scholarly journals Kegiatan Peer Response pada Kelas Mengarang Bahasa Jepang bagi Pembelajar Bahasa Jepang Tingkat Dasar

2015 ◽  
Vol 2 (3) ◽  
pp. 210
Author(s):  
Arianty Visiaty
Keyword(s):  
Learning Strategy ◽  
Peer Learning ◽  
Peer Response ◽  
Knowledge Of Language ◽  
Japanese Learners

<p><em>Abstrak</em> – <strong>Salah satu kesulitan yang dihadapi pengajar dalam mengajar mengarang bahasa Jepang adalah mengoreksi. Penelitian ini berfokus pada proses ketika kegiatan <em>peer response</em> berlangsung. Hasil dari penelitian ini adalah: 1) topik yang banyak dibicarakan ketika kegiatan <em>peer response</em> berlangsung adalah tentang tata bahasa dan huruf. Sedangkan yang paling sedikit adalah topik tentang isi karangan. 2) Interaksi yang terjadi pada saat kegiatan adalah, saling mempelajari kosakata baru, saling mengevaluasi pengetahuan bahasa, dan saling memberi masukan tentang isi karangan.</strong></p><p> </p><p><em>Abstract</em> – <strong>One of the difficulties faced by teachers in teaching Japanese writing is correcting. This study focuses on the process when peer response activities take place. The results of this study are as mentioned below. First, a topic that often arises was about grammar and letters, and the least was the topic of the essay content. Second, the interaction that occured between learners when the activity took place was, learners learned new vocabulary eachother, learners evaluated they knowledge of language each other, and they gived each other feedback on essay content.</strong></p><p> </p><strong><em>Keywords </em></strong>– <em>Peer Response, Peer Learning, Strategy, Indonesian Japanese Learners</em>

scholarly journals Belief Pembelajar Bahasa Jepang Orang Indonesia pada Pembelajaran Mengarang (Fokus: Kegiatan Peer Response)

2016 ◽  
Vol 2 (4) ◽  
pp. 237
Author(s):  
Arianty Visiaty
Keyword(s):  
Peer Learning ◽  
The Other ◽  
Peer Response ◽  
Before And After ◽  
Japanese Learners

<p><em>Abstrak</em> – <strong>Salah satu kesulitan yang dihadapi pengajar dalam mengajar mengarang bahasa Jepang adalah mengoreksi. Penelitian ini berfokus pada </strong><strong><em>belief</em></strong><strong> pembelajar bahasa Jepang orang Indonesia terhadap kegiatan <em>peer response</em></strong><strong>. Hasil penelitian ini adalah: <em>Belief</em> pembelajar orang Indonesia terhadap kegiatan <em>peer response</em> cenderung positif sebelum dan sesudah kegiatan <em>peer response</em>, bahkan terjadi </strong><strong>perubahan <em>belief</em> setelah dilakukannya kegiatan<em> peer response </em>ke arah yang lebih positif, yaitu: (1) P</strong><strong>embelajar merasa </strong><strong>lebih </strong><strong>mendapatkan masukan yang bermanfaat ketika mengoreksi karangan temannya</strong><strong>, (2) Pembelajar </strong><strong>lebih ingin berdiskusi tentang karangannya dengan temannya</strong><strong>, (3) </strong><strong>dan lebih merasa ingin karangannya diperiksa teman. selain itu </strong><strong><em>Belief</em></strong><strong> terhadap bimbingan pengajar juga mengalami perubahan, dimana pembelajar masih ingin guru mengoreksi karangannya akan tetapi kadar ketergantungannya berkurang.</strong></p><p><strong><em>Kata Kunci</em></strong> – <em>Peer Response, Peer Learning, Belief</em></p><p><em>Abstract</em> – <strong>One of the difficulties faced by teachers in teaching Japanese writing is correcting. This study focuses on Indonesian Japanese Leaners Beliefs on peer response activities. The results of this study are as mentioned below. Indonesian Japanese Learners beliefs on peer response activities tends to be positive, before and after the activities. More over, there were some beliefs that had changed into more positive after the activities. After the sudent done the activities, (1) the students felt that they had more benefit by reviewing their friend composition, (2) they want to discuss more about their composition with their friend, (3)and want to reviewed by their friend more. On the other side, they still want the teacher to review/correct their composition, but more less than before the peer response activities done.</strong></p><p><strong><em>Keywords</em></strong> – <em>Peer Response, Peer Learning, Belief</em></p>

scholarly journals Perception of Peer learning, as an innovative learning strategy among first year medical students lacking senior guidance.

