Improve Students Participation Research Articles

Improving Student Participation in Online Engish Using Song Lyrics at SMAN 2 Tualang

This study aimed to determine the increase in students’ engagement in English language learning through the use of song lyrics. The study was conducted in a cycle of five sessions. The study design was a Classroom Action Research (CAR) of 35 XI MIPA 4 students at SMA Negeri 2 Tualang. The instruments of this study were observation sheets and interviews. From the findings, the researchers found an increase in students’ engagement, which was characterized by more enthusiasm in teaching and learning, like collecting more homework and being on time in online learning, asking more questions, and answering the teacher's questions. At the same time, the interview results indicated that several factors affecting the active participation in online classrooms were interesting media and easy song lyrics. The English teachers, referring to students’ perspectives, were able to improve students’ engagement and interest. To conclude, the teacher’s strategy in the use of song lyric is able to make students actively participated in the online classroom and make the teaching atmosphere more lively.

Improving Student Participation in Group Project Work: An Action Research

Group project work is a tool to share knowledge and skills among students and it is one way to assess students in a semester. However, a large number of students are not participating in group project work. This paper aims to improve students’ participation in group project work and identify challenges that hinder students’ participation in group project work. The primary data were collected by questionnaire and observation data gathering tools. Qualitative and quantitative research approaches and purposive sampling were used. Advanced Database Systems course was selected from the Information Systems Department and 13 groups were formed and each group has 5 members. The questionnaires distributed to all 65 students, and of which 61, were properly filled for analysis. Descriptive statistical analyses of percentage were calculated. The major factors that hinder students’ participation were a shortage of time, lack of interest and awareness, lack of monitoring, group members not given individual responsibility, and assessment method. The taken actions to improve students’ participation were creating awareness, distribute project guidelines, assigning roles, monitoring group members’ participation, and prepare assessment criteria. After the implementation of the actions and there is a great change in the participation of students in the group project work. Keywords: action research, group project work, implemented actions, students’ participation DOI: 10.7176/JEP/11-13-06 Publication date: May 31 st 2020

Guardianship: Parental Communication and Students Participation in School Activities

In the current scenario, parent child communication has been becoming vague. Usually, students are focused on their phone while at home, while their parents are too busy at work. Parental communication is the communication between a parent and a child. Having communication and stronger relationship of the family is very important, it can have an impact on the family’s closeness and can improve students participation. The study used checklist-questionnaire in gathering the data. In getting results, the study used chi-square and weighted mean to examine the relationship between the two variables. . There were two hundred forty five respondents that were gathered in Senior High School of Jagobiao National High School in North road, Jagobiao Mandaue City. The results showed that there was a relationship between parental communication and students participation in school activities. The parents should communicate to their children and encourage them to participate school activities. It can improve their performance and grades in school. The communication given by their parents can make the students more confident to join and participate the school activities.

Student Response - Based Learning: A Strategy for Improving Student Participation in Learning

In the context of 21st century learning, to achieve meaningful learning processes, one of the important elements is interaction. Student response - based learning can be used to actively involve students in the learning process. The study focused on stages of the learning process based on student responses and student responses to the learning. Formulation of the research problem is following: (1) how are the stages of the learning process based on student responses to increasing student participation in learning ?; (2) how is the student response to student response based learning? The research objectives are: (1) increasing the active participation of students in learning through conditioning the learning environment; and (2) describing the steps of the student response-based learning process. The research conducted is a research development. Conclusion of the results of the study: first, the stages of the student response-based learning process (learning model syntax) are (a) uploading teaching materials; (b) Question Individual Vote; (c) Peer Discussion; (d) Second Vote; (e) Whole-class Discussion. These learning steps can increase student participation in learning. Second, students generally give positive responses to student response based learning. A positive response is given to the factor of the variable (a) explanation; (b) facilitation; (c) value; (d) positivity; (e) distraction; and (f) participation.

IMPROVING STUDENTS PARTICIPATION IN QUESTIONS AND ANSWERS THROUGH PROBING AND PROMPTING LEARNING TECHNIQUE IN SOCIAL SCIENCE LEARNINGS (Act Research of VIII-C Class of Junior High School Kartika XIX-2 Bandung)

Background of this research is about issue that exist in VIII-C class of Junior High School Kartika XIX-2 Bandung there are less of participations students in questions and answer in social science learnings. This is because social science learnings has less involve of students. Based on the issue, it needs to be done some repraration which can make students get involved directly in social science learnings. Researcher choose clas act research (CAR) with model design investigation Kemmis & Mc. Taggart (1998) that consist of planning, implementation, observation and reflections that consent in three cycle. Researcher try to improve students participation with probing and prompting learning technique in social science learnings. The successful of this research of this research can be seen from the improvement of learning participations which are showed through the development from some indicators; one of them is students emotional and mental involvement. Students willingness give contribution to reach the purpose and enthuasiasm in learning which can give advantages for students. In the research, the biggest obstacle was the difficults in escalating students ,otivations to read various information regarding materials. The result of the research proves that the application of the learning technique probing and prompting learning is definitely effective in improving students participation in questions and answer of social science learning.

