Different strategies, media and assessment should not be missing in the teaching process, because if these things are taken into account, the teaching process will run smoothly according to the objectives of the study. Intensive reading is the type of reading in which non-linguistic readers must be aware of and focus on the context and semantic understanding of the text. The linguistic focus of intensive reading is analysis of the language on some reading text.
The question and answer strategy is designed to stimulate students' thinking and teach them to acquire or acquire knowledge about the material and guide them to improve their understanding of the material (Mandaniyati, R & Sophya, I. P, 2017). Students can work in pairs or groups, with individual students leading the team and asking questions, while other group members search for and discuss answers (Literacy BC, 2015). Question structure may need to be learned and practiced before it becomes easy to formulate a question and focus clearly on the content of the text.
In the early stages of the lesson, the teacher is primarily responsible for teaching and demonstrating the strategy. The model is a real-world problem that students need to learn to train and improve their critical thinking and problem-solving skills and acquire knowledge of the central concepts that teachers' work should focus on. One of the goals of problem-based learning is to help students develop thinking and problem-solving skills.
PBL can be interpreted that the starting point of the learning process was learning from past problems in the real world so that students were inspired to work on problems based on their prior knowledge and progress. The function of graphics is to attract the student's attention, clarify the lesson, and explain facts or forgotten concepts. A book is a collection of paper, parchment, or other material on which text is written and organized along one end of the cover.
A well-designed evaluation strategy also plays an important role in educational decision-making and is an integral part of the continuous quality improvement process at the lesson, course and/or curriculum level. According to McAlpine (2002) cited by Yambi (2018), there are two central trends in the evaluation approach related to the subject of language. Summative assessment is designed to measure or summarize what a student has understood and is usually done at the end of a course or lesson.
The final course exam and the general eligibility exam are examples of comprehensive exams (Brown, 2004). One of the most common attitude problems towards the test is the view that all tests (quizzes, resits, midterms, etc.) are total. One of the challenges for you as a teacher is to change the attitude of the students.
Examples from this end of the continuum include notes in the margins of the dissertation, responses to draft essays, advice on how to pronounce words better, suggested strategies to compensate for reading difficulties, and changes to the content.
Military High School
Students must be willing to take on a strong role in evaluation so that they develop individual responsibilities for development and self-control. It should support the natural activities and processes that students perform both in the room and in their daily lives. In addition to military education, military high school students must follow the objectives of the curriculum used in the school.
In Indonesia, most military high schools use the current national curriculum, the 2013 curriculum, Merdeka Belajar. The formation of character values takes place through the medium and familiarity with the various activities packed into the military education program. Culture, in army organizations, has a selected man or woman and it differs from different cultures in phrases of its philosophy, approach and essentials.
As an essential part of training destiny contributors via their curriculum outcomes, requirements, techniques, content and training levels, army school must produce cadres who can be capable, organized and inclined to satisfy their commander's tasks. Here the unique man or woman of army school differs from different schools that nurture the. Of course, it cannot be stated that army schools seek to stay away from improving that behavior and thinking, and that they sincerely do paintings to combine them, but with a clear appreciation for the clean form and the unique nature of the naval ethos (Kozina, 2019).
Improving and harmonizing these variations is the goal of all army school personnel. As much as they must accept the needs expressed in their paintings, they must also, through the means of their personal instance and implied pedagogy, sell the core values of the company and thus have a qualitative impact on the improvement of faculty features. . culture (Kozina, 2019). All schools, which include military schools, have their own personal culture, shaped by the way their students are trained, the coaching staff, the subjects taught, the styles of training techniques used, the environment, the atmosphere and all different elements that have an effect. on their cost system, beliefs and sense of belonging.
According to Kozina (2018), as cited by Kozina (2019), states that the most effective army school provides the army with training essential for acquiring the competencies related to the lifestyle and paintings of civil servants and non-commissioned officers. The elements of attractiveness and an encouraging environment presuppose that the ability is an area where behavior is more likely to be exhibited.
Previous Studies
