EXPLORING TEACHING WRITING IN THE 2013 CURRICULUM: A CASE STUDY AT SALMAN SENIOR HIGH SCHOOL

Rosita Martin. 14121310350. Exploring Teaching Writing Class in the 2013 Curriculum: A Case Study at Salman Senior High School. This research aims to explore the teaching writing in the 2013 curriculum in Senior High School of Salman. The students of universities will be never able to avoid themselves from the writing skill. Hence, writing skill is the number one ability that the students must master most. Bailey (2006, 01) also says that essays or other written assignments are used in most academic courses in Englishmedium colleges and universities to grade students‟ performance. No wonder, writing is compulsory skill for all students, because it is the main way for the educators to measure the study successfulness of the students. Since the writing skill is very important, so this research must be conducted. This study is intended to: 1) explore how the teacher teaches writing in the 2013 curriculum, 2) explore how the students implement the 2013 curriculum in writing class. Hence, this study conducted in Senior High School of Salman is the qualitative research because the goal of it is a depth of understanding (Ary, et al, 2010: 29). The data of this research are collected in form of documentation. It is because the data are from the lesson plan of the teacher that have been recorder. Then, this study also uses interviews and observation to strengthen the data. So, it utilizes the case study . This study shows that the teacher uses various teaching writing focus in each meeting. In the first meeting, there are focus on language structure (6,2%), focus on the text function (56,2%), focus on the writing process (18,8%), and focus on content (18,8%). In the second and third meeting, there is only focus on the language structure (100%). In the fourth meeting, there are focus on language structure (11%), focus on the text function (66,5%), and focus on content (22,2%). In the fifth meeting, there are focus on language structure (36,4%), focus on the text function (54,5%), and focus on content (9,1%). Then, in the last meeting, there are focus on language structure (9,1%), focus on the text function (72,7%), focus on the writing process (9,1%), and focus on content (9,1%). In addition, the teacher and the students also face several difficulties in the step of questioning, associating, and communicating, while there are no big problems in the step of observation and collecting information. Key words: teaching writing focus, 2013 Curriculum, the teacher, the student

Implementasi Hidden Curriculum di Sekolah Model Asrama

Perlu diketahui bahwa selain kurikulum resmi, ternyata di sekolah terdapat kurikulum tersembunyi/hidden curriculum  yang banyak memberikan pengaruh terhadap perkembangan jiwa sosial dan spiritual anak. Hidden curriculum  tersebut tentu akan lebih tertanam secara mendalam apabila mendapatkan ruang gerak yang lebih besar seperti sekolah dengan model asrama.Tujuan penelitian ini adalah untuk mengetahui bagaimana praktikhidden curriculum di sekolah model asrama seperti SMP Bina Anak Sholeh Tuban.Pengambilan data dilakukan dengan observasi dan wawancara yang mendalam terhadap informan. Sedangkan data sekunder dapat diperoleh melalui studi literatur atau dokumentasi yang berhubungan dengan penelitian tersebut.Dari hasil penelitian dapat disimpulkan bahwa implementasi hidden curriculum di SMP Bina Anak Sholeh terlihat dalam beberapa kegiatan seperti Shalat Berjamaah, Program 5S (senyum, salam, sapa, salim, santun), Hafalan dan Tadarus Al-Qur’an, Upacara Bendera, Ekstra Muhadhoroh, Kegiatan LDKS dan OSIS, Tahfidz Al-Qur’an, Pemberian Kosa kata Bahasa Arab dan Bahasa Inggris, dan Pembelajaran Kitab Kuning. Dengan didukung sistem boarding, SMP Bina Anak Sholeh dapat lebih memantapkan proses internalisasi nilai-nilai tertentu dalam diri peserta didik sehingga dapat membentuk pribadi atau karakter yang dikehendaki oleh pihak sekolah. Kata Kunci: Implementasi hidden curriculum, Sekolah model asrama, SMP Bina Anak Sholeh Tuban. &nbsp

DEVELOPING AN INDONESIAN HIGH SCHOOL CURRICULUM OF ELT THROUGH LITERATURE

Teaching English language through literature is a common practice in the countries where English is used as the first or second language. The facts show that ELT in Indonesian high schools is dominated by linguistic contents while the teachers are prepared with both linguistic and literature contents. Thus, the objective of discussing such a topic is to propose the development of an ELT through literature curriculum for high schools in Indonesia. To provide for conceptual bases, a number of ELT curriculum development references including those written by Littlewood (1981), Richards (2001) and Nation (2010) are used in this article

Penguatan Kurikulum Dengan Pendidikan Kewirausahaan Dan Pembelajaran Aktif Untuk Pengembangankarakter Bangsa

: Restructuring the curriculum is an activity that urgently needs execution. Legal basis for restructuring the curriculum is explicitly revealed in Act No. 20 of 2003 and Government Regulation No. 17 of 2010. Article 67 Verse (3) of the Government Regulation formulates the goal of basic education to build the foundation for developing the learners' potentials so that they can become humans beings who are (1) faithful and devoted to the One and Only God, having noble morality and respectable personality; (2) knowledgeable, intelligent, critical, creative, and innovative; (3) healthy, autonomous, and self-confident; and (4) tolerant, socially sensitive, democratic, and responsible. The decree formulated in the Government Regulation No. 17 of 2010 clearly shows the need for improving and strengthening the curriculum. Strengthening the curriculum by entrepreneurship education is explicitly mentioned in the Government Regulation No. 5 of 2010 on the Middle-Term National Development Plan of 2010-2014. Meanwhile, active teaching and learning needs to be developed as it is written in the Indonesian Presidential Instruction No. 5 of 2010 on the enhancement of the implementation of the national development priorities

