enhancing the cooperative ability

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ENHANCING STUDENTS’ PARAGRAPH WRITING ABILITY THROUGH COOPERATIVE LEARNING : A CLASSROOM ACTION RESEARCH AT THE ENGLISH EDUCATION DEPARTMENT, AHMAD DAHLAN UNIVERSITY YOGYAKARTA.

ENHANCING STUDENTS’ PARAGRAPH WRITING ABILITY THROUGH COOPERATIVE LEARNING : A CLASSROOM ACTION RESEARCH AT THE ENGLISH EDUCATION DEPARTMENT, AHMAD DAHLAN UNIVERSITY YOGYAKARTA.

From the data above, it’s obvious that the number of the students whose ability in paragraph writing got improved increased significantly from cycle 1 to cycle 2. Though the number of the students who got A (85 and above) remained the same i.e. 3 students in both cycles, it’s not quite a problem to the research since the score standard 85 was quite high to accomplish. It’s not easy to get such a high score in writing. The more important information regarding the data above was the score B students. As seen from the table, the increase in number of the students getting B was significant – from 12 students in cycle 1 to 21 students in cycle 2. This fact explained that Cooperative Learning has significantly contributed to make students be able to write paragraphs in English more easily and comfortably. Writing paragraph was found more easily under Cooperative Learning mode because it’s done in groups. They did the idea brainstorming, outlining, developing and revising the paragraphs in groups where they could help each other and succeed together. Thus, it’s felt easier. Cooperative learning made the students feel comfortable in the class because they were no more experiencing bad feelings like sleepy, reluctant, unmotivated, disengaged, etc. They felt happy and engaged to the activity instead. This condition was surely helping the students to feel more relaxed and better motivated in writing. Another important information from the data above is about the number of the students who got C and D which reduced from cycle 1 to cycle 2. The score C students declined from 10 students in cycle 1 to only 4 students in cycle 2. The same case applied to score D students, which lessened from 4 students in cycle 1 to only 1 student at the end of cycle 2.
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STUDENTS’ ATTITUDES TOWARDS COOPERATIVE LEARNING IN ENHANCING THEIR MOTIVATION TO SPEAK.

STUDENTS’ ATTITUDES TOWARDS COOPERATIVE LEARNING IN ENHANCING THEIR MOTIVATION TO SPEAK.

Based on the findings, it is proved that students actually realize that English is an important subject at school, but in the process of teaching and learning, the teacher often forces them to do difficult tasks just for the need of passing the exam and good scores without considering the students’ interests and ability. This goes with Ur (2011) about authorative demands and tests, which means that the students are pressed by the teacher to finish a task, and therefore it makes them increase their efforts to do all of their teacher’s command without any awareness of objectives and responsibilities. In line with, Brophy (2004) also states that intrinsic motivation refers to affective experience which is defined as the enjoyment of the process involved in engaging an activity. The more students enjoy the activities, the more they will be engaged and speak in class.
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THE USE OF CIRC (COOPERATIVE INTEGRATED READING AND COMPOSITION ) IN ENHANCING STUDENTS’ ABILITY IN READING SKILL.

THE USE OF CIRC (COOPERATIVE INTEGRATED READING AND COMPOSITION ) IN ENHANCING STUDENTS’ ABILITY IN READING SKILL.

Sari, D.K. 2010. The Use of CIRC (Cooperative Integrated Reading and Composition ) in Enhancing Students’ Ability in Reading Skill. (A Study of Second Grade of Junior High School in SMP Negeri 2 Limpung ). Final Project. English Department Arts and Languages Faculty Semarang State University. First Advisor: Prof. Dr. Mursid Saleh. Second Advisor : Drs. La Ode M.

