Buatlah dialog pro dan kontra tentang belajar online (online learning) dalam bahasa inggris
Jawaban:Pro MOOCS are free. Currently, most MOOCs platforms are free or paid. Many universities use MOOCs to attract student numbers, without having to build new buildings / facilities. The cost is also adjusted to the campus credit fees. Force professors to improve lectures. Because ideally online learning is one hour at the longest, professors are forced to be creative in delivering material (in the form of videos), and sort out which ones really should be studied and which ones should be studied at home. Create a dynamic archive. If actors, musicians, and standup comedians are encouraged to perform optimally when performing, why don’t lecturers do the same thing? Designed to ensure that students keep up. MOOCs are designed to ensure that all participants follow the stages of a real college, complete with tests and scores. Some MOOCs allow participants to set their own learning rhythm, slow or fast. Bring people together form all over the world. Not only traveling can you meet many people from all over the world, you can also meet MOOCs. You will meet many students from different backgrounds and origins. So interesting! Counter Make discussion a challenge Of course it becomes something complicated to facilitate conversations in class with 150,000 students. Even though MOOCs are equipped with chat, blog, and forum features, still the intimacy of face-to-face communication is lost. And, what happens most often is the misunderstanding of emotions in the text. Grading papers is impossible. With the number of students in the hundreds of thousands, how could a teacher spend his time just to read all the essays given by students? Make it easier for students to drop out. According to a report in the United States, when MOOCs are only conducted online, without being mixed with classroom learning experiences, drop out rates can be as high as 90%. Miss the magic. Peter J. Burgard, a professor at Harvard decided not to participate in online class programs, because he believes the “college experience” begins with sitting in groups that interact with each other. “There is chemistry in the real world that cannot be replicated online,” he said. Will shrink faculties, eventually eliminating them MOOCs can slowly destroy traditional education. Who needs more professors when schools can manage classes online? Fewer professors mean fewer Ph.Ds are awarded. Postgraduate programs are becoming rarer, and fewer fields and sub-fields are taught. Ultimately, death occurred throughout the educational hierarchy.
Tolong dong inspirasi untuk judul skripsi bahasa inggris
Coba minta pencerahan pada alumni. Soalnya kalo tanya sesama jawaban akan kurang memuaskan, sebab sama-sama mumet dengan tugas masing-masing
judul skripsi yang menarik bahasa inggris
READING BY IMAGINATIVE READING MATERIAL
THE USE OF DIARY IN WRITING RECOUNT TEXT
judul skripsi bahasa Inggris tentang writing
JUDUL SKRIPSI BAHASA INGGRIS WRITING1. THE EFFECT OF GROUP DISCUSSION TO INCREASE THE STUDENTS’ ABILITY IN WRITING RECOUNT TEXT2. THE EFFECTIVENESS OF PEER RIVIEWING IN IMPROVING THE STUDENTS NARRATIVE WRITING ABILITY3. THE USE OF DIARY IN WRITING RECOUNT TEXT4. THE EFFECTIVENESS OF USING SEQUENCES OF PICTURE IN TEACHING WRITING NARRATIVE TEXT5. THE EFFECTIVENESS OF WEEKLY REPORTS IN TEACHING WRITING6. THE IMPRVOVING THE STUDENTS WRITING ABILITIY THROUGH COLLABORATIVE WRITING7. ERROR ANALYSIS OF COUNTABLE N UNCOUNTABLE NOUN IN WRITING8. IMPROVING THE STUDENTS’ WRITING SKILL THROUGH GUESSING GAME9. THE USE OF WORD SQUARE TO IMPROVE THE STUDENTS READING COMPREHENSION IN NARRATIVE MATERIALS10. IMPROVING THE STUDENTS’ READING COMPREHENSION ABILITY BY USING THINK-AHEAD AND WRITE (TAW) STRATEGY11. THE ABILITY OF THIRD GRADE STUDENTS OF SMP NEGERI 1 IN USING MODAL AUXILIARIES IN WRITING RECOUNT TEXT AT THE ACADEMIC12. AN ANALYSIS OF GRAMMATICAL