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Proceeding of International Conference on Teacher Training and Education
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 184 Documents
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The Effectiveness of Team Assisted Individualization in Teaching Vocabulary Viewed from Students’ Motivation *, Sulaiman
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

This research reveals an experimental study about the effectiveness Team Assisted Individualization inteaching vocabulary at private university in Pontianak. The population of this research was the first semester students of university in Pontianak. The sample was two classes consisting of 60 students taken by using cluster random The data analysis was done by applying descriptive and inferential statistic (ANOVA and Tukey Test) to test the research hypothesis. Based on the results of the analysis, the findings of this research are: (1) the students who are taught by using Team Assisted Individualization have better vocabulary mastery that those who are taught Peer tutoring. In other word, the use of Team Assisted Individualization is more effective than Peer Tutoring in teaching Vocabulary; (2) the students having high motivation have better vocabulary mastery than those having low motivation; and (3) there is interaction between teaching method and motivation toward students’ vocabulary mastery. Based on research findings, it can be concluded that Team Assisted Individualization is an effective teaching method to teach vocabulary for the first semester students of university in Pontianak. The effectiveness of the method is influenced by the students’ level of motivation.
Developing an Informed Curriculum for Initial Teacher Education (ITE): Building Student Teachers’ Theoretical and Practical Knowledge and Shaping Teacher Identity Widodo, Ph.D., Handoyo Puji
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Initial teacher education (ITE) programs play a pivotal role not only in helping student teachers build and enhance their theoretical knowledge and practical knowledge but also in assisting them to construct their teacher identity. At present, the ITE program also aims to prepare student teachers for the 21st century profession of teaching. Therefore, it is important to develop an informed curriculum for ITE, which caters to needs of student teachers and those of changing educational needs in tandem. In this plenary paper, I wish to flesh out such four key issues as a need for developing an informed ITE curriculum, domains of theoretical and practical knowledge student teachers need to learn, and role of teacher identity in the ITE program. I conclude by addressing a need for reframing an ITE curriculum in order to meet changing needs for educating and training more qualified teachers in the 21st century education and beyond.
The Quality of the Indonesian Language Teacher-Made Tests at Junior School Level Badara, Aris
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Teachers’ ability to compose high quality test is highly important, because with the good quality test, teachers are able to measure precisely the success of the learning process they has done. To be able to know teachers’ ability in composing learning outcome test, the research has been done in order to acquire clear information. The measurement of learning outcomes test quality made by teacher can be seen in test item validity, test reliability, test discriminating power, and test difficulty level. The research result shows that the tests made by Indonesia language teacher are: (a) invalid so it cannot become students’ learning outcomes measuring instrument, (b) it does not have test validity aspect, (c) it does not fulfil test reliability test. Based on the result, intense training related to test composing technique, test quality analysis, and school’s evaluation techniques is necessary.
Developing Learning Media of the Projection Drawing to Improve the Quality of Learning Process and Outcomes *, Mulyanto; Rakhmawati, Ani
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

The study aims to develop a media for teaching projection drawing to improve the quality of learning process and outcomes. The research was conducted at the Department of Arts Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia. The study is a classroom action research consisting of two cycles. The subjects of the research are 20 students. The research manipulate the multimedia-based learning resource in the form of the power point presentation program that displays moving dot-points, lines, and colored objects, supported with sound effects. The data was collected through observation and interview, and is then analyzed using comparative technique to compare the condition before, during, and after the research. The result of the research, which is a media for teaching and learning projection drawing, consists of nine topics, including: concept of projection image plane, projection of points, projection of lines, projection of planes, projection of the surface of an object, projection of object rotated to the left, projection of object rotated to the front, projection of oblique object, and projection of truncated objects. The model of drawing sequence was presented sequentially as an integrated drawing item in which lines were displayed in different primary colors followed by a combination of motions and sound effects. To use the model effectively, the study finds that the configuration of dots and lines should be presented more precisely, each picture should be clearly drawn with identical sound in each movement, movement of curves should show the center point, each topic should be displayed per field, and each image should be followed by the description of the problem.
Teaching Poetry by Using CBLT *, Siswantoro
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Poetry is the most neglected subject in the teaching of English as a Second Language. Being neglected forlong, it has become a peripheral item. Unlike reading and speaking it is minor n the major trends. No wonderteachers and students are not familiar with it. Therefore they do not know how to interact with a poemsystematically. The major cause is the lack of competence in its convention. Culler states anyone lacking in it, would be quitebaffled if presented with a poem. Like structure, it serves as the underlying system.Arbitrarily it is a set of rules. To be able to interact with poetry, students have to provide themselves with itthe way a poet does. It covers (1) figures of speech covering simile, metaphor, hyperbole, etc. (2) rhythmcovering: syllable, foot, metre (3) meaning related to autonomy, theories developed on the back of the NewCriticism, semiotic theories developed under the influence of the discipline of theoretical linguistics, andinternationalist theories inspired by speech-act theory and Grecian analysis of meaning; and (4) poem formscovering ballad, sonnet, free verse, etc.As the complex whole, poetry cannot be taught wholly at a time. It is broken into smaller parts called units ofcompetence. Through the graded goals, the whole communicative competence will be achieved incrementally.Teaching Poetry by Using CBLT
Meeting the Needs of the Stakeholders: Qualifications for Graduates of Teacher Training and Education Mustapha, Prof. Dr. Ramlee
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

