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Apprenticeship Report At Dwisakti Elementary School.

Apprenticeship Report At Dwisakti Elementary School.

I do the apprenticeship programme as assistant teacher at Dwisakti Elementary School because I love children and I want to be a teacher. Moreover, I would like to apply what I have learnt in the D-III English Programme in teaching and I would like to have a new experience in education field, especially in teaching English to elementary school children.

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THE COMPATIBILITY OF ENGLISH LEARNING MATERIAL  IN LET’S LEARN ENGLISH (2) USED IN ELEMENTARY  The Compatibility Of English Learning Material In Let’s Learn English (2) Used In Elementary School Based On Rajan’s Criteria.

THE COMPATIBILITY OF ENGLISH LEARNING MATERIAL IN LET’S LEARN ENGLISH (2) USED IN ELEMENTARY The Compatibility Of English Learning Material In Let’s Learn English (2) Used In Elementary School Based On Rajan’s Criteria.

The technique of analyzing data through by four steps: the first step is defining criteria. The writer uses the Rajan’s criteria to judge the material Let’s Learn English 2. The second step is subjective analysis. The subjective is how to find the differences between criteria and existing material based on the subject of material. The third step is objectives material. The object of this study is the compatibility of Let’s Learn English 2 an English audio-visual learning material in the Elementary School. The last step is Matching and scoring. In this step the writer did some activities, they are : find the compatibility Let’s Learn English 2 with good criteria materials based on Rajan, find the topic material between Let’s Learn English 2 and the syllable in the Elementary School and the percentage of compatibility.
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ELEMENTARY SCHOOL STUDENTS FOREIGN LANGUAGE ANXIETY.

ELEMENTARY SCHOOL STUDENTS FOREIGN LANGUAGE ANXIETY.

This study is a study of elementary school students’ anxiety in Kab. Bandu ng Barat. The students were the fifth and sixth graders. They were selected to be the respondents for this study during English classes which is one of local contents that the school has. This class aims to introduce English to young learners as they are prepared to enter favorite junior high schools. A questionnaire, observations and interview analysis attempt to find out the kinds and causes of young learners’ language anxiety and also their strategies to cope with the anxiety.
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BOS FUND ALLOCATION POLICY (A Site Study at State Elementary School of Kedung  BOS Fund Allocation Policy (A Site Study at State Elementary School of Kedung Pucang Purworejo).

BOS FUND ALLOCATION POLICY (A Site Study at State Elementary School of Kedung BOS Fund Allocation Policy (A Site Study at State Elementary School of Kedung Pucang Purworejo).

The purposes of this study were to describe (1) characteristics of BOS fund allocation planning at State Elementary School of Kedung Pucang Purworejo; (2) characteristics of the use of BOS fund at State Elementary School of Kedung Pucang Purworejo; and (3) characteristics of the accountability of the use of BOS fund at State Elementary School of Kedung Pucang Purworejo. The findings suggested that (1) the allocation of School Operational Assistance (BOS) fund planning in State Elementary School of Kedung Pucang Purworejo was conducted in a democratic and transparent manner. Principal formed a management team for School Operational Assistance (BOS). The allocation plan was contained in the school proposed document where the need of learning was allocated by 70%. This percentage was greater than honorary that was only 20%. (2) Use of the fund in State Elementary of Kedung Pucang was done on a quarterly basis by planning it first. The amount of School Operational Assistance (BOS) fund to be used by State Elementary School of Kedung Pucang was Rp. 27,840,000.00. It would be spent on goods and services, including the operational needs of schools as learning needs of students. Beyond the operational needs of the school were not allowed to use the fund. (3) Accountability of the use of School Operational Assistance (BOS) fund was done by the preparation of financial accountability report. The content of the report included a document of the realization of the use of fund, letter of accountability, School Operational Assistance (BOS) fund accounting, and also evidence of expenditure such as receipts signed by the principal. The report would be sent to BOS management team in Purworejo on a quarterly basis. In addition to being accounted to District management team, it was also accounted to school citizens through hanging the accountability report on the bulletin board, installation of banners, as well as dissemination of the use of the fund.
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Institutional Repository | Satya Wacana Christian University: Techniques Used by Bethany Elementary School English Teachers to Gain Students’ Interest

