Teaching Style vs. Learning Style
Teaching and learning styles are the behaviors or actions that teachers and learners exhibit in the learning exchange. Teaching behaviors reflect the beliefs and values that teachers hold about the learner’s role in the exchange (Heimlich and Norland 2002). Learners. Behaviors provide insight into the ways learners perceive, interact with, and respond to the environment in which learning occurs (Ladd and Ruby 1999). Over the years, questions about the congruence of teaching and learning styles and the potential for flexibility in their use have surfaced: Do the teaching styles of teachers match students. Learning styles? Can individuals learn effectively when instructional delivery does not match their preferred learning style? Can teaching and learning styles be adapted or modified? These and similar questions are explored in the Myths and Realities.
Do Teachers Teach the Way They’ve Been Taught or Learn Best?
.Research supports the concept that most teachers teach the way they learn. (Stitt-Gohdes 2001, p. 136). Since a great many teachers have experienced academic success in learning environments that were instructor centered and relied heavily on lecture, it is understandable that their preferred style of teaching, at least initially, would be to repeat .what worked with them.. Typically these teachers are field independent, that is, they are more content oriented and prefer to use more formal teaching methods, favoring less student involvement and more structured class activities (Hayes and Allinson 1997; Pithers 2001). This style works especially well for field-dependent students who want to be told what they should learn and given the resources to acquirethe specified body of knowledge or skills. This may be why most training is provided through instructor-led classrooms in the corporate environment (Caudron 2000). This strategy can be effective when employees are highly motivated to learn specific content that is relevant to their careers. However, instructor-centered training is not as effective when training involves context.the .physical, emotional, and intellectual environment that surrounds an experience and gives it meaning. (ibid., p. 55).One reason instructors are led to teach the way they learn is that they are not skilled in adult learning theory. This is especially true for trainers who have little education about and understanding of adult learning principles. Classroom teachers who are skilled in adult learning principles and have experience with theories about student-centered learning and constructivism are more likely to adopt student-centered instruction (Stitt-Gohdes, Crews, and McCannon 1999), even if it is not the way they learned or prefer to learn. These teachers have broad views of how teaching can occur and strong beliefs about the need to engage learners in the learning process. They are aware of the changing demographics of classrooms and the influence of technology on students. ways of learning (Glenn 2000; Stitt-Gohdes 2003). They are more likely to substitute self-directed learning opportunities and interactive learning environments for the traditional lecture and make use of .varied resources to create personally meaningful educational experiences. (Glenn 2000, p. 14).
Do the Best Learning Outcomes Occur When Teaching Style Matches Learning Style?
Much research supports the view that when students. learning preferences match their instructor.s teaching styles, student motivation and achievement usually improve (Miller 2001; Stitt-Gohdes 2003). However,many of these studies look at the achievements of high school students, not adult learners. Other studies show that matching teaching and learning styles is not an effective determinant of the best arrangement for adult basic skill learners, primarily because learning style may differ according to age and situational factors such as the type of class or subject being studied (Spoon and Shell 1998). Hayes and Allinson (1997) found that the matching of teaching/learning styles is more beneficial to vocational students who are field independent. those who prefer more autonomy and less personal interaction, and that mismatching is more beneficial for field-dependent
students.those who prefer more guidance and structure. .This may be because field-dependent students benefit from the structure that field-independent teachers typically provide. (Hayes and Allinson 1997, p. 185). However, because most vocational classes are composed of students who have different style preferences, teachers need to adopt a flexible approach to their instructional practice so that their ultimate approach is integrated (Nuckles 2000; Pithers 2001). David Kolb, who is credited with initiating the learning style movement, notes that .it is more effective to design curriculum so that there is some way for learners of every learning style to engage with the topic, so that every type of learner has an initial way to connect with the material, and then begin to stretch his or her learning capability in other learning modes. (Delahoussaye 2002, p. 31).
Can an Individual’s Approach to Learning Be Modified?
