scholarly journals Pelatihan Perumusan Tujuan Pembelajaran dan Indikator Pencapaian Kompetensi bagi Guru-Guru Bahasa Inggris di Kabupaten Banjar

2021 ◽  
Vol 3 (2) ◽  
pp. 119
Author(s):  
Abdul Muth'im ◽  
Jumariati Jumariati ◽  
Yusuf Al Arief ◽  
Nor Jannah
Keyword(s):  
Language Learning ◽  
Lesson Plan ◽  
English Teachers ◽  
Lesson Plans ◽  
Learning Objectives ◽  
Continuous Training ◽  
Learning Methods ◽  
Training Activities ◽  
Achievement Indicators

Memiliki pemahaman dan kemampuan yang baik dalam merumuskan tujuan pembelajaran (TP) dan indikator pencapaian kompetensi (IPK) adalah hal penting yang harus dimiliki oleh seorang guru. Tujuan dari kegiatan ini adalah untuk meningkatkan pemahaman guru-guru bahasa Inggris di Kalimantan Selatan terhadap perumusan tujuan pembelajaran dan indikator pencapaian kompetensi. Metode kegiatan ini terdiri dari pemberian konsep pengetahuan tentang kurikulum dan komponennya, penjelasan tentang cara yang benar dalam merumuskan tujuan pembelajaran dan indikator pencapaian kompetensi disertai contoh-contoh, peninjauan terhadap Rencana Pelaksanaan Pembelajaran guru-guru peserta kegiatan, dan perbaikan rumusan TP dan IPK dalam RPP para peserta. Hasil kegiatan menunjukkan bahwa para guru: (1) menyadari konsep keliru yang selama ini mereka pegang dalam merumuskan TP dan IPK, (2) memiliki konsep pengetahuan yang benar dalam menyusun TP dan IPK, serta (3) mampu merumuskan TP dan IPK dengan baik dan benar. Rumusan IPK yang dibuat oleh guru setelah mengikuti pelatihan telah mengalami perbaikan terkait: (a) penggunaan kata kerja operasional yang terukur, (b) penggunaan kata kerja yang sesuai dengan karakteristik pembelajaran bahasa, dan (c) memunculkan metode pembelajaran yang akan digunakan untuk membantu siswa mencapai kompetensi dimaksud. Hasil evaluasi menunjukkan bahwa kegiatan ini berjalan dengan baik dan mendapat perhatian dari seluruh peserta hingga kegiatan berakhir. Disarankan agar kegiatan bimbingan dilakukan secara berkelanjutan dengan melibatkan lebih banyak guru-guru bahasa Inggris pemula di wilayah propinsi Kalimantan Selatan agar dapat membantu mereka memahami konsep yang benar tentang kurikulum dan perumusan tujuan pembelajaran serta indikator pencapaian kompetensi. Having a good understanding and ability in formulating learning objectives  and competency achievement indicators are the important things that must be possessed by a teacher The purpose of this activity is to improve English teachers' understanding of the formulation of learning objectives and indicators of competency achievement. The method of this activity consists of providing the concept of knowledge about the curriculum and its components, explaining how to correctly formulate learning objectives and indicators of competency achievement accompanied by examples, reviewing the Lesson Plan of the participating teachers, and improving the learning objectives   and competency achievement indicators formulations in the participants’ Lesson Plans. The results of the activity showed that the teachers: (1) realized the wrong concept they had so far in formulating learning objectives and competency achievement indicators, (2) had the correct concept of knowledge in compiling learning objectives and competency achievement indicators, and (3) were able to formulate learning objectives and competency achievement indicators properly. The competency achievement indicators formulation made by the teachers after attending the training has improved in terms of: (a) the use of measurable operational verbs, (b) the use of verbs that are in accordance with the characteristics of language learning, and (c) the learning methods that will be used to help students achieve the competence referred to. The results of the evaluation show that this activity went well and got the attention of all participants until the activity ended. It is suggested that continuous training activities be carried out by involving more beginner English teachers in the province of South Kalimantan in order to help them understand the correct concept of the curriculum and the formulation of learning objectives and competency achievement indicators.

scholarly journals PELATIHAN GOOGLE DOCS UNTUK MENINGKATKAN KOLABORASI PENYUSUNAN RPP PADA SD 20 PALMERAH JAKARTA BARAT

2021 ◽  
Vol 2 (1) ◽  
pp. 101
Author(s):  
Dewi Anjani ◽  
Desi Novianti ◽  
Ali Sadikin Wear
Keyword(s):  
Community Service ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Objectives ◽  
The Other ◽  
Online Media ◽  
Google Docs ◽  
Service Activities ◽  
The Media

