Geometric Modeling for Visualization of Technological Processes from a Text Instruction to an Interactive Simulator

The present article examines different forms of presentation of training materials in the visualization of technological processes. As example instruction for measuring the parameters of receiving microwave modules was used. The development of text instruction, graphic instruction, multimedia video (using virtual models of devices developed in specialized software), an interactive multimedia video and an interactive simulator are described. The article describes the stages and features of the development of each type of materials. Screenshots of the practical implementation of each type of instruction are presented. People, depending on the characteristics of the perception of information, are divided into three types: visuals, audials and kinesthetics. Particular attention in this article is paid to the effectiveness of the use of each type of training material for people with a specific type of information perception. The article provides a comparative analysis of training instructions for the duration of development.

Penerapan Model Pembelajaran Think Talk Write Untuk Meningkatkan Keterampilan Menulis Teks Petunjuk

The background of this study there is difficulties in students in making text instructions about saving energy. The problem caused by learning activity using teacher-centered. To solve the problem are using think talk write model at learning activity. This study aims to improve learning activity and learning outcomes for writing skill text instruction. The method used was action research with a design referring to the spiral model by Kemmis & Taggart. The study conducted on students of class IV-B SDN 223 Bhakti Winaya, Bandung City. The instruments used were teacher performance observation sheets, student activity sheets, interviews guideline, anecdotal records, and students learning outcomes tests. The results showed an increase in teacher performance planning and student activities from cycle I to cycle II. In addition, the skill of writing instructional texts about saving energy has increased. In the initial data, only 9 students reached KKM, after cycle I as many as 17 students reached KKM and continued to increase in cycle II reaching 28 students who reached KKM. It shows that the use of the think talk write model can improve the writing skills of students in class IV-B SDN 223 Bhakti Winaya. Keywords: Think Talk Write, Writing Skill. Abstrak Latar belakang penelitian ini adalah adanya kesulitan siswa dalam membuat teks petunjuk menghemat energi. Masalah tersebut muncul dikarenakan kegiatan pembelajaran yang berfokus pada guru. Tindakan yang dilakukan untuk mengatasi masalah tersebut dengan melakukan pembelajaran menggunakan model think talk write. Tujuan penelitian ini adalah memperbaiki proses dan hasil belajar dalam keterampilan menulis teks petunjuk. Metode penelitian yang digunakan adalah penelitian tindakan kelas dengan desain penelitian mengacu pada model spiral oleh Kemmis & Taggart. Penelitian dilakukan terhadap siswa kelas IV-B SDN 223 Bhakti Winaya, Kota Bandung. Instrumen yang digunakan adalah lembar observasi kinerja pendidik, lembar observasi aktivitas siswa, pedoman wawancara, catatan lapangan serta tes hasil belajar siswa. Hasil penelitian menunjukkan adanya peningkatan perencanaan kinerja guru dan aktivitas siswa dari siklus I hingga siklus II. Selain itu, keterampilan menulis teks petunjuk menghemat energi menhalami peningkatan. Pada data awal hanya 9 orang siswa yang mencapai KKM, setelah siklus I sebanyak 17 orang siswa mecapai KKM dan terus meningkat pada siklus II mencapai 28 orang siswa yang mencapai KKM. Ini menunjukkan bahwa penggunaan model think talk write dapat meningkatkan keterampilan menulis teks petunjuk siswa kelas IV-B SDN 223 Bhakti Winaya. Kata kunci: Think Talk Write, Keterampilan Menulis.

THE COMPARISON OF STUDENTS’ READING COMPREHENSION IN RECOUNT TEXT INSTRUCTION BETWEEN USING STAD AND JIGSAW TECHNIQUE AT DIFFERENT READING FREQUENCY AT THE FIRST GRADE OF SMA N 1 RUMBIA ACADEMIC YEAR 2012/2013

Reading as one of the four skills has always been as a part of the syllabus in English instruction. Based on the Pra survey, reading comprehension of the students of the first grade of SMA N 1 Rumbia is still low, most of them still lack structure knowledge and vocabulary, and their reading frequency in reading is still low. There are two techniques presented as a solution in this research. They are STAD Technique and Jigsaw technique. The objective of this research is to find out the difference result of using STAD and Jigsaw technique toward students’ reading comprehension in recount text at different high and low reading frequency and to find out there is significant interaction and comparison of reading comprehension in recount text, learning technique, and different reading frequency at the first grade students of SMA N 1 Rumbia academic year 2012/2013.The method of investigation is held through quantitative research. The researcher uses true experimental research. In this experiment, the the researcher applies factorials design. The research is conducted at the first grade of SMA N 1 Rumbia in academic year 2012/2013. The population in this research is 180 students. It consisted 6 classes and each class consist 30 students. The researcher takes 52 students from total population as the sample, 26 students as experiment class and 26 as control class that match based on classification of student level. The researcher uses cluster random sampling as technique sampling.To analyze data, the researcher uses ANOVA TWO WAYS formula. The researcher got the result of Fhit is 18, 2 and Ftable is 7, 14. It means that Fhit > Ftable. And the criterion of Ftest is Ha accepted if Fhit > Ftable. So, there is any difference result of students’ Reading comprehension in recount text using STAD and Jigsaw, and STAD technique is more effective technique than Jigsaw technique toward students Reading comprehension at different reading frequency at the first grade of SMA N 1 Rumbia academic year 2012/2013. The researcher expects English teacher use STAD Technique in reading instruction especially in recount text, so the students feel fun and enjoy in following the learning process.

