Sosiohumanika

Abstract:: This article presents the teaching constraints of English as a Foreign Language (EFL) in the Indonesian Senior High School context outlined by the development of recent English curriculum (school based curriculum). It discusses teaching constraints of EFL speaking in recent school based curriculum, constraints on understanding learners’ differences, constraints in learning material resources, constraints on classroom activities, constraints on teaching methods, and constraints on speaking assessment. Based on the discussion, this article also provides some solutions on what teachers of EFL speaking can do in order to achieve a higher quality of EFL speaking teaching and to improve the speaking skill of EFL students in Indonesia. Finally, the issue of the contribution of inserting learners’ differences in curriculum design to promote independent or successful learners becomes important in the implementation of school-based curriculum as current curriculum with focusing on learner centered instruction in large and mixed ability class and in other old paradigms in EFL teaching and learning in Indonesia. Key words: Teaching constraints, English as a Foreign Language, learner differences, and school-based curriculum in Indonesia. About the Authors: Karim Mattarima is a Ph.D. Candidate at the Faculty of Education UTM (Technology University of Malaysia) in Johor Bahru, Johor, Malaysia; and Assoc. Prof. Dr. Abdul Rahim Hamdan is a Senior Lecturer at the Faculty of Education UTM. They can be reached at: karimmattarima@yahoo.co.id How to cite this article? Mattarima, Karim & Abdul Rahim Hamdan. (2011). “The Teaching Constraints of English as a Foreign Language in Indonesia: The Context of School Based Curriculum” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan , Vol.4, No.2 [November], pp.287-300. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-0112. Chronicle of article: Accepted (September 4, 2011); Revised (October 7, 2011); and Published (November 20, 2011).

Abstract::本研究的目的是检查感知of Pekanbaru State Senior High School teachers, Riau Province, Indonesia about the effect of work motivation on teacher’s work performance. This study used a mixed-model approach as stated by D. Timpe (1998) and P.A. Sahertian (2000). A questionnaire was used in this study. Descriptive analysis and inference based on Statistical Package Social Sains (SPSS-11.5) were used to analyze the data. The findings of the study showed that the level of teacher’s work motivation is medium high with the Mean = 3.390 and SD = 0.483. Whereas, teacher’s work performance is at the medium low level with the Mean = 3.008 and SD = 0.681. T-testing of motivation aspect based on gender was significant. Correlation analysis showed that there was a significant correlation between work motivation and teacher’s work performance. Regression analysis showed that work motivation contributes 61% to teacher’s work performance and this showed that work motivation factor had significant contribution on teacher’s work performance. The implication of this study found that such factor is essential to improve teacher’s performance in Pekanbaru, Riau, Indonesia. However, there are other effects that might have significant effect on teacher’s work performance. Key words : Work motivation, work performance, and State Senior High School teachers in Pekanbaru City, Riau Province. About the Authors: M. Nur Mustafa is a Lecturer at the Faculty of Teaching and Education Science UNRI (University of Riau) in Pekanbaru City, Riau Province, Indonesia, with his e-mail is: em_nur1388@yahoo.com ; and Norasmah Othman is a Lecturer at the Faculty of Education UKM (National University of Malaysia), Bangi, Selangor Darul Ehsan, Malaysia, with her e-mail is: lin@ukm.my How to cite this article? Mustafa, M. Nur & Norasmah Othman. (2010). “The Effect of Work Motivation on Teacher’s Work Performance in Pekanbaru Senior High Schools, Riau Province, Indonesia” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan , Vol.3, No.2 [November], pp.259-272. Bandung, Indonesia: Minda Masagi Press, UNIPA Surabaya, and UMS Kota Kinabalu, Malaysia, ISSN 1979-0112. Chronicle of article: Accepted (September 19, 2010); Revised (October 21, 2010); and Published (November 20, 2010).