ABSTRAK Pelaksanaan pembelajaran di kelas memerlukan persiapan yang matang, seperti merancang kegiatan yang akan dilakukan guru dan siswa dalam proses pembelajaran. Rencana Pelaksanaan Pembelajaran (RPP) bertujuan memudahkan pencapaian tujuan pembelajaran.Sedangkan penyusunan dokumen RPP harus berkolaborasi antara 2-3 orang guru. Dalam kondisi pandemi ini pembuatan RPP sangat sulit karena media yang digunakan membuat RPP adalah media online. Seorang guru mengirimkan pekerjaannya ke guru atau karyawan lain untuk ditambahkan atau diedit. Guru lainnya kemudian akan melakukan hal yang sama; proses ini menyebabkan satu dokumen memiliki banyak nama file dan konten yang berbeda.Salah satu solusi dari permasalahan tersebut adalah malaksankan kegiatan pengabdian kepada masyarakat yang mengenalkan dan memberikan Pelatihan Aplikasi Kolaborasi Kerja Dalam Rangka Penyusunan Dokumen Perencanaan Pembelajaran di SD 20 Pal Merah Jakarta Barat.Harapan dari pelaksanaan kegiatan ini adalah pembelajaran dokumen dapat terlaksana tepat waktu dan memudahkan guru dan karyawan dalam membuat RPP dalam mengerjakan dokumen. ABSTRACTLesson Plan aims to make it easier to achieve learning objectives. Meanwhile, the preparation of RPP documents must collaborate between 2-3 teachers or employees. In this pandemic condition, makingLesson Plan is very difficult because the media used to make Lesson Plan is online media. A teacher will send his work to other teachers or employees to add or edit. The other teachers will then do the same; this process causes one document to have many different file names and contents. One solution to this problem is to hold community service activities that introduce and provide Work Collaboration Application Training in the Context of Preparing Learning Planning Documents at SD 20 Pal Merah. The hope of implementing this activity is that document learning can be carried out on time and make it easier for teachers and employees to create lesson plans in working on document.

scholarly journals SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS� IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

2017 ◽  
Vol 6 (1) ◽  
pp. 33 ◽  
Author(s):  
Sri Ratnaningsih
Keyword(s):  
Junior High School ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Lesson Plan ◽  
Project Based Learning ◽  
Lesson Plans ◽  
Learning Objectives ◽  
English Language Teaching ◽  
Scientific Approach

The research is aimed at investigating the teachers� implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers� lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning), the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.Keywords: English language teaching, lesson plan, scientific approach, teaching practice, the 2013 curriculum

scholarly journals An Analysis of Teacher’s Lesson Plan for Learning English through Google Classroom in Junior High School

2021 ◽  
Vol 9 (1) ◽  
pp. 98
Author(s):  
Ni Wayan Fitriani ◽  
Luh Gd Rahayu Budiarta
Keyword(s):  
Junior High School ◽  
Lesson Plan ◽  
Core Competencies ◽  
Lesson Plans ◽  
Learning Objectives ◽  
Learning Materials ◽  
Design Data ◽  
Study Results ◽  
Teachers And Students ◽  
Selection Of

Online learning is something new for teachers and students, so there are various obstacles to it. This study aims to: analyze the preparation of EFL teachers in preparing lesson plans and identify and describe teacher difficulties in preparing lesson plans for EFL students. This study uses a qualitative descriptive research design. Data on teacher preparation and difficulties faced by teachers in preparing lesson plans were taken using a questionnaire by determining five aspects, namely: 1) learning objectives, 2) learning materials, 3) learning activities, 4) media and learning resources and, 5) learning assessment. The study results are that the teacher fulfills all the steps in compiling a one-page lesson plan, which fulfills the steps provided by the instrument. Regarding the problems faced in the process of preparing lesson plans by teachers, it can be synthesized that there are six difficulties encountered by teachers, such as 1) stating learning objectives that contain behavior (B), 2) connecting learning objectives to core competencies, 3) compiling learning materials based on indicators. Learning, 4) selection of learning media based on learning objectives, 5) selection of learning media based on learning materials, and 6) selection of assessment based on learning objectives.