2020 ◽  
Vol 27 (09) ◽  
pp. 1895-1901
Author(s):  
Ahmed Murtaz Khalid ◽  
Noman Sadiq ◽  
Aiman Farogh Anjum ◽  
Iffat Naiyar Hashmi ◽  
Misbah Aslam ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Strategy ◽  
Peer Learning ◽  
Cross Sectional Study ◽  
First Year ◽  
Cross Sectional ◽  
Self Reflection ◽  
Medical College ◽  
Innovative Learning ◽  
First Year Medical Students

Objectives: To know the perception of peer-learning among first batch of 1st year medical students in CMH Kharian Medical College. Study Design: Cross-Sectional study. Setting: CMH Kharian Medical College. Period: June 2018 and September 2018. Material & Methods: Questionnaire was distributed among hundred first year medical students on self-reflection and feedback after 15 min power point presentation given by their fellow students based on different pathophysiological scenarios. Results: Out of 100 students, 85 filled out questionnaire form completely. 60% of students were of the opinion that peer-learning facilitated them to perform better in the exam, and can be continued for future batches. 50% of students agreed that this innovative learning modality was conducted in a systematic manner, helped them to improve their understanding of the subject and learning was fostered based on the principles of self-reflection and feedback. Problem solving ability was improved by peer learning format according to 49% of students, while 47% of students reported that this innovative learning strategy provided them with a tool to improve their learning through interaction, while research capabilities of 37% students were improved. Conclusion: Majority of first year medical students lacking senior guidance learned better in a comfortable environment from their peers, and improved understanding of the core subject by realizing the implication of the concept of self-reflection and feedback.

scholarly journals Innovative approaches to foreign language teaching in Russian universities

2020 ◽  
Vol 210 ◽  
pp. 18013
Author(s):  
Alla Bolshak ◽  
Karina Voloshina
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Learning Strategy ◽  
Sense Of Self ◽  
Peer Learning ◽  
Higher Learning ◽  
Age Difference ◽  
Learning Tasks ◽  
Language Classes ◽  
Learning Institutions

The article considers an innovative approach to teaching foreign languages in higher learning institutions, which is prompted by the forthcoming structural reform of higher education in Russia. The essence of this innovative method is peer learning. Integrating this method into foreign language classes has a number of advantages. First of all, it gives opportunities for students to share their experience and knowledge with each other without any concerns over the age difference. Then, it allows them to prove their language skills. Finally, it provides a sense of self-esteem: our data indicate that students feel more confident and self-aware when they demonstrate their expertise participating in cooperative learning tasks in a foreign language. So the primary concept of peer learning is that changing their knowledge students learn from each other. The article provides effective teaching techniques of implementing individual and group work through peer learning strategy and describes some cooperative learning situations which can improve students’ proficiency in English.

scholarly journals Nursing Student Experiences in Clinical Education with Peer Learning Strategies

2019 ◽  
Vol 14 (1) ◽  
pp. 23
Author(s):  
Nuhla Nuhbah Hamzah ◽  
Suci Tuty Putri ◽  
Sri Sumartini
Keyword(s):  
Nursing Education ◽  
Data Analysis ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Learning Experience ◽  
Peer Learning ◽  
Clinical Learning

