scholarly journals POWER, ORIENTATION, AND STRATEGY OF POSITIVE POLITENESS USED BY CHILDREN AT THE AGE OF ELEMENTARY SCHOOL WITH JAVANESE CULTURAL BACKGROUND

Humanus ◽  
2018 ◽  
Vol 17 (2) ◽  
pp. 164
Author(s):  
Harun Joko Prayitno ◽  
Abdul Ngalim ◽  
Anam Sutopo ◽  
Muhammad Rohmadi ◽  
Tommi Yuniawan
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Single Case ◽  
Group Discussion ◽  
Cultural Background ◽  
School Teachers ◽  
Teachers And Students ◽  
Politeness Strategies ◽  
Active Observation ◽  
Character Building

Politeness strategies in primary school is the foundation of character building. This study aims to identify the power and orientation of positive politeness strategies used by the children at the age of elementary school as the character of Indonesian. This study applies qualitative research with single-case study strategy. The data source consists of all elementary school teachers and students in Surakarta and Yogyakarta. The data were collected by using active observation and focus group discussion.  The data are in the forms of  teaching materials. The data were analyzed using heuristic model proposed by Grice & Leech by applying the principles of reconciliation, cultural and social harmony. The result shows that the elementary school teachers and students having the Javanese cultural background indicated by (a) building the nature of psychological as the core of positive politeness and nation character by improving the empathy feeling, looking for the agreement, giving respect,  appreciating the achievement, and giving the profit to another; (b) prioritizing the duty instead of the rights; (c) creating the wise of directive act strategyby positioning the listener ; (d) respecting others to show the suavity and politeness. Therefore, the Javanese society in line with directive politeness action always put the environment society to keep its social-societal relationship. Keywords: directive politeness, harmony principle, javanese cultural,positive politeness, socio-societal AbstrakStrategi kesantunan di sekolah dasar adalah fondasi pembentukan karakter. Penelitian ini bertujuan untuk mengidentifikasi kekuatan dan orientasi strategi kesantunan positif anak-anak di usia sekolah dasar sebagai karakter bangsa Indonesia. Penelitian ini merupakan penelitian kualitatif dengan jenis studi kasus tunggal. Sumber data terdiri dari semua guru sekolah dasar dan anak-anak usia SD di Surakarta dan Yogyakarta. Data dikumpulkan dengan menggunakan observasi aktif dan diskusi kelompok fokus. Data tersebut berupa bahan ajar. Data dianalisis menggunakan model heuristik yang diajukan oleh Grice & Leech dengan menerapkan prinsip rekonsiliasi, budaya dan keharmonisan sosial. Hasilnya menunjukkan bahwa guru sekolah dasar dan anak-anak usia SD yang memiliki latar belakang budaya Jawa ditunjukkan dengan (a) membangun sifat psikologis sebagai inti dari kesantunan positif dan karakter bangsa dengan meningkatkan perasaan empati, mencari kesepakatan, memberikan rasa hormat, menghargai pencapaian, dan memberikan keuntungan kepada yang lain; (b) memprioritaskan tugas dan bukan hak; (c) menciptakan strategi tindakan yang efektif dengan memposisikan pendengar; (D) menghormati orang lain untuk menunjukkan kesantunan. Oleh karena itu, masyarakat Jawa sejalan dengan tindakan kesopanan direktif selalu menempatkan masyarakat lingkungan untuk menjaga hubungan sosial-kemasyarakatannya.Kata Kunci: kesantunan direktif, prinsip harmoni, budaya jawa, kesantunan positif, sosio-sosietal.

Implementation of Standard of Graduate Competence in The Curriculum 2013 in Elementary Schools

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Ndaru Mukti Oktaviani ◽  
Isnaini Wulandari
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Research Method ◽  
Group Discussion ◽  
Research Data ◽  
Research Subjects ◽  
School Teachers ◽  
Teachers And Students

Government certainty related to curriculum development from KTSP to Curriculum 2013 raises a new challenge for teachers. Implementation Curriculum 2013 in elementary schools still faced significant problems where based on the focus group discussion results with elementary school teachers in the Kuningan area of West Java, it was known that teachers still had difficulty implementing thematic-integrative with connecting the material with other material. Purpose of this study is 1) describes the problems faced by elementary school teachers for the standard of graduate competence in the implementation of the  Curriculum 2013 in elementary schools, 2) describes the factors that cause problems standard of graduate competence in the implementation of  Curriculum 2013in elementary schools. The research method used in this study is descriptive qualitative. The research design used descriptive steps of a case study. The research subjects were teachers and students in elementary school at SDN 1 Manis Lor, Jalaksana District, SDN 1 Purwawinangun, Kuningan District and SDN Dukuhdalem, Japara District, Kuningan Regency. Data collection techniques are used using observation, interviews and documentation studies. Data analysis used refers to the analysis of qualitative research data.