Because learning is an ongoing process, occurring over the span of one.s lifetime and delivered by a variety of instructors with a variety of teaching styles in a variety of situations, learners need to be able to adjust their cognitive styles. They need to become better all-around learners by .investing extra effort in underdeveloped or underutilized styles. (Delahoussaye 2002, p. 31). Pithers (2002) reports on studies by Rush and Moore that explore the feasibility of promoting learner adaptability through training. These researchers discovered that students whose cognitive styles were more field dependent were able to change the strength of their style through training, which suggests that cognitive style may be a flexible construct and malleable over the long term. These views were also noted by Hayes and Allinson (1997), who contend that .exposing learners to learning activities that are mismatched with their preferred learning style will help them develop the learning competencies necessary to cope with situations involving a range of
different learning requirements. (p. 3). This project has been funded at least in part with Federal funds from the U.S. Department of Education under Contract No. ED-99-CO-0013. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. Myths and Realities may be freely reproduced.
Can a Teacher’s Approach to Teaching Be Modified?
.How educators select their teaching strategies and implement techniques is a function of their beliefs and values regarding the methods and can be modified to fit within the unique belief system of the educator. The manner in which any method, whether lecture or game, discovery-based learning or discussion is used within a learning event is the choice of the educator and should be a reflection of his or her philosophy. (Heimlich and Norland 2002, p. 20). Thus, before teachers can attempt to develop more flexible teaching styles, they must be receptive to the idea of change, beginning with a change in their beliefs about the students. role in the learning environment.
Being student centered engages teachers in a humanistic approach to education in which they function as facilitators of learning (Nuckles 2000). Teachers who desire to be more student centered must be aware of the kinds of learning experiences that students most value, as these may differ depending on the learners. particular stages of development, age, and gender (Spoon and Schell 1998). In studying a group of international students in a business administration program, Ladd and Ruby (1999) found that of primary interest to students was establishing warm personal relationships with their instructors. Their preferred style of learning was to have direct contact with materials, topics, or situations being studied. Knowing this type of information can help instructors develop course structures that provide a better fit between instructional goals and students. learning style preferences (Stitt-Gohdes 2001).
Pratt (2002) presents five perspectives on teaching and urges teachers to use these perspectives to identify, articulate, and justify their teaching approaches rather than simply adopting one practice or another.
.Transmission: Teachers focus on content and determine what students should learn and how they should learn it. Feedback is directed to students. errors.
. Developmental: Teachers value students. prior knowledge and direct student learning to the development of increasingly complex ways of reasoning and problem solving.
. Apprenticeship: Teachers provide students with authentic tasks in real work settings.
. Nurturing: Teachers focus on the interpersonal elements of student learning.listening, getting to know students, and responding to students. emotional and intellectual needs.
. Social Reform: Teachers tend to relate ideas explicitly to the lives of the students.
.Most teachers have only one or two perspectives as their dominant view of teaching.[however] similar actions, intentions, and even beliefs can be found in more than one perspective. (Pratt 2002, p. 6). Proficient student-centered teachers are able to use a variety of styles so that their ultimate style is integrated.
Conclusion
Research has shown the uniqueness of different teaching and learning styles and identified the characteristics associated with each style. Although there are benefits to the matching of teaching style and learning style, it appears that this alone does not guarantee greater learner achievement. Age, educational level, and motivation influence
each student’s learning so that what was once preferred may no longer be the student.s current preferred learning style. Teachers need to examine their belief structure regarding education and engage in an .ongoing process of diagnosis, with self and with learners, including observation, questioning, obtaining evaluative feedback, and critical reflection. (Nuckles 2000, p. 6). .Each teacher is unique and can use his or her style to be as effective an educator as possible. (Heimlich and Norland 2002, p. 23).
References
Caudron, S. .Learners Speak Out. What Actual Learners Actually
Think of Actual Training. Training and Development 54, no. 4
(April 2000): 52-57.
Delahoussaye, M. .The Perfect Learner: An Expert Debate on Learning
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Glenn, J. M. .Teaching the Net Generation.. Business Education
Forum 54, no. 3 (February 2000): 6-8, 10, 12-14.
