To see the other types of publications on this topic, follow the link: Indonesian teachers.
Journal articles on the topic 'Indonesian teachers'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Indonesian teachers.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Tursini, Umi. "Exploring Changes in Teachers’ Instructional Practice through Self-evaluation as a Meditational Activity: A Case Study." Journal of Language Teaching and Research 8, no. 3 (May 2, 2017): 556. http://dx.doi.org/10.17507/jltr.0803.14.
Full textAbstract:
This study investigated an Indonesian English language teacher’s instructional practice and the extent to which the practice capable of change as a result of engagement in mediated self-evaluation. The study was framed using Vygotsky’s sociocultural theories. A case study, which drew on multiple data sources including interviews, classroom observations, and documentation, was employed. A range of artefacts including lesson video recording, student feedback, and collegial dialogue are used to self-evaluate teacher’s instructional practice. The qualitative analysis suggested that self-evaluation involving teacher's self-reflection on teaching in Indonesian university contexts had significant potential for mediating changes in instructional practice. The findings also revealed that teacher self-evaluation led to heightened self-reflection through which teachers understood themselves and their instructional practice more deeply in terms of their strengths and areas for development. This suggests that teacher self-evaluation contributes to professional learning by empowering teachers to transform their practice. Given that teacher self-evaluation is still a relatively new phenomenon in the Indonesian educational context; the positive outcomes reported in this study are promising. Hence, it is reasonable to recommend that educational leaders in Indonesia provide opportunities for teachers to formally self-evaluate. The necessary provisions must therefore be in place and will ideally include formal training or workshops on how to perform a self-evaluation, the allocation of time to carry out the process, and ongoing support to address teachers’ needs and concerns about the process in terms of consistency and timeliness.
2
Sukenti, Desi, Syahraini Tambak, and Charlina Charlina. "Developing Indonesian language learning assessments: Strengthening the personal competence and Islamic psychosocial of teachers." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 1079. http://dx.doi.org/10.11591/ijere.v9i4.20677.
Full textAbstract:
<span>Research on the assessment of learning has been carried out by many other researchers, but putting Islamic psychosocial and personal competence as a solution has not been found. This study aimed to develop an assessment of Indonesian Language learning for high school teachers by strengthening Islamic psycosocial and personality competencies. Using the ex post facto approach, by distributing questionnaires to 213 Indonesian Language teachers and analyzed using descriptive and regression. This research results in the mastery of teachers about personality competence, Islamic psychosocial, and the assessment of Indonesian Language is the same as medium mastery. Personality competence and Islamic psychosocial as together are very strong in developing the ability to assessment Indonesian Language learning in high school teachers. Islamic psychosocial is predicted to be able to improve the assessment of Indonesian Language high school teacher learning as well as personality competence. This study concludes that personality’s competences and Islamic psychosocial are very significant in developing the assessment of Indonesian Language high school teacher's in learning. This research contribution strengthens the development of the theory of "teacher performance assesment" in the world of education. For the Department of Education to develop policies to improve the assessment of Indonesian Language learning by conducting Islamic psychosocial and personality competency training for all teachers in Indonesia.</span>
3
E, Efriansyah, Yunani Hasan, and Aulia Novemy Dhita. "Perkembangan PGRI Pada Masa Kemerdekaan dan Demokrasi Liberal." SINDANG: Jurnal Pendidikan Sejarah dan Kajian Sejarah 2, no. 1 (January 31, 2020): 19–26. http://dx.doi.org/10.31540/sindang.v2i1.745.
Full textAbstract:
Early education in independent Indonesia become one of the important aspects to foster the spirit of nationalism and promoting the ideals of independence of the Republic of Indonesia. Indonesian government attention newborn and some of the figures revolutionist who realized that education is very important to foster the spirit of nationalism and efforts to create awareness of an independent nation. Based on the subjects of education and new teaching drafted by the Committee of Inquiry Teaching goals and educational foundation and a system of schooling that characterizes to Indonesiaan. Organization of Indonesian Teachers Association, as a teachers Indonesian container that has been since the days of the Dutch East Indies. Since the proclamation of PGRI organization establishes itself as a fighter who helped defend the independence and sovereignty of Indonesia NKRI. This organization is a manifestation of the Indonesian teacher in taking part and responsibility in accordance with his profession as an educator for the independence aspired. The organization therefore seen as a unifier of teachers who are: 1) a unitary, 2) independent, 3) non-political. It is also a tool, a vehicle in the interests of the teachers for their professional development, education in general and devotion to the homeland and the nation.
Keywords: History of education; nationalism; Indonesian revolution; PGRI
4
., Sasmoko, Yasinta Indrianti, Aqeel Khan, and Nor Fadila Amin. "An Evidence-based Model of Teacher Engagement in Indonesia: Indonesian Teacher Engagement Index (ITEI)." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 297. http://dx.doi.org/10.14419/ijet.v7i3.30.18265.
Full textAbstract:
Educational transformation can occur when teachers are directly involved in seeking change through self-diagnostic measurements to have a clear picture of Indonesian teachers’ capacity as a teacher, professional and Indonesian character educator. The instrument discussed in this research is the Indonesian Teacher Engagement Index (ITEI). This research is the result of the literature review to produce the ITEI model. The research used Neuroresearch method with an exploratory stage through journal study and focus group discussion. The result of the research found that there is a teacher engagement model that is suitable for the characteristics of teachers in Indonesia.
5
Zulfikar, Teuku. "The Making of Indonesian Education: An overview on Empowering Indonesian Teachers." Journal of Indonesian Social Sciences and Humanities 2 (December 4, 2018): 13–39. http://dx.doi.org/10.14203/jissh.v2i0.19.
Full textAbstract:
Education is one of the fundamental priorities of nation building. For this reason, the Indonesian government continuously seeks to improve the quality of its education. Empowering education can be done using many strategies, such as reforming school curricula or school systems or both. This article approaches the improvement of Indonesian education from a different angle, by considering teachers and the teaching profession. Before proposing an agenda for improving teachers, the article considers two main problems of Indonesian teachers: the practice of teacher-centred classroom pedagogy; and the emphasis on rote learning in the classroom. In response to these phenomena, this article suggests two main factors responsible for the persistence of such teaching styles: institutional cultures and the nature of assessment systems in Indonesian schools. This article has three recommendations to help Indonesian teachers improve. However, the author is aware that the agendas for improvement are complex and institutional reforms are needed; for example, the reform of teacher recruitment; teacher evaluation and also the reform of assessment systems. This article includes a discussion of what makes for a good teacher, which will help Indonesian teachers to gain an insight to their profession, and a discussion of the changes that could be made to enable the quality of teaching to improve.
6
Dwi Rahmani, Bita, and Fitri Alyani. "Structural Equation Modelling (SEM) on Teacher Competencies Test of Indonesian EFL Senior High School Teachers." Journal of Education Research and Evaluation 4, no. 2 (March 29, 2020): 103. http://dx.doi.org/10.23887/jere.v4i2.17515.
Full textAbstract:
The purpose of this paper is to investigate what factors influenced on Teacher competencies Test (Uji Kompetensi Guru/UKG) of Indonesian ESL Senior High School teacher’s in West Java Indonesia. The data used in this study were derived from a teacher competencies test, and a questionnaire survey conducted among teachers who attended National Gathering of Senior High School English Teachers 2017 in Bandung, West Java. A total of 61 usable responses were received. The analysis was using Structural Equation Model (SEM) to see the correlations among variables also identify which predictors influenced most on Teacher Competencies Test. The result revealed that teacher competencies test was mostly influenced by education background (β =.27, p=0.028). It can be concluded that to increase the teacher’s competencies can be done by giving a chance to teachers to continue their study.
7
Ahmadi and Eri Kurniawan. "TEACHERS’ QUESTIONS IN INDONESIAN EFL CLASSROOM." JL3T ( Journal of Linguistics Literature and Language Teaching) 6, no. 1 (August 16, 2020): 1–11. http://dx.doi.org/10.32505/jl3t.v6i1.1355.