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THE EFFECTIVENESS OF USING GUIDED WRITING TECHNIQUE IN ENHANCING STUDENTS’ WRITING ABILITY | Yunisha | ELTS JOURNAL 2127 6269 1 PB

THE EFFECTIVENESS OF USING GUIDED WRITING TECHNIQUE IN ENHANCING STUDENTS’ WRITING ABILITY | Yunisha | ELTS JOURNAL 2127 6269 1 PB

In this research, the researcher conducted a true experimental research design. In true experimental research, the researcher has access to random selection of the samples into experimental and control group to ensure the equivalence of groups and to control for many interfering variables that might otherwise contaminate the result of the investigation (Charles.1995:247). Based on the explanation before the researcher used two classes as the sample of the research, the first one was experimental class and the second one was control class. Then, she taught the two classes. The experimental class got a special treatment from the researcher during teaching and learning process while the control class did not. Moreover, the teaching method was different. She conducted the research based on the research on the research design proposed by Arikunto (2002:79):
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Student Attitudes Towards Learning Mathematics, Mathematics Learning Problems And Reasoning Communication And Mathematical.

Student Attitudes Towards Learning Mathematics, Mathematics Learning Problems And Reasoning Communication And Mathematical.

The population in this study were all students in the junior class VII of Pekanbaru, amounting to 84 schools in the academic year 2011/2012 and the research subject is representing three junior high school level, medium, and low. The sampling technique was purposive sampling and stratified and quasi- experimental design using a pretest-posttest group without random. In all three schools selected two classes each of the experimental class (learning with activity quick on the draw in order cooperative learning) and a control class (conventional learning). The instrument used in the form of student attitude questionnaire which is intended only for classroom experiments.
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The Effectiveness of CPS-ALM Model in Enhancing Statistical  Literacy Ability and Self Concept of Elementary School Student  Teacher

The Effectiveness of CPS-ALM Model in Enhancing Statistical Literacy Ability and Self Concept of Elementary School Student Teacher

The focus of this study is to examine comprehensively statistical literacy and self- concept enhancement of elementary school student teacher through CPS-BML model in which this enhancement is measured through N- gain. The result of study indicate that the use of Collaborative Problem Solving Model assisted by literacy media (CPS-ALM) model contribute to student’s statistical literacy enhancement better than expository learning (EL). It is identified also that there is difference in student’s self- concept enhancement between CPS-ALM group and EL group. CPS-ALM group achieve enhancement in medium category with N-gain average is 0.33, while EL group achieve enhancement in low category with N-gain is 0.16. One way which trigger enhancement of student’s statistical literacy and self concept is the use collaborative mode. Indicators of statistical literacy and self concept are identified to experience enhancement when collaborating, in which students are demanded to have confidence toward statistic ability they have when delivering creative ideas. Exploration done by students toward self ability need a belief toward their ideas in Statistic Education course.
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ENHANCING STUDENTS MATHEMATICAL PROBLEM SOLVING ABILITY THROUGH CONTEXTUAL TEACHING AND LEARNING (CTL) APPROACH.

ENHANCING STUDENTS MATHEMATICAL PROBLEM SOLVING ABILITY THROUGH CONTEXTUAL TEACHING AND LEARNING (CTL) APPROACH.

Based on observations made, teachers still use direct instruction that by teacher centered method. Students as an object which receive all the material that teacher’s said. Association of learning with of daily life has been done but the students still feel bored and less active in learning. It was seen when the teacher asks students still mostly silent and did not want to participate. Students just fall silent and wait for the teacher to explain in detail about the given question. It is happen because the teacher is only charging a little explanation was followed by various formulas. The formula was a mainstay of teachers in answering all questions. Not understanding the concept of precedence so that students are not interested in active learning. Mathematics problem that teacher given to students is also a factor of student disinterest towards solving the problem. Problems associated with of daily life will encourage students to work on the problems. An interest will arise when we give a real problem. With the real problem, automatically the students will feel that math is important in of daily life.
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IMPROVING READING COMPREHENSION OF GRADE VII STUDENTS AT SMP SATU ATAP NEGERI 2 PARIGI SELATAN THROUGH COOPERATIVE LEARNING | Priskila | BAHASANTODEA 6318 20906 1 PB

IMPROVING READING COMPREHENSION OF GRADE VII STUDENTS AT SMP SATU ATAP NEGERI 2 PARIGI SELATAN THROUGH COOPERATIVE LEARNING | Priskila | BAHASANTODEA 6318 20906 1 PB