Hayes, J., and Allinson, C. W. .Learning Styles and Training and Development
in Work Settings: Lessons from Educational Research..
Educational Psychology 17, nos. 1-2 (March-June 1997): 185-193.
Heimlich, J. E., and Norland, E. .Teaching Style: Where Are We
Now?. New Directions for Adult and Continuing Education no.
93 (Spring 2002): 17-25.
Ladd, P., and Ruby, R., Jr. .Learning Style and Adjustment Issues of
International Students.. Journal of Education for Business 74,
no. 6 (July-August 1999): 363-367.
Miller, P. .Learning Styles: The Multimedia of the Mind. Research
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Nuckles, C. R. .Student-Centered Teaching: Making It Work.. Adult
Learning 11, no. 4 (Summer 2000): 5-6.
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Dependence-Field Independence.. Australian and New Zealand
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2001): 47-60.
Pithers, R. T. .Cognitive Learning Style: A Review of the Field Dependent-
Field Independent Approach.. Journal of Vocational Educa-
tion & Training 54, no. 1 (2002): 117-132.
Pratt, D. D. .Good Teaching: One Size Fits All?. New Directions for
Adult and Continuing Education no. 93 (Spring 2002): 5-15.
Spoon, J. C., and Schell, J. W. .Aligning Student Learning Styles with
Instructor Teaching Styles.. Journal of Industrial Teacher Educa-
tion 35, no. 2 (Winter 1998): 41-56.
Stitt-Gohdes, W. L. .Business Education Students. Preferred Learning
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. Learning and Instructional Styles.. Delta Pi Epsilon Journal
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Direction:
1. Choose the best answer and give your reason!
2. Submit your answer due to November 20th , 2009
3. Class C to: atun1977@gmail.com
4. Class D to: mr.sudadi88@gmail.com
1. Sam usually does his work very….and well, but today he seemed a little preoccupied.
A. careful
B. careful manner
C. carefully
D. care
2. Besides being expensive, the food in the cafeteria tastes…..
A. badly
B. too badly
C. too much bad
D. bad
3. ….here since 1976 when her parents moved from New York.