Full textAbstract:
Despite the abundant advantages of teacher's questions, teachers still do not gain any benefits from them as they face many challenges in posing them. However, teachers who pose questions as a part of the teaching-learning strategy in the class may gain different outputs. A descriptive qualitative study is carried out to find out the types of questions that dominantly posed by a teacher in the intensive listening course at an institute of Islamic studies in Ponorogo. A lecturer and her class took part as participants on the study. Class observations, videotape observation, and interviews were utilized to gather the data. The revised Bloom’s taxonomy process verbs, assessment and questioning strategies was employed to analyze the data. The finding shows that the lecturer spent 73.8 percent of her questions on remembering, 17.8 percent on the understanding level, 5.9 percent on analyzing, and 2.9 percent on the evaluating level. It indicates that her questions were dominated by a low level of thinking skill.
8
Wahyuni, Rama Kurnia, and Atmazaki Atmazaki. "IMPLEMENTASI PENILAIAN OTENTIK DALAM MATA PELAJARAN BAHASA INDONESIA DI SMA NEGERI 1 PAINAN." Pendidikan Bahasa Indonesia 8, no. 5 (February 19, 2020): 342. http://dx.doi.org/10.24036/108218-019883.
Full textAbstract:
ABSTRACT The purpose of this research are three (1) types of authentic assessment used by teachers in Indonesian language subjects in SMA Negeri 1 Painan, (2) conformity assessment between teacher done authentic language subjects Indonesia in SMA Negeri 1 Painan and theory on the curriculum of 2013, and (3) the obstacles faced by Indonesian language teachers in SMA Negeri 1 Painan. This research type is qualitative research using descriptive method. Data collection techniques were conducted by observation, interview, and documentation study. Based on research findings and research results can be concluded the following three things. (1) Overall type of authentic assessment has been used by Indonesian teachers in SMA Negeri 1 Painan. (2) Overall the appropriateness between authentic assessment of Indonesian language teachers in SMA Negeri 1 Painan and the theory that existed in the Curriculum 2013 is good. Pthere is a component of the understanding of the process and the assessment of learning based on data obtained in the study is categorized well. Indonesian language teacher SMA Negeri 1 Painan already understand the process and assessment of learning well. In the component of the implementation of the assessment of learning based on the data obtained in the study categorized quite well. Indonesian language teacher SMA Negeri 1 Painan has conducted a fairly good learning appraisal. Kata kunci: Implementasi Penilaian Otentik, Bahasa Indonesia
9
Agusfina, Fatemah Dela. "PERSEPSI GURU TERHADAP BUKU TEKS BAHASA INDONESIA KURIKULUM 2013 KELAS VII SMP NEGERI KOTA BENGKULU." Jurnal Ilmiah KORPUS 2, no. 1 (August 6, 2018): 29–33. http://dx.doi.org/10.33369/jik.v2i1.5553.
Full textAbstract:
The purpose of this study is to determine the perceptions of Indonesian teachers on Indonesian textbooks of the curriculum of 2013 class VII in terms of material or content and presentation aspect. This study uses purposive samples, the sample of this study are 9 Indonesian VII class teachers who already have certification or professional teachers in SMPN 1, 3, 4, 11. and 18 Kota Bengkulu. Data collection techniques used in this research is a questionnaire. Data analysis technique used this research is descriptive technique and simple count presented in tabular form. The result of the research shows that (1) teacher's perception on Indonesian textbooks of grade VII curriculum in material or content aspect get average grade 4,14 with appropriate criteria, (2) teacher perception on Indonesian text book of 2013 curriculum of class VII in The presentation aspect earned an average rating of 4.02 with the corresponding criteria. Keywords: perception, teachers, textbooks
10
Jazuly, Ahmad, Ninuk Indrayani, and Nostalgianti Citra Prystiananta. "The Teaching of English in Indonesian Primary Schools: a Response to the New Policy." Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (December 22, 2019): 17–25. http://dx.doi.org/10.31539/leea.v3i1.609.
Full textAbstract:
In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English.
Keyword; Indonesian primary school, teacher, new policy.
11
Ruslin, Rusli. "Professional Endorsement of Teachers and its Influence on the Improvement of Learning Achievement of Students: Perspectives of Teachers." INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION 1, no. 1 (November 22, 2019): 125–46. http://dx.doi.org/10.24239/ijcied.vol1.iss1.8.
Full textAbstract:
Teacher endorsement (well-known as teacher certification in Indonesian basic and secondary education) is essentially aimed to improve the quality of Indonesian education. In this context, the government of Indonesia has paid special attention to three required qualities of teachers: competences, work motivation, and their well-beings (The Law No. 14, 2005). Since the role of teachers is central to the improvement of learning achievement of students, this study discusses the concept of teacher endorsement, the views of teachers regarding professional endorsement in relation to different tasks of teachers, and its influences on the improvement of students’ learning achievement. The study uses qualitative approach where three types of data collections techniques are employed: document reviews, semi-structured interviews, and observations. The findings of the study show that professional teacher endorsement program had not yet fully supported the improvement of teachers’ professionalism as required by the Law No 14, 2005. Besides, the understanding of teachers about requirements for being professional was still underprivileged leading to poor learning achievement of their students. Therefore, the study informs the needs for educational stakeholders to provide continuous counselling, motivation, and guidance for teachers in order for them to take this matter into serious accounts which in the end would help the government of Indonesia achieve its educational goal.
12
Marwanto, Marwanto. "THE ROLE OF TEACHERS IN INCREASING STUDENT MOTIVATION ON LEARNING INDONESIAN LANGUAGE." Jurnal Pendidikan Bahasa dan Sastra 20, no. 2 (March 28, 2021): 273–84. http://dx.doi.org/10.17509/bs_jpbsp.v20i2.33066.
Full textAbstract:
This study discusses the role of the teacher in increasing student motivation in learning Indonesian. The teacher is a very important figure in the teaching and learning process as a mediator, facilitator, and leader in the class. Teachers and students must be able to communicate well as the principle of communication between teacher and students so that learning goes well. The focus of this research is how the teacher's role in increasing student motivation towards learning Indonesian in Muhammadiyah Plus Salatiga Elementary School. This study uses a questionnaire or questionnaire technique with a population of 53 teachers and 30 subjects or half of the subjects.
13
Febriana, Mia, Joko Nurkamto, Dewi Rochsantiningsih, and Anggri Muhtia. "Teaching in Rural Indonesian Schools: Teachers’ Challenges." International Journal of Multicultural and Multireligious Understanding 5, no. 5 (October 1, 2018): 11. http://dx.doi.org/10.18415/ijmmu.v5i5.305.
Full textAbstract:
The Ministry of Research, Technology, and Higher Education of Indonesia has prioritized education in the disadvantaged, outermost, and frontier regions (3T) by implementing a program called Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal (SM-3T), which is a year program for teacher education graduates to devote their lives teaching in the rural areas of Indonesia. The government sees the importance of promoting education in rural areas as a shared responsibility that must be done as a form of devotion to the nation. Every year the government sends thousands of teachers of various subjects as an effort to meet the needs of teachers in rural areas, which is still far from enough. Teachers who in fact come from urban areas certainly experience many challenges when they teach in rural areas with lack of facilities. This paper aims at finding out the challenges faced by teachers, especially English language teachers in carrying out teaching and learning activities in rural Indonesian schools. Framed by a humanistic perspective, questionnaires and in-depth interviews were employed as data collection techniques in this narrative case study. Furthermore, this study is expected to contribute to the teacher professional development in the rural areas.
14
Febriana, Mia, Joko Nurkamto, Dewi Rochsantiningsih, and Anggri Muhtia. "Teaching in Rural Indonesian Schools: Teachers’ Challenges." International Journal of Language Teaching and Education 2, no. 2 (July 31, 2018): 87–96. http://dx.doi.org/10.22437/ijolte.v2i2.5002.
