Development of English Teaching Module for Electrical Engineering Study Program

The proper teaching materials determine successful teaching-learning. Teaching materials are required to adapt to the current situation of the institution, curriculum, and learners. The new curriculum adopted by the Electrical Engineering Study Program required the updated version since English courses had been replaced by the first and last semester of both the D3 and D4 programs. Developing the new teaching materials for the study program aimed to provide relevant issues and teaching strategies that could boost students' motivation in the classroom. Thus, the developed teaching materials were to propose the teaching and learning that fit the learner's needs. The research objective was to develop new teaching modules for the Electrical Engineering Study Program that were much more interactive, effective, and efficient for the learners to study English within the Electrical Engineering context. This research applied Research and Development (R&D) model adopted from Borg and Gall comprising six stages, namely: (1) needs analysis, (2) designing the product, (3) proposing the product, (4) evaluating the product, (5) testing and (6) disseminating the product. As a result, the new teaching module was redesigned to provide English teaching and learning effectively and efficiently that could be easily understood and helpful for the student to achieve the learning outcomes as expected.

Construction and Application of Korean-English-Japanese Multilingual Teaching Aid System Based on Knowledge Map

This article describes the design and application of a computer-based system for simultaneously teaching Korean, English and Japanese languages in a classroom setting using knowledge visualization techniques to show the relationships between vocabularies, grammars and meanings. The system consists of a knowledge database of Korean, English, and Japanese which is then uploaded into the teaching module. Visualizations of this information in the form of knowledge maps based upon generally accepted rules of knowledge map can then be displayed and contrasted using the system interface to enter user queries. The system is then tested in a blended classroom of native Korean speakers. Data on student learning experiences are then gathered by means of a questionnaire and analyzed in order to assess the overall success of knowledge acquisition in this setting. Our findings show that this system evokes a personal initiative in the learning process, facilitates communication between teachers and learners, and supports the rapid acquisition of multilingual knowledge.

“Hearing Images, Seeing Sounds”: Disturbance as Pedagogy

This article is an ethnographic account of a course I designed and taught in my university to mostly non-humanities, engineering and science undergraduate students from diverse backgrounds. In it, I consider the possibility of a pedagogical approach to teach what it means to construct a field in anthropological terms during a classroom based teaching module. I suggest that one can approach the construction of a field within the classroom by using disturbance as a pedagogical tool. Drawing from Anna Tsing’s formulation of “disturbance as an analytical tool” I demonstrate how we can construct a field pedagogically by disturbing the certitude of the known and by reimagining the modes of seeing and hearing the familiar. The ethnographic elucidation of this paper is essentially work produced from this class – images created from within the university, influenced by a question asked by students and accompanying soundscapes produced by students’ themselves – which demonstrates the possibility of constructing a field by, in a sense, hearing images and seeing sounds. This article contains embedded sound files and is best downloaded and opened with Adobe Acrobat or similar. A link is also provided in the text for viewing the sounds and images online for those who open the file though online PDF viewers.

PENGEMBANGAN MODUL DAN CD “BELADA” UNTUK BERNYANYI LAGU DAERAH SISWA KELAS III

ABSTRAK Penelitian ini bertujuan untuk mengembangkan bahan ajar, mengetahui kelayakan serta keefektifan Modul dan CD Belada dalam meningkatkan hasil belajar dan keterampilan bernyanyi lagu daerah siswa kelas III di SD Negeri Pudakpayung 02 Kota Semarang. Jenis penelitian ini adalah pengembangan (Research and Development) dengan metode penelitian menurut Sugiyono. Teknik pengumpulan data menggunakan teknik tes, unjuk kerja, observasi, wawancara. Hasil Penelitian menunjukkan bahwa persentase dari ahli materi 93,2% dengan kriteria sangat layak dan ahli media 87,5% dengan kriteria sangat layak. Rata-rata hasil belajar kognitif siswa meningkat 60,64 menjadi 79,67. Sedangkan rata-rata hasil belajar psikomotorik siswa meningkat 62,09 menjadi 80,96. N-gain yang keseluruhan aspeknya berada pada kriteria sedang. Manfaat dari penelitian ini adalah menambah bahan ajar baru, membantu guru dalam mengajarkan lagu daerah dan membantu siswa dalam meningkatkan pemahaman serta keterampilan dalam bernyanyi lagu daerah. Simpulan penelitian ini yaitu dengan menggunakan Modul dan CD Belada efektif untuk meningkatkan hasil belajar dan keterampilan bernyanyi lagu daerah siswa. This study aimed to develop teaching module, determine the viability and effectiveness of the Belada Module and CD in improving learning outcomes and singing skills of third grade students at Pudakpayung 02 Elementary School Semarang City. The type of this research was Research and Development with the research method according to Sugiyono. The data collection techniques used test techniques, performance, observation, interviews. The results showed that the percentage of content expert was 93.2% with very viable criteria and 87.5% from media expert with very viable criteria. The average of students' cognitive learning outcomes increased from 60.64 to 79.67. While the average of students' psychomotor learning outcomes increased from 62.09 to 80.96. N-gain showed all aspects were in moderate criteria. The conclusion of this research was "Belada" module and CD was effectively used to improve learning outcomes and students' singing skills. The benefits of this research were facilitating teaching module, assisting teachers in teaching folk songs and helping students improve their understanding and skills in singing folk songs.

Learning to teach and play futsal using digital tablets: What knowledge do sports science students mobilize?

There is little research on the knowledge mobilized by sports science students when they learn to play a sport by learning to teach it. This study focuses on the benefits of using digital tablets to foster this learning during a university teaching module in futsal with students in the second year of a sports science bachelor’s degree. We compare the knowledge mobilized by these students during self-confrontation interviews (based on video recordings of the sessions), game situations, reciprocal coaching and debates of ideas. We then identify the nature of this knowledge and the strategies for its mobilization in context using a framework mainly based on didactics in physical education (Amade-Escot, 2006; Armour, 2011) and on pedagogical content knowledge studies (Shulman, 1986). The students were divided into two experimental conditions following the same pedagogical curriculum. The students in condition 1 used digital tablets to film themselves, tag videos and discuss the recordings. The students in condition 2 did not use tablets. The interviews were conducted twice during the teaching module: first during period 1 (beginning of the module) and then during period 2 (end of the module). The results show that students in condition 1 were more likely to mobilize shared knowledge, make decisions through cooperation and even devolve the construction of tactical reasoning and knowledge by their peers following the didactic approach of the faculty teacher as early as period 1. This promoted access to the construction and meaning of teaching and learning content. These results are discussed in light of the current challenges within educational systems and of the joint development of interactional skills for learning to cooperate and even to teach.