scholarly journals THE SKILLS OF WRITING ANSWERS TO KBAT LITERARY TEXTS USING THE METHOD OF DRILLING QUESTIONS FOR UPPER SECONDARY STUDENTS IN MAAHAD KAWALAN

2021 ◽  
Vol 6 (44) ◽  
pp. 95-110
Author(s):  
Mohd Shafie Mohamad ◽  
Rozita Radhiah Said ◽  
Azhar Md. Sabil ◽  
Mohd Mursyid Arshad
Keyword(s):  
Secondary Students ◽  
Intermediate Level ◽  
Literary Texts ◽  
School Students ◽  
Cohesive Devices ◽  
Upper Secondary ◽  
Drilling Method ◽  
Before And After ◽  
Post Test

The Bahasa Melayu question paper is divided into two papers ( Paper 1 and Paper 2), with both papers require written essay responses. The literature section is the part of the questions that students are required to answer in the Sijil Pelajaran Malaysia (SPM) exam. There are 13 marks awarded for 4 questions, two of them are questions in the form of KBAT. The aim of this study was to improve secondary school students' skills in writing KBAT answers using drill method. In addition, the researchers compared students' responses to four parts of the questions in the literature section of Bahasa Melayu Paper 2 (1103/2) before and after the drilling method. This study used a qualitative approach in the form of a case study (document analysis). In data collection, 5 classes in Maahad Control were subjected to pre-test and post-test. The study revealed that the pre-test scores of 10 students randomly taken from 5 classes, 3 of them were at the weak level and 7 students were at intermediate level. However, after 6 drilling sessions, the researcher found that the performance of the students improved in the post-test. 2 students reached an intermediate level and 8 students reached a good level in answering literature questions. This proves that students trained with drill method mastered the techniques of answer writing due to the influence of answer discussion which highlights the key words in each question. Meanwhile, teachers still need to guide students on punctuation and the use of appropriate cohesive devices in each part of the answer.

scholarly journals EFFECTIVENESS OF BOARD GAME AND INFOGRAPHICS ON DELIVERING LIFE CYCLE ASSESSMENT (LCA) CONCEPTS AMONG SECONDARY SCHOOL STUDENTS

2020 ◽  
Vol 2 (1) ◽  
pp. 05-08
Author(s):  
Amir Hamzah Sharaai ◽  
Norshahira Mohd Shah ◽  
Liyana Zulkipli
Keyword(s):  
Life Cycle Assessment ◽  
Life Cycle ◽  
Secondary Students ◽  
Board Game ◽  
School Students ◽  
Product Consumption ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Core Elements

Environmental education is important as environmental issues addressed are caused by lack of attitude, awareness and knowledge on environment. It teaches people to explore all the problems related to the environment and engage in wise ways to preserve it. The environmental knowledge needs to be disseminated among society members and Life Cycle Assessment (LCA) concept is one of the core elements. LCA helps people to understand the potential environmental impact of product consumption in daily activities. The aim of this study is to assess the effectiveness of using board game and infographic in delivering the LCA concept among lower secondary students. The students are required to take several quizzes to evaluate their understanding on LCA based on the treatment given. This study is conducted using the Solomon four-group design to achieve the research objectives; (1) identifying significant difference between pre and post-test of the two methods, and (2) identifying significant difference between the two methods itself in helping the students to learn LCA. The statistical analysis reported that there is a significant difference in levels of LCA knowledge among students before and after they were exposed to LCA (t= 3.806, df= 39, p < .05). However, there were no significant differences on levels of LCA knowledge between the board game and infographic method (t= 1.593, df= 38, p > .05). The structure of the board game and infographic provides necessary component to develop the foundation of LCA knowledge for students while they enjoy the game

scholarly journals EFL Textbook Analysis: A Case Study

2012 ◽  
Vol 14 (3) ◽  
pp. 27 ◽  
Author(s):  
Harison Mohd Sidek
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Grade Level ◽  
Textbook Analysis ◽  
Secondary Curriculum ◽  
Upper Secondary ◽  
Below Grade Level

The purpose of the present study was to determine how well Malaysian EFL Secondary Curriculum prepares upper secondary students for tertiary reading in English. This study is explorative in nature. The data for this study were acquired from a Malaysian national EFL upper secondary textbook. The data were in the form of comprehension reading passages in the selected EFL textbook. In this case study, reading instructional design in the EFL textbook was analyzed in terms of types and the grade-level length of passages used in the textbook. The findings show that reading instructional design in the EFL textbook significantly emphasizes the use of narrative passages with the majority of the passages being below grade-level texts.

