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<![CDATA[PRIMARY SCHOOL PRE-SERVICE TEACHERS’ PERSPECTIVES ON PRIMARY YEARS PROGRAM AND ITS IMPLEMENTATION ]]>
<![CDATA[Setyawan, Theresia Yunia]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.325
<![CDATA[As one of the most widely used international primary curricula in the world, the Primary Years Program (PYP) introduced by the International Baccalaureate Organization (IBO) has significantly increased its number of world schools in the Asia Pacific region including Indonesia. With the increased number of IB World Schools in the country, there comes a need to prepare for teachers qualified for teaching using the PYP as their framework. Indonesian higher educational institutions are therefore required to not only prepare teachers qualified in their teaching profession but also those having an open mind towards international education in general. It is important, then, to have insights on what these pre-service teachers think about international primary education, especially about the PYP and its implementation in primary schools in Indonesia. These perspectives will make useful raw data on the characteristics of Indonesian primary pre-service teachers and their readiness to take their professional career in any international primary schools including the IB world schools.doi.org/10.24071/ijiet.2017.010105]]>
<![CDATA[PLURALISTIC AND MULTICULTURAL EDUCATION IN THE INDONESIAN SCHOOLS ]]>
<![CDATA[Suparno, Paul]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.328
<![CDATA[Indonesia consists of many islands, cultures, ethnicities, and religions. This country will be strong if its people would like to live and work together peacefully. It can be done if they accept their differences and want to work together as one nation. The spirit should be taught since the elementary schools until universities. Thus, the curriculum, teachers, and teacher training institutes should be pluralistic and multicultural. Indonesian schools should provide and improve the pluralistic and multicultural spirit and environment, because there are still many obstacles in these matters.DOI: https://doi.org/10.24071/ijiet.2017.010102]]>
<![CDATA[INVESTIGATING NON-ENGLISH DEPARTMENT STUDENTS’ MOTIVATION IN EFL WRITING ]]>
<![CDATA[Lathif, Masyhudi]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.324
<![CDATA[This research explores students’ voices towards motivation in English writing. It particularly scrutinizes the factors influencing students’ motivation in the teaching and learning process of writing. The participants of this study were 20 non-English department students enrolled in English IV subject which was a general English course offered by Language Training Centre of Muhammadiyah University of Yogyakarta. The data were collected through a questionnaire with open-ended questions in which the participants were asked to write their opinion and reflection with regard to the issue. The results of this study revealed that there were six factors fostering learners’ motivation in EFL writing class. These factors were institutional demands, linguistic needs, enthusiastic and inspiring teachers, engaging activities and tasks, interesting topics, and positive learning atmosphere. The present study suggested that there should be a collaborative negotiation between the teacher and students to create an enjoyable learning atmosphere. This also necessitated teachers to examine learners’ needs, institutional expectations, as well as their characteristics and voices in EFL writing.doi.org/10.24071/ijiet.2017.010104]]>
<![CDATA[TEACHING AND LEARNING SCIENCE: STUDENTS’ PERSPECTIVE ]]>
<![CDATA[Rohandi, Rohandi]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.329
<![CDATA[There is widespread concern for the situation of school science regarding contents and teaching methods. In this study, based on open questionnaire data, we explore Indonesian students’ difficulties and their learning preference in science at two secondary schools students. In this paper how students perceive science as a subject and how the science instruction are expected to happened in classroom setting are described and discussed. Based on findings, the teaching of science needs to be emphasized more on the relevancies to students’ experiences and on knowledge in context.doi.org/10.24071/ijiet.2017.010103]]>
<![CDATA[IN SEARCH OF PRONOUN EQUIVALENCE: CHALLENGES IN TEACHING INTERPRETING ]]>
<![CDATA[Prihantoro, Prihantoro]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.322
<![CDATA[There are some challenges in Interpreting; in this study, we focus more on the interpreting of pronouns from English as Source Language (SL) to Indonesian as Target Language (TL). The data was collected within simulations in classroom setting. The results showed many unnatural translation of pronoun ‘it’ and ‘this’. References of these pronouns are anaphoric and may take different linguistic units (clause, phrase, word). There were some strategies employed to achieve natural interpreting in TL. Some students repeated the reference(s); but they need to recover the whole references (might be very challenging when the reference(s) are complex). Other strategies are partial recovery, or lexical addition that complies with TL structure. There are some suggestions for an interpreter to deal with the challenges; one of them is to be familiar with the topic of what they are interpreting. In this way, they do not have to rely on short-term memory skills to decide which strategy to employ.DOI: https://doi.org/10.24071/ijiet.2017.010101]]>
<![CDATA[TOLERATING STRUCTURAL AMBIGUITY IN GRAMMAR LEARNING ]]>
<![CDATA[Kurniasari, Monika Dini]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.330
<![CDATA[Teaching grammar is believed to be a way to help learners use English correctly and appropriately. However, as English teachers, we sometimes find that a word, phrase, or sentence is ambiguous as it has more than one meaning. The ambiguity, however, can be noticed if one really has a linguistic knowledge on how to analyze the phrase or sentence. There are two kinds of ambiguity (lexical and structural). This paper explores structural ambiguity. Structural ambiguity occurs when a phrase or sentence has more than one underlying structure. The phrase can be disambiguated by putting it in a sentence with some sort of formal indicator which helps the reader or hearer to recognize the sentence structure. Some of the signals include function words, inflections, affixes, stress, juncture, and punctuation. The rest of this paper discusses some types of structural ambiguity, how they differ, and some possible ways to resolve them in order to have understanding for the learners.DOI:https://doi.org/10.24071/ijiet.2017.010108]]>