A. She's lived
B. She's living
C. She's was living
D. She‘d live
4. We’ll get…by train if we leave tonight.
A. fast enough there
B. there fast enough
C. there enough fast
D. enough fast there
5. If the cab arrives….you will miss your flight.
A. lately
B. lateness
C. more later
D. late
6. It was….that we went camping in the mountains last weekend.
A. such nice weather
B. so nice a weather
C. too nice weather
D. nice weather so
7. The homecoming football game will be played on….
A. two September
B. the second of September
C. September two
D. the two of September
8. Mary overslept and was….late that she missed her bus.
A. so
B. too
C. much
D. very
9. Could you please tell me the….for biology 457 and Chemistry 610?
A. rooms numbers
B. rooms number
C. room’s number
D. room numbers
10. I think it’s…to take a few more pictures.
A. enough light
B. light as enough
C. light enough
D. enough as light
11. Last Sunday was…..that we took a driver in the country.
A. so beautiful day
B. such a beautiful a day
C. such a beautiful weather
D. so beautiful a day
12. The conference was organized for all of the…..in the state.
A. mathematic teachers
B. mathematics teachers
C. mathematics teacher
D. mathematics’ teachers
13. It is difficult to find a….in the Washington area for less than $300 a month.
A. two-bedroom-apartment
B. two-bedrooms-apartment
C. two-bedrooms-apartments
D. two-bedroom-apartments
14. I am especially glad that Bob decided to come to the party because we hadn’t seen him….several months.
A. since
B. until
C. before
D. for
15. John and I like to watch the games on TV because we can see more….than we could from a seat in the stadium.
A. clear
B. clearness
C. clearly
D. clearer
Selamat mengerjakan
Latihan
Lengkapi kalimat berikut. Gunakan will atau won’t
1. Mr. David … come today because he is still in Japan. won’t
2. He is very busy at the moment because we … have a party tomorrow evening. will
3. Jenny … pass the state examination because she doesn’t study seriously. won’t
4. Her English is very good. I am sure she … be accepted to work for this company. will
5. Don’t forget to bring your umbrella, or you … get wet. will
6. … you be at home tomorrow morning, Jane? will
7. He has just left for office. So, you … meet him at his house. will
8. I hope the second train … be very crowded. Won’t
9. Who … meet your father at the airport tomorrow afternoon? will
10. I don’t have enough money. So, I … go on picnic with them tomorrow. Won’t
1. Joko will practices basketball this afternoon.
Salah. Kata ‘practices tidak perlu akhiran s jadi ‘practice’ saja.
2. My teacher will not gives lecture tomorrow.
Salah . kata gives tidak perlu ‘s’
3. Our friends is going to play tennis tonight. benar
4. Are you going to be an athlete? benar
5. Are they going to reduced their employees next month.
salah. Kata ‘reduced’ seharusnya ‘reduce’
6. Apakah kamu akan bermain dengan saya?
Will you play with me? Atau are you going to play with me?
7. Kami tidak akan pergi main futsal.
We will not go playing futsal. Atau we are not going to play futsal.
8. Tennis indoor akan menjadi olahraga favorit saya.
Indoor tennis will be my favorite sport. Atau indoor tennis is going to be my favorite sport.
jawaban
Latihan
Lengkapi kalimat berikut. Gunakan will atau won’t
1. Mr. David … come today because he is still in Japan. won’t
2. He is very busy at the moment because we … have a party tomorrow evening. will
3. Jenny … pass the state examination because she doesn’t study seriously. won’t
4. Her English is very good. I am sure she … be accepted to work for this company. will
5. Don’t forget to bring your umbrella, or you … get wet. will
6. … you be at home tomorrow morning, Jane? will
7. He has just left for office. So, you … meet him at his house. will
8. I hope the second train … be very crowded. Won’t
9. Who … meet your father at the airport tomorrow afternoon? will
10. I don’t have enough money. So, I … go on picnic with them tomorrow. Won’t
1. Joko will practices basketball this afternoon.
Salah. Kata ‘practices tidak perlu akhiran s jadi ‘practice’ saja.
2. My teacher will not gives lecture tomorrow.
Salah . kata gives tidak perlu ‘s’
3. Our friends is going to play tennis tonight. benar
4. Are you going to be an athlete? benar
5. Are they going to reduced their employees next month.
salah. Kata ‘reduced’ seharusnya ‘reduce’
6. Apakah kamu akan bermain dengan saya?
Will you play with me? Atau are you going to play with me?
7. Kami tidak akan pergi main futsal.
We will not go playing futsal. Atau we are not going to play futsal.
8. Tennis indoor akan menjadi olahraga favorit saya.
Indoor tennis will be my favorite sport. Atau indoor tennis is going to be my favorite sport.
1.Chiris jhon is not a badminton player
-Benar
-Kalimat nominal
alasanya karena penepatan to be is didepan subjek sudah benar
2.Taufik hidayat and his coach is not in the stadium
-Salah
-Kalimat normal
-Alasanya seharusnya memakai to be are ''bukan is karena bentuk subjeknya jamak
3.All judoka likes eating humberger
-Salah
-Kalimat verbal
-Alasanya karena kata kerja likes tidak perlu ditambah s karena all judoka menyatakan subjek banyak.
4. Are karate and pencak silat athletes ready for practicing ?
-Benar
-Kalimat nominal
-Alasanya tobe are diikuti dengan atlet karate dan pencak silat ( subjeknya jamak)
5.An archery atlethe athlete get gold medal in every gemes
-Salah
-Kalimat verbal
-Alasanya karena kata kerjanya ‘get’ harus ditambah ''s'
6.Swiming is a popular sport in ikip pgri
-Benar
-Kalimat nominal
-Karena subject nya ‘swimming’ adalah subject tunggal sehingga harus diikuti is.
