scholarly journals EXPERIENCES OF INTEGRATING PRESENTATION SKILLS AND TEAMWORK SKILLS IN TEACHING THE HO CHI MINH THOUGHT SUBJECT AT TRA VINH UNIVERSITY

2019 ◽  
Vol 1 (2) ◽  
pp. 194-202
Author(s):  
Tai Huu Phan
Keyword(s):  
Teaching And Learning ◽  
Integration Method ◽  
Soft Skills ◽  
Student Needs ◽  
Specialized Knowledge ◽  
Teachers And Students ◽  
The Subject ◽  
Teamwork Skills

Integrating presentation skills and teamwork skills into teaching The Ho Chi Minh Thought subject has brought about practical effects in teaching and learning of teachers and students at Tra Vinh University at present, such as: students are more actively in searching materials, confidently in showing their abilities in front of the crowd, in expressing assertiveness and flexibly in using each problem that the teacher has set, the class more dynamic and students’ psychology is very comfortable when the subject has applied soft skills integration method. Besides, the cooperation of both teachers and students, the duration of subjects are also issues that need to be considered when integrating this method. Therefore, the application of integrating soft skills into the teaching specialized knowledge is essential, where each teacher and student needs to demonstrate his or her role and bravery in order to fulfill the task.

scholarly journals INTEGRATING SOFT SKILLS INTO TEACHING ORGANIZING EVENTS SUBJECT AT SCHOOL OF STATE MANAGEMENT, OFFICE ADMINISTRATION, AND TOURISM – TRA VINH UNIVERSITY

2019 ◽  
Vol 1 (2) ◽  
pp. 228-234
Author(s):  
Tuan Minh Chau
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Soft Skills ◽  
Thinking Skills ◽  
Listening Skills ◽  
Specialized Knowledge ◽  
Problem Solving Skills ◽  
State Management ◽  
The Subject ◽  
Teamwork Skills

The article presents the importance of integrating soft skills into teaching specialized knowledge. Through the article, the author presents the importance of Organizing Events subject as well as shows that Organizing Events is a subject that requires learners to have many skills such as: independent working skills, teamwork skills, creative thinking skills; coordination skills, problem-solving skills, listening skills and some other skills. All the skills mentioned above are applied to Organizing Events at each stage, each activity when organizing the event. In order for students to effectively apply the skills into the subject, teachers can design lectures, provide exercises in accordance with the content of the subject, divide each stage so that it can be further taught helping students grasp each content, thereby being able to best use the subject when designing each profile for the assumed event and students have to practice organizing events according to reality. Besides, the articlealso emphasizes that integrating soft skills into teaching specialized knowledge is a necessity, from the reality of the Organizing Events subject.

scholarly journals PEDAGOGICAL INFLUENCE IN THE INTEGRATION OF SOFT SKILLS AMONG HIGH SCHOOL STUDENTS

2021 ◽  
Vol 6 (42) ◽  
pp. 329-344
Author(s):  
Ilangko Subramaniam
Keyword(s):  
High School Students ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Thinking Skills ◽  
School Students ◽  
Problem Solving Skills ◽  
High Performing Schools ◽  
High Performing ◽  
Teamwork Skills

Soft skills are non-academic competencies that complement a student's academic achievement to face the world of work in the future. This study aims to identify ways of implementing soft skills and the kind of soft skills emphasized in the teaching and learning of the Malay language among secondary school students in nine selected schools in Kedah, Penang, and Perak. The study involved focus group interviews and individual interviews consisted of 119 students and 26 Malay language teachers. The findings show that soft skills apply directly and indirectly through various learning activities in Malay Language subjects. Respondents from normal schools received less exposure to soft skills compared to respondents from high-performing schools (HPS). Among the soft skills identified in this study are teamwork skills, self-confidence, communication, critical thinking, leadership, influencing skills, critical and creative thinking skills (CCTS), and problem-solving skills. Communication skills and teamwork skills were among the most detected soft skills in the three high-performing schools involved in this study. Meanwhile, the activities carried out to apply soft skills are group discussions, presentations, acting, poetry recitation, storytelling, public speaking, forums, and question and answer. Although this study is not comprehensive in terms of the number of schools and respondents, the findings of this study are important to explain the real scenario of the level of mastery and integration of soft skills, especially in the nine cases of this study.

