English as Local Content Subject in Indonesian Primary Schools: Teachers' View and Its Impacts on Teaching Delivery

2017 ◽  
Author(s):  
Iskandar Iskandar
Keyword(s):  
Primary Schools ◽  
Local Content

scholarly journals Maintenance Efforts of Bali Culture and Language Through Local Content in Primary Schools

2021 ◽  
Vol 5 (1) ◽  
pp. 9
Author(s):  
Ketut Susiani
Keyword(s):  
Elementary School ◽  
Primary Schools ◽  
Case Study Research ◽  
Secondary Data ◽  
Primary Data ◽  
Structured Interviews ◽  
Local Content ◽  
Research Procedure ◽  
Culture And Language

This study uses a qualitative case study approach, which is a study that aims to describe a condition that is happening in the real world. The research procedure adopted the case study research procedure by Yin which includes (1) design the case study protocol; (2) Conduct the case study; (3) Analyze case study evidence: and (4) Develop conclusions, recommendations, and implications based on the evidence. The subjects of this study were elementary school teachers and students, and school documents were examined related to the maintenance of Balinese culture and language through local content carried out in schools. The data collection technique was carried out by structured interviews using interview guidelines related to maintaining Balinese language culture and Balinese local content. Observations were made with a participatory observation approach, and documentation studies were carried out by collecting documents related to the maintenance of Balinese culture and Balinese language in schools. Qualitative data analysis techniques began with grouping data based on primary data sources and secondary data. The results of this study indicate that the application of local content in elementary schools is one of the contents that can be used in maintaining, preserving and preserving the Balinese language culture in schools. The results of surveys, observations and interviews at SD Buleleng indicate that the maintenance of Balinese culture and language has many weaknesses, seen from the use of local languages that are not used in communication and Balinese culture which is fading due to the influence of other cultures. This can be seen in the language used in schools not using Balinese in daily communication in the sense that many do not understand the meaning of the Balinese language used because SOR is Singgih Bahasa. The results of study have and important implication to the teaching learning contents of Balinese language in elementary school in Bali, Indoensia.

scholarly journals Development of Madurese Language Syllabus as Local Content in Primary Schools Based on a Content and Language Integrated Learning (CLIL) Approach

2020 ◽  
Vol 7 (10) ◽  
pp. 724
Author(s):  
Imamah Imamah ◽  
Endry Boeriswati ◽  
Saifur Rohman
Keyword(s):  
Primary Schools ◽  
Face Validity ◽  
Educational Institutions ◽  
School Students ◽  
Development Method ◽  
Local Content ◽  
Test Items ◽  
Regional Language ◽  
Good Interpretation ◽  
Local Languages

Local languages learning as the local content requires renewal effectively, so the regional language as the cultural heritage can be preserved through to educational institutions. Based on this urgency, this research aimed to determine the procedure of developing a Madurese language syllabus as a local content based on the CLIL approach to make the learning process more effective in elementary schools. This research used research and development method which refers to the four stages of Lee and Owens (needs analysis, designing, developing and implementing and evaluating). In this research, the Madurese language syllabus based on the CLIL approach was developed and the product meet the standards based on the results of two experts (material and language) and four practitioners through test items, content, and face validity (all validators in each aspect agreed that the product was ready to be implemented in learning). Furthermore, the results of empirical validation through the student reviews in limited group trials were in the positive value (the acquisition of the percentage of each aspect gets very good interpretation), and the developed syllabus could effectively in facilitating the learning of local content of elementary school students in the district Pamekasan.

scholarly journals Development of Integration Education Model Pela-Gandong Local Based on Local Content in Primary Schools in Ambon City

2019 ◽  
Vol 8 (2S9) ◽  
pp. 118-127
Keyword(s):  
Elementary School ◽  
Social Integration ◽  
Cultural Values ◽  
Elementary School Students ◽  
Primary Schools ◽  
Fourth Grade ◽  
School Students ◽  
Local Content ◽  
Education Model ◽  
Addie Model

This study aims to develop abased social integration education model Pela-Gandong as a local content formed through the togetherness of life of the brothers based on kinship values and customary institutions in the context of cultural local wisdom in Maluku. The implementation of the development of this model was based on the desire to recognize, maintain and preserve Maluku culture as an ancestral heritage, which had experienced the shock of harmony in the lives of brothers due to the Maluku conflict in 1999-2004, so through Pela-Gandong based social integration education in Maluku it can be used as a cultural instrument in the intellectual life of the nation but also as an effort to maintain the nobility of the values of the nation's own culture. This study uses a research development method (R & D) using collaboration from the learning design model Borg and Gall with the ADDIE model (Analysis-Design-Develop-Implement-Evaluate), which produces based local content learning products Pela-Gandongas a learning resource local contents of the Maluku region that are intended for elementary school students with the theme "Beautiful Togetherness Pela-Gandong", which refers to the 2013 curriculum used in Indonesia. The target of this study was fourth grade students (four) at SD Inpres Latta, Baguala-Ambon District. The results of this study indicate that the development of based social integration education models is Pela-Gandong- very effective to be used by fourth grade elementary school students as a local content of learning which is shown through the effectiveness of learning products using minimum completeness criteria (KKM), so that Pela-Gandong based social integration education is very relevant for fourth grade elementary school students not only as a local content in introducing Maluku culture, but more than that, namely as a cultural instrument that is effective in revitalizing and transforming contextual cultural values based on local wisdom in Maluku

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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