No abstract

The latest Approach in the teaching-learning process called “Science, Technology, Engineering and Mathematics” (STEM) has become the most recent trend in this decade. STEM aims not only to process and produce talents with expertise in education but also to function as a catalyst for economic growth and national development. However, there are still impending issues associated with the usage of STEM in secondary school, one of which is related to the quality of teachers. Previous research was used as a reference to discuss each of the problems analysed using NVIVO 12.0 software. The result showed that (i) an effective curriculum and (ii) increased motivation and teacher assistance in implementing STEM were the basis for improving teacher quality in STEM-based learning. STEM is useful in science learning, used in applying knowledge and skills for problem solving in everyday life. To improve teacher quality in the STEM-based teaching and learning process, teachers must master the conceptual model, design, implementation and evaluation of an integrated curriculum. Ongoing assistance to teachers to increase motivation in the STEM-based teaching and learning process also needs attention.

In this era, the importance of English leads people to introduce English education even in preschools. English education for preschoolers isbelieved to help fosterchildren's language and cognitive developments. However, to achieve this benefit, a sound curriculum is required.Since creating a sound English curriculum is not an easy thing to do, a careful examination on English in the preschool curriculum needs to be performed. This study therefore aims to find out the goals of integrating English as an intra-school curriculum in a preschool in Bandung and the teacher's attempts to achieve these goals in terms of four basic components of curriculum taken fromCayadong (2011) and Tyler (Posner,1992); the objectives, the materials, the methods and the assessments. A descriptive study using a document analysis, an interview and an observation as the data collection techniques was employed. The finding showed that English was integrated to help children to be able to communicate using English in school and family context in a simple language. Theme-based teaching and learning using drilling and total physical response (TPR) as methods were conducted to achieve the goals. Meanwhile, to make sure of the goals attainment, students wereassessed by using observations and tests. Keywords: preschool curriculum, intra-school curriculum, teaching of English Abstrak

There is a consensus that the status and the unique values of indigenous languages make them imperative to be learnt, taught, utilized and protected from their state of endangerment. Moreover, indigenous language in Australia and New Zealand is a crucial issue that may influence language planning and policy in both countries. In relation to this, despite their close proximity, there are apparent differences of indigenous language conditions that may affect the language programs. To portray the Indigenous Language Programs in Australia and New Zealand, a library research and/or comprehensive literature review of existing research on indigenous languages in both countries was undertaken in this paper. Dealing with this, the present paper discusses the indigenous language in Australia and New Zealand including the positive effects of the language programs. This study shows that the language maintenance program managed by New Zealand government called 'language nest' has succeeded in rescuing Maori from serious endangered. Meanwhile, successful language revitalization activity can also be found in Australia. Under the control of indigenous community, Muurrbay Language Center has a record of success. In addition, all of the language revitalization activities elaborated above may increase the number of people who learn the indigenous languages in New Zealand and Australia.