No. 0023/ H. 34. 17/ PP/ 2010
Graduate ScfiooC o f Yogyakarta State University
in Cooperation witfi
SEAMEO VOCTECH Brunei Darussafam
grants this
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^antstiL -Habi
for his/her participation in the International Seminar on Vocational Education and Training
as 'presenter
held at the Graduate School of Yogyakarta State University on 18 May 2010
Yogyakarta, 18 May 2010
Director of SEAMEO VOCTECH,
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ALIAS BIN HAJI ABU BAKAR
RROF. SOENARTO, PH.D.
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I S B N : 9 7 8 - 6 0 2 - 9 7 2 4 9 - 0 - 5
P R E F A C E
T h is p ro ceed in g co m p iles all p a p e r from th e in v ited sp eak er an d call for p a p e r in In tern atio n al S em in ar on V o c atio n al E d u ctaio n and T ran in g h e ld b y th e G raduate School o f Y o g y a k a rta State U n iv e rsity in co o p eratio n w ith th e S E A M E O V o c te ch on 18 M ay, 2010. T h is se m in a r is co n d u cted to celebrate th e 4 6 th Y o g y a k a rta S tate U n iv ersity A nn iv ersary .
T he m ain th em e o f th is sem in ar is “ T he C h allen g es fo r V o c atio n al E d u catio n and T rain in g in D ev elo p in g S kills for T o d a y ’s W o rk fo rce ” . T hree sub th em es are c o v e re d in th is sem inar: 1) V o c atio n al an d tec h n ica l ed u catio n cu rricu lu m for acco m m o d atin g soft skills fo r to d a y and future w o rk fo rce, 2) P rax is and future tea c h in g and learn in g soft skills, life skills, and em p lo y ab ility sk ills in v o c a tio n al e d u catio n and 3) A sse ssm e n t for soft skills, life skills, and e m p lo y ab ility skills teaching.
T he co m m ittee w o u ld like to th an k everyone in volved, and th o se w h o have g iv en co n trib u tio n for th e success o f sem inar.
Y o g y ak arta, 18 M ay 2010 E d ito r
I S B N : 9 7 8 - 6 0 2 - 9 7 2 4 9 - 0 - 5
I M P R O V I N G T T V E T S T U D E N T C O M P E T E N C Y O N C O M P U T E R P R O G R A M M I N G U S I N G E N G L I S H I N T E A C H I N G L E A R N I N G P R O C E S S
S am sul H adi
E lectrical E n g in eerin g E d u catio n D ep artm en t, F acu lty o f E n g in eerin g Y o g y ak arta State U n iv ersity
E -m ail: sam su l.h d @ g m ail.co m
A b s t r a c t
T his rese a rc h p u rp o se d to explore E n g lish tea c h in g -lea rn in g m o d el su itab le to C o m p u ter P ro g ram m in g course an d the effect o f the tea c h in g -lea rn in g m o d el to m o tiv atio n , u n d erstan d in g , and fin a l grade o f th e stu d en ts o f T each er T rain in g in V o c atio n al E d u catio n and T ech n o lo g y (T T V E T ), i.e. E lectrical E n g in eerin g E d u catio n S tudy P ro g ram o f F acu lty o f E n g in eerin g o f Y o g y a k a rta State U niversity.
T his rese a rc h w as classro o m actio n research . T he m o d el u sed in th is research w as m o d el o f K em m is and M cT ag g art th a t co n sisted o f p lan n in g , actio n , and reflectio n steps. T he p erfo rm an ce m ea su red in th is research w ere co n co rd an ce o f tea c h in g - learn in g p ro cess w ith th e p lan, stu d e n ts’ m o tiv atio n to atten d th e course, s tu d e n ts’ u n d erstan d in g to th e course m aterial, an d th e p ercen tag e o f students ach iev ed grade B or above. In stru m en ts u se d in th is rese a rc h w ere o b serv atio n form for m easu rin g th o se p erfo rm an ces.
