Hubungan antara Asupan Vitamin D dengan Gejala Klinis Pasien Tuberkulosis Paru di Kota Padang

Vitamin D diketahui dapat meningkatkan respon imun terhadap mikobakteria. Sekitar satu juta orang di seluruh dunia diperkirakan mengalami defisiensi atau insufisiensi vitamin D. Gejala klinis pasien TB Paru dipengaruhi oleh respon imun terhadap mikobakteria dan secara tidak langsung dipengaruhi oleh vitamin D. Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara asupan vitamin D dengan gejala klinis pasien tuberkulosis paru. Metode yang dilakukan adalah studi cross sectional terhadap 52 orang penderita TB paru. Sampel diwawancarai dengan kuesioner FFQ. Jumlah asupan vitamin D dihitung dengan menggunakan software nutrisurvey. Gejala klinis pasien TB diukur dengan menggunakan Bandim TBScore yang dibagi menjadi tiga kategori yaitu TBScore derajat I (ringan), TBScore derajat II (sedang) dan TB Score derajat III (berat). Analisa statistik terhadap dua variabel yang diduga berhubungan menggunakan software SPSS. Dalam penelitian ini diketahui rata-rata asupan vitamin D responden adalah sebesar 5,86 ± 5,45 mcg. Jumlah ini sangatlah sedikit jika dibandingkan dengan angka kecukupan vitamin yang dianjurkan untuk orang Indonesia perorang perhari yaitu sebesar 15 mcg. Dalam penelitian ini juga diketahui responden yang memiliki TBScore derajat I sebesar 92,3 %, responden yang memiliki TBScore derajat II sebesar 7,69% dan tidak ada satupun responden yang memiliki TBScore derajat III. Rata-rata TBScore responden adalah sebesar 2,04 ± 1,89. Berdasarkan analisa statistik diketahui nilai p>0,05 yaitu p=0,243. Sehingga, dapat disimpulkan bahwa tidak terdapat hubungan yang bermakna antara asupan vitamin D dengan gejala klinis pasien TB Paru di Kota Padang

Penerapan Model Pembelajaran Kooperatif Tipe Snowball Throwing Untuk Meningkatkan Aktivitas Belajar Siswa Kelas IV SD Dwijendra Denpasar

This study aimed at investigating the implementation of the snowball throwing cooperative learning model in improving the learning activities of fourth grade students of SD Dwijendra Denpasar. This type of research was Classroom Action Research (CAR) which consisted of 2 cycles. Each cycle consisted of planning, implementing actions, observing or evaluating and reflecting. The subjects of this study were 25 fourth grade students of SD Dwijendra Denpasar consisting of 8 male and 17 female students. The data on students' learning activities were obtained through observation with the assistance of observation sheet. The data analysis was facilitated by quantitative descriptive analysis technique. The results revealed that the implementation of Snowball Throwing cooperative learning model could improve the fourth grade students' learning activities at SD Dwijendra Denpasar. This could be seen from the average percentage of learning activities in the early reflection (pre-cycle) that was only 53.73%. Based on the results of study from cycle I to cycle II, the average percentage of students' learning activities in cycle I was 65.27% which was categorized as fairly active. After revising the action in cycle II, the average percentage of students' learning activities improved to 80.73%, and was categorized as active. Thus, the improvement of the average percentage on students' learning activities from cycle I to cycle II was 15.46%. Based on the results of the analysis, it could be concluded that the snowball throwing cooperative learning model could improve the learning activities of fourth grade students of SD Dwijendra Denpasar

Pre-service Teachers’ Perceptions on the Relationship between Learning Program Design Course and Their Teaching Preparations

Learning Program Design is one of the compulsory courses offered to the English Language Education Study Program (ELESP) students to prepare for their teaching. This study is aimed to find out and to identify the possible relationship between Learning Program Design course and students’ teaching preparations. A survey study was conducted. The instrument used was questionnaire. A total of 30 students participated in this study. The perceptions of the pre-service teachers were obtained from their self-evaluations. The results of this study showed that most of the respondents had positive attitudes. They perceived that Learning Program Design Course had positive contributions to their teaching preparations

Teacher’s Use of Code-switching Types and Functions in Teaching TOEFL and IELTS Preparation Classes

In English courses, TOEFL and IELTS preparation classes are opened to accommodate the students’ need in learning English skills intensively and passing those standardized tests. As the EFL students still learn the target language, teachers often code-switch to give exposure and explanation. This research aims to study the use of code-switching in English courses. The research questions posed in this study are “what are the types of code-switching used by the teacher in TOEFL and IELTS preparation classes?” and “what are the functions of code-switching in TOEFL and IELTS preparation classes?” This study used descriptive statistics with two structured observation sheets as the instruments. The results showed that the teacher uses seven types of code-switching, intersentential, intrasentential, emblematic, lexical borrowing, integrated loanword, situational, and metaphorical switching in both observed TOEFL and IELTS classes. The researcher finds the six functions of code-switching: referential, directive, expressive, phatic, metalinguistic, and pedagogical functions. &nbsp