Institutional Repository | Satya Wacana Christian University: Techniques Used by Bethany Elementary School English Teachers to Gain Students’ Interest

Teaching techniques choice is crucial for elementary school English teachers. Those techniques can help students to gain their interest in learning English. The present study explored techniques used by Bethany Elementary School English teachers to gain st udents’ interest. This study addressed this following question: What teaching techniques do Bethany Elementary School English teachers use to gain students’ interest? The present study was conducted in Bethany Elementary School, Salatiga. It used the descriptive method and the subjects of this study were two Bethany Elementary School English teachers, one was teaching the third graders and the other the fifth graders. The data for the study were collected from the classroom observations and interviews with the third and fifth grade English teachers. The analysis of the data showed that there are eight techniques used by the English teachers such as icebreaker, games, role-play, reward (bookmark, coloring book), classroom discussion, group discussion, chunk reading and presentation. Besides, the teachers also apply some school-based techniques such as reward (in the form of wall display), PBL (Project Based Learning), quizzes and monthly tests. In conclusion, based on the observations and the interviews data, all of the techniques can gain students’ interest except quizzes and monthly tests.
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Parents’ Expectation and Reality | Ngadiman | Magister Scientiae 1 SM

Parents’ Expectation and Reality | Ngadiman | Magister Scientiae 1 SM

In short, it can be summarized that most parents think that English needs to be introduced to their children in elementary school as early as possible for different reasons. The most dominant of these is to have their children be able to communicate in English. In order to achieve this, they expect that their children master different language skills, in particular speaking, listening and reading, with less expectation on writing. Concerning the language components, most parents still hold the conventional expectation, with grammar and vocabulary dominating the other language components like fluency or pronunciation. They expect that the English teacher at school gives more portions in the teaching of these language skills and components. Furthermore there is a split
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12.Cooperative Learning For Elementary School

12.Cooperative Learning For Elementary School

elementary school. STAD consists of five components, such as; classroom presentations, team building, quiz, change/growth score of individual and team recognition. Preparation of the pre learning to do the teacher is choosing methods, techniques, and cooperative learning structures. For elementary school kind / type that is often done is paired STAD and storytelling techniques. Next is preparing the order of the room. The room gives a chance to adjust the methods and techniques that have been previously selected. The next stage is the stage of learning. The initial step in this study is to form a group. The group consists of 4 people. Make sure each member has a different intelligence, gender and ethnicity. Ways to classify children in a variety of intelligence that is with child by their ability to rank low, medium and high. The second step, the teacher presents the lesson. Teacher presented the material to be studied in outline and procedures as well as the activities of groups working procedures. The third step, the teacher gives the task to be done in groups. These tasks can be prepared in the form of worksheets. At the time of these discussions do teachers provide scaffolding (guidance) in each groups.
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INTRODUCTION OF TRADITIONAL KID GAME  FOR ELEMENTARY SCHOOL   Introduction Of Traditional Kid Game For Elementary School.

INTRODUCTION OF TRADITIONAL KID GAME FOR ELEMENTARY SCHOOL Introduction Of Traditional Kid Game For Elementary School.

Praise to Allah for all blessing and guidance, so the author can finish this final project with titled “Introduction Of Traditional Kid Game For Elementary School”. This final project is structured to fill the curriculum in Department of Informatics Engineering Muhammadiyah University of Surakarta, as a student in order to complete the obligations of the degree program.

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INTRODUCTION OF TRADITIONAL KID GAME  FOR ELEMENTARY SCHOOL   Introduction Of Traditional Kid Game For Elementary School.

INTRODUCTION OF TRADITIONAL KID GAME FOR ELEMENTARY SCHOOL Introduction Of Traditional Kid Game For Elementary School.