Full textAbstract:
The Ministry of Research, Technology, and Higher Education of Indonesia has prioritized education in the disadvantaged, outermost, and frontier regions (3T) by implementing a program called Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal (SM-3T), which is a year program for teacher education graduates to devote their lives teaching in the rural areas of Indonesia. The government sees the importance of promoting education in rural areas as a shared responsibility that must be done as a form of devotion to the nation. Every year the government sends thousands of teachers of various subjects as an effort to meet the needs of teachers in rural areas, which is still far from enough. Teachers who in fact come from urban areas certainly experience many challenges when they teach in rural areas with lack of facilities. This paper aims at finding out the challenges faced by teachers, especially English language teachers in carrying out teaching and learning activities in rural Indonesian schools. Framed by a humanistic perspective, questionnaires and in-depth interviews were employed as data collection techniques in this narrative case study. Furthermore, this study is expected to contribute to the teacher professional development in the rural areas.
15
Tustiawati, I. A. Mela. "WHAT MOTIVATES PRE-SERVICE TEACHERS TO BECOME TEACHERS AND THEIR PERSPECTIVES OF ENGLISH TEACHING AS A CAREER OPTION." TEFLIN Journal - A publication on the teaching and learning of English 28, no. 1 (March 31, 2017): 38. http://dx.doi.org/10.15639/teflinjournal.v28i1/38-56.
Full textAbstract:
Teaching motivation issues are well-researched in several countries. However, these issues have been rarely investigated in the Indonesian context. This study investigated motivational factors that influence pre-service teachers to enter English teacher training and their perspectives of English teaching as a career option. It comprised a survey of 140 pre-service teachers from a teacher training institution in Bali and two semi-structured group interviews. The results suggest that the participants are more influenced by intrinsic and altruistic factors than extrinsic factors. These findings contradict earlier studies of teacher motivation in developing countries and what is generally believed in Indonesia. Moreover, the development of the tourism industry in Bali seems to have a great impact on the participants’ perspectives of English teaching in Bali in particular and in Indonesia in general. Most of those surveyed held positive views of the development of English teaching as a career option. Finally the study suggested implications and recommendations for additional studies within the Indonesian context.
16
Efendi Pohan, Jusrin, Atmazaki, and Agustina. "PROBLEM BASED AUTHENTIC ASSESSMENT MODEL IN INDONESIAN LEARNING: STUDY IN GENERAL HIGH SCHOOL PADANG LAWAS UTARA, INDONESIA." Humanities & Social Sciences Reviews 8, no. 2 (March 14, 2020): 77–82. http://dx.doi.org/10.18510/hssr.2020.8210.
Full textAbstract:
Purpose of the study: The purpose of the study is to describe the results of the development of authentic problem-based assessment models in learning Indonesian in high school. This development uses the Plomp model which has stages, preliminary research, prototyping, and evaluation. The product developed is a problem-based authentic assessment model book and a teacher's manual. Both books were tested for validity, practicality, and effectiveness well.
Methodology: The development of this research follows the preliminary, prototype and evaluation research stages. The three steps are carried out selectively. The validity of the model is obtained from an expert judgment of the problem based authentic assessment model book and the problem based authentic assessment handbook. The trial was conducted in class XI of high school to see the practicality and effectiveness of the model book and the guidebook.
Main Findings: The development of this authentic problem-based assessment model has produced model books and manuals for Indonesian language teachers in high schools. The results of this study indicate that (1) the problem-based authentic assessment model is very valid, (2) the problem-based authentic assessment model is very practical, and (3) the problem-based authentic assessment model is very effective in learning Indonesian.
Applications of this study: Teachers can more easily assess the process and learning outcomes in learning Indonesian. The problem-based authentic assessment model can be used in language skills (listening, speaking, reading and writing). The teacher can develop appropriate assessment instruments used to assess students' knowledge, attitudes, and psychomotor. The grades obtained are not only numerical but in the form of student work.
Novelty/Originality of this study: This authentic problem-based assessment model presents problems in the form of text or questions to be answered by students. Assessment instruments are presented to teachers to assess students' attitudes, cognitive, and psychomotor. The teacher can judge according to the student's ability to answer the questions given. Furthermore, to assess student and psychomotor attitudes, teachers can use portfolio and project instruments.
17
Wahyuni, Neneng. "Teachers and Students' Illocutionary Act in Bahasa Indonesia Subject." Jurnal KATA 3, no. 1 (May 28, 2019): 1. http://dx.doi.org/10.22216/kata.v3i1.3161.
Full textAbstract:
<p><em>This research describes the students' and teachers' illocutionary act in learning Indonesian at state senior high school number 1 of Payakumbuh. The object of the research was the students and teachers at SMAN 1 of Payakumbuh for Bahasa Indonesia subject. The research applied qualitative descriptive method in collecting and analyzing the data. The research shows that the illocutionary acts of students' of 11<sup>th</sup> grade and teacher's for Bahasa Indonesia subject acquired 61 speech acts, which are (1) 18 assertive, (2) 2 explanatory assertive, (3) 2 reporting assertive speech, (4) 21 directive utterance commanded which is consisted of 17 teacher’s utterances and 4 student’s utterances, (5) 4 directive requests begging, (6) 3 directive of advice, (7)) 2 directive reminding, (8 ) 2 directive asked for something (9) 6 accused expressive. (10) 4 expressive complained, and (11) 1 commissive promissing. In conclusion, most of illocutionary acts used towards teacher and the students at 11<sup>th</sup> grade for Bahasa Indonesia subject in SMAN 1 Payakumbuh was directive speech act. The rarely used speech act was commissive.</em><em></em></p>
18
Suherman, Andri. "Exploring EFL Teacher's Interventions on Peer Feedback: a Case Study in a Writing Classroom." Metathesis: journal of English language, literature, and teaching 2, no. 2 (October 31, 2018): 194. http://dx.doi.org/10.31002/metathesis.v2i2.890.
Full textAbstract:
This research article aimed to investigate the effect of interventions deployed by teachers in peer feedback in the context of Indonesian EFL writing classrooms. The participants in this case study were 16 Indonesian tertiary-level EFL learners. It explored types of teacher’s interventions on peer feedback, analyzed whether the learners use peer feedback to improve their writing, and explored how the learners appreciate peer feedback. The research methods used were questionnaire, teacher interventions, and interviews. The findings revealed three main points; (1) the teacher’s interventions were mostly on grammatical errors, inappropriate vocabularies, and content structures, (2) facilitated by the teacher’s interventions, more than 50% of the peer feedbacks were integrated by the students in their revision, (3) the students generally confirmed the usefulness of interventions deployed by the teacher on peer feedback. The implications of this study were to provide practical insight to EFL teachers into how peer feedback, supported by teacher interventions, can be develop to benefit learning, and to inform EFL teachers with some suggestions to carry out peer feedback to improve learners’ skill of writings.
19
Saefurrohman, Saefurrohman, and Elvira S. Balinas. "English Teachers Classroom Assessment Practices." International Journal of Evaluation and Research in Education (IJERE) 5, no. 1 (March 1, 2016): 82. http://dx.doi.org/10.11591/ijere.v5i1.4526.
Full textAbstract:
The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Twelve respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that both Filipino and Indonesian junior high school English teachers used assessment for learning as the main purpose of assessment. The majority of Filipino Junior High school English teachers prepared and made their own assessment, while Indonesian junior high school English teachers used items from published textbooks as their primary sources for constructing assessment items. Both Filipino and Indonesian junior high school English teachers used written comments as their primary method for providing feedback. Total score test and a letter grade were the highest percentage methods for providing a final report for both Filipino and Indonesian junior high school English teachers.
20
Mahmud, Yogi Saputra. "INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS." PROJECT (Professional Journal of English Education) 3, no. 3 (May 23, 2020): 367. http://dx.doi.org/10.22460/project.v3i3.p367-378.
