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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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Training On Implementation of Early Childhood Education Curriculum 2013 and Assessment Record to Increase Teachers Competence Sujana, Yudianto; Ramli, Murni; *, Suciati; Kurniawati, Dyah Yuni
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

Early childhood education (ECE) Curriculum 2013 has been socialized since 2014, and had been prior testedin some kindergarten Pembina. Other early childhood institutions must use the curriculum 2013 started in oddsemester of 2015. Early childhood education Curriculum 2013 focuses on scientific approaches and authenticassessment, in order to give children more space and challenge to freely develop their potential. In the processof implementation, many early childhood education teachers face difficulties in interpreting the needs of thenew curriculum, especially on how to conduct activities based on scientific approach, and assess childrendevelopment authentically. This fact occurs might be because of the socialization and training of theCurriculum 2013 were only theoretical based, rather than provide more practices to the participants. To solvethese problems, the Center for Japanese Studies of Sebelas Maret University organized training for ECEteachers in Sukoharjo and Klaten on how to implement the Curriculum 2013. This training provided anexample of scientific approach based-activities and method to do recording of authentic assessment. It aimedto train teachers to be able immediately put it into practice in the classroom. Results from the training areteachers have increased their competences in the preparation of learning tools, scientific approach basedactivities,anddoauthenticassessmentprocess.
Students’ Readiness to Implement Comprehensive Guidance and Counseling Services: a Preface for Improvement Hidayat, RianRokhmad; makhmudah, Ulya
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

Comprehensive guidance and counseling services (CGCS) was a complete framework in implementation ofguidance and counseling in school which was able to facilitate the students in facing the requirement of AsianEconomy Community (AEC). The readiness of the college students to implement CGCS need to bemeasured, as the preliminary research to see whether the students of FKIP UNS already had the knowledgeand skills to implement CGCS. This thing is important, because all this time college students who near tograduate still using the guidance and counseling curriculum focused on clinical, so that it was required ‘needassessment’ to arrange fine tuning workshop in order to be able to implement CGCS. The result ofidentification of the college students’ readiness perception profile to arrange and implement CGCS programthat systematic was 83%. The perception of college students’ readiness to arrange the program focused on thestudents’ development was 92%. The perception of college students’ readiness to actively carry out thecollaboration and consultation with all the school staffs was 62%. The perception of college students’readiness to create school environment which support the development of students was 68%. From those datawe can see, for the arrangement activity of systematic guidance and counseling program and focused on thestudents’ development, the college students already had high level of readiness. That was considered as highscore, because in the lesson of candidates of guidance and counseling education in the FKIP UNS studyprogram already facilitated with subjects about preparation program. However the perception of readiness toimplement collaboration and consultation with all the school staffs and the readiness to create schoolenvironment which support the students’ development still low.
Teaching Metaphor: Engaging Student’s Creativity in Writing Class Effendi, Muh. Saeful
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 paper discusses one of the ways to improve student’s writing ability. Having good competence of grammar is not merely in line with writing competence. Above all, creativity, knowledge and experiences are considered to be very important aspects in process of writing. Thus, incorporating concrete student’s experience will help students integrate prior experience and facilitate students learning abstract concept. By doing so, student can generalize notion of the topic they are going to write. Metaphor shows the way in incorporating student’s experiences into vivid and meaningful words. Metaphor is a bridge for the interaction between the initial state and course of experiences factor. The way covers gathering student’s experiences, formulating metaphorical expression, expressing the meaning, peer review and grammar correction. In conclusion, metaphor gives opportunity for students to optimize their strength and makes use their experiences to write creatively. Metaphor also makes learners focus on the form of language. Furthermore, metaphor helps learners to handle linguistic creativity.
Assessing Five Genre Writing Task-Based Practice On the Second-Year Diploma 3 IT Students’ IELTS Writing Test-like Essay Marsaulina, Rumondang Miranda
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 paper assessed the results of five genre writing task-based practice in the second-year Diploma 3 ITstudents’ skills for writing an IELTS writing test-like essay. The problem of the study was to explore howthe five genre writing practice impacted the students’ ability to discuss their opinion academically. Theparticular objective of this study was to inquire if the task-based learning enabled the students to ponderideas and express opinions into well-defined, coherent and written explanations in compliance with goodIELTS essay standard. The study was conducted in a quantitative method in which the students’ grades of a class test given after completing the tasks were analyzed based on the IELTS Task 2 Writing BandDescriptors and modified IELTS Reading Task Band Score Converter. The results showed the task-basedlearning method instructing the students to yield five basic essay genres from Narrative to Argumentativeneeded to be only focused on Argumentative genre writing task practice if the learning objective was toequip the students to produce an IELTS typical essay in good quality, for the students’ essay writing gradesrevealed an unsatisfactory prediction band score, only 4.5 from a scale of 0 to 9. In particular, they shouldtake more intensive drills in organizing unbiased but persuasive explanations, providing supporting examples for their personal views, picking proper transition markers for the text coherence and being aware of fragment and run-on sentences, Subject and Verb disagreement, Use of Tenses and Redundancy.
The Common Assessment Used for English Teaching in Junior High School: a Naturalistic Study Utomo, Aries
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