The results of this research are the creation of a learning application for children, especially children who are still at primary school level. The contents of this application is a traditional children's insights which is consist of 10 kinds of kids games such as bekel, jaranan, kelereng, gobak sodor, egrang, benthik, engklek, cublak cublak suweng, bentengan, and dakon. In addition, this application add 3 simulation of games which play in digital form so that children can quickly understand how to play this game, three kinds of games are dakon, kelereng and gobak sodor.
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DEVELOPING CIVIC EDUCATION AT THE ELEMENTARY LEVEL

DEVELOPING CIVIC EDUCATION AT THE ELEMENTARY LEVEL

globalization by taking advantage of information and communication technology. This supplementary on developing Civics Studies at the Elementary School level is meant to complement existing teaching materials. Inside this supplement, models, strategies, methods, and approaches to teaching Civics are explored to aid teachers in shaping their creativity in the classroom as a facilitator. The development of this supplement is based on the PAIKEM principles (Pembelajaran Aktif, Inovatif, Kreatif, Efektif, dan Menyenangkan or Active, Innovative, Creative, Effective, and Fun Lessons). These principles are expected to ease absorption of Civics studies, especially in evaluating affective, cognitive, and psychomotor domains simultaneously in students in the lower classes who have just learned to read and write. In the higher classes, creativity in lessons is increased. The consequence for the teacher as a motivator and facilitator is that they must be more creative, initiative, and attentive to the students. Without this, Civics Studies will not be optimally taught.
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T1 112007203 Full text

T1 112007203 Full text

Nowadays, English is becoming more important. More than three hundred million people are speaking English as native speakers and more than four hundred million people speak English as second or foreign language (Rad, 2007). In recent years, the teaching of English in Indonesia is expanding into primary or elementary school setting as a local content course. Teaching English for young learners has been officially permitted since 1994 to prepare human resources in the future. It may be considered as a controversial issue in teaching English as a foreign language in Indonesia. Introducing English to young learners is arguable especially from the linguistic point of views.
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Apprenticeship Report At BPPK Elementary School.

Apprenticeship Report At BPPK Elementary School.

During my apprenticeship programme, I am given a chance to teach the first until sixth grades, except fourth grade students, for one and a half months. I come to school to teach 3 times per week. The schedule of teaching and the duration of each session is presented on the following table:

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FUNDING ALLOCATION TO EXTRACURICULAR ELEMENTARY SCHOOL MANAGEMENT  Funding Allocation to Extracurricular Elementary School Management (A Site Study at Elementary School State Jurang Ombo Magelang).

FUNDING ALLOCATION TO EXTRACURICULAR ELEMENTARY SCHOOL MANAGEMENT Funding Allocation to Extracurricular Elementary School Management (A Site Study at Elementary School State Jurang Ombo Magelang).

The results of this research are (1). The allocation of extracurricular activities fund at SDN Jurang Ombo is conducted by the principal that involve budget teams, school committees and teachers. Allocation of funds is established by the allocation of funds that have been through the stages of problem identification and consideration. Source of fund extracurricular activities is taken from the state budget, the BOS, SBS, and also community classes. Lack of extracurricular funds is handled by requesting Rp.10.000.00 for every parent. The allocation of extracurricular funds at SDN Jurang Ombo Magelang is tailored to the needs and thawed in 4 stages that is the first quarter until the third quarter. (2) The accounting of extracurricular activities fund at SDN Jurang Ombo Magelang is done well. The fund accounting made by budget and school finance or LPJ. The Accounting of extracurricular fund is created by the Budget Team at the beginning of a new school year for planning the allocation of extracurricular funds, while to report the use of extracurricular activity funds is made once a month. The accounting format is accordance with the instructions of the mayor of Magelang City. It is noted in the books is an extracurricular activity schedules, student attendance and coach of extracurricular, the need for implementation of extracurricular activities, and also the source of funds. The fund accounting is duplicated twice; accounting of extracurricular funds is covered with pink cover that in the first section written the identity of school.
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Welcome to ePrints Sriwijaya University - UNSRI Online Institutional Repository

