Can Students Learn to Use Textbooks Effectively?

Can a class assignment covering the reading help students do better in an introductory chemistry class for nonmajors? Two sections of the same course have been compared where one section had a reading assignment that "forced" the students to interact with the text while the other class had the typical homework, quiz assignments, and discussion posts. Both groups took 3 exams and the final exam. A t-test compared the means for each exam, the final exam, and the overall class average. The mean was higher for the group that had the reading assignment in each case. The mean for the class was 71.3% versus 66.7% (p value = 0.050). The mean for exam 1 was 73.0% versus 60.5% (p = 0.052). The mean for exam 2 was 73.3% versus 67.5% (p = 0.225). The mean for exam 3 was 76.9% versus 62.4% (p = 0.044). The final exam was 56.6% versus 55.3% (p = 0.445). The implication may be that students do not understand how to study or what is involved in effective studying. When reading the text is incentivized as an assignment, more students seemed to interact with the text, and more were likely to succeed in the class. This paper examines how interacting with the text for a class supports comprehension.

The Dilemma of Social Entrepreneurship and Social Enterprise: An Exercise

Social equilibriums can be both positively and negatively affected through the actions of social enterprises and social entrepreneurs and have both intended and unintended consequences. Many learners have considered only the light, or positive, viewpoint of social enterprise and social entrepreneurship. There are also potential dark aspects. In our increasingly ‘woke’ world, it is critical that we spur discussion of both light and dark issues. To deepen critical thinking about the implications of giving to ‘do good’, learners should consider potential dark motivations to increase the social enterprise’s competitive advantage through ‘green-washing’ tactics which could create dynamics of dependency, unneeded/unwanted assistance, or the disruption of local economies. The participants in the exercise experience the consequences of their decisions along with debrief opportunities for dark-light language. The authors provide a suggested pre-exercise reading assignment to prepare learners, the exercise and debrief guidance.

Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Disertai Penerapan Tugas Baca untuk Meningkatkan Hasil Belajar Siswa

ABSTRAK Tujuan penelitian adalah untuk menemukan upaya peningkatan aktifitas dan prestasi belajar peserta didik melalui model pembelajaran kooperatif tipe Jigsaw yang disertai dengan penerapan tugas baca. Penelitian ini dilaksanakan dalam 2 siklus, setiap siklus terdiri atas tahap perencanaan, tindakan, observasi dan refleksi. Subyek penelitian adalah siswa kelas XII.IPA.1 SMA Negeri 5 Sidrap Tahun Pelajaran 2017/2018, dengan jumlah siswa 29 orang, terdiri dari 12 orang laki-laki dan 17 orang perempuan. Analisis data dilakukan dengan analisis deskriptif. Hasil penelitian menunjukkan, rata-rata hasil belajar siswa pada siklus I 74,38 dengan ketuntasan klasikal 75,38%, pada siklus II rata-rata hasil belajar siswa 77,62 dengan ketuntasan klasikal 89,66%. Dan setelah diadakan ulangan harian untuk materi siklus I dan II diperoleh rata-rata hasil belajar 78,14 dengan ketuntasan klasikal 93,10%. Kondisi ini menunjukkan adanya peningkatan hasil belajar siswa serta peningkatan ketercapaian ketuntasan belajar secara klasikal. Kata kunci: Hasil belajar, kooperatif tipe Jigsaw, tugas baca ABSTRACT The research objective was to find efforts to increase the activity and learning achievement of students through the Jigsaw cooperative learning model which was accompanied by the application of reading assignments. This research was conducted in 2 cycles, each cycle consisting of planning, action, observation and reflection stages. The research subjects were students of class XII.IPA.1 SMA Negeri 5 Sidrap in the academic year 2017/2018, with 29 students, consisting of 12 boys and 17 girls. Data analysis was carried out by descriptive analysis. The results showed, the average student learning outcomes in the first cycle 74.38 with 75.38% classical completeness, in the second cycle the average student learning outcomes 77.62 with 89.66% classical completeness. And after the formative tests were held for the material of the first and second cycles, the average learning outcome was 78.14 with 93.10% classical completeness. This condition indicates an increase in student learning outcomes and an increase in the achievement of classical learning completeness. Keywords: Learning outcomes, Jigsaw cooperative, reading assignment

Gerakan literasi masyarakat basis media sosial

Introduction. The three main aspects to improve literacy movement are family, school, and society. Using social media could be useful to improve literacy as many reading materials can be accessed and freely available. However, the content should be selected to prevent from unexpected materials. Data Collection Method. Data obtained through observations of 100 participants in the development of community literacy movement. They were religious education community (pesantren) with professions such as, teachers, education staffs and students’ representatives from two levels of education within the reading village frameworks in Tanjungmekar village, Tanjungkerta, Sumedang. Analysis Data. Data were analyzed using descriptive percentage studies, and describing the results of observations. Result and Discussions. The community accesses reading material dominant using printed material, reading assignment and communication through social media have not done as expected. In general, the activities of fostering literacy in the religious education community require patterns that are in accordance with time, motivation, access, technological devices, various social media to foster literacy readiness. Conclusions. Alternative use of social media is expected be able to support community movement to build the literate village.

