Effect of Picture and Picture Integration with Guided Note Taking accompanied by Optimization of Teaching Aids Learning Outcomes

Khasanah, Annisa Nur; Santosa, Slamet; Indrowati, Meti; Septiyanto, A.

doi:10.29303/jppipa.v8i2.1420

“…Higher results point to incredible benefits when supported by visual cues that allow more possibilities to interest the students in doing their best, as it worked in the last parts of the reading achievement. This aids can align with sustaining intellectual or emotional development by in-task optical prompts Khasanah et al (2022) Within the second stage, results suggested that students tend to present difficulties when the writing activities involve several activities in themselves, while better results are seen when the task is based solely on order to produce a sentence with an easily perceivable meaning. Thus, Fill in the Blanks suggests a tremendous opportunity to limit sets of activities to establish a single action or to explain broadly the order of activities to be done in the activity.…”

Section: Discussionmentioning

confidence: 99%

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos¹,

Garcı́a²

2023

Preprint

0

View full text Add to dashboard Cite

This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

show abstract

“…Higher results point to incredible benefits when supported by visual cues that allow more possibilities to interest the students in doing their best, as it worked in the last parts of the reading achievement. This aids can align with sustaining intellectual or emotional development by in-task optical prompts [89] Within the second stage, results suggested that students tend to present difficulties when the writing activities involve several activities in themselves, while better results are seen when the task is based solely on order to produce a sentence with an easily perceivable meaning. Thus, Fill in the Blanks suggests a tremendous opportunity to limit sets of activities to establish a single action or to explain broadly the order of activities to be done in the activity.…”

Section: Discussionmentioning

confidence: 99%

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos

¹

,

Garcia

²

2023

Preprint

0

View full text Add to dashboard Cite

This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

show abstract

“…Higher results point to incredible benefits when supported by visual cues that allow more possibilities to interest the students in doing their best, as it worked in the last parts of the reading achievement. These aids can align with sustaining intellectual or emotional development by in-task optical prompts (Khasanah et al, 2022). Within the second stage, results suggested that students tend to present difficulties when the writing activities involve several activities in themselves, while better results are seen when the task is based solely on order to produce a sentence with an easily perceivable meaning.…”

Section: Discussionmentioning

confidence: 99%

Bettering writing-reading attainments as to underlying gaps and bonds in EFL learners

Olmos

¹

,

Garcı́a

²

2023

RADEN

0

View full text Add to dashboard Cite

With the emergence of new learning approaches, it has become more troublesome learners can pragmatically learn in the long run, especially when learning a foreign language is involved. Flaws and deficiency in learning arises in most cases of EFL classroom where the development language skills like reading and writing are inconclusive. This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

show abstract

Effect of Picture and Picture Integration with Guided Note Taking accompanied by Optimization of Teaching Aids Learning Outcomes

Cited by 6 publications

References 0 publications

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Writing-reading attainments onto underlying gaps and bonds as prone to communication skills follow-up

Bettering writing-reading attainments as to underlying gaps and bonds in EFL learners

Contact Info

Product

Resources

About