scholarly journals Buku Ajar Micro Teaching

2021 ◽  
Author(s):  
Fika Megawati ◽  
Keyword(s):  
Teaching Strategies ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Reading And Writing

Alhamdulillah, puji syukur kepada Allah SWT, sehingga Buku Ajar Micro Teaching ini dapat disusun dengan baik meskipun perlu penyempurnaan lebih lanjut. Micro Teaching merupakan mata wajib kuliah di Program Studi Pendidikan Bahasa Inggris. Buku ajar Micro Teaching ini dikhususkan untuk pegangan Mahasiswa semester 6. Tidak terdapat mata kuliah prasarat yang harus diselesaikan sebelum mengambil mata kuliah ini. Penulisan buku ajar Micro Teaching ini ditulis dalam 4 bab yang berisi: Chapter 1 Micro Teaching Dalam bab 1 ini dijelaskan tentang definisi Micro Teaching dan perbedaannya dengan real teaching. Chapter 2 Lesson Planning Dalam bab 2 dijelaskan cara menyusun lesson plan mata pelajaran Bahasa Inggris pada level SMP dan SMA/SMK. Chapter 3 Teaching Strategies Dalam bab 3 ini dijelaskan tentang variasi strategi pembelajaran Bahasa Inggris yang meliputi empat keterampilan, Listening, Speaking, Reading, and Writing dan diintegrasikan dengan teknologi. Penulis menyampaikan terima kasih khususnya kepada: Hidayatulloh, M.Si yaitu Rektor Universitas Muhammadiyah Sidoarjo yang telah memberikan dan memfasilitasi dalam penulisan buku ajar ini. DRPM Universitas Muhammadiyah Sidoarjo yang telah memfasilitasi dan mengkoordinasi dalam penulisan buku ajar ini. Akhtim Wahyuni, M.Ag. sebagai Dekan Fakultas Psikologi dan Ilmu Pendidikan, Universitas Universitas Muhammadiyah Sidoarjo. Akhir kata, saran perbaikan sangat diharapkan untuk penyempurnaan buku ajar ini. Harapan kami semoga buku ajar ini dapat digunakan sebagai tambahan informasi dan bermanfaat bagi aktivitas pembelajaran mata kuliah Micro Teaching di Program Studi Pendidikan Bahasa Inggris, Universitas Muhammadiyah Sidoarjo.

Contemplation in Coleridge’s Poetry

2017 ◽  
Author(s):  
J. C. C. Mays
Keyword(s):  
Reading And Writing ◽  
Analytical Process ◽  
Mental Powers

Chapter 1 follows the ascent from the technical understanding of a poem and its processes toward a sense of ‘spiritual contemplation’. Slow-reading a short Coleridge poem, ‘First Advent of Love’, representing lifelong concerns, Mays describes the meditation involved in both reading and writing the poem. He contrasts such meditation with the different, analytical process involved in Coleridge’s prose writing. He reveals how in ‘First Advent’ feelings adjust through a web of sounds, images, and allusions (to neo-Platonic ideas about love mediated through Renaissance and contemporary German authors). Inquiry into what is most important in the poem involves the matter of how the poem works: a matter of ‘Understanding’. Mays then looks to higher, numinous qualities in the poem that go beyond the understanding, and are properly imaginative in terms of Coleridge’s diagram of the ‘Order of the Mental Powers’, mediating between ‘Understanding’ and ‘Reason’ in terms of enérgeia.

scholarly journals The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies

2017 ◽  
Vol 10 (12) ◽  
pp. 58
Author(s):  
Saowalak Rattanavich
Keyword(s):  
Teaching Strategies ◽  
Repeated Measures ◽  
English Language ◽  
English Language Teaching ◽  
Peer Teaching ◽  
Reading And Writing ◽  
English Classes ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Writing Tests

