Curricula : Journal of Teaching and Learning最新文献

{"title":"STUDENT DIFFICULTIES ON STRUCTURE AND WRITTEN EXPRESSION SECTION OF TOEFL IN HIGHER EDUCATION AT METRO CITY","authors":"","doi":"10.22216/curricula.v6i1.122","DOIUrl":"https://doi.org/10.22216/curricula.v6i1.122","url":null,"abstract":"Structure and Written Expression TOEFL is a major difficulty for students because of the lack of TOEFL understanding preparation, no specific TOEFL preparation book has been used, and the inaccurate use of strategies in understanding TOEFL. The purpose of this study was to analyze students' English language skills in the TOEFL Structure and Written Expression section material, to analyze the difficulties of the Structure and Written Expression material for students, and to describe the reasons for the difficulties faced by students in the Structure and Written Expression material. This research uses a descriptive method. The random sampling technique was carried out with a total sample size of 30 students in the English Language Study Program at Higher Education, namely the Islamic Institute of Islamic Studies Ma'arif Metro Lampung and IAIN Metro Lampung. Data collection techniques using tests, interviews, and observations. The test given in this study is the TOEFL Paper Based Test (PBT) published by the Educational Testing Service (ETS). The findings in this study have shown that  students experience difficulties on the Structure and Written Expression of TOEFL because their ability in the test is at level C, \"Enough\". Second, among the eight indicators of the Structure and Written Expression material tested in the TOEFL, Inversion is the most difficult answer for students to answer because they have never studied this material and in-depth analysis is needed to answer the question. This shows that from the two TOEFL Structure tests the percentage of material difficulty is the highest among the other seven indicators.","PeriodicalId":418994,"journal":{"name":"Curricula : Journal of Teaching and Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116927810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ANALYSIS USE OF ELEMENTS, STRUCTURE, AND TEXT LANGUAGE RULES IN 2013 CURRICULUM","authors":"","doi":"10.22216/curricula.v6i3.569","DOIUrl":"https://doi.org/10.22216/curricula.v6i3.569","url":null,"abstract":"This research is motivated by the competencies that students must have in Indonesian language subjects, especially class VIII, namely understanding news texts, exposition texts, and poetry texts. In the 2013 curriculum, the material aims to enable students to convey their ideas and ideas logically and systematically in written form. This type of research is qualitative using descriptive method. The data in this study are excerpts of sentences or words contained in the students' texts, while the data sources used are the writings of these texts, students of class VIII SMP Pertiwi 2 Padang. The research instrument is the researcher himself and the data inventory format. The results of this study are summarized as follows.First, specifically for news texts, which use elements of only thirty-one student texts, and only twenty-five student texts use the language rules of news texts. Second, for the exposition text, which uses the structure of the exposition text, there are only twenty-six student texts, and fifteen student texts that use linguistic rules. Third, for poetry texts, there are only twenty-two student texts that use language rules.","PeriodicalId":418994,"journal":{"name":"Curricula : Journal of Teaching and Learning","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115050557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE EFFECT OF PERSONAL AND SOCIAL COMPETENCES ON COUNSELORS’ RESPONSIVE SERVICES","authors":"Sulaiman Samad, Hasnawi Haris, Suardi, A. Malik","doi":"10.22216/curricula.v7i1.902","DOIUrl":"https://doi.org/10.22216/curricula.v7i1.902","url":null,"abstract":"One of the most frequently provided services by school counselors is responsive service. For this reason, it is very important to understand the performance of school counselors in responsive services and the factors that influence these services. The objective of this study was to obtain a detailed description of school counselors’ performance in responsive services, self-knowledge, self-confidence, confidence in others and communication skills in Makassar. A quantitative ex post facto research design was employed. This study involved 128 counselors from public junior and senior high schools in Makassar. The participants were chosen using a simple random technique. The data were collected using a Likert-scale questionnaire. Data analysis utilized descriptive statistics as well as inferential statistics via regression analysis. The study results demonstrate that the counselors’ performance in responsive services, self-knowledge linked to responsive services, self-confidence, and confidence in students when conducting responsive services are moderately high. In contrast, the basic communication skills exhibited by the counselors are high. The counselors’ self-knowledge, self-confidence, confidence in students, and basic communication skills, respectively, have a favorable influence on the counselors’ performance in responsive services. As a simultaneous process, the counselors’ self-knowledge, confidence (in themselves and in students), and basic communication skills positively affect their performance in responsive services.","PeriodicalId":418994,"journal":{"name":"Curricula : Journal of Teaching and Learning","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125792435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PARENTAL ROLES IN THE VOCABULARY DEVELOPMENT OF CHILDREN AGED 5-6 YEARS DURING THE PANDEMIC","authors":"Riwayati Zein, Suci Amelia, Winda Noprina","doi":"10.22216/curricula.v7i1.907","DOIUrl":"https://doi.org/10.22216/curricula.v7i1.907","url":null,"abstract":"This research describes how parental roles in developing a vocabulary for children aged 5-6 years during the pandemic at Aisyiyah Kindergarten 14 Ampang Padang. The type of this research is descriptive quantitative, and the sampling technique is total sampling. Analysis techniques are descriptive analysis data. The results showed that parental roles in vocabulary development are good, so parents play a role in 1. Children have already understood using cleanliness, washing, and cleaning vocabulary to get used to a clean lifestyle. 