Perception and Expectation of Indonesian Language Learners in Yuexiu, China
Conference Paper, Seminar Nasional Kebudayaan 2, Fakultas Ilmu Budaya, Universitas Brawijaya
November 7, 2018
Language and culture have connection one with another, and they are mutually dependent. Language learning, thus, is also a cultural learning. In Zhejiang Yuexiu University of Foreign Languages Indonesia Language Department, the cultural learning is integrated into the language learning curriculum. Aspects included in the cultural learning are tradition and social values of ethnics in Indonesian, contemporary and modern poetry, dances and songs, staple and traditional food, and social-cultural geography of the country. Students are expected quickly can adjust to the community where they are going to live in Indonesia by knowing these cultural aspects. These cultural aspects are taught along with the language curriculum by both Chinese teachers of Indonesian and Indonesia teachers of the language. After completed the first two years in Yuexiu, students in the program are required to attend one year exchange program in Indonesia. This exchange program is mandatory for all students. Students are encouraged to find scholarships or participated in the university student-exchange program. In this study, we conducted a survey to 21 students that completed the second year. The survey was collected three months prior to their moved to Indonesia. An online survey was sent through the students using Zoho Survey to collect their perception and expectation of Indonesia. We then interpreted data using explanatory case-study approach. A surprising result showed that although survey was collected not long after the shaking terror of bomb in Indonesia, students remained highly optimistic to visit and study the language and culture in Indonesia. (co-author: Latifah)
November 7, 2018
Language and culture have connection one with another, and they are mutually dependent. Language learning, thus, is also a cultural learning. In Zhejiang Yuexiu University of Foreign Languages Indonesia Language Department, the cultural learning is integrated into the language learning curriculum. Aspects included in the cultural learning are tradition and social values of ethnics in Indonesian, contemporary and modern poetry, dances and songs, staple and traditional food, and social-cultural geography of the country. Students are expected quickly can adjust to the community where they are going to live in Indonesia by knowing these cultural aspects. These cultural aspects are taught along with the language curriculum by both Chinese teachers of Indonesian and Indonesia teachers of the language. After completed the first two years in Yuexiu, students in the program are required to attend one year exchange program in Indonesia. This exchange program is mandatory for all students. Students are encouraged to find scholarships or participated in the university student-exchange program. In this study, we conducted a survey to 21 students that completed the second year. The survey was collected three months prior to their moved to Indonesia. An online survey was sent through the students using Zoho Survey to collect their perception and expectation of Indonesia. We then interpreted data using explanatory case-study approach. A surprising result showed that although survey was collected not long after the shaking terror of bomb in Indonesia, students remained highly optimistic to visit and study the language and culture in Indonesia. (co-author: Latifah)
EXERCISE THE SELF-STUDY APPROACH TO CRITICALLY INTERPRET AND ASSESS STUDENT EVALUATION OF TEACHING PRACTICE
Conference Paper, iNELTAL Conference, Faculty of Letters, State University of Malang
October 27-28, 2018
Teaching practice evaluation is generally carried out by the university assessment board using one-time walk-through class observation. Frequently, teachers received either affirmative or incomprehensible responses from the assessment board. Ultimately, when teachers want to alter their lessons and their teaching strategies, they have to derive information on other sources, such as peer feedback, reflection on educational theories or practices, self-evaluation, and students’ evaluation of teaching. In this self-study, we explored and interpreted students’ evaluation of the teacher from the critical friend perspective. In total, 262 Chinese students learning English Speaking I participated in the end-semester evaluation. We collected data using semi-structured questioner under Zoho Survey. Data were then analyzed using descriptive statistics and the critical friend feedback. The teacher received both praise and critics in the evaluation. Carefully pause to reflect on what had been successfully implemented, the teacher can plan and devise alternative arrangement of what needed to be fixed in his teaching practices with the help of his critical friend feedback. (co-author: Latifah)
October 27-28, 2018
Teaching practice evaluation is generally carried out by the university assessment board using one-time walk-through class observation. Frequently, teachers received either affirmative or incomprehensible responses from the assessment board. Ultimately, when teachers want to alter their lessons and their teaching strategies, they have to derive information on other sources, such as peer feedback, reflection on educational theories or practices, self-evaluation, and students’ evaluation of teaching. In this self-study, we explored and interpreted students’ evaluation of the teacher from the critical friend perspective. In total, 262 Chinese students learning English Speaking I participated in the end-semester evaluation. We collected data using semi-structured questioner under Zoho Survey. Data were then analyzed using descriptive statistics and the critical friend feedback. The teacher received both praise and critics in the evaluation. Carefully pause to reflect on what had been successfully implemented, the teacher can plan and devise alternative arrangement of what needed to be fixed in his teaching practices with the help of his critical friend feedback. (co-author: Latifah)
