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ArtikelThe Constraints in Introducing New Teaching Methods in Ural and Disadvantaged Schools in Indonesia: A Case Study  
Oleh: Djahimo, Santri Emilin Pingsaboi
Jenis: Article from Proceeding
Dalam koleksi: KOLITA 11: Konferensi Linguistik Tahunan Atma Jaya Kesebelas, Jakarta,1-2 Mei 2013, page 285-290.
Topik: constraints; new teaching method; rural and disadvantaged schools
Fulltext: THE CONSTRAINTS IN INTRODUCING.pdf (2.17MB)
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    • Nomor Panggil: 406 KLA 11
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Isi artikelThe discussion of this writing is mainly about the result of a research undertaken by the writer. This field research was conducted in three different rural areas in the province of East Nusa Tenggara Province, Indonesia. One randomly chosen eighth-grade class in each of three schools was studied for two months, with the whole study spanning six months during one whole year. The main purpose of the study was to examine the constraints in introducing new teaching methods into rural and disadvantaged schools in Indonesia, taking into account the physical, cultural and socio-economic contexts. The exemplificatory and exploratory purpose was to identify the effectiveness of the innovation of teaching English using games and pictures in improving vocabulary acquisition of EFL students of Junior High Schools in rural areas in East Nusa Tenggara, Indonesia. This mixed method study employed a combination of qualitative and quantitative designs. The qualitative data were collected through two interviews (pre- and post-treatment), direct observation and field notes. Quantitative data were analyzed to calculate the average of the results of pre-test and post-test of the students in order to gauge the effects of the innovation. However, the main interpretation of the study is explained qualitatively by identifying the constraints and affordability of introducing new teaching methods into rural and disadvantaged schools in Indonesia. The result shows that introducing educational innovations in rural areas is viable as long as it is easily achieved and fits in with local expectations. However, not all schools in all areas can accept innovation; one school in the study rejected this educational innovation because of the community’s strict cultural values. Teachers are interested in this new teaching method but are disappointed at the lack of in-service training. This study had clearly focused aims and was conducted only for a short period of time. Therefore the sustainability of this innovation cannot be assured as some aspects of the longer term issues were beyond the scope of the study.
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