2. Children have already understood using comfortable, safe and peaceful vocabulary to create a comfortable environment. 3. As role models,  children already understand using vocabulary to set examples and give instructions. 4. Accompanying children while learning, children have already understood using accompanied and guiding vocabulary. 5. Playing together, children have already understood using the vocabulary of collaboration, appreciation, and respect.","PeriodicalId":418994,"journal":{"name":"Curricula : Journal of Teaching and Learning","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133381543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AN ANALYSIS OF FILLERS USED BY AGNES MONICA WITH BUILD SERIES’ INTERVIEW","authors":"Sekar Lathifatul Aliyah, Rohmatika Anggraini Putri Hestrian","doi":"10.22216/curricula.v6i2.276","DOIUrl":"https://doi.org/10.22216/curricula.v6i2.276","url":null,"abstract":"In communication, the speaker may get the distraction of losing words, hesitation, or difficulty to discover the appropriate word. In this circumstance, fillers are utilized to fill the gap in communication. This paper aimed to find out the types and functions of fillers used by  Agnes Monica at 3 minutes as a part of an interview with Kevin Kenney in Build Series. Subsequently, this research used content analysis to get the data. It also used a qualitative approach. The outcome of this study represented 58 fillers based on those own types. On the other hand, the researchers settled that the fillers have several functions related to the circumstances of the speaker. Nevertheless, it helps the speaker to have an awareness of speaking skills.","PeriodicalId":418994,"journal":{"name":"Curricula : Journal of Teaching and Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132929855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE URGENCY OF GO VIRTUAL AS DIGITAL LITERACY IN LEARNING ENGLISH DURING THE COVID-19 PANDEMIC: THE IMPACT OF THE CONSUMER MEGA SHIFTING","authors":"Luh Eka Susanti, Luh Nyoman Tri Lilasari","doi":"10.22216/curricula.v7i2.1109","DOIUrl":"https://doi.org/10.22216/curricula.v7i2.1109","url":null,"abstract":"Digital literacy is increasingly being encouraged to support education, especially during the Covid 19 pandemic due to Consumer Mega Shifting, especially Go Virtual. This study aims to analyze and evaluate the implementation of Go Virtual as Digital Literacy for English Learning during the Covid-19 Pandemic at two vocational institutes in Bali, namely the Bali Tourism Polytechnic and the International Business and Tourism Institute. The method used was descriptive qualitative where data collection techniques were in the form of questionnaires (76 students) and interviews (4 English lecturers from both universities). Digital literacy creativity in learning English aims to reduce student boredom in receiving online learning and make English learning more interesting and easy to understand, as well as improve thinking skills andgenerate interest, creativity, and independence of students. English Lecturers from these two vocational institutes can also implement digital literacy competencies in seven digital literacy competency areas proposed by UNESCO. However, there are indicators of digital literacy competence that cannot be applied optimally, namely in the area of security competence, programming indicators and copyrights and licenses caused of the limited knowledge and expertise of English lecturers in the field of digital devices. ","PeriodicalId":418994,"journal":{"name":"Curricula : Journal of Teaching and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130663539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CATEGORY, TYPE AND MOTIVE OF SWEAR WORDS IN PASA LAUAK, SUNGAI BARAMEH, LUBUK BEGALUNG DISTRICT IN COVID PANDEMI AS LANGUAGE LEARNING","authors":"","doi":"10.22216/curricula.v6i1.140","DOIUrl":"https://doi.org/10.22216/curricula.v6i1.140","url":null,"abstract":"The researcher analyzed the swear word categories, types, and motives, in Pasa Lauak. Data were collected through recording, taking notes, interview and questionnaire techniques. It was analyzed by a referential method. Andersson and Hughes theories were used to analyze the swear word categories and the motives. Pinker theory was to explain the swearing types. The research shows there are 2 forms of swear words i.e. high for 13 % and low for 87 %. The categories are (a) sexual organs, sexual relations 16 %, (b) religion 13 %, (c) excrement 16 %, (d) physically-mentally disabled 12 %, (e) prostitution 3 %, (f) drugs and crime 3 %, (g) skin color 3 %, (h) family member 10 %, (i) age level 3 %, (j) skin disease 3 % , (k) body size 3 %, (l) animal 7 %, and (m) height level 3 %. The swearing types are abusive swearing 39 %, idiomatic swearing) 42 %, emphatic swearing 3 %, chatartic swearing 16 %. The motives are psychology motive 55 %, social motive 32 %, and working condition motive 16 %. It shows that Pasa Lauak community is creative in creating the swear words. Swear words have negative and positive impacts.","PeriodicalId":418994,"journal":{"name":"Curricula : Journal of Teaching and Learning","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124919702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"COMMUNICATION SKILLS EXHIBITED BY