THE INFLUENCE OF MOVIE TOWARD TO STUDENTS’ WRITING SKILL NARRATIVE TEXT

The background of the study in this research is based on the phonemena that student have difficulty in writing narrative text. Students could not describing thing, place, and person detail because the student don’t have ideas when they are asked to describe thing, place and person. So they need some ways, method or aids which could help them in writing narrative text. Movie media is one of ways that can be used in teaching writing descriptive text. The problem of this research can be stated that how is the implementation influence of movie toward to students’ writing skill narrative text. Its purpose are firstly to know the improvement of students ability in writing skill narrative text. The second is to find out how the use the movie contributes to student improvement in writing skill narrative text. So student are more active and interested in learning writing activities in class, especially the are happy with the application of learning methods to improve their writing skill by using Movie.

Comprehensive Training Testing and Tracking- Placement Module

CT3 (Comprehensive Training Testing and Tracking) is a platform developed for student performance tracking in the training sessions. This software is created for the Training and Placement Cell. By using CT3 we can track everyday performance of the student throughout the training sessions. The students can post their attendance and will receive day to day assessments in the respective training sessions. The students will have pre-training and post-training assessment. The result of the performance from pre-training to post-training assessments, will be displayed in a graph form on the Admin dashboard to track student improvement in the performance. In CT3 the module which we are dealing with is the Placement Module. In this module the admin can add the company which have the new job post for the students. The admin has to add description of the job post, company name, interview date, eligibility criteria and all the necessary information. Once the job post is done the notification will be send to all the student who are eligible. Here the student detail will be uploaded in a bulk using excel file and the system will filter those students who are eligible for the job post automatically. Company details will be mapped with eligible students so that whenever an opportunity come the student can be notified.

A Day in the Life of a Student: Facilitator Guide

A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environments.

EFEKTIVITAS MODEL THINK TALK WRITE DAN THINK PAIR SHARE TERHADAP PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS 4 SD

The purpose of this research is to identify the difference between the effectiveness of TTW and TPS models towards the improvement of ability in on 4th grader elementary school students. This experiment is a pseudo-experimental research. The sample of this research are 27 students of SDN Lodoyong 02 and 23 students of SDN Lodoyong 03.The data analytic used is pre-requisite test which showing the result of both groups are distributed normally and not homogeneous. The test of Independent sample T-test acquired t-count > t-table is 2,344>2,011 and score signification 0,023<0,05 which showing that Ho is refused and Ha is accepted. N-gain scoring analysis shows a student improvement after applying TTW model approximately 0,391 meanwhile after applying TPS model approximately 0,33. From the result of n-gain scoring, the difference of the two models can be seen approximately 0,061. Based on the data analysis, it's concluded that there is a difference of effectiveness which is significant. The applying of ttw model has a level of effectiveness higher than tps model towards the ability of mathematical communication on 4th grader students of elementary school.

Student Improvement by Applying the Numbered Heads Together (NHT) Approach to Basic Subjects of Vocational Competence in a Vocational High School in Indonesia

This research aims to improve the learning activity and achievement of a 10th grade class made up of 30 students in a vocational high school located in the city of Surakarta, Indonesia, by applying the Numbered Heads Together (NHT) approach. The experiment was divided into two stages of four activities each: planning, implementation, observation, and reflection. The comparative descriptive procedure was then used to analyze the data. Prior to the researach implementation, the learning activity was relatively low in the pre-stage of the experiment. However, after the NHT approach, the percentage of active students increased in stage 1 and stage 2. The result of the test also suggested a similar trend in student achievement. From this it can be concluded that the application of the NHT learning model improves engagement within the learning activity as well as the level of achievement.

Online Plagiarism Training Falls Short in Biology Classrooms

Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students’ ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time.