Futhermore, Cooperative Learning become a very well known strategy for teaching and learning. Gillies and Boyle (2009) state that Cooperative learning is a pedagogical practice that has attracted much attention over the last three decades. Large number of research on this strategy indicates students gain both academically and socially benefits when they have opportunities to interact with others to accomplish shared goals. For Issues with implementing cooperative learning, there is no denying that social interaction plays a major role in how children learn (Gillies, 2003), yet, in many classrooms, students are often the passive recipients of knowledge rather than being active in its creation.
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Thesis   Anin Eka Sulistyawati

Thesis Anin Eka Sulistyawati

related to the research topic. The questionnaire was multipled with four responses; a lot, some, a little, and not at all. Through this questionnaire, the students could answer the questions easily since they only put some thick as their answer, and the researcher gathered some sufficient informations used as one of the qualitative data in this study. Both of these checklists were dichotomous since it compels respondents to „come off the fence’ on an issue. In addition, it was easier for the participants to give some responses quickly because there were only two categories of response. A dichotomous question is also useful as a funnelling or sorting dev ice for subsequent questions, for example: „if you answered “yes” to question A, please go to question B; if you answered “no” to question B, please go to question C ’. Thus, the students could easily fill it out and the responses were easy to code.
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THE DIFFERENCE OF STUDENTS MATHEMATICAL CRITICAL THINKING ABILITY TAUGHT BY PROBLEM BASED LEARNING MODEL AND COOPERATIVE LEARNING MODEL THINK PAIR SHARE (TPS) TYPE IN SMPN 2 LIMA PULUH.

THE DIFFERENCE OF STUDENTS MATHEMATICAL CRITICAL THINKING ABILITY TAUGHT BY PROBLEM BASED LEARNING MODEL AND COOPERATIVE LEARNING MODEL THINK PAIR SHARE (TPS) TYPE IN SMPN 2 LIMA PULUH.

In the process of learning, mathematical critical thinking skills are not yet fully developed expressly. It proved by the interview result with mathematics teacher in SMPN 2 Lima Puluh Mrs. Ningsih, she said that in the classroom, too most students is a passive activity because students only listening and will not build their own knowledge. So that the teacher do not want to take any other learning model but just direct method.

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Enhancing Students Ability in Generating Idea in Writing Recount Text Through Round Table Technique ( A Classroom Action Research at 8E of SMP Negeri 2 Banjarnegara in the Academic Year of 2015/2016) - UNS Institutional Repository

Enhancing Students Ability in Generating Idea in Writing Recount Text Through Round Table Technique ( A Classroom Action Research at 8E of SMP Negeri 2 Banjarnegara in the Academic Year of 2015/2016) - UNS Institutional Repository

This is to certify that I myself write this thesis, entitled “Enhancing Students’ Ability in Generating Idea in writing Recount text Through Round Table Technique ( A Classroom Action Research at 8 E of SMPN 2 Banjarnegara in the Academic Year of 2015/2016) ” . It is not a plagiarism or made by others. Anything related to others’ work is written in quotation and the source of which is listed on the bibliography.

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INTRODUCTION  Experimentation Of Mathematics Learning By Using Cooperative Model Type Two Stay Two Stray (Tsts) On The Subject Of A Circle Viewed From Student’s Critical Thinking Ability In Grade Viii Of Smp N 1 Surakarta.

INTRODUCTION Experimentation Of Mathematics Learning By Using Cooperative Model Type Two Stay Two Stray (Tsts) On The Subject Of A Circle Viewed From Student’s Critical Thinking Ability In Grade Viii Of Smp N 1 Surakarta.

Children until old men need education to be shaped and can think. While the education itself has the sense of conscious effor t and planned to bring about condition of learning and the learning process so that students actively develop the potential to have a religious spiritual strength, self-

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THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL TYPE NUMBER HEAD TOGETHER TO IMPROVE THE STUDENTS MATHEMATICAL COMMUNICATION ABILITY OF EIGHTH GRADE SMP N 2 SIDIKALANG ACADEMIC YEAR 2014/2015.

THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL TYPE NUMBER HEAD TOGETHER TO IMPROVE THE STUDENTS MATHEMATICAL COMMUNICATION ABILITY OF EIGHTH GRADE SMP N 2 SIDIKALANG ACADEMIC YEAR 2014/2015.