Pendampingan Pembelajaran Berbasis Lesson Study dan Penelitian Tindakan Kelas dalam Rangka Optimalisasi Kinerja Guru Mapel Bahasa Inggris

2016 ◽  
Vol 16 (2) ◽  
pp. 367
Author(s):  
Siti Tarwiyah
Keyword(s):  
Language Learning ◽  
Lesson Study ◽  
English Language ◽  
Professional Competence ◽  
Lesson Plan ◽  
Assessment And Evaluation ◽  
Teaching Preparedness ◽  
Teaching Learning ◽  
Achievement Indicators

English Language Learning in some schools had not been conducted maximally.  One of the influencing factors was the pedagogic and professional competence of the teachers which had not met the standard as mentioned in the Permendikbud No 16 Year 2007. Lesson Study and Classroom Action was expected to enhance pedagogic and professional competence to meet the process standard and the quality of English teaching learning process in general.  The achievement indicators of this program were: (1) arranging lesson plan based on the requirement of process standard, (2) understanding and implementing contextual learning, (3) creating varied learning activities based on text-based learning, (4) choosing and developing learning media appropriately, (5) developing and delivering learning materials, (6) Arranging instrument and conducting assessment and evaluation, (7) doing reflective teaching, (8) enhancing teaching preparedness, (9) planning a Classroom Action Research.

scholarly journals The Implementation of the 2013 Curriculum of English at SMKN 1 Bantaeng: an Evaluative Study

2016 ◽  
Vol 3 (2) ◽  
pp. 156
Author(s):  
Ashar Ashar ◽  
Irmawati Irmawati
Keyword(s):  
Language Learning ◽  
Time Allocation ◽  
English Language ◽  
English Teachers ◽  
Lesson Plans ◽  
Assessment System ◽  
Assessment Process ◽  
English Language Learning ◽  
English Learning ◽  
Text Book

The objectives of the research were to obtain a descriptive account of (1) the lesson plans of English language learning based on the 2013 Curriculum at SMKN 1 Bantaeng, (2) learning and assessment process of English language learning based on the 2013 Curriculum at SMKN 1 Bantaeng, (3) supporting factors and obstacles that the English teachers at SMKN 1 Bantaeng face in implementing the 2013 Curriculum of English. The researcher employed descriptive qualitative method. The subjects werefour English teachers of SMKN 1 Bantaeng who participated in this research. All the subjects were selected through purposive sampling. The data of this research were collected by using triangulation technique by combining observation, interview and examining document technique. The obtained data were analyzed in four major phases namely data collecting, data reduction, data display, and conclusion. The result of the research revealed that (1) Lesson plans prepared by English teachers at SMKN 1 Bantaeng were generally well arranged. (2) a. The implementation of English learning process at SMKN 1 Bantaeng based on the 2013 Curriculum still had many shortcomings. The very prominent shortcomings were the aspect of preliminary activities, the implementation of integrated learning, the selection of sources and media, as well as on the closing activities. b. The implementation of assessment process on English learning based on the 2013 Curriculum at SMK 1Bantaengwas not done well, because most of the components of the assessment were not carried out. (3) Supporting factors on the implementation of the 2013 Curriculum of English included (a) the high commitment of the school and government, (b) the distributed guidelines, syllabus, and text book, and (c) the school facilities. Meanwhile the obstacles consisted of (a) the lacking time allocation, (b) the complicated assessment system, and (c) the lack of teachers' understanding on the 2013 Curriculum. Key words: the 2013 Curriculum, ELT plans, practices and assessments,perception.

scholarly journals IMPLEMENTASI KURIKULUM 2013 PADA MATA PELAJARAN EKONOMI DI SMA NEGERI DI KOTAPADANG (TINJAUAN RENCANA PELAKSANAAN PEMBELAJARAN)

Jurnal Ecogen ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 371
Author(s):  
Hanisa Hanisa ◽  
Syamwil Syamwil ◽  
Dessi Susanti
Keyword(s):  
High School ◽  
Category Learning ◽  
Lesson Plan ◽  
Sampling Technique ◽  
Lesson Plans ◽  
Learning Objectives ◽  
Learning Resources ◽  
Learning Materials ◽  
Plan Implementation ◽  
Media Learning

The purpose of this study is to analyze the lesson plans that have been prepared by teacher of economics. The type of this study is descriptive. The population in this study are the lesson plans that have been prepared by teachers of senior high school in Padang city that have nine lesson plans. The sample is selected by using purposive sampling technique, it is schools that have different accreditation values that location in Koto Tangah and Padang Utara. The data collected are lesson plans for 10th grade in second semester. The lesson plans analyzed by using instrument assessment of lesson plan based on the regulation of ministry education Number 22 A Year 2016. The result showed that the completeness of lesson plans that have been categorized very good. Most of lesson plans curiculum 2013 that prepared by teachers based on the regulation of ministry education Number 103 Tahun 2014 and not based on the regulation of ministry education Number 22 A Year 2016. The contents of lesson plans showed that the learning objectives, indicators, learning methods, learning media, learning resources, and learning steps have “very good” category. Learning materials and assessment have “very good” category. This showed that the contents of lesson plans that prepared by economics teachers are comformity with curriculum 2013.Keyword : Lesson Plan, Implementation of Curriculum 2013

scholarly journals Implementing Tolerance towards Minority Groups in an English Lesson Plan: A Proposal for People with Down Syndrome