Full textAbstract:
Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management). Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.
21
Riyanti, Dwi. "Shifting identities through switching codes: A close look at the social languages of pre-service English teachers in an Indonesian context." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 2 (August 31, 2017): 115–29. http://dx.doi.org/10.25170/ijelt.v12i2.1472.
Full textAbstract:
The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of English as a foreign language in a multilingual setting, Indonesia, enact their identities through their language use in classroom settings. The data for this study was obtained from a classroom observation where an English pre-service teacher was performing peer teaching. The discourse analysis of the first thirteen minutes of a pre-service teacher's teaching demonstration indicates that multiple identities were enacted when the student teacher switched from one language to another. The pervasive use of code-switching in four different languages (Indonesian, English, Arabic, and Malay) provides clues that Mamas, a student teacher's pseudonym in the study was enacting different identities as he taught his peers. While further research is absolutely necessary to obtain more vivid pictures of the reasons behind using multiple languages in teaching English within this context, the study provides insight about how pre-service teachers in an Indonesian context try to develop identities as they learn to teach English.
22
Sultan, Sultan, and Jufri Jufri. "Teacher`s Control on Students: Representation of Antisocial Communication in an Indonesian Language Learning Context." Humaniora 10, no. 2 (August 5, 2019): 145. http://dx.doi.org/10.21512/humaniora.v10i2.5531.
Full textAbstract:
This research examined teacher’s control of classroom interaction. Studying teachers’ controlling behaviors as a form of antisocial communication was necessary to develop teachers’ pedagogical competence and teacher-student relationships that were empowering and equitable. It employed a qualitative approach to critical discourse analysis. The respondents are six Indonesian Language teachers. Data collection was conducted by video recording, observation, and interview. Data were analyzed at the micro (text) and macro (social context) level. Research findings show that teacher’s control of classroom interaction might be realized in the acts of interrupting students, enforcing explicitness, controlling topic, formulating, restricting students’ contribution, asking close-ended questions, and ignoring students’ contribution. Teacher’s antisocial communication represented through various types of controls which can hinder the development of students’ language skills and adversely affect learning climates and students’ psychological aspects. Teacher’s beliefs and perspectives, teacher’s social status, and teacher’s pedagogical competence can be considered as factors that is able to contribute to practice of teacher’s control of students in classroom interaction.
23
Markub, Markub, and Laila Tri Lestari. "TINGKAT PENGUASAAN TATA BAHASA BAKU BAHASA INDONESIA OLEH GURU BAHASA INDONESIA SMA DI KABUPATEN LAMONGAN." EDU-KATA 6, no. 1 (February 28, 2020): 97–104. http://dx.doi.org/10.52166/kata.v5i1.1797.
Full textAbstract:
The general objective of this study is to describe the level of mastery of grammar Baku Indonesian by Indonesian teacher from high school in Lamongan andrank the most difficult grammar for Indonesian teachers in Lamongan. This study was designed in a quantitative descriptive study. The source of research data is a teacher Indonesian high school in Lamongan. Analyzing data is performed quantitative research. The results showed that the level of mastery TBBBI by Indonesian high school teachers were moderate with a mean score of 63. Rating grammatical difficulties for Indonesian teachers the highest high school is the syntax (score 60), followed by successive order of words (score 64) and sound system (score 66).
24
Nova, Muhamad. "Utilizing Video for Technology Integration Support in Indonesian EFL Classroom: Usages and Obstacles." Indonesian Journal of EFL and Linguistics 2, no. 1 (May 28, 2017): 15. http://dx.doi.org/10.21462/ijefll.v2i1.28.
Full textAbstract:
The use of video as a solution in supporting technology integration in EFL teaching and learning process in Indonesia still faces some obstacles in its utilization. Viewing from this issue, this study explored Indonesian EFL teacher’s perceptions on the usages and obstacles in utilizing video in teaching and learning process. Conducting a survey research by distributing questionnaires purposively to 30 EFL teachers, 22 females and 8 males, the results revealed that the Indonesian EFL teachers found that video is very beneficial in teaching and learning process, especially in delivering the learning material, building students’ background knowledge, bringing real-life language context, providing visual and audio input, and serving varieties of language expressions. It also gives positives impacts to students’ learning attitudes, including their interest, motivation, and learning styles. Even though it brings beneficiary effects, many Indonesian EFL teachers also mentioned five obstacles faced in using video in their classroom: limitation of facilities at school, lack of technical support at school, difficulties in finding suitable video, lack of skill in editing video, and less focus students on learning. Reflecting up from these results, it is suggested for EFL teachers to use video in improving the teaching and learning process in the classroom. It is also recommended for the EFL teachers to attend teacher professional development program to enrich their competence and skill in using video in teaching and learning process. Moreover, school principals’ are recommended to support the school facilities to promote technology integration at school.
25
', Pauzar. "UPAYA MENINGKATKAN DISIPLIN GURU BAHASA INDONESIA DALAM MENGAJAR MELALUI PEMBINAAN DI SDN 001 ROKAN IV KOTO." Primary: Jurnal Pendidikan Guru Sekolah Dasar 5, no. 3 (March 24, 2017): 722. http://dx.doi.org/10.33578/jpfkip.v5i3.3957.
Full textAbstract:
Based on observations of SDN 001 Rokan IV Koto, discovered the phenomenon amongothers, there are many teachers who come late to school, there is still a lack of discipline inthe Indonesian teachers teaching in the classroom, the teacher is often late to class. Thepurpose of this research is to investigate the Indonesian teacher discipline in teaching can beimproved through coaching in SDN 001 Rokan IV Koto. Subjects in this study were teachersSDN 001 Rokan IV Koto Indonesian in as many as 13 teachers. From the description of dataprocessing and discussion it was concluded that the discipline of Indonesian teachers inteaching obtained in the first cycle of 56% with a good category and the second cycleincreased to 74% in both categories. This means that development activities can improve thediscipline of Indonesian teachers in teaching in SDN 001 Rokan IV Koto is successful.
26
Sudrajat, Yayan. "Personal competency of Indonesian teacher certified." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, no. 1 (July 25, 2019): 52–56. http://dx.doi.org/10.30998/jh.v1i1.34.
Full textAbstract:
The purpose of this study was to analyze the competencies possessed by teachers certified by their competence of certified teachers. This study is a survey research with a descriptive approach. Source of research data include informants, documents, and events or activities. Informants consisting of principals, Indonesian Language teachers, and the students of SMA Bina Spora Mandiri. The technique of collecting data with observation, interviews, and reviewing documents. Observation data is a description of the factual, accurate, and detailed about the immediate circumstances, human activities, and social situations. Data were analyzed using analysis model, namely interaction with data reduction, display, and drawing conclusions. Data validation was done by using triangulation. One of the conclusions from this study is good personality of the teacher will give a good example to their students and communities so that teachers perform as a highly exemplary. Teachers as educators whose primary task of teaching have personality characteristics that influence the success of human resource development.
27
Sukmayadi, Dodi, Titi Chandrawati, Adhi Susilo, Ngadi Marsinah, [None] Herawati, Della Raymena Jovanka, Denny Setiawati, [None] Kartono, [None] Hasanudin, and [None] Afriani. "Building Teachers’ Understanding of Classroom Action Research: A Rural Case Study in Indonesia." Excellence in Higher Education 2, no. 2 (December 15, 2011): 121–27. http://dx.doi.org/10.5195/ehe.2011.49.
