ARTICLE FOR ADVANCED WRITING COURSE (Lectured by: PUSPITA DEVI, M.Pd)

UNDERSTANDING FIGURATIVE LANGUAGE IN A LITERARY WORK THROUGH LITERATURE CIRCLE METHOD

By Oka Rodi Putra

Baturaja University

2016

okarorody@gmail.com

oseanoka.blogspot.co.id

ABSTRACT

This article is launched by seeing the highly seriously significant problems that are faced by the students in literature class. They are dealing with students’ interest and motivation in learning literature. Most of students are uninterested and unmotivated to learn about literature since they find difficulties in understanding figurative language that is mostly overwhelming the language preceded in literary works. In fact, students do not get the point on how the figurative language is preceded to illustrate the implied meaning of the passage, so it will be best to introduce them the figurative language to be the staffing stone in owning the interests of learning literature. Understanding figurative language, therefore, can be perfectly retrieved through a cooperative learning covering ESA principles, that is, literature circles. Literature circles is a temporary discussion groups between students who have chosen to read the same book in which each of the students has their own roles that differ one another. Literature circles are one important tool to motivate students. When students are given a voice in what they read they are more likely to learn and enjoy the experience. Additionally, their learning deepens and becomes more meaningful.

Keywords: figurative language, literature circles, literature course, students’ interests

ASSESSING WRITING

Simple ways to assess the writing skills of students with learning disabilities

          A teacher's first responsibility is to provide opportunities for writing and encouragement for students who attempt to write. A teacher's second responsibility is to promote students' success in writing. The teacher does this by carefully monitoring students' writing to assess strengths and weaknesses, teaching specific skills and strategies in response to student needs, and giving careful feedback that will reinforce newly learned skills and correct recurring problems. These responsibilities reveal, upon inspection, that assessment is clearly an integral part of good instruction. In their review of the existing research on effective instruction Christenson, Ysseldyke, and Thurlow (1989) found that, in addition to other factors, the following conditions were positively correlated to pupil achievement:

Assessing Listening

ASSESSING LISTENING

OBSERVING THE PERFORMANCE OF THE FOUR SKILL

Before focusing on listening itself, think about the two interacting concepts of performance and observation. All language users perform the acts of listening. Speaking, reading & writing. They of course rely on their underlying competence in order to accomplish these performances. When you propose to asses that person’s competence, but you observe the person’s performance.

YOU SHOULD READ!!

FYI : TIYA ROSSALINA got E. POOR SCORE :p
Hence, TIYA ROSSALINA should BUY THIS GREEN BOOK made by MR.OK fluently in everyday
Click in here
This is preceded in order to be the task of ICT in term of awkward joking to TIYA ROSSALINA 

Comparing TOEFL and TOEIC

Comparing TOEFL and TOEIC

TOEFL (Test of English as a Foreign Language) is meant to evaluate the English ability of those interested in academic study. Japanese students who plan to study abroad, for example, must usually take this in order to be accepted by North American colleges and universities. TOEFL is also used as a placement test, as a test to measure progress in a language-training program, and as an "exit test" to make sure that students have reached a certain level of English ability when they finish a program of language study.

Article for GIVING A FEEDBACK in a TEST

20 Ways to Provide Effective Student Feedback
 

1. Student feedback should be educative in nature.

Providing feedback means giving students an explanation of what they are doing correctly AND incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a student’s learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Exploring Reliability and Validity of Such Academic Assessment

Reliability is the degree to which an assessment tool produces stable and consistent results.

Types of Reliability

1.            Test-retest reliability is a measure of reliability obtained by administering the same test twice over a period of time to a group of individuals.  The scores from Time 1 and Time 2 can then be correlated in order to evaluate the test for stability over time. 

Example:  A test designed to assess student learning in psychology could be given to a group of students twice, with the second administration perhaps coming a week after the first.  The obtained correlation coefficient would indicate the stability of the scores.