TUGAS II
- Saya bukan seorang atlit terjun payung : I am not an parachuting athlete.
- Apakah desy seorang Atlit karate : Is Desy a karate athlete?
- Tim bola Volly IKIP SAMARINDA selalu menang : IKIP Samarinda volley ball team always wins.
- Wasit itu tidak pernah memberikan kartu merah : The umpire never gives a red card.
- Ayo kita latihan di lapangan bola basket: Let’s practice on basketball court.
tugas grammar 3 ukt
Direction:
1. Choose the best answer and give your reason!
2. Submit your answer due to November 12th , 2009
3. Class C to: atun1977@gmail.com
4. Class D to: mr.sudadi88@gmail.com
FIFTH MEETING
EXERCISE SIX: PROBLEMS WITH MODIFIER
1. She hasn’t seen her family ….. three years ago.
A. since
B. for
C. from
D. before
2. Just put your coat in ….
A. the hall closet
B. the closet of the hall
C. the hall’s closet
D. hall closet
3. Bill came to work at the University thirty years … today.
A. since
B. before
C. from
D. ago
4. This drink tastes a little ….to me.
A. strongly
B. so strong
C. strong
D. too much strong
5. I like these dishes but … is a little too small.
A. the tea cup
B. the cup of tea
C. the tea’s cup
D. the cup for the tea
6. My sister has a … baby.
A. two-months-old
B. two-month-olds
C. two-months-olds
D. two-month-old
7. The one in the window was …. expensive that I couldn’t afford it.
A. so
B. too
C. too much
D. very
8. We used to go skiing in Michigan every winter, but …. for the past five seasons.
A. I don’t go
B. I haven’t gone
C. I’m not going
D. I didn’t go
9. It is … day that travel advisories have been issued for most of the major highways.
A. such snowy
B. so snowy
C. such a snowy
D. such snowy a
10. Our reservations are for …
A. sixth June
B. six June
C. the sixth of June
D. the six of June
11. They listened …. while the examiner gave tem the directions for part 1.
A. Attentive
B. Attentively
C. Attentiveness
D. Attention
12. The cookies that you sent over were …that I ate them all.
A. very good
B. too good
C. so good
D. good
13. Jacobson’s is one of the most expensive …in judgment.
A. department store
B. departments stores
C. departments store
D. department stores
14. I don’t understand how John could have made …in judgment.
A. such big mistake
B. such a big mistake
C. so a big mistake
D. so big mistake
15. You can give me a receipt if you want to, but your word is …for me.
A. enough good
B. good as enough
C. good enough
D. good than enough
ЖЖЖ ЖЖ Ж ЖЖЖ ЖЖ ЖЖЖЖ ЖЖ Ж
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53. Analisis Faktor Kualitas Jasa Yang Berpengaruh Terhadap Kepuasan Nasabah Di Pt Bank Mandiri (Persero) Tbk. …
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58. Pemberdayaan Masyarakat Miskin Desa Melalui Operasi Pasar Khusus Beras (Opkb) (Studi Pada Pemberdayaan Masyarakat Miskin Di Desa …
59. Pengaruh Sistem Pengendalian Manajemen Terhadap Kinerja Manajerial Pada Bank Perkreditan Rakyat …
60. “Studi Tentang Kegiatan Bidang Ketentraman Dan Ketertiban Di Badan Ketertiban Dan Kesatuan Bangsa Kabupaten …
61. Analisis Variabel-Variabel Yang Berpengaruh Terhadap Kepuasan Kerja Dan Kinerja (Studi Pada Persero Pt. ...
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65. Analisis Investasi Jaringan Kantor Pt. Bca Tbk Cabang …
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70. Analisa Faktor-Faktor Yang Mempengaruhi Kinerja Pegawai Sub Dinas Perhubungan Kabupaten Wonogiri
71. Strategi Pemberdayaan Dan Kesejahteraan Keluarga Dalam Upaya Meningkatkan Pendapatan Keluarga Di Desa …
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73. Analisis Kualitas Pelayanan Yang Mempengaruhi Keputusan Nasabah Dalam Mengajukan Kredit ( Studi Pada Pt . Bank Perkreditan Rakyat Insumo Sumberarto ...)
