Sabtu, 29 Juni 2013

Article response



v  Article Title                :    Exploring Students’ Perception of and Reaction to Feedback in School–based Assessment
v  Author                        :    TONG SIU YIN ANNIE

v  Publisher                     :    The Hong Kong Institute of Education.

v  Date published           :    2011     Number of pages         : 44  pages
v  Genre                          :    Research article

Model-model Pembelajaran



Setting Class Ground Rules (Menetapkan Aturan Kelas)

Prosedurnya:
 Dapatkan sejumlah kecil sukarelawan yang bertugas sebagai pewawancara,Selama 10-15 menit pewawancara mengelilingi seluruh kelas untuk mengadakan kontak dengan siswa lain selama kurun waktu yang telah diberikan.
3.       Lalu mintalah para pewawancara melaporkan penemuan-penemuan mereka
4.      Guru mendengarkan pendapat-pendapat dari siswa untuk membuat sejumlah aturan dasar dan menganalisis penemuan dengan mencari tumpang tindih daftar dan mengonsolidasi daftar

Reading Circle







Title of the book               : I will explain only chapter 3 the title ” Structuring and Delivering Your Lessons”



Author                                  : Doung lemos



Genre of the book          : Education



Publication date               : 2010



Number of pages             : 39 pages



Level of difficulty             : On a scale of difficulty is 5 medium because something i fond new vocabulary. 

Kamis, 27 Juni 2013

Reading Comprehension and Hyperlinks


Text with embedded hyperlinks makes different demands on the reader than traditional text. This has been a popular subject of recent articles and books by authors such as Nicholas Carr and psychologists such as Maryanne Wolf. Their concerns revolve around the detrimental effect the internet may have on attention and reading comprehension.
Some studies have examined the increased demands of reading hyperlinked text in terms of cognitive load, which may be thought of as the amount of information actively maintained in one’s mind (also see working memory). While the research in this area is

Selasa, 25 Juni 2013

Level of Reading Comprehension


Reading comprehension involves two levels of processing, shallow (low-level) processing and deep (high-level) processing. Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure and there associated sounds. This theory was first identified by Fergus I. M. Craik and Robert S. Lockhart.

Minggu, 23 Juni 2013

Teaching Reading Comprehension



There was a period between 1969 to about 2000 that a number of "strategies" were devised for teaching students to employ self-guided methods for improving reading comprehension. In 1969 Anthony Manzo designed and found empirical support for the ReQuest, or Reciprocal Questioning Procedure, it was the first method to convert emerging theories of social and imitation learning into teaching methods that employed these powerful factors in learning through a very clever use of a talk rotation between students and teacher that has come to be called cognitive modeling. Prior to this breakthrough most all comprehension teaching were based on imparting selected techniques that when taken

Kamis, 20 Juni 2013

Reading comprehension

Reading comprehension is defined as the level of understanding of a text/message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text/message. .

Proficient reading depends on the ability to recognize words quickly and effortlessly. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read.
Many educators in the USA believe that students need to learn to analyze text (comprehend it) even before they can read it on their own, and comprehension instruction generally begins in pre-Kindergarten or Kindergarten. But other US educators consider this reading approach to be completely backward for very young children, arguing that the children must learn how to decode the words in a story through phonics before they can analyze the story itself.
During the last century comprehension lessons usually consisted of students answering teachers' questions, writing responses to questions on their own, or both. The whole group version of this practice also often included "Round-robin reading", wherein teachers called on individual students to read a portion of the text (and sometimes following a set order). In the last quarter of the 20th century, evidence accumulated that the read-test methods assessed comprehension more than they taught it. The associated practice of "round robin" reading has also been questioned and eliminated by many educators.
Instead of using the prior read-test method, research studies have concluded that there are much more effective ways to teach comprehension. Much work has been done in the area of teaching novice readers a bank of "reading strategies," or tools to interpret and analyze text. There is not a definitive set of strategies, but common ones include summarizing what you have read, monitoring your reading to make sure it is still making sense, and analyzing the structure of the text (e.g., the use of headings in science text). Some programs teach students how to self monitor whether they are understanding and provide students with tools for fixing comprehension problems.
Instruction in comprehension strategy use often involves the gradual release of responsibility, wherein teachers initially explain and model strategies. Over time, they give students more and more responsibility for using the strategies until they can use them independently. This technique is generally associated with the idea of self-regulation and reflects social cognitive theory, originally conceptualized by Albert Bandura.