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Proceeding 7th International Seminar on Regional Education
Published by Universitas Riau
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 135 Documents
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INVESTIGATING THE RELATIONSHIP OF EMOTIONAL INTELLIGENCE TOWARDS ACADEMIC ACHIEVEMENT AMONG TESL TEACHER TRAINEES IN MALAYSIA INSTITUTE OF TEACHER EDUCATION Abd. Aziz, Azlinda
Proceeding 7th International Seminar on Regional Education Vol 3 (2015): Educational Community and Cultural Diversit
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Abstract Teacher trainees need to be well equipped to face the 21st Century education. Emotional characteristics of teachers emerged to be significantly important as their intellectual development in order to overcome the future obstacles and challenges in the proffesion.Emotional intelligence is the ability to manage emotions. It is discussed on four dimensions namely self-emotion appraisal, others’ emotion appraisal, regulation of emotion and use of emotion.This study is conducted to investigate the relationship of emotional intelligence dimensionstowards academic achievement among TESL (Teaching English as a Second Language) Teacher Trainees. Each of the 500 participants completed Wong and Law Emotional Intelligence Scale (WLEIS), a self-report scale based on four- dimensional definition of emotional intelligence. Data were analysed through descriptive statistics using SPSS and multivariate analysis using Structural Equation Model (SEM) via Analysis of Moment Structure (AMOS) software. The results showed that there is a significant relationship between two emotional intelligence dimensions, namely use of emotion and regulation of emotion, towards academic achievement. Findings imply that the development of emotional skills should be strengthen and enhanced in planning the curriculum for teacher trainees. This is important so that the future generations of teachers will be well balanced in term of cognitive and emotional domains.Keywords: emotional intelligence, academic achievement, teacher trainees, Teaching English as Second Language
DEVELOPMENT OFBIOTECHNOLOGY TEACHING MATERIALS WITH ENVIRONMENTAL BIOTECHNOLOGY CONCEPT BASED ON BIOLOGICAL EDUCATION FKIP UR STUDENT RESEARCH
Proceeding 7th International Seminar on Regional Education Vol 3 (2015): Educational Community and Cultural Diversit
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Abstract This research aims to determine the application of various bio-activator to the vegetable and leaf waste to produce compost anddeveloping the biotechnology teaching materials with environmental biotechnology concept based on biological education FKIP UR student research.The research was conducted from April to November 2014. This study consisted of two stages, namely composting stage of vegetable waste and leaves with a bio-activator EM-4, Orgadec and Acticomp and material development stage from the research results. Composting stage using the True-Experimental Research with the RAL that consisting of 4 treatments and 3 replications. Research procedure consisted of four stages, namely preparation of tools and materials, the implementation of composting stage, observation of the composting process and the completion stage. Parameters in this research is the texture, length of composting, C/N ratio of compost. Data were analyzed quantitatively and qualitatively. The second stage, development of teaching materials referring to the R & D research approaches by using model ADDIE. The instrument that used for data collection are sheets of validation. Data were analyzed descriptively. The results showed that Acticomp bio-activator is the best bio-activator to produce compost from vegetable waste and leaves. Results of the research can be developed as a teaching material on the concept of environmental biotechnology in Biotechnology subjects.Keywords: teaching material, environmental biotechnology , based on research
ENGLISH LANGUAGE TEACHING PROBLEMS IN INDONESIA Gultom, Effendy
Proceeding 7th International Seminar on Regional Education Vol 3 (2015): Educational Community and Cultural Diversit
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Abstract The problems of English teaching in Indonesia have been by many experts and practitioners in the field. Most people focus on the suitable methods of teaching. Some of the methods that have been used are grammar-translation method, direct method,, structural method, reading method, audio-lingual method, situational method, total physical response method, and communicative approach. As a result,Indonesian government or the department of education keeps on changing the methods of teaching English as a foreign language. It is true that we need to keep up with the progress in teaching methodologies. But there are many other factors that we need to consider when we want to be successful in our English teaching program. First of all, the teaching of English as a foreign language has always been considered very important in Indonesia in order to be able to compete with other countries in terms of science, commerce, and technologies. But in real practice the government does not seem to show seriousness in the matter. Let us look at the curriculum and syllabus. In a way, the content of the English syllabus is very dense. It covers all the language skills and components. But the result of the teaching learning process is still not satisfactory.Whenwe look at the teaching-learning process that has been done in public schools, we can probably say that the unsatisfactory result was caused by some factors. First of all, language teaching is different from other subjects teaching. Language teaching is not just a matter of teaching the knowledge. It is more of teaching the skills. It takes a long time to train someone to become fluent in using the language skills.In reality, the class size is usually big while the allotted time for English subject is very little and the meeting frequency is very low. A Foreign language must be taught intensively in small classes with high frequency of meetings. It is best if it is conducted on the daily basis so that the students can achieve quick results and progresses. When the students can feel the progress, they will be motivated to learn more.Keywords: English, language teaching, problems