scholarly journals PENERAPAN METODE PEMBELAJARAN OUTDOOR PADA SISWA UNTUK MATA PELAJARAN KOMUNIKASI DI SEKOLAH MENENGAH KESEHATAN

2019 ◽  
Vol 10 (1) ◽  
pp. 13-20
Author(s):  
Rita Rena Pudyastuti
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Health Department ◽  
Vocational High School ◽  
School Students ◽  
Before And After ◽  
Post Test ◽  
Conventional Methods ◽  
Outdoor Teaching ◽  
Nursing Department

Learning outside the classroom (outdoor study) is an effort to create learning, to avoid boredom and perceptual learning only in class. The approach to learning outside the classroom uses several methods such as assignment, question and answer, and learning while doing or practicing with learning situations while playing. Students get bored quickly with conventional methods. This study aims to determine the effectiveness of pre and post test using the method of learning outdoor study on Communication subjects to increase the learning achievement of Nursing Health Department Vocational High School students totaling 80 students. The design of this study is Quasi Experiment research. Data collection methods that will be used in this study are pre test and post test questionnaires distributed to students of the Nursing Department, before and after the Communication teaching and learning process using outdoor teaching methods and conventional methods. To analyze data using paired T Test. The results obtained are that there is a significance between the pre test and post test of the learning outdoor method, which is 0.00. But the use of conventional methods is not significant with a result of 0.50. Keywords: Learning method, outdoor, conventional

scholarly journals Comparing Different Pedagogical Techniques to Teach Spelling at a Saudi High School: A Case Study

2019 ◽  
Vol 7 (1) ◽  
pp. 36
Author(s):  
Saad Althobaiti ◽  
Tariq Elyas
Keyword(s):  
High School ◽  
Saudi Arabia ◽  
High School Students ◽  
Research Method ◽  
Male Students ◽  
School Students ◽  
Repeated Practice ◽  
Post Test ◽  
The Common

<p><em>This study investigates whether teaching spelling to high school students using different techniques, i.e. copy, cover, compare and flip folder, would improve students’ spelling. Additionally, it explores students’ opinions and perceptions towards these techniques. The research conducted in Granada high school in Makkah, Saudi Arabia. Thirty-six male students participated in this study whose levels according to the course book were assumed to be B1 in the Common European Framework of Reference for Languages (CEFR). In this study, a mixed research method was used where data was analyzed quantitatively and qualitatively. The first group was taught using copy cover and compare method (CCC), which emphasizes repeated practice when errors occur in students spelling, whereas the second group was trained using the flip folder technique which is a combination of visual, auditory, and kinesthetic techniques that were believed to enhance memorization. A post-test was utilized immediately after the intervention and the results showed that the CCC group outperformed the Flip Folder group. </em></p>

scholarly journals TEACHING UPPER-SECONDARY STUDENTS ABOUT CONSERVATION OF MECHANICAL ENERGY: TWO VARIANTS OF THE SYSTEM APPROACH TO ENERGY ANALYSIS

2021 ◽  
Vol 20 (2) ◽  
pp. 223-236
Author(s):  
Asila Halilović ◽  
Vanes Mešić ◽  
Elvedin Hasović ◽  
Andrej Vidak
Keyword(s):  
Secondary Students ◽  
System Approach ◽  
Mechanical Energy ◽  
Real Life ◽  
Life Problems ◽  
Conventional Teaching ◽  
Upper Secondary ◽  
Post Test ◽  
Level Of Understanding ◽  
Quasi Experiment

Conventional teaching about the law of conservation of mechanical energy (LCME) often results with students trying to solve problems by remembering similar problems they already covered in classes. Consequently, many students fail to transfer their knowledge to simplest real-life problems. Therefore, a pre-test – post-test quasi-experiment was conducted to evaluate the effects of an alternative, system-based approach to teaching about LCME. The study included 70 upper-secondary students from the First Bosniak Gymnasium Sarajevo, Bosnia and Herzegovina. Firstly, all students learned about energy in a conventional way. Then they wrote a test on LCME and had three additional hours of teaching about this topic, where one group of students learned in line with the forces-variant of the system approach (e.g., discussing conservative and non-conservative forces) and the other group with the process-variant of the same approach (e.g., discussing system’s states and processes like in thermodynamics). For both variants, only three hours of system-based teaching proved to substantially improve the students’ level of LCME understanding compared to the level of understanding they had after conventional teaching. It follows that the system approach may work well at the upper-secondary level, if it is introduced through the scaffolding-and-fading technique. Keywords: quasi-experiment, mechanical energy, teaching materials, teaching strategies

scholarly journals A proposed strategy effectiveness of teaching literary texts based on the assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade secondary students

