scholarly journals Technical Writing Difficulties Faced by High School Students in Dzongkha Subject

2021 ◽  
pp. 1-15
Author(s):  
Sigay Phurpa
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Social Constructivism ◽  
Technical Writing ◽  
Limited Resource ◽  
Sentence Structure ◽  
School Students ◽  
Writing Difficulties ◽  
Poor Reading ◽  
Correct Spelling

This study explores the technical difficulties and the causes of writing difficulties school students face in writing in Dzongkha. Using social constructivism, 16 participants (ten students and six teachers) were involved. In addition to document analysis, the participants were also interviewed to find the problems of writing in Dzongkha. The findings suggest that application of Dzongkha in its written form was one of the most difficult tasks among the four language skills. The writing difficulties faced by the students were the usage of correct spelling, grammar, vocabulary, word structure, sentence structure, paragraph structure, expression and handwriting. Among these, spelling was one of the most difficult parts while writing in Dzongkha. The causes of writing difficulties in Dzongkha were the poor foundation of Dzongkha writing and reading skills, low prestige of Dzongkha language/subject, time constraint, pronunciation related problems, limited resource/facility and professional support for the Dzongkha teachers, less career scope for Dzongkha background students and poor reading habit. It was also due to lack of additional Dzongkha medium based subject, inadequate modern ways of teaching learning strategies, and also because of minimal parents’ support, less personal interest and perseverance to learn and write in Dzongkha. The solutions to the writing problems were to give adequate time for Dzongkha subject, maintain reading and writing portfolios to enhance genres writing, teaching the clear meaning and concept of different words and terminologies having same pronunciation, and adequate teacher written response needs to be emphasized and implemented. Based on the findings of the study, recommendations to different stakeholders are also provided.

scholarly journals Error Analysis in the Descriptive Text Writing of Vocational High School Students

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 175-186
Author(s):  
Sita Ratnaningsih ◽  
Azizah Azizah
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Technical Writing ◽  
Communication Strategy ◽  
Vocational High School ◽  
School Students ◽  
Causative Factors ◽  
Teaching And Learning Strategies

English is one of the subjects that has been studied at the elementary to secondary level for many years in Indonesia. One area that must be studied is technical writing skills in English. In the technical writing process in English, there are still many mistakes made by students in Indonesia. So it is very necessary to recognize some common mistakes made by students, to help them improve their teaching and learning strategies in English and improve their learning outcomes. Therefore, this study aims to investigate errors in English technical writing of students at secondary vocational level and the factors that cause these errors. This study focused on errors made by the eleventh grade students of State 10 Vocational High School Jakarta, in their written descriptive text. A total of 30 students were the subjects of this study and they were asked to write descriptive texts. Data is analyzed based on Procedure Analysis This descriptive qualitative study explains and investigates student errors in writing the technique and the causative factors. Research shows that the typical mistakes students make in their writing: the highest place is capitalization with 60 errors (14.67%) and the lowest place is sentence 3 error (0.73%). According to a typical error, the author found the source of the error. The highest place is transfer between languages with 172 errors (42.05%) and the lowest place is a communication strategy with 49 errors (11.98%).

scholarly journals Introducing High School Students to Engineering Fundamentals by Four Weeks Engineering Innovation Summer Program

2019 ◽  
Author(s):  
Pawan Tyagi ◽  
Christine Newman
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Chemical Engineering ◽  
Technical Writing ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Problem Solving Skills ◽  
High School Science Teacher

Preparing high school students for engineering disciplines is crucial for sustainable scientific and technological developments in the USA. This paper discusses a pre-college program, which not only exposes students to various engineering disciplines but also enables them to consider engineering as the profession. The four-week long “Engineering Innovation (EI)” course is offered every year to high school students by the center of outreach, Johns Hopkins University. EI program is designed to develop problem-solving skills through extensive hands-on engineering experiments. A team consisting of an instructor, generally a PhD in Engineering, and a teaching fellow, generally a high school science teacher, closely work with students to pedagogically inculcate basics of core engineering disciplines such as civil, mechanical, electrical, materials, and chemical engineering. EI values independent problem-solving skills and simultaneously promote the team spirit among students. A number of crucial engineering aspects such as professional ethics, communications, technical writing, and understanding of common engineering principles are inculcated among high school students via well-designed individual and group activities. This paper discusses the model of EI program and its impact on students learning and their preparation for the engineering career.

