ORCID Profile
0000-0001-9553-7860
Current Organisations
Monash University
,
University of Western Australia
,
President University
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Publisher: STMIK Widya Cipta Dharma
Date: 06-2022
DOI: 10.46984/SEBATIK.V26I1.1501
Abstract: Penelitian ini berangkat dari permasalahan tingginya kesenjangan antara perencanaan pembelajaran yang disusun oleh guru dengan pelaksanaannya. Tujuan dari penelitian ini adalah mengembangkan Automatic Lesson Plan Generator, yaitu perangkat lunak dalam bentuk prototypeang dapat menyediakan perencanaan pembelajaran yang paling tepat untuk kondisi yang dihadapi oleh guru. Penelitian ini adalah penelitian pengembangan (Research and Development) yang menggunakan metode Plomp. Metode penelitian yang digunakan adalah penelitian kualitatif. Pengumpulan data dilakukan melalui observasi, wawancara dan FGD, kemudian di validasi dengan triangulasi sumber dan teknik. Analisis data dalam penelitian ini menggunakan teknik Miles dan Huberman. Hasil penelitian berupa prototype model Automatic Lesson Plan Generator. Model automatic lesson plan generator dikembangkan dengan memperhatikan karakteristik siswa, bahan ajar, capaian pembelajaran, kondisi fisik kelas, sehingga output dari model ini adalah dapat menghasilkan RPP yang sesuai dengan kebutuhan dan kondisi guru, siswa, dan lingkungan belajar. Berdasarkan hasil analisis data dan mekanisme kerja model automatic lesson plan generator, maka dapat diketahui bahwa model ini memudahkan guru dalam menyusun RPP sekaligus meminimalkan kegagalan realisasi dari RPP yang dibuat. Kegiatan penyaringan dan penilaian metode menjadikan RPP yang disusun sesuai dengan kebutuhan dan kondisi dari guru, siswa, dan lingkungan belajar di mana hal tersebut sering kurang diperhatikan oleh guru. Terdapat 5 langkah kerja dari model automatic lesson plan generator yang dikembangkan, yakni: tahap pengisian data pembelajaran, tahap analisis dan pengelompokan data pembelajaran, tahap penyaringan metode, tahap penilaian metode, dan tahap penyusunan RPP.
Publisher: Universitas Hamzanwadi
Date: 25-04-2020
Publisher: Muhammadiyah Metro University
Date: 10-2018
Abstract: This study aims to discover the students’ difficulties in retelling their experiences. Nine Junior High School students participated in this study. Two research instruments were utilized to collect the research data, including spoken text analysis and students’ interview. By analyzing the linguistic features and generic structures of the students’ spoken texts, it is discovered that all students had constructed their stories based on the required elements of recounts. However, most of the students did not elaborate their personal comments on the texts they have spoken. In relation to the grammatical errors, misformation becomes the most general errors found in the students’ spoken texts, followed by omission, addition, and misordering. The students are also interviewed to reveal their perceptions regarding their speaking difficulties. Based on the interview, limited understanding of verbal forms, vocabularies, as well as anxiety or nervousness are identified as the possible causes of the students’ difficulties. This study also provides further suggestions and implications for classroom teachers as well as recommended directions for future researchers in the relevant field. .
Publisher: IKIP Siliwangi Bandung
Date: 23-05-2020
DOI: 10.22460/PROJECT.V3I3.P367-378
Abstract: Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management). Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.
Publisher: UUM Press, Universiti Utara Malaysia
Date: 2021
Abstract: Purpose – At the beginning of 2020, the COVID-19 pandemic affected many aspects of life, including education. In response, the Indonesian government mandated all educational institutions, including universities, to implement online learning. Through online learning, many university students experienced considerable changes in the way they regulated their knowledge-seeking process. This research examined the level of EFL university students' self-regulated learning during their online learning activities for an English academic writing course, as well as the difficulties encountered and strategies developed in the online learning context. Methodology – This research employed a convergent mixed-method research design by adapting the Online Self-Regulated Learning Questionnaire (Barnard et al., 2009) and an open-ended questionnaire to discover the students' difficulties and strategies during online learning. The study involved 307 students of the English 3 (Academic Writing) course at President University, Indonesia. Descriptive statistics were employed to analyse the quantitative data sets, while the qualitative data sets were systematically coded and thematically analysed. Findings – The statistical analysis indicated that the students had a medium level of self-regulated learning skills. The qualitative analysis revealed that in the context of online self-regulated learning, the issues they faced included technical, material, time management, study space, and motivation issues. At the same time, the students attempted to alleviate these issues by improving collaboration and time management, and adopting technical, academic, and affective strategies. Significance – By exploring the level of students' self-regulated learning skills, this study provides insights for universities and lecturers into students’ ability to regulate their learning in an online learning context. Additionally, this study has identified the difficulties students face in the online learning process and their strategies to overcome these issues, which can practically inform educational institutions about the necessary support that should be provided to facilitate students' self-regulated learning skills in the online learning context.