Abstract:ABSTRAK : Sistem pendidikan merupakan asas penting bagi membangunkan masyarakat dan negara ke arah yang lebih baik. Malaysia merupakan negara yang mempunyai masyarakat majmuk di mana setiap dasar yang dilaksanakan perlu selari dengan keperluan masyarakat. Dasar pendidikan yang dilaksanakan bukan sahaja bertujuan untuk memberi pelajaran di sekolah semata-mata tetapi sebagai alat untuk merealisasikan perpaduan bangsa. Melalui sistem persekolahan, masyarakat dibentuk dengan memberi pelajaran kepada semua rakyat Malaysia tanpa mengira bangsa, agama, dan warna kulit. Bagaimanapun, setelah 53 tahun mengecapi kemerdekaan, masyarakat Malaysia yang berbilang bangsa masih lagi tidak menunjukkan hubungan perpaduan yang kukuh. Sehingga kini, masyarakat Malaysia masih terpisah melalui sistem persekolahan, iaitu sekolah kebangsaan, sekolah jenis kebangsaan Cina, dan sekolah jenis kebangsaan Tamil. Oleh itu, pihak kerajaan perlu mengambil perhatian serius dalam memastikan isu-isu pendidikan dikawal dengan sebaiknya supaya hubungan masyarakat Malaysia yang berbilang bangsa sentiasa berada dalam keadaan yang harmoni; atau malah menemui kegagalan sekiranya sistem pendidikan tidak dilaksanakan dengan baik dan telus. Kata-kata kunci: Sistem pendidikan, perpaduan bangsa, masyarakat majmuk, kualiti kehidupan, dan keperluan masyarakat Malaysia. === About the Author: Mior Khairul Azrin bin Mior Jamaluddin ialah Pensyarah di Pusat Pengajian Sains Kemasyarakatan USM (Universiti Sains Malaysia), Pulau Penang, Malaysia. Bagi urusan sebarang akademik, beliau boleh dihubungi dengan alamat emel: mikazreen_dya@yahoo.com How to cite this article? Jamaluddin, Mior Khairul Azrin bin Mior. (2011). “Sistem Pendidikan di Malaysia: Dasar, Cabaran, dan Pelaksanaan ke Arah Perpaduan Nasional” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan , Vol.4, No.1 [Mei], pp.33-48. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-0112. Chronicle of article: Accepted (March 5, 2011); Revised (April 7, 2011); and Published (May 20, 2011).