Full textAbstract:
Indonesia Open University (UT: Universitas Terbuka) is a large, open university delivering distance education to students throughout Indonesia. An important aspect of its mission is to provide opportunities for Indonesian teachers to improve their education in-service. This includes two courses on classroom action research. In order to assess the effectiveness of these courses and, if necessary, improve them, a team of lecturers from UT conducted an investigation of the challenges teachers were facing in learning to conduct classroom action research through the UT modules. The team found that the modules did not adequately reflect an understanding of the actual characteristics of the teachers they were serving and were thus less effective than they might be in teaching teachers to conduct classroom action research. Changes in both the content and scheduling of the modules are recommended in order to more effectively promote classroom action research in Indonesian schools. Key Words: Classroom Action Research, Distance Education, Indonesia, Teacher Development
28
Sari Amfusina, Ririn Rahayu, and Iba Harliyana. "TINDAK TUTUR LOKUSI, ILOKUSI, DAN PERLOKUSI PADA GURU MATA PELAJARAN BAHASA INDONESIA DI SMA NEGERI 1 NISAM." Jurnal Metamorfosa 8, no. 2 (July 30, 2020): 207–18. http://dx.doi.org/10.46244/metamorfosa.v8i2.1114.
Full textAbstract:
Research entitled "Locus, Illocution, and Perlocution Speech Acts in Indonesian Language Teachers in SMA Negeri 1 Nisam". This study aims to describe the locus, illocution, and percocutionary acts of speech in Indonesian language teachers in SMA Negeri 1 Nisam. This research approach is a qualitative approach. The method used is a descriptive qualitative method. The data of this study were in the form of speeches by Indonesian language teachers which took place at SMA Negeri 1 Nisam. The data sources of this study were Indonesian language teachers who taught in class X IPS 1, X IPS 2, X IPA I, XI IPS 1, XI IPS 2, XII IPA 1, and XII IPS 3 in SMA Negeri 1 Nisam. Data collection is done through the technique of recording, listening, and note taking. The data analysis technique of this study used descriptive notes. The results of this study indicate that Indonesian Language teachers at SMA Negeri 1 Nisam actively use several types of speech acts in the process of teaching and learning activities. The speech acts used by Indonesian language teachers at SMA Negeri 1 Nisam consist of three types, namely locution, illocution, and perlocution. First, the speech acts used by Teacher A contain locus and illocutionary speech acts. Second, the speech acts used by teacher B contain locus and illocutionary speech acts. Third, the speech acts used by teacher C contain acts of locution, illocution, and perlocution.
Abstrak
Penelitian yang berjudul “Tindak Tutur Lokusi, Ilokusi, dan Perlokusi pada Guru Mata Pelajaran Bahasa Indonesia di SMA Negeri 1 Nisam”. Penelitian ini bertujuan mendeskripsikan tindak tutur lokusi, ilokusi, dan perlokusi pada guru mata pelajaran Bahasa Indonesia di SMA Negeri 1 Nisam. Pendekatan penelitian ini adalah pendekatan kualitatif. Metode yang digunakan adalah metode deskriptif kualitatif.Data penelitian ini berupa tuturan guru mata pelajaran Bahasa Indonesia yang berlangsung di SMA Negeri 1 Nisam. Sumber data penelitian ini adalah guru mata pelajaran Bahasa Indonesia yang mengajar di kelas X IPS 1, X IPS 2, X IPA I, XI IPS 1, XI IPS 2, XII IPA 1, dan XII IPS 3 di SMA Negeri 1 Nisam. Pengumpulan data dilakukan melalui teknik rekam, simak, dan catat. Teknik analisis data penelitian ini menggunakan catatan deskriptif. Hasil penelitian ini menunjukkan bahwa guru Bahasa Indonesia di SMA Negeri 1 Nisam secara aktif menggunakan beberapa jenis tindak tutur dalam proses kegiatan belajar-mengajar. Tindak tutur yang digunakan guru Bahasa Indonesia di SMA Negeri 1 Nisam terdiri atas tiga jenis yaitu lokusi, ilokusi, dan perlokusi. Pertama, tindak tutur yang digunakan oleh guru A mengandung tindak tutur lokusi dan ilokusi. Kedua, tindak tutur yang digunakan guru B mengandung tindak tutur lokusi dan ilokusi. Ketiga, tindak tutur yang digunakan guru C mengandung tindak tutur lokusi, ilokusi, dan perlokusi.
Kata Kunci: Tindak Tutur, Lokusi, Ilokusi, Perlokusi
29
Sasmito, Agung Panji, Djoko Kustono, Purnomo Purnomo, and Hakkun Elmunsyah. "Conceptual model for improving quality of teacher in Indonesian vocational school." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (March 1, 2020): 39. http://dx.doi.org/10.11591/ijere.v9i1.20390.
Full textAbstract:
<span>Indonesia faces </span><span lang="IN">vocational teachers’ </span><span>shortage </span><span lang="IN">both </span><span>in the </span><span lang="IN">quantity </span><span>and quality. One of </span><span lang="IN">Indonesian goverments’ </span><span>efforts</span><span>to overcome </span><span lang="IN">that problem </span><span>is hold</span><span lang="IN">ing</span><span> a Dual Expertise Program (DEP) to produce dual expertise teachers for vocational schools. However, the quality of dual expertise </span><span lang="IN">vocational </span><span>teacher is still questionable. </span><span>The purpose of this article is to give an idea related to the conceptual model framework for improving the quality of vocational teachers demonstrated by the teachers</span><span lang="IN">’</span><span> achievements. The authors of this article discuss factors that have an impact on the quality of vocational teachers and describe a framework based on a literature review that might contribute to improving the quality of vocational teachers</span><span lang="IN">, especially dual expertise vocational teachers</span><span>. Based on the results of the article found that to improve the quality of vocational teacher can be improved through increasing self-efficacy and transferable skills, in addition to pay attention to teacher’s initial expertise and teaching experience.</span>
30
Gustiar, Riski, Kurniawati Kurniawati, and Murni Winarsih. "The Challenges of Teaching Indonesian History in The Teaching Factory Learning Model in Vocational High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 11, 2021): 971–78. http://dx.doi.org/10.35445/alishlah.v13i2.692.
Full textAbstract:
This study aims to identify teachers' challenges in teaching Indonesian History at SMK using the Teaching Factory learning model. This study uses qualitative methods by taking research at SMKN 28 South Jakarta. The analysis used is the grounded theory approach of Strauss and Corbin. The results illustrate three interrelated things: the Teaching Factory concept, the implementation and challenges faced by Indonesian History subject teachers, and the teacher's efforts to face these challenges. Based on the research results, it shows that the challenge faced by the teacher is the compaction of Indonesian History material in SMK. The teacher must accommodate students who cannot participate in learning activities in class and the absence of teaching materials based on the Teaching Factory. Efforts to answer these challenges based on the research results in the field can be overcome by; adjusting Indonesian History material in vocational schools, providing teaching materials that are easy to understand for students to learn independently, and making learning innovations in the skills process (KI-4).
31
Syahrir, Elvina. "KEMAMPUAN GURU BAHASA INDONESIA DALAM MENYELESAIKAN SOAL UKBI DI PEKANBARU." Madah: Jurnal Bahasa dan Sastra 5, no. 2 (August 16, 2017): 147. http://dx.doi.org/10.31503/madah.v5i2.502.