Welcome to ePrints Sriwijaya University - UNSRI Online Institutional Repository

Based on observation in the field through KKG activity, it was shown that some teachers have not implemented the assessment’s procedures which agree with learning approach that they have already used, especially learning through Realistic Mathematics Education approach. The goal of this study is to yield an assessment’s book for Elementary School lessons which is practical, valid, and effective. The research method was developmental research which consisted of three phases, namely analyzing, designing, and evaluating. Data was collected from documents and test analysis. The try-out session was conducted at SD Plus Marhamah, Padang. The potential effect of Assessment in Learning Mathematics’ book in Elementary School which was aimed to assess learning mathematics process in the classroom was included in the good category, after the try-out session. So, it can be concluded that the book of Assessment in Learning Mathematics in Elementary School which was designed was effectively used in learning mathematics.
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attitude elementary school physical education teachers

attitude elementary school physical education teachers

Therefore, it is not too much what was delivered by social experts through social pathology theory that accident is a mirror of human attitude towards life (Florio, 1979: 38). These social experts’ statements imply that society, including elementary school physical education teacher, has been counterproductive to the government’s program packed through the laws and regulations. In other words, they are less concerned with the existing regulations, they even often violate the regulations. Human holds the main role for the attainment of a program. Does not matter how good the program is will not produce the expected results without any support from all parties. Society may not merely throw responsibility to the government’s shoulder because safety is a shared responsibility for all parties.
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ELEMENTARY SCHOOL MANAGEMENT BASED SCHOOL OPERATING COST  Elementary School Management Based School perating Cost (A Site at SD Tidar 1 Magelang).

ELEMENTARY SCHOOL MANAGEMENT BASED SCHOOL OPERATING COST Elementary School Management Based School perating Cost (A Site at SD Tidar 1 Magelang).

Praise is for God who has give Guidance and Mercy, so the thesis entitled Elementary School Management Based School Operating Cost (A Site Study at SD Tidar 1 Magelang) can be finished. This thesis is one of academic requirements to get the degree of Educational Management Master on Graduate School, Muhammadiyah University of Surakarta.

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English Teaching For Elementary School Students.

English Teaching For Elementary School Students.

The title of this Study is “English Teaching for Elementary School Students at SD No.1 Mengwi tani”. This study aimed at investigating how the teacher taught his/her students in the class and the details of what kinds of approaches, methods, and techniques that are used in teaching fifth grade students. This study also aimed at discovering the difficulties that were faced by the teacher in teaching English for the fifth grade school students.

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GUIDANCE AND COUNSELING IN ELEMENTARY SCHOOL

GUIDANCE AND COUNSELING IN ELEMENTARY SCHOOL

Community service activities are basically meant for socializing and impelentastion of which Permendikbud No. 111 of 2014 concerning the counseling especially elementary school teachers in SD Muhammadiyah PK Surakarta and MIM PK Kartasura. Therefore practitioners team hopes, through the community service activities, the two elementary schools are implementing guidance and counseling services as defined by the government, the Minister of Education and Culture.

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Process of Teaching Vocabulary to the 5th Grade Students at SDN Nglorog 3 Sragen

Process of Teaching Vocabulary to the 5th Grade Students at SDN Nglorog 3 Sragen

SDN Nglorog III was established on 1976, Sragen. The building was made of bamboo and wood. On 1 July 1985, the school was decided to become a state school under Dinas Pendidikan dan Kebudayaan Propinsi Jateng and Governor of Central Java at the time. The government gave aids in 1988 to renovate the buildings, which are located at Jl. Perintis Kemerdekaan No. 40, Sragen.

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Komunikasi Interaksi Orang Tua Dan Guru Pada Anak Dalam Pembentukan Kepribadian Anak

Komunikasi Interaksi Orang Tua Dan Guru Pada Anak Dalam Pembentukan Kepribadian Anak

Kemampuan berbahasa Inggris siswa dinilai ketika mereka tiba di BIS dan jika perlu siswa ditempatkan di salah satu program kami. Kami memiliki hingga tiga tingkat: Awal (Beginning), Menengah (Intermediate) dan Tingkat Atas (Upper Intermediate). Di Sekolah Menengah (Middle School), di tingkat ini akan menentukan berapa banyak periode ESL yang akan siswa harus ikuti setiap minggu dan yang mana reguler kelas yang harus mereka hadiri. Di Sekolah Dasar (Elementary School), ESL lebih mengarah pada kelas yang diatur pada awal setiap semester untuk siswa yang bahasa pertamanya bukan bahasa Inggris dan yang masih perlu intensif dan fokus pada dukungan bahasa untuk mengakses kurikulum. Kelas-kelas formal ini dijadwalkan selama waktu kelas hingga empat kali seminggu, dan diajarkan oleh guru SD khusus Dukungan Bahasa Inggris.
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