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Bita Dwi Rahmani
University Of Muhammadiyah Prof. DR. HAMKA (UHAMKA), Jakarta, Indonesia
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Journal : uicell conference proceeding

 1 
Indonesian ESL Teachers’ Pedagogical Content Knowledge (PCK) in Responding to the Curriculum Changing Rahmani, Bita Dwi; Mulyono, Herri; Novitasari, Ratih
UICELL No 1 (2017): UICELL Conference Proceedings 2017
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

This research is focused on the analyzing and mapping the pedagogical and content knowledge (PCK) of In-Service English High-School teachers in Indonesia in responding the Indonesian Curriculum Changing namely Curriculum 2013. This study was also conducted since the score of Teacher Competencies Test (UKG) for Indonesian ESL teacher was still low. Therefore, the questionnaire was designed and adapted from TPACK questionnaire to gather the data of Indonesian ESL Senior High School Teacher on their perception and understanding on Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical and Content Knowledge (PCK) and also their understanding on Curriculum changing (CC) that happened recently. The data showed that the result of the teacher’s Pedagogical Knowledge (PK) and Content Knowledge (CK) were quite high with the score 50% which means that the teacher thought that they were quite competence on both knowledge. Meanwhile, there were more than 60% teachers believed that they were highly competence in implementing Pedagogical and Content Knowledge (PCK) on their teaching practice. However, in term of responding the curriculum change, most of the teachers gave the response as a quite competence rather than highly competence on the issue of curriculum changing. In short, this research shows the teacher’s perception of their own knowledge that they had in responding on Pedagogical Content Knowledge also the new curriculum knowledge. Therefore, this research is expected to be as another supporting evidence to confirm and mapping the teacher’s competences which is not only relying on the result of teacher competencies test/UKG.
Indonesian ESL Teachers’ Pedagogical Content Knowledge (PCK) in Responding to the Curriculum Changing Bita Dwi Rahmani; Herri Mulyono; Ratih Novitasari
UICELL No 1 (2017): UICELL Conference Proceedings 2017
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (688.698 KB)

Abstract

This research is focused on the analyzing and mapping the pedagogical and content knowledge (PCK) of In-Service English High-School teachers in Indonesia in responding the Indonesian Curriculum Changing namely Curriculum 2013. This study was also conducted since the score of Teacher Competencies Test (UKG) for Indonesian ESL teacher was still low. Therefore, the questionnaire was designed and adapted from TPACK questionnaire to gather the data of Indonesian ESL Senior High School Teacher on their perception and understanding on Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical and Content Knowledge (PCK) and also their understanding on Curriculum changing (CC) that happened recently. The data showed that the result of the teacher’s Pedagogical Knowledge (PK) and Content Knowledge (CK) were quite high with the score 50% which means that the teacher thought that they were quite competence on both knowledge. Meanwhile, there were more than 60% teachers believed that they were highly competence in implementing Pedagogical and Content Knowledge (PCK) on their teaching practice. However, in term of responding the curriculum change, most of the teachers gave the response as a quite competence rather than highly competence on the issue of curriculum changing. In short, this research shows the teacher’s perception of their own knowledge that they had in responding on Pedagogical Content Knowledge also the new curriculum knowledge. Therefore, this research is expected to be as another supporting evidence to confirm and mapping the teacher’s competences which is not only relying on the result of teacher competencies test/UKG.
Students Perception on Using Video Recording to Improve Their Speaking Accuracy and Fluency Rosevinda Nabila Putri; Bita Dwi Rahmani
UICELL No 3 (2019): UICELL Conference Proceedings 2019
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

The aim of this study is to explore the students’ perceptions of using video recording to improve speaking accuracy and fluency of thirty-five pre-service teacher at University of Muhammadiyah Prof. Dr. Hamka Jakarta. This study employed mixed method to analyze the data. A pre-test and post-test were obtained as the instruments and analyzed quantitatively by using paired t-test. It is used to determine the students’ speaking ability before and after implementing video recording in speaking class. In qualitative method acquired a structured interview to gain their perceptions on using video recording. The results revealed a significant increase in students' speaking abilities, particularly in their accuracy and fluency. The students also show a good perception in the use of video recording in speaking classes. They stated that video recording is an interesting thing that can be used to train their speaking skills. Therefore, it is suggested that video recording might be an alternative medium for teachers or lecturers in teaching speaking. Keyword: Students’ perception, Video recording, Speaking Accuracy, Speaking Fluency.
Co-Authors . Burhayani Fitri Alyani Herri Mulyono Krisna Satria Perbowo Masnidar Tanjung Novitasari, Ratih Perbowo, Krisna Satria Ratih Novitasari Rosevinda Nabila Putri Trisna Roy Pradipta Trisna Roy Pradipta, Trisna Roy