MENUMBUHKAN KEMAMPUAN MENULIS AKADEMIK DENGAN TEKNIK IN STAGES GUIDANCE

ABSTRAKPenelitian ini bertujuan untuk mengetahui keefektifan teknik pembelajaran in Stage Guidance dalam menumbuhkan kemampuan menulis akademik mahasiswa.Dalam menguji keefetifan teknikpembelajaran tersebut, dikaji dengan menggunakan metode Penelitian dan Pengembangan (Rsearch Development)pada mahasiswa semester lima di Universitas Siliwangi tahu akademik 2018/2019. Prosedur penelitian yang ditempuh melalui tahapan (1) pemmbentukan model awal/konseptual, (2) pengujan lapangan model awal, (3) revisi model awal, (4) Pengujian lapangan model hasil revisi, (5) validasi model, (6) diseminasi model baik melalui forum ilmiah seperti seminar, maupun melalui publikasi ilmiah. Melalui tahapan tersebut diketahui bahwa model pembelajaran menulis akademik berbasis in stages guidance teruji keefetifannya dalam menumbuhkan kemampuan menulis akademik para mahasiswa. Peneliti merekomendasikan kepada para dosen unuk mencoba menggunakan teknik pembelajaran ini sebagai upaya mengkaji lebih dalam tentang keterujian keefektifannya. Kata Kunci : menulis akademik, in stages guidance, mahasiswa ABSTRACTThis research aimed to determine the effectiveness of in-Stage Guidance Learning Techniques in improving students' academic writing skills. Testing of the effectiveness regarding learning technique used the Research and Development method on fifth-semester students at Siliwangi University academic year 2018/2019. The research procedure was carried out through the stages (1) formation of the initial/conceptual model, (2) field testing of the initial model, (3) revision of the initial model, (4) field testing of the revised model, (5) model validation, (6) model dissemination either through scientific forums such as seminars or through scientific publications. Throughout these stages, it would be known that the in-stage guidance-based academic writing learning model has proven its effectiveness in improving students' academic writing skills. Therefore, the researcher recommended that lecturers try to use this learning technique to examine its effectiveness in depth.Key words: academic writing; in stage guidance; students

PROCEDURES FOR ASSESSING COGNITIVE SKILLS OF PROSPECTIVE LANGUAGE TEACHERS

The purpose of the research was to find out how the procedures for measuring students’ cognitive skills could be incorporated into the university course Language Teaching Methodology. The study was organised within a framework of Anderson’s theory of cognitive skills development and Glaser’s taxonomy of dimensions for assessing achievement. We developed the instrument, which encompassed two empirical questionnaires for treatment groups. Both questionnaires comprised an equal number of tasks but differed in the content of procedures for measuring knowledge acquisition and structure as one of the dimensions of cognitive assessment. Empirical Questionnaire 1, based on a traditional approach to assessment, included multiple-choice questions related to the lecture material. Empirical Questionnaire 2 comprised both traditional and unconventional measures, such as a SVT test; constructed and conversation-based responses; simple and high order rule tasks. Thirty-four third-year students of the Department of Foreign Languages, V.N. Karazin Kharkiv National University participated in three-stage research-oriented teaching, which lasted ten weeks. Both qualitative and quantitative data analysis methods were employed for the evaluation of learning outcomes. After final testing, we compared the results obtained from the students. The group mean difference (EG vs. CG) was 0.12 points, 95% confidence interval (0.07 - 0.17), two-sample t-test p < 0.0001. Findings suggest that cognitive skills assessment considerably affects and improves student learning. The implications relate to final grades assessment and curriculum design and contribute to expanded uses for cognitive skills testing.

Reasons for Negligence of Testing Students English Language Orally at the Secondary Level

The study aims at investing the reasons for negligence of testing students orally at the secondary level. The study is based on a descriptive analytic method. The data were collected by means of a questionnaire for teachers of English language of secondary schools in Gezira Southern locality. The participants in this study were 50 English language teachers from Gezira southern locality. The findings of the study showed that insufficient time and large classes contributed to the negligence of oral testing. In addition to, the absence of oral tests on the syllabus is considered one of the reasons for the negligence of oral tests. The recommendations of the study emphasize the importance of speaking skills testing and encourage teachers and educational circles to give particular consideration for testing oral skills. In addition, oral skills should be included in the syllabus. Moreover, teachers should devote extra time to test oral skills.

Taking a leap of faith: A case study of abruptly transitioning an undergraduate medical education program to distance learning due to COVID-19 (Preprint)

UNSTRUCTURED The novel coronavirus disease pandemic has forced universities around the world to transition to distance learning immediately. This case study sheds light on the rapid transition to distance learning due to COVID-19 of an undergraduate medical program at the College of Medicine in the Mohammad Bin Rashid University of Medicine and Health Sciences. The purposeful transition to distance learning efforts is reflected upon as four interrelated aspects: supporting faculty members in delivering the content, managing curriculum changes, engaging with the students to facilitate the distance learning experiences, and conducting online assessments. Challenges included the high perceived uncertainty, need for making ad-hoc decisions, lack of experiential learning and clinical skills' testing, and blurring of work-rest boundaries. Seminal triumphs included building on a strong existing digital base, a vision for innovation, and a cohesive team that was key to agility, rapid decision-making, and implementation.

Assessment of the dynamics of indicators of physical development and motor qualities during the implementation of the program of physical rehabilitation of preschoolers with the consequences of hip dysplasia

This article evaluates the dynamics of indicators of physical development and motor skills in the process of implementing the program of physical rehabilitation of preschoolers with the consequences of hip dysplasia. Disharmonious physical development with insufficient body weight was revealed in 11,8% of children, there were significantly more females than males among them. The disproportion of growth and maturation of the organism, deterioration of balance in children with the consequences of hip dysplasia from hip injury (p <0,05) were confirmed. It was proved that the indicators of flexibility, speed of strength of the muscles of the lower extremities, strength endurance of the abdominal muscles were better in the comparison group than in the group of children with hip dysplasia (p<0,05). Analysis of the results of motor skills testing showed that girls have lower scores than boys of this age (p <0,05). The physical rehabilitation program was developed based on the previous clinical and instrumental screening of functional disorders of the hip joints, formed as a result of dysplasia in preschool children. This program included preventive and rehabilitation blocks. The developed program provides for the implementation of a comprehensive approach to restoring the physical and functional state of the preschool ORA through the use of game, simulation, traction, relaxation, stretching, special power, breathing, corrective and various coordination exercises. The application of the physical rehabilitation program was allowed to effectively influence the processes of growth and development of the child's body. There was tendency to positive changes in physical development among children of the main group, which increased in the direction of harmony of physical development by 17,2%, and the control group only in 6,1%. It was revealed significantly better indicators of the development of motor skills in children of the main group than in the control group (p<0,05).