Dissertationen: „Language and education Indonesia“

1

Putra, Kristian Adi. „Youth, Technology and Indigenous Language Revitalization in Indonesia“. Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932510.

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The three studies in this dissertation were carried out with the intention of showing how Indigenous communities in critically endangered language settings can “bring their language forward” (Hornberger, 2008) by encouraging Indigenous youth participation and integrating technology into Indigenous language revitalization efforts in and out of educational settings. Indigenous youth play a pivotal role in determining the future of their languages (McCarty, et. al, 2009). However, youth are often situated in contexts where they no longer have adequate supports to learn and use their Indigenous languages (Lee, 2009; McCarty, et.al, 2006; Romero-Little, et.al, 2007; Wyman et al, 2013) and Indigenous languages are continuously marginalized and unequally contested by other dominant languages (Tupas, 2015; Zentz, 2017). The study within was situated in a multilingual and multicultural urban area in Indonesia marked by complex dynamics of language shift and endangerment in and out of school settings, where the teaching of Indigenous language at school was managed by the local government and limited as a subject to two hours a week. However, the study also documented multiple existing and potential resources for language revitalization, and demonstrated possibilities for building language revitalization efforts on youth language activism and the availability of technology in and out of schools. In the first study, I examined the implementation of Lampung teaching in schools in Bandar Lampung, looking at the outcomes, challenges, and achievements of existing programs, and available resources for further developing and improving the programs. In the second study, I present ethnographic vignettes of three Indigenous youth and young adult language activists from three different Indigenous communities in Indonesia, highlighting how study participants initiated wide-ranging language activist efforts, and suggested new ways to encourage other youth to participate in Indigenous language revitalization. In the third study, I invited eight young adult language activists to share their stories of language activism with students in three Lampung language classrooms in Bandar Lampung, Indonesia, and help facilitate students’ Lampung language learning and use in online spaces together with Lampung language teachers. In the three studies, I triangulated quantitative data from sociolinguistic surveys and writing and speaking tests with qualitative data from interviews, focus group discussions, observations and documentation of language use in on and offline contexts. Overall findings from the three studies show how positioning youth and young adults as a resource (Wyman, et. al, 2016), and building on young peoples’ engagement with contemporary technology as a tool (Thorne & Reinhardt, 2008; Reinhardt & Thorne, 2017), can help youth learn, use and advocate for their Indigenous languages, offering hope for supporting language vitality in the future. Findings also demonstrate the potential for top down and bottom up language planning initiatives (Hornberger, 2005) to support youth Indigenous language learning and use beyond classroom settings, and encourage youth participation in community efforts to reverse language shift.

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2

Liando, Nihta V. F. „Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /“. Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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3

Abdullah, Umar. „Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.

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4

Machmud, Karmila. „The Integration of Technology in a Decentralized Curriculum Setting: The Case of English as a Foreign Language (EFL) Instruction in Gorontalo, Indonesia“. Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305039388.

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5

Fitriyah, Siti. „Experiencing policy change and reversal : Indonesian teachers and the language of instruction“. Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/experiencing-policy-change-and-reversal-indonesian-teachers-and-the-language-of-instruction(3bc847fd-2494-4e7c-b6df-8495fbfc4ecd).html.

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As set in the Indonesian context of changing policies regarding the language of instruction in a particular stream of public schools, known as the International Standard Schools (ISSs), the study reported in this thesis explored the experiences of Science and Mathematics teachers regarding the introduction, implementation, and reversal of the use of English as the medium of instruction (EMI). Through this study, I aimed to develop insights with regard to teachers' experiences of educational language policy change and reversal. A qualitative, narrative-based approach to the study was adopted. I sought to attend to the meanings that seven Science and Mathematics teachers attributed - through their narration with me - to their experiences of the language of instruction policy change and reversal. A broader context for their meaning-making narratives was gained from the narrativised experiences of one curriculum leader and one teacher trainer. The narrations took place in the participants' preferred language of Bahasa Indonesia with a mixture of some vernacular languages, and, having restoried their narrations into reader friendly texts in the original language(s), I then analysed them from holistic and categorical content perspectives. Next, as informed by this analysis and my reflexively-surfaced understandings of this context, I explored the influences that may have shaped the teachers' experiences. This study identified main patterns in the teacher experiences of change, namely: i) a willingness to embrace change - struggle - fulfilment - disappointment; ii) a willingness to embrace change - excitement - fulfilment - disappointment; and iii) a resistance to change- struggle - fulfilment - relief. There were both internal and external shaping influences on these patterns. Such internal influences include teachers': i) language confidence; ii) perceptions of EMI, and iii) stage of career. These internal influences may have shaped teachers' willingness either to make the most of their involvement in the programme or to simply be part of the programme without many expectations. Possible external shaping influences include: i) societal perceptions of EMI; ii) support from school and government; iii) opportunities to interact with other teachers; and iv) support from colleagues. These external influences seemed to have created an environment which either facilitated or hindered the teachers' performance as EMI teachers and their continuing development for and through the EMI programme. My study also identified three stages of experiences of reversal, i.e.: Stage One - turbulence, intense-emotions, and feelings of nostalgia; Stage Two - readjustments; and Stage Three - acceptance and adaptation. The teachers who responded negatively towards the reversal tended to experience all the three stages. Meanwile, those who were relieved by the reversal directly moved to Stage Three: acceptance and adaptation, without experiencing Stage One and Stage Two. My study has implications for how educational language policy change and reversal may be addressed in countries with a complex linguistic landscape, e.g. Indonesia. It also offers some suggestions for policy makers and teacher educators regarding teachers' experiences and needs when potentially reversing existing or introducing a new educational language policy.

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Exley, Beryl Elizabeth. „Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia“. Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.

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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.

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Widiyanto, Yohanes Nugroho. „The Interconnectedness between Translingual Negotiation Strategies and Translingual Identities: A Qualitative Study of an Intensive English Programin Gorontalo - Indonesia“. The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471262435.

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8

Zentz, Lauren Renée. „Global Language Identities and Ideologies in an Indonesian University Context“. Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/232471.

