UNIT 3: Comprehending & Summarizing Journal Abstract by Applying PARS & SQ4R Reading Strategy

Course Detail

  • Course ID: PARS-SQ4R (ditulis pada Lembar Aktivitas Mahasiswa)
  • CPMK: Melalui course ini, Anda diharapkan dapat:
    • Mengaplikasikan strategi membaca PARS dan SQ4R dalam memahami konten abstrak jurnal
    • Mengakuisisi academic words yang tekandung dalam abstrak jurnal
    • Memahami struktur penulisan abstrak jurnal
    • Menjelaskan ulang konten abstrak jurnal
  • Lesson: Berikut ini Lesson yang terkait dengan Course ini.
  • Supplementary Media: Berikut ini media pendukung yang dapat digunakan:
    • Online dictionaries (Google Translate, Oxford, Cambridge) and Thesaurus
    • Youtube
  • Penilaian:
    • Konten: Mengaplikasikan strategi membaca PARS & SQ4R (Bobot: 60%)
    • Bahasa: Menjelaskan (secara lisan/tertulis) struktur abstrak jurnal (Bobot: 40%)
  • Alokasi Waktu: 1 pertemuan

Karya Anda akan diuji menggunakan layanan pelacak plagiasi (plagiarism checker) untuk menghindari "copy-paste". Karya mahasiswa(i) yang terdeteksi memiliki tingkat kesamaan diatas 65% (berdasarkan plagiarism checker) tidak akan dinilai. Pastikan Anda bekerja secara individu.

Activity Detail

  • Unduh template Lembar Aktivitas Mahasiswa
  • Ubah nama (rename) file tersebut dengan format berikut:
    • Nama Anda_Kelas_Course ID ⮕ Andi Josh_BC13_Tense-Aspect
  • Masing-masing mahasiswa(i) memilih 3 abstrak jurnal yang berbeda (daftar abstrak jurnal dapat diakses pada laman Free & Open Access Abstract) [Password ⮕ Stevenson 2-18]
  • Baca keseluruhan abstrak jurnal yang Anda pilih dengan menerapkan strategi membaca PARS & SQ4R
  • Sertakan judul, penulis dan abstrak jurnal yang Anda pilih pada Lembar Aktivitas Mahasiswa
  • Tuliskan daftar pertanyaan untuk masing-masing abstrak jurnal berdasarkan hasil bacaan Anda
  • Tuliskan jawaban atas pertanyaan-pertanyaan yang Anda buat
  • Tuliskan summary atau rangkuman dari hasil praktek strategi membaca PARS & SQ4R yang Anda lakukan dalam bentuk paragraf pendek. Ditulis dalam bahasa Indonesia.
  • Tugas tertulis dikumpulkan melalui Google Classroom selambat-lambatnya tanggal 30 Maret 2021. Kode kelas disampaikan melalui WhatsApp.

Example

  1. Comparison of teachers in France and in Quebec working with autistic students: Self-efficacy, stress, social support, coping, and burnout by Emilie Cappe, Nathalie Poirier, Aaron Engelberg & Emilie Boujut

The schooling of autistic students cannot be achieved without important adaptation of teaching methods. Since there are both similarities and differences between France and Quebec in the schooling of autistic students, the objective of this study was to assess stress, social support, coping, and burnout of teachers in these two communities. The results revealed differences between teachers in France and Quebec, with better adjustment of the Quebec samples. Thus, this study confirms the importance of taking into account the specificity of the education system and the cultural environment when studying the well-being of teachers facing the challenge of inclusive education.

  • What is the focus of the research?
    • The research focuses on the assessment of stress, social support, coping, and burnout of teachers in France and Quebec who work with autistic students.
  • What is the result of the research?
    • It is critical to take into account the unique characteristics of the educational system as well as the cultural environment.

Summary: Penelitian ini membahas tentang pengukuran tingkat stress, dukungan sosial, solusi atas masalah yang terjadi serta faktor-faktor kelelahan guru dalam menghadapi pelajar dengan sindrom autis. Penelitian ini menekankan bahwa karakteristik-karakteristik yang unik dari sistem pendidikan serta lingkungan penting untuk dipertimbangkan.

  1. Beginning student teachers’ educational ideals by Heleen Simonsz, Yvonne Leeman & Wiel Veugelers

The aim of this study is to gain insight into the content and sources of the educational ideals of beginning student teachers. We interviewed twenty-four beginning student teachers within the disciplines of history and the English language from three teacher education institutes in the Netherlands. The student teachers were selected using the maximum variation sampling strategy and participated voluntarily. Our findings show that beginning student teachers have various educational ideals regarding the personal, interpersonal and societal development of their students. Meaningful experiences related to forming educational ideals took place in the context of school, family, jobs and voluntary activities and societal issues. We conclude by discussing the outcomes of this study for teacher education and future research.

  • What is/are the variable/variables of the research?
    • The research focuses on educational ideals perceived by novice student teachers.
  • Where does the research take place?
    • In Netherlands
  • Who are the participants of this research?
    • 24 novice student teachers teaching history and English
  • What does the author find?
    • Student teachers have various educational ideals regarding personal, interpersonal and societal development of students.

Summary: Penelitian ini membahas tentang persepsi guru pra-layanan (guru magang) tentang pendidikan yang ideal. Partisipan dari penelitian ini adalah 24 guru pra-layanan yang mengajar mata ajar sejarah dan bahasa Inggris di Belanda. Hasil dari penelitian ini menekankan bahwa guru pra-layanan (guru magang) memiliki persepsi yang beragam tentang cita-cita pendidikan terkait individu, antarpribadi (antarpersonal) dan perkembangan sosial dari peserta didik mereka.