Assessment is used by a teacher in order to measure students’ ability in learning process. There are many kinds of assessment which can be employed to assess students in the classroom. The objective of this research is to describe assessment used for English teaching in high school. The design of this research was a naturalistic study. Object of this research was one state junior high school located in Surakarta. Based on the research data, assessment used by the English teachers consist of (1) formative assessment, (2) middle test, and (3) summative assessment. It can be concluded that the English teachers combine those assessment model in order to measure students’ ability in learning English at the school based on the 2006 curriculum where assessment are equipped by meaningful activities. In addition, those assessments seem complete if it is created constructively where assessments used are more focused on the students’ success than failure in learning.
Enhancing the Students Writing Ability by Using Comic Strips Humola, Yusda; Talib, Rasuna
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 article reports on the results of a study aiming to investigate whether the comic strips can help students to enhance their writing skill in English. This study was conducted at the tenth class of SMA Negeri I Tapa 2014/2015 in academic years with 25 students as the participants. The text in focus was narrative. The study used an action research by using Kemmis and Taggart‟ s design that consists of four steps, namely planning, acting, observing, and reflecting. The data were collected from observation and written test. The data of observation were obtained the teacher and students‟ activities in teaching learning writing. Whereas, the data of written test were obtained from the students‟ writing task in every cycle. Some aspects used to analyze the students writing ability, namely content, organization, vocabulary, language use and mechanics ones. The results indicates that despite some aspects that still need improvement, the use of comic strips can enhance students writing skill in narrative text. The portraits of students‟ progress in writing English narrative text of some cycles show that in the first cycle, only four of twenty five students (16%) who can write narrative texts as the successful indicator 80%. In the second cycle, ten students (40%) were success, then in the third cycle, twenty two students (88%) could reach the value 80 or more as the criteria of successful. Observation data shows that the students were motivated to write English narrative text by using comic strips both in group and individual works. Whereas, the commitment of English teacher as a model and colleagues to reflect and to renovate the teaching and learning process was running well on each cycle. Based on the results of the study, it is recommended that comic strips be implemented in other genres, notably recount text or other language skills, and other countries.
The Effects of Immersive Multimedia Learning with Peer Support on English Oral Skills (Speaking and Reading) Muslem, Asnawi; Abbas, Merza
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 methods of teaching English in Indonesia promote the use of code-switching strategies and have resulted in the widespread practice of pronouncing English words following the structures of the Indonesian language. This study investigated at the effects of the immersive multimedia learning technique with peer support on performance in English in terms of oral production skills in reading and speaking that involved six measures, namely, pausing, phrasing, stress, intonation, rate, and integration without the mediation of the students’ first language. It also investigated were the effects on performance by students’ achievement. The quasi-experimental 2 X 2 factorial design with pre-test and post-test was employed for the study. The first factor was the strategy of learning, namely the use of immersive multimedia learning with and without peer support, while the second factors comprised achievement in English. 80 first-year university students enrolled in English as a foreign language course were selected for this study and the treatment lasted for eight weeks. Data were analysed using one-way ANOVA. The findings showed that the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production for reading and speaking. Analyses by achievement showed that the high achievement students in the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production only for speaking while the low achievement students in the immersive multimedia learning with peer supported group reported significantly better performance in all measures of oral production for reading and speaking. These findings showed that the immersive multimedia technique with peer support reduced the use of code-switching strategies among the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially among low achievement students.
Developing Character Based Interactive Learning Media to Facilitate Students Self-Learning of Mathematics Capita Selecta (A research on mathematical critical and creative thinking skills of Mathematics department students of teachers training and educa Ratnaningsih, Nani; Patmawati, Hetty
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 aims to design and develop a character based learning Interactive Media to Facilitate Students    self-learning of Mathematics Lecture Capita Selecta in developing Mathematical Critical and CreativeThinking skills of students. This research employs developmental research for one year from two years asplanned. Research methods and its study in the first year is started by theoretical studies conducted mainlyin literature and rational considerations, and empirical studies when the trials of character-based interactivemedia is designed to explore critical and creative thinking skills of students. Result of this study can bedrawn that the designed teaching materials are already able to direct students to discover concepts relatedto materials of Algebra, Quadratic Equations and Functions, and Systems of Linear Equations, and thegiven problems can explore critical and creative thinking skills of students. Teaching materials designed tobe interactive media is ready to use to facilitate self-learning of the students. The further research isimplementing capita selecta Mathematics as lecture using character-based interactive learning media tostudents who attend the lecture in order to determine the influence of media in developing interactivelearning critical and creative thinking skills of the students.
“You Don’t Have To Be Innovative In the Creative Industries” A Study of Entrepreneurial Orientation and Social Capital in Creative Industries Wardani, Dewi Kusuma; Noviani, Leny; Sabandi, Muhammad; Setyowibowo, Feri
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