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This ethnographic study of language use and English language learners in Central Java, Indonesia examines globalization processes within and beyond language; processes of language shift and change in language ecologies; and critical and comprehensive approaches to the teaching of English around the world. From my position as teacher-researcher and insider-outsider in an undergraduate English Department and the community surrounding the university, I engaged in reflections with students and educators in examining local language ecologies; needs for and access to English language resources; and how English majors negotiated "double positionalities" as both members of a global community of English speakers and experts in local meaning systems within which English forms played a role. In order to understand English, language ecologies, and globalization in situ, I triangulated these findings with language and education policy creation and negotiation at micro-, meso- and macro- levels, (Blommaert, 2005; Hornberger & Hult, 2010; McCarty, 2011; Pennycook, 2001, 2010).Globalization is found to be part and parcel of the distribution of English around the world; however, English's presence around the world is understood to be just one manifestation of contemporary globalization. More salient are the internationalization of standards, global corporate and media flows of information, and access to educational and information resources. These are all regulated by the state which, while working to maintain an Indonesian identity, relegates local languages to peripheries in space and time, and regulates access to all language resources, creating an upward spiral of peripheralization wherein the levels of proficiency in local, national, and English languages represent access gained to state-provided educational resources.

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Wirza, Yanty. „Identity, Language Ideology, and Transnational Experiences of Indonesian EFL Learners and Users: A Narrative Study“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492781225459502.

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10

Hartisari. „Aspects of language change in Gayo : a language of Sumatra in Indonesia /“. Title page, abstract and table of contents only, 1997. http://web4.library.adelaide.edu.au/theses/09ARM/09armh329.pdf.

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11

Saleh, Abdul Aziz. „Determinants of access to higher education in Indonesia /“. The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362337616.

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12

Palfreyman, Nicholas Barrie. „Sign language varieties of Indonesia : a linguistic and sociolinguistic investigation“. Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/12132/.

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Until now there has been no robust (socio)linguistic documentation of urban sign language varieties in Indonesia, and given the size of the Indonesian archipelago, it might be expected that these varieties are very different from each other. In this kind of situation, sign linguists have often applied lexicostatistical methods, but two such studies in Indonesia have recently produced contradictory results. Instead, this investigation uses conceptual and methodological approaches from linguistic typology and Variationist Sociolinguistics, contextualised by a sociohistorical account of the Indonesian sign community. The grammatical domains of completion and negation are analysed using a corpus of spontaneous data from two urban centres, Solo and Makassar. Four completive particles occur in both varieties, alongside clitics and the expression of completion through mouthings alone. The realisations of two variables, one lexical and one grammatical, are predicted by factors including the syntactic and functional properties of the variant, and younger Solonese signers are found to favour completive clitics. The reasons for intra-individual persistence and variation are also discussed. Negation is expressed through particles, clitics, suppletives, and the simultaneous mouthing of predicates with negative particles. These paradigmatic variants occur in both varieties, with small differences in the sets of particles and suppletives for each variety. The realisations of four variables are found to be conditioned by factors including predicate type, sub-function, and the use of constructed dialogue. The gender of the signer is found to correlate with the syntactic order of negative and predicate; younger Solonese signers are also found to favour negative clitics and suppletives. The similarities revealed between the Solo and Makassar varieties are discussed with reference to the history of contact between sign sub-communities across the archipelago. The investigation concludes with a discussion of factors that favour and disfavour the convergence of urban sign language varieties.

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13

Hananto und n/a. „An analysis of CALL and implications for Indonesia“. University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060720.121226.

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Computers have begun to be exploited for English teaching purposes by some Indonesian teachers. Unfortunately, the potential of the computer is not fully realized. There is also a danger that the computer is misused. For example, the computer use is limited to delivering exclusively dri11-and-practice exercises. It is, therefore, very essential for Indonesian EFL teachers to explore avenues for improving the computer use. The aim of this study is explore how CALL (Computer Assisted Language Learning) is used in the ACT in order to encourage and improve the use of CALL in relation to English teaching in Indonesia. In this study, the different theories of CALL are reviewed. This is followed by a description of how CALL is utilized in the ACT. This CALL survey is offered as a model for comparison. Since CALL is still considered a controversial issue, students' and teachers' attitudes toward CALL are also investigated. Finally, implications and suggestions are put forward for Indonesian EFL teachers and educational authorities. Important insights from the survey are emphasized. Necessary information which was not found in the survey, such as the latest developments in CALL, is included.

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14

Kardi, Koesnadi. „Innovations in basic flight training for the Indonesian Air Force“. Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA246564.

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Thesis (M.S. in Management)--Naval Postgraduate School, December 1990.
Thesis Advisor(s): Crawford, Alice. Second Reader: McGonigal, Richard A. "December 1990." Description based on title screen as viewed on March 31, 2010. DTIC Identifier(s): Military Training, Indonesia, Air Force, Pilot Training, T-34C Aircraft, USN-UPT (United States Navy Undergraduate Pilot Training), IAF-UPT (Indonesian Air Force Undergraduate Pilot Training). Author(s) subject terms: Basic Flight Training, Innovation, Curriculum Recommendation, Undergraduate Pilot Training (IAF-UPT). Includes bibliographical references (p. 104-106). Also available in print.

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15

Sugirin, (Sugirin), und sugirin@uny ac id. „The comprehension strategies of above average English as a foreign language (EFL) readers“. Deakin University. School of Social and Cultural Studies in Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080828.092848.