Semantic Priming of Colored Signs in the Peripheral Vision during Electronic Text Reading

This study explores if peripheral colored ambient light or colored light can be noticed and semantically associated with text while reading a novel from an Electronic Visual Display (EVD). Additionally, it is investigated if those colored signs are perceived as supplementary to the story and result in a more immersive experience. For that purpose, a user evaluation study was performed based on attention theory (selective attention, semantic priming, and divided attention), reading behavior, and semantics of colors. Participants received a reading assignment. While reading a novel from an e-book, dynamic colored ambient light or colored light was emitted. Throughout the reading assignment, the colors were adapted to the particular scenes the participant was reading. Findings suggest that attention can be divided between reading the novel from an EVD and the ambient color signs.

Online News As Learning Resource in EFL Classrooms

Newspaper has been acknowledged as one useful learning resource in EFL classrooms. In this digital era teachers as well as learners can access unlimited resources on the internet; one of the resources available for free and at all times is online news. However, nowadays some students are not really keen on reading news and reading it in English is even more challenging. For this reason this study aims to bridge this gap. This research tries to find out in what way reading news on the same topics in both the Indonesian and English versions benefits EFL learners in terms of content and vocabulary. There were 98 Indonesian freshmen from three Reading classes taking part in this study. They read both the Indonesian and English news on the same topics as their reading assignment during the semester. At the end of the semester an online survey was conducted to find out the benefits of the assignment. A focused group interview was conducted to gain more information on the subjects’ responses in the survey. The findings show that reading both the Indonesian and English news on the same topics enhance the subjects’ understanding of the content of the English news as well as help them better guess the meaning of unknown English words and increase their vocabulary knowledge. Keywords: online news, learning resource, EFL classrooms

Integrating Xreading into class time using post-reading tasks

The Xreading website provides students with access to an extensive virtual library of graded readers. Teachers can then use it to keep track of which titles the students access, the total number of words they read, their reading speed, and also whether they have completed post-reading quizzes. However, an overreliance on monitoring student progress entirely outside of class using word targets or quizzes can potentially be circumnavigated by reluctant students who dislike reading regularly. This paper will share how the teacher integrated short creative post-reading tasks into the weekly digital reading assignment of a compulsory English language class in an attempt to ensure students were engaging with the stories and reading regularly. It was found that the tasks enabled students to interact and discuss their reading with their classmates and also helped demonstrate the value and importance of extensive reading to students by further integrating it into class time.

STUDENTS’ ATTITUDE TOWARDS ASSIGNMENT AND ASSESSMENT IN READING: AN OVERVIEW OF E-LEARNING

E-learning is a program that has been implemented in Pamulang University since 2015. Despite the benefits of it as the medium for the students to learn with the absence of the teacher, it also gives beneficial or them to learn independently and creatively. However, as it is a latest for both teachers and students, the adversity cannot be avoided in terms of assignments and assessments. Therefore, this study was aimed to reveal the students’ attitude towards the assignments and assessments provided by the teacher for Reading in E-learning Program. The participants of this study were 40 students of reading class at the fourth semester of English Department of Faculty of Letters of Pamulang University. The data were collected by questionnaires and observation that the questionnaires were given to the students of reading subject while observation was conducted by observing reading assignment and assessment of E-learning program. The data from observation were analyzed by using qualitative measurement and the questionnaire used paper-based Likert-scale. The results showed that in spite of the difficulties in adapting in E-learning program they also have difficulties in understanding the materials and term of assessment. Furthermore, there is a negative attitude from them toward the assignment and assessment of reading in E-learning program.Keywords:, assignment, assessment, attitude, e-learning, reading

Reading Assignment: Group Work, Impacts on Students’ Reading Comprehension

The objective of the research was to know the differences between the ninth grade students of SMPN 1 Rajeg in reading comprehension used group work technique and those used conventional method. The research was conducted to the ninth grade students of SMPN 1 Rajeg which consist of two classes as sample, IX.G as experiment class and IX.J as control class. The IX.G used group work technique in teaching reading comprehension while IX.J used conventional method. The methodology of the research was quasi experimental design and quantitative method. The data of this research were collected by giving the test (pre-test and post-test) to the sample. The collected data were analyzed by using t-test formula. It was used to test hypothesis to know whether there is difference in reading comprehension between the students given group work technique and those given conventional method. The result of the data analysis showed that was 4.78 higher than 1.99 with 5% of significant level. The data was higher than (4.78 > 1.99). It was mean that Hı was accepted while Ho was rejected. It also means that there was significance of students’ reading comprehension between students in experiment class who were taught by group work technique and the students in control class who were taught by using conventional method at SMPN 1 Rajeg. Keyword: Group Work Technique, Reading Comprehension

Using the GoodWork™ Model to Introduce First-Year Students to the Expectations of Academia

In this article, we present a GoodWork™-inspired Summer Reading Assignment and Freshman Orientation program to introduce first-year students to the culture of higher education. We believed that the GoodWork™ model would be a useful tool for helping students to understand our university’s expectations for excellence, ethics, and engagement in their academic work. Assessment data showed students’ ability to apply the concept of GoodWork™ as well as their high level of satisfaction with the program and the value that they found in learning about GoodWork™ as they embarked on their first year of undergraduate study.