<p>Clinical learning greatly determines the quality of graduates in nursing education. In the clinical learning process students tend to be reluctant and afraid to ask questions and express opinions to lecturers and advisors, but students will be more courageous to ask and express opinions about the courses to other students. Peer learning is a learning strategy where students who have high absorption to become tutors for their friends who have not understood the material for a particular purpose and this method can be an alternative in clinical learning. The study aims to explore students experience on clinical nursing education with peer learning method. The research method which is utilized to develop the study was the qualitative method with phenomenology approach.  The 8 participants in the research students collage base goal of research have been administered. The data analysis of taking interview from participant use Thematic Content Analysis. The data analysis reported that The Learning Experience, Self-Esteem, Leadership and Development of clinical skills.  Peer learning can make students' knowledge grow, more independent, more initiative, more courageous, able to train leadership and improve clinical skills. To sum up, the development of strategy peer learning are able to enhance the skills of nursing students.</p>

Peer Learning Strategy and Students’ Academic Achievement in Economics in Imo State

2018 ◽  
Vol 6 (2) ◽  
pp. 1-7
Author(s):  
Nmonwu Paul ◽  
Chimezie Amanze ◽  
Chukwu Immaculata ◽  
A Obinna-Akakuru
Keyword(s):  
Academic Achievement ◽  
Learning Strategy ◽  
Peer Learning ◽  
Imo State

scholarly journals PERCEPTION OF JAPANESE LEARNERS TOWARDS ONLINE PEER RESPONSE ACTIVITIES

2020 ◽  
Vol 6 (1) ◽  
pp. 50-57
Author(s):  
Arianty Visiaty
Keyword(s):  
Language Learning ◽  
Survey Research ◽  
Language Learners ◽  
Intermediate Level ◽  
Japanese Language ◽  
Peer Response ◽  
Technological Advances ◽  
Learning Techniques ◽  
Japanese Learners

Technological advances have led to developments in language learning techniques; one of the techniques is the online peer response. The purpose of this study was to determine the perceptions of Japanese language learners of Indonesia towards online peer response activities. This research is survey research. The respondents of this study are 22 Indonesian intermediate level Japanese language learners. The result of this study is the students' perception of peer response activities that cannot be said to be positive. However, learners still feel the benefits of this activity.

scholarly journals Implementation of Active Knowledge Sharing Strategy in Intermediate Level Dokkai through Scientific Approach

2020 ◽  
Vol 5 (1) ◽  
pp. 9-14
Author(s):  
Feny Oktaviany ◽  
Frida Philiyanti ◽  
Viana Meilani Prasetio
Keyword(s):  
Knowledge Sharing ◽  
Learning Strategy ◽  
Research Data ◽  
Learning Method ◽  
Advantages And Disadvantages ◽  
Reading Material ◽  
Sharing Strategy ◽  
Scientific Approach ◽  
The Subject ◽  
Japanese Learners

This study aims to determine the effectiveness and to find out the advantages and disadvantages of the Active Knowledge Sharing strategy through a scientific approach in the Dokkai. In learning Japanese, learners often encountered difficulties in reading comprehension or Dokkai. Based on a questionnaire, the difficulties including reading kanji, followed by vocabulary competence and grammar competence. On the other hand, the time limitation in class cause problems of learning method which teacher rarely provide an introduction step to students in the form of questions or vocabulary exercises related to the reading material they will deal with. To overcome this problem, we need a learning strategy that emphasize the cooperative learning among students to achieve the objective of comprehending a reading. We chose the strategy initiated by Silberman (2013), namely Active Knowledge Sharing, as a good way to introduce students to the subject matter that will be learned. In addition, by monitoring how students solving each other's problems in team, teacher can evaluate how much knowledge they have. In this study a scientific approach is complemented to support the active learning in this strategy. The study conducted using an experimental method with pretest and posttest design. The sample are 38 students of fifth semester students who take Dokkai III course. Based on the analysis of research data, it found that the Active Knowledge Sharing strategy through a scientific approach is effective in  learning Dokkai III. The advantages are that students who are initially passive become actively participate in learning and students can also answer the meaning of vocabulary without depending on dictionary or smartphones, and students are encouraged to help each other in solving problems which help students to comprehend the contents of reading easier and faster. However there are the disadvantages of this strategy such as inability to enhance student’s critical thinking and less suitable for students who are more focused if studying alone.

scholarly journals Comparative Effectiveness of Mastery and Peer-to-Peer Learning Strategies in Improving Junior Secondary Students’ Learning Outcomes in Basic Science