This experimental study aims to investigate the effects of three vocational English classes, each one academic semester in duration, and using the concentrated language encounter approach and reciprocal peer teaching strategies. This study employed a time-series design with one pre-experiment and two post-experiments. Discourse and frequency analysis were performed in relation to the teachers’ English language teaching performance and their students’ English listening and speaking performance. The students’ reading and writing tests were subjected to analysis of variance with repeated measures, including plotted line graphs. The results revealed a tendency among the teachers and students to increase the frequency of their English language use in each class. The quality of the students’ reading and writing were also significantly improved. All teachers expressed positive opinions about the experimental teaching treatment and its effect on the students English.

scholarly journals Teacher Performance Analysis in the Learning Process

2021 ◽  
Vol 5 (1) ◽  
pp. 67
Author(s):  
Sri Wahyu ◽  
Fahmi Rizal ◽  
Nurhasan Syah
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Planning Process ◽  
Classroom Teacher ◽  
Teacher Performance ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Learning Evaluation ◽  
Process Learning ◽  
Good Learning

Educational problems that occur today include the low quality of education at each level of the education unit. It is due to low teacher performance. This study aimed to analyze teacher performance in the learning planning process, learning implementation, and learning evaluation. This research method is carried out using a qualitative approach research method that produces descriptive data in written or spoken words from the teachers that can be observed. The interviewing instruments are interviews, observation, and documentation. Data analysis techniques are used through data reduction, data display, and verification (concluding). Based on this study's findings, it is concluded that the teacher's performance in lesson planning has met the criteria that must be done in learning, learning materials, learning resources, learning media, and assessment of learning outcomes. By making the lesson plan, the teacher has carried out the lesson planning well. The teacher's performance in implementing learning has been carried out well. It can be seen from the learning activities that have been created by the teacher in the classroom. Teacher performance in learning evaluation includes evaluating good learning outcomes by implementing structured remedial and enrichment.

scholarly journals Profil Kemampuan Mahasiswa Pgmi Fakultas Tarbiyah Dalam Mengembangkan Rencana Pelaksanaan Pembelajaran (RPP) Berbasis KTSP

2015 ◽  
Vol 1 (1) ◽  
pp. 27
Author(s):  
Wati Oviana
Keyword(s):  
Data Collection ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Document Analysis ◽  
Analytic Method

Menurut Undang-Undang No 14 tahun 2005 tentang guru dan dosen kompetensi pedagogik merupakan salah satu kompetensi inti yang harus dimiliki guru. Fakultas Tarbiyah membekali kompetensi pedagogik pada mahasiswa melalui beberapa mata kuliah bidang kependidikan yang sesuai dengan perkembangan dunia pendidikan di Indonesia, dengan beberapa mata kuliah ini diharapkan mahasiswa sudah memiliki kemampuan dalam mengembangkan rencana pelaksanaan pembelajaran berbasis KTSP. Berdasarkan penelitian pendahuluan diperoleh informasi bahwa tidak semua mahasiswa PGMI Fakultas Tarbiyah sudah mampu mengembangkan RPP berbasis KTSP. Berdasarkan Latar Belakang masalah tersebut maka permasalahan yang ingin dijawab dalam penelitian ini adalah bagaimanakah kemampuan mahasiswa PGMI Fakultas Tarbiyah dalam mengembangkan RPP berbasis KTSP. Metode yang digunakan dalam penelitian ini adalah metode deskriptif analisis. Teknik dan instrumen pengumpulan data yang digunakan adalah analisis dokumen RPP dengan instrumen pedoman analisis RPP. Pengolahan data dianalisis sederhana dengan rumus persentase. Hasil penelitian dapat disimpulkan bahwa kemampuan rata-rata mahasiswa dalam mengembangkan RPP berbasis KTSP sangat bervariasi dengan kemampuan tertinggi dalam memunculkan identitas RPP dan memunculkan SK-KD sedangkan kemampuan terendah dalam merumuskan indikator pembelajaran. Kata Kunci: Kemampuan, Mahasiswa dan Mengembangkan RPP According to law No. 14 year 2005 about teacher and lecturer, pedagogic is one of competences that has to be owned by a teacher. Faculty of Tarbiyah provide pedagogic competence to their students through some educational courses which is suitable with the development of education in Indonesia. By inserting it to some educational courses, it is expected that the students have capability to develop their lesson planning (RPP) based on KTSP. Based on previous research, it was found that few students of PGMI were able to develop the lesson planning based on KTSP. From that point, this research is conducted to find out the ability of PGMI students in developing KTSP-based lesson plan. The method used in this research is descriptive analytic method. Technique of data collection used was document analysis of lesson plan by following the guidance of RPP analysis.. The data then analyzed by using percentage formula. The results showed that in average the ability of PGMI students in developing KTSP-based lesson plan was various. The highest ability was in the field of showing the identity of their lesson plan and also writing the SK and KD (standard and basic of competences). Meanwhile the lowest ability was in the field of formulating indicators. Keywords: Ability, Students and Developing Lesson Plan