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The study reported in this thesis is a single-shot case study, which aims to provide a detailed description ofthe reading comprehension strategies used by fifteen student teachers ofEnglish from Indonesian- and Javanese-speaking backgrounds in the last year of their four-year Strata-One study at a university In Yogyakarta, Indonesia. These readers were above average among their peers in that their average indexes of grades in Reading and Speaking classes were 3.22 and 3,34 respectively, while the average indexes ofthe peer group were 271 and 2.63, respectively, out ofa scale of 0 to 400. In addition, while students in this university may complete their study by course work or by research, these readers were all enrolled as research students. As studying comprehension strategies involves complex issues, a multi-method approach is required, not only for breadth of coverage, but also to allow for a check on the validity of individual methods. To achieve the goal of the study, thinka1oud tasks, retellings, a reading comprehensIon test, indepth interviews and observations were employed to explore the strategies used. An analysis of the recorded data indicates that these readers used thirty strategies classified under five clusters: infomiation gathering, information processing, text interpretation, comprehension monitoring, and comprehension utilisation. In general, readers started gathering information by silent reading, interpreted the text by an inference or a paraphrase, and ended the task by making selfreflections relevant to the text. Most readers managed to identify problems when they occurred, and monitored their comprehension when they doubted their interpretation, as could be seen from their rereading the text or vocalising its pail(s). When direct interpretation was difficult, readers associated the text with prior knowledge or interrelated parts of the text, The readers in this study share characteristics of both poor and good native readers, in the sense that there was evidence ofgood strategy use butthe readers did not manage to maintain it consistently. As a result, even the successful readers were not able to maximise their potential. The implication is that in order to develop students into independent readers, strategy instruction should be part of and appropriately embedded in, the reading instruction. There is a need not merely to teach strategies as such, but rather to teach flexibility in strategy use. While there was sufficient evidence that thinkaloud tasks and their complementary methods worked to achieve the goals ofthe present study, similar studies with different cohorts are suggested for crosschecks.

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Aliasar, A. „The extent to which selected adult learning principles were used by the faculty members of the College of Education of the Institute of Teacher Training and Education-Padang“. Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/570952.

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The main purposes of this study were to learn how frequently the faculty members of the College of Education used selected adult learning principles in teaching and how aware their students were of being taught with those principles. Five principles of adult learning were measured: (1) using the experiences of learners in teaching, (2) allowing for individual differences, (3) allowing for different teaching and learning styles, (4) guidance toward self-directed learning, and (5) providing evaluation/feedback.Respondents of this study consisted of all faculty members (the number was 82) and 160 students. Data were collected by using two six-point scale instruments.Findings1. Responses of the faculty members classified by departmental membership, sex, age, years of teaching experience, civil service grade, and language used at home, how frequently they used the five selected adult learning principles were almost the same in all classifications, except the responses of the faculty members who spoke in the Indonesian language in their use of the principle of using the experiences of learners in teaching. 2. Responses of the students classified by departmental major, sex, years of study, and part-time and full-time status about how frequently their teachers used the five selected adult learning principles indicated almost the same percentages among sub-classifications.3. Faculty members' reports were higher or "different" from students' reports about using the principles of (1) using the experiences of learners in teaching, and (2) providing evaluation/feedback. Faculty members' reports were "almost the same" as students' reports about using the principles of (1) allowing for individual differences, (2) allowing for different teaching and learning styles, and (3) guidance toward self-directed learning.Conclusions1. Seemingly, classification by department, sex, age, years of teaching experience, civil service grade, and language used at home did not influence how frequently the five selected adult learning principles were used by the faculty members, except in their use of the principle of using the experiences of learners in teaching by the faculty members who spoke the Indonesian language.2. Seemingly, classification by department, sex, years of study, and part-time and full-time status did not influence how frequently students reported being taught using the five selected adult learning principles.3. Faculty members reported use of the five selected adult learning principles were almost the same as students' reported experiences of being taught with those principles, with the exception of the principles of (1) using the experiences of learners in teaching, and (2) providing evaluation/feedback, which were higher than students' reports.
Center for Lifelong Education

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17

Ujan, Konrad S. „A program of field education for Roman Catholic theological education in Indonesia“. Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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18

Jama, Jalius. „The identification of student teacher competencies in Vocational and Technical Teacher College in Padang, Indonesia /“. The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612166.

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19

Arifin, Mohammed. „Student progress in the Indonesia Open University“. Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/385907/.

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20

Noel, Brett Riley. „Conflict Resolution Education in Indonesia: Mapping Adaptations and Meanings“. Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1216822963.

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21

Sumengen, Elif Deniz Gulenc. „Education Dynamics in a Developing Country| Evidence from Indonesia“. Thesis, State University of New York at Stony Brook, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10145874.

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There is an urgent need for upper secondary-level and above educated people in Indonesia. According to a recent report, Indonesian companies cannot fill 50% of their entry level positions. To increase the educational attainment, government has been implementing various polices, such as school construction program, compulsory education and allocating 20% of its budget to education, but inadequate enrollment at upper secondary and tertiary levels and the quality of education still remain as big problems. To shed a light on these urgent and recent problems, I ask four questions: a) What is the effect of school quality on tertiary attainment? b) Which school level does the quality matter more? c) Which factors prevent high ability individuals to get tertiary attainment? d) How important is parental background for educational attainment at each stage of the educational path? Previous work focused on school quality’s effect on lower secondary education, and a lack of upper secondary-level and above educated people is an issue only brought up recently and analyzed in this paper. I show that primary school quality has a direct effect on tertiary attainment besides its indirect effect due to the accumulation of school quality at each level. To generate my dataset, I use four waves of Indonesia Family Life Survey. My model accounts for unobserved heterogeneity to handle self selection issues in education. This is one of the few studies in a developing country modeling long term educational decisions. I analyze the role of family background, location, personal characteristics, number of schools used in each community, primary school quality, as well as student’s ability and motivation for transitions to lower secondary, upper secondary, and tertiary education in Indonesia. With a focus on tertiary educational attainment, I show that long term factors and early fundamental education play a big role. These findings further support the importance of promoting cognitive ability and high quality education early in life; especially for those who are coming from more disadvantaged environments.

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Eka, Ni Gusti Ayu. „Incivility in nursing education : a case study in Indonesia“. Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/41224/.

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Background: Many problems of incivility/uncivil behaviour have been faced by nursing education globally from disrespectful to violent behaviour. However, most research on this subject has been carried out in Western countries with regard to psychological viewpoints (e.g. physical and emotional disadvantages). Indonesia is an excellent case study as a developing country with over 700 ethnicities and diverse socio-economic backgrounds and six official religions; these conditions can shape behaviours in nursing education. Purpose: To develop a model to provide an educational framework of the techniques and strategies of teaching and learning for managing civility in nursing education that is congruent to Indonesian culture based on nursing students and academic staff’s perceptions. Method: Multiple-case study research design. Respondents (students and lecturers) were purposely sampled from two nursing faculties (private and public) in West Indonesia. University IRB and settings approval were obtained. Data collection was by survey, observations and semi-structured interviews from September 2012 to April 2013. Findings: Uncivil behaviour in nursing education is a vital problem that needs to be prevented. It is affected by individuals’ cultural backgrounds and professionalism in context, including religious beliefs and values. New understandings for managing uncivil behaviour in this context were identified. Improved understanding of individuals’ backgrounds can manage uncivil behaviour in nursing education. Strategies for addressing uncivil behaviour in nursing education include effective communication and relationship, self-awareness, role modelling and effective rule implementation. Limitations: Despite the high participation rate and the demographic homogeneity of the sample (although only one Hindu was recruited), the two nursing faculties are located in West Indonesia, which limits generalisation for nursing education in Indonesia as a whole. Future research could explore incivility from nurses’ perspectives.