scholarly journals THE EFFECT OF PROJECT-BASED COLLABORATIVE LEARNING ON CONCEPT MASTERY OF MUSHROOM: THE CASE OF SENIOR HIGH SCHOOL STUDENTS IN INDONESIA

2020 ◽  
Vol 17 (34) ◽  
pp. 45-52
Author(s):  
Fatma SUKMAWATI ◽  
Punaji SETYOSARI ◽  
Sulton SULTON ◽  
Purnomo PURNOMO
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Direct Instruction ◽  
T Test ◽  
Choice Test ◽  
Control Group ◽  
School Students ◽  
Concept Mastery

Biology learning is highly recommended to be presented contextually following daily experience and phenomena. This study, a quasi-experimental research using a pretest-posttest non-equivalent control group design, aimed to understand the effect of project-based collaborative learning towards the concept mastery of mushrooms. The subjects of the study were 75 tenth grade of high school students in Surakarta City, Indonesia, divided into two classes: 38 students in the experimental class 37 in the control class. In the experimental class, the students were treated with project-based collaborative learning strategies. In project-based collaborative learning strategy, students were challenged to create a project on oyster mushroom cultivation (Pleurotus ostreatus) With the media garden waste such as sawdust. In the control class, the students were treated with direct instruction. The instrument used was a multiple-choice test and essay developed by researchers to measure students' concept mastery towards mushrooms. Research data were analyzed by independent sample t-test. The results found that the average n-gain score for the experimental and the control classes were 63.09% and 45.73%, respectively. Moreover, all indicators of mushroom concept mastery showed the n-gain scores for the experimental class higher than the control class. Analysis of independent sample t-test proved that the significant differences existed between direct instruction and project-based collaborative learning in improving the concept mastery of mushroom. Finally, This research concluded that project-based collaborative learning is more effective in enriching the concept mastery than direct instruction.

scholarly journals An Investigating Students’ Perception on Asynchronous Online Language Learning during COVID-19 Pandemic: An Exploratory Study

2021 ◽  
Vol 8 (2) ◽  
pp. 291-302
Author(s):  
Zakie Mahri Prasojo ◽  
Mansyur Srisudarso
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Exploratory Research ◽  
Vocational High School ◽  
School Students ◽  
Asynchronous Online Learning ◽  
The Subject ◽  
Rich Data

The aims of this study are to investigate the perceptions of two vocational high school students majoring Animation and Accounting about asynchronous online learning during pandemic and how they overcome the challenges faced. This study used qualitative exploratory research design by conducting observation, interview and documentation to get rich data of the subject under focus. Moreover, the researcher used thematic analysis to analyse the data collected by following six steps proposed by Braun et al. (2019). The findings showed that asynchronous online learning strategies seemed to not fit the participants. The students more preferred learning that is conducted synchronously which for some students is perceived as a burden as they have to deal with the problem of internet data. Other findings also indicated that students who still had problem with material given were likely to have discussion with other students as an effort to overcome one of the challenges faced.

scholarly journals EFL vocabulary learning strategies among high school students

2021 ◽  
Vol 70 (1) ◽  
pp. 25-36
Author(s):  
Biljana Radić-Bojanić
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Grammar School ◽  
School Students ◽  
Compensatory Strategies ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies

The paper examines how frequently high school students use EFL vocabulary learning strategies and whether contextual educational factors have any influence on strategy selection. The theoretical part discusses the importance of language learning strategies, which can facilitate the internalization, storage, retrieval, or use of the new language, factors that affect their usage and selection (e.g. nature of the task, students' motivation, foreign language proficiency, teacher's expectations, students' learning styles, students' gender), as well as the process of vocabulary acquisition. The empirical part presents the results of the analysis of a survey conducted among students from two high schools in Serbia, a vocational school and a grammar school. The aim of the research is to determine how frequently students use vocabulary learning strategies and if there are any statistically significant differences in strategy use between students from the two schools which are the consequence of different subjects and learning objectives. The results show that the majority of vocabulary learning strategies have medium use among high school students (seven out of nine memory strategies, seven out of nine cognitive strategies and two out of four compensatory strategies) and that there are certain inter-group differences (whereas students from the medical high school use memory strategies more frequently, students from the grammar school report higher use of cognitive and compensatory strategies). The results indicate that there are important cross-curricular links which point to the transfer of learning strategies from content subjects to English language classes.

Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems

1999 ◽  
Vol 20 (5) ◽  
pp. 309-318 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Sarah Kazdan
Keyword(s):  
High School ◽  
Special Education ◽  
Reading Comprehension ◽  
High School Students ◽  
Learning Strategies ◽  
Reading Fluency ◽  
Outcome Measurement ◽  
Peer Assisted Learning ◽  
School Students ◽  
Peer Assisted Learning Strategies

This study examined the effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading, when PALS is implemented with secondary-level students in remedial and special education classes. Teachers were assigned to PALS ( n = 9 classes) and contrast ( n = 9 classes) treatments. Teachers implemented PALS with their entire classes five times every 2 weeks, for 16 weeks. To designate research participants for outcome measurement, teachers identified all students whose reading instructional levels were Grades 2 through 6. Reading comprehension and fluency were measured before and after treatment; beliefs were indexed after treatment. Analyses of variance indicated that, compared to contrast counterparts, PALS students grew more on reading comprehension and reported more positive beliefs about working hard to improve reading. However, PALS and contrast students grew comparably on reading fluency and reported similar beliefs about being and wanting to become better readers. Implications are discussed for developing effective forms of peer-mediated instruction for use in high school remedial and special education classes.

Personality Type, Perceptual Style Preferences, and Strategies for Learning English as a Foreign Language

2012 ◽  
Vol 40 (9) ◽  
pp. 1501-1510 ◽  
Author(s):  
Mei-Ling Chen ◽  
Li-Mei Hung
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Perceptual Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Personality Type ◽  
Learning Preferences ◽  
School Students ◽  
Significant Relationships

We investigated the influence that personality type has on perceptual learning style preference and language learning strategies. Participants were 364 senior high school students in Taiwan who were studying English as a foreign language. The instruments used to collect data were the Myers-Briggs Type Indicator (Myers & McCaulley, 1985), the Perceptual Learning Preferences Survey (adapted from Kinsella's 1995 survey), and the Strategy Inventory for Language Learning (Oxford, 1990). Results showed significant relationships between language learning strategy and the introverted/extroverted personality type. Significant relationships were also found between the sensing/intuitive personality type and memory, compensation, social, and metacognitive strategies.

scholarly journals A Learner based Perspective on STEM Learning in AP Courses

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Albert Bao
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
School Environment ◽  
Stem Learning ◽  
Stem Fields ◽  
School Students ◽  
Chemistry Students ◽  
Effective Learning ◽  
Value Learning

STEM fields are at the core of 21st Century Innovation. However only a small number of American students pursue STEM disciplines as their future careers. In high school, AP STEM courses provide unique opportunities to improve students’ awareness, interests, and access to STEM learning in the school environment. A positive experience in these AP courses can be a catalyst to shaping a student’s career interests and preferences towards STEM fields. However, these courses are also the most challenging among all high school curricula, and the situation is even more complicated by the shortage of teachers skilled in STEM subjects. It is then important to help students develop effective learning strategies for these courses. Through surveying high school students who have studied AP STEM courses, this study has found that students highly value learning physics with a concept-based approach, chemistry and calculus with a procedure-based strategy, and biology with a mix between memorization and concept. Additionally, students prepared best with a mix between concept-based activities, such as labs, and procedure-based activities, such as practice problems, in both physics and chemistry. Students who took biology found memorization-based preparations to be the most useful, and calculus was prepared best with procedure.

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