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Tamansiswa International Journal in Education and Science (TIJES)
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : -     EISSN : 27151808     DOI : 10.30738
Core Subject : Science, Education, Social,
Chemistry Education Neuroscience Social Sciences Other
The focus of the Tamansiswa International Journal in Education and Science (TIJES) is on education and science research with some scopes below: - comparative education - critical pedagogy - curriculum development - educational leadership - educational philosophy - educational psychology - educational technology - economics and business sciences - social sciences - math and natural sciences - computer sciences - computer and information sciences - technology and innovation sciences
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 1 No 1 (2019): October 2019" : 5 Documents clear
The Impact of Information and Communication Technology on Pedagogy: Benefits, Issues, and Challenges Maria Corazon Saturnina A Castro
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 1 (2019): October 2019
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i1.5444

Abstract

Information, Communication, and Technology (ICT) in education refers to the use of computer-based communication that incorporates into classroom instructional process (Ghavifekr and Rosdy, 2015). Technologies like computers, internet, broadcast technology are used to improve the effectiveness of the teaching and learning processes. Both teachers and students benefit from ICT. ICT in the classroom can result in higher learner motivation and can facilitate the transmission of basic skills. In addition, independent learning is supported by ICT. On the part of the teachers, it has been noted that many teachers view ICT as something that can assist them in the teaching process. Most teachers are of the opinion that the use of ICT helps them improve teaching through updated teaching and research materials accessed online. These materials allow them to design more interesting lessons and activities for the students. They also enable teachers carry out research beyond physical borders. Despite the benefits that the use of ICT in classroom brings, there are issues and challenges that need to be addressed. Among these are 1) lack of technological skills on the part of the teachers; 2) lack of technological tools/equipment; 3) high cost of facilities and infrastructure; 4) lack of technical support. It cannot be denied that ICT plays a significant role in changing the teaching and learning processes for the better. However, teachers must learn new skills that would enable them to adapt to a new and challenging teaching environment. There is also a serious need for a strong government support and institutional commitment to ensure successful and consistent teacher training and to improve ICT infrastructure in schools. Keywords: Information, Communication, Technology, Pedagogy/Education
Evaluating 2013-Curriculum Implementation on English Subject of Junior High School in Yogyakarta, Indonesia Nanik Supriani; Hanandyo Dardjito; Endah Kunti Istiqomah
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 1 (2019): October 2019
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i1.5445

Abstract

The purpose of this study was to evaluate the implementation of 2013 - curriculum of English in three junior high schools in Yogyakarta, Indonesia. Evaluation is carried out by applying the Context, Input, Process and Product (CIPP) Model. This study invited a volunteer of a curriculum development expert, English teachers, and students to be the participants. The analysis on the documents, observation, and interviews indicated that the basic competence and the core competence met the students’ needs. This study also found that there were no criteria in regard with the targeted language form and the teaching learning process focused more on practicing in answering test drills to prepare the students for the national final exam. The findings indicated that students experienced difficulties with vocabulary they had never been taught at school and were challenged with long sentences while the test designer had problem in assessing text level of difficulties. Findings also showed that the students’ proficiency was moderate. Keywords: content standard, CIPP Model, English subjects, evaluation, 2013 curriculum
The New Speaking Progress Test Design for Economics and Business Students in Indonesia Adhi Kusuma; Warissara Audjam
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 1 (2019): October 2019
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i1.5446

Abstract

This study is to see the application of a new designed speaking progress test for the English 4 subject which has not done yet at one of the university in Indonesia. This aims to assess students during their learning and needs, and to evaluate the course. The new speaking test design was a progress test run formally on semester 4. It was adopted the model of IELTS test which consisted of three parts, used the TSE scoring scale and ETS rater system. All aspects in this test follow the compulsory requirements of a test such as reliability, validity, practicality, and impact. The test was a face-to-face interview test (Weir, 2005, p. 143). Time allocated for the entire test was not more than 15 minutes. The data taken from the five chosen trial students of semester 5. The actual test design was intended for the student of semester 4, but the examiner and the rater were the real ones. However, the age, learning background, and the general proficiency level of these five trial students were nearly similar to the intended candidates for the test design.  Since the TSE was not familiar to the students, the students got two kinds of score. The first final result of the TSE score were between 40–50. The second final result was scored using the range of 100. It showed between 66.7–83.3.  Both of the final results showed that this new design really tested the progress of the students. The design met the students’ needs and evaluates the course. This innovative model of test was proposed to be trialled in the progress test in semester 4 next year.Keywords: Speaking Test, IELTS model
Promoting Autonomous Learning Using Self-Discovery Technique with Self-Prepared Worksheets in Extensive Reading Class Victa Sari Dwi Kurniati; Kankamon Suthum
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 1 (2019): October 2019
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i1.5447

Abstract

This research is an action research that investigates the implementation of self-discovery autonomous learning using self-discovery technique with self-prepared worksheet in extensive reading class. The study was conducted in the contexts of a classroom teaching and learning situation. Self-discovery learning is believed to be effective in helping the students to improve their reading skills because this technique forces student to be autonomous learner. The study used action research model by Kemmis and Taggart. However, the researcher does not use cyclic treatment in this study, instead its implemented in one big cycle in one semester. As it is needed to be implemented in the whole semester to get the real result. The autonomous learning using self-discovery technique with self-prepared worksheet in extensive reading class was able to improve the students’ achievement in extensive reading, it is indicated in the post test scores compared to the pre-test score. Nevertheless, there are positives and negative effects found during the acting and observing phase. The positive effects are the students become more active in class, the students can explore the text freely as they like, thus, lead to the students’ better communication. Whereas, the class becomes noisy since the students have to discuss in their group and the lecturer had more burdens in finding, selecting, choosing and providing the text for the class activities. Keywords: autonomous learning, self-prepared worksheet, extensive reading.
A Reflective Study on SEA Teacher Practice: from Thailand to Indonesia Ima Widyastuti; Kewwalee Kumyai
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 1 No 1 (2019): October 2019
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v1i1.9640

Abstract

The goal of the Pre-service teacher program or SEA Teacher Program under the SEAMEO are for providing the experience to the partner universities in teaching internationally, improving their English skills, as well as expanding their worldwide networking and knowledge. Through the program the students require to do observation, teaching assistance, teaching, and reflection on what they experience at the pointed schools. Though the program is well established, however, some lacks are still existed. The present study aims to reflect what the four participants experience during the pre-service teacher program. The discussion of the interview and observation data is conducted under the reflective study on four points namely school and class observation, teaching assistance, teaching, and reflection.

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