ERROR IN WRITING NARRATIVE TEXT13. USING DICTATION METHOD IN TEACHING WRITING ABILTIY14. IMPROVING THE STUDENTS’ WRITING SKILL THROUGH ROUNDTABLE TECHNIQUE15. THE USE OF DOCUMENTARY FILMS IN BBC VCD AS ALTERNATIVE MEDIA IN IMPROVING STUDENTS’ ABILITY IN WRITING REPORT16. IMPROVING THE STUDENTS’ WRITING SKILLS THROUGH FISHBONE METHOD17. IMPROVING THE STUDENTS RECOUNT TEXT WRITING SKILL THROUGH COOPERATIVE LEARNING METHOD18. THE USE OF EWP IN TEACHING WRITING ABILTIY19. IMPROVING THE STUDENTS WRITING ABILTIY THROUGH GENRE-BASED APPROACH20. THE EFFECT OF USING GROUP INVESTIGATION (GI) METHOD IN TEACHING WRITING ABILTIY21. IMPROVE THE STUDENTS’ WRITING PROFICIENCY THROUGH COLLABORATIVE WRITING22. IMPROVING THE STUDENTS IN WRITING DESCRIPTIVE TEXT THROUGH CONTEXTUAL TEACHING AND LEARNING (CTL) APPROACH23. IMPROVING THE STUDENTS’ ABILITY TO WRITE PARAGRAPH BY USING FLOWCHART24. IMPROVING THE STUDENTS’ WRITING PROFICIENCY THROUGH PERSONAL PHOTOGRAPH25. IMPROVING THESTUDENTS’ ABILITY TO WRITE DESCRIPTIVE PARAGRAPH THROUGH PICTURE WORD INDUCTIVE MODEL (PWIM)26. IMPROVING WRITING ABILITY THROUGH TOPICAL APPROACH27. INCREASING THE STUDENTS’ WRITING ABILITY THROUGH SEND A PROBLEM METHOD28. THE USE OF INTRAPERSONAL INTELLIGENCE STRATEGY IN TEACHING WRITING ABILTIY29. THE EFFETCT OF COLLABORATIVE WRITING TECHNIQUE IN TEACHING WRITING ABILTIY30. THE USE OF OTHER COLLABORATIVE WRITING IN IMPROVING THE STUDENTS WRITING ABILTIY31. INCREASING THE STUDENTS WRITING ABILTIY THROUGH PERSONAL PHOTOGRAPH32. QUANTUM LEARNING METHOD IN WRITING ABILTIY33. INCREASING THE STUDENTS WRITING ABILTIY BY USING SEND A PROBLEM METHOD WRITING34. THE EFFECT OF USING REFLECTION LEARNING METHOD IN WRITING ABILTIY35. IMPLEMENTATION OF EXTENDED WRITING PROJECT ASSESSMENT TO INCREASE THE STUDENTS’ WRITING PROFICIENCY36. THE USING COLLABORATIVE WRITING IN TEACHING WRITING ABILTIY37. WRITING PROBLEM BASED LEARNING STRATEGY38. THE IMPROVEMENT OF THE STUDENTS’ WRITING CONTENT THROUGH QUANTUM LEARNING METHOD39. THE STUDENTS’ IMPROVEMENT OF CONTENT IN WRITING ABILITY THROUGH GENRE-BASED APPROACH40. IMPROVING THE STUDENTS’ ABILITY TO WRITE PARAGRAPH BY USING FLOWCHART41. USING CAREER EXPLORATION TECHNIQUE IN TEACHING WRITING ABILTIY42. THE USING PEER REVIEW STRATEGY IN WRITING ABILTIY43. USING TOPICAL TO IMPROVING THE STUDENTS WRITING ABILTIY44. VISUAL – PICTURE SEQUENCES IMPROVE THE STUDENTS’ ABILITY TO WRITE DESCRIPTIVE TEXT45. WRITE ENGLISH TEXT (DESCRIPTIVE TEXT) THROUGH COLLABORATIVE WRITING VIEWED FROM ITS CONTENT AND LANGUAGE USE46. WRITING NARRATIVE TEXT THROUGH WRITING MARATHON TECHNIQUE47. MAKING PARAGRAPH USING OUTLINE48. THE STUDENTS’ ABILITY IN ENGLISH NARRATIVE WRITING49. IMPROVING THE STUDENTS’ WRITING IN NARRATIVE TEXT THROUGH BEYOND CENTERS AND CIRCLE TIME (BCCT) METHOD50. INCREASING THE STUDENTS’ ABILITY TO WRITE DESCRIPTIVE PARAGRAPH THROUGH VISUAL-SPATIAL INTELLIGENCE STRATEGY51. DEVELOPING THE STUDENTS’ ABILITY IN WRITING PARAGRAPH THROUGH QUICKWRITING52. THE EFFECTIVENESS USING PHOTOGRAPH TO DEVELOP WRITING ABILITY”53. MIND MAPPING METHOD WRITING54. PROPOSE “LEARNING FROM ERROR METHOD” THAT MAY IMPROVE THE STUDENTS’ WRITING SKILL,55. STIMULATING STUDENTS’ AUTONOMY IN WRITING THROUGH WEEKLY REPORTS56. USING DICTATION TO IMPROVE STUDENTS WRITING ABILITY57. INTEREST TO USE INQUIRY-BASED LEARNING STRATEGY TO IMPROVE STUDENTS’ WRITING ABILITY58. BUILDING UP STUDENTS’ WRITING SKILLS THROUGH SEQUENCES OF PICTURES59. INQUIRY-BASED LEARNING STRATEGY TO IMPROVE STUDENTS’ WRITING ABILITY60. USING PERSONAL LETTER TO ENHANCE STUDENTS’ COMPETENCE IN WRITING AT THE FIRST YEAR STUDENTS61. THE USE OF SENTENCE RECONSTRUCTION TECHNIQUE IN WRITING ABILTIY62. THE APPLICATION OF VENN DIAGRAM METHOD TO IMPROVE THE STUDENTS’ WRITING ABILITY63. ANALYSIS AN ERROR ANALYSIS ON SIMPLE PRESENT TENSE IN DESCRIPTIVE WRITING
Judul skripsi bahasa inggris tentang reading yang mudah?
reading the book for children judul skripsi yg pas