scholarly journals Teaching Grammar and Vocabulary

2014 ◽  
Vol 2 (1) ◽  
pp. 61-79
Author(s):  
Azmi Azam
Keyword(s):  
Teaching Method ◽  
Teaching Strategy ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Communicative Language Teaching ◽  
Reading Materials ◽  
Time Scheduling ◽  
Root Analysis ◽  
Teaching Grammar ◽  
Selection Of

The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.

scholarly journals Practitioners’ Perspectives on the Application of Integration Theory in the Saudi EFL Context

2017 ◽  
Vol 10 (6) ◽  
pp. 93
Author(s):  
Mansoor S. Almalki ◽  
Abdul Fattah Soomro
Keyword(s):  
Foreign Language ◽  
Lesson Plan ◽  
Writing Skills ◽  
Teaching Writing ◽  
Integration Theory ◽  
Traditional Model ◽  
Reading And Writing ◽  
Written Responses ◽  
Efl Context ◽  
Efl Teachers

There is a close connection between reading and writing. Several studies suggest integrating reading in the instruction of teaching writing skills to English as a Foreign Language (EFL) learner.  This study seeks to determine the extent Saudi EFL teachers support, apply and understand the theory of integration between reading and writing. To achieve the research objectives, the researcher compiled two lesson plans; one based on the integration theory and the other, based on a traditional model to see which lesson plan teacher-participants chose to teach writing. The data was then collected through questionnaire containing both closed and open-ended questions to determine the implications of the results in relation to the objectives of the research. The major findings of this research project were that, for the ten EFL teachers surveyed, most of the teachers indicated that they usually taught writing as a separate skill apart from reading, and the written responses from the open-ended questions that was analyzed indicated that the teachers taught writing in the traditional way. The results from the ten participants’ responses also suggested that almost none of the participants were familiar with the concept of integrating reading and writing for the purposes of teaching writing. However, most of the respondents did comment that they agree with the idea of integrating reading in the instruction of teaching the writing skills and given a choice of a lesson plan, most of the teachers choose the integrated lesson plan.

scholarly journals Finding the Balance Between Process and Product through Perceptual Lesson Planning

2013 ◽  
Vol 115 (7) ◽  
pp. 1-27
Author(s):  
P. Bruce Uhrmacher ◽  
Bradley M. Conrad ◽  
Christy M. Moroye
Keyword(s):  
Planning Process ◽  
Teaching Method ◽  
Lesson Plan ◽  
Research Question ◽  
Lesson Planning ◽  
Subject Area ◽  
Analytic Framework ◽  
Teachers And Students ◽  
Perceptual Mode ◽  
Background Context

Background/Context Lesson planning is one of the most common activities required of teachers; however, since the late 1970s and early 1980s, it has not been a major focus of study, either conceptually or empirically. Although there are recent articles on the topic, much of the current work is specific to examining a particular teaching method or subject area. This essay not only examines the lesson planning process, a neglected area of study, but also puts forward a perceptual or arts-based approach to lesson planning that has not been attended to since Elliot Eisner's essays on objectives. Purpose/Objective/Research Question/Focus of Study The purposes of this conceptual paper are is to provide theoretical grounding for perceptual lesson planning; to analytically examine the two current, dominant approaches to creating lesson plans; