scholarly journals Improving Reading Skills At First Class Students Sdn 04 Koto Ranah Kecamatan Iv Nagari Bayang Utara Kabupaten Pesisir Selatan Through Model Of Singing Learning

2018 ◽  
Vol 2 (2) ◽  
pp. 53-63
Author(s):  
Jaminar Jaminar
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Educational Institution ◽  
First Grade ◽  
Theory And Practice ◽  
Class I ◽  
Reading Practice ◽  
Number Of Children ◽  
Meeting Program

The existence of elementary school as a basic educational institution is very high to participate in helping children grow. For Students class I SDN 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan District Lesson Year 2015/2016 is a place to play, socialize and also learn is quite representative. In general, people know that learning in class I Sdn 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan District Lesson Year 2015/2016 apply the principle of playing while learning or learning while playing. But in its application, it turns out that between theory and practice are not aligned. It was found that in the first grade students of SDN 04 Koto Ranah, Sub District IV Nagari Bayang Utara, Pesisir Selatan District, the Lesson Year 2015/2016 has been taught the lesson and its delivery as it is to teach the lessons to the children of Advanced School.              Concerns arise when society generally thinks that the standard of teaching success in class I SDN 04 Koto Ranah Subdistrict IV Nagari Bayang Utara Pesisir Selatan District Lesson Year 2015/2016 is students who have completed education in elementary school able to write, read and count. Parents will feel proud when their son graduated from elementary school has been fluent in reading, writing and counting.      Based on what the authors have done, can be drawn some conclusions that: Reading practice in teaching and learning process with singing techniques more easily ditangkapa by grade I SDN 04 Koto Ranah District IV Nagari Bayang Utara Pesisir Selatan District Lesson 2015/2016. During this activity, there is a seriousness of the children to follow the lesson. Children can learn to read without feeling depressed and always in a pleasant atmosphere. The results of monitoring quantitatively shows that 75% of children are able to read smoothly so that invites students class I SDN 04 Koto Ranah District IV Nagari Bayang North Pesisir Selatan District Lessons 2015/2016 reading practice with singing techniques proved to foster interest in reading children early on. A teacher meeting program with parents who are held once a month before delivering materials to children is very influential in helping children to succeed in SDN 04 Koto Ranah Sub District IV Nagari Bayang Utara Pesisir Selatan District Lesson 2015/2016. The author realizes that the delivery of the material has not been implemented optimally, given the number of children who exceed the capacity. If implemented more intensively and with the ideal ratio of teachers and children, then the quantitative and qualitative of course the result will be better.  

scholarly journals Measurements of the reading skills in the first grade of elementary school students

2017 ◽  
Vol 81 (0) ◽  
pp. 1C-093-1C-093
Author(s):  
Hideo Tsugawa ◽  
Naoko Fujiwara ◽  
Maki Utsunomiya ◽  
Yuki Kawamoto ◽  
Saki Ota ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Skills ◽  
First Grade ◽  
School Students

scholarly journals The Importance of Making-While-Reading for Undergraduate Readers: An Example of Inductive SoTL

2021 ◽  
Vol 9 (1) ◽  
pp. 27-44
Author(s):  
Ingie Hovland
Keyword(s):  
Teaching And Learning ◽  
Reading Skills ◽  
Research Process ◽  
Class I ◽  
Close Reading ◽  
Life Stages ◽  
Scholarship Of Teaching ◽  
Empirical Generalization ◽  
What Works ◽  
Inductive Research

This paper gives an example of an inductive Scholarship of Teaching and Learning (SoTL) process, adapting Anthony Ciccone’s five conditions of a meaningful SoTL question. Presenting a study on pre-class reading in an undergraduate religion class, I describe how my question went through five life stages. I began with nine different pre-class reading assignments. Students judged the “map” assignment to be most helpful. This led to a further question: why maps? In a close reading of students’ reading reflections, two themes stood out: students experienced maps as helping them create a mental overview of the reading, and maps facilitated greater ownership of the act of reading. In conclusion, I argue that humanities instructors who wish to teach advanced reading skills can start by providing pre-class assignments that allow for making-while-reading, and that this making should not be merged with other reading steps. In an epilogue I reflect on the inductive research process. I suggest that SoTL scholars who use this process may reach an impasse when deciding how to present meaningful answers because their conceptual answers will stand in tension with SoTL’s practical orientation. I propose focusing on conceptual generalization (rather than empirical generalization), while still foregrounding a balance between “what works” and “what is.”

scholarly journals The Importance of Making-While-Reading for Undergraduate Readers: An Example of Inductive SoTL

2021 ◽  
Vol 9 (1) ◽  
pp. 27-44
Author(s):  
Ingie Hovland
Keyword(s):  
Teaching And Learning ◽  
Reading Skills ◽  
Research Process ◽  
Class I ◽  
Close Reading ◽  
Life Stages ◽  
Scholarship Of Teaching ◽  
Empirical Generalization ◽  
What Works ◽  
Inductive Research

This paper gives an example of an inductive Scholarship of Teaching and Learning (SoTL) process, adapting Anthony Ciccone’s five conditions of a meaningful SoTL question. Presenting a study on pre-class reading in an undergraduate religion class, I describe how my question went through five life stages. I began with nine different pre-class reading assignments. Students judged the “map” assignment to be most helpful. This led to a further question: why maps? In a close reading of students’ reading reflections, two themes stood out: students experienced maps as helping them create a mental overview of the reading, and maps facilitated greater ownership of the act of reading. In conclusion, I argue that humanities instructors who wish to teach advanced reading skills can start by providing pre-class assignments that allow for making-while-reading, and that this making should not be merged with other reading steps. In an epilogue I reflect on the inductive research process. I suggest that SoTL scholars who use this process may reach an impasse when deciding how to present meaningful answers because their conceptual answers will stand in tension with SoTL’s practical orientation. I propose focusing on conceptual generalization (rather than empirical generalization), while still foregrounding a balance between “what works” and “what is.”

scholarly journals PENGARUH PENERAPAN METODE VAKT (VISUAL, AUDITORY, KINESTHETIC, TACTILE) TERHADAP PENINGKATAN KEMAMPUAN MEMBACA PERMULAAN PADA SISWA KELAS I SEKOLAH DASAR

2019 ◽  
Vol 2 (1) ◽  
pp. 61-78
Author(s):  
Sandi Maspika ◽  
Wahyu Kurniawan
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Reading Ability ◽  
Reading Skills ◽  
First Grade ◽  
School Students ◽  
Significant Difference ◽  
Before And After ◽  
Good Reading ◽  
The Subject

ABSTRACTReading is the basic capabilities that must be mastered in order to understand the knowledge. In reality, not all children have a good reading skills. To overcome this problem researcher choosed VAKT method. Researcher believed toward VAKT method effective to improve literacy ability on early elementary school students. This study aimed to determine how the influence of  VAKT methods to improve reading ability at the beginning of first grade elementary school students. The subject on this study was the first grade elementary school students. The subject on this study consist of 5 students. Experimental design used in this study is quasi experiment. The data analysed by nonparametric (Wilcoxon). The results showed that VAKT method effective to improve reading skills at the beginning of the first grade students of elementary school. The result showed that (z = -2.023, p= 0,043 (p <0.050). This study concluded that there was a significant difference between the ability to read at the beginning of the first grade students of elementary school before and after treatment. The reading ability at the beginning of the first grade students after the treatment is better than before the treatment. Key words: Implementation VAKT Method, Early Reading Ability

scholarly journals DEVELOPING A TEXTBOOK WITH BIG BOOK MEDIA BASED BASAL READERS METHOD TO IMPROVE EARLY READING AT LOW CLASSES

2021 ◽  
Vol 5 (5) ◽  
pp. 1163
Author(s):  
Yani Agustiningrum ◽  
Slamet Utomo ◽  
Irfai Fathurrohman
Keyword(s):  
Elementary School ◽  
Reading Skills ◽  
Development Process ◽  
Early Reading ◽  
First Grade ◽  
T Test ◽  
Basal Readers ◽  
Validity Test ◽  
Early Reading Skills ◽  
Total Percentage

This study aimed to develop a basal readers method with Big Book media for educators and first grade students which was valid, practical, and effective. The development process was carried out based on Borg & Gill model which emphasized the context of needs (educators and students) so that a textbook for early reading skills could be produced through Big Book media based Basal Readers method. The results of the validity test, which was obtained from the validation of content, language, presentation, graphics, found that the total percentage was 93.10% with Very Valid category. Then, the results of the questionnaire revealed that the percentage of the teacher's response was 90.25% and for the students’ responses was 87.22% while the effectiveness of early reading based on the t-test showed that the value of t count > t table = 5.458 > 2.414. It was concluded that the textbook with big book media based basal readers method was feasible to be used in early reading at the lower grades of elementary school.

A prática pedagógica no processo de alfabetização e letramento no ensino regular e multisseriado

2021 ◽  
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
School Environment ◽  
Teaching And Learning ◽  
Field Research ◽  
Theory And Practice ◽  
Early Years ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Object Of Study