The impact of globalization on teacher education is unprecedented. Changing in the global education landscape has transform the theory-practice nexus in teacher education. Another revolution is needed to transform educational system and prepare graduates for the 21st century realities.  Drawing on the perspectives of the stakeholders and focusing on digital learners are pertinent to bring teacher education onto a higher level of excellence.  In the new millennium, education must focus on the whole child – morally, intellectually, physically, socially and aesthetically.  In meeting the needs of the stakeholders, authentic learning, multi-literacies, innovative thinking and research-based improvements are keys to the 21st century teacher education model.  Authentic learning typically focuses on real-world, complex problems and their solution using role-play exercises, problem-based activities, case studies, and participation in virtual communities of practice. The learning environments are inherently multidisciplinary, thus, authentic learning could be a dynamic tool to enhance learning and to provide opportunities for students to engage in higher-order thinking and active learning.  Leading high performing teacher education system is also critical. Educational leaders need to focus on seeking new innovative models of teacher education, pedagogy and learning, and support services. World-class teacher education program could attract best students. In order to raise teachers and students’ competencies and standards, it is not enough to declare high performing schools; it is critical to develop thinking and well-rounded students who are the future high performing thinkers and innovators.  For the innovation culture to flourish, granting flexibility and autonomy is a way of moving forward.  To gain international recognition, the development of transnational standards for teacher education and training with a multidisciplinary and innovative orientation is critical.  Hence, a country needs a dynamic and resilient teacher education framework or a roadmap for producing quality teachers in the context of sustainable development.
The Development Inquiry Learning Model Oriented Life Skills through the Application of Simple Scientific Method Skill (S2ms) Wicaksana, Ervan Johan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Paradigm in education must be shifted from the old paradigm that refers to teoritist science into a novelparadigm that is applied science. To change the paradigm above, the science lesson is certainly necessary for the development and its learning model learning devices in accordance with the new paradigm in education (applied science). It required a learning model that can meet the new paradigm and leads to a discovery or creation of a product, namely the inquiry learning model oriented life skills through the application of Simple Scientific Method Skill (S2MS). This type of research is the development of research using a model of Dick and Carrey performed on the stage of development and dissemination. The trial is limited to vocational students in Ngawi East Java, Indonesia were divided by 2 groups of classes, namely the control class and experimental class. Data collection methods include validation of inquiry learning model (syllabus, lesson plans, teaching materials, worksheets, and assessment), observation, test evaluation of learning outcomes, student questionnaire responses. Data was analyzed using descriptive methods. The results showed that the group inquiry learning model oriented life skills through the simple scientific method skill (S2MS) proved effective in improving achievement in learning and creativity of students in learning science at vocational students in Ngawi East Java Indonesia. This is seen in the average value of science in the experimental class group was higher (80.25) than in group control class (70.20). Meanwhile, a group of student creativity aesthetically experimental class is higher (3.80) than the control class group (2.58).
Improving Freshmen Students’ Sentence Accuracy Through Sentence Combining Drills: a Case Study in Bina Nusantara University Luke, Joice Yulinda; Oktriono, Kristianus
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Expressing ideas using accurate sentences is commonly a problematic case for freshmen students due to lack ofsentence structure knowledge and inadequate drillings in classroom. It happens because a lot of freshmen students still produce meaningless and unclear sentences in writings. This phenomenon applies to freshmen students ofBina Nusantara University (BINUS), who took English subject in the first semester. Thus, this study attempts toinvestigate whether Sentence Combining Drills can improve sentence accuracy of BINUS freshmen students whotook English Access. For data collection, the study gathered the data from forty eight freshmen students who sharesimilarity in upper-intermediate level of English. The research method will scrutinize the results from the students’scores and students’ opinions about positive improvements as written in the questionnaires. The study useddescriptive qualitative analysis to discuss the findings. The findings of the research proved that practicing sentencecombining exercises can boost the scores of sentence constructions and improves the quality of students’ writing.At the same time, the results of the study are valuable for enriching approaches of teaching academic writing inEFL contexts.
Teaching Semiotics to Promote Students’ Critical Thinking in the Reading and Writing Class Priadi, Arum
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

This study aims at stimulating students’ criticism when reading and writing. Reading should not be passive since it needs critical thinking to understand the text. What is presented in the text describes a discourse; therefore, the students should communicate with the text to get the points. The discourse relates to context and a text is a media to cover. As the media of the discourse, text encourages students to think critically in order that they can give some comments and inputs after reading. The comments and inputs, then, are manifested in writing so it shows a complex activity which contains students’ comprehension. In other words, writing becomes an indicator to evaluate the result of the reading activities which have been completed before. Semiotics is one important thing. It presents signs and symbols providing certain meanings both explicitly and implicitly. Students create their interpretations with different views which is based on what they think. Critical thinking takes its role in observing the signs and symbols distributed elsewhere in the text. The process of making interpretation is a way to communicate with the text because they are certainly engaged when exploring ideas and connecting among information then developing into a written form. This study takes the students of Pre Advanced Reading and Writing in the third year of Ahmad Dahlan University, Yogyakarta.
Building Collaborative Learning Through Lesson Study *, Triyanto
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Education in Indonesia is still experiencing a variety of complex problems. One problem is the poor quality of teaching. The low quality of learning is caused by lack of development system of quality learning in the classroom. Collaborative learning through lesson study can be a solution to improve the quality of learning in the classroom. This article discusses how to build a strategy of collaborative learning through lesson study. Teachers will work together and discuss and find solutions of problems in the classroom. Collaborative learning can improve the quality of learning and strengthen collegiality among teachers.

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