A CHILD WITH ASPERGER SYNDROME","authors":"Muh. Bahly Basri, A. Hamsa, Salam","doi":"10.22216/curricula.v7i1.912","DOIUrl":"https://doi.org/10.22216/curricula.v7i1.912","url":null,"abstract":"Autistic children experience verbal and nonverbal communication disorders categorized as primary language disorders and secondary language disorders. The disorder can affect all levels of language and persist into adulthood. In addition, the disorder can have a wide impact on the life of sufferers. On the other hand, the number of people with autism in Indonesia is increasing every year. This study aimed to examine an Asperger Syndrome child’s communication skills using Scovel’s theory which includes four stages, namely conceptualization, formulation, articulation, and self-monitoring. The research design used in this study is qualitative descriptive with the Single Subject Research (SSR) method. Data were gathered from an Asperger Syndrome child registered at SLB 1 in Makassar, through observation, interviews, and documentation. The research instruments were composed of the researcher as the primary instrument, and supporting instruments, which comprised an instrument to assess autism ability, observation guides, interview guides, and recording devices. The autism ability instrument is guided by the Diagnostic and Statistical Manual of Mental Disorders. Data analysis techniques are data transcription, data reduction, data presentation, and conclusion withdrawal. The findings revealed that the child’s level 2-conceptualization ability (requires great support) was influenced by his level of focus, frequency of learning topics, and expression of desire. The child’s formulation ability was at level 2 (needs considerable assistance) and was influenced by his attentiveness and comprehension of a topic. The articulation ability exhibited by the child was at level 1 (needs support) with several articulation disorders, including substitution (sound changes), omission, addition, and distortion (clutter). Due to the child’s inability to recognize speech errors, his self-monitoring ability was classified into level 3 (requires enormous support). Variations in the level of ability shown by the child are a manifestation of deficits in Asperger’s Syndrome.","PeriodicalId":418994,"journal":{"name":"Curricula : Journal of Teaching and Learning","volume":"937 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123928638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE CHALLANGE OF PRE-SERVICE TEACHERS IN DEVELOPING PEDAGOGY COMPETENCE DURING ONLINE TEACHING","authors":"","doi":"10.22216/curricula.v6i1.154","DOIUrl":"https://doi.org/10.22216/curricula.v6i1.154","url":null,"abstract":"The aim of this research is to find out the challenge of pre-service teachers in developing pedagogy competence during the online teaching. There are ten indicators proposed by Kemendikbud 2007 about teachers’ pedagogy competence and turn them into twelve questions. All of them are used by the researcher in analyzing the data. Then, the design of this research is qualitative and uses basic interpretative studies as the approach. For the sampling technique, the researcher used purposive criterion sampling because the researcher only took the pre-service teachers that conducted practice teaching in odd semester in 2020/2021 academic years and did only teaching. The researcher got 27 pre-service teachers that fulfilled the criteria from 75. To collect the data, the researcher used Google form because of the covid-19 pandemic. For the data analysis, the researcher four steps; 1) familiarizing and organizing. 2) coding and reducing. 3) interpreting and representing. After analyzing the data, the researcher got three challenges faced by the pre-service teachers; first, they got challenges in activating students’ prior knowledge. Second, they got challenge in delivering materials to the students. Third, they also got challenge in assessing students’ attitude, knowledge and skills. However, they pre-service teachers got new experience related to embedding technology in teaching. It could not be denied that young generations are very close with the development of technology. Hence, they are so easy to adapt with online teaching nowadays.\u0000Key words; pre-service teachers, online teaching, pedagogy competence  \u0000 \u0000Abstrak\u0000Penelitian ini bertujuan untuk melihat tantangan yang dihadapi oleh guru muda dalam mengembangkan kompetensi pedagogi mereka selama melakukan proses pengajaran daring . Peneliti menggunakan sepuluh indicator yang diambil edaran Kemendikbud 2007 tentang kompetensi seorang guru Bahasa Inggris. Peneliti menurunkan indikator tersebut menjadi dua belas pertanyaan. Lebih lanjut, untuk disain penelitian ini adalah kualitatif dengan menggunakan interpretive studies sebagai pendekatan penelitian. Untuk teknik sampling, peneliti menggunakan purposive criterion sampling yang artinya peneliti mengambil sample berdasarkan tujuan penelitian dengan menggunakan beberapa kriteria yakni hanya guru muda yang mengikuti praktek lapangan pada semester ganjil tahun 2020/2021 dan mengajar secara daring saja yang dijadikan sampel. Dari 75 guru muda, hanya 27 orang yang bisa dijadikan sample penelitian. Kemudian, untuk mengumpulkan data, peneliti menggunakan Google form karena pandemic covid-19 yang membuat kegiatan tatap muka baik untuk penelitian tidak disarankan. Selanjutnya, untuk proses analisa data, peneliti menggunakan tiga langkah yakni;1) mengenali data dan menyusunnya, 2) menandai data dan mengelompokan data, 3) menginterpretasikan data. Dari hasil data analysis diperoleh tiga temuan terkait tantangan apa saja yang dihadapi guru muda dalam mengembangkan kom","PeriodicalId":418994,"journal":{"name":"Curricula : Journal of Teaching and Learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125499769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}