2020 ◽  
pp. 40-107
Author(s):  
بليغ حمدي إسماعيل عبد القادر
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Literary Texts ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This current research aims to measure the effectiveness of using a proposed strategy for teaching literary texts based on the main assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade students, and to achieve this goal the researcher has prepared a list of reading comprehension levels and their behavioral indicators (Skills) required for second year secondary school students, as well as the appropriate reading self dimensions for secondary school students related to literary texts, and the researcher prepared a test that measures reading levels of comprehension, and a measure of the dimensions of the reading self, As well as preparing student worksheets and a teacher’s guide explaining how to use the proposed strategy. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the scores of the control group in the test of post-comprehension reading and the dimensional reading self-measure in favor of the experimental group. The results also indicated the effectiveness of using the proposed strategy based on hypotheses of NLP in developing reading comprehension levels and improving The dimensions of the reading self of the experimental group students.

scholarly journals Affective field during collaborative problem posing and problem solving: a case study

2020 ◽  
Vol 105 (3) ◽  
pp. 303-324 ◽  
Author(s):  
Maike Schindler ◽  
Arthur Bakker
Keyword(s):  
Problem Solving ◽  
Problem Posing ◽  
Dynamic Nature ◽  
School Students ◽  
Affective Characteristics ◽  
Affective Factors ◽  
Collaborative Problem ◽  
Upper Secondary ◽  
Motivation Beliefs

AbstractEducators in mathematics have long been concerned about students’ motivation, anxiety, and other affective characteristics. Typically, research into affect focuses on one theoretical construct (e.g., emotion, motivation, beliefs, or interest). However, we introduce the term affective field to account for a person’s various affective factors (emotions, attitudes, etc.) in their intraplay. In a case study, we use data from an extracurricular, inquiry-oriented collaborative problem posing and problem solving (PP&PS) program, which took place as a 1-year project with four upper secondary school students in Sweden (aged 16–18). We investigated the affective field of one student, Anna, in its social and dynamic nature. The question addressed in this context is: In what ways does an affective field of a student engaging in PP&PS evolve, and what may be explanations for this evolvement? Anna’s affective field was dynamic over the course of the program. Her initial anxiety during the PP&PS program was rooted in her prior affective field about mathematics activities, but group collaboration, the feeling of safety and appreciation, together with an increased interest in within-solution PP and openness for trying new things went hand in hand with positive dynamics in her affective field.

scholarly journals A Case-Based Study of Students' Visuohaptic Experiences of Electric Fields around Molecules: Shaping the Development of Virtual Nanoscience Learning Environments

2013 ◽  
Vol 2013 ◽  
pp. 1-11 ◽  
Author(s):  
Gunnar E. Höst ◽  
Konrad J. Schönborn ◽  
Karljohan E. Lundin Palmerius
Keyword(s):  
Virtual Environments ◽  
Electric Fields ◽  
Conceptual Knowledge ◽  
Contemporary Literature ◽  
School Students ◽  
Upper Secondary ◽  
Interactive Strategies ◽  
Research Findings ◽  
Case Based

Recent educational research has suggested that immersive multisensory virtual environments offer learners unique and exciting knowledge-building opportunities for the construction of scientific knowledge. This paper delivers a case-based study of students’ immersive interaction with electric fields around molecules in a multisensory visuohaptic virtual environment. The virtual architecture presented here also has conceptual connections to the flourishing quest in contemporary literature for the pressing need to communicate nanoscientific ideas to learners. Five upper secondary school students’ prior conceptual understanding of electric fields and their application of this knowledge to molecular contexts, were probed prior to exposure to the virtual model. Subsequently, four students interacted with the visuohaptic model while performing think-aloud tasks. An inductive and heuristic treatment of videotaped verbal and behavioural data revealed distinct interrelationships between students’ interactive strategies implemented when executing tasks in the virtual system and the nature of their conceptual knowledge deployed. The obtained qualitative case study evidence could serve as an empirical basis for informing the rendering and communication of overarching nanoscale ideas. At the time of composing this paper for publication in the current journal, the research findings of this study have been put into motion in informing a broader project goal of developing educational virtual environments for depicting nanophenomena.

