A Case Study of an Australian University Embedding EfS in a Pre-service Teaching Program

2015 ◽  
pp. 323-346 ◽  
Author(s):  
Michelle Lasen ◽  
Louisa Tomas ◽  
Hilary Whitehouse ◽  
Reesa Sorin ◽  
Neus Evans ◽  
...  
Keyword(s):  
Teaching Program

scholarly journals KESALAHAN BERBAHASA PEMELAJAR BIPA DI KBRI NEW DELHI (LANGUAGE ERROR OF BIPA STUDENTS IN KBRI NEW DELHI)

Kadera Bahasa ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 91-104
Author(s):  
Lefrand Rurut
Keyword(s):  
New Delhi ◽  
Teaching Program ◽  
Case Study Method ◽  
Learning Modules ◽  
Language Knowledge ◽  
Important Input ◽  
Error Field ◽  
Observation Method ◽  
Indian Students

The aims of this research are to (1) describe the types of language error which is done by the students who follow the BIPA program at Indonesian Embassy, New Delhi, India and (2) to elaborate the way to solve the language error problem which is done by the students who follow the BIPA program at Indonesian Embassy, New Delhi, India.  This research use case study method. The collecting data procedure in this research is done by using observation method.  The writer himself does the teaching program and the observation directly, then record the data.Based on the result of data analyses, it can be concluded that the types of language error which is done by the students of BIPA program in Indonesian Embassy, New Delhi India are (1) expressing error, (2) personal error, (3) group error, (4) analogy error, (5) teacher error. Besides, the students of BIPA program in Indonesian Embassy, New Delhi India make error on phonology, morphology, and syntax field. To solve those problems, the writer suggest that the teacher has to understand previously those student’s language errors, then allocating more time to give the proper comprehension to the students so that the language errors mentioned can be solved or at least can be minimalized.Moreover, to solve the student’s language error on phonological, morphological, and syntax, the writer suggest to the teacher to provide time or special class for especially learning grammar because commonly the learning modules or the materials of BIPA do not input the complete grammar material.This research contributes the important input to the BIPA teacher who will teach Indonesian language for Indian students. This research also to add the language knowledge especially in language error field.

scholarly journals The effectiveness of English teaching program in senior high school: A case study

2015 ◽  
Vol 1 (2) ◽  
pp. 114 ◽  
Author(s):  
Alfred Irambona ◽  
Kumaidi Kumaidi
Keyword(s):  
High School ◽  
Mixed Method ◽  
Qualitative Data ◽  
Descriptive Analysis ◽  
Senior High School ◽  
Teaching Program ◽  
Teaching Materials ◽  
English Teaching ◽  
Process Component

This research seeks to evaluate the effectiveness of the English teaching program in senior high school: Case of SMAN3 Yogyakarta, grade eleven. This study was a summative case study using a mixed-method. Descriptive statistics were used to analyze quantitative data and qualitative data followed a descriptive analysis following the CIPP model. The informants were 43 students of SMAN3 and two English teachers. The context findings showed that program objectives, classroom condition, students’ needs and barriers were in effective category. In input component, it is found that both teachers were qualified and experienced. The teaching training was not enough; students’ textbooks and course designs were in effective category. The process component showed that teaching materials, teaching methods, teaching activities and assessments were in effective category. The product component showed that English marks, students’ needs and barriers were in effective category. However, the teaching materials were in ‘not effective’ category.

scholarly journals SUPPORTING BILINGUALISM AT INDONESIAN LANGUAGE FOR FOREIGNER PROGRAM (INTERNATIONAL CONFERENCE PAPER)

2018 ◽  
Author(s):  
Juanda
Keyword(s):  
State University ◽  
International Affairs ◽  
Teaching Program ◽  
Learning Centers ◽  
Conference Paper ◽  
Language Ecology ◽  
Transfer Credit ◽  
Bilingual Teaching ◽  
Short Courses

In PP No. 57/2014 has four programs, namely: (1) usage of Indonesia at international forums; (2) development of Indonesia teaching program for foreigner; (3) improvement of linguistic and literary cooperation with foreign institutions; (4) development and empowerment of Indonesia learning centers; (5) other measures in accordance with the provisions of legislation. Language Center has planned “Indonesian Language for Foreigner Program” (ILFP). As organizers of ILFP, Office of International Affairs and Partnerships (OIAP) Yogyakarta State University (YSU) has developed very rapidly. OIAP held four short courses, namely: 1) ILFP for Regular; 2) ILFP for Darmasiswa; 3) ILFP for Transfer Credit; 4) ILFP for Tailor-Made. This research is case study. The subjects are: ON and DSN (Burundi), ARR (Madagascar), AST (Myanmar), AF (Mali), SY and ASI (Thailand), and HO (Nigeria). Diversity will certainly affect the process of acquiring Indonesia language, so bilingual teaching is a rational choice. UNESCO itself supports bilingualism or multilingualism and essential component of intercultural at all levels of education. An article examines the practice of bilingual teaching at ILFP organized by OIAP YSU, such as language ecology.

scholarly journals Yolngu Studies: A case study of Aboriginal community engagement

2008 ◽  
Vol 1 ◽  
pp. 31-47 ◽  
Author(s):  
Michael Christie
Keyword(s):  
Community Engagement ◽  
Charles Darwin ◽  
Undergraduate Teaching ◽  
Teaching Program ◽  
Aboriginal Community ◽  
Research And Teaching ◽  
Tertiary Teaching ◽  
Set Up ◽  
Aboriginal Languages

The Yolngu studies program at Charles Darwin University has been active in the teaching of Yolngu (East Arnhemland Aboriginal) languages and culture, in collaborative transdisciplinary research, and in community engagement for well over ten years. The original undergraduate teaching program was set up under the guidance of Yolngu elders. They instituted key principles for the tertiary level teaching of Yolngu languages and culture, which reflected protocols for knowledge production and representation derived from traditional culture. These principles ensured the continuation of an ongoing community engagement practice that enabled the flourishing of a collaborative research culture in which projects were negotiated; these projects remain faithful to both western academic standards, and ancestral Aboriginal practices. The paper gives details of the program, the underlying Aboriginal philosophy, and some of the research projects. The success of the whole program can be seen to derive from the co-constitutivity of community engagement, research and teaching. In 2005 the program won the Prime Minister's award for Australia's best tertiary teaching program.

scholarly journals From Context to Curriculum: A Case Study of Communicative Language Teaching in China

2002 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Guangyong Sun ◽  
Liying Cheng
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Program ◽  
Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

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