T he fin d in g s w ere: the E n g lish tea c h in g -lea rn in g p ro cess c o n d u cted in th is research w a s n o t optim al y e t in th e asp ects o f ex p lain in g course m aterial, varying tea c h in g -learn in g p ro cess, m an ag in g class/lab , and en h an cin g stu d e n ts’ m o tiv atio n . N e v erth eless tea c h in g -lea rn in g p ro cess co u ld im prove stu d e n ts’ m o tiv atio n , u n d erstan d in g , and p ercen tag e o f final grade o f B or above m o re th a n 70% .
K eyw ords: c o m p u ter p ro g ram m in g co m p eten cy , E n g lish tea c h in g - learn in g p ro cess
A . I n t r o d u c t i o n
E lectrical E n g in eerin g E d u catio n stu d y p ro g ram is one o f T T V E T study p ro g ram s co n d u cted in F acu lty o f E n g in eerin g o f Y o g y ak arta State U niversity. C o m p u ter P ro g ram m in g is a m an d ato ry course for all stu d en ts o f E lectrical E n g in eerin g E d u catio n stu d y p ro g ram o f F acu lty o f E n g in eerin g o f Y o g y a k a rta State U niversity. T his course h as 2 cred it hours. T his course is co n d u cted in th e seco n d sem ester. B efore atten d in g th is course, in th e first sem ester the students to o k In tro d u ctio n to C o m p u ter course. In tro d u ctio n to C o m p u ter course in tro d u ces c o m p u ter h ard w are, operatin g system , and fu n d am en tal o f c o m p u ter p ro g ram m in g in P ascal or C ++ language.
I n t e r n a t i o n a l S e m i n a r o n V o c a t i o n a l E d u c a t i o n a n d T r a i n i n g
I S B N : 9 7 8 - 6 0 2 - 9 7 2 4 9 - 0 - 5
C o m p u ter P ro g ram m in g course as co n tin u atio n o f In tro d u ctio n to C o m p u ter course in tro d u ces D elphi lang u ag e. D elp h i is v isu al p ro g ram m in g lan g u ag e u n d er W in d o w s th at is u sin g h ig h level lan g u ag e, i.e. P a sc al lan g u ag e as com piler. T he ex isten ce o f D elp h i language can n o t be d isso c iate d w ith T u rb o P ascal th at w as lau n ch ed b y B o rlan d In tern atio n al In co rp o ratio n in 1983 (F aesal, 2009).
H ig h level p ro g ram m in g lan g u ag e u ses E n g lish like language. O n th e o th e r side, hig h lev el lan g u ag e literatu res w ere w ritte n in E n g lish . T h a t is w h y E n g lish co m p eten cy is a g o o d p red ic to r o f c o m p u ter p ro g ram m in g co m p eten cy . Im p ro v in g s tu d e n ts’ E n g lish c o m p eten cy lo g ic a lly w ill en h an ce th eir c o m p u ter p ro g ram m in g co m p eten cy , an d fin ally w ill im prove th e ir C o m p u ter P ro g ram m in g ach ievem ent.
B efo re th is rese a rc h w as co n d u cted , C o m p u ter P ro g ram m in g course in E lectrical E n g in eerin g E d u catio n stu d y p ro g ram o f F acu lty o f E n g in eerin g o f Y o g y ak arta State U n iv e rsity w as ex ecu ted u sin g B ah asa Indonesia. T his co n d itio n co u ld b eco m e obstacle for stu d en ts in u n d erstan d in g p ro g ram m in g lan g u ag e an d in the end w ill co n trib u te to the s tu d e n ts’ lo w er ach iev em en t in the C o m p u ter P ro g ram m in g course. T he so lu tio n o f th is p ro b lem sh o u ld be tried, i.e. b y co n d u ctin g E n g lish tea c h in g -learn in g p ro cess in C o m p u ter P ro g ram m in g course.
T he p u rp o se o f th is research w as to explore E n g lish tea c h in g -lea rn in g m o d el suitable to C o m p u ter P ro g ram m in g course an d th e effect o f the tea c h in g -lea rn in g m o d el to the s tu d e n ts’ m o tiv atio n , th e ir un d erstan d in g , an d th e ir final grade.