2019 ◽  
pp. 1-12
Author(s):  
O. Victor Animola ◽  
T. Olufunke Bello
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Basic Science ◽  
Learning Strategy ◽  
Mastery Learning ◽  
Peer Learning ◽  
Peer To Peer ◽  
Junior Secondary ◽  
Science Concepts ◽  
Experimental Group

The study determined the effectiveness of each of Mastery Learning and Peer-to-peer Learning Strategies on students’ performance in Basic Science. It also examined the effectiveness of the learning strategies in enhancing retention Basic Science concepts; and established their effectiveness in improving students’ attitude to Basic Science. These were with a view to determining a better way of improving the learning outcomes of students in Basic Science. The study adopted the non-equivalent, pre-test, post-test quasi-experimental research design. The study sample consisted of 50 Junior Secondary School two (JSSII) students in intact Basic Science classes selected from Owo Local Government Area in Ondo State, Nigeria. The instruments used for data collection were “Basic Science Achievement Test” (BSAT) and “Students Attitude in Basic Science Questionnaire” (SABSQ). The reliability coefficients of 0.79 and 0.63 were obtained for BSAT and SABSQ respectively. Data collected were analyzed using descriptive statistics and t-test analysis. The results showed that students in the experimental group peer-to-peer Learning Strategy (PLS) gained higher scores than those in the experimental group Mastery Learning Strategy (MLS), with the PLS being the most effective. Also, the result showed that PLS and MLS enhance students’ retention of Basic Science concepts with the retention mean score of students taught using PLS being the greatest. Finally, it was revealed that PLS and MLS showed effectiveness in improving the students’ attitude to Basic Science with PLS as the most effective. The study concluded that the PLS produce significantly better performance and retention of Basic Science by students than MLS; this is an indication that PLS is an effective mode of instruction for Basic Science students. The study recommends that teacher education programmes should emphasize PLS and MLS when in Basic Science class; also teacher should be provided with adequate training to enable them use PLS and MLS in Basic Science classroom so that learners would be guided to learn meaningfully and would be assisted to develop positive attitude towards Basic Science.

scholarly journals Effect of application of peer learning strategy on obstetric and gynecological nursing students' clinical performance

2017 ◽  
Vol 8 (3) ◽  
pp. 144
Author(s):  
Rasha Mohamed Essa ◽  
Jilan Ibrahim Al-Battawi ◽  
Doaa Ali Abd El Salam El demerdash ◽  
Hend Abo Elsoud Ahmed
Keyword(s):  
Nursing Students ◽  
Learning Strategy ◽  
Clinical Performance ◽  
Intervention Group ◽  
Peer Learning ◽  
Control Group ◽  
Psychomotor Skills ◽  
Skills Lab ◽  
Significant Difference ◽  
And Control

Background and objective: Peer learning is an efficient educational technique for nursing students. It equips them up for their future roles as instructors, promotes their psychomotor skills, and establishes their self-esteem. The current study aims to determine the effect of application of peer learning strategy on obstetric and gynecological nursing students' clinical performance.Methods: Quasi-experimental design was utilized. The study was carried out in the obstetric and gynecology skills lab at the Faculty of Nursing, Damanhour University, Albehera Governorate. It comprised a purposive sample of 160 undergraduate nursing students, enrolled in the Obstetric and Gynecology Nursing Department (second semester of the third year in academic year 2014-2015). They were equally randomly assigned to either one of two groups, intervention group (80) and control group (80). Three tools were used: First, a personal and academic questionnaire sheet. Second, students’ performance observational checklist. Third, student feedback and satisfaction questionnaire. Results: It was shown that there was a statistically significant difference in clinical performance scores concerning the five tested clinical obstetric and gynecological procedures among the intervention and control group, where the intervention group was more satisfied and have positive feedback than the control group.Conclusions: Peer learning strategy is an efficient strategy in the improvement of nursing students’ performance than traditional learning. The study recommended that implementation of peer learning strategy in clinical setting to increase the level of students’ knowledge and clinical performance.

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