A Discovery Approach to Teaching Programming

1984 ◽  
Vol 32 (4) ◽  
pp. 16-28
Author(s):  
William H. Doyle
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Discovery Learning ◽  
School Teachers ◽  
Teachers And Students ◽  
Simultaneous Study ◽  
Successful Approach ◽  
Approach To Teaching ◽  
Programming Skills ◽  
Program Output

This journal has recently featured articles that stressed the importance of having elementary school teachers and students learn to write simple computer programs. This emphasis suggests the need to share successful strategies for helping teachers to gain elementary programming skills. Teachers will then be more likely to introduce or offer direction for students' programming in their classrooms. One successful approach uses discovery learning and leads naturally to programming without creat ing inhibiting anxiety. The objective is not to produce expert computer programmers but rather to help teachers understand the elementary constructs of BASIC and to begin writing simple programs. The approach uses short programs that illustrate educationally sound uses of computers in the classroom. The central, elementary constructs of BASIC are taught through the simultaneous study of program listings on paper and program output on the monitor.

scholarly journals The Implementation Of The Scientific Approach In Integrative Thematic Learning To Support Communication Skills of Elementary School Teachers in Cluster IX Surakarta

2019 ◽  
Vol 8 (5C) ◽  
pp. 318-322
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Research Method ◽  
Participant Observation ◽  
School Teachers ◽  
Scientific Approach ◽  
Teachers And Students ◽  
Thematic Learning

This study aims to determine the Communication Skills of Elementary School teachers through the implementation of the Scientific Approach in Integrative Thematic Learning. this research was conducted on cluster IX Surakarta as many as 10 teachers. The research method used is a qualitative research method with participant observation techniques, interviews and documentation. Participant observation place when Integrative Thematic Learning with the Scientific Approach was carried out by teachers. The validity of the data is done by triangulation techniques which include: triangulation of methods, data and sources. the results of the study indicate that the Scientific Approach provides opportunities for teachers to think critically and creatively in broadening their learning horizons. where as Integrative Thematic Learning helps teachers and students collaborate, express as, find problems, determine alternative problem solving and interact with each other. The implementation of Scientific Approach in Integrative Thematic Learning builds interpersonal communication and intrapersonal communication in everyday life, Communication Skills is a need to interact with each other through dialogue, listening, asking questions, delivering messages and talking politely with others. The conclusion of this study is that the implementation of the Scientific Approach provides opportunities for teachers and students to interact, talk effectively, communicate in Integrative Thematic Learning. the conclusion is the teacher Communication Skills are trained and formed effectively to improve Communication Skills through effective learning, varying models, strategies, methods, and techniques in a variety of ways.

Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan

2007 ◽  
Vol 29 (1) ◽  
pp. 7 ◽  
Author(s):  
Yoko Goto Butler
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Native Speakers ◽  
Native English Speakers ◽  
Language Teachers ◽  
School Teachers ◽  
Ideal Language ◽  
Teachers And Students ◽  
English Speaking ◽  
The Ideal