Abstract:ABSTRAK: Pendidikan multikultural merupakan istilah yang popular untuk menjelaskan pendidikan keberagaman. Penelitian ini berusaha menjelaskan berbagai praktek dan proses pembelajaran di pesantren yang diciptakan untuk mengurangi praduga dan diskriminasi. Selain itu program tersebut juga dijalankan untuk melakukan kesempatan yang sama dan keadilan sosial bagi semua siswa. Akhirnya, penelitian ini berusaha menjelaskan tentang kurikulum yang disusun diseputar konsep-konsep dasar bagi setiap suku dari beberapa kelompok yang berbeda. Pesantren yang berlokasi di Sulawesi Selatan dijadikan fokus penelitian, denga design penelitian yang bersifat kualitatif. Data dikumpulkan dari hasil wawancara dan observasi di lapangan. Penelitian ini menunjukan bahwa pemegang wewenang di pesantren bekerja keras untuk menyatukan visi dan berbagai praktek yang berhubungan dengan konsep multikulturalisme dimana para guru menggunakan contoh-contoh dan isi dari beragam budaya untuk menggambarkan prinsip-prinsip dan teori-teori utama dalam pelajaran dan ilmu mereka. Maka para guru dapat memahami pendidikan multikultural sebagai pendekatan isi dalam kasus pengajaran bahasa Arab. Adalah pesantren dengan budaya dan organisasinya yang mengembangkan persamaan kelas sosial, ras dan gender, sejalan dengan konsep pendidikan multikulturalisme. Kata-kata kunci : pendidikan multikultur, keadilan dan persamaan, serta peranan pesantren. About the Authors: Ismail Suardi Wekke is a Student of International Program Fellowship of Ford Foundation in the Faculty of Education, National University of Malaysia (UKM). He earned his B.A.Hons. from IAIN ( Institut Agama Islam Negeri ) Aluddin in Makassar, South Sulawesi, Indonesia, in 1999; and the “Sarjana” degree from STAIN ( Sekolah Tinggi Agama Islam Negeri ) Malang, East Java, in 2002. He has conducted research on Arabic language education, gender problems and educational technology. For accademic matters, he can be reached at: iswekke@antarbangsa.net Dr. Maimun Aqsha Lubis is a lecturer at the Department of Educational Methodology and Practices, Faculty of Education, National University of Malaysia (UKM). He earned his B.A.Hons. on Islamic education from Islamic University of Saudi Arabia (UISU), Riyadh, in 1985; Master of Education degree on Arab language education from UKM Bangi in 1991; dan Ph.D. on History and Philosophy of Islamic education from UK (United Kingdom), Wales, in 2006. He has written some books, one of them was Turuq Tadris al-Lughat al-’Arabiyyah wa-I’dadu Durusiha fi-Malaysia (Kuala Lumpur: Dewan Bahasa dan Pustaka, 2007). He can be contacted at: mal@ukm.my How to cite this article? Wekke, Ismail Suardi & Maimun Aqsha Lubis. (2008). “A Multicultural Approach in Arabic Language Teaching: Creating Equality at Indonesian Pesantren Classroom Life” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan , Vol.1, No.2 [November], pp.295-310. Bandung, Indonesia: Minda Masagi Press, UPI Bandung, and UMS Kota Kinabalu, Malaysia, ISSN 1979-0112. Chronicle of the article: Accepted (July 23, 2008); Revised (September 29, 2008); and Published (November 20, 2008).

Abstract::论述了教授的特点sion, ingredients of professionalism , reviews on teachers and teaching profession, role of a teacher, the continuing questions of professionalism, and improving teacher professionalism. For Brunei Darussalam, Master of Teaching (M-Teach) and role of ICT (Information and Communication Technology) in teacher education programmes are highlighted in the current academic session. In coming semester, the Malay medium M-Teach in SHBIE (Sultan Hassanal Bolkiah Institute of Education) will be introduced to cater for multiculturalism in Brunei Darussalam. A part from that Arabic medium of instruction will be also included in SHBIE, UBD (University of Brunei Darussalam) and Kolej Universiti Perguruan Agama Seri Begawan (Religious Teachers University College Seri Begawan) programme. In line with the 21 st century skills, teachers training should consider in integrating current global issues such as new technology, diverse cultures, religions, languages and lifestyles in a spirit of mutual respect, and open dialogue in personal, work, and community contexts. Pedagogical consideration should also include by providing opportunities for “active learning” and humour to encourage pupil engagement, making learning interesting, and explaining things clearly. Key words: teacher professionalism, Master of Teaching, role of ICT, and challenge for the National Education System for 21 st Century in Brunei Darussalam. About the Authors: Dr. Abdullah Mohd Noor is a Senior Lecturer at the Sultan Hassanal Bolkiah Institute of Education UBD (University of Brunei Darussalam); and Dr. Zahari Hamidon is also Senior Lecturer at the Department of Educational Foundation SHBIE UBD, Jalan Tungku Link, BE1410 Gadong, Negara Brunei Darussalam. They can be reached at: abdullahmohdnoor@yahoo.com and zaharimy@hotmail.com How to cite this article? Noor, Abdullah Mohd & Zahari Hamidon. (2010). “Improving Teachers Professionalism to Face the Global Education Challenges: The Context of Brunei Darussalam” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan , Vol.3, No.1 [Mei], pp.1-22. Bandung, Indonesia: Minda Masagi Press, UNIPA Surabaya, and UMS Kota Kinabalu, Malaysia, ISSN 1979-0112. Chronicle of article: Accepted (February 11, 2010); Revised (March 14, 2010); and Published (May 20, 2010).