However the reality is happens today, only teachers who play an active role in the learning process. Teachers become a source of knowledge as a conduit material and students to be good listeners who receive any material that is taught by the teacher. To create teaching and learning condition was orderly and calm. Communication happens tend to be one direction, from teacher to student. There is no feedback from student to teacher. Generally, student is less to take the opportunity to initiative and seek their own answer. Students are also not given the opportunity to ask the teacher and to exchange ideas with classmates. Students are accustomed to work individually and when they find a difficult problem, students leave it alone until the lessons passed or hope teachers will solve it. Teachers are too concentrated on procedural matters and mechanistic, mathematical concepts presented in informative, and students are trained resolve many problems without deep understanding.
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Developing Teaching Material of Inquiry Co-operation Model for Enhancing Student' Mathematical Communication Ability.

Developing Teaching Material of Inquiry Co-operation Model for Enhancing Student' Mathematical Communication Ability.

Teaching materials is needed to support the implementation ICM learning optimally. Therefore, in this study developing a teaching material in accordance with characteristics of ICM learning, particularly on the subject of Polyhedral. From the results of this study revealed that: (1) Teaching materials of ICM get the mean expert judgement 97.21%; (2) Teaching materials of ICM get a positive response from the students 88.11%; (3) The enhancement of student' mathematical communication ability who recived ICM better than students who received conventional learning; and (4) The enhancement of student' mathematical communication ability who recived ICM is 0.58 which is medium category. Based on the development stages can be concluded that the teaching materials of ICM judged worthy and ready for use in learning mathematics, especially on the material of Polyhedron for junior high school students.
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THE INFLUENCE OF THE APPLICATION OF COOPERATIV LEARNING ON STUDENTS’ ABILITY TO WRITE PROCEDURE TEXT AT THE TENTH GRADE STUDENTS OF MADRASAH ALIYAH NEGERI 1 BREBES - IAIN Syekh Nurjati Cirebon

THE INFLUENCE OF THE APPLICATION OF COOPERATIV LEARNING ON STUDENTS’ ABILITY TO WRITE PROCEDURE TEXT AT THE TENTH GRADE STUDENTS OF MADRASAH ALIYAH NEGERI 1 BREBES - IAIN Syekh Nurjati Cirebon

In senior high school, we have been learning some kinds of the text. One of them is Procedure text. Procedure is the way of doing something. In our daily life, we often have to perform some steps to make or get something done. For example, early in the morning, the reader help their mothers prepare cups of tea for all members of their family. In making cups of tea, their have to follow certain procedure in order to get a nice drink. Most of our daily activities are related with procedure. That is why, we should understand what a procedure text is, how to make and use it. Procedure text have many conventions and style. The style to make procedure text are paragraph and step by numbers.
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this PDF file INCREASING OF CRITICAL THINKING STUDENTS THROUGH COOPERATIVE LEARNING MODEL TPS TYPE (THINKPAIRSHARE) IN SOCIAL STUDIES LEARNING (CLASSROOM ACTION RESEARCH IN CLASS VIII1  IBNU THUFAIL FITRAH INSANI II JUNIOR HIGH SCHOOL) | Alfian | Internat

this PDF file INCREASING OF CRITICAL THINKING STUDENTS THROUGH COOPERATIVE LEARNING MODEL TPS TYPE (THINKPAIRSHARE) IN SOCIAL STUDIES LEARNING (CLASSROOM ACTION RESEARCH IN CLASS VIII1 IBNU THUFAIL FITRAH INSANI II JUNIOR HIGH SCHOOL) | Alfian | Internat