Full textAbstract:
This study was motivated by the low score of the students‘ Indonesian language in national examination that were certainly correlated with the Indonesian language teachers‘ competences. The Indonesian language techers‘ competences can be observed in doing the Indonesian language proficiency test. This study was aimed to determine the Indonesian language teachers‘ capabilities indoing UKBI and to describe about it. The data obtained describe that the Indonesian language teachers of Senior High School (SMA) have the highest scores, then the Indonesian language teachers of Junior High School (SMP), and the last ones were the teachers of elementary school (SD). Moreover, among the Indonesian language techers‘ capabilities of SMA, SMP, and SD in doing UKBI have not shown the significant differences.AbstrakPenelitian ini dilatarbelakangi oleh rendahnya nilai Ujian Nasional (UN) bahasa Indonesia siswa yang tentunya berkorelasi dengan kompetensi guru bahasa Indonesianya. Kompetensi guru bahasa Indonesia dapat terlihat dari Uji Kemahiran Berbahasa Indonesia (UKBI). Penelitian ini bertujuan untuk mengetahui kemampuan guru bahasa dan sastra Indonesia di Pekanbaru dalam menyelesaikan soal UKBI dan untuk mendeskripsikan kemampuan guru dalam menyelesaikan soal UKBI. Dari penganalisisan data diperoleh temuan bahwa nilai rerata UKBI guru SMA memperoleh skor paling tinggi, nilai rerata UKBI guru SMP memperoleh skor sedang, sedangkan nilai rerata UKBI guru SD memperoleh skor paling rendah. Akan tetapi, kemampuan guru bahasa dan sastra Indonesia dari ketiga tingkatan sekolah tersebut (SMA, SMP, SD) dalam menyelesaikan soal UKBI tidak menunjukkan perbedaan yang berarti (tidak signifikan) pada taraf kepercayaan 5 %, hal ini terlihat dari nilai Fhitung lebih kecil dari Ftabel (Fhitung = 0,11 < Ftabel = 4,35)
32
Ilyas, Hamzah Puadi. "Indonesian EFL Teachers' Conceptions of Critical Thinking." Journal of ELT Research 3, no. 1 (February 6, 2018): 29. http://dx.doi.org/10.22236/jer_vol3issue1pp29-37.
Full textAbstract:
This study aims to investigate the Indonesian EFL (English as a Foreign Language) teachers’ conceptions of critical thinking. 59 teachers coming from three different provinces (Jakarta, Banten, West Java) in Indonesia participated in this study by answering open-ended questionnaire. The questionnaire asked two questions. The first question asked whether the participant recognised the term ‘critical thinking.’ The second question asked how the participant conceptualised critical thinking. The study found that only one teacher who never heard the term critical thinking. With regard to the conceptions of critical, there were some emerging themes such as analysis, evaluation, criticism, creativity, problem solving, reflection, curiosity, and even Bloom’s taxonomy. Findings of this study are similar to the critical thinking conceptions proposed by Western academics.
33
Kuzairi, Kuzairi. "Teacher Certification: A Way to Lead Teacher for Professional Development and Lifelong Learning." Lentera: Jurnal Pendidikan 14, no. 2 (November 1, 2019): 64–73. http://dx.doi.org/10.33654/jpl.v14i2.848.
Full textAbstract:
Indonesian Government launched teacher certification program in order to increase the quality of teachers. This policy is expected to foster teacher’s competences and prosperity. In terms of competency, this program enhances teachers to develop their professionalism especially in teaching and other academic activities. Test and training are provided to take this program. Several requirements such as the minimum qualification, teacher’s portfolio are also given as the elements or components of the teacher certification program administration. Dealing with the prosperity, teachers who passed this program are also given financial support. Some studies on the effectiveness of teacher certification program were conducted. The results showed that this program does not guarantee teachers to have quality improvement. However, it does not mean this program is not successful at all or it does not have any advantage or contribution for teachers. Therefore, this paper aims to discuss on how far teacher certification program lead teachers to develop their professionalism and bring them into lifelong learning activities or situation.
34
Relmasira, Stefanus Christian, and Rose-Marie Thrupp. "PRESERVICE TEACHERS ON TEACHING WITH AND ABOUT ICT: AN INDONESIAN STUDY." Scholaria : Jurnal Pendidikan dan Kebudayaan 6, no. 3 (September 28, 2016): 163. http://dx.doi.org/10.24246/j.scholaria.2016.v6.i3.p163-172.
Full textAbstract:
<p>Teaching about and with digital technologies continues to challenge teachers. Aligned with the permeation of Information Communication Technologies (ICT) in our daily lives is the challenge of ICT in the classroom. Curriculum writers strive to identify declarative and procedural knowledge needed by future citizens. Teachers strive to design ICT-enabled learning that engages contemporary learners. The identity of a teacher of ICT and using ICT for learning challenges preservice teachers as they create their own identity in the classroom. These challenges cross borders, both geographical and cultural. Using a research approach developed by Hunt (2015), preservice teachers in a teacher education program in Central Java, Indonesia were asked to draw what teachers and ICT look like, sound like, and feel like. This study builds upon the ideas of Goodenough (1926) and Chambers (1983) to examine the views of teachers and ICT held by preservice teachers. These findings can inform the design of teacher education programs in supporting preservice teachers to build their self-efficacy as teachers teaching with and about ICT in their classroom and contribute to the construction of professional learning post-graduation.</p>
35
Febriana, Mia, Joko Nurkamto, Dewi Rochsantiningsih, and M. Rosyidi. "Teaching Rural Indonesian Schools Students: Effective Strategies." International Journal of Multicultural and Multireligious Understanding 5, no. 2 (May 23, 2018): 231. http://dx.doi.org/10.18415/ijmmu.v5i2.333.
Full textAbstract:
“Building Indonesia from the periphery by strengthening the regions and villages within the framework of a unitary state” is the third agenda of Nawacita (Nine priorities of national development agenda). This commitment reflects the current Indonesian government's concerns that prioritize development in the disadvantaged, outermost, and frontier regions (3T). It is implemented in various programs, one of which is the SM-3T program enacted by the Ministry of Research, Technology, and Higher Education of Indonesia. The SM-3T, which stands for Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal (Graduates Educating in the Disadvantaged, Outermost, and Frontier Regions), is a year program for teacher education graduates to teach in rural areas of Indonesia. This study aims to investigate teaching strategies used by SM-3T teachers in rural Indonesian schools. This research employs a narrative case study. The techniques of data collection comprise questionnaire and in-depth interview. This study can extend the existing knowledge about ELT in rural Indonesian schools, especially teaching strategies, and to improve teachers’ professionalism as they could experience conditions in rural Indonesian schools which are different from the conditions in urban schools.
36
Monica, Lidya, and Afnita Afnita. "TINDAK TUTUR DIREKTIF DAN STRATEGI BERTUTUR GURU MATA PELAJARAN BAHASA INDONESIA DI KELAS VII SMP NEGERI 31 PADANG." Pendidikan Bahasa Indonesia 8, no. 3 (February 19, 2020): 217. http://dx.doi.org/10.24036/108203-019883.
Full textAbstract:
ABSTRACT This article was written to describe the directive speech actions and speech strategies of Indonesian language teachers in class VII SMP Negeri 31 Padang. This research is qualitative with descriptive method. The sample of this study was grade VII students of SMP Negeri 31 Padang. The data of this research is the form of directive speech acts, speaking strategies and the context of the speaking of Indonesian language teachers in SMP Negeri 31 Padang in the 2018/2019 school year. The source of the research data is the speech of one Indonesian language teacher who teaches in class VII SMP Negeri 31 Padang. This research was conducted at the first meeting of the odd semester, for two meetings in the ongoing learning process.Based on the results of research and conclusions, it is suggested that the following things are suggested. (1) Directive speech acts and speech strategies of Indonesian subject teachers need to be developed, (2) Teachers are expected to use varied and good speech strategies to get the desired learning outcomes, (3) Teachers are expected to be able to use various examples of directive speech acts and appropriate speech strategies so that the process of speaking strategies that vary and discussion activities in the classroom become fun, and (4) the teacher is expected to be able to attract the attention of students in order to obtain a good learning process. Kata kunci: Tindak Tutur, Tindak Tutur Direktif, Strategi Bertutur
37
Sari, Rima Purwita. "Incorporating Cultural Exposure into Teaching Practices: Native Speaker Teacher vs Indonesian EFL Teacher." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 2 (June 4, 2020): 31–46. http://dx.doi.org/10.21831/lingped.v1i2.19896.