USING DEBATE ACTIVITIES TO DEVELOP INDONESIAN HIGH SCHOOL STUDENTS SPEAKING SKILLS

This research explores the use of debate activities which are implemented in an Indonesian high school. The aim of this research was to find out students perception on the use of debate activities in improving students speaking skills. The participants of this research were eight students participating in a debate extracurricular club in a public school. It was a descriptive-qualitative research. The data were collected through observations, questionnaires, and interviews. There were three observations in the debate activities. After that, the researchers distributed the questionnaires to the students. Interviews were conducted with eight students. The research result showed that debate activities enriched students vocabulary, improved students confidence, and helped students to become better public speakers

Montessori Junior High School Students’ Perceptions on Their Self-Efficacy in Reading

Montessori approach deals with learning in independence and liberty. This way of learning requires students to explore information based on their learning interest. Therefore, reading has become one of the keys in learning successfully in a Montessori school. Moreover, the impact of self-efficacy on the learning outcomes has been explored in the educational psychology as a field of study. This study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a Montessori Junior High School registered in 2018-2019 academic year. It is located in Yogyakarta, Indonesia. English is the main language used in the teaching-learning process in the school. The study is conducted by using mixed method. Findings are based on the 27 close-ended questions and three open-ended questions obtained from the students in grade seven and eight. In analyzing the results, concurrent triangulation strategy is applied. The results show that the students have positive self-efficacy perceptions on their reading (Average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. Their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states

ENGLISH PRE-SERVICE TEACHERS IDENTITY DURING TEACHING PRACTICE: NARRATIVE RESEARCH

This research attempts to discover the identities of pre-service teachers in a private university in Yogyakarta, in relation to their positioning of their students. In addition, this research also aims to study to what extent positioning can construct identities of the pre-service teachers. The participants of this research were two pre-service teachers of a private university in Yogyakarta. The data were obtained through interview. The findings of this research first showed that the pre-service teachers perceived various identities in relation to positioning of their students. However, it was found that there were different identities between the two participants even though they faced similar problems. Last, positioning might have a force for the pre-service teachers in constructing their identities.DOI: doi.org/10.24071/ijiet.2019.03010

MILLENNIAL ENGLISH TEACHER IDENTITY: EMOTIONS AND RESILIENCE IN TEACHING

This study investigates the aspects of emotions and how those emotions affect the resilience of millennial English teachers in teaching. Millennial teachers face severe challenges in teaching. They meet different demands every day in school. This situation forces them to make challenging decisions every day. Therefore, it is crucial for them to have the ability to control emotions and resilience in teaching. In this study, the sampling strategy used to select participants was purposeful sampling. The participants were millennial English teachers who were teaching in a private elementary school. In gathering the data, the researchers applied a semi-structured interview with open-ended questions. The participants were asked about how they experienced their professional teaching careers, the struggles they encountered, especially in terms of emotions and how they overcome the problems they faced in the workplace. A narrative analysis was used in this study to analyze the interview data. The researchers analyzed the participants’ answers to find important points to answer the research questions. The results showed that the millennial teachers experienced complex emotions such as disappointment, and resentment when dealing with students, colleagues and students’ parents. However, those complex emotions did not make them leave their profession as teachers. Keywords:  Emotions; Resilience; Teacher Identity; Millennial Teache

Incorporating Local Culture in English Language Teaching for Papuan Junior High School Students

Local culture is a crucial aspect in human life. Local culture relates to the way of human life such as thinking, feeling, and acting. It is undeniable that local culture could be used in the academic context as the medium in learning English. By using local culture, students will be able to empower their ability in thinking, speaking, and writing. Therefore, the teachers are required to design the learning process by providing local culture contents or materials that the students are familiar with. This research aimed to analyse whether Junior High School's teachers have implemented three ways in a local culture based on teaching English which was proposed by Goldberg and to find out whether the students feel more enthusiastic in learning by using local culture content. Besides that, this study was to investigate and measure the influence of local culture on students’ skills before and after using local culture contents in learning English. The data of research were collected from two Junior High Schools in Timika-Papua, Indonesia. They were SMP N 2 and SMP N 8. The method of this research was both quantitative and qualitative. In gaining the data, the researcher distributed the questionnaire to 107 students and interviewed two teachers and two students. After that, the researcher collected the data, identified, and analysed it by using SPSS 26.0. The findings revealed that Papuan English teacher have used local culture contents in providing the English materials for the students. On the other hand, students’ skills can be improved to be better by using local culture contents in learning English.