Recently, there have been a number of studies focusing on the qualifications of native and nonnative language teachers. The notion that native speakers constitute the ideal language teachers appears to be widespread among teachers and students. This concept has been particularly influential in English teaching, although its validity has been questioned. This study aims to identify perceptional factors that are most likely to be associated with the notion held among many nonnative English-speaking teachers in East Asia that native English speakers are the ideal language teachers. This study focuses on Japanese elementary school teachers who have been asked to introduce English activities in their classes. Based on a detailed questionnaire, completed by 112 Japanese elementary school teachers, a number of perceptional factors were identified. These include: (a) their self-assessed English proficiency levels, (b) their attitudes towards nonstandard forms of English, and (c) their sense of pride in their own language and cultural heritage. 近頃、ネイティブ、ノン・ネイティブの教師の資質に関する議論が多くなされている。ネイティブ・スピーカーが理想の語学教師であるという考えは、教師や学生の間で広く浸透しているようだ。この考えは、英語指導に影響を及ぼしてきたといわれるが、その妥当性は疑問視されている。本研究は、英語を教える東アジアのノン・ネイティブ教師の間で、どのような認知要因が、ネイティブ・スピーカーが理想の語学教師であるとする考えに結びついているのかを見極めることを目的としている。本研究では、最近英語活動を行うことになった日本の小学校教師をケースとしてとりあげた。112名の小学校教師に記入してもらったアンケート調査の結果より（1）自己評価による英語力のレベル、（2）スタンダードではない英語に対する態度、（3）自らの言語（日本語）や伝統文化に対するプライドの3つの要因が、ネイティブ・スピーカーが理想の語学教師であるという考えに結びついていることがわかった。

scholarly journals STRATEGI BACA PUISI BAHASA INDONESIA DAN INGGRIS BAGI GURU-GURU DAN SISWA DI SDN 65 PEKANBARU DAN 63 PEKANBARU

2018 ◽  
Author(s):  
Qori Islami ◽  
Mohd. Fauzi ◽  
Junaidi
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Social Services ◽  
School Teachers ◽  
Teachers And Students ◽  
Bahasa Indonesia

AbstrakJudul pengabdian masyarakat ini adalah Strategi Baca Puisi Bahasa Indonesia dan Inggris bagi Guru-guru dan Siswa di SDN 65 dan Pekanbaru dan 63 Pekanbaru. Tujuan pengabdian ini adalah untuk memberikan pemahaman tentang strategi baca puisi Bahasa Inggris dan Bahasa Indonesia.Pelaksanaan baca puisi selama ini belum maksimal oleh kebanyakan pendidik dan juga siswa.. IbM ini bertujuan untuk meningkatkan kemampuan guru-guru dan siswa sekolah dasar dalam strategi baca puisi kedua bahasa. Metode yang digunakan adalah ceramah dan praktek. Hasil pengabdian menunjukkkan bahwa guru damemperoleh strategi baca puisi bahasa Inggris dan Indnesia.Kata Kunci: Strategi baca puisi, pelatihan, guru dan siswaAbstractThe title of this social services is the Strategy of Reading poetry English and Indonesian for teachers and students of State Elementary School 65 Pekanbaru and State Elementary School 63 Pekanbaru. The purpose of the program is to socialize the use of Strategy which is still not maximally used by most of teachers and students. This program is conducted to increase the abily of elementary school teachers and students in reading poetry. The method used in this program is describing and practice. The result of the program shown that teachers and students understand the program.

scholarly journals The Implementation of Knowledge Assessment In Curriculum 2013 in Elementary Schools

2020 ◽  
Vol 7 ◽  
pp. 86-97
Author(s):  
Ikhya Ulumudin ◽  
Asma Aisha ◽  
Ferdi Widiputera
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Group Discussion ◽  
Student Assessment ◽  
School Level ◽  
Knowledge Assessment ◽  
Research Subjects ◽  
School Teachers ◽  
Basic Competency ◽  
Assessment Result

The purpose of this study was to determine the understanding and implementation of the knowledge assessment carried out by teachers at the elementary school level starting from planning, implementing, processing results, utilizing results and identifying problems in implementing knowledge assessment. This study used a qualitative approach. Research took place in Sleman Regency, Yogyakarta Province. The research subjects were public and private elementary school teachers who had taught in classes applying Curriculum 2013. The research instruments consisted of questionnaires and FGD (focus group discussion) guidelines. The results showed that on the assessment planning, teachers lack understanding in the formulation of instrument outlines, especially in describing the Basic Competency into the question indicators, making questions about the aspects of knowledge based on the indicator, and making scoring guidelines. In the implementation of the assessment, some teachers did not understand the use of various assessment techniques for knowledge aspect. The frequency of carrying out daily knowledge assessments varies, including for every KD (basic competency), every day, for every sub-theme, for several sub-themes, and for every theme. In assessment result processing, some elementary school teachers still lack understanding about processing and reporting in knowledge assessment whether in the form of numeric scores, predicates, and descriptions. In the utilization of the assessment, all elementary school teachers in Sleman Regency have applied the assessment of learning function as each daily assessment result is used by the teacher to review student achievement in each KD. In the aspect of assessment for learning, some teachers have made use of assessments for remedial activities and lesson enrichment and to evaluate the learning process. Lastly, regarding the use of assessment as learning, some teachers have provided results of student assessment and used it to provide guidance and advice to students.