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Crouch, Sophie Elizabeth. „Voice and verb morphology in Minangkabau, a language of West Sumatra, Indonesia“. University of Western Australia. School of Humanities, 2009. http://theses.library.uwa.edu.au/adt-WU2010.0010.

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Minangkabau is an Austronesian, Indonesian-type language spoken in West Sumatra by approximately seven million speakers. Despite its large number of speakers and the spread of Minangkabau people throughout the Indonesian Archipelago, Minangkabau remains under-described when compared to other Indonesian-type languages like Javanese. This study seeks to improve current understanding about Minangkabau by describing its system of voice alternations and verb morphology. This study presents a novel analysis of the forms and functions of voice marking in Minangkabau, incorporating naturalistic data into the analysis as well as taking the findings of recent typological and theoretical studies of Austronesian languages into consideration. The study makes use of naturalistic, conversational and narrative data from a database maintained by the Max Planck Institute for Evolutionary Anthropology Field Station in Padang. The study also makes use of elicited data collected in Perth and during fieldwork in Padang. Naturalistic and more formal, elicited Minangkabau data reveals different kinds of linguistic patterns, therefore this study makes a distinction between Colloquial Minangkabau and Standard Minangkabau. The study concludes that Minangkabau has a pragmatically motivated voice system encoded by the alternation between active voice, passive voice and the pasif semu construction. In addition, the study concludes that Minangkabau also has a conceptually motivated voice system that is encoded by a series of semantic and lexical/derivational affixes (ta-, pa-, and ba-) which show how the action originates and develops. The Minangkabau applicatives -an and -i are for the most part valency changing devices but operate within both the pragmatic and conceptual domains of Minangkabau voice. The active voice marker maN- also operates in both pragmatic and conceptual domains whereas the use of the passive voice marker di- is primarily motivated by pragmatic and syntactic factors. This analysis is supported by the finding that di- is a morphosyntactic clitic whereas the conceptual voice markers are affixes and have mainly lexico-semantic properties.

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PH, Slamet. „Attitudes of students and parents about vocational education in Yogyakarta Indonesia /“. The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662145523.

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25

Go, A. (Adelina). „Student’s motivational goal orientation in facing national exam in Indonesia“. Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201704251554.

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The aim of this study is, first, to explore students’ personal achievement goal orientation in relation to National Exam in Indonesia. The second aim is to study the relation between students’ perception of teachers’ and parents’ goal orientation preferences with student’s personal achievement goal. According to Zimmerman (2011) goal orientation is the purpose or the reason of the learners’ achievement. This study used goal orientation theory as the theoretical framework. Goal orientation theory’s primary focus is how students think about their performance in their study. Many researchers have identified two types of goals that are mainly prominent in an achievement setting and they were referred by various names in the literature. However, in this study, these two goal orientations will be referred to as a mastery goal orientation and a performance goal orientation. Mastery goal orientation focuses on the development of knowledge, new skill, deep learning and improving their level of competence, thus is self-referential. Performance goals determines to demonstrate their competency to gain positive judgment, and in some cases, learners will feel successful by trying to outperform peers on academic tasks. This study was conducted using sample collected in a primary and secondary school in Indonesia. Pattern of Adaptive Learning Survey (PALS) by Carol Midgely et al., (2000) was used as data collection instrument in this study. There were three scale used; (1) Personal Achievement Goal Orientations, (2) Perceptions of Teacher’s Goals, and (3) Perceptions Of Parent’s Goals Perceptions. The questionnaires had been developed according to the trichotomies theoretical framework for students’ goals. The questionnaires used had also been modified to focus on engagement in specific task which is the National Exam. The results shows that there are; (a) non-significant differences of exam and non-exam group, for both personal mastery goal orientation and performance-approach goal orientation; (b) perception of teachers’ and parents’ mastery goal orientation do influence students’ personal mastery goal orientation due to moderate positive correlation result when it comes to students’ perception of the goal orientation delivered by parents and teachers in exam group students; (c) perception of teachers’ and parents’ mastery goal orientation have weak positive correlation with student’s personal mastery goal orientation in non-exam group students. On the other hand, for students’ personal performance-approach orientation, perception of teachers’ and parents’ performance-approach goal orientation do not have any correlation. The conclusions of this study highlight that there are many aspects influencing students’ personal achievement goal orientation that need to be considered. National Exam, in this context, was not giving much impact since there was no difference found in exam and non-exam group. Predictors of this result might be influenced of the International Curriculum adopted by the school or caused by the timing when the survey were distributed (post-exam). Parents’ and teachers’ contribution in endorsement of goal orientations are somehow important according to the correlation result. In the future study, more specific result might be seen from pre- and post-exam data to analyze whether the result differ from pre- and post-exam. In this case, longitudinal study will be suitable method to collect the data. Another suggested topic for further research is to investigate the relationship between teachers’ personal goal orientation in their teaching with students’ learning behavior.

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Jubhari, Ria Rosdiana. „Cultural influences on the rhetorical structure of undergraduate thesis introductions in Bahasa Indonesia and English“. Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/9373.

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Prasilowati, Sri Lestari. „An analysis of women's education in Indonesia, empowerment and barriers“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ56719.pdf.

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Prasetyia, Ferry [Verfasser]. „Government Policy and Education Performance: Insight from Indonesia / Ferry Prasetyia“. Kassel : Kassel University Press, 2019. http://d-nb.info/1188347349/34.

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Sweeting, Elizabeth Margaret. „Engineering in Indonesia : the transition from higher education into employment“. Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360586.