B . C o m p u t e r P r o g r a m m i n g T e a c h i n g - L e a r n i n g P r o c e s s U s i n g E n g l i s h
P ro g ram m in g lan g u ag e is a lan g u ag e u se d for m ak in g c o m p u ter program . C o m p u ter w ill p ro cess the g iv en d a ta b a sed on co m m an d s w ritte n in the co m p u ter program . T he co m m an d s sh o u ld be u n d e rsto o d b y c o m p u ter u sin g a certain structure and k ey w o rd (A kib, 2009).
B ased on th e lev els, p ro g ram m in g lan g u ag e can be d ev id ed in to th ree lev els, i.e. low level lan g u ag e, m id d le lev el lan g u ag e, and h ig h level language. L ow level language is the first g e n e ra tio n o f p ro g ram m in g lan g u ag e. T h is p ro g ram m in g lan g u ag e is very d ifficu lt to u n d e rsta n d becau se the in stru ctio n is in m ach in e language. U su ally the one w ho u n d erstan d s th e p ro g ram is only the p ro g ra m m e r becau se the co n ten t o f the p ro g ram is m ach in e codes.
I n t e r n a t i o n a l S e m i n a r o n V o c a t i o n a l E d u c a t i o n a n d T r a i n i n g
I S B N : 9 7 8 - 6 0 2 - 9 7 2 4 9 - 0 - 5
M id d le level lan g u ag e is a p ro g ram m in g lan g u ag e co n sists o f in stru ctio n s like d ay ly lan g u ag e. N ev e rth e le ss th is lan g u ag e is d ifficu lt to u n d erstan d b ecau se it u ses m an y ab b rev iatio n s like “ S T O ” m ea n s S T O R E an d “ M O V ” m ean s M O V E . A ssem b ly lan g u ag e is an ex am p le o f m id d le level language. T he last one, h ig h level lan g u ag e, is a pro g ram m in g lan g u ag e ch aracterized w ith w e ll-stru c tu re d an d easy to u n d erstan d b ecau se o f u sin g d ay ly lan g u ag e (E nglish). E x a m p le s o f th is language are D elphi, P ascal, SQ L, P erl, P h y to n , B asic, V isu al B asic, C, C ++, P H P , e t c .
E n g lish tea c h in g -learn in g p ro cess fo r stu d en ts u sin g n o n -E n g lish as d ay ly lan g u ag e n ee d s certain m o d els in o rd er fo r the stu d en ts can accep t the m aterials. O ne o f the m o d el is im m ersio n m odel. Im m ersio n m o d el in itially in tro d u ce in C an ad a (R oberts,
1995). T h is m o d el im p ro v ed b ilin g u al ed u catio n su ccessfu lly . A c co rd in g to R o b erts (1995), im m ersio n m o d el d o es n o t have clear d efin itio n , b u t can be im p lem en ted in bilin g u al teach in g -learn in g p ro cess. Jo h n so n an d Sw ain (1979), im m ersio n is a type o f ed u catio n th at uses b ilin g u al.
Jo h n so n (2007) stated th at b a sed on p ro p o rtio n o f first an d seco n d language usag es, im m ersio n m o d el can be classified into full or to tal im m ersio n and p artial im m ersio n . Im m ersio n m o d el is full im m ersio n i f 100% o f tea c h in g -lea rn in g p ro cess is usin g seco n d language. Im m ersio n m o d el is p artial im m ersio n i f less th en 100% tea c h in g -learn in g p ro cess is u sin g seco n d language. A cco rd in g to R o b e rts (1995), outcom e o f th e tw o im m ersio n m o d els h as n o sig n ifican t d ifferen ces. T his research is usin g p artial im m ersio n m odel.
C . M e t h o d
T his rese a rc h w as c o n d u cted in 2009 in the lab o rato ry o f D ata C o m m u n icatio n o f E lectrical E n g in eerin g E d u catio n D e p a rtm en t o f F a c u lty o f E n g in eerin g o f Y o g y ak arta State U n iv ersity . T he rese a rc h su b jects w ere stu d en ts o f sem ester II o f the stu d y p ro g ram . T he n u m b e r o f subjects w ere 20 stu d en ts, i. e. to tal stu d en ts o f the C o m p u ter P ro g ram m in g course.
