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Siti Kustini
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TEACHERS’ PERCEPTION AND PROBLEMS IN THE IMPLEMENTATION OF SCHOOL-BASED CURRICULUM (A CASE STUDY) Siti Kustini; Evidoyanti .
INTEKNA informasi teknik dan niaga Vol 11 No 1 (2011)
Publisher : P3M Politeknik Negeri Banjarmasin

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Since 2006 (in decentralization era) Indonesia has been implementing school level curri-culum based on national standard of education (content and competence standards in particular) considering the goal of a certain level of education, learning experiences that should be provided to achieve the goal, the methods used to manage the learning expe-riences, and methods of evaluation to measure the goal achievement. The development of a school-level curriculum is a new phenomenon for the school community in Indonesia, consequently, in the early stage of its implementation some obstacles were found in a number of schools. The change in the role of schools from curriculum implementer to curriculum developer has made the school community confused. The changes of English curriculum in Indonesia are in line with the changes of the educational curriculum. This present study was intended to find out teachers’ understanding and perception on SBC as well as to identify problems faced by the teacher in the implementation of SBC parti-cularly in the English teaching. The research was conducted in SMAN 5 Cimahi, there-fore three English teachers from that school were chosen as the participants. The qualitative research design was employed in this research and the data were taken from the questionnaire with 5 (five) open question and 29 (twenty-nine) checklist question for-mat. The questionnaire was primarily used to collect the information to survey the tea-chers’ general understanding and perception as well as problems in SBC implementation. The result of the study showed that teachers possessed good understanding and percep-tion on SBC and they did not encounter any serious problems in the implementation. The successful implementation of this curriculum should be continuously maintained so that the goal of Indonesian education to develop learners’ basic intelligence, knowledge, per-sonality, noble character, as well as skills to live independently can be achieved.
GAMES IN TEACHING CHILDREN GRAMMAR Ninit Krisdyawati; Siti Kustini
INTEKNA informasi teknik dan niaga Vol 11 No 1 (2011)
Publisher : P3M Politeknik Negeri Banjarmasin

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Nowadays Teaching English to Young Learners has become a trend. In every school, English is taught as one of the main subjects. Teaching young learners is different from teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the chil-dren themselves. One of the forms of fun activities for children is through games. This study explored the effectiveness of games in improving students’ grammar competence in expressing degree of comparison and to find out students’ attitudes toward games. This study used a qualitative and quantitative approach employing one group pretest-posttest design of experimental research and open questionnaire for the data collection. The instrument of this study was a general test of English proficiency, a pretest, and a posttest. The general test was a standard and validated test based on the book “Games for Children” by Gordon Lewis and Gunther Bedson (1999). Twenty multiple-choice items were selected from the book. One part was considered as the pretest, and the other one as the posttest. The results from the quantitative data showed that there was significant difference in the performance of the students after they received treatment with 95% degree of reliability. Meanwhile, the result from the qualitative data showed that fun learn-ing with games was perceived by the students positively. They expressed their frank opinion that learning English through games was fun. They felt happy when the lesson was delivered in a fun way since it could lower their anxiety. The results revealed that the language games used in this study were found to be effective in promoting learning of the comparative degree. Testing the selected before carrying it out in actual teaching was ad-visable. This was to enable the teacher to make necessary changes to ensure the smooth flow of the games.
BEDAH PAPER: SOLUTIONS TO SECURITY AND PRIVACY ISSUES IN MOBILE SOCIAL NETWORKING Yoenie Indrasary; Siti Kustini
INTEKNA informasi teknik dan niaga Vol 12 No 1 (2012)
Publisher : P3M Politeknik Negeri Banjarmasin

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Pada paper ini akan dipresentasikan permasalahan privasi dan keamanan yang signi-fikan yang muncul pada hampir seluruh sistem jejaring sosial bergerak, khususnya yang berbasis konteks lokasi (Location-Aware Mobile Social Network-LAMSN). Paper ini mem-buat tiga masukan utama dalam  makalah ini yakni: 1. Mengidentifikasi bahwa terdapat  tiga macam masalah privasi dan keamanan pada sistem jejaring sosial bergerak: (1) persoalan direct anonymity, (2) per-soalan indirect atau K-anonymity, dan (3) serangan eavesdropping, spoofing, replay, dan wormhole attacks. Di sini akan dibahas bagaimana persoalan tersebut dapat memunculkan tantangan tersendiri untuk kasus sistem jejaring sosial bergerak. 2. Mengetengahkan rancang-an untuk suatu sistem, yang dinamakan server identitas (identity server), yang menyediakan solusi bagi masalah keamanan dan privasi ini. 3. Menjelaskan implementasi server identitas yang dimaksud.
THE TEACHING OF CRITICAL THINKING IN READING Siti Kustini
INTEKNA informasi teknik dan niaga Vol 12 No 1 (2012)
Publisher : P3M Politeknik Negeri Banjarmasin

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Recent trends in the educational domain emphasize the importance of critical thinking skills for academic success and for life.  Learners should be taught how to think rather than what to think. Judging, reasoning, problem solving, decision making are vital for successful academic and social lives (Collier, et al., 2002 cited in Alagozlu, 2006). Fur-ther, Dewey (1933), in his book, How We Think, proposes that critical thinking or reflec-tive thinking be one of education’s principal aims (cited in Fisher, 2001, Lipman, 2003). Ennis (1962), Paul and Elder (2002), Siegel (1990), Lipman (2003) and McPeck (1981) also are scholars associated with the tradition of using reflection for training in thinking. According to this tradition, educational institutions should not primarily provide students with facts and specific systems of knowing or meanings. Students should be equipped with skills and knowledge, so they can become critical learners who are cooperative, open-minded, reflective, and autonomous. Fostering students’ ability to think critically, to reason, and to use judgment in decision making enables them to successfully adapt to an ever-changing world.Critical thinking is also particularly important in a democratic society life in this twenty first century (Beyer, 1985, Klentz, 1987 cited in Gustine, 2007). Dam and Volman (2004) point out that, critical thinking is the essence of thoughtful, democratic citizenship, and thus oc-cupies a central position in education in modern world. Marzano et al. (1988) hold a similar view: “The success of any democratic system depends on the individual’s ability to analyze problems and make thoughtful decisions. It has been also claimed that critical thinking is the basis of “progressive” thinking; thus it is valued by democratic social insti-tutions. Many educators propose different teaching methods to foster students’ critical thinking ability. For example, Beyer (2001a cited in Buranapatana, 2006) indicates that teaching students to think critically is to give students opportunities to engage in productive learn-ing tasks that require them to produce or construct something new. It has also been indicated in literature that writing is a learning tool that can be effectively used to assist students in clarifying and evaluating their thinking and it is also an essential ingredient in critical thinking instruction since it promotes greater self-reflection and the taking of broa-der perspectives than does oral expression (Olson, 1984). Further, Paul (1993 cited in Emilia, 2005) asserts that critical writing promotes critical reading and critical thinking which in turns enhances critical writing. Applying critical thinking to the process of read-ing, which commonly known as critical reading (Kurland, 2000; Chafee, et al, 2002 cited in Emilia 2005), is other suggested method than can be conducted in the teaching of critical thinking.
A PRAGMATIC ANALYSIS OF THE FLOUTING MAXIMS IN KICK ANDY TALK SHOW: “LASKAR PELANGI” BASED ON GRICE’S COOPERATIVE PRINCIPLE Evidoyanti .; Siti Kustini
INTEKNA informasi teknik dan niaga Vol 12 No 1 (2012)
Publisher : P3M Politeknik Negeri Banjarmasin

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The present study addresses the issue of flouting maxims in talk show conversations viewed from a Gricean perspective. Conversations in Kick Andy talk show; “Laskar Pe-langi” were analyzed with regard to acts of flouting of Grice’s maxims. The qualitative da-ta of the study gave evidence that three out of four Gricean maxims were flouted. The most frequently maxim flouted encountered was the maxim of quantity (71.42%); the se-cond maxim flouted was the maxim of relevance (61.90%); and the least frequent maxim flouted was the maxim of manner (42%). Giving long-winded responses, changing the topic of the conversation abruptly, giving too much information than the situations requir-ed, and lacking of ability to interpret the questions were considered to be the causal fac-tors of the speakers’ failure in fulfilling the maxims.
INTEGRASI TEKNOLOGI DALAM PEMBELAJARAN BAHASA INGGRIS UNTUK MENINGKATKAN KETERAMPILAN MULTILITERASI Siti Kustini
INTEKNA informasi teknik dan niaga Vol 20 No 2 (2020): Jurnal INTEKNA, Volume 20, No. 2, Nov 2020: 53 - 110
Publisher : P3M Politeknik Negeri Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31961/intekna.v20i2.892

Abstract

Artikel ini bertujuan untuk mengkaji integrasi teknologi untuk meningkatkan keterampilan multiliterasi dalam pembelajaran bahasa Inggris. Keterampilan multiliterasi mencakup keterampilan membaca, menulis, berbicara, dan menguasai teknologi yang berkesesuaian dengan konteks ujaran, budaya, dan media. Peningkatan keterampilan multiliterasi ini selaras dengan tujuan pendidikan literasi abad ke-21 yang menitikberatkan pada upaya menghasilkan individu yang mempunyai kompetensi komunikasi yang unggul dalam multikonteks, multibudaya, dan multimedia melalui pemberdayaan multiintelegensi yang dimilikinya. Dalam perspektif multiliterasi, multikonteks berarti bahwa keterampilan literasi berkenaan dengan beragam konteks baik konteks situasi maupun konteks keilmuan. Multibudaya berkaitan erat dengan konsep literasi kritis yang menyatakan bahwa sebuah teks selalu problematis dan tidak bersifat tunabudaya. Sebuah teks yang ditulis akan dipengaruhi oleh ideologi dan latar belakang sosial, politik, dan budaya seorang penulis. Dimensi multimedia berkaitan dengan penggunaan beragam media baik media konvesional dan digital dalam praktik-praktik literasi. Pembahasan dalam kajian ini akan mencakup dua tema utama yaitu konsep multiliterasi, dan integrasi teknologi dalam meningkatkan keterampilan multiliterasi dalam pembelajaran bahasa Inggris. Seyogyanya hasil dari ulasan literatur ini mampu memberikan kontribusi dan implikasi pedagogi yang sesuai dengan pembelajaran bahasa Inggris abad 21.Bahasa Inggris, integrasi, literasi, multiliterasi, teknologi
Implementasi Pembelajaran Berbasis Project-Based Learning Untuk Meningkatkan Keterampilan Literasi Digital Mahasiswa Politeknik Negeri Banjarmasin Siti Kustini; Herlinawati Herlinawati; Younie Indrasary
INTEKNA informasi teknik dan niaga Vol 21 No 1 (2021): Jurnal INTEKNA, Volume 21, No. 1, Mei 2021: 1 - 53
Publisher : P3M Politeknik Negeri Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31961/intekna.v21i1.1122

Abstract

Literasi digital merupakan salah satu literasi baru yang sangat diperlukan dalam era teknologi informasi dan komunikasi yang perkembangannya begitu pesat saat ini. Dalam konteks penelitian ini, ‘literasi digital’ didefinisikan sebagai serangkaian keterampilan yang berkaitan dengan penggunaan teknologi dan bagaimana mengevaluasi informasi yang disajikan melalui teknologi tersebut. Keterampilan ini mencakup keterampilan literasi tradisional – membaca, menulis, mendengar, berbicara – dan juga literasi lainnya seperti literasi informasi, literasi media, dan literasi penggunaan perangkat teknologi. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif dengan desain studi kasus berdasarkan pertimbangan bahwa desain ini mampu mengarahkan peneliti pada pengambilan kesimpulan yang holistik dan mendalam karena terfokus pada satu subyek penelitian dan digunakannya teknik pengumpulan data multi-metode untuk proses trianggulasi. Desain studi kasus ini mampu mengarahkan peneliti untuk mengkaji fenomena-fenomena yang muncul dalam proses pembelajaran secara detail karena penelitian ini dilaksanakan dalam setting yang natural. Data penelitian diperoleh melalui obsservasi, dokumen pembelajaran, termasuk didalamya hasil tugas yang diberikan kepada mahasiswa, dan juga artifak pembelajaran. Data dianalisis secara kualitatif yang disusun secara tematis dan sistematis sehingga temuan dari penelitian ini dapat dipercaya dan dipertanggungjawabkan. Hasil penelitian ini menunjukkan bahwa pembelajaran berbasis proyek dapat memfasilitasi siswa dalam meningkatkan kemampuan literasi digital yang mencakup antara lain: menentukan media yang dipergunakan untuk menyelesaikan tugas; mencari sumber referensi yang tepat dalam menggunakan berbagai informasi untuk penyelesaian tugas. mengevaluasi realibilitas atau keabsahan informasi; menganalisis, menafsirkan, dan menggunakan berbagai informasi dan media untuk mengkomunikasikan ide/gagasan melalui teks multimodal; menggunakan teknologi digital dengan cara yang aman dan bertanggung jawab secara sosial; mengelola menyelesaikan masalah ynag berkenaan dengan komponen perangkat keras dan perangkat lunak. menggunakan informasi dan media secara etis; menerapkan informasi untuk merancang representasi diri dalam mengkomunikasikan pengetahuan secara efektif kepada orang lain; mengembangkan kemampuan dalam pemecahan masalah dan merefleksikan keterampilan teknologi, dan menggunakan berbagai perangkat teknologi untuk membuat informasi digital.
A PRAGMATIC ANALYSIS OF THANKING STRATEGIES AMONG INDONESIAN EFL LEARNERS BASED ON SOCIAL STATUS AND SOCIAL DISTANCE Siti Kustini; Iis Sulyaningsih
Jurnal Bahasa Inggris Terapan Vol 2 No 1 (2016): April 2016
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (290.19 KB) | DOI: 10.35313/jbit.v2i1.1282

Abstract

This study attempts to investigate thanking strategies used by Indonesian EFL learners based on contextual factors i.e. social status and social distance. The participants were 50 semester three students studying English for Business at a state polytechnic in Bandung. The participants were both male and female, aging from 19-20 years old. Data were collected via a Discourse Completion Task (DCT) adopted from Cheng (2005) and analyzed using thanking strategy taxonomy proposed by the same author. The DCT consisted of ten different scenarios describing the most common situations that students may encounter in their college life. The results of this study indicated that the most preferred thanking strategies used by Indonesian EFL learners were thanking, alerters (i.e., title) and positive feelings.  In terms of social status and social distance, the findings revealed that thanking and apology strategies were the most used strategies in equal-status with low-familiarity situations.  In situations within which learners shared equal-status with high-familiarity, the most strategies employed were thanking and positive feelings. Regarding thanking strategies used in low-status with low-familiarity situations, thanking and repayment strategies seemed to be the most preferred ones.  Keywords: thanking, strategies, social status, social distance
A PRAGMATIC ANALYSIS OF THANKING STRATEGIES AMONG INDONESIAN EFL LEARNERS BASED ON SOCIAL STATUS AND SOCIAL DISTANCE Siti Kustini; Iis Sulyaningsih
Jurnal Bahasa Inggris Terapan Vol 2 No 1 (2016): April 2016
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35313/jbit.v2i1.1282

Abstract

This study attempts to investigate thanking strategies used by Indonesian EFL learners based on contextual factors i.e. social status and social distance. The participants were 50 semester three students studying English for Business at a state polytechnic in Bandung. The participants were both male and female, aging from 19-20 years old. Data were collected via a Discourse Completion Task (DCT) adopted from Cheng (2005) and analyzed using thanking strategy taxonomy proposed by the same author. The DCT consisted of ten different scenarios describing the most common situations that students may encounter in their college life. The results of this study indicated that the most preferred thanking strategies used by Indonesian EFL learners were thanking, alerters (i.e., title) and positive feelings.  In terms of social status and social distance, the findings revealed that thanking and apology strategies were the most used strategies in equal-status with low-familiarity situations.  In situations within which learners shared equal-status with high-familiarity, the most strategies employed were thanking and positive feelings. Regarding thanking strategies used in low-status with low-familiarity situations, thanking and repayment strategies seemed to be the most preferred ones.  Keywords: thanking, strategies, social status, social distance
Co-Authors Evidoyanti . Herlinawati Herlinawati Iis Sulyaningsih Ninit Krisdyawati Yoenie Indrasary Younie Indrasary