◽  
And Task

Objectives: The aim of the study was to evaluate the performance of the postgraduate students in Objective Structured Practical Examination (OSPE) in the speciality of Obstetrics and Gynaecology. This new trend of assessment was implemented first time in Bangladesh as a part of clinical assessment in the Fellowship examination. Materials and Methods: Three Mock OSPE were arranged for the postgraduate students before appearing in the final Fellowship examination by the faculty of Obstetrics and Gynaecology along with Bangladesh College of Physicians and Surgeons (BCPS) in the month of September and November 2005. A total of 109 students participated. In OSPE, students rotate through different stations where they are asked to perform certain tasks. In each circuit three different categories of stations were arranged, procedural stations for demonstrating certain skills, interactive stations with simulated patients for patient education, counselling and history taking and question stations where specimens, instruments, data and scenarios were placed for evaluation of interpretation, decision making and problem solving skills. For the procedural and interactive stations a preformed standardized checklist was placed with an observer for evaluation. For the question stations answer keys were prepared for checking. Pass mark was set at 52% (13 grade) as decided by the Examination Committee of BCPS. Results: Fifty six (51.38%) students scored 52% or above and declared as having passed. Performance in the procedural station was very poor in the first Mock (40.20% success rate) but the results got better in the subsequent Mock (52% in Mock II and 72% in Mock III). Performance in the interactive stations was not at all satisfactory, 75% could not achieve the desired credit revealing the fact that the students were very poor in communication skills. Performance in the question stations was variable depending upon the objective and task enrolled. Conclusions: OSPE is objective, structured, reliable and valid way to assess all the component of clinical competency and is an option to improve quality of clinical assessment, teaching and learning. (J Bangladesh Coll Phys Surg 2007; 25 : 3-8)

scholarly journals A study on challenges and solutions for specialized English teaching and learning in the context of international integration.

2021 ◽  
Author(s):  
Truong Thi Anh Tuyet
Keyword(s):  
Teaching And Learning ◽  
Public Investment ◽  
Social Needs ◽  
International Standards ◽  
English For Specific Purposes ◽  
Training Institution ◽  
International Integration ◽  
English Teaching ◽  
Learning English

The country is increasingly developing, actively integrating into the world economy in all aspects, the issue of teaching and learning English for Specific Purposes in the educational program in our country today, is very much appreciated by the state and society’s care and attention. Many seminars and reforms have been organized and carried out at all levels of study on issues such as curriculum content, teaching methods innovation, retraining and improving the quality of teachers, equipment, etc. teaching materials, reforming testing methods, assessing and recognizing learners' qualifications in line with international standards. However, these efforts have not met the requirements of an increasingly dynamic and frequently changing society today. Therefore, the research paper titled "Challenges and solutions for teaching and learning English for Specific Purposes (ESP)" is a study to find out the difficulties and provide several reasonable solutions to overcome the situation in teaching and learning English majors in the context of international integration at Ho Chi Minh City University Of Food Industry (HUFI) as well as other universities. Thereby analyzing some situations and some challenges that specialized English teaching and learning are facing today, the author of the article proposes many possible solutions to achieve results according to the goals set out of the training institution. The lack of training and not meeting the current social needs has made specialized English training not as effective as expected and wasted money on public investment for this work. Effective, foreseeable, synchronous, and comprehensive learning solutions will partly help improve teaching and learning English for Specific Purposes in the context of international integration.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

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