CONSTRUCTING RUBRICS FOR GENRES AND SHORT FUNCTIONAL TEXTS: (A New Challenging Task for English Language Teachers) Azhar, Fadly
Proceeding 7th International Seminar on Regional Education Vol 3 (2015): Educational Community and Cultural Diversit
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AbstractTo enable the students of junior and senior high schools in Indonesia to write such short functional texts as announcement, message, advertisement, brochure, and letters; and such genres as narrative, recount, news item, report, descriptive, explanation, procedure, analytical exposition, hortatory exposition, discussion, is the main target of the teaching of writing skill (Curriculum 2004, 2006, and 2013). To reach this target, of course, teachers should teach all theoretical concepts related to these kinds of texts and ask students to write. However, teachers prefer to give only the examples of each short functional texts and genres; and in the real classroom evaluation, students are required to answer a multiple-choice question that is similar to reading comprehension. This condition also happens in the school-leaving exams and national exam. Consequently, students got difficulties to write a grammatical and well-organized genres as well as short functional texts; even the teachers will have no experiences at all on how to construct a fit, proper, and feasible rubric for those texts. This is due to fact that more than 50% of new students (i.e. freshmen) of English Department Faculty of Education and Teacher Training University of Riau Pekanbaru have moderate to low levels ability in writing skill, particularly in terms of genres, short functional texts including essays or projects (Results of Writing Course I, Academic Year 2014/2015). In relation to this, about most English teachers of Province of Riau attending Education & Training of Certification (18-27 October 2015) said that they had difficulties to construct rubrics for a specific short functional text. This paper will try to disclose how to construct and apply rubrics for those texts that will be a new challenging task for English language teachers within Riau Province and Indonesia.Key words: constructing, rubrics, genres, short functional texts
IMPROVING AUTONOMOUS LEARNING AND LEARNING OUTCOMES OF STUDENT THROUGH GENERATIVE LEARNING ON LINEAR ALGEBRA SUBJECT
Proceeding 7th International Seminar on Regional Education Vol 3 (2015): Educational Community and Cultural Diversit
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AbstractThe real condition on activity learning of linear algebra subject showed that the autonomous learning of students were not optimal yet. It was observed from their activities on learning, such as exploration, elaboration, confirmation and problem solving which they were still doubt and not having the ability. According to the researcher who having experience as the lecturer of linear algebra subject, that conditions were the source of difficulty for students on building their knowledge. Based on that, the researcher tried to develop the new innovation of learning to build the knowledge through the building of impression, the construction of knowledge and generalized it by implementing the model of generative learning. The problem of this study is whether the implementation of generative learning model can improve the autonomous learning and learning outcomes of students. Despitefully, the researcher also observed the quality of learning during the implementation of this learning model. This study was action research with the subject was the students who attended the linear algebra subject on odd semester academic year 2011/2012. The statistic test used Wilcoxon test because the data of this study was not distribution normal. The result showed that the implementation of generative learning model gave the positive impact to the learning quality, autonomous learning and learning outcomes of students on linear algebra subject.Keywords: Generative Learning, Autonomous Learning, Learning Outcomes
HOOK ON TO THE FIGURE (A strategy to the Teaching of Narrative Essay Writing) Binte Ali, Fawziyah
Proceeding 7th International Seminar on Regional Education Vol 3 (2015): Educational Community and Cultural Diversit
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Abstract We experience amusement, the sublime, sorrow, joy, pleasure, and awe in our ordinary life. These are the starting point for aesthetics, the starting point for reflecting on the nature, the value, and the quality of our experiences of the natural and constructed environments and of various aspects of ordinary life. This has led to the theme of this research study – To empower students’ Narrative Essay Writing skills using Malay Language with a view that they put their experiences in words and associated them with ideas of creativity and contrasted with reason and logic. This research study responds to this challenge by doing three things. First, it adopts the “Making Thinking Visible” approach by Ritchhart (2011) as the main framework for the derived Narrative Essay Writing programme in this study. Second, it uses the thinking routine of “See-Think-Wonder” for students to experience in a multitude of ways for a given object, event, or a series of events. Third, it incorporates my personal teaching strategies on how to induce richness in narrative writing by ensuring students include “See”, “Hear”, “Smell”, Taste”, “Feel”, “Think” and use “metaphors” and “poems” in their writing. Finally, experiences and knowledge gained for teaching “narrative essay writing” are described as a series of five action research cycles with a view to show other fellow teachers what it would be like in their class with their students.Keywords: Making Thinking Visible (MTV), Thinking Routines, See-Think-Wonder (STW)