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76. Pengaruh Faktor-Faktor Motivasi Terhadap Prestasi Kerja Karyawan (Kajian Terhadap Karyawan Perum Bulog Divisi Regional V ...)
77. Analisis Pengaruh Fasilitas Perumahan Terhadap Kepuasan Konsumen Di Kota …
78. Peningkatan Pendapatan Asli Daerah (Evaluasi Tentang Implementasi Undang-Undang Nomor 25 Tahun 1999)
79. Pengaruh Efektivitas Kepemimpinan Terhadap Produktivitas Kerja Karyawan Di Dinas Pendidikan Kota …
80. Studi Dimensi Kualitas Jasa Pengaruhnya Terhadap Loyalitas Nasabah Di PT. BRI (Persero) Tbk, Kantor Cabang Blitar
81. Analisis Rasio Keuangan Untuk Mengevaluasi Kinerja Keuangan Konsolidasi Perusahaan Telekomunikasi Di Indonesia Beserta Anak Perusahaannya (Studi Kasus pada Perusahaan Telekomunikasi yang masuk pada daftar LQ45 di Bursa Efek Jakarta)
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83. Pengaruh Pemberian Insentif Dalam Upaya Meningkatkan Prestasi Kerja Pada Pt Multiflast Indomakmur Propinsi Jawa Timur
84. Studi Tentang Sistim Pembinaan Karier Pegawai Negeri Sipil Dinas Personel Lanud Iswahjudi
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94. Pembinaan Sumber Daya Manusia Melalui Pendidikan Dan Pelatihan Dalam Meningkatkan Kinerja Pegawai Negeri Sipil (Suatu Studi Pada Kantor PBTP Jawa Timur di Malang)
95. Studi tentang manajemen kedisiplinan petugas cleaning service di badan rumah sakit umum dr. Sayidiman ...
96. Pemberdayaan Sumber Daya Aparatur Daerah Dalam Perspektif Otonomi Daerah (Studi Kesiapan Pemerintah Kabupaten Trenggalek Terhadap Sumber Daya Aparatur)
97. Studi Tentang Sistim Kenaikan Pangkat Pegawai Negeri Sipil Di Kantor Arsip Dan Perpustakaan Kabupaten ...
98. Peningkatan Staf Dalam Usaha Menunjang Efektifitas Kerja Pada Kantor Kelurahan Panekan Kecamatan Panekan Kabupaten Magetan
99. Strategi Pemberdayaan Dan Pembinaan Keberadaan Persikmania Guna Meningkatkan Partisipasi Masyarakat Dalam Pembangunan
100. Implementasi Surat Keputusan Bupati Magetan Nomor 50 Tahun 2001 ( Studi Tentang Tata Cara Pemilihan, Pengangkatan dan Pemberhentian Perangkat Desa di Dua Desa Kabupaten Magetan )
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103. Pengaruh teknologi komunikasi terhadap loyalitas pengguna jasa pt. Pos indonesia (persero) ( Suatu Studi Pada PT. Pos Indonesia ( Persero ) Nganjuk )
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105. Strategi Pengembangan Kupedes Dan Peningkatan Pendapatan Jasa Pelayanan Di Pt.Bank Rakyat Indonesia ( Persero ) Unit Paron Cabang ...