scholarly journals EFEKTIVITAS METODE COOPERATIVE LEARNING TIPE INSIDE-OUTSIDE CIRCLE DALAM MENINGKATKAN KEMAMPUAN BERBICARA BAHASA JEPANG (PENELITIAN EKSPERIMEN KUASI TERHADAP SISWA KELAS XII IPA 2 SMA PASUNDAN 2 BANDUNG)

2016 ◽  
Vol 1 (2) ◽  
pp. 28
Author(s):  
Dhiar Rachma Diyanthi ◽  
Melia Dewi Judiasri ◽  
Dianni Risda
Keyword(s):  
High School Students ◽  
Cooperative Learning ◽  
Random Sampling ◽  
Sampling Technique ◽  
Japanese Language ◽  
School Students ◽  
Data Value ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

AbstrakPenelitian ini dilatar belakangi oleh kurangnya kesempatan siswa untuk berbicara saat pembelajaran bahasa Jepang. Setengah dari sampel menyatakan bahwa selama ini kurang mendapatkan kesempatan berbicara bahasa Jepang dalam pembelajaran bahasa Jepang. Padahal saat ini siswa dituntut untuk dapat berbicara dan berkomunikasi secara global. Dan kemampuan berbicara adalah implementasi dari materi-materi pelajaran bahasa Jepang yang telah dipelajari. Untuk mengatasi masalah tersebut, peneliti mengujicobakan metode cooperative learning tipe inside-outside circle dalam pembelajaran bahasa Jepang terhadap siswa XII IPA 2 SMA Pasundan 2 Bandung. Tujuan dari dilaksanakannya pembelajaran dengan metode ini adalah agar siswa mampu untuk berbicara dengan bahasa Jepang secara aktif dan menguji efektivitas dari metode tersebut.Penelitian ini menggunakan metode eksperimen kuasi (pre-test and post-test one group). Teknik pengambilan sampling dengan cara random sampling. Populasi dalam penelitian ini adalah seluruh siswa SMA Pasundan 2 Bandung dan sampelnya adalah 16 orang siswa kelas XII IPA 2 sebagai kelas eksperimen. Instrumen dalam penelitian ini adalah tes dan angket.Dari hasil analisa data tes diperoleh nilai t-hitung sebesar 4,205. Dan dengan db 15 pada tahap signifikansi 5% diperoleh t-tabel sebesar 2,13 dan signifikansi 1% diperoleh t-tabel  sebesar 2,95. Karena nilai t-hitung  >  t-tabel , maka Hk diterima.  Hal tersebut berarti terdapat perbedaan yang signifikan pada kemampuan berbicara siswa sebelum dan sesudah diterapkannya metode cooperative learning tipe inside-outside circle. Hal tersebut diperkuat dengan hasil angket yang menyatakan bahwa lebih dari setengah responden merasakan pengaruh penerapan metode cooperative learning tipe inside-outside circle terhadap kemampuan berbicara bahasa Jepang. Keyword: kemampuan berbicara, metode cooperative learning tipe inside-outside circleAbstractThis research was motivated by the lack of opportunity to speak Japanese during the class. 50% of the sample stated that they are have a small opportunity to speak Japanese during learning Japanese. Yet, in this time students are required to be able to talk and communicate globally. And the ability to speak is the implementation of Japanese language lessons. To overcome these problems, researcher tested the method of cooperative learning type of inside-outside circle in learning the Japanese language to students XII IPA 2 SMA Pasundan 2 Bandung. The purpose of the implementation of learning with this method is the students are able to speak japanese actively and to test the effectiveness of the method. This research uses a quasi experimental (pre-test and post-test one group). Sampling technique by means of random sampling. The population in this study were all high school students of SMA Pasundan 2 Bandung and the sample was 16 students of class XII IPA 2 as the experimental class. Instruments for this research is a test and questionnaire. From the analysis of obtained data, value t-count of 4,205. And with 15 db at this stage of the 5% significance was obtained t-table by 2.13 and 1% significance obtained t-table by 2.95. Because the value of t count> t-table, then Hk accepted. This means that there are significant differences in their speaking ability before and after the implementation of cooperative learning type of inside-outside circle. This is reinforced by the results of a questionnaire which states that more than half of the respondents feel the effect of the application of cooperative learning type of inside-outside circle of the ability to speak Japanese. Keyword: speaking ability, cooperative learning method type of inside-outside circle

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