Full textAbstract:
As English language teacher, both Native English Speaker Teacher (NEST) and Indonesian EFL Teacher own professional competence as well their perception, assumption, beliefs and values that are shaped by their social and cultural interaction. They bring with them their personal and professional attributes into the classroom. As language and cultural aspects are interrelated, particularly since English is now a lingua franca, thus exploring how the different professional and personal background of English language teachers relates to their teaching becomes essential. The purpose of this study is to examine how teachers’ cultural exposure of the target language is incorporated and affects their teaching. This study is qualitative in nature, aiming to describe how the cultural exposures of three different types of teachers are reflected in their teaching practices. Data collection is done through semi-structured interview, class observation and document analysis. The finding shows that teacher’s cultural exposure affects their teaching philosophy and attitude considerably large, particularly in their perspective towards student-teacher rapport. The incorporation of the cultural exposure is done through content of teaching materials and instruction in the classroom. The three types of teacher demonstrate a similar approach and methods when teaching the language, despite the differences in their cultural exposure of the target language.
38
Kasmiran, Marselus Suarta. "NARRATIVE INQUIRY: PEERS’ FEEDBACKS EFFECT TO IDENTITY CONSTRUCTION OF INDONESIAN PRE-SERVICE TEACHERS." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 1, no. 2 (November 23, 2019): 59. http://dx.doi.org/10.20527/jetall.v1i2.7367.
Full textAbstract:
Teacher identity has become an issue in teaching and teachers’ professional identity development since the identity influences teachers’ teaching pedagogies and teachers’ development. Many studies have explored teachers’ identity from in-service teachers’ perspectives. Somehow, small attention has been paid to teachers’ identity construction from pre-service perspectives in Indonesian context. To fill this gap, this research investigated how Indonesian pre-service teachers constructed and reconstructed their identities through peers’ feedbacks in a micro-teaching class. There were three pre-service teachers from Sanata Dharma University who participated in this study. The data were obtained through field observations and interviews. Using Yuan and Lee’s (2015) theory, the study investigated the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggested that pre-service language teachers developed and modified their identities through peers’ feedbacks in a teaching practicum. The findings also showed that feedbacks delivered positive and negative impacts to pre-service teachers’ identity construction. Although some of the pre-service teachers did not change their beliefs, they still used the feedbacks to prepare for their next teachings. The study supported the theory that teacher identity affected to pre-service teachers’ teaching pedagogies. This paper suggested some implications for policy makers, language teacher education, and pre-service teacher education. A further research with a longer duration is expected.
39
Rohiyatussakinah, Ina. "PERCEPTION OF INDONESIAN EFL TEACHER ON THE IMPLEMENTATION OF 2013 ENGLISH CURRICULUM." Journal of English Language Teaching and Literature (JELTL) 3, no. 1 (February 17, 2020): 23–32. http://dx.doi.org/10.47080/jeltl.v3i1.789.
Full textAbstract:
2013 Curriculum in Indonesia implemented since 2014-2015 , by the Ministry of Education and Culture of Republic of Indonesia. The reason is to build character education and improving student’s creative thinking are the main reason of the new curriculum development. research perception on the implementation of 2013 English curriculum and identified problem faced by teachers in implementing it. through qualitative design, the study was conducted at one senior high school in Serang. This study discloses EFL Indonesian Teacher perception 2013 curriculum, through interview teachers for in-depth analysis. The finding showed curriculum 2013 implemented, the teacher used specific syllabus and 3 workbook applied. Most of the teachers claim that English curriculum 2013 not easily to implemented, Difficulties in applying learning revolution, rubric of assessment, and using scientific approach to improve students English skill. The results confirm that process of 2013 curriculum from teacher perception and problem occurred by teacher. It also recommended that the teacher should put more effort on applying by joining any training, workshop and improve their creativity adapt to the advance of knowledge and technology.
40
Akil, Mansur. "MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS." ALQALAM 27, no. 3 (December 31, 2010): 452. http://dx.doi.org/10.32678/alqalam.v27i3.1054.
Full textAbstract:
The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature.
Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.
41
Wibawanto, Hilmawan, Roemintoyo Roemintoyo, and Triana Rejekiningsih. "Indonesian Vocational High School Readiness Toward Society 5.0." Journal of Education Research and Evaluation 5, no. 1 (February 13, 2021): 24. http://dx.doi.org/10.23887/jere.v5i1.31567.
Full textAbstract:
Vocational high school comprehensively relates technology studies, the development of acquisition of practical skills, attitudes, and life skills. In this context, teachers play important role in forming and producing competent graduates’ need toward Society 5.0. This study aims to analyze teachers’ perceptions about vocational high school readiness toward Society 5.0. This study used a descriptive quantitative with survey method. The respondents were vocational high school teachers that have been selected using a random sampling method. The result indicated teachers’ understanding of Society 5.0 is low. The school’s readiness to facilitate learning also quite low. The assessments still generalized requirements for student achievement. On the other hand, teachers still have the motivation to learn to use technology. The majority of teachers often attend training to improve instructional media skills. Based on these results, school preparation needs to be improved in terms of teacher competence and learning support facilities for Society 5.0.
42
Hidayati, Maria, Evynurul Laily Zen, and Yazid Basthomi. "Indonesian Teachers’ Directives In English Language Classrooms." KnE Social Sciences 1, no. 3 (April 13, 2017): 164. http://dx.doi.org/10.18502/kss.v1i3.736.
Full textAbstract:
<p>English language classrooms as real language settings provide ample linguistic data, be they produced by the teachers or the students, as there are some interactions in exchanging thoughts, feelings, or ideas. Speech acts theory indicates that in using the language, people not only create an isolated series of sentences, but also carry out actions by either doing something or making others do something. By using classroom observations conducted in twelve English language classrooms, this study seeks to describe types of sentence forms and kinds of strategies used by the teachers in giving order. The findings indicate that the teachers in the Department of English, Universitas Negeri Malang, who are in a position of authority over the students, do not always impose on their students in making them do what the teachers want them to do. Even though the interactions in the classrooms are not equal as the amount of teacher talk dominates the teaching and learning process, the students (as the hearer) are aware that they should adhere to the teachers’ speech acts of ordering to be successful in their study. <strong></strong></p><p> </p><p><strong>Keywords: </strong><em>English language classrooms, speech acts theory, directives, sentence forms, speech acts strategies. </em></p>
43
Martiningsih, Sari. "PENGGUNAAN MEDIA DALAM PEMBELAJARAN BAHASA INDONESIA DI SMP." EDU-KATA 5, no. 2 (August 31, 2019): 169–76. http://dx.doi.org/10.52166/kata.v4i2.1019.
Full textAbstract:
Target of this research is to describe objectively about: (1) the kinds of Indonesian learning media, (2) the activities use media in learning of Indonesian language, and (3) the achievement of the students of SMP Negeri 3 Baureno referring to the usage of media in learning Indonesian language.To reach the target above, this research use qualitative approach. Source of data in this research is kinds of learning media used by Indonesian teachers, the teaching learning activities that use the learning media, and the students’ achievement posed at with daily test. The data collected through observation, interview, and documentation.Based on the data analysis which is described descriptive qualitative obtained the following conclusions (1) the kinds of learning media used by the Indonesian teachers in the form of conventional media, (2) the activities that use the learning media applied by the Indonesia teachers depend on the creativity of the teacher to modify the media so that the conventional media have new value because supple in its use, and (3) the achievement of students grade VII of SMP Negeri 3 Baureno referring to the usage of media in learning Indonesian language very gratifying, both aspect of language skills and aspect of language art.
44
Yulindrasari, Hani, and Putu Rahayu Ujianti. "“Trapped in the reform”: Kindergarten teachers’ experiences of teacher professionalisation in Buleleng, Indonesia." Policy Futures in Education 16, no. 1 (October 25, 2017): 66–79. http://dx.doi.org/10.1177/1478210317736206.
