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International Journal of Pedagogy and Teacher Education
Published by Universitas Sebelas Maret
ISSN : 25977792     EISSN : 25498525     DOI : -
Core Subject : Education, Social,
Education Social Sciences
International Journal of Pedagogy and Teacher Education is an international, peer-reviewed, open access journal emphasizes on the method and practice of teaching, especially as an academic subject or theoretical concept. The journal is published by the Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta Indonesia bi-annually on April and October (ISSN: 2597-7792 (Print)/2549-8525 (Online)). It is available on print and online.
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Articles 107 Documents
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Male and Female Student’s Linguistic Politeness in Speaking Classroom Oktanika Wahyu Nurjanah; Riyadi Santosa; Dewi Rochsantiningsih
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i2.14510

Abstract

Communicative competence emphasizes that the knowledge of grammatical rules is not sufficient to communicate comprehensively, therefore it needs pragmatic knowledge. Without pragmatic understanding, there will be many failures in communication for example is misunderstanding. Besides, one important aspect of pragmatic competence is politeness. Many researches have been conducted in this field, however only few that specifically revealed the differences between male and female linguistic politeness in speaking classroom, whereas its primary data are utterances. It becomes a consideration of this research to be conducted in the speaking classroom of university student, especially international relations major students. The observation is conducted based on the adaptation from DCT by Bacha, Bahous & Diab (2012). Furthermore, the data are analyzed using some politeness theories. The result showed that in general, female students are more polite compared to male students. At last, teachers should understand this fact by do not expecting male students to be as polite as female, basically they are unique their way..
A cross-cultural and Intercultural of Indirectness Speech Act: The Use of Interference Local Language in Academic Discourse at Central of Sulawesi Fatma Kasim; Sumarlam Sumarlam; Sarwiji Suwandi; Ani Rakhmawati
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i2.14534

Abstract

Cross-cultural and intercultural communication is a cross-ethnic communication that naturally arises in a social context with different religious, social, ethnic, and linguistic backgrounds. In this case, it is learned how people with different cultural backgrounds interact with each other using their language. One form of communication can be seen from the use of speech acts and the form of interference from the communicant language. This paper aims to describe how the use of Malay Manado local language interference in academic discourse at Alkhairaat Palu University of Central Sulawesi. The method employed to prepare this research is descriptive qualitative method. The data were collected throught observation, recording, and interview. Systematically analyzed by using the descriptive qualitative model of interactive. The results of this study concludes that the Malay Manado local language used in acting speech to ethnic Kaili and Makassar as linguistic features between students. In the speech acts are also colored the use of Manado language interference seen vowel changing / e / and / i /, vowel removal/ e /, and consonant removal / s /, / t /, and / k /. This language varies as a result of cross-cultural and intercultural communication within the academic community in accordance with its social context. Keywords: Cross-cultural, intercultural, speech acts, interference of local language, academic discourse.  
Children’s School Readiness: Teachers’ and Parents’ Perceptions Anayanti Rahmawati; Mareyke Maritje Wagey Tairas; Nur Ainy Fardana Nawangsari
International Journal of Pedagogy and Teacher Education Vol 2, No 1 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (274.873 KB) | DOI: 10.20961/ijpte.v2i1.14876

Abstract

ABSTRACT The initial period of adjustment is something to be concerned about since it serves as a period, allowing to lay foundation for education which will contribute to children’s future academic life. It is not an easy period for children due to several school demands and expectations which should be fulfilled by children. To deal with this, children’s school readiness to attend their primary school is required. This qualitative research seeks to find out factors influencing children’s readiness to attend a primary school. The subjects of the research involved teachers and parents of children who planned to apply for admission into primary schools. The research results indicate that both teachers and parents of children shared the same perceptions regarding factors influencing the school readiness: cognitive and noncognitive factors. The former which involve reading, writing, and calculating skills are regarded significant since such skills are used as admission prerequisites for primary level in certain schools. Similarly, the latter are supposed to be important since they support children to successfully adjust to their primary school. Keywords: school readiness; primary school; children
Importance Developing E-Learning For High School Students In Sragen Regency, Central Java Chatarina Muryani; Sarwono Sarwono; Setya Nugraha
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i2.14884

