Tuesday, November 12th, 2013 | Author:

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Tuesday, December 11th, 2012 | Author:

THE IMPLEMENTATION OF THE COGNITIVE APPRENTICESHIP APPROACH ON LEARNING ENGLISH IN ELEMENTARY SCHOOL

Effy Mulyasari & Yulia Rahmawati

Learning English at elementary school is one of a relatively difficult subject. Students lacks understanding of learning because of material that is taught not sought connected with the content of where learning goes on, so that learning become less meaningful. Cognitive apprenticeship is one of the CTL learning approach that be able to solve the problem. This research is to find out whether there is a positive and significant difference in the implementation of Cognive Apprenticeship compared to conventional approaches in the result of students’ reading comprehension for English subject in the VI grades students of Elementary Lab School UPI? What kind of learning model that carried out? It is expected that could serve as a guide for other instructional. Cognitive apprentiship is a method of exercising students in completing a task/a particular matter in learning. There are three main things that must be done before teachers do teaching, namely (1) the first set of students’ competence to be achieved, (2) demonstrate the benefits of a given task, and (3) provide opportunities for students’ diversity in learning. In the cognitive apprenticeship, do visualization  of abstract concepts, understand, and use it to complete the task (Undiksha Team, 2007). In the implementation of this theory, Collins, Brown and Newman (Edmonson, 2006) develop stages as modelling, coaching, scaffolding, articulation, reflection and exploration. The three initial stages which include modelling, coaching and scaffolding is the essence of cognitive apprenticeship and help the development of cognitive and metacognitive. The implementation of the three initial stages are done in the planning and the implementation of Lesson Plan while the other three stages are implemented into the matter and students’ exercise worksheet that takes place during learning. The reaserch method used is the experimental method. After homogeneity test and normal gain test is accepted, then the data proved to be the alternatieve hypotesis (AH) received, which indicated by the post-test of experimental class is different compared with the control class, and the signifficant difference will be done through the calculation of the t-test. From this research, a model of learning approch guide of Cognitive Apprenticeship and instructional materials based on Cognitive Apprenticeship Approach to improve the understanding of students’ language learning are acquired. A guide for this model can  be used on the other instructional adapted to the purposes to be accomplished. In giving the explanation, attract all students to give full attention to, so that they will comprehend the substance relatively at the same time. The time available must be a concern in the implementation of learning.

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Wednesday, July 11th, 2012 | Author:

Have you read aloud to your children?

Do you know the benefit of it?

Do it everyday, you will see something different…

Because they learn something by listening… by looking at the picture… by repeating recognize words… and by giving meaning…

They will ask you to reread…  again and again… the same books… the same story… the same intonation… sometimes with additional illustration or sounds based on your background knowledge.

You feel bored, but not your children…. so, let them choose their own books or story.

Have fun & enjoy reading aloud to your children.

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Wednesday, July 11th, 2012 | Author:

Welcome to my Blog…

Wilujeng sumping dina Blog abdi …

Selamat datang di Blog saya …

Silahkan melihat dan membaca yang menurut Anda menarik dan sesuai dengan rasa ingin tahu Anda. Semoga ada manfaatnya. ..

 

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Wednesday, July 11th, 2012 | Author:

Welcome to STAF. This is your first post. Edit or delete it, then start blogging!

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