T his rese a rc h w as classro o m actio n research . T he rese a rc h w as u sin g m o d el o f K em m is an d M c T ag g art (1990) in th ree cycles. E v ery cycle co n sisted of: planing, actio n an d o b serv atio n , an d reflectio n . B ecause o f lim ited tim e av alable, th is research w as co n d u cted in three cycles.
I n t e r n a t i o n a l S e m i n a r o n V o c a t i o n a l E d u c a t i o n a n d T r a i n i n g
I S B N : 9 7 8 - 6 0 2 - 9 7 2 4 9 - 0 - 5
P lan n in g started w ith id en tify in g p ro b lem and actio n plan n in g . T he actio n w as p lan n e d b ased on theory. O b serv atio n w as c o n d u cted to m easu re the co rrectn ess o f the actio n an d th e effect o f the actio n to m o tiv atio n , u n d e rsta n d in g , an d final grade o f the students. R e fle c tio n w as c o n d u cted to e v alu ate, to co rrect, an d to m o d ify th e actio n in o rd er to rea c h the op tim u m actio n and effect.
P erfo rm an ce in d icato rs sh o u ld be rea ch ed w ere: a) tea c h in g -lea rn in g p ro cess is on the tra c k w ith the p lan , b) stu d e n ts’ m o tiv atio n is good, c) stu d e n ts’ u n d e rstan d in g w ith the teach in g m ate ria l is high, an d d) p ercen tag e o f stu d en ts w ith g rade B o r above is m ore th an 70% . In stru m en ts u se d to m easu re the prefo rm ace in d icato rs w ere o b serv atio n sheed.
O b serv atio n sheet o f co rrectn ess o f teach in g -learn in g p ro ce ss w a s co n stru cted b ased on o b serv atio n sh eed o f M icro T each in g o f U n it o f F ield E x p erien ce P ro g ram o f Y o g y ak arta State U n iv e rsity (U P P L , 2009). S tu d e n ts’ m o tiv atio n o b serv atio n sh eet had fo u r in d icato rs: a) n u m b e r o f students co m in g to th e course on tim e, b) n u m b er o f stu d en ts ask in g q u estio n , c) n u m b er o f students d iscu ssin g jo b w ith th eir frien d s, and d) n u m b e r o f stu d en ts n o t leaving the lab o rato ry im m ed iately .
O b serv atio n sh eet o f stu d e n ts’ u n d e rstan d in g w ith the teach in g m ate ria l co n sisted o f five ind icato rs, i. e. a) n u m b e r o f stu d en ts d o in g jo b correctly, b) n u m b e r o f stu d en ts fin ish in g jo b on tim e, c) n u m b e r o f stu d en ts d o in g jo b w ith im p ro v isatio n , d) n u m b e r o f stu d en ts d o in g jo b w ith o u t le c tu re r help, an d e) n u m b e r o f stu d en ts d o ing jo b w ith o u t frien d s help. O b serv atio n sh eet for m ea su rin g C o m p u ter P ro g ram m in g co m p eten cy b a sed on p ractical p ro cess an d p ro d u ct, i. e. speed o f w ork, co rrecn ess o f p ro ced u re, and co rrectn ess o f c o m p u ter program .
D ata o f th is rese a rc h w ere a n aly zed u sin g q u an titativ e d escrip tiv e statistics b y co u n tin g freq u en cy , m ean , an d d ip lay in g g rap h ic. U sin g a c e rtain category, the q u an titativ e d a ta ch an g ed in to q u alitativ e data.
D . F i n d i n g s a n d D i s c u s s i o n
1 . C o r r e c t n e s s o f T e a c h i n g - L e a r n i n g P r o c e s s w i t h t h e P l a n A c t i o n
T he co rrectn ess o f tea c h in g -lea rn in g p ro cess w ith th e p lan actio n o f the three cycles h as b een ob serv ed b y co la b o rato r is sh o w n in Figure 1. T he sclae o f the figure is b ased on th e o b serv atio n sheet, i.e. m in im u m score is 1 and the m ax im u m sc o re is 4 and categ o rized as n o t g o o d at all, n o t good, goog, an d very good.