Abstract

In the current era of IT advancement, innovation in the field of learning needs to be done. Besides improving the quality of learning, the use of IT in education can increase student interest in the subjects. This research is the analysis stage of developing Geography e-learning for Senior High School in Sragen Regency using ADDIE model. Data collection was done by interview using questionnaires toward 20 teachers and 416 students in 11 public and private Senior High Schools in Sragen Regency.The results of the analysis of geography teachers respons indicate that most of the geography teachers in Sragen regency were well-informed and had utilized IT in classroom learning, adding learning resources from the internet and other sources, willing to teach using e-learning, expecting e-learning material equipped with maps, imagery, video and animation which was developed. From the analysis of the students respons, students argued that most of the geography teachers in Sragen Regency had utilized the learning resources and learning media from the internet and use varied learning models. Nevertheless, there are 36% who think that geography lesson was boring and most students agreed to use e-learning for geography lesson. The main obstacle in e-learning lesson in Sragen regency was the availability of computer facilities and internet network, especially in private schools.Keywords: e-learning, readiness, geography, Senior High School
“I am an Old Car, My Engine is not Powerful Anymore,” A Senior Teacher’s Voice on his ICT Learning, Obstacles and Its’ Implications for Teachers’ Development Adi Suryani
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i2.15000

Abstract

 The infiltration of ICT into education sector is inevitable. ICT can assist teachers in their teaching and learning practices. However, some teachers may not digital natives who are ready and can learn ICT quickly or happy to learn it naturally and effortlessly. Difficult choice between staying in comfort zone or following technological changes frequently happens to old (senior) teachers. For them, this era can be different from their era. Consequently, they may feel the tension of transition between convention or how they usually do and modernity or follow recent technological changes. This paper aims to explore a senior teacher’s feeling and thinking on his ICT learning efforts, forces, pressures, obstacles and its’ consequences for teachers’ learning and development or what we (other teachers) can reflect on his ICT learning experiences. The data are collected through interview and written response. The data show that the teacher is struggling to learn up-dated ICT and adapt to changes. He is trying to go across the border of his comfort zone. However, during his ICT learning process, he is restrained by his own self-constraints, including internal motivation, lack of self-confidence, age, energy and capacity to learn. He also finds obstacles and pressures from his social and physical surroundings. Social comparison, emerging conflict, unsupportive team culture and lack of external motivation are several restrictions of his ICT learning. This indicates that ICT learning needs more than knowledge/cognition on the technical operation, but it involves a broader spectrum of learning: affective, social, situated, self-directed and experiential learning.   
Designing Embedded Case Study Research Approach in Educational Research Cucuk Budiyanto; Adi Prananto; Felix Ter-Chian Tan
International Journal of Pedagogy and Teacher Education Vol 3, No 1 (2019): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (204.185 KB) | DOI: 10.20961/ijpte.v3i1.15002

Abstract

Despite the case study research method has been widely adopted in qualitative research, few scholarly articles addressed the comprehensive guidance on the use of embedded case study research design. This paper aims to contribute to the literature by demonstrating the use of embedded case study research design in qualitative research. A pseudo case was exemplified by exploring the relationship between a holding company and its subsidiary companies of a corporate group. What construct a case and the rationale for the case being studied is exemplified. The paper further outlines the research protocol, the procedure of inquiry, and the design of the embedded case analysis. A brief explanation of the context of the case enriches the understanding of the investigated cases.
Developing Grades 1-6 Teachers’ English Communication Skills and English Teaching Techniques Using Training and Coaching in Lop Buri Thailand Kanya Kongsoongnoen; Somchai Watcharapanyawong
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i2.15028

Abstract

The purposes of this research were (1) to develop English for communication skills for grades 1-6 teachers, 2) to develop the teachers’ English teaching skills, and (3) to increase the students’ English Achievement.  The participants were 15 teachers with no degree in English from 14 small size primary schools in Lop Buri province Thailand. The 30 hour English communication and 30 hour English teaching training were provided to the teachers. School visits with Coaching approach were applied for supporting their teaching at schools as well as teaching materials the teachers needed. A questionnaire comprising both open and closed-ended questions was used to evaluate the teachers’ teaching. The interview questions and the teachers’ reflection form were conducted for collecting their perception on the project, percentage and mean were applied to analyze quantitative data whereas content analysis was conducted for qualitative data.The findings showed that the teachers’ English for communication skills and English teaching skills were increased. The teachers’ English communication skills and their teaching skills were higher than before whereas their teaching application was at a medium level. Fifty percent of the teachers’ teaching skills were at a high level while 20% barely applied their teaching experience they received from the training and coaches. One hundred percent of the teachers agreed that the project was the most useful for them and many highlighted that they’d immensely learned teaching techniques and just realized that they could make their English class interesting for the students because they felt confident after the training. However, a few teachers had no chance to teach English because their schools had someone qualified to teach instead.
STUDENTS’ PERCEPTIONS OF THE CONSTRUCTIVIST INSTRUCTIONAL METHODS IN A TEACHING AND LEARNING COURSE Meri Fuji Siahaan
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (124.852 KB) | DOI: 10.20961/ijpte.v1i2.15078

Abstract

Constructivism is defined as building one’s own understanding. Constructivist instructional method requires that teacher should not be the one who informs but who facilitates the students learning. The purpose of this study is to obtain the students’ perceptions on the implementation of constructivist instructional methods in Teaching and Learning course. A survey research methodology was used with first semester students who were taking teaching and learning course as the subjects of this study. Methods of collecting data were questionnaires with open ended questions, deep interview and documentation. A qualitative analysis technique was performed on data from the survey instrument and the interview to answer 4 research questions. A descriptive analysis technique was performed on data to answer 1 research question from the survey instrument and documents. The data analysis revealed that constructivism instructional methods were clearly experienced when they were required to answer a lot of probing questions, had discussion in the classroom, had Facebook online discussions with clear guidance to do so, created ted talks and debating.The study implies that the constructivist instructional methods experienced by the students in the class help them to better understand the constructivism theory and its implications. 
Teachers’ Attitudes towards Conducting Interlanguage Analysis to Prepare Better Instructions Ruly Morganna
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i2.15080

Abstract

This study focused on investigating attitudes had by English teachers in Indonesia towards preparing more qualified English instructions for further teaching processes through doing interlanguage analysis on the basis of students’ current competence of using English. The term competence in this study referred to students’ communicative competence. This study was conducted qualitatively to probe into the participants’ attitudes on doing interlanguage analysis, in that they were ten English teachers having been teaching English in Indonesian schools with varied experiences. They were selected purposively under considerations that they were experienced and taking graduate program, so that they were sufficiently familiar with this study issues, and it could be guaranteed that they managed to furnish the clarity of this study data. The data of this study were obtained through disseminating semi-structured questionnaire to the participants, and then pursuing the data was also undertaken to reach the clarity. The results indicated that despite some particular and situational constraints, all participants shared their positive attitude towards conducting interlanguage analysis on students’ English competence from the viewpoints of affection, behavior, and cognition. This study was essential since it could contribute on being one of references for English teachers to improve the quality of further instructions. This study was only delimited on the area of attitude. More researches were also expected to be conducted especially on the area of interlanguage analysis application to reveal more valuable and contributive knowledge in this issue.
Constructing Knowledge and Technology Transfer Model for SMEs Technology Development in Emerging Economies Fourry Handoko
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i2.15124

Abstract

Technology innovations occur in stages. The stages begin by discovering scientific knowledge generated from basic research. The findings of basic research are used to generate developments associated with its ‘applicability’, and are then developed and tested in accordance with knowledge, economically relevant procedures, and technically sound (development process) procedures. Moreover, in-depth knowledge investigation (learning process) will produce innovation of equipment, processes, and products. Innovations will undergo a process of adaptation (adaptation process) in order to meet technical standards, productivity, and social influence of technology application. This paper constructs a model of sustainable knowledge and technology. The proposed model identifies the key factors of knowledge and technology transfer. The model was constructed based on system-based model of inputs-transformations-outputs.

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