Competitiveness and performance of businesses in the creative industry have the disadvantage of resourcemanagement and development and entrepreneurial policies. Creative industries covering the fashionindustry, design, and craft are industries that expected to be able to competewith the establishment of theAsian Economic Community (AEC) by 2015. To improve the capability to compete in the regionally andglobally, internal capabilities such as Entrepreneurial Orientation (EO) and social capitals (SC) ofcompanies in the creative industry need to improve. Entrepreneurial Orientation has been the focus ofmany researchers and contributed significantly to the development of entrepreneurship literature over thedecades. This fact supported by empirically significantfindings contributedby various researchersin theliterature. However, up to the date there are many debates and require more research, specifically in therobustness of the dimensions within creative industries. The current research using Mixed Methodsanalyses tested the EO and SC model to 60 entrepreneurs in the creative industries within specific areasoffashion, design and crafting in Central Java regions. Findings suggested that in the creative industries, EOvaried to those companies in manufacturing and technology industries. The current research contributed tothe literatureby (1) modelling the EO in the creative industry, (2) confirming previous research findings onEntrepreneurship Orientation, (3) suggesting the source of competitive advantage in this industry, (4)social capital not adopted scientifically.However, these findings should require more extensive researchand tested across regions. Hence, the directions for future research are implied in the research limitationssection.
Comparative Study on Teacher Training Education Policy and Practices in Qur’anic Schools: Case of Semi-Urban Rural and Remote Rural Settings in Banjarnegara Regency Astuti, Wiji; Kusakabe, Tatsuya
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 paper aims at describing the recent status of teacher training education policy and practices in 12 purposely selected Qur’anic Schools in 4 villages, which belong to Banjarnegara Regency in Central Java Province in Indonesia. The data was obtained through a field survey by using questionnaire instrument and open-ended interview to 12 school principals and 20 teachers of the Qur’anic schools. Teachers’ status degree at semi-urban rural area is more educated while the teachers at remote rural area are graduates from Qur’anic school who have no teacher’s certificate. In both areas, teachers mainly develop their professional teaching skills by self-learning due to very few in-service teacher trainings. Unlike teachers at formal schools, who are often offered teaching training by educational bureau in regency or province level, teachers at Qur’anic schools almost never receive teaching training. This findings suggest the local government to conduct intensive teacher training program for Quranic schools teachers in order to achieve better Islamic educational services.

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