THE EFFECTIVENESS OF WEB-BASED INSTRUCTION ON WRITING SKILL OF ENGLISH DEPARTMENT STUDENTS OF FKIP RIAU UNIVERSITY
Proceeding 7th International Seminar on Regional Education Vol 3 (2015): Educational Community and Cultural Diversit
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Abstract This quasi-experimental research aims to test the effectiveness of teaching writing by using web-based instruction on writing skills of English Department students of Teacher Training and Education Faculty (FKIP)Riau University.The formulation of theproblemto beaddressed is: Is there any effectiveness of web-based instruction on writing skills of English Department students of FKIPRiau University? The research was conducted at English Department ofFKIP Riau University during odd semester 2014-2015. Cluster sampling technique was used to select two classes of students to become the sample of this research. One class of students was used for experimental class and another one was used as a control class. Students in the experimental class were taught by using web-based instruction methodand students in the control class were taught by using conventional method. Instrument used in this research was a writing test and the data were analyzed by using SPSS version 19.0.The finding showed thatweb-based instruction was effectively improved the students’ writing ability.Key words:web-basedinstruction, writing skill
APPLICATION OF ‘ DISCOVERY LEARNING’ LEARNING STRATEGY IN IMPLEMENTATION OF BASIC MICROBIOLOGY COURSE’S PRACTICE TO INCREASE 21ST CENTURY SKILL ON COLLEGE STUDENT OF BIOLOGY EDUCATION PROGRAM Sayuti, Irda
Proceeding 7th International Seminar on Regional Education Vol 3 (2015): Educational Community and Cultural Diversit
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Abstrak There was conducted Class Action Research which purpose is to increase 21st century skill on Basic Microbiology course by applying Discovery Learning learning strategy. This research took 6 months to conduct, from September 2014 to February 2015 and whose subjects are 20 college students of Biology Education Program in Academic Year of 2014/2015. The instrument of this research are syllabus, course’s curriculum, student worksheets, post test, daily test, and 21st century skill’s observation sheet. Result of the research discovered that the application of Discovery Learning learning strategy is able to increase students’s 21st century skill. It shown by the raising of the 21st century skill score’s mean from the first cycle within 86,38% to 90% in the second cycle.Keywords : Discovery Learning, 21st Century Skill, Basic Microbiolog
INCREASING PEDAGOGICAL COMPETENCE OF ELEMENTARY SCHOOL TEACHERS’ THROUGH LESSON STUDY IN TAMBUSAI DISTRICT ROKAN HULU REGENCY Erna, Maria; Holiwarni, Betty
Proceeding 7th International Seminar on Regional Education Vol 3 (2015): Educational Community and Cultural Diversit
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AbstractImprovement of pedagogical competence of Elementary School teachers in Tambusai district, Rokan Hulu regency through the implementation of lesson study (LS) has been performed. Improvement of pedagogical competence of teachers is important to do continously to increase the quality of the learning process. This study is an observational study consisted of two steps, namely socialization and the application treaning of LS. Subjects of the research were elementary school teachers in the Tambusai, Rokan Hulu that consist of 39 teachers. Instrument and data collecting technique of the research is observation and questionnaire. LS socialization method is done by discussion of information. Training of LS has done by applying of three steps: Design lesson {plan), an open lesson (do) and reflection (see). Pedagogical competence that has been analyzed in this study is the assessment of learning implementation plan and the implementation process of learning. The results show that score ratings from learning implementation plan and implementation process of learning made improvement which is from the category K (Less) become C (Enough).Keywords: Do, Lesson Study, Pedagogic Competence, Plan, See
THE CONTRIBUTION OF MOTIVATION LEVEL AND LANGUAGE LEARNING ENVIRONMENT TO THE SUCCESSFUL FOREIGN LANGUAGE LEARNING
Proceeding 7th International Seminar on Regional Education Vol 3 (2015): Educational Community and Cultural Diversit
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Abstrak This paper reports a biographic enquiry of two tertiary English learners from Kuantan Singingi Riau and seeks to capture the developmental processes of the learners’ language learning approaches. By sharing their past language learning experiences, the two learners verbalized their struggles in language learning and revealed the deep impact that their learning settings had on their perceptions of self and language learning. Their adopted learning approaches, as revealed in their biographical accounts, seem to be extremely exam-oriented and are dependent on the learners’ self-will and effort as well as teachers’ support and attention. Both learners’ accounts suggest that their language learning approaches are influenced by the contextual discourses about learning English, stressful social processes and a sense of threatened self-identity as English major graduates in a highly competitive educational context.Key words: language learning approaches, biographic study and tertiary English learners

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