Full textAbstract:
Indonesia has been conducting a teacher reform program since 2005. Teachers’ low status and the crisis of student achievement are the rationales of this reform. This paper investigates the implications of Indonesian neo-liberal teacher reform on kindergarten teachers’ professional experiences and practices. The research was conducted in Buleleng regency, the northern part of Bali Province, Indonesia. This research used focus group discussion to obtain general information about teacher reform/professionalisation in the Buleleng regency. In-depth interviews were conducted to gather richer information about teachers’ personal experiences of professionalisation. Drawing from Osgood’s deconstruction of professionalism in early childhood education (ECE), this paper argues that the teacher reform policies have failed to recognise the uniqueness of ECE teaching practices, which are centred on emotion and care. The reform has also overlooked the disadvantaged conditions and unequal playing field of kindergarten teachers in the professionalisation process. Thus, despite the improvement of teachers’ individual welfare, the “regulatory gaze” of teacher reform policies poses a subtle threat to kindergarten teachers’ professional identities.
45
Lisnawati, Iis. "The Professionalism of Indonesian Teachers in The Future." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (March 30, 2018): 28. http://dx.doi.org/10.26737/jetl.v1i1.458.
Full textAbstract:
Teachers are the most crucial factor in learning. Therefore, the process and success of learning as a determinant of the quality of education in the future were determined by the professionalism of teachers. The professionalism of Indonesian teachers in the future must be in line with the demands of their profession, namely (1) having teacher competence covering pedagogic competence, personality competence, social competence, and professional competence, (2) realizing Indonesian language learning in accordance with current curriculum , (3) implementing the paradigm of 21st century learning that has nationalism, global perspective, and multi-literacy to produce graduates who have soft skill and hard skills that are superior and competitive so that they become qualified human resources.
46
Novita, Dian, and Oikurema Purwati. "Incorporating culture and textbook adaptation practice for promoting intercultural competence in ELT: Teachers’ perspectives." JEES (Journal of English Educators Society) 6, no. 1 (April 14, 2021): 96–104. http://dx.doi.org/10.21070/jees.v6i1.1059.
Full textAbstract:
It is currently accepted that language and culture are inseparable since culture becomes an essential aspect of learning a foreign language. In the Indonesian context, this broad understanding of the crucial role of culture in English teaching has raised challenges in different contexts for EFL teachers. The recent study focuses on Indonesian Junior High School teachers’ views on integrating culture in ELT and practices of textbook adaptation to help students build intercultural competence. Therefore, to meet these aims, a questionnaire and an open-ended question were employed to collect the data from fifteen participants teaching English at public and private schools in Indonesia. The study results reveal that Indonesian EFL teachers have positive attitudes on integrating intercultural competence in ELT. Still, some of the difficulties confronted by their implementation of textbook adaptation have been highlighted in promoting intercultural competence. This study suggests that EFL teachers in Indonesia should be provided with teacher training relating to textbooks adaptation and teaching culture. The implementation of ICT in ELT classrooms is also recommended. Finally, the redesign of the curriculum with more integrated intercultural competency materials should be taken into account.
HIGHLIGHTS:
The EFL teachers’ practices deal with textbook adaptation are not well implemented, although they believe that cultural competence in their teaching activities is crucial.
The English curriculum should give more room for teachers in serving the students based on their needs, preferences, and skills, especially for enhancing students’ mastery on the target language.
47
Yumarnamto, Mateus. "The Career Path of an Indonesian EFL Teacher: A Professional Capital Perspective." RELC Journal 50, no. 1 (November 23, 2017): 136–48. http://dx.doi.org/10.1177/0033688217730141.
Full textAbstract:
Three components of teachers’ professional capital are human capital, social capital, and decisional capital according to Hargreaves and Fullan (2012). These three aspects of professional capital are meant to be part and parcel of developing the teaching profession. In this article, the author focusses on professional capital as a framework by putting the emphasis on the decisional aspect. In this study, the decisional capital is not only found at the micro level of education: the classroom and school level. Beyond that, a teacher also needs to make professional decisions that will affect her/his professional growth and trajectory. To illustrate this professional path through the lens of decisional capital, the author outlines the narrative of decision-making of an Indonesian English as a Foreign Language (EFL) teacher. The findings of the study shed light on the Indonesian teacher’s journey to becoming an English teacher and how the journey has been marked by her decisions regarding her career and her engagement with the professional communities in Indonesia.
48
Syafar, Anshari. "Perceptions of Certified EFL Teachers Pertaining to Teacher Certification Program in Central Sulawesi, Indonesia." JOURNAL OF EDUCATIONAL SCIENCES 2, no. 1 (February 6, 2018): 1. http://dx.doi.org/10.31258/jes.2.1.p.1-18.
Full textAbstract:
The state and condition of Indonesian teachers have gradually changed to a better nuance due to the compensation of teacher certification program (TCP). The program has conceivably raised the status of the teachers in social and economic lives. However, the impact of the program on the improvement of overall teacher‘s quality—teaching performance as mandated by Teacher and Lecturer Law remains questionable, and the big question is what and how teachers perceive and act in response to the objective of the program. The program aims not only to increase the teachers‘ salary, but also to improve the quality of their teaching performance based on the teacher standard competence, that is pedagogical, personality, social, and professional competences. Therefore, the study explore and describe certified EFL teachers‘ perceptions concerning benefits of the program on thier social and economic lives, improvement and quality of their teaching practices; perceptions on the ways management ran the program; and expectations for better services of the TCP management.
49
Firdaus, Muhammad Anas, and Dini Restiyanti Pratiwi. "JENIS DAN POLA CAMPUR KODE DALAM PERCAKAPAN GURU DAN SISWA PADA WHATSAPP GRUP." SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia 9, no. 2 (July 5, 2021): 91. http://dx.doi.org/10.32682/sastranesia.v9i2.1872.
Full textAbstract:
This research was conducted to determine the code mixing patterns contained in the conversation between teachers and students on WhatsApp group class XII SMK Muhammadiyah 2 Andong. This research belongs to a qualitative descriptive study. The data used in the management of this research is in the form of writing, which is in the form of digital communication between teachers and students on the Whatsapp group media. The data sources of this research came from teachers and students of class XII SMK Muhammadiyah 2 Andong. The data were collected using listening techniques, tapping techniques, listening techniques without proficient involvement, and note taking techniques. The data analysis technique used is the BUL technique as the basic technique and the non-parafrasal form changing technique as a follow-up technique. The results of the analysis show that there are 3 type of code mixing with 9 patterns of mixing code in the speech. The code mix is divided into 2 patterns, namely Java-Indonesia-Java and Java-Indonesia-Java-Indonesia-Java-Indonesia. Mix code out is divided into 4 patterns, including: 1) Indonesian-English-Indonesian; 2) Javanese-English-Javanese; 3) English-Indonesian-English-Indonesian-English-Indonesian; 4) English-Javanese-English-Javanese. Meanwhile, mixed code mix was found in 3 patterns, including: 1) Indonesian-Javanese-English; 2) Indonesian-English-Javanese; and 3) Indonesian-English-Indonesian-Javanese.
50
Ayu Meiratnasari, Agus Wijayanto, and Suparno. "The Teacher’s Perspective on the Impact of Politeness Strategies in the Indonesian English Textbook on Student’s Communicative Competence." Issues in Language Studies 9, no. 1 (June 29, 2020): 166–78. http://dx.doi.org/10.33736/ils.1807.2020.
Full textAbstract:
The purpose of this study was to investigate teacher's perspectives of the impact of politeness strategies in the Indonesian English textbooks on student's communicative competence. The participants were two English teachers who taught in one of the senior high schools in Yogyakarta, Indonesia and five students. Discourse analysis of the interview data was conducted. The results showed that the teachers have a positive point of view about the authority of politeness strategies, reflected in Indonesian English textbooks, on their student's communicative competence. Unfortunately, the teachers could not explain in more detail the aspects of communicative competence which could be influenced by politeness strategies in the English textbooks. The interviews with the students indicated that politeness strategies reflected in their English textbooks supported the student's linguistic competence and strategic competence.