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The relationship between higher education and the world of work is explored in this thesis in a case study of engineers in Indonesia. The research attempts to gain a deeper understanding of the perceived needs and expectations of employers with regards to engineering graduates, and examines the relevance of university education and training for initial occupations in the first few years of work after graduation. The study investigates these relationships through a variety of instruments, including interviews of employers and graduates, a tracer study of 1,800 reCent engineering graduates, and in-depth studies of two of the more successful engineering institutes in the country. The thesis comprises six chapters. Following an introductory chapter, the relevant literature, reviewed in chapter 2, highlights some shortcomings in the understanding of the ·relevance of university education to the world of work. In particular, studies investigating the views of various interested parties, such as employers and professional bodies, appear not to have given sufficient attention to recent graduates and the tasks they perform, the training they receive in the work place, and their opinions of the strengths and weaknesses of their education courses. The country context for the study is discussed in chapter 3. Indonesia is a large and low-income but rapidly developing Newly Industrializing Economy. Its economy has grown at the rate of 6%-7% per annum over the last 20 years, and manufacturing employment has grown at an annual rate of 10% in recent years, bringing in their wake profound structural changes. A number of issues in, higher education are discussed next, including the rapid expansion of engineering education, the quality of new entrants to the system and their achievement levels, the format of the engineering curriculum and teacher capabilities, and their consequences for the quantity and quality of educational delivery. Chapter 4 discusses the methodology used in the research. The general framework for the research is the case study method using a combination of qualitative and quantitative research methods. A purposive sample of thirty employers were interviewed in the rapidly expanding fabricated metals sub-sector of the manufacturing industry. The interviews were complemented by observations of the production processes involved. To assist triangulation, the views of recent engineering graduates employed in the same firms were canvassed. These graduates were also included in a more comprehensive tracer study of some 1,800 recent engineering graduates from public and private universities and some public polytechnics. Finally, two case studies were conducted in an attempt to understand the reasons for the high premium graduates from the top two engineering institutions can command in professional employment. Chapter 5 discusses the findings of the surveys and interviews and analyzes the results of the research. It is divided into two parts. In part A, both employers and graduates had little difficulty in pointing out the shortcomings of current engineering education programmes. These are documented here. They were also able to formulate constructive suggestions for their improvement. Many of the suggestions were common to both groups. Part B discusses the two special studies and attempts to assess their transferability to other engineering departments. The final chapter 6 highlights some of the more important issues raised by the study. It provides a number of recommendations for education policy makers and discusses the constraints to implementing change in Indonesian higher education institutions. One important suggestion is to encourage curriculum developers and teachers to become aware and take note of the valid and substantial contribution employers and graduates can make to curriculum development. Finally, the thesis argues for the more widespread use of needs identification in curriculum development in higher education for the professions.

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Pohl, Florian. „Islamic education and the public sphere today's Pesantren in Indonesia“. Münster New York, NY München Berlin Waxmann, 2007. http://d-nb.info/997725273/04.

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Aitken, Robyn L. „Internationalizing nursing education in Central Java, Indonesia : a postcolonial ethnography /“. Connect to thesis, 2008. http://repository.unimelb.edu.au/10187/3528.

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Simpson, Jon Mark. „The political determinants of access to higher education in Indonesia /“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687485811293.

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Winarti, Eny. „School-Level Curriculum: Learning from a Rural School in Indonesia“. Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336490246.

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Nuryatno, Muhammad Agus. „Education and social transformation : investigating the influence and reception of Paulo Freire in Indonesia“. Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102687.

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In this study I investigate the influence and reception of Paulo Freire in Indonesia with a specific question in mind: To what extent has Freire influenced educational thought and practice in the country? This study shows that Paulo Freire has been known in Indonesia since the early 1970s, although he was at first familiar only to certain groups. In the 1980s, the discourse and practice of Freirean education was more extensive than in the 1970s, with both domains (discourse and practice) equally balanced. The trend in the 1990s up to 2005 shifted: there was a more extensive discussion of Freire than implementation of his theory and methodology in practice.
This study shows that Paulo Freire has left a considerable intellectual legacy to Indonesian educational scholars and practitioners. In fact, his cultural and educational philosophies have become subjects of discussion amongst social activists, educational practitioners and scholars concerned with educational issues. It is no wonder that many articles, books and theses by and on Freire are available in the Indonesian. I would venture to say that no other foreign educational thinker has gained such acceptance in Indonesia.
The study explores as well the attempts to connect Freire to Islam---the faith of a majority of Indonesian---demonstrated by the publication of many articles and theses that tried to compare and connect the two. This is, to the best of my knowledge, a new feature in Freirean scholarship. My contention is, however, that any attempt to compare Islam and Freire is likely to fall into apologetic, in the sense that this would only confirm that Islam also insists on the idea of liberation, as Freire did, without trying to analyze why such an idea has never developed in Islamic education. The fact that Islam, since its appearance, has concerned itself with liberation and taking the side of the poor cannot be denied. However, using this fact to legitimate Freire's educational philosophy and practice is less productive, because it does not make a substantive contribution to re-developing and re-structuring Islamic education, which is essentially conservative.
Freire in Indonesia is not only influential in the realm of discourse, but in that of practice as well. In this study I investigate the experiences of Indonesian educational practitioners in applying Freire's educational philosophy and methodology to certain discrete groups within the society, namely, villagers in Papua, the rural poor in Maluku Tenggara, workers, peasants, street children, university students, and NGO activists.
From my investigation, became clear that it was not Freire's concept of literacy that found favor with Indonesian educational practitioners; rather, it was his vision of education as a means of improving critical capacities within learners and of driving social transformation. No evidence could be found of any group or individuals in Indonesia applying Freire's approach in a systematic way and as a whole; most, rather, mixed this with other concepts, such as community organizing and community development.
The positive reception of Freire in Indonesia does not necessarily mean that his thought is accepted blindly or without critique. Several criticisms offered by Indonesian educators of the theories of Paulo Freire are highlighted in this study, although few of them have not been raised before.

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Connell, Timothy M. „A Sketch Grammar of Matéq: A Land Dayak Language of West Kalimantan, Indonesia“. Thesis, University of Canterbury. School of Social and Political Sciences, 2013. http://hdl.handle.net/10092/8912.