Comparison of the Effects of Two Phonics Training Programs on L2 Word Reading

Empirical evidence shows that explicit phonics teaching is beneficial for English word reading. However, there has been controversy as to whether phonics teaching should incorporate meaning-involved decodable text instruction to facilitate children's word reading. This study compares the effects of phonics teaching with and without decodable text instruction on immediate and delayed English word reading in 117 Taiwanese children learning English, assigned to a Phonics-only group ( n = 58) and a phonics plus decodable text instruction (Phonics+) group ( n = 59). Results showed that although both groups significantly improved in immediate and delayed post-test word reading, the Phonics+ group performed better in both post-tests, but the difference was significant only in the delayed word reading, suggesting a better long-term retention effect produced by Phonics+ teaching. These indicated that incorporated meaning-involved decodable text reading might offer another better facultative linking route for English word reading even for non-alphabetic child learners of English. The findings were discussed from linguistic, psycholinguistic, and reading perspectives, with implications drawn for second/foreign language teaching and research in reading instruction.

THE COMPARISON OF DESCRIPTIVE TEXT WRITING ABILITY USING YOU TUBE DOWNLOADED VIDEO AND SERIAL PICTURES AT THE STUDENTS’OF SMPN 2 METROACADEMIC YEAR 2012/2013

This research discusses about how two different techniques affect the students’ ability in descriptive text at SMP N 2 Metro. The objectives of this research are (1) to know the difference result of using YouTube Downloaded Video and Serial Pictures media toward students’ writing ability in descriptive text and (2) to know which one is more effective of students’ writing ability in descriptive text instruction between learning by using YouTube Downloaded Video and Serial Pictures media. The implemented method is quantitative research design in that both researchers use true experimental research design. In this research , experimental and control class pre-test and post test are conducted. It is carried out at the first grade of SMP N 2 Metro in academic year 2012/2013. The population in this research is 7 different classes with total number of 224 students. 2 classes of the total population are taken as the samples; VII.1 students in experimental class and VII.2 students in control class by using cluster random sampling technique. The instruments of the research are tests, treatment and post-test. The data analyzing procedure uses t-test and results the following output. The result of ttest is 3,96 and ttable is 2,06. It means that tcount > ttable with the criterion of ttest is Ha is accepted if tcount > ttable. So, there is any difference result of students’ writing ability using YouTube Downloaded Video and Serial Pictures Media. However; Youtube Downloaded Video media is more effective media than Serial Pictures media toward students’ writing ability. This research is consistent with the previous result of the studies and thus this technique is recommended to use in writing instruction especially in descriptive text in order that students may feel fun and enjoy during the learning process.

THE COMPARISON OF READING COMPREHENSION IN DESCRIPTIVE TEXT INSTRUCTION USING CASE STUDY AND ANALYTICAL TEAM OF STUDENTS AT SENIOR HIGH SCHOOL OF STATE 1 KOTAGAJAH ACADEMIC YEAR 2012/2013

Reading comprehension in descriptive text is the ability students of understanding and interpreting information in a descriptive text correctly or get meaning from written descriptive text based on some aspects. Many techniques presented as a solution in reading comprehension they are Case Study technique and Analytical Team technique. The problem formulation in this research are; (1) Is there any significant difference between using Case Study and Analytical Team toward students’ reading comprehension in descriptive text instruction for the tenth grade students of SMAN 1 Kotagajah (2) Which one is more effective between using Case Study and Analytical Team toward students’ reading comprehension in descriptive text instruction for the tenth grade students of SMAN 1 Kotagajah. The objectives of this research are (1) To know whether there is significant difference between using Case Study and Analytical Team toward students’ reading comprehension in descriptive text instruction for the tenth grade students of SMAN 1 Kotagajah. (2) To find out which one is more effective between using Case Study and Analytical Team toward students’ reading comprehension in descriptive text instruction for the tenth grade students of SMAN 1 Kotagajah.In this research, the researcher uses an experimental design. The kind of design is True Experimental Control Group Pre-test and Post test. Experimental group is taught Case Study and control group taught Analytical Team technique. The population in this research is 694 students. The sample in this research is class X which consists of 2 classes 44 students and each class consist of 22 students are as experimental class and 22 as control class. The writer use cluster stratified random sampling to takes sample. From the accounting of students score on post test, is was gained that at the significant level of 0,01, the tratio is higher than ttable, that is 2,77 for tratio and 2,70 for ttable.The conclusion are; (1) There is significant difference between using Case Study and Analytical Team toward students’ reading comprehension in descriptive text instruction for the tenth grade students of SMAN 1 Kotagajah. (2) Case Study is more effective than Analytical Team toward students’ reading comprehension in descriptive text instruction for the tenth grade students of SMAN 1 Kotagajah. It means that Case Study effective to develop students’ reading comprehension