Social Constructivism-Based Reading Comprehension Teaching Design at Politeknik Negeri Sriwijaya

Ardiansyah, Welly; Ujihanti, Murwani

doi:10.24093/awej/vol9no1.31

Cited by 6 publications

(6 citation statements)

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“…It underlines the importance of viewing reading as an active, constructive process. It encourages educators to create learning environments that support students' active engagement with texts, thereby empowering them to become autonomous learners who can construct their own understanding and knowledge (Ardiansyah & Ujihanti, 2018). In connection to the study, in the realm of reading, this theory emphasizes the reader's active role in creating meaning from texts.…”

Section: Framework Of the Studymentioning

confidence: 99%

Project HOFOMI (Home for the Minds for the Grade 10 Learners of the Regional Science High School for Region I

2024

IJFMR

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This research paper investigates the effectiveness of a targeted reading intervention program, referred to as Project HOFOMI, on improving the reading comprehension levels of Grade 10 learners. The study employed pretest and post test assessments based on the Reading GATES survey to evaluate changes in students' comprehension abilities before and after the intervention. The results demonstrate a significant enhancement in reading comprehension skills among Grade 10 learners following the implementation of Project HOFOMI. Specifically, a notable shift was observed from Grade 9 to Grade 10 reading levels, indicating the program's success in elevating learners' proficiency. Statistical analysis confirms the substantial impact of Project HOFOMI, with post test scores showing a significant increase compared to pretest scores. Moreover, qualitative feedback from participants highlights high levels of satisfaction and perceived effectiveness of the intervention in fostering comprehensive learning and personal growth. The findings underscore the importance of evidence-based educational interventions in addressing specific learning needs and promoting skill development among students. Recommendations include further investigation into improving outcomes for higher-grade levels and the continuous monitoring and adaptation of intervention strategies to ensure sustained progress in reading comprehension skills.

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Section: Framework Of the Studymentioning

confidence: 99%

Project HOFOMI (Home for the Minds for the Grade 10 Learners of the Regional Science High School for Region I

2024

IJFMR

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“…While SCT has seen substantial application in education, its utilization in other organizational contexts, particularly in leadership, has been relatively limited, with a dearth of comprehensive and conclusive research (Adams, 2006;Ardiansyah & Ujihanti, 2018). Furthermore, its application to collaborative leadership within organizational settings remains underexplored.…”

Section: Social Constructivism Theory (Sct)mentioning

confidence: 99%

Conceptualizing and Measuring Collaborative Leadership in an Organizational Context

2023

JHRL

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This study conceptualizes and investigates the impact of collaborative leadership on the performance of organizations by assessing authentic relationships, leaders' behaviour, and top echelons' support as indicators. Through a quantitative approach employing a questionnaire survey with 217 managers from insurance companies in Kenya, the research used Likert-style questions to gauge perceptions of these collaborative leadership factors and their correlation with performance. Analyzing the data involved descriptive statistics and ANOVA. Findings revealed that authentic relationships, leaders' behaviour, and top echelons significantly and positively impact the performance of these organizations, with top echelons' support being the most influential. Additionally, a combined measure of collaborative leadership encompassing all three variables showed a notable significant and positive impact on performance. The study underscores the significance of fostering employees' mutual understanding and respect within organizations, emphasizing their role in establishing a robust foundation for authentic relationships. These insights offer practical guidance for leaders and managers in organizations, aiming to elevate organizational performance by applying collaborative leadership principles.

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“…In integrating learning vocabulary and reading comprehension strategy, heterogeneous grouping in the classroom whereby diverse students are placed in the same classrooms may put the teachers of English in pedagogical difficulties [22] [23]. Students tend to split themselves in the groups of the same level of proficiency.…”

Section: Introductionmentioning

confidence: 99%

Integrating Collaborative Learning into Semantic Mapping Strategy to Boost Vocabulary and Reading Comprehension Achievement

Ardiansyah,

Rosyidin,

Aryanti

et al. 2024

Advances in Social Science, Education and Humanities Research

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The study compared students' reading comprehension and English vocabulary before and after instruction using two different instructional strategies: the original semantic mapping strategy and the semantic mapping strategy in conjunction with collaborative learning. The study involved two groups, one serving as the experimental group and the other as the control group, and employed a quasi-experimental methodology that involved non-equivalent control groups. During the first semester of the 2022 academic year, 50 Bidikmisi students from Sriwijaya's State Polytechnic participated in the study. A nonrandom process was used to divide them into experimental and control groups. Semantic mapping and group learning were used by the experimental group to examine vocabulary and reading comprehension. The control group was instructed in vocabulary and reading comprehension using the original semantic mapping strategy. Before the study began, both groups took a pre-test in vocabulary and reading comprehension to make sure they were similar in terms of their abilities and that they met the requirements of a normal distribution. The same test was administered to both groups at the end of the experiment to compare the effects of the two strategies on the vocabulary and reading comprehension skills of the Bidikmisi students: the original semantic mapping strategy and the semantic mapping strategy combined with collaborative learning. The findings indicated that the experimental group demonstrated enhancements in both vocabulary acquisition and reading comprehension when compared to the control group. Therefore, cooperative learning and semantic mapping be considered as effective techniques for teaching vocabulary and enhancing reading comprehension among EFL students.

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Social Constructivism-Based Reading Comprehension Teaching Design at Politeknik Negeri Sriwijaya

Cited by 6 publications

References 0 publications

Project HOFOMI (Home for the Minds for the Grade 10 Learners of the Regional Science High School for Region I

Project HOFOMI (Home for the Minds for the Grade 10 Learners of the Regional Science High School for Region I

Conceptualizing and Measuring Collaborative Leadership in an Organizational Context

Integrating Collaborative Learning into Semantic Mapping Strategy to Boost Vocabulary and Reading Comprehension Achievement

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