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Matéq is an Austronesian language of the Land Dayak (Bidayuhic) subgroup spoken by around 10,000–20,000 people in West Kalimantan (Borneo), Indonesia. This thesis presents a sketch grammar of the language based on linguistic fieldwork conducted from September 2012 to January 2013. Topics discussed in the sketch grammar include the geographic and social context of the Matéq language, its phonology and elements of its morphosyntax. Major features of Matéq phonology include the presence of both plain and prenasalised plosives, geminate nasals, and nasal vowels that contrast with oral vowels in certain positions. In terms of morphosyntax, this study shows that Matéq has two sets of personal pronouns which encode information about the generational relationships between speech participants or referents. With respect to grammatical voice, findings suggest that Matéq has five distinct voice constructions which can be distinguished on the basis of their morphosyntactic and semantic properties. Each voice construction also tends to have different pragmatic and TAM associations. This study also shows that Matéq has optional subject marking with certain verbs, and has both continuous and discontinuous serial verb constructions.

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Magrath, Priscilla Anne. „Moral Landscapes of Health Governance in West Java, Indonesia“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612836.

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The democratic decentralization of government administration in Indonesia from 1999 represents the most dramatic shift in governance in that country for decades. In this dissertation I explore how health managers in one kabupaten (regency) are responding to the new political environment. Kabupaten health managers experience decentralization as incomplete, pointing to the tendency of central government to retain control of certain health programs and budgets. At the same time they face competing demands for autonomy from puskesmas (health center) heads. Building on Scott's (1985) idea of a "moral economy" I delve beneath the political tensions of competing autonomies to describe a moral landscape of underlying beliefs about how government ought to behave in the health sector. Through this analysis certain failures and contradictions in the decentralization process emerge, complicating the literature that presents decentralization as a move in the direction of "good governance" (Mitchell and Bossert 2010, Rondinelli and Cheema 2007, Manor 1999). Decentralization brings to the fore the internal divisions within government, yet health workers present a united front in their engagements with the public. Under increasing pressure to achieve global public health goals such as the Millennium Development Goals, health managers engage in multiple translations in converting global health discourses into national and local health policies and in framing these policies in ways that are comprehensible and compelling to the general public. Using the lens of a "cultural theory of state" (Corrigan and Sayer 1985) I describe how health professionals and volunteers draw on local cultural forms in order to render global frameworks compatible with local moralities. I introduce the term "moral pluralism" to describe how individual health workers interrelate several moral frameworks in their health promotion work, including Islam, evidence based medicine and right to health. My conclusion is that kabupaten health managers are engaging in two balancing acts. The first is between decentralization and (re)centralization and deals with the proper way to manage health programming. The second is between global health discourses and local cultural forms and concerns the most effective way to convey public health messages in order to bring about behavior change in line with national and global public health goals. This is the first anthropological study of how government officials at different levels negotiate the process of health decentralization in the face of increasing international pressure to achieve global public health goals.

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Murray, Neil Langdon. „Communicative language teaching and language teacher education“. Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.

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This study explores a basic paradox. On the one hand, innovations thatappear in the field of language teaching - or indeed any other field ofendeavour - in order to be maximally effective, need in some way to beincorporated into the contexts of their application. However, such contextsare often unfavourable to the reception of new ideas which consequentlyneed to undergo some measure of adjustment prior to theirimplementation in the classroom. As such those ideas are seldomrealisable in their 'true colours'. Furthermore, they are at timesthemselves not very clear even within their own terms, and may suffer tovarying degrees from vagueness, diffusion and instances of contradiction. What I seek to do in the chapters that follow is investigate Communicative Language Teaching in order to (i) establish what the basictenets of the approach are, and (ii) identify those factors that affect the wayin which communicative principles could be made acceptable andeffective with particular reference to the language teaching /learningsituation in japan. As a necessary corollary of this investigation, consideration is givento the implications for language teacher education where, it is argued,teachers-to-be need to be provided with the means via which to mosteffectively evaluate innovative ideas and come to terms with thosedifficulties that arise from attempts to apply general principles toparticular circumstances.

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Thompson, Cliff F. „Legal Education for Developing Countries: A Personal Case Study from Indonesia“. Center for Asian Legal Exchange, Graduate School of Law , Nagoya University, 2005. http://hdl.handle.net/2237/20112.

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Gaylord, Wendy A. „Reformasi and teachers' implementation of civic education in West Sumatra, Indonesia“. [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344624.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership & Policy Studies, 2008.
Title from PDF t.p. (viewed on Oct 30, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0527. Adviser: Margaret Sutton.

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Gunawan, Eddy. „Differences in returns to education : an analysis of gender in Indonesia“. Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11207/.

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This thesis aims to investigate the earnings differential between males and females in Indonesia. This research also seeks to determine whether the female work force obtains extra benefit in terms of wage earnings on the basis of better education, marital status, working experience, residential location and region. The data used in this study come from the 1989, 1999 and 2009 Indonesian National Labour Force Surveys (Sakernas) on households. In order to investigate the gender earnings differential, Oaxaca’s (1973) decomposition method is employed. The result shows that the estimated coefficients of education variables are generally higher for females than for males. These results highlight that the effect of education on earnings increases as educational level advances. The return to university education is higher than all other levels of education, whereas sub-primary education has the lowest rate of return to education for male and female workers. The gender gap decomposition results suggest that favouritism towards men exists in the Indonesian labour market. The discrimination component is quite high, which clearly indicates the existence of discrimination in the Indonesian labour market. The results reveal that the degree of discrimination is still quite significant against females in all regions in Indonesia. Among factors that influence gender wage gap and discrimination in the country, education was found to be more important in influencing the earnings of females than males. The returns from education were relatively higher for females in all regions.

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Emilia, Emi. „A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia“. Connect to thesis, 2005. http://repository.unimelb.edu.au/10187/2886.

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This thesis reports on the effectiveness of using a genre-based approach in teaching academic English writing to studnet teachers who were learning English as a foreign language in a state university.

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Shadd, Deborah. „On Language, Education and Identity: Minority Language Education Within the Canadian Context“. Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32777.

