Garuda - Garba Rujukan Digital

Ariyanti Ariyanti

Universitas Widya Gama Mahakam

Author-ID : 3940843

Education Languange, Linguistic, Communication & Media Mathematics

Published : 2 Documents Claim Missing Document

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Articles

SEA-Teacher Students' Perspective: Challenges Teaching English Overseas in the Philippines Christie Urai Musa; Ariyanti Ariyanti
Borneo Educational Journal (Borju) Vol. 2 No. 1 (2020): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

This qualitative research helps explore and understand the meaning of human action by describing the essential characteristics of a social or human experience (Astalin, 2013). This research aims to investigate SEA-Teacher students' challenges in teaching English overseas in the Philippines in terms of difficulties, motivations, and knowledge during and after teaching English overseas. A semi-structured in-depth interview was conducted and applied to those four SEA-Teacher students to find out the challenges in teaching English overseas according to 7th batch of SEA-Teacher students in the Philippines. Those students had experienced teaching English subjects in other countries in the Philippines by joining the SEA-Teacher program, one of the Southeast Asian Ministers of Education (SEAMEO) programs and located in Bangkok, Thailand. Flow Qualitative Analysis by Miles, Huberman, & Saldana (2014) analyzes the data. The interview result showed that teaching process and teaching preparation were the most challenging in teaching English in other countries. Teaching preparation was challenging to work on the Philippines' lesson plan because of curriculum differences. They also found that they were challenging in their teaching process where they were hard to manage the classroom during their teaching class because of the students' attitude when they were not listening to the teacher's instruction. Their difficulties in teaching preparation and Process came from themselves where they did not have the confidence and knowledge to adapt to other countries full of different cultures.

The Perceptions between Teachers’ in Public and Private Schools related to the (LFH) Learn from Home Policy Sari Wahyuni; Ariyanti Ariyanti
Borneo Educational Journal (Borju) Vol. 2 No. 2 (2020): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Knowledge of the various kinds of teacher perceptions between 2 different schools about LFH policies will increase our knowledge of each teacher's strengths and weaknesses in learning activities using LFH policies during the pandemic. This research was conducted in private schools SD Darul Falah 2 Samarinda and public schools SDN 019 Muara Badak, namely four teachers and two principals. It collected data in this study using interview techniques to determine the strengths and weaknesses of LFH policies from teacher perceptions of LFH policies and questionnaire techniques to support interviews with teachers. Furthermore, The results showed that 24% of private school teachers' perceptions of the LFH policy were included in the "Disagree" category. Similar to private schools, the results showed that public school teachers' perceptions of LFH policies, namely 23.5%, were also included in the "Disagree" category. From these two results, it can be concluded that the average teacher disagrees with the LFH policy because it is considered to have many deficiencies that can impact current education development. The data subject was challenged to face in the learning process because the situation made students and teachers need a high focus level to understand what was conveyed by the teacher in daring or online learning.

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