I S B N : 9 7 8 - 6 0 2 - 9 7 2 4 9 - 0 - 5
F ig u re 1. C o rrectn ess o f T ea ch in g -L e arn in g P ro cess
F igure 1 show s th at in th e first cycle p rep arin g lab sh eet got score 2 and it is categ o rized as n o t good. T h is w a s b ecau se it w a s late to d istrib u te the lab sh eet to the students. U sin g m e d ia got score 4 or v e ry good. T h is w a s b ecau se the m e d ia (L C D p ro jecto r) is in stalled p erm a n en tly in the lab o rato ry and co n n ected to th e lectu rer co m p u ter an d lectu rer co m p u ter is co n n ected to stu d en t c o m p u ter in co m p u ter n etw o rk in th e laboratory. G u id in g th e lab o rato ry activ ity /p ractice also sco red 4 or v e ry good. T his w as b ecau se th e course h a d b e e n estab lish ed lo n g b efo re th is rese a rc h conducted. A n o th e r a sp ects o f tea c h in g -lea rn in g p ro cess w ere sco red 3 or categ o rized good.
In the seco n d cycle the w ere im p ro v em en ts in the asp ect o f p rep arin g lab sh eet, p rep arin g lab o rato ry , o p ening the class, giving rein fo rcem en t, and co n d u ctin g ev alu atio n co m p ared to th o se co n d itio n s in the first cycle. In th e th ird cycle there w ere im p ro v em en ts in a sp ect o f sh o w in g skill o f m ak in g q u e stio n and im rp v in g stu d e n ts’ m o tiv atio n co p ared to th o se aspects in the seco n d cycle.
2 . S t u d e n t s ’ M o t i v a t i o n A t t e n d i n g T h e C o u r s e
S tu d e n ts’ m o tiv atio n to atten d th e course in all th ree cycles is show n in F ig u re 2. T he figure show s th at in th e first cycle th e p ercen tag e o b serv ed in d icato rs resp ectiv ely as follow s: students co m in g on tim e is 90% , stu d en ts ask in g q u estio n is 75% , students d iscu ssin g jo b w ith th eir frien d 35% , an d stu d en ts n o t leav in g n o t leav in g the lab a lth o u g h tim e is u p 30% .
In cycle tw o, th e p ercen tag e o f the above in d icato rs are: stu d en ts co m in g on tim e is 100% , stu d en ts asking q u e stio n is 65% , stu d en ts d iscu ssin g jo b w ith th eir friend 45% ,
I n t e r n a t i o n a l S e m i n a r o n V o c a t i o n a l E d u c a t i o n a n d T r a i n i n g
I S B N : 9 7 8 - 6 0 2 - 9 7 2 4 9 - 0 - 5
and students n o t leav in g n o t leav in g th e lab alth o u g h tim e is u p 20% . W hile in cycle th ree the p ercen tag e o f the in d icato rs are: students co m in g on tim e is 100% , students ask in g q u e stio n is 30% , stu d en ts d iscu ssin g jo b w ith th e ir frien d 60% , and stu d en ts not leaving n o t lea v in g th e lab a lth o u g h tim e is up 15%.
- Percent of st udent s comi ng ont ime
- Percent of st udent s asking quest ion
- Percent of st udent s discussing j ob wit h t heir friends - Percent of st udent s not leaving
t he lab soon aft er t ime is up
Figure 2. S tu d e n ts’ M o tiv atio n A tten d in g the C ourse
3 . S t u d e n t s ’ U n d e r s t a n d i n g w i t h T h e T e a c h i n g M a t e r i a l
T he s tu d e n ts’ u n d erstan d in g w ith th e tea c h in g m ate ria l o f all cycles in rhis research is d isp lay ed in F igure 3. In the first cycle the p e rcen tag e o f students d oing jo b co rrectly is 8 0 % , stu d en ts d o ing jo b ontim e is 7 0 % , stu d en ts d oing jo b w ith im p ro v isatio n is 30% , students d o in g jo b w ith o u t le c tu re r’s h elp is 80% , an d students d oing jo b w ith o u t frie n d s’ h elp is 80% . S tudents doing jo b correctly, students d oing jo b w ith o u t le c tu re r’s h elp , an d stu d en ts d oing jo b w ith o u t frie n d s ’ h elp are categ o rized high, b u t stu d en ts d oing jo b ontim e is categ o rized m ed iu m , and students doing jo b w ith im p ro v isatio n is categ o rized low .