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“The destiny of a people is intricately bound to the way its children are educated” (RCAP 1996, v. 3: 404). Firm in this belief, the current study undertakes an examination of language and education policy in Canada, seeking to understand how these two factors together impact the formation of identity, not only for individual students in a classroom, but more broadly for the linguistic and cultural communities of which they are a part, as these struggle to establish a place for themselves within the country’s social sphere. Despite the rhetoric of multicultural equality which predominates in Canadian public discourse, the examination of a corpus of historical legislation, carried out within the framework of narrative theory and critical discourse analysis, plainly demonstrates a clear hierarchy of languages and cultures in Canada – established and enforced in law, rooted and reflected in social institutions, reinforced and replicated through formal systems of schooling. As a result, even as speakers of minority languages are taught as students that to achieve success in schooling, they must translate their speech, thinking, and ways of knowing into the language and manners of the majority, so as members of their communities do they learn that, in order to gain a place of full participation in society, they must also translate their ways of acting, of relating to others, and of being in the world. In short, they must translate themselves. Recognizing that students are in this manner transformed in the very movement between classroom and community; and that as these transformed students return to their communities, these are likewise impacted in terms of their sense of belonging in society; we seek to discern what new insights might be gained from the consideration of education in light of a translational paradigm, ultimately identifying three productive methods of entry into such critical reflection: through the variety of significant questions that are raised, through the consideration of specific theoretical concepts reassessed and applied anew, and finally through the reframing and retelling of narratives in translation.

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Frowe, Ian. „Language, ideology and education“. Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/50486/.

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This thesis examines the relationship between language and social reality. The position argued for is one which sees language as having a constitutive role to play in the formation and maintenance of the social world. It elaborates and develops a view expressed by Quentin Skinner, namely, that language and the social world are mutually supportive and exist in a state of dynamic interaction. Because language has this constitutive role in relation to the social world attention to the use of language is important for the language we employ will be a significant factor in determining the nature of that world. The notion of ideology is defined in a critical sense as 'malign decontestation', i. e., the presentation of that which is contestable as if there were only one legitimate perspective. The concepts of absolutism and universalisation are taken as key ideological markers. Given the constitutive role of language, the identification of ideological language becomes important because aspects of the social world which are informed by such a language will reflect the errors inherent in the linguistic structures themselves. One of the central arguments of the thesis is that ideological language often arises when insufficient attention is paid to the ontological differences between activities whose subject matter is the natural world and those whose subject matter is the social world. There is a focus on educational issues because the impetus for this thesis arose out of a growing unease with the nature of the language used in relation to this topic. Although a concern with the language of education is not uncommon, the full significance of the language we use in this area is often unacknowledged because the necessary theoretical background is absent. It is the main purpose of this thesis to provide a philosophical justification for this concern.

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Jia, Hongyi, und Hongyi Jia. „Chinese Immersion Language Education“. Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625885.

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In the present day Mandarin Chinese has become a commonly taught language in the U.S. Mandarin is widely taught in colleges and universities; K-12 Chinese programs, including immersion programs, have also grown rapidly. However, to date little research has been conducted on the latter programs. This study examines immersion programs in elementary schools. I investigate three aspects: 1) teaching methods in Chinese immersion programs, 2) acquisition of grammatical patterns, and 3) computer assisted methods for character learning. I adopted a qualitative approach; the methods I employ include observation, interviews, questionnaires, and tests. Data were collected from two immersion programs and two non-immersion programs in a Southwestern city in the U.S. The first study compares the teaching methods used in Chinese immersion and non-immersion programs. It is found that the two immersion programs adopted the functional approach with explicating in each class time, while the non-immersion programs used the analytical approach with practicing in context in most classes. The immersion students produced spontaneous speech in each class, while non-immersion language class students did not. The second study examines how immersion learners acquire the ba-construction and time phrases. We found that immersion students produced not many ba sentences but a large number of time phrases. However, in terms of accuracy, ba sentences were produced almost flawlessly, while time phrases were often placed incorrectly in a sentence. This result is quite different from what we find in adult learners who mostly acquire Chinese in a non-immersion setting. It shows that immersion learners’ acquisition differs from both L1 acquisition and L2 acquisition by adults. The third study investigates how computer-assisted methods help students learn Chinese characters. I compare immersion learners with heritage learners with respect to how they respond to computer-assisted methods. No difference is found between the two groups of learners in terms of their performance in character recognition, pronunciation and writing. It is also found that while computer assisted materials helped with character recognition, it did not help with character writing.

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Siahaan, Rosemary, und n/a. „Teachers' perceptions of the communicative language teaching approach in a teacher training program in Indonesia“. University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061108.154518.

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This study investigated the perceptions of teachers of the Junior High and the Senior High Schools on the Communicative Language Teaching ( CLT ) in Irian Jaya province, Indonesia. Forty- six participants were involved in this study, i.e., twenty JHS teachers, twehty SHS teachers, four headmasters and two supervisors. Three instruments: questionnaire, interview and field study were employed to collect the data. Interviews and field study were carried out by the researcher in Indonesia. Spearman's rho was used to correlate answers about teaching principles of CLT and chi-square tests were used to examine responses on the relevance of subjects and the influence of the course on professional knowledge and teaching skills. The participants' opinion on the most and the least useful units was discussed based on the calculated frequency. The problems faced by the participants in implementing CLT were analyzed. The benefits of CLT were analysed and categorized into positive and negative points. Results indicated that both teaching levels have positive perceptions on CLT. Both groups showed an overall similarity in problems faced in their teaching, on the usefulness and the relevance of units presented in the Teacher Training despite some minor differences. It is argued that it is necessary for the teachers to give consideration to the teaching of vocabulary. It is also desirable to train the teachers to design tests which are valid and reliable.

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Simatupang, Rentanida Renata. „Evaluation of Decentralization Outcomes in Indonesia: Analysis of Health and Education Sectors“. Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/econ_diss/58.

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This study examines the performance of decentralized health and education service delivery in Indonesia. Results show that education outcomes improved with decentralization, and that local governments are responding to local needs for education services. Decentralization also brings improvement to health services, as mortality rates and life expectancy are significantly improved with decentralization. However, results indicate that decentralization does not improve availability of health services, as only small percentage of municipalities in Indonesia have access to health facilities. The empirical study on the performance of proliferated municipalities provides similar conclusions to those obtained in the examination of general decentralization performance. Proliferated municipalities experience improvement in education outcomes but not so for health outcomes; these results are consistent with the previous examination. Therefore, from the result of this study, there is no evidence to reject proliferation as it does not hurt health and education service delivery outcomes.