<![CDATA[MATHEMATICAL LITERACY PROFILE OF GRADE VIII STUDENTS OF SMP PANGUDI LUHUR 1 YOGYAKARTA USING PENDIDIKAN MATEMATIKA REALISTIK INDONESIA APPROACH ]]>
<![CDATA[Larasati, Stephani Rangga]]>;
<![CDATA[Rianasari, Veronika Fitri]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.326
<![CDATA[This research aims to investigate mathematical literacy of students grade VIII SMP Pangudi Luhur 1 Yogyakarta before and after learning using the Pendidikan Matematika Realistik Indonesia (PMRI) approach. This research was a descriptive qualitative research. The research subjects were 36 students of class VIII-F, SMP Pangudi Luhur 1 Yogyakarta. This research was conducted in March until July of 2016. The data was collected through observation, instructional video recording, and the results of pretest and posttest. Pretest and posttest was designed based on the characteristics of PISA (Program for International Student Assessment) problem. Instructional video was analyzed in qualitative with making a transcript of the video, determining topics of the data, and categorizing the data. The results of pretest and posttest were analyzed qualitatively to determine the students’ ability of mathematical literacy. The findings showed that before the implementation of PMRI the students get a better result in solving PISA problem level 2 compared with the result in solving PISA problem level 3, but after the implementation of PMRI the students get a better result in solving PISA problem level 3 compared with the result in solving PISA problem level 2. It is affected by PMRI learning which applied more focused to guide students to construct their mathematical knowledge instead of doing routine exercises of solving PISA problems.doi.org/10.24071/ijiet.2017.010106]]>
<![CDATA[A COMPARATIVE STUDY ON DIGITAL-BASED AND NON-DIGITAL-BASED LEARNING MANAGEMENTS IN SANATA DHARMA UNIVERSITY YOGYAKARTA ]]>
<![CDATA[Dalyono, C. Teguh]]>;
<![CDATA[Mudayen, Y. M.V.]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.331
<![CDATA[This study aims to: 1) determine whether there is a significant difference in effectiveness of learning management by lecturers of USD who use Digital Learning Resources (SBD) with those who do not use SBD based on the students’ perception; 2) determine whether there is a significant difference in the ability of the lecturers who use the SBD and those who do not use SBD in managing the courses according to the students’ perception; 3) determine whether there is a significant difference in the ability of the lecturers who use SBD and those who do not use SBD in empowering students according to the students’ perception. This study analyzes the effectiveness of learning management among 38 lecturers USD who consisted of 19 lecturers who use SBD and 19 lecturers who do not use SBD. The data analysis uses independent difference sampling t-test technique. The results of the study are as follows: First, there is a significant difference in the effectiveness of the lecturers who use SBD with those who do not use SBD in learning management according to the students’ perception with t-value of 2.405 and asymptote significance (2-tailed) of 0.022 smaller than alpha 0.05. Second, there is a significant difference in the ability of lecturers who use the SBD with those who do not use SBD in managing the course according to the students’ perception with t-value of 2.210 and asymptote significance (2-tailed) of 0.041 smaller than alpha 0.05. Third, there is no significant difference in the ability of lecturers who use SBD with those who do not use SBD in empowering students with t-value of 2.627 and asymptote significance (2-tailed) 0.013 smaller than alpha 0.05.doi.org/10.24071/ijiet.2017.010109]]>
<![CDATA[THE DESCRIPTION OF TEACHERS’ STRESSOR AND MANIFESTATION OF SPECIAL NEEDS TEACHERS IN INCLUSIVE AND SPECIAL SCHOOLS IN JAKARTA ]]>
<![CDATA[Widyawati, Yapina]]>;
<![CDATA[Felicia, Felicia]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.327
<![CDATA[Teachers for special needs children are needed in inclusive and also in special schools (SLB). In inclusive schools, teachers who teach special needs children usually the class teacher or subject teacher. They usually have general pedagogic educational background. They were not specialized in teaching exceptional children. While on SLB, teacher had educational backgrounds from special education pedagogic. Both of them were dealing with different characteristics and their respective obligations demands. This situation could become a stressor that could affect learning. This research is a descriptive study. Characteristics of the sample in this study are that teachers who are between 20 and 65 years old, men and women, who teach at the elementary nation Inclusion and SLB. Participants obtained by the accidental sampling method were 67 people. Study showed that their stressor was from specific events relating to work. Source of their mild stress was setting time balance between personal time and work. A manifestation of stress occurs in the form of fatigue arising with regard to the perceived pressure. To reduce or minimize the stress that arises, necessary training and seminars to enrich their knowledge were needed, their also need good communication between the teacher and the school and build tolerance among co-workers.doi.org/10.24071/ijiet.2017.010107]]>
<![CDATA[TOLERATING STRUCTURAL AMBIGUITY IN GRAMMAR LEARNING ]]>
<![CDATA[Monika Dini Kurniasari]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.330
<![CDATA[Teaching grammar is believed to be a way to help learners use English correctly and appropriately. However, as English teachers, we sometimes find that a word, phrase, or sentence is ambiguous as it has more than one meaning. The ambiguity, however, can be noticed if one really has a linguistic knowledge on how to analyze the phrase or sentence. There are two kinds of ambiguity (lexical and structural). This paper explores structural ambiguity. Structural ambiguity occurs when a phrase or sentence has more than one underlying structure. The phrase can be disambiguated by putting it in a sentence with some sort of formal indicator which helps the reader or hearer to recognize the sentence structure. Some of the signals include function words, inflections, affixes, stress, juncture, and punctuation. The rest of this paper discusses some types of structural ambiguity, how they differ, and some possible ways to resolve them in order to have understanding for the learners.DOI:https://doi.org/10.24071/ijiet.2017.010108]]>