106. Hubungan Perilaku Birokrasi Dengan Kualitas Layanan Publik Di Kabupaten … (Studi Dalam Bidang Kependudukan Pada Empat Kecamatan)
107. Peningkatan Pendapatan Asli Daerah (Pad) Dalam Rangka Otonomi Daerah Di Kota … Provinsi …
108. Peran Badan Pendidikan Dan Pelatihan (Diklat) Departemen Dalam Negeri (Depdagari) Dalam Pembinaan Pendidikan Dan Pelatihan Di Era Otonomi Daerah
109. Pengendalian Piutang Yang Efektif Dalam Usaha Meningkatkan Efisiensi Modal Kerja Pada Perusahaan Sepatu “Shandy Surya Wijaya”
110. Perencanaan Strategis Kabupaten Buru Dalam Pengembangan Potensi Pariwisata
111. Potensi Dan Prospek Pajak Hotel Dan Restoran Di Kabupaten Tana Toraja Tahun 1991-2000
112. Implementasi Sistem Manajemen Mutu ISO 9001 : 2000 dan Pengaruhnya Terhadap Kinerja Pegawai (Studi Pada Dinas Permukiman, Kebersihan dan Pertamanan Kabupaten Malang)
113. Efisiensi Pengelolaan Dana Dalam Rangka Meningkatkan Rentabilitas Pada Perum Pegadaian Suberpucung Malang
114. Kepuasan Karyawan Terhadap Sistem Kompensasi PT. Mitra Langgeng Sejati
115. Analisis Pelaksanaan Pelayanan Pada Pusat Penunjang Sistem Operasional BNI Card Centre Terhadap Kepuasan Nasabah Pada Bank Negara Indonesia (Persero) Tbk
116. Mengembangkan Manusia Pariwisata Dengan Metode Analisis Situasional Sebagai Model Kompetensi SDM Di …
117. Pengembangan Model Pelatihan Bimbingan Ibadah Haji Di Kabupaten ... …
118. Pengaruh Motivasi Kerja Aparat Terhadap Kualitas Layanan Civil (Studi Mengenai Pelayanan Kartu Tanda Penduduk di …
119. Analisa Penerapan Akuntansi Lingkungan Di RSU PKU Muhammadiyah Yogyakarta
120. Analisis Terhadap Kepemimpinan Perempuan Dalam Birokrasi Pemerintahan (Studi Terhadap Kepemimpinan Perempuan di Kabupaten …)
121. Pengembangan Model Penilaian Kinerja Pegawai Negeri Sipil Pada Kantor Badan Perencanaan Pembangunan Daerah Dan Dinas Di Lingkup …
122. Pengaruh Penerapan Sistem Scriptless Trading dan Bid-Ask Spread tehadap Volume Perdagangan Saham pada Bursa Efek Jakarta
123. Peranan rencana anggaran kas ( cash budget plan ) yang efektif dalam usaha menjaga likuiditas dan meningkatkan rentabilitas pada perusahaan kaleng pt. Arta wena sakti gemilang malang
124. Analisis Pengaruh Laba Akuntansi Dan Nilai Buku Terhadap Harga Saham Emiten Di Bursa Efek Jakarta
125. Kualitas Pelayanan Publik Studi Tentang Pelayanan Kartu Tanda Penduduk (Ktp) Di Kantor Pelayanan Masyarakat Terpadu Kabupaten Magetan
126. Analisis Du Pont System Sebagai Salah Satu Alat Untuk Menilai Pertumbuhan Perusahaan Pada Pt.Jaya Bali Garment Tabanan-Bali
127. Studi Perbandingan Prestasi Belajar Biologi Antara Siswa Yang Di Beri Pelajaran Dengan Metode Laboratorium Dan Metode Ceramah Di ...