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JUSWANTO, Wawan. „Distribution of Government Expenditure and Demand for Education Services:The Case of Indonesia“. 名古屋大学大学院国際開発研究科, 2010. http://hdl.handle.net/2237/14053.

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Mudzakir, Ro'fah. „Grateful voices and greater expectations: parents' perspective on inclusive education in Indonesia“. Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104529.

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This study deals with the perspective of Indonesian parents of children with disabilities concerning the inclusion of their children in mainstream schools. It explores the extent to which these parents believe in inclusion and what they identify as challenges and opportunities in the current inclusion of their children. Employing a case study approach, the main data for this qualitative study was collected through interview with seven parents of elementary school children with various disabilities in two cities in Indonesia, namely Jakarta and Yogyakarta.From their personal narratives, we learn that despite cultural differences, parents in Indonesia shared common opinions—with regard to various aspects of inclusion—with parents who lived in other parts of the world shown by previous studies. They, for instance, believed that the practices of inclusion cast positive impacts upon children's social and academic development. Parents also believe that inclusion is a better way to prepare children for the “real” world. However, cultural differences yielded different perspectives. Unlike previous studies, the Indonesian parents put greater emphasis on academic achievement instead of social ones. Parents in Indonesia also demonstrate distinct ways in facilitating and supporting their children inclusion. These subjective perspectives of parents can perhaps be interpreted as a cultural production of inclusion.
Cette étude porte sur le point de vue des parents indonésiens d'enfants présentant un handicap au sujet de l'inclusion de leurs enfants dans des écoles ordinaires. Particulièrement, elle explore dans quelle mesure ces parents croient en ce concept et ce qu'ils identifient comme des défis et des opportunités dans l'inclusion actuelle de leurs enfants. Utilisant une approche de type étude de cas, les principales données de cette étude qualitative ont été recueillies par des entrevues dans des écoles primaires. Sept parents d' élèves ayant divers handicapés provenant de deux villes indonésiennes (e.g. Jakarta et Yogyakarta) ont participé.Nous apprenons dans leurs récits personnels que les parents en Indonésie partagent des opinions communes en ce qui concerne divers aspects de l'inclusion avec des parents provenant d'autres parties du monde, tel que montré dans des études précédentes. Par exemple, ils croient que les pratiques de l'inclusion produisent des effets positifs sur le développement social et scolaire de leurs enfants. Les parents estiment également que l'inclusion est de meilleure façon de préparer leurs enfants pour le monde «réel». Toutefois, certaines différences culturelles ont donné des perspectives dissemblables. Contrairement aux études antérieures, les parents indonésiens mettent davantage l'accent sur la réussite scolaire plutôt que sur la réussite sociale. Les participants ont aussi démontré une façon distincte pour faciliter et soutenir l'inclusion de leurs enfants. Les perspectives subjectives des parents peuvent être interprétées comme une production culturelle de l'inclusion.

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Farida, Ida, und Pungki Purnomo. „Library and information education at Islamic universities in Indonesia: Obstacles and opportunities“. School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105788.

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The Library and Information Studies programs at Islamic universities in Indonesia were born from the idealism thought that the advent of globalization era is a reality fact that we have no choice but to face and anticipate it. This is, not only as a challenge toward social culture and social religious for each society group or country, but also as an opportunity for all people to enrich their vision and empower their identity. The establishment of these library studies programs at state Islamic universities in Indone-sia also has a pragmatic background, the real needs of professional librarian provision to fulfill the expectation of people in improving the quality of Islamic educational institutions is very high. It means that the absence of this library and information education, including that is characterized by Islamic lit-eratures, in Indonesia will cause stagnation of our efforts to improve the quality of Islamic educational institutions as a whole. In Indonesia among Islamic universities, which are offering library and informa-tion science program, are Arraniry State Islamic University, Imam Bonjol State Islamic University, Su-nan Kali Jaga State Islamic University and Syarif Hidayatullah State Islamic University. In general, at least, there are three similar elements in the mission of the library and information program offered in Is-lamic Universities. Firstly, to be involved actively in developing librarianship sciences in Indonesia, spe-cifically related to Islamic sciences. Secondly, to fulfill the needs for professional librarians for all kinds of library, documentation and information centers, especially in Islamic educational institutions like madrasah libraries (Islamic school libraries) and Islamic university libraries. And finally, to apply and anticipate the global development of information technology for improving library services. Our mission in establishing the program of library and information sciences is not only to prepare professional librarians but also to keep in touch with all our stakeholders in the government and private sectors.

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Chang, Lu. „Language, culture and ethnicity in Chinese language schools in northern California“. Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2624.

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The purpose of this study was to investigate the role of Chinese language schools in Northern California in maintaining the Chinese language, culture and ethnicity in a multilingual/multicultural society. The study examined: (1) goals and characteristics of the Chinese schools; (2) curriculum and extracurricular activities; (3) sociocultural and demographic characteristics of principals, teachers, parents, and students; (4) perceptions of these groups about the success of the schools; and (5) problems and difficulties facing the Chinese schools. The sample of the study consisted of 800 principals, teachers, parents and students in five schools. Across all schools, it was found that the majority of the participants perceived the goals of these schools to be teaching the Chinese language and culture, and they were generally satisfied with the schools. It was also found that there was a lack of appropriate teaching materials; that the emphasis of instruction was on the Chinese language; and that the actual classroom teaching was normally teacher-centered. Significant differences among the schools were found in the background characteristics of participants, including their educational level, teaching experience, language usage and length of residence in the United States. The parents' reasons for sending their children to the school, their views of children's motivation to attend the school, and their engagement in Chinese school activities varied significantly across the schools. A significant difference was also found among student groups in their attitudes toward the schools. The findings of this study suggest that ethnic language schools can be valuable resources for multicultural/multilingual education; hence, an exchange of resources between the public schools and the community language schools would be desirable. Recommendations for future research include: (1) a longitudinal study of Chinese language school graduates to determine important elements that contribute to long term language and cultural maintenance; and (2) a study of the communication and partnership arrangements between ethnic language schools and public schools to determine policy implications for bilingual and cross-cultural education.

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