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All Journal Language and Education Journal Jurnal Pendidikan Bahasa Inggris Indonesia
I.G.A.L.P. Utami
Universitas Pendidikan Ganesha
Education

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IMPEDING FACTORS FACED BY THE ENGLISH TEACHERS IN IMPLEMENTING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE FRAMEWORK IN TEACHING AT SENIOR HIGH SCHOOLS IN BULELENG SUB-DISTRICT N.W. Widyanti; M.H. Santosa; I.G.A.L.P. Utami
Language and Education Journal Undiksha Vol. 2 No. 1 (2019): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/leju.v2i1.20285

Abstract

This study was qualitative research design focused on investigating the impeding factors faced by the English teachers in implementing technological pedagogical content knowledge framework in teaching. This study was investigated the interview using voice recorder (handphone) and took 9 English teachers in order to investigate the impeding factors faced by the teachers in implementing technological pedagogical content knowledge framework. The result of the interview data processed by using four analysis from Miles and Huberman (1994), namely data collection, data reduction, data display and conclusion drawing/verification. The result showed that there were two impeding factors faced by the English teachers at senior high schools in Buleleng sub-district in implementing technological pedagogical content knowledge framework in teaching, they were facilities and students’ attitude. However, those could be solved by the teachers through does not using the facilities together in the same time and make the regulation for the students when implementing technology.
BUILDING SKILLS, KNOWLEDGE, AND ATTITUDE RELATED TO STUDENT-CENTERED LEARNING: A CONTENT ANALYSIS ON VIRGINIA EVAN’S ENGLISH GRAMMAR BOOK ROUND-UP F. Khoirunnisah; I.N.A.J. Putra; I.G.A.L.P. Utami
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 10 No. 2 (2022): September, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i2.740

Abstract

A textbook is considered an essential component of a learning system because it assists teachers in delivering and developing learning materials and providing a framework for teaching program activities. A learning textbook must adhere to educational objectives, instructional needs, and curriculum. This study aimed to analyze the textbook's content, whether it is qualified for teaching English, and whether it is relevant for teaching English based on the 2013 curriculum and BSNP textbook qualified standard. This study used a descriptive qualitative method. The instrument used in this study was a document analysis checklist that had been modified to reflect the 2013 curriculum and BSNP standards. The textbook assessment stages contain qualified textbook and content feasibility, language, presentation, and graphical components. The researcher found the material offered in this textbook covers all of the subject matter in the scope aspect that supports the attainment of the curriculum standard competencies and essential competencies. Through core competencies (CC) and Basic competencies (BC), this textbook presented students with the most comprehensive learning experience, allowing them to build skills, knowledge, and attitudes related to student-centered learning. The material's applicability, language, presentation, and graphic components are considered in the BSNP standard qualified textbook. Based on the result of data analysis, the researcher concluded that this English grammar book round-up indicates the qualified textbook and relevance to teach English based on the 2013 curriculum and BSNP standard qualified textbook.
THE ANALYSIS OF 4C SKILLS REPRESENTATION IN ELEVENTH GRADE SENIOR HIGH SCHOOL'S ENGLISH TEXTBOOK I.M.A.A. Gunawan; N.N. Padmadewi; I.G.A.L.P. Utami
Jurnal Pendidikan Bahasa Inggris Indonesia Vol. 10 No. 1 (2022): Maret, Jurnal Pendidikan Bahasa Inggris Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v10i1.833

Abstract

The present study aimed to analyze what 4C skills are represented in Eleventh-grade Senior High School’s textbook, dominant 4C skills represented, and the strategy of skills’ inserting. The textbook that was analyzed was entitled “Bahasa Inggris SMA/MA/SMK/MK Kelas 11” issued by the Ministry of Education and Culture Indonesia. This research used document analysis research design. Moreover, the subject includes text, images, and instructions contained in the textbook. The object examined includes the representation of 4C Skills (communication, collaboration, creativity and innovation, critical thinking and problem solving) in the textbook. The data was obtained through the checklist method to mark the representation of 4C skills in the textbook’s activity. Then, continued by in-depth methods to find out the strategy of skill inserting through the activity. The representation of the 4C skill can be seen through the instruction given in activities in the textbook. Furthermore, the textbook's dominant 4C skill is critical thinking and problem solving appear in 59 of 142 activities (41.55 percent), communication appears in 46 activities of 142 (32.39 percent), creativity and innovation appear in 20 activities of 142 (14.08 percent), and collaboration appears in only 17 activities of 142. (11.97 percent).
Co-Authors F. Khoirunnisah I.M.A.A. Gunawan I.N.A.J. Putra M.H. Santosa N.W. Widyanti Padmadewi .