Lazy Students Research Articles

Teachers' Challenges in Implementing Vocabulary Games in English Class for the Tenth Grade of

This research aims to determine the challenges faced by teachers in implementing vocabulary games in the tenth grade at SMAN 7 Selayar. This study uses a qualitative descriptive method conducted with an English teacher at SMAN 7 Selayar to find out the challenges faced by teachers in implementing vocabulary games in classroom learning. This study uses checklist observations and interviews as instruments in data collection.The results of this research indicate that there are two factors that become a challenge for teachers in learning English in vocabulary games applied at SMAN 7 Selayar, namely internal and external factors, in which internal factors come from the teacher himself while external factors come from students. The teacher's internal challenges are the limited vocabulary of students and lazy students, while the external challenges of teachers are creative learning/teachers, and also limited learning time when using games.

Cross-Mix Monitoring for Medical Image Segmentation With Limited Supervision

Image segmentation is a fundamental building block of automatic medical applications. It has been greatly improved since the emergence of deep neural networks. However, deep-learning-based models often require a large amount of manual annotations, which has seriously hindered their practical usage. To alleviate this problem, numerous works were proposed by utilizing unlabeled data based on semi-supervised frameworks. Recently, the Mean-Teacher (MT) model has been successfully applied in many scenarios due to its effective learning strategy. Nevertheless, the existing MT model still has certain limitations. Firstly, to gain extra generalization ability through consistency training, various sorts of perturbations are often added to the training data. However, if the variation is too weak, it may cause the Lazy Student Phenomenon, and cause fluctuations in the learning model. On the contrary, large image perturbations may enlarge the performance gap between the teacher and student. In this case, the student may lose its learning momentum, and more seriously, drag down the overall performance of the whole system. In order to address these issues, we introduce a novel semi-supervised medical image segmentation framework, in which a Cross-Mix Teaching paradigm is proposed to provide extra data flexibility, thus effectively avoid Lazy Student Phenomenon. Moreover, a lightweight Transductive Monitor is applied to serve as the bridge that connects the teacher and student for active knowledge distillation. In the light of this cross-network information mixing and transfer mechanism, our method is able to continuously explore the discriminative information contained in unlabeled data. Extensive experiments on challenging medical image data sets demonstrate that our method outperforms current state-of-the-art semi-supervised segmentation methods under severe lack of supervision.

Analisis Kesulitan Siswa Dalam Memahami Materi IPA dan Upaya Mengatasinya Pada Kelas V di MI Islamiyah Bogor


 
 This study aims to analyze students’ difficulties in understanding science material and efforts to overcome them in clas V at MI Islamiyah State School in the 2021/2022 academic year. The method used in this research is case study with research data sources are observations conducted directly to student. In qualitative research, the researcher acts as an instrument and usescollection techniques and participant observation and interviews. The results showed that science learning at MI Islamiyah was less effective. There are severeal factors that cause students to have difficulty understanding science material at school, including: lazy students, lack of motivation from teachers, not focusing on learning, lack of attention from both parents, lack of enthusiasm in learning, family problems, physical disorders, and interest in reading. Drop from the results of this study the total number of students in class V amounted to 34 while there wewe 6 students who had difficulty in learning science material at MI Isalmiyah. The teacher’s efforts to overcome students who have learning difficulties in class are: the teacher always encourages students to continue to actively learsduring class lessons, the teacher must always remember that students have different character traits from each other, the teacher gives clear directions to students, the teacher must give words of motivation to students and the teacher always gives praise to every student, especially students who are having difficulty understanding science material at school so that learning activities run well. 
 Keywords : Learning difficulties science, how to overcome

THE ROLE OF THE TEACHER TO OVERCOME THE LAZY STUDENTS AT SMA NEGERI 1 ATAMBUA INDONESIA

This qualitative study aimed to (1) knows the factors that cause students to be lazy in learning at SMA Negeri 1 Atambua and (2) know the role of the teacher to overcome those lazy students at SMA Negeri 1 Atambua. The subjects of the study were students, teachers, and vice principals. The data were collected through observation, interviews, and documentation. The data were analyzed through data reduction, data display, and drawing conclusions. The study showed that the factors that cause students to be lazy in learning, such as being full of assignments, learning methods, social environment, cellphone, social media, and poorly organized classrooms. Thus, there were 4 students who only got scores of 63, 66, 64, and 68, while the standard minimum criteria (KKM) was 70. Besides, teachers provided direct personal guidance and visited the students to overcome the lazy students in learning.

A fantázia határtalan – számvitel diákszemmel

"A talent is someone who knows more than they had learned", quoted the jury of the „Dal 2017” in the finals, after we saw the great performance of a 17 year old boy. What skills do the students of Kaposvár University have? How much part of their performance during the exams is knowledge and how much is fantasy? Adopting Henry Ford’s witticism we can expect that smart, diligent students will do themselves justice and get good grades; the lazy and less talented students will vegetate whereas the hard-working but untalented students will fall out of the sieve. However, what about smart, but lazy students? Those who "forget" to learn but due to their powerful imagination, can create something unbelievable during the exam, overcoming the greatest cruxes in the good sense. This article deals with this theory in humorous form: what the accounting is like with the eyes of a clever, creative but lazy student.

Korelasi Pemberian Tugas Rumah Terhadap Prestasi Belajar Mahasiswa Program Studi Diploma 3 Bahasa Jepang Universitas Sam Ratulangi

Homework method is one of the method in gaining understanding. It is a way in increasing the learning result mastery, the phase is important because the lecturer will get a helpful feedback from the students regarding the learning process. A quick task given with a good learning outcome can increase the ability of student in wider, higher and complex learning experience.A regular task given will give a good attitude and positive way of learning, and eventually will motivate the students to have independent study habit of learning and studying. Therefore, task giving activity still trigger the learning ability of the students. The receiving attitude of students in responding of the task is needed to be focused. The diligent students will adjust to that environment easily while others will not. The reverse attitude are shown by the lazy students, task given activities will be a burden to them. They reject directly and act without attention. In other words, the diligent students will do the tasks and the lazy student will not do the tasks or even they do the tasks unseriously. Efforts are needed in improving the Japanese students study achievements one of the efforts is giving the student homework regularly and expecting it can stimulate the students eagerness to study at homework that will increase the study achievement. This research is aimed to find the significance correlation between homework given and study achievement of students who study Japanese.Data were collected by test, quesionare, interview, observation and dokumentation. Keyword: Homework, study, achievement

Analysis of the Factors Causing Lazy Students to Study Using the ELECTRE II Algorithm

This study aims to search for factors causing lazy students at STIKOM Tunas Bangsa. Data obtained from student questionnaire results with a sample of 20 students. The attributes used are 4, namely body condition (A1), lack of learning motivation (A2), lecturer influence (A3) and environment (A4). The method used in the study is ELECTRE II. From the results of the study, the condition factor of the body (A1) is the first alternative to get the first rank with a pure concordance value of 1.8571 and a pure discordance value of -2. Followed by the influence factor of lecturer (A3) on the second rank with pure concordance value of 1.1905 and pure discordance value of -1.6935. With this analysis, it is expected that it can contribute to universities to pay attention to the lazy symptoms of lectures that can hinder students’ success and pay attention to students based on ELECTRE II calculation analysis on the causes of lazy lectures so as to improve the educational process.

Pembelajaran Sejarah pada SMAN di Daerah Terdepan Terluar Tertinggal (3T) Kepulauan Tanimbar Provinsi Maluku

Abstract: This study aims to describe teacher preparation before conducting history learning at State Senior High School in the Frontier, Outermost, and Disadvantaged Region (3T) of Tanimbar Islands, and the history learning process at State Senior High School in the Frontier, Outermost, and Disadvantaged Region of Tanimbar Islands. This study uses descriptive qualitative methods, using data collection techniques through observation, interviews and documentation. Informants in this study are Principals, Teachers and Students at State Senior High School of Tanimbar Islands. The results of this study indicate that starting from preparation to the process of history learning in the State Senior High School in Tanimbar Islands has not run optimally. Facility problems negligence of school leaders, unprofessional teachers at work and lazy students are the main factors in the process of history learning in the Frontier, Outermost, and Disadvantaged Region (3T). 
 Key word: Region 3T, Learning Process, History Learning

A queer learner’s identity positioning in second language classroom discourse

This case study examines the classroom participation of a Korean queer (transgender) learner of English as a second language at a language institute for international adult students in the United States. To understand the dynamics of this learner’s participation, we focus on how she constructed gender identity and learner identity in interaction. Our analysis indicates that although the class content was not designed to elicit biographic information from students, this learner agentively managed her gender identity expression, which, at times, was met with challenge by her peers. As a second language learner, she self-positioned both as a lazy student and an effective language user – contradictory positionings that might be explained by the disconnection between the class content and the cultural capital that she sought to gain. Our study extends research on investment in second language learning by examining identity positioning in actual discourses and by linking classroom interaction and the learner’s experiences outside of the classroom. The analysis can also inform researchers and teachers about the complexities and nuances of gender identity construction and negotiation in classroom discourse.

Pengaruh Sarana dan Prasarana Perpustakaan terhadap Minat Kunjungan Siswa SMP N 1 Batang Anai

Writing this article aims to: (1) determine the existing facilities and infrastructure in the library SMPN 1 Batang Anai and (2) the effect of library facilities and infrastructure to the interest of students visit the library at SMPN 1 Batang Anai. The research method is done through a descriptive study using a quantitative approach. Data was collected through observation by direct observation, whereas for the interview addressed to the head of the library, for the writers questionnaire submitted to 90 students SMP N 1 Batang Anai school year 2014/2015 the study sample. Based on analyzing the data we can conclude (1) infrastructure library of SMP N 1 Batang Anai still inadequate. It can be seen from the vast size of the building is not in accordance with the provisions of the National Library in 1998/1999, as well as the lack of equipment needed; (2) the facilities and infrastructure that exist in the library SMPN 1 Batang Anai greatly affect students' interest, it can be seen from most of the respondents (61.11%) stated that the cause of lazy students visit the library because the library facilities and infrastructure that have not adequate, such as less comfortable library room and stifling.

Maurizio Cattelan. Vicissitudini scolastiche di un cattivo alunno

The satirical representation of the scholastic world is a recurring motif in Maurizio Cattelan's artistic production, since the beginning of his career, in the first part of the Nineties: from the point of view of the undisciplined and lazy student (with whom the artist identifies himself) the educational system is shown as a coercive and punishing entity which burdens individuals with compulsory, monotonous and senseless exercises (such as writing). Many different factors contribute to this negative portrait of schooling: the biographical experience of Cattelan himself as an unhappy pupil; the stereotypes about lazy students and their attitude towards educational institutions; an interest in schooling as a metaphor to describe the relationship between the artist and the art world. This analysis of Cattelan's most representative works inspired to the scholastic world aims to show how his self-description as a bad student can be read as a proposal of a new understanding of the artist's role within the art system.

«E quell’infame sorrise». A proposito di somari scolastici e della loro rappresentazione

The article questions the representation of lazy students at school in literature, with a special focus on Edmondo De Amicis Cuore (1886), Paola Mastrocola's Togliamo il disturbo (2011), Pennac's Chagrin d’ecole (2007) and Eraldo Affinati's Elogio del ripetente (2013).

Teaching Traditional Values in the Social Studies Classroom through Storytelling

This paper examined the use of storytelling in the effective teaching of traditional values at a junior secondary school in Botswana. The national values of Botswana were briefly presented and specifically linked with an aspect of hard work in producing the effective citizen. The story of a lazy student was used to elicit questions and answers from a Form One social studies class. An analysis of the students’ qualitative responses indicated progressive low to high order responses. This is interpreted to mean that storytelling is a powerful tool in the teaching-learning process. A number of conclusions were made which included: the enhancement of learning through storytelling; the use storytelling to elicit high order thinking; and the use of small groups for the acquisition of knowledge and decision making. Based on the findings and conclusions, it was recommended that teachers should adapt their methods of teaching to specific teaching/learning situation; that storytelling should be emphasized as a technique of teaching in the syllabus or the curriculum; and the need to encourage further research on the power or efficacy of storytelling in the teaching-learning situation. Keywords: Values, Storytelling, teaching, learning, efficacy, social studies, Botswana

Do Lazy Students Learn Less from Service?

• Work Habits of our Students– Some stay on top the material, start papers early and come to class prepared.– Others procrastinate until the last minute and do just enough to get by• Both types of students can be successful in classes but get different experiences from it

Maybe what they say is what they experience: Taking students words seriously

Abstract Students are said to learn from experience in outdoor education, yet what they say they learn is not always taken seriously. Foucault's work is used in this article to examine two 'flippant' comments made by students. Starting with these comments leads to an analysis of how experiences, students and meaning making processes in outdoor education are constituted and normalised. This highlights how it is possible for these students to make these comments and how they can be judged as 'flippant.' Analysis of this type lays down a challenge to explore the practices of outdoor education to foreground the complexity and contradictions inherent in students', experience and learning. It challenges us to take students words seriously. Introduction As part of a research project looking at outdoor education practices I followed the outdoor education program of a New Zealand secondary school (1). I went on a number of camps with this school and spent a lot of time talking to students as we did the various activities and lived together for the periods of the camps. After each camp I attended I also had some more formal interviews with a number of the students about the camps. Students said many different things about the experiences they had on the outdoor education program of this school. Two comments made by different students remain with me. My attention was initially drawn to these comments because they seem, on one level, to epitomise much of the outdoor education rhetoric around what students can learn but on another level they bring some of this rhetoric into relief because of the paradoxical nature of these comments. The first comment was made when I was standing by a confidence course with a group of students on the Year 8 camp (2). We were waiting for the teacher to arrive so we could begin the activity. I had asked the students why they thought that the teacher was getting them to do the confidence course and one student said, in a very matter of fact manner, "You do the confidence course to get confidence." Her tone of voice implied that there could be no other reason to do a confidence course. The second comment came from one of the Year 12 students when I interviewed her about her camp experience (3). I asked Matilda (4) how she found the leadership component of the trip and the assessment process for the course. She said, You know how we are being assessed on leadership stuff at this camp, I reckon, like at Brownies that kind of was a beginning. An introduction to all those kind of little skills. Cause we learnt how to work as a team and how to be nice and smiley and all that kind of stuff. You know, which is not really us, but anyway. One reading of these two comments could be to confirm the power and efficacy of outdoor education. The first student clearly knew that doing challenging activities would involve feelings of success and increased confidence. Matilda appeared to have learnt very clearly what was involved in working in a team from her earlier experiences in Brownies. But this is not the immediate reading that a number of colleagues who I have shared these two comments with have made. One response I have had when I have recounted these two vignettes is surprise that I would even bother to consider these two comments seriously. After all, they were flippant, throw away lines. One question that I have been asked a number of times as I have tried to come to some understanding of these comments is if I thought that the students said these things because they thought it was what I would want to hear. Another response that I have had to Matilda's comment in particular, was that maybe she was just a lazy student and knew how to 'fake' it to keep the teacher happy. The general tenor of the responses when I related these two stories was that the comments represented some shortcomings in the students. A suggestion was also made at one point that my interest in these comments represented some shortcomings in my research abilities. …

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‘It's Not for Lazy Students like Me …'

This paper details the development of problem-based learning in the Department of Electronic and Electrical Engineering at UCL, including opportunities and challenges in implementation experienced as the ‘pitfalls of the pilot’ with regard to issues in student support and the complexity of the tutor's role.

Multifractal analysis of perceptron learning with errors

Random input patterns induce a partition of the coupling space of a perceptron into cells labeled by their output sequences. Learning some data with a maximal error rate leads to clusters of neighboring cells. By analyzing the internal structure of these clusters with the formalism of multifractals, we can handle different storage and generalization tasks for lazy students and absent-minded teachers within one unified approach. The results also allow some conclusions on the spatial distribution of cells.

English literature in the rural high school

Samuel Johnson averred to his friend, Bennet Langton, that his prodigious knowledge of Latin was the fortunate result of the merciless whippings inflicted Mr. Hunter, a schoolmaster who did not distinguish between ignorance and negligence, but whose punishment, nevertheless, was purposeful: he whipped the unprepared student to save him from the gallows. Ichabod Crane, a much-maligned educator, had his own reasons for sparing your mere puny stripling, that winced at the least flourish of the rod, and for appeasing justice by inflicting a double portion on some little tough, wrong-headed, broad-skirted Dutch urchin, who sulked and swelled and grew dogged and sullen beneath the birch. This preceptor, likewise, thought only of the efficacy of his punishment: All this he called 'doing his duty their parents.' Now, though it is conceded that a David Copperfield may suffer complete amnesia in the presence of a stern tutor, it is, nevertheless, a fact that the Mr. Murdstones, the Mr. Hunters, and the Mr. Cranes have their place in the field of education: a healthy, intelligent, and lazy student can be completely trained in certain subjects physical punishment, intimidation, or other varieties of third-degree pedagogy. Latin is a subject which can be rather effectively transmitted, reclaimed, and retransmitted this process. Mathematics, to some extent, can be taught in this fashion, most of the modern foreign languages, the formulae of science, certain aspects of history, and English grammar. But English literature (unless the instructor is so dauntless as to announce himself the authority in the field) cannot be taught thus featly and conclusively in the high school. In the university there is no problem. The assiduous student captures the protessor's winged words, identifies them, and, having permitted them to die, shelves them with his permanent collection. When he encounters novelty, he is properly respectful. The dull student captures them if he can, cages, and nurtures them until the semester's end. The gifted student reverences the scholar; the dull student tolerates him. The gifted student tolerates the purveyor; the dull student reverences him. The classroom is, indeed, a happy place. Nor is the teaching of English literature in the city high school the most formidable task imaginable. The city lad has a score of interests, a score of diversions, a limitless variety of ways in which to express himself outside of school. Liking his English instructors, he prepares his work. Disliking them,

(1) Four-figure Mathematical Tables (2) Mathematical Tables (3) Tables logarithmiques à treize décimales

IT is refreshing to come across a set of mathematical tables that are original in construction and use. Thus all that need be said of Mr. Castle's tables (i) is that they seem to contain what the usual student requires, including hyperbolic logarithms, and exponential and hyperbolic functions. But Prof. Bryan's tables (2) afford us the pleasure of novelty. They are original in practically every possible way, and do not look like any other four-figure tables. In Prof. Bryan's tables the squares of numbers up to 1000 are given accurately, a really useful innovation. But it is as regards logarithms that Prof. Bryan achieves his most notable lapse from orthodoxy. Ordinary tables give logarithms and antilogarithms, with the tacit assumption that in reality logarithms are the quantities required, while the antilogarithms are a sop to the lazy student. Many of us who were brought up on seven-figure tables scarcely realised that antilogarithms were ever printed. Prof. Bryan now reverses the scales. He gives primarily only antilogarithms (five figures up to 0-6 and then four figures up to i). By bordering the tables with the terms antilogarithms and antilogarithms of reciprocals in opposite senses, he produces a compact set of figures which give logarithms and cologarithms, i.e. logarithms of reciprocals. (1) Four-figure Mathematical Tables. By Frank Castle. Pp. 48. (London: Macmillan and Co., Ltd., 1923.) 1s. (2) Mathematical Tables. By Prof. G. H. Bryan. Pp. 27. (London: Macmillan and Co., Ltd., 1923.) 3s. 6d. (3) Tables logarithmiques à treize décimales. Par Prof. H. Andoyer. Pp. x+27. (Paris: J. Hermann, 1923.) 8 francs.