Abstract-This research is motivated by the problems found in the early observation in class VIII-1 / Ibnu Thufail Islamic intergrated of Junior High School Fitrah Insani II related to the critical thinking ability of learners. Lack of courage of learners in answering and asking is a low critical thinking indicator in Social studies learning. Alternative problem solving chosen is the application of cooperative learning model TPS (Think-Pair- Share) type. The problem formulation in this research is "whether by applying the TPS learning model can improve the critical thinking ability of learners?". The research method used is Classroom Action Research with research design is model Kemmis and Mc Taggart covering several stages there are, planning, implementation, observation and reflection. Data collection techniques used were observation, interview, documentation, and field notes. The critical thinking indicator developed in the study refers to the ability to provide simple explanations, build basic skills, make inferences, make further explanations, and organize strategies and techniques. The results concluded that first, the research planning is well designed by the teacher through the development of the model in accordance with the instrument made. Second, the implementation of the action is done in three cycles by distributing worksheets and video to learners for pair discussions. Third, learners experience improvement of critical thinking ability in every cycle. Fourth, the constraints that occur are time allocation, learners' understanding of learning steps, and classroom management. These constraints are resolved by improvements in each cycle. This research shows that cooperative learning model of TPS type can improve the critical thinking ability of students in social studies learning.
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Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus

Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus

Nur, Kholishotun. 2015. The Use of Cooperative Integrated Reading and Composition (CIRC) Technique to Improve Students’ Writing Ability at The Eighth Grade Students of Mts Nu Ibtidaul Falah Kudus In the Academic Year 2014/2015. Kudus: Universitas Muria Kudus.

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THE DIFFERENCE OF STUDENTS MATHEMATICAL REPRESENTATION ABILITY BY USING COOPERATIVE LEARNING MODEL TYPE TEAMS GAMES TOURNAMENT AND CONVENTIONAL LEARNING IN GRADE VIII SMP NEGERI 1 TANJUNG MORAWA ACADEMIC YEAR 2014/2015.

THE DIFFERENCE OF STUDENTS MATHEMATICAL REPRESENTATION ABILITY BY USING COOPERATIVE LEARNING MODEL TYPE TEAMS GAMES TOURNAMENT AND CONVENTIONAL LEARNING IN GRADE VIII SMP NEGERI 1 TANJUNG MORAWA ACADEMIC YEAR 2014/2015.

As stated by Hudiono, (in Fadillah: 2011) is in his research on learning mathematics at Junior High School conclude that the lack of teacher’s knowledge and learning habits of students using conventional learning has not been possible to develop representation power of students maximally. Accordingly, NCTM (in Fadillah: 2011) also said that mathematical representation ability of students is very limited since seen from ability of students in solving mathematical problem which students tend to see critical elements of mathematical problem that dominated in symbolic representation so don’t pay attention to other representation. As’ari ( in Fatayati: 2012) also said that the students did not just understand abstract ideas contained in mathematics but the abstract idea must be expressed in different forms of representation and easily understood of students such as in the form of images, symbols, and words since the representation is one of alternative forms can be used to solve problems in mathematics.
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UPAYA PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN HASIL BELAJAR AQIDAH AKHLAK SISWA KELAS V POKOK BAHASAN AKHLAK TERPUJI MI NURUL ULUM TUNGGANGRI KALIDAWIR TULUNGAGUNG TAHUN AJARAN 2014 2015 - Institutional

UPAYA PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN HASIL BELAJAR AQIDAH AKHLAK SISWA KELAS V POKOK BAHASAN AKHLAK TERPUJI MI NURUL ULUM TUNGGANGRI KALIDAWIR TULUNGAGUNG TAHUN AJARAN 2014 2015 - Institutional

This type of research is classroom action research because the problem is solved comes from classroom practice. Implementation process itself includes: (1) Develop a planning (planning), (2) Implement the action (acting), (3) Observation (observing) and (4) Reflection (reflection). Data collection technique is a method of testing, observation, interviews, field notes, and documentation.

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THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS : A Quasi-Experimental Research of Tenth Grade in Senior High School.

THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS : A Quasi-Experimental Research of Tenth Grade in Senior High School.

The conclusions are presented based on what has been established and discussed in chapter IV. Based on the statistical computation using SPSS 20.0 for Windows, the result showed that the mean scoreof experimental group (M=84.00)was higher than control group (M=70.33). It explained that the experimental group had better improvement in their writing than control group after they leaned to write with peer feedback technique.The aspects of writing feedback included organization, vocabulary, grammar usage, and mechanics. Regarding the students’ writings , they experienced the improvement inusing varied and appropriate vocabulary. They also could organize the narrative text effectively, and used the language features in grammar correctly.
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