The Evolution of Public Health Education and Training in the United Kingdom

The United Kingdom has a long and evolving history of public health education. From the initiation of formal standardised training for Medical Officers for Health in the early 1900s, to the current national public health training programme, public health education has adapted to the changing contexts of public health practice. Whilst the profession was originally only a medical specialty, subsequent re­­cognition of the skills and contribution of the wider public health workforce has led to changes in professional specialist training for public health, which is now open to non-medical applicants. This well-established professional training scheme allows the formal accreditation of competence in a broad range of public health skills. The academic component of public health training is provided by a rapidly growing number of postgraduate courses. Once confined to the UK’s first school of public health, the London School of Hygiene and Tropical Medicine and a handful of British Universities, the current 60 or so courses across the country are found in diverse university settings. Quality and standards in higher education are monitored by the Quality Assurance Agency for Higher Education but there are no other professional accreditation schemes for postgraduate courses in public health nationally. Public health education and training continues to face challenges in the UK, notably the current government plans for major restructuring of the National Health Service (NHS) which threatens the loss of traditional NHS training placements and has created uncertainty around how professional training might be structured in the future. Whilst the long established tradition of public health education and more recent adoption of competency-based approaches to training gives some flexibility to meet these challenges, insight and innovative responses are required to ensure that public health education and training are not destabilised by these challenges. Revisions of the curricula of postgraduate courses and the competencies required for professional accreditation along with provision of experience in the new locations where public health is to be practiced in the future will be key to ensuring that public health professionals are ready to tackle the key issues that confront them

IMPLEMENTASI HIDDEN CURRICULUM DALAM PEMBINAAN ADAB DAN AKHLAKUL KARIMAH SISWA

Kemerosotan akhlak merupakan femonena yang terjadi pada generasi bangsa Indonesia, baik pada anak-anak maupun pemuda hingga usia dewasa. Peran pendidikan bersifat fundamental dalam perbaikan akhlak untuk generasi yang akan datang. MI Sunan Kalijogo Karangbesuki Malang hadir dalam membersamai proses perbaikan tersebut melalui program pembinaan adab. Tujuan dari penelitian ini adalah: mendeskripsikan perencanaan program Hidden Curriculum proses pembinaan adab dalam membentuk akhlak karimah pada siswa Madrasah Ibtidayah Sunan Kalijogo Karangbesuki Malang; mendeskripsikan proses implementasi Hidden Curriculum pembinaan adab dalam membentuk akhlakul karimah siswa; mendeskripsikan proses evaluasi Hidden Curriculum pembinaan adab dalam membentuk akhlakul karimah siswa; mendeskripsikan faktor pendukung dan penghambat implementasi Hidden Curriculum pembinaan adab dalam membentuk akhlakul karimah siswa. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dan dokumentasi. Analisis kualitatif model Miles dan Huberman dan Saldana. Hasil penelitian ini adalah pembinaan adab di MI Sunan Kalijogo Karangbesuki Malang telah terealisasikan melalui 3 tahap yaitu: 1). perencanaan berupa perumusan visi misi, rapat kerja yang bertujuan pembentukan program; 2). pelaksanaan, berupa kegiatan yang dilakukan di skeolah dan di rumah; dan 3). evaluasi program pembinaan adab tersebut evaluasi di dalam kelas melalui observasi yang nantinya akan dilaporkan dalam lembar monitoring adab siswa

Las competencias para la sostenibilidad ambiental en los planes de formación inicial del profesorado de primaria

En este trabajo se analiza qué competencias para la sostenibilidad ambiental se contemplan en los planes de formación de los maestros de primaria que siguen las universidades españolas y, también, hasta qué punto estas competencias orientan los objetivos y contenidos de las materias y asignaturas. Del análisis de las 79 competencias a las que, según las normas ministeriales, debe conducir la formación de los profesores de primaria, se concluye que hay tres directamente relacionadas con la sostenibilidad ambiental. El análisis de contenido de los planes de una muestra formada por 23 universidades españolas indica que en todos ellos se han contemplado estas tres competencias, y que en el 73% de los proyectos formativos se incorporan otras igualmente relacionadas de forma directa con la sostenibilidad ambiental. En uno y otro caso, sin embargo, su nivel de concreción es escaso. Solo en el 26% de los planes se contempla una asignatura específica de Educación ambiental, siempre optativa, en la que se concentran los principales esfuerzos formativos en relación con la sostenibilidad ambiental. A falta de estudios que analicen otros documentos más detallados de la planificación curricular, se concluye que los proyectos formativos de los futuros maestros de primaria en España no parecen garantizar una buena formación en relación a la sostenibilidad ambiental.En aquest treball s’analitza quines competències per a la sostenibilitat ambiental preveuen els plans de formació dels mestres de primària de les universitats espanyoles i, també, fins a quin punt aquestes competències orienten els objectius i continguts de les matèries i assignatures. De l’anàlisi de les setanta-nou competències a què, segons les normes ministerials, ha de conduir la formació dels professors de primària, es conclou que n’hi ha tres de directament relacionades amb la sostenibilitat ambiental. L’anàlisi de contingut dels plans d’una mostra formada per vint-i-tres universitats espanyoles indica que tots inclouen aquestes competències i que el 73% dels projectes formatius n’incorporen d’altres igualment relacionades de forma directa amb la sostenibilitat ambiental. Això no obstant, tant en un cas com en l’altre el nivell de concreció és escàs. Només en el 26% dels plans s’inclou una assignatura específica d’educació ambiental, sempre optativa, en què es concentren els principals esforços formatius relacionats amb la sostenibilitat ambiental. Sense estudis que analitzin altres documents més detallats de la planificació curricular, es conclou que no sembla que els projectes formatius dels futurs mestres de primària a Espanya garanteixin una bona formació en relació amb la sostenibilitat ambiental