On March 16, 2020, many universities in Indonesia began implementing online-based learning to replace lectures in the classroom. This is done as a way to reduce the transmission of the Covid-19 outbreak in Indonesia. There is an opinion that with the implementation of online learning, especially in mathematics education study programs, there are many obstacles when learning takes place. This study aims to determine the obstacles that arise after the implementation of online learning in mathematics learning in Higher Education. This research is a qualitative case study, assisted by an online survey. The researcher collected data through an online survey consisting of 27 questions. The survey is aimed at lecturers who teach in Mathematics Education study programs in Indonesia. The survey contains structured questions and leads to three parts, namely; basic skills challenges, teaching and learning challenges, and university challenges. The 27 questions contained questions about the ability of platform mastery to support online learning owned by each lecturer. The research involved 26 lecturers from universities in Sumatra, Java, Kalimantan, and Sulawesi. The results of this study reveal that all lecturers affected by the pandemic use a Learning Management System (LMS) based website as a means of online learning. The learning management system-based platform is the most widely used (google class and Edmodo) while video conferencing is the second choice (Zoom and Skype). What is interesting is that the LMS available on campus is less attractive to lecturers. However, there are obstacles faced such as the limitations of writing mathematical symbols and the limited basic capabilities of the learning management system and multimedia software to support online learning.
This paper critically describes the main challenges English language teachers face in teaching in Indonesia. The subjects of the research were students and English teachers in twelve randomly selected junior high schools in government and private schools in five districts in Yogyakarta Province. A survey schedule, interviews with English language teachers, focus group discussions with students and class observation were used to gather the data. The results show that students' motivation is more of an instrumental motivation, due to the requirements of the mandated national examination though English now is a global language and the 2006 curriculum targets communicative competence. On the other hand, the data indicated that teachers found English difficult to use in class. The classroom instruction was conducted mostly in the low variety of Bahasa Indonesia and in Javanese. The teachers claimed that it was due to students' low motivation; in fact, the students' eagerness to listen to the teachers as the models of English language expressions was good. Teachers need to motivate students to learn English by improving their teaching techniques as well as their speaking competence in class to achieve student integrative motivation as English is valuable for them.Keywords: instrumental and integrative motivation, communicative competence, classsroom language TANTANGAN PENGAJARAN DI INDONESIA: MEMOTIVASI BAHASA KELAS GURU DAN SISWAAbstrak: Artikel ini menggambarkan secara kritis tantangan utama bagi yang dihadapi oleh guru bahasa Inggris di Indonesia. Subjek dari penelitian ini adalah para siswa dan para guru bahasa Inggris di dua belas SMP negeri dan swasta yang dipilih secara acak di lima kecamatan Privinsi Yogyakarta. Jadwal survei, wawancara dengan guru bahasa Inggris, FGD dengan para siswa dan observasi kelas digunakan untuk mengumpulkan data. Hasil menunjukkan bahwa motivasi belajar para siswa lebih cenderung merupakan motivasi instrumental karena bahasa Inggris merupakan salah satu mata pelajaran yang diujikan dalam ujian nasional walaupun saat ini bahasa Inggris juga merupakan bahasa global dan kurikulum 2006 memiliki tujuan kompetensi komunikatif. Di sisi lain, data menunjukkan bahwa para guru merasa bahwa bahasa Inggris sulit digunakan di dalam kelas. Pembelajaran kebanyakan dilakukan dengan sedikit bahasa Indonesia dan bahasa Jawa. Guru mengatakan bahwa hal itu disebabkan rendahnya motivasi siswa: nyatanya, ada keinginan dari para siswa untuk menyimak guru sebagai model ungkapan-ungkapan berbahasa Inggris. Guru perlu memotivasi para siswa belajar bahasa Inggris dengan
The objectives of this study are to (1) develop supplementary reading materials using Contextual Teaching and Learning Approach for students of SMP N 1 Moyudan and (2) describe the efficacy of the supplementary reading materials. This research belongs to Educational Research and Development (R&D) using a simplified six steps of (Gall, Gall, & Borg, 2003) model. The finding shows that the students learn English to achieve the 2013 curriculum learning objectives. The necessities of the teaching and learning English is to improve students' English skills so that they gain good score for the national examinations though students have less motivation to learn reading and they cannot learn independently. They cannot differentiate or understand WH-questions that is important in learning reading. The efficacy of this product helps students to improve their reading skill especially to understand the topic, the generic structure, the main idea, the grammar and the vocabulary used in the text. The supplementary reading materials as the product of this study provide additional learning resources for students.
As Goronga (2013) notes that classroom interaction encourages students to actively participate in teaching learning process. Teacher question plays an important role to trigger students' critical thinking or Higher Order Thinking Skills (HOTS). This paper highlights questions revealed in teaching learning process that triggering students' critical thinking. Class observation and interview is conducted and then analyzed based on Bloom’s taxonomy. Data eventually show that remembering is mostly uttered to stimulate the students to state what they know about the topic and recall particular information. This means teachers find difficulties to practice questions with HOTS aspects. Teachers need to have more practice on how to encourage students to have critical thinking as one of skills in this disruptive era.
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