2020 ◽  
Vol 12 (2) ◽  
pp. 47-59
Author(s):  
Conchi Hernández-Guerra
Keyword(s):  
Down Syndrome ◽  
Minority Groups ◽  
Lesson Plan ◽  
English Teachers ◽  
Lesson Plans ◽  
Physical Impairment ◽  
Cognitive Disability ◽  
Institutional Level ◽  
English Class

Even though tolerance towards minority groups seems a truism, students at early ages need to be educated on this issue. Minorities include categories such as race, religion, sexuality, cognitive disability, autism, physical impairment, among others. The aim of this paper is to present different English lesson plans prepared by students in which the inclusion of people with Down Syndrome is stated. Broad efforts have been made on an institutional level, but this study presents a more pointed focus. This proposal integrates the topic into the syllabus of an English class because this subject provides an invaluable opportunity to put social matters into practice. To this end, an example of an English lesson plan prepared by future English teachers is offered in which respect, tolerance, and acceptance towards people with Down Syndrome is implemented. Results show that values flow naturally while teaching a subject and that creativity is an asset in this work.

scholarly journals Evaluasi Tujuan Pembelajaran dalam Rencana Pelaksanaan Pembelajaran (RPP): Implementasi Standar Proses pada Pembelajaran Sastra

2020 ◽  
Vol 3 (3) ◽  
pp. 277-294
Author(s):  
U'um Qomariyah
Keyword(s):  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Objectives ◽  
Teacher Professionalism ◽  
Core Components ◽  
Evaluation Of Learning ◽  
Literary Learning ◽  
The Ideal

The preparation and development of the lesson plan is a hallmark of teacher professionalism. To support the learning process, teachers must arrange lesson plans according to standards. The preparation of the RPP standards must pay attention to the core components of the RPP, one of which consists of learning objectives. For this reason, an RPP evaluation is needed to determine the quality of the learning being done. Based on this, this article aims to evaluate the learning objectives in the CSP literary learning. The method used in this research is descriptive evaluative. Evaluation of learning objectives is based on the classification (grouping) of learning objectives into the learning domain, the suitability of the main steps (sequences) needed to achieve the objectives, and the completeness of the learning objectives component. The results show that the formulation of learning objectives in the three lesson plans analyzed did not fully meet the ideal learning objectives. The evaluation is expected to provide input and follow up efforts for improvement and decision making.

scholarly journals Comments on Jason Anderson’s “Affordance, Learning Opportunities, and the Lesson Plan Pro Forma”

2018 ◽  
Vol 11 (6) ◽  
pp. 102
Author(s):  
Zhengping Zeng
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Lesson Plan ◽  
Journal Article ◽  
Learning Opportunities ◽  
Learning Objectives ◽  
Central Concern ◽  
Pro Forma

Anderson’s central concern in his ELT Journal article (Vol. 69, No. 3, 2015) is to introduce several helpful changes teachers can make to a regular lesson plan pro forma due to a particular language learning environment and unpredictable events. In introducing these changes, Anderson discusses affordance, learning objectives, and learning opportunities. Affordance is a jargon term, and those who use it should explain and illustrate it in words that everyone can understand. However, Anderson does not explain it very clearly for his readers. Moreover, in Anderson’s entire article, he does not directly tell readers what he means by pro forma plans, also causing difficulties for some readers. What’s more, the logic of changing learning objectives to learning opportunities is questionable. In this paper, the author tries to make the terms “affordance and pro forma” much clearer and give a specific example of lesson pro forma, which aims at helping readers integrate affordance into lesson plan pro forma much better.

scholarly journals SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

2017 ◽  
Vol 6 (1) ◽  
pp. 33
Author(s):  
Pupung Purnawarman ◽  
Sri Ratnaningsih ◽  
M. Handi Gunawan
Keyword(s):  
Junior High School ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Lesson Plan ◽  
Project Based Learning ◽  
Lesson Plans ◽  
Learning Objectives ◽  
English Language Teaching ◽  
Scientific Approach

The research is aimed at investigating the teachers implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning), the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.Keywords:�English Language Teaching, Scientific Approach, the 2013 curriculum, teaching practice, lesson plan

Sign in / Sign up

Export Citation Format

Share Document