scholarly journals Tindak Tutur Direktif Langsung Literal Guru pada Pembelajaran Teks Eksposisi di Kelas X IPS-3 SMA Negeri 3 Boyolali (Literal Directive Speech Act in Exposition Text Learning in Class X IPS-3 SMA Negeri 3 Boyolali)

JALABAHASA ◽  
2017 ◽  
Vol 13 (2) ◽  
pp. 109
Author(s):  
Siti Maesaroh
Keyword(s):  
Speech Acts ◽  
Teaching And Learning ◽  
Speech Act ◽  
Communication Process ◽  
Text Learning ◽  
Classroom Communication ◽  
Teachers And Students ◽  
The Subject ◽  
Directive Speech Acts ◽  
Directive Speech

Bahasa merupakan alat interaksi sosial atau alat komunikasi antarmanusia, termasuk di dalamnya komunikasi antara guru dengan siswa dalam kegiatan belajar mengajar di kelas. Dalam setiap komunikasi di kelas, guru dan siswa saling menyampaikan informasi yang dapat berupa pikiran, gagasan, maksud, perasaan, maupun emosi secara langsung. Setiap proses komunikasi memunculkan tindak tutur dalam satu situasi tutur. Hal inilah yang melatarbelakangi penulis untuk melakukan penelitian. Adapun tujuan penelitian ini adalah untuk mendeskripsikan bentuk-bentuk tindak tutur direktif guru dalam pembelajaran teks eksposisi di Kelas X IPS-3 SMA Negeri 3 Boyolali. Strategi yang penulis pilih adalah langsung literal agar mempermudah pemahaman terhadap mitra tutur. Objek penelitian ini adalah tindak tutur guru dan siswa dalam proses pembelajaran. Subjek penelitian ini adalah seorang guru yang mengajar bahasa Indonesia di Kelas X IPS-3 SMA Negeri 3 Boyolali. Pengumpulan data menggunakan metode pengamatan, perekaman, dan pencatatan. Hasil penelitian membuktikan bahwa bentuk tindak tutur direktif langsung literal yang dilakukan guru dalam pembelajaran teks eksposisi di Kelas X IPS-3 SMA Negeri 3 Boyolali berfungsi untuk menyuruh, memohon, menuntut, menyarankan, dan menantang. Tindak tutur direktif langsung literal yang dominan dilakukan guru dalam pembelajaran adalah menyuruh. Language is a means of social interaction or communication among people, including the communication among teachers and students in the teaching and learning activities in the classroom. In every classroom communication, the teacher and student convey information to each other that can be thoughts, ideas, intentions, feelings, or emotions directly. Every communication process brings up acts of speech in a speech situation. This is what lies behind the author to do this study. The purpose of this study is to describe the forms of directive speech acts of the teacher in learning text exposition in Class X IPS-3 SMA Negeri 3 Boyolali. The strategy choosen by the author is literal direct to facilitate understanding towards the interlocutor. The object of this study is the speech acts of teachers and students in the learning process. The subject of this study is a teacher who teaches Indonesian in Class X IPS-3 SMA Negeri 3 Boyolali. The data are collected using observation, recording and noting methods. The result of the research proves that the form of literal direct directive speech act done by teacher in exposition text lesson in Class X IPS-3 SMA Negeri 3 Boyolali serves to ask, to beg, to demand, to advise, and to challenge. The literal direct directive speech act that is dominant done by the teacher in learning is to order.

scholarly journals Electronic Slideshow Presentations in the Higher Education Teaching and Learning Process

2018 ◽  
Vol 6 (2) ◽  
pp. 120
Author(s):  
Carlos Miguel Ferreira ◽  
Ana Isabel Santos ◽  
Sandro Serpa
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Focus Attention ◽  
Timely Manner ◽  
Quality Class ◽  
Pedagogical Quality ◽  
Teachers And Students ◽  
The Subject ◽  
The One