THE DESIGN OF THE SPEAKING AND LISTENING BLENDED LEARNING COURSE IN THE ENGLISH LANGUAGE department OF TIMOR UNIVERSITY
Journal Article, Wahana Didaktika Vol 16 (3) 2018, FKIP Universitas PGRI
This paper is a theoretical framework used to design and develop the blended learning course of Comprehensive Speaking and Listening for the students of the English Language Department in the University of Timor (Unimor). The blended learning is considered the proper learning approach to the learning in Unimor due to the possibility of it to enable the integration of face-to-face class-meeting with the online learning. The use of various online technologies is also being taken into account considering the needs of learners to develop skills related to their field of study. The blended learning implementation in Unimor means to support the students to have quality learning experiences. First, this conceptual paper explains principles of blended learning models that can be applied to the learning process of Unimor’s students. Following that there is an analysis of the benefits of the implementation of blended learning in teaching and learning English. Further the theoretical framework will be used as the literature review of the developmental study to be conducted in developing the blended learning course Comprehensive Speaking and Listening for the students of Unimor. (co-author: Febronia Lasi)
This paper is a theoretical framework used to design and develop the blended learning course of Comprehensive Speaking and Listening for the students of the English Language Department in the University of Timor (Unimor). The blended learning is considered the proper learning approach to the learning in Unimor due to the possibility of it to enable the integration of face-to-face class-meeting with the online learning. The use of various online technologies is also being taken into account considering the needs of learners to develop skills related to their field of study. The blended learning implementation in Unimor means to support the students to have quality learning experiences. First, this conceptual paper explains principles of blended learning models that can be applied to the learning process of Unimor’s students. Following that there is an analysis of the benefits of the implementation of blended learning in teaching and learning English. Further the theoretical framework will be used as the literature review of the developmental study to be conducted in developing the blended learning course Comprehensive Speaking and Listening for the students of Unimor. (co-author: Febronia Lasi)
THE SOCIAL INSIGHT OF LOCAL AND GLOBAL CITIZEN GOOD CHARACTERS
Journal Article, Edudikara Vol 3 (2) 2018, IPTI Surakarta
This paper provides conceptual framework to develop college students’ social insight of local and global citizen good characters. The development of these impeccable characters needs to be done through a variety of formal and non-formal activities on campus. In this paper, the social insight is defined as the ability of a person to align either his/her similarities or differences with the viewpoint of others in the community so that the person can adjust to the tie and can involve in bringing harmony to the community/society. The social insight of local and global good characters can be developed in four domains, which are the domain of personal/individual, the domain of social actions and attitudes, the domain of human relationship, and the domain of citizen rights and responsibilities. A member of a society that has the social insight of local and global citizen good character will behave and act in accordance with the community social values. This person will be able to reflect on his/her role as a part of the family, school, friendship, neighborhood, and the organization where he/she belongs to. This person is capable to uphold consistently to the community/society social values.
This paper provides conceptual framework to develop college students’ social insight of local and global citizen good characters. The development of these impeccable characters needs to be done through a variety of formal and non-formal activities on campus. In this paper, the social insight is defined as the ability of a person to align either his/her similarities or differences with the viewpoint of others in the community so that the person can adjust to the tie and can involve in bringing harmony to the community/society. The social insight of local and global good characters can be developed in four domains, which are the domain of personal/individual, the domain of social actions and attitudes, the domain of human relationship, and the domain of citizen rights and responsibilities. A member of a society that has the social insight of local and global citizen good character will behave and act in accordance with the community social values. This person will be able to reflect on his/her role as a part of the family, school, friendship, neighborhood, and the organization where he/she belongs to. This person is capable to uphold consistently to the community/society social values.