This study addresses the issue of literacy and literacy in the early years of elementary school, considering the classes with regular and multi-grade education, starting from an analysis of pedagogical practices developed in the classroom, with relevant aspects such as: initial education and continuing of teachers, relating to the practices carried out in the school environment and at work with literacy and literacy. The objective was to analyze which factors influence the development of pedagogical practices from the perspective of literacy and literacy in the early years of elementary school in regular and multi-grade classes in the city of Pombal-PB. The methodology used starts from a descriptive study with qualitative and quantitative approach, characterized as a field research and having as research instruments structured questionnaires with open and closed questions, in an attempt to get as close to the reality of the object of study as possible analysis and reflection of the collected data and the contribution of some authors on the aborted theme. It was found with field research that several factors influence the development of pedagogical practice, such as: lack of teacher training programs that contribute to the relationship between theory and practice, more effective family participation in school and organization of teaching. meet the needs of the teaching and learning process with smaller classes not organized in multi-grade education. It is hoped that the present study can contribute to important discussions about pedagogical practices focused on the teacher's work and the process of literacy and literacy, with influence on the academic environments, the pedagogical practice of teachers and the different contexts that involve actions turned on the teaching and learning process.

scholarly journals EMOTIONAL ANALYSIS OF CHILDREN IN CLASS I PRIMARY SCHOOL

2017 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
J. Sunarti ◽  
Iip Istirahayu ◽  
Slamat Fitriyadi
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
First Grade ◽  
Class I ◽  
Structured Interviews ◽  
Teacher Questions ◽  
Hot Weather ◽  
Interview Questionnaire ◽  
Participatory Observation ◽  
Emotional Dynamics

<p>This study aims to describe the emotional dynamics of first grade students at the beginning of the lesson and at the end of the lesson of one elementary school in Singkawang City and to analyse the factors causing the emotions of the first grade students at the beginning of the lesson and at the end of the lesson on one elementary school in Singkawang City. This type of research is qualitative research. Sources of data used are class I and Teacher homeroom I. Data collection techniques that researchers use is participatory observation in the process of learning in the classroom at the beginning and end of the lesson. Interview techniques in the form of structured interviews used to obtain information as complete as possible. Data collection techniques with documents in the form of writing and photos. Data Collecting Instrument used in this research are observation sheet, interview questionnaire and activity photo. The results explain the emotional dynamics in the first grade students of Brother Singkawang Elementary School at the beginning of the lesson is 100% happy. At the end of the hour 18% happy, 18% sad, and 63% angry. Factors causing emotions happy at the beginning of the lesson because it can meet friends, play and learn together. As for sad and angry emotions are not visible. At the end of the lesson there are happy emotions caused by content to play, full because they have eaten and ready to learn again and can answer teacher questions. The sad emotion at the end of the lesson is caused by still want to play, sick, hot weather, tired or tired and fighting. Furthermore, feelings of anger caused by a friend's fight and bullied, hot weather, angry due to the teacher warned and hyperactive.</p>

MENINGATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I MENGGUNAKAN MODEL CONTEXTUAL TEACHING AND LEARNING PADA SD NEGERI 004 KUNTO DARUSSALAM

2020 ◽  
Author(s):  
Inam Inam
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
First Grade ◽  
Test Methods ◽  
Average Value ◽  
A Value ◽  
Observation Methods ◽  
Contextual Teaching

The problem in this study was to improve the mathematics learning outcomes of class I students through the application of the Contextual Teaching and Learning (CTL) model in the first grade students of Kunto Darussalam 004 Elementary School. This study uses classroom action research, which uses a cycle pattern in which each cycle has four, namely, planning, implementation, observation and reflection. This research was conducted in two cycles. The subject of this study was first grade students of Kunto Darussalam State Elementary School 004. Research data on learning outcomes is collected by using test methods and observation methods. The indicator of success is determined if 80% of students get a value of ≥ 7. The results of the study show learning outcomes with the average value of students after the action in cycle I which is 5.63. Because it has not reached the specified indicator, it is completed in cycle II. The average value after the action in the second cycle than the first cycle, from 5.63 to 7.73. The increase in the number of student scores completed in the second cycle has met the predetermined performance indicators.

scholarly journals THE THE ROLE OF THE TEACHER AS A FACILITATOR IN THE USE OF INDONESIAN IN ELEMENTARY SCHOOL

As-Sibyan ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1-10
Author(s):  
Marwanto Marwanto
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
First Grade ◽  
Classroom Teachers ◽  
School Study ◽  
Class 1 ◽  
Teachers And Students

This study discusses the role of the teacher as a facilitator of the use of Indonesian in the learning process. The teacher is a very important person in the world of education in the teaching and learning process as a mediator, facilitator, and leader in the classroom. Teachers and students must be able to communicate well as the principle of communication between teachers and students so that learning runs well. Even during a pandemic like now. Teachers are required to be more varied and wise in learning and to form closeness with students. The focus of this research is how the teacher's role as a facilitator of the use of Indonesian in Elementary School. Study on the use of Video Calls in Class 1 Learning at Muhammadiyah Elementary School Plus Salatiga. This study used interview, documentation, and observation techniques with two teachers, two students, and two student guardians. This research uses descriptive qualitative research methods. In the first grade students of Muhammadiyah Plus Salatiga elementary school, Indonesian language learning is on the theme of one learning two, namely Understanding Guidance Sentences

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