Different departments in a university have different terms with general English. English for Specific Purpose (ESP) helps students with different departments learn specific terms. Social studies study program is one of the majors that its students find it rather hard to comprehend the content and terms related to their major. Think-Pair-Share (TPS) on reading helps develop students' ability to understand the text. This study is aimed to find out the difference between the students who are taught using ESP text with Think-Pair-Share (TPS) Technique and those who are not taught with the TPS technique. This study employs a quasi-experimental design. The study objects were the students of the social studies study program, which were classified into experimental and control groups. The research instruments were related to social studies in English passages. Posttest data were calculated and used to determine the treatment's effectiveness or any significant difference in each group. The data were analyzed by an analysis of variance (ANOVA) to test the hypotheses. The study results reveal that experimental and control classes have a significant difference in the mean; 76.63 is an experimental group mean that was higher than the control group mean that was 74.64. It shows that the students who used the Think-Pair-Share technique had better reading comprehension on ESP text than the students who did not use the technique. This is due to the implementation's steps that emphases students' performance and togetherness on doing their activities in the classroom activities to develop their ability in language skills. This study is expected to provide new insight into English for specific purposes and give valuable experience in teaching reading for specific social studies. This research is also proposed some new vocabularies related to social studies to the students. Thus, this study gives sight and information about English reading texts based on social studies.
Visi Universitas Lambung Mangkurat (ULM) adalah menjadi universitas terkemuka dan berdaya saing serta sebagai center of excellence di lingkungan lahan basah pada tahun 2027. Oleh karena itu, semua kegiatan pengajaran, penelitian dan pengabdian masyarakat harus terkait dengan lahan basah. Berkaitan dengan hal tersebut, pembelajar muda atau anak-anak yang merupakan generasi penerus Kalimantan Selatan khususnya, juga perlu mengenal lahan basah. Oleh karena itu, memperkenalkan lahan basah melalui Bahasa Inggris sangat diperlukan anak-anak karena mereka berada dalam masa keemasan perkembangan bahasa. Salah satu cara untuk memperkenalkan Bahasa Inggris dan lahan basah pada saat yang bersamaan adalah melalui buku cerita anak-anak dengan metode bercerita atau storytelling. Pengabdian ini bertujuan untuk memberikan gambaran tentang bagaimana Bahasa Inggris dan lahan basah diperkenalkan kepada anak TK melalui storytelling. Pengabdian ini dilaksanakan di TK Prumnas Kayu Tangi Banjarmasin dengan melibatkan para guru dan siswa di sekolah tersebut. Kegiatan yang dilakukan meliputi pemberian materi kepada guru mengenai teori mengajar Bahasa Inggris yang diperuntukan kepada anak-anak, pemberian contoh pengajaran, pembuatan media, dan refleksi akhir. Hasil dari kegiatan pengabdian ini dapat simpulkan bahwa guru memahami tentang pengajaran Bahasa Inggris kepada anak-anak meskipun terdapat beberapa kendala dalam pelaksanaannya. Selain itu, 88% anak-anak menunjukkan minat yang tinggi terhadap Bahasa Inggris dan 70% dari mereka mampu mengingat beberapa kosakata yang berhubungan dengan lahan basah. Sehingga dapat disimpulkan bahwa memperkenalkan Bahasa Inggris dan lahan basah melalui storytelling memungkinkan anak untuk belajar lebih baik dan lebih efektif. Training on Teaching English to Young Learners through Storybooks about Wetlands for Kindergarten Teachers at Prumnas Kayu Tangi The vision of Lambung Mangkurat University (ULM) is to become a leading and competitive university as well as a center of excellence in the wetland environment by 2027. Therefore, all teaching, research, and community service activities must be related to wetlands. In this regard, young learners, the next generation of South Kalimantan particularly, need to be familiar with wetlands. Therefore, introducing wetlands through English is very necessary for children since they are in the golden age of language development. One way to introduce English and wetlands simultaneously is through children's story books using storytelling. This community service aims to provide an overview of how English and wetlands are introduced to kindergarten children through storytelling. This service was carried out at Prumnas Kayu Tangi Kindergarten Banjarmasin by involving teachers and students at the school. The activities carried out include providing material to teachers regarding the theory of teaching English to children, providing teaching examples, making media, and final reflection. The results of this community service activity show that the teachers understand thow to teach English to children despite several obstacles in its implementation. In addition, 88% of children showed a high interest in English and 70% of them were able to remember some vocabulary related to wetlands. Therefore, it can be concluded that introducing English and wetlands through storytelling allows children to learn better and more effectively.
Considering the role of teachers which is uneasy, it is necessary to develop an effective means of supporting and retaining teachers to provide good quality learning environment for students and a supportive work environment for teachers. Based on the urgency of professional development for teachers, pre-service teachers’ perception towards teacher professional development (TPD) becomes prominent to explore. The survey reflects the pre-service teachers’ perception with regard to professional development. The perception covers the most needed topics in TPD and the most needed learning activities which may give high impacts to their knowledge for teaching. This study involves pre-service teachers from English Department Batch 2016 who were taking internship program as English teachers in public or private schools in Banjarmasin.Regarding the pre-service teachers’ perception related to the needed topics, classroom management and knowledge of instructional practices in their subject field are the greatest area of development need followed by knowledge of their main subject and also ICT skills. On the concern of pre-service teachers’ perception related to most needed learning activities of TPD, courses or workshops is recognized as the most beneficial learning activities to improve teachers’ competences.The results of this study are expected to provide the basic thought for the implication for teacher preparation program in the future. Furthermore, the targeted implementation of the findings will give insights on the most needed professional development topics and most preferred learning activities which can be considered by the related institution when conducting teacher preparation program.
Anticoagulants are drugs used to inhibit the development and enlargement of a blood clot. Melon is known to contain adenosime that function to stop clotting of blood cell chip. This study aims to identify secondary metabolites contained in melon juice, fruit juice identify anticoagulant activity in vivo melon, look for an effective dose melon juice as a potential anticoagulant and melon juice compared with aspirin. A total of 15 male mice were divided into 5 groups, i.e. groups of melon juice dose of 12.9 g/kg BW, melon juice dose group of 25.8 g/kg BW, melon juice dose group of 51.5 g/kg BW, positive control group and negative control group. The sample is given once a day orally and measured in hours to 3, 6 and 9 after administration. Anticoagulant effect was tested by using the parameters of bleeding time and coagulation time. The results showed that the melon juice dose of 12.9 g/kg BW, 25.8 g/kg BW and 51.5 g/kg BW may increase bleeding time and coagulation time. From these results it can be seen that the melon juice has anticoagulant activity. Based on statistical test is known that the variation of doses is very significantly affect on bleeding time and the coagulation time.Keywords : anticoagulant, melon juice, bleeding time, coagulation time
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