Problems and countermeasures of teaching reform of neurology in CPPT curriculum

In recent years, there has been a comprehensive reform of higher medical education in the Medicine School of Wuhan University. According to the need for reform, the teaching of neurology has to be changed from the traditional form to a new form, and be integrated into the clinical pathophysiology and therapeutics (CPPT) courses. Currently neurology in CPPT takes the form of theoretical lectures, case discussions, combined with practical lessons to observe sections under the microscope and clinical practice, for the cultivation of students' self-learning ability and clinical thinking. In the commissioning process, it exposes some problems in teaching process due to the characteristics of the course in neurology. For example, the knowledge of neuroanatomy is insufficient and review lessons relatively too short, and the teaching effect may be worse due to the fact that teachers have busy clinic work. In addition, students participate in case discus- sions with less enthusiasm. To solve these problems, we take some measures to promote teaching reform in neurology, such as increasing the review hours of neuroanatomy section in the CPPT neurology, training a group of specialized medical teachers to enrich and stabilize teacher team, adjusting the content and form of discussion class to improve students' interest and participation, and increasing assistant jobs by the student to assist discussion teaching. Key words: Neurology; Clinical pathophysiology and therapeutics; Teaching reform

THE EFFECTIVENESS OF USING PHONICS INSTRUCTION AND STORYBOOKS IN ENGLISH READING CLASSES TO IMPROVE STUDENT PARTICIPATION

The purpose of this study is to examine the effectiveness of instructional methods based on phonics instruction in reading classes to improve students participation therefore they can develop to their maximum potential. Using qualitative tools of observation, documentation and interview, this research was focusing the inquiry on investigating students’ reception to the phonics instruction model, observing their participation in the classroom activities, also investigating instructional methods which attract students to more actively contribute in learning activities. The finding shows that the reception of students to the model was good and they showed much eagerness in following the program. Further investigation revealed that students keen to participate more in the classroom activities especially in certain activities with the use of sound sheets, sound book, flash card sheets, word box sheets, songs, games and storybooks. However, there were two challenges identified during 16 weeks running the study; the lack of teachers’ skill in delivering this method efficiently also the limited collection of English story books in school. Hence, to improve the effectiveness of the use of phonics instruction in reading classroom, firstly, training for teachers would be needed to deliver the method effectively, secondly, considering the fact that school still have limited collection of English story books or any English books, the collaboration with government agencies or other promising bodies could be done to help in providing more collection of storybooks in school.

Penggunaan Media Peta untuk Meningkatkan Hasil Belajar Ilmu Pengetahuan Sosial Kelas V

The research was conducted using Classroom Action Research (CAR) collaboratively within two cycles. The aim of the research is to find out the improvement of students achievement on social science subject using a map as a learning media to the fifth graders. The subjects of the research were a teacher and fifth grade students at Sekolah Dasar Negeri Puspasari in a district of Bogor. The number of the students was 34 with the composition of 16 girls and 18 boys. The research result shows that the students average score at the first cycle was 63 with the percentage of 44% while in the second cycle the average score improved to 76 with the percentage of 97%. There was an improvement of students achievement or an improvement of completion as much as 53%. The same result was gained from students observation. There was an increase in students participation and activities from 66 at the first cycle to 79 at the second cycle. The research result shows that the use of a map as a learning media is able to improve students achievement on social science subject conducted to students of the fifth grade at Sekolah Dasar Negeri Puspasari in a district of Bogor. Besides that, the use of a map in social science class is also able to improve students participation and activities in the learning process.

Improve Students Participation to Establish an Effective Classroom

Improve Students Participation to Establish an Effective Classroom

IMPROVING STUDENT PARTICIPATION IN CLASS BY STRENGTHENING TEACHER-STUDENT INTERACTION

This study focuses on the implementation of teacher-student interaction strength in improving students’ participation in a bilingual boarding high school in Central Java. The goals of this study are, (1) describing whether and to what extent teacher-student interaction improves the student participation in class, (2) to identify the advantages and difficulties in implementing this strategy in this research. I adopted Classroom Action Research (CAR) which requires four steps, namely planning, implementing, observing, and reflecting. The participants are 23 high school students. The methods of data collection are observation, diary, interview, photograph, pretest, and post-test. In analyzing data I used (1) constant comparative technique by Burns (1999) (qualitative), (2) descriptive statistic technique (quantitative). After analyzing the data, I found out that the change in participation in class was seen clearly and all the responses from the students were positive. Moreover the average score of students` speaking skill increased from 62.77 to 84.51.

Improving Student Participation and Motivation in the Learning Process

AbstractIn this paper, the process led by a group of lecturers to get more feedback from students to improve their motivation is presented. The theoretical framework of the research has been the participatory action research. The investigation included self-evaluation of lecturers, feedback from student group interviews, questionnaires, and specific action plans based on students-lecturer consensus. The results revealed gradual improvement, with a more positive attitude by students towards their future learning: weak elements identified at an initial stage (need to increase feedback or to improve student-lecturer relationship) are not perceived mid-course. At the end of the academic year, students expressed their satisfaction for being able to express their views and being identified as proactive actors at improving their learning. Lecturers become guides in the learning process, and students become agents working in close contact with lecturers to optimize their learning process.

The use of three phases technique to improve students participation and reading comprehension in narrative text

This article is about the use of three phases technique to improve students’ participation and reading comprehension in narrative text. In order to achieve the objectives of this research, the writer adopted and action research design. The subject of this research was class 8G of SMP N 30 Semarang in the academic year 2012/2013 which consist of 37 students. There were two cycles with four phases in each cycle. They were planning, acting, observing and reflecting. The instrument for collecting data, the writer used observation checklist, field notes, test, questionnaire and documentation. The result of this study showed that three phases technique could improve students’ participation and reading comprehension in narrative text. Three phases technique namely pre reading, while reading and post reading can lead the students be more active and enthusiastic during teaching and learning process. By using three phases technique, students easily understand the content of the text and also they were active asking and giving their argument about narrative text.

Improving Student Participation In History Lectures

Improving Student Participation In History Lectures

Improving Student Participation in the Basic Humanities Course

Improving Student Participation in the Basic Humanities Course