scholarly journals HAMBATAN GURU SD DALAM PENYUSUNAN SPP (SUBJECT SPECIFIC PEDAGOGY) SPKURIKULUM BARU DI SEKOLAH DASAR

Satya Widya ◽  
2019 ◽  
Vol 35 (2) ◽  
pp. 86-97
Author(s):  
Andri Anugrahana
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Group Discussion ◽  
Qualitative Approach ◽  
School Teachers ◽  
Additional Information ◽  
Subject Specific ◽  
Data Source ◽  
The Subject ◽  
Assessment Problems

The purpose of this study describes the obstacles of elementary school teachers in developing the Subject Specific Pedagogy (SSP) from new curriculum, the 2013 curriculum. This research is a descriptive exploratory study with a qualitative approach. Data were collected by questionnaire, interview, and focus group discussion. The data source is 40 elementary school teachers in Bantul Regency, DIY. Data analysis is done by finding and identifying teacher difficulties in preparing the SSP, then finding solutions to teacher problems. The results of this study are (1) 55% of teachers made preparations by determining the method in advance, 35% of teachers made preparations by determining SK and KD, and 10% of teachers chose to determine the approach. (2) The difficulty of teachers in preparing the SSP was 62% of teachers had difficulty in assessment, 32% of teachers had difficulty determining the method and 8% of teachers had other difficulties. (3) 62% of teachers answered the assessment became an obstacle in the preparation of the SSP, 32% of the teachers answered the method, and the other obstacle was 8%. The solutions made by the teacher to overcome the problem: find additional information, determine the syntax, choose a method, read book, search other source from the internet. Whereas in overcoming the assessment problems include the teacher compiling an assessment rubric according to the SSP guidelines, reading the assessment book.

scholarly journals Taxonomy of Educational Problems in Support of Readiness for the Implementation of Minimum Competency Assessment and Character Survey in Elementary Schools

2020 ◽  
Vol 5 (2) ◽  
pp. 296
Author(s):  
Aunurrahman Aunurrahman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
School Readiness ◽  
Group Discussion ◽  
Competency Assessment ◽  
Sources Of Information ◽  
School Teachers ◽  
Assessment Policies ◽  
New Policies

This study aims to determine the essential dimensions of primary school education problems in Sintang district based on their types and aspects to analyze the readiness to implement the minimum competency assessment and character survey in 2021 with a focus on two main study dimensions, namely the main problems of education and the dimensions of readiness to implement the minimum competency assessment policy and character survey. The data was collected by combining qualitative and quantitative approaches through the implementation of a Focus Group Discussion (FGD) and a questionnaire. The FGD was attended by supervisors, school principals and elementary school teachers. Meanwhile, the questionnaire was filled in by elementary school teachers who were spread over some elementary schools in several sub-districts of Sintang district. Qualitative data analysis used taxonomic analysis techniques (taxonomy analysis) and interactive analysis from Miles and Huberman. Meanwhile, the quantitative analysis uses descriptive statistical analysis. The results showed that the taxonomy of educational problems in supporting the readiness to implement the minimum competency assessment and character survey in elementary schools in Sintang district was seen from the teacher dimensions regarding shortages and uneven distribution. In the curriculum dimension, it is considered that changes are too fast so that it becomes a source of confusion for some teachers, and in the learning process that has not made good use of information and communication technology tools. In the leadership and management dimension, the implementation of discipline and transparency is still low. In the dimension of school readiness towards implementing minimum competency assessment policies and character surveys in 2021, especially concerning the principal who not yet optimal initiative to encourage teacher involvement to find out and explore new policies and less proactive teachers in seeking information or increasing knowledge related to minimum competency assessment policies and character surveys through various available sources of information.

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