The use of electronic slide presentations (ESP), usually through PowerPoint or Prezi software, has become widespread in higher education and is part of the expectations and perceptions of both teachers and students of how a successful and quality class should be. Is this dissemination of ESP use justified by the pedagogical quality fostered in learning? While its use can help focus attention on the content of the subject during classes, there are also limitations in this process, both in the dimension of teaching, by the teacher, and in the dimension of learning, by the student. This paper seeks to provide a contribution to the debate on this topic, and the advantages and limitations in using ESP. It is concluded that there is a need, on the one hand, to define the use of ESP, by assaying their application, as well as, on the other hand, to simultaneously develop other pedagogical ways of teaching, whose articulation can make the student’s role more active and pertinent, and enable the feedback to the student on the part of the teacher, so that it may be possible to regulate the teaching and learning process in a timely manner.

scholarly journals “Lost in translation”. Soft skills development in European countries

2016 ◽  
Vol 3 (2) ◽  
pp. 389 ◽  
Author(s):  
Maria Cinque
Keyword(s):  
Labour Market ◽  
Global Economy ◽  
Teaching And Learning ◽  
Soft Skills ◽  
University Education ◽  
Soft Skill ◽  
Qualitative Focus Groups ◽  
The Subject ◽  
University Level ◽  
Lost In Translation

The world of work is changing profoundly, at a time when the global economy is not creating a sufficient number of jobs. Many documents issued by the EU and various researches, carried out by companies and human resources experts, point out that the so-called “soft” skills are closely connected with employability, particularly for young people entering the labour market. At present, EU countries have different methodologies and approaches to the teaching and assessment of soft skills. Another obstacle is represented by the absence of a common language. There are different ways of naming ‘soft skills’, different definitions of them, different manners of classifying and clustering them. The article explores some classifications of soft skills and presents a collection of best practices and methods for teaching and learning them at University level, taking into account different perspectives and basing on the results of two European projects focused on this topic. The final goal is to provide an analysis aimed at the identification of the most important soft skills needed for a successful transition from University education to the labour market. The analysis includes a brief chronological excursus on relevant studies on the subject, a review of current literature on employability skills, quantitative (surveys) and qualitative (focus groups) researches from Europe and Third Countries, identifying the range of soft skills relevant for newly graduates. The aim of this overview is to enhance understanding of soft skills and to indicate key areas for soft skill development at University level.

scholarly journals Directions for improving the quality of education in Belarusian universities (sociological analysis)

2020 ◽  
Vol 3 (1) ◽  
pp. 39-50
Author(s):  
Yury Kalesnik ◽  
Vadzim Kleiman ◽  
Valentina Vasicheva
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Academic Development ◽  
Education Quality ◽  
Educational Technologies ◽  
Quality Of Higher Education ◽  
Higher Education Quality ◽  
Teachers And Students

