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Barli Bram
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Universitas Sanata Dharma, Jl. Affandi/Jl. Moses Gatotkaca, Depok, Caturtunggal, Sleman, Daerah Istimewa Yogyakarta 55281
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INDONESIA
IJIET (International Journal of Indonesian Education and Teaching)
Published by Universitas Sanata Dharma
ISSN : 25488422     EISSN : 25488430     DOI : https://doi.org/10.24071/ijiet
Core Subject : Education,
Education
Arjuna Subject : -
Articles 24 Documents
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Search results for , issue "Vol 2, No 2 (2018): July 2018" : 24 Documents clear
LEARNING POETRY AS A STRATEGY TO DEVELOP TEACHING SKILL AMONG STUDENTS Maria Ika Mulatsih
IJIET (International Journal of Indonesian Education and Teaching) Vol 2, No 2 (2018): July 2018
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v2i2.1092

Abstract

Generally, learning poetry has some functions which deal with oral language development, student learning style expansion, world engagement with its content, and cultural awareness exploration. The fact is that not only does Indonesia government try to put aside learning literature from all language study programs, but also some practitioners argue that there is no link between learning poetry and developing students teaching skill in some teachers training departments. This article argues that learning poetry can be a medium to develop students teaching skill in sharing the knowledge independently and creatively. Some practices that have been conducted in two poetry classes of English Language Education Program, Sanata Dharma University in 2017 are being discussed in relation to improve students teaching skill as preliminary activities before having a micro teaching class. Additional data about students response toward the practices are also shown. It was found that 82% students agreed that those practices developed students teaching skill in sharing the knowledge that they got.DOI: https://doi.org/10.24071/ijiet.2018.020203
THE EFFECTIVENESS OF CAREER GUIDANCE PROGRAM FOR PSYCHOLOGY STUDENTS Monika Monika
IJIET (International Journal of Indonesian Education and Teaching) Vol 2, No 2 (2018): July 2018
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v2i2.1564

Abstract

Making a career decision is a complex process. Although some people make decision easily, others face difficulties in making their career decision. Therefore, identifying their difficulties in career decision-making process is an essential step to provide students needs in their career planning. According to Gati, Krausz, and Osipow (1996), the proposed taxonomy of career decision-making difficulties was developed through interaction and sequential interplay between theoretical considerations and empirical testing. Specifically, in the proposed taxonomy the difficulties are divided into three major categories. The first major category is Lack of Readiness. Then the second and the third major categories are Lack of Information and Inconsistent Information. The participants of this study were 95 psychology students divided in two groups (experimental and control groups). The aim of this study is to describe career decision-making in psychology students and to determine the difference of career decision-making difficulties in students with different semesters. The result of this study shows that The Career Guidance Program is effective for decreasing difficulties of career decision-making (lack of information, inconsistent information, and total difficulty), but less effective to decrease the lack of readiness.DOI: https://doi.org/10.24071/ijiet.2018.020212
ENGLISH TEACHER PARTICIPANTS ENGAGEMENT IN ONLINE LEARNING SESSION OF TEACHING PROFESSION CERTIFICATION PROGRAM Pius N. Prihatin
IJIET (International Journal of Indonesian Education and Teaching) Vol 2, No 2 (2018): July 2018
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v2i2.1208

Abstract

This research analyzes the engagement of English teachers who participated in the preparation of Teaching Profession Certification Program (TPCP/PLPG) in Sanata Dharma University. There were 70 English teachers from many schools in the Province of Central Java who participated in the online learning session before they follow the workshop session. The result of this analysis indicated that the level of active participation of the participants in the online learning session is very low. Although the mean score of the frequency of access (= 42.39) is above the expected frequency of access (24), the mean score of frequency of message (= 9.32) is far below the expected frequency of message (72). In addition, there are no significant differences between the engagement of male and female participants in both the frequency of access and the frequency of messages. Furthermore, the frequency of access indicates a weak correlation with the scores of final examination (r = 0.21, p .05), but the correlation between the frequency of access and the final examination scores does not significantly exist (r = 0.02, p .05). It is recommended that future attempts to carry out the online activities in professional development programs for English teachers should be focused on encouraging instructors and participants to be more engaged in the online learning environment.DOI: https://doi.org/10.24071/ijiet.2018.020201
CONNECTING ENGLISH LANGUAGE TEACHING WITH 12 BRAIN/MIND LEARNING PRINCIPLES Jorge Correa Rodriguez
IJIET (International Journal of Indonesian Education and Teaching) Vol 2, No 2 (2018): July 2018
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v2i2.1260

Abstract

On a daily basis, teachers all over the world modify their students brain when they teach the contents that the students need to learn; this biological, cognitive and behavioral process is called learning. From a biological, cognitive and educational point of view, those modifications are totally necessary for the development of the learners. One of those so called brain-modification experiences occurs when they learn English. Then, you may wonder, how could these modifications (learning) be enhanced? In order to answer this question, this paper suggests a connection between 12 brain/mind learning principles(Caine, Caine, Klimek, McClintic, 2009) and English teaching aiming to make it more effective. The reason for this connection is that if teachers become aware of the way the brain learns, their practices may be enhanced leading to more effective teaching and learning (Geake, 2009). Thus, in order to state this connection, every principle is presented, described and followed by some general practical suggestions related to English teaching. It is necessary to mention that all the included suggestions will be simply examples; it would be then the task of the reader, the teacher or instructor, to ignite her creativity by applying the principles in her particular context to enhance her teaching practices and promote English language learning among students.DOI:https://doi.org/10.24071/ijiet.2018.020208

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