In cycle tw o the p ercen tag e o f students d o ing jo b correctly, stu d en ts doing jo b ontim e, stu d en ts d oing jo b w ith o u t le c tu re r’s h elp , an d students d o ing jo b w ith o u t frie n d s’ h elp are b e tter th an th o se o f cycle one. In cycle th ree th e p ercen tag e o f stu d e n ts d oing jo b correctly, stu d en ts d o in g jo b w ith im p ro v isatio n , stu d en ts d o ing jo b w ith o u t le c tu re r’s h e lp , an d stu d en ts d o in g jo b w ith o u t frie n d s’ h e lp are b e tte r th a n th o se o f cycle tw o.
I S B N : 9 7 8 - 6 0 2 - 9 7 2 4 9 - 0 - 5
1 2 0
1 0 0
80 60 40 20
0
9 5
/ 1 8 5 " A 9 5
SO
so
' 8 0
7 5
■ 30
- C y c le I
- C y c le II
- C y c le III
Percent of Percent of Percent of Percent of Percent of st udent s doi ng st udent s doi ng st udent s doi ng st udent s doi ng st udent s doing
j obcorrect ly j obont i m e j obvvit h j ob w i t hout j ob wit hi out i mprovisat ion l ect urer's hel p f r i ends'hel p
F igure 3. S tu d e n ts’ U n d e rsta n d in g w ith T he T each in g M aterial
4 . P e r c e n t a g e o f S t u d e n t s G e t t i n g G r a d e B o r A b o v e
P ractical ex am in atio n co n d u cted afte r th e th ird cycle o b tain ed grade d istrib u tio n d isp lay ed in Figure 4. T he figure sh o w s th at there w ere still students h a d g rade less than B catecory, i.e. 25% . B u t all stu d en ts p a sse d and the p ercen tag e o f students got g rade B or above w as 75% .
F igure 4. S tu d e n ts’ G rade D istrib u tio n
In th e future it is visible to d ecrease the p ercen tag e o f stu d en ts got grade less th an B. T his is b ecau se ex p lain in g course m aterial, varying tea c h in g -lea rn in g p ro cess, m an ag in g class/lab , and en h an cin g stu d e n ts’ m o tiv atio n o f the E n g lish teach in g - learn in g p ro cess o f this rese a rc h w as n o t o m tim al yet.
I S B N : 9 7 8 - 6 0 2 - 9 7 2 4 9 - 0 - 5
E . C o n c l u s i o n a n d R e c o m m e n d a t i o n 1 . C o n c l u s i o n
E n g lish tea c h in g -learn in g in C o m p u ter P ro g ram m in g co u rse c o n d u cted in th is rese a rc h w as n o t o p tim al y et in th e asp ects o f ex p lain in g course m aterial, vary in g tea c h in g -learn in g p ro cess, m an ag in g class/lab , an d en h an cin g stu d e n ts’ m o tiv atio n . H o w ev er th e tea c h in g -learn in g p ro cess co u ld im prove stu d e n ts’ m o tiv atio n , u n d erstan d in g , and p ercen tag e o f final grade o f B or above m o re th an 70% .
2 . R e c o m m e n d a t i o n
E n g lish tea c h in g -lea rn in g in C o m p u ter P ro g ram m in g course n eed to be co n tin u ed b ecau se the effect on s tu d e n ts’ m o tiv atio n , u n d erstan d in g , and p ercen tag e o f final grade o f B or above m o re th an 70% is reaso n ab le. B u t E n g lish teach in g -learn in g pro cess n eed s to be u p d a te d in aspect o f ex p lain in g m aterial, v ary in g tea c h in g -lea rn in g pro cess, m an ag in g class/lab , and en h an cin g s tu d e n ts’ m o tiv atio n .
F . R e f e r e n c e s
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