Effectiveness of individualized teaching materials on bricklaying skills prepared with direct teaching method

Abstract The study aims to evaluate of english learning at the Junior High School 3, Samaturu Kolaka. The method used is evaluative through the flow of the gap model (discrepancy evaluation model). Data collection through interviews, document tracing, and observation. Key Informant is the principal, teacher, and student. The results showed that: (1). The ten indicators of the principles in the preparation of lesson plan is only a contemporary-oriented indicator that is not contained in the lesson plan. This is because lesson plan is based on teaching materials and teaching materials. In addition, the lesson plan does not promote social, spiritual attitudes and only focus on English language teaching materials. Because of social and spiritual attitudes are hidden curriculum and can be applied to all subjects. Even the development of character is a program of Junior High School 3, Samaturu Kolaka. (2). All step-by-step indicators in lesson plan preparation are already loaded inside the lesson plan. But there is still an unprecedented indicator such as determining a monotonous learning strategy and not self-evaluation for the teacher to improve the strategy, and its teaching method. (3). Several indicators of lesson plan implementation have been carried out well in the classroom even though it is not maximized. This is due to preliminary activities, the teacher does not explain the importance of the material to be studied and competencies that students must master. The conclusion is related to the principles, application of steps and implementation of lesson plan in the classroom, although not maximized, but has been referring to Permendikbud no. 103 year 2014 about learning on primary education and secondary education. Keywords: Evaluation, Lesson Plan, English Learning

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Improving accuracy of interpersonal perception through a direct teaching method.

Journal of Counseling Psychology ◽

10.1037/h0032037 ◽

1972 ◽

Vol 19 (1) ◽

pp. 37-41 ◽

Cited By ~ 9

Author(s):

Kenneth Bullmer

Keyword(s):

Teaching Method ◽

Interpersonal Perception ◽

Direct Teaching ◽

Improving Accuracy

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KEEFEKTIFAN METODE PEMBELAJARAN PBL PADA KOMPETENSI MEMPERBAIKI SISTEM PENDINGIN KOMPETENSI KEAHLIAN TEKNIK KENDARAAN RINGAN

TAMAN VOKASI ◽

10.30738/jtvok.v3i1.309 ◽

2015 ◽

Vol 1 (1) ◽

Author(s):

Rabiman Rabiman ◽

Wardan Suyanto

Keyword(s):

Prior Knowledge ◽

Teaching Method ◽

Cooling System ◽

Analysis Of Covariance ◽

Difficulty Level ◽

Control Group ◽

Vehicle Engineering ◽

Control Group Design ◽

High Prior Knowledge ◽

Direct Teaching

This study aimed to investigate the effectiveness of: (1)the problem-based learning (PBL) method; (2)the direct teaching method; (3)the PBL method compared with the direct teaching method, for the low prior knowledge students; (4)the PBL method compared with the direct teaching method, for the high prior knowledge students. This research is a quasi experimental with the pretest-posttest non-equivalent control group design. The independent variabel was teaching method, the score on pre-test as a covariate, and the students. achievement as the dependent variable. The research population comprised year XI students of the Light Vehicle Engineering SMK Muhammadiyah Prambanan, totaling 137 students, divided into four classes. This study used a sample of two XI classes, totaling 64 students. The instrument was an achievement test in the multiple-choice form. The validation was conducted by analyzing the validity of the test items, difficulty level, discrimination index, and the functioning of the detractors. The result was that the 40 items used were all valid and the reliability was high (á=0.921). The data were analyzed using the analysis of covariance (ANCOVA). This study conclude that, in the competence of repairing the cooling system by considering the students' score on pre-test as prior knowledge: (1) on the whole, the PBL method is more effective than the direct teaching methods, (2) the students who have high prior knowledge are more effective to be taught using the PBL method than the direct teaching method, (3) the students who have low prior knowledge are not difference in effectiveness to be taught using the PBL method and the direct teaching method, and (4) there is no difference in effectiveness between low prior knowledge students and high prior knowledge students who were taught using the PBL method.

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An item Teaching Method-based Evaluation Scheme Design of the Teaching Materials for Accounting Computerization in Independent College

Proceedings of the 2015 International Conference on Social Science, Education Management and Sports Education ◽

10.2991/ssemse-15.2015.79 ◽

2015 ◽

Author(s):

Yichen Liu ◽

Na Chen ◽

Yiqing Liu

Keyword(s):

Teaching Method ◽

Teaching Materials ◽

Independent College ◽

Scheme Design ◽

Evaluation Scheme

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Analysis on the Role and Functions of Teachers, Teaching Materials and Learners in the Multimedia-aided English Classroom—Based on the Study of Linfen No.1 Senior School

Theory and Practice in Language Studies ◽

10.17507/tpls.0711.24 ◽

2017 ◽

Vol 7 (11) ◽

pp. 1132

Author(s):

Le Zhang

Keyword(s):

Teaching Practice ◽

Teaching Method ◽

Rational Analysis ◽

Teaching Materials ◽

English Teaching ◽

Teachers And Students ◽

Teaching Efficiency ◽

Computer Based ◽

The Difference ◽

English Classroom

Recently, with the development of network and technologies, the traditional teacher-centered mode is gradually losing its main status. Multimedia-assisted foreign language teaching is becoming the most popular way of teaching. At present, computer based multimedia is broadly used in classrooms. Multimedia-aided English teaching can introduce video, figure, and text into teaching practice, and improve English teaching efficiency. Teachers, teaching materials and learners, as the three main elements in English teaching, play an essential part in classroom. Although relevant surveys have been done investigating English classroom under the conventional educational mode, very few people have thought the change of the three elements more specific. Therefore, the paper talks about the difference between the conventional educational model and multimedia-aided teaching method in English classroom. The author takes the teachers and students in Linfen NO.1 senior school as the research object, aiming to study the role and the interrelationship of the three. Through interviews, classroom observation and questionnaire, the thesis concisely summarizes the role and functions of the three elements in Linfen NO.1 senior school. It is a rational analysis and summary of multimedia-assisted English teaching theoretically and practically. Thus it will be helpful for the improvement of English teaching effect.

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