AbstractEducational institutions all over the world realize the importance of promoting international cooperation. In order to stay competitive in such fields like education, research, innovations it is no longer enough to count on only internal resources. Exchange of experience, knowledge sharing, benchmarking provide possibilities for universities to constantly remain updated on modern know-hows.New opportunities for improving the quality of higher education in Belarus are provided by different international programs and projects. Among them there is the project of the EU Program ERASMUS + CBHE “University Teaching and Learning Enhancement” / UniTeLE, which has been implemented since 2019. The project coordinator is Linnaeus University (Sweden).In the framework of the ERASMUS + UniTeLE project, a consortium of Belarusian universities has conducted a higher education quality research. The purpose of this research is to identify areas for improving the quality of higher education in Belarus.The research was carried out on the basis of a sociological survey of a representative sampling of teachers, staff and students of six Belarusian universities (more than 350 respondents from Minsk, Gomel, Brest, Gorki, Polotsk, Grodno were interviewed). Both SWOT analysis of higher education quality in Belarus and focus group of possible improvement were performed. The discussion was attended by work groups of 25 leaders, teachers and students from each of the Belarusian universities of the project consortium.The following fundamental research results should be noted. Among the strengths of Belarusian universities are: specialization in the regions, the system of additional adult education, and practical experience of teachers (2/3 of respondents). 58% of respondents are confident in the advantages of innovative educational technologies used by teachers, 47% indicated a low intensity of innovation implementation. Respondents noted the high level of Hard Skills competencies of the teaching staff and insufficiently of Soft Skills competencies for both teachers and students. The respondents identified outdated educational technologies and methods and the content of curricula as the fundamental weakness of Belarusian education.The following areas of quality improvement have been identified as the most important for Belarusian universities: -the development of Soft Skills competencies of both teachers and students to provide their close interaction;-the development of Soft Skills competencies among students to provide their close interaction with employers (the development of job search skills, entrepreneurial activity);-the introduction of active teaching and learning methods, the development of interactive educational technologies;-the inсlusion of students in the process of education quality internal assessment;-systematic assessment of teachers, including the process of applying for a job, teacher academic development planning (HR management).For the practical improvement in the suggested areas, it is advisable to create Life Long Learning Centres and Centres of Academic Development of teachers in Belarusian universities, as well as a student-oriented quality assessment system. To improve the quality and competitiveness of Belarusian education, it is also advisable to develop international cooperation and networking among universities. The positive experience of such projects as TEMPUS ECOTESY, ERASMUS + UniTeLE, ERASMUS + BELL and others, can contribute to such cooperation and interaction.

scholarly journals Making Use of ‘Rumah Belajar Portal’ to Improve Students’ Ability to Read Descriptive Texts at Grade VII of SMPN 31 Bengkulu Tengah

2019 ◽  
Vol 3 (2) ◽  
pp. 127-142
Author(s):  
Putri Yanentha Istamia
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Online Media ◽  
Ministry Of Education ◽  
Content Learning ◽  
Qualitative And Quantitative ◽  
Classroom Activities ◽  
Field Note ◽  
Teachers And Students ◽  
The Subject

Rumah Belajar Portal (RBP) is an alternative online media that was built by the Ministry of Education and culture (KEMDIKBUD) to provide content learning materials for teachers and students, RBP contains some feature but the researcher focused on Sumber Belajar and Kelas Maya feature.This researcher aimed to find out if the use of Rumah Belajar Portal could improve students’ reading comprehension abilities on descriptive text, to describe the students’ participations in the classroom activities, and to describe the students’ responses. The design was classroom action research, which was conducted in two cycles. The subject comprised the students at grade VII of SMPN 31 Bengkulu Tengah and consisted of 11 students. Qualitative and quantitative data were used. The instruments were reading comprehension test, observation checklist (field note) and interview. The result showed that RBP could improve the students’ abilities in reading descriptive text. The students who passed the minimum criterion of mastery (KKM passing grade ?70) improved from 18% in preliminary data to 45% at the end of cycle 1 and to 82% at the end of cycle 2. As for participation, the students were active and enthusiastic in asking and answering the question about the lesson in teaching and learning process. The students’ responses were positive. This shows that RBP was effective to be used in reading descriptive text.

scholarly journals INTEGRATING SOFT SKILLS INTO TEACHING SPECIALIZED KNOWLEDGE CONTRIBUTES TO CREATING EXCITEMENT AND IMPROVING STUDYING QUALITY FOR STUDENTS OF TRA VINH UNIVERSITY

2019 ◽  
Vol 1 (2) ◽  
pp. 269-279
Author(s):  
Hung Thanh Phan
Keyword(s):  
Teaching Methods ◽  
Social Life ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Social Situation ◽  
Specialized Knowledge ◽  
Research Results ◽  
Methods And Techniques ◽  
Teaching And Learning Quality ◽  
Improving Teaching And Learning

Within the scope of this article, a survey of 250 students, who represent various branches and faculties of Tra Vinh University, was conducted to collect necessary information for the analysis and assessment of current teaching methods and techniques and to evaluate the needs of learning soft skills as well as the important of  applying soft skills in learning, social life and future careers. The research was not only to identify students’ perceptions about the role and importance of soft skills in learning as well as the practical use for social situation but also to evaluate the reality of using soft skills in learning, teaching and partly reflecting students’application of soft skills in society. Therefore, the research results will contribute to raising the awareness of students, lecturers and curriculum writers in schools about this issue. At the same time, on the basis of the current situation and research results, the author also raises a number of requirements and activities to integrate soft skills in teaching specialized knowledge contributing to improving teaching and learning quality at the School effectively.

scholarly journals Impact Of Media QR Code To Grow The Interest Of Students Learn Sociology In Social Conflict Materials

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Anna Rusmiyati
Keyword(s):  
Character Education ◽  
Teaching And Learning ◽  
Social Conflict ◽  
Learning Activities ◽  
Qr Code ◽  
Process Learning ◽  
Teachers And Students ◽  
Innovative Learning ◽  
The Subject ◽  
Google Play

The existence of innovative learning allows dynamism in learning. The presence of technology in the world of education is to help teachers and students to obtain the speed of information, create innovative learning, and facilitate all teaching and learning activities. One result of technology that can be utilized in learning is the presence of a smartphone. On the smartphone, there is a QR Code media that can be downloaded via Google Play. One of the sociological materials, namely social conflict is the choice to be presented with QR Code media. The implementation is that students from one of the groups download the QR Code on their smartphone so that they can scan the assignments given by the teacher in the form of barcodes. Previously the teacher had prepared questions about the subject of social conflict in the form of barcodes. Gurupun also download a barcode generator on a smartphone to be able to write the problem, then the final result in the form of a barcode. The results in the form of barcodes are then printed. Then students do the scanning on the printed barcode and the task or problem to appear will appear. Completion of tasks is done in groups so as to accelerate the process. Learning with QR Code media also includes 21st century educational abilities, including literacy, strengthening character education, and 4C (critical, communicative, collaborative, and creative). By using the QR Code media it turns out to be very effective in fostering students' interest in studying sociology. Keywords : Innovative learning, QR Code, Barcode Generator, Scaning, Social Conflict

scholarly journals Peningkatan Keterampilan Proses Sains Melalui Kegiatan Laboratorium Disertai Strategi Catatan Terbimbing (Guided Note Taking) Pada Siswa Kelas VIII E SMP Negeri 7 Surakarta Tahun Pelajaran 2010/2011

BIO-PEDAGOGI ◽  
2013 ◽  
Vol 2 (2) ◽  
pp. 38
Author(s):  
Anggita Widya Nugroho ◽  
Meti Indrowati ◽  
Bowo Sugiharto
Keyword(s):  
Teaching And Learning ◽  
Process Skills ◽  
Note Taking ◽  
Science Process Skills ◽  
Laboratory Activity ◽  
Skills Laboratory ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Academic Year

<p>The purposes of this research is to improve the science process skills through applying laboratory activity with guided note taking to the students of VIII E class at SMP Negeri 7 Surakarta, academic year 2010/2011. This research refers to The Classroom Action Research which is conducted in 2 cycles that consist of planning, action, observing, and reflecting. The subject of this research is 36 students of VIII E class at SMP Negeri 7 Surakarta, academic year 2010/2011. The sources of the data consist of information from teachers and students, places and events that happened during the process of teaching and learning, and also some documents/files. The data of this research is collected by using observation sheet, questionnaire, interview, and documentations. The data is analyzed in qualitative descriptive method. The validity of data is tested through method and observer triangulation. The result of this research shows that has done in two cyrcles can be concluded that the application of laboratory activity with guided note taking can improve the science process skills in observe, clasificate, predict, measure, conclude, and communicate skills of the student of VIII E class at SMP Negeri 7 Surakarta, academic year 2010/2011.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Science Process Skills, Laboratory Activity, Guided Note Taking</p>

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