Publisher: Universitas Muhammadiyah Mataram
Date: 07-2022
Abstract: The COVID-19 pandemic has impacted almost all aspects of life, including education. This unprecedented shift to online learning has forced schools to implement distance learning through online-based learning. To keep the students engaged and motivated through online learning, many teachers changed their learning method from traditional learning to game-based learning (GBL) by incorporating games into learning. This study investigated primary school teachers' perceptions of game-based learning advantages and challenges in Science Learning on online learning during the COVID-19 pandemic. The data were collected through observation and semi-structured interviews of five primary school teachers and analyzed using thematic analysis of qualitative data. The results revealed that the teachers found a positive association between GBL and students' performance. GBL is a learning media that could engage students' participation and learning motivation in class. However, some teachers were also concerned about the declines in students' grades and several obstacles teachers encountered while implementing GBL. Some recommendations for future research and practice are proposed in the current study.The COVID-19 pandemic has impacted almost all aspects of life, including education. This unprecedented shift to online learning has forced schools to implement distance learning through online-based learning. To keep the students engaged and motivated through online learning, many teachers changed their learning method from traditional learning to game-based learning (GBL) by incorporating games into learning. This study investigated primary school teachers' perceptions of game-based learning advantages and challenges in Science Learning on online learning during the COVID-19 pandemic. The data were collected through observation and semi-structured interviews of five primary school teachers and analyzed using thematic analysis of qualitative data. The results revealed that the teachers found a positive association between GBL and students' performance. GBL is a learning media that could engage students' participation and learning motivation in class. However, some teachers were also concerned about the declines in students' grades and several obstacles teachers encountered while implementing GBL. Some recommendations for future research and practice are proposed in the current study.
Publisher: Universitas Muhammadiyah Palangkaraya
Date: 30-09-2022
DOI: 10.33084/PENGABDIANMU.V7I5.3617
Abstract: During the COVID-19 pandemic, teachers experienced a significant shift in the learning context from offline to online learning. Various studies suggest that teachers, particularly beginning teachers, experienced problems accommodating student teaching activities during online learning. Consequently, early-career teachers need to enhance their understanding and skills to maximize their role as effective teachers. Therefore, this community empowerment program aims to train early-career English teachers’ writing skills. Because of the COVID-19 pandemic, the workshop was conducted through an integrated online IELTS lesson via Zoom in six different sessions. Forty teachers from different schools in Indonesia participated in this program. The teachers perceived that they better understood general writing structure, paraphrasing introduction, writing body paragraphs, and conclusion. The teachers also stated that the program improved their comprehension of IELTS Writing and lowered writing anxiety. The teachers face difficulties in using vocabulary and developing ideas in writing. Based on the perceptual analysis, teacher educators are recommended to conduct future community programs to address the issues and offer programs for different skills tested in IELTS.
Publisher: Universitas Pendidikan Ganesha
Date: 10-04-2021
DOI: 10.23887/IJCSL.V5I1.31414
Abstract: As one of the strategic means of enhancing future competence and career, every in idual, including teachers, is strongly encouraged to pursue a higher degree. Nevertheless, lack of financial ability may become one of the debilitating hindrances for the teachers to pursue a higher degree, mainly overseas. Currently, however, the Indonesian Government strives to support Indonesians to pursue a higher degree through a scholarship mechanism called the Indonesia Endowment Fund for Education, or popularly called as LPDP. Simultaneously, various scholarship mechanisms are also offered by several governing bodies in national or international contexts, such as Australia Awards, Chevening, Fulbright, DAAD, and many others. Therefore, this community empowerment project aims to enhance the understanding of schoolteachers, student-teachers, and other education communities regarding the administrative and technical preparation to register for a scholarship and prepare for overseas study. Moreover, the participants were also expected to comprehend the academic and social conditions while studying abroad, as well as the impact of pursuing a higher degree in their future competence and career. 535 participants were attending this community empowerment program in total.
Publisher: FKIP Universitas Sultan Ageng Tirtayasa
Date: 30-09-2018
Publisher: Universitas Negeri Semarang
Date: 28-09-2022
DOI: 10.15294/KOMUNITAS.V14I2.34840
Abstract: Modern-time workplaces have become increasingly international and multilingual due to the presence of workers from different ethnicities, languages, and cultural backgrounds. Due to the lack of training programs that are mainly focused on developing communication skills, security officers have faced challenges in communicating with clients, especially those who work in multilingual workplaces. This research aims to investigate the challenges of the workers in communicating in a multilingual workplace and exploring the perceived needs of the workers. This research was conducted in Jababeka Area Industries Jakarta. The research found various challenges and needs faced by the security officers including challenges with their occupational standing, limited training, inadequate workplace support system, and limited access and resources for learning. The security officers realize that the ultimate goal of communication in foreign language in the workplace is not merely shown by correctness and perfection, but how messages are transferred and how instructions are understood.
Publisher: University of Kuningan
Date: 23-07-2019
Abstract: This article discusses the representation of local culture in EFL Junior High School textbooks in Indonesia. The two primary objectives of this paper are: 1) to reveal the primary reasons of incorporating local culture in EFL textbooks, and 2) to suggest further implications in responding to the incorporation of local culture in EFL textbooks. The discussion begins with the current EFL context in Indonesia with the emphasis on the considerable changes of the curriculum implementation in the Indonesian context, in which it attempts to reveal the representation of local culture implied within the 2013 curriculum. As its main arguments, this article argues that there are two predominant reasons for representing local culture in the EFL Junior High School textbooks in Indonesia which include promoting the sense of familiarity to Junior High School students in learning English as well as strengthening the aspects of national culture and identity portrayed in the textbooks. Furthermore, this article also discusses the future implications in responding to the representation of local culture in EFL Junior High School textbooks in Indonesia, including the needs to enhance the role of teachers as well as the importance of incorporating more erse cultural representation in the textbooks.
No related grants have been discovered for Yogi Saputra Mahmud.