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Sunardi *, Sunardi
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Book Sharing: Parents’ Read Aloud Activities in Supporting Emergent Reading and Arts for Early Literacy Chasanatun, Fida; Susari, Hermawati Dwi; *, Sunardi; Nurkamto, Joko; *, Asrowi
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 golden age is an important period when children receive a wide range of knowledge. It takes place between two years of age to six.  The initial process of early literacy starts also here in which several components state meaningful supports; vocabulary, print knowledge, phonological awareness, emergent reading, and arts. Three previous studies for this article show that the integration between learning at home and at school for the supports is not yet integrated. Based on the research results that are relevant to this study, it was found that children whose parent were optimizing the chance of receiving a stimulus language well, will grow into adults who are capable in terms of language as well as having a tendency to more easily understand the readings five times greater than adults who in his childhood did not receive the same stimuli. The general objective of this study was to find the concept of activity-based meaningful language activities either through sub reading, storytelling, dialogue, as well as arts of toddlers. The specific objective of this study was to: Discover how the existing conditions in similar processes and guidelines that are applied in other countries as a comparison; Finding the design and guidelines for teacher and parent  in facilitating emergent  reading and arts;  Finding the effectiveness  of  on-going  literacy learning activities. Mix methods applied here took 40 teachers and 40 parents lived in Madiun and surroundings. The first questionnaire and observation for both participants showed what real emergent and arts activities for their children and also whether those acts were standardized or not. The second part was sharing the program and figuring the guidelines which lead them act as the target shared. And the last one was the evaluation which promoted observation, interviews and documents from the progress.
Pedagogic Mapping of Teacher Competence in Inclusive Schools *, Gunarhadi; *, Sunardi; Andayani, TriRejeki; Anwar, Moh
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (343.895 KB)

Abstract

The rapid movement of inclusive education has changed the demand of competence in inclusive schools. Thisresearch was a survey on mapping teachers’ pedagogic competence on educational service for children withspecial needs in inclusive schools.  This research aims to (1) to identify the degree of teachers’ knowledge oneducational services for children with special needs, (2) to measure the degree teachers’ skill on teachingchildren with special needs in inclusive schools. This research involved 50 teachers in elementary schoolsimplementing inclusive education in the District of Solo Raya, Central Java Indonesia. The data was collectedby means of questionnaire and interview. The data was, then, analyzed by descriptive quantitative andqualitative. The research indicated the result that (1) the teachers in inclusive schools had inadequateknowledge on instruction for children with special needs, (2) they had limited skill on teaching children withspecial needs. The research concluded that most teachers in regular schools had limited knowledge and skills.In addition to the lack of experience in teaching children with special needs, most teachers were noteducationally qualified in special education. It is recommended that the education authority facilitates thepotential of teachers through trainings so as to improve the educational service for children included ininclusive schools.
Co-Authors Asrowi Asrowi Fida Chasanatun, Fida Gunarhadi *, Gunarhadi HERMAWATI DWI SUSARI, HERMAWATI DWI Joko Nurkamto Moh Anwar, Moh TriRejeki Andayani, TriRejeki