128. Analisis Dimensi Penilaian Prestasi Kerja Karyawan Bank Syariah Mandiri Di Wilayah …
129. Responsibility accounting sebagai alat pengendalian biaya produksi pada perusahaan rokokpt. Banyu biru malang
130. Analisis Laporan Keuangan Sebagai Salah Satu Alat Untuk Menilai Tingkat Keberhasilan Kinerja Keuangan Manajemen Pada Pt.Surabaya Wire �" Gresik
131. Konsepsi Profit Loss Sharing Sebagai Penilaian Laba Akuntansi Dalam Konteks Perbankan Syariah ( Suatu Studi Pada Bank Syariah Mandiri )
132. Analisis Kinerja Keuangan Perusahaan pada Perusahaan Food & Beverage di Bursa Efek Surabaya
133. Peranan Just In Time Method Sebagai Upaya Untuk Mengeliminasi Non Value Added Activity Pada Produksi Perusahaan Garment Voxi 73 Pandaan Pasuruan
134. Strategi Pengembangan Kurikulum Berbasis Kompetensi Di Smp Negeri I Wates Kebupaten Kediri (Pendidikan)
135. Ketrampilan Manajerial Kepala Sekolah Dan Hubungannya Dengan Kinerja Guru Di Sekolah Menengah Atas (SMA) Diponegoro Tulungagung (Pendidikan)
136. Optimalisasi Anggaran Pendapatan Dan Biaya Sekolah (Pendidikan)
137. Analisa Perilaku Siswa Dalam Membeli Produk di Koperasi Sekolah SMK Negei 1 Gondang Nganjuk (Pendidikan)
138. Pengaruh Pendidikan, Pelatihan Dan Pengalaman Mengajar Terhadap Profesionalisme Guru Sekolah Dasar Negeri Di Gugus Ii Kecamatan Ngajuk Kabupaten Nganjuk (Pendidikan)
139. Pengaruh Pola Kepemimpinan Terhadap Kinerja Guru Dalam Kerangka Manajemen Peningkatan Mutu Berbasis Sekolah (MPMBS) di SMA Negeri I Berbek Nganjuk (Pendidikan)
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141. Hubungan Kepemimpinan Kepala Sekolah dan Sikap Guru Terhadap Pekerjaan dengan Kompetensi Profesional Guru Matematika SMP Negeri di Kabupaten Pandeglang
142. Gaya Kepemimpinan Situasional Kepala Sekolah Dalam Meningkatkan Profesionalisme Guru Di Smu Negeri I Magetan Kabupaten Magetan (Pendidikan)
143. Pengembangan Model Pendidikan Berbasis Kompetensi Di Pondok Pesantren Sunan Drajat Lamongan (Pendidikan)
144. Analisis Kebutuhan Pendidikan Multikultural Berbasis Kompetensi Pada Siswa Sekolah Lanjutan Tin gkat Pertama (SLTP) di kota Mataram (Pendidikan)
145. Pengaruh Faktor Motivasi Terhadap Kinerja Guru Sekolah Menengah
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146. Pengaruh Pelaksanaan Praktik Kerja Industri Terhadap Hasil Ujian Akhir Nasional Produktif Di Smk Negeri 2 Kediri (pendidikan)
147. Analisis Gaya Kepemimpinan Transformasional Kepala Sekolah Serta Dampaknya Terhadap Manajemen Instruksional (pendidikan)
148. Multifraktalitas Dan Studi Komparatif Prediksi Indeks Dengan Metode Arima Dan Neural Network (Studi Komparatif Pada Indeks Lq 45 Periode 1997 �" 2007)
149. Studi Tentang Kegiatan Promosi Kesehatan Di Badan Rumah Sakit Umum .....
150. Analisis Pengaruh Kualitas Pelayanan Terhadap Tingkat Kepuasan Nasabah Pada Bank Muamalat Cabang Solo
151. Peranan Pajak Reklame dalam Rangka Peningkatan Pendapatan Asli Daerah di Kabupaten Malang
152. Upaya Peningkatan Pendapatan Asli Daerah Dari Sektor Pajak Hotel Dan Restoran Dalam Mendukung Otonomi Daerah Di Kabupaten Malang
153. Retribusi Terminalsebagai Salah Satu Sumber Pendapatan Asli Daerah ( Suatu Studi Pada Kantor Unit Pelaksanaan Teknis Dinas /UPTD Terminal Arjosari Kota Malang )
154. Hubungan Strategi, Praktek Manajemen Kualitas Dan Sistem Pelaporan Kinerja Dengan Akreditasi Iso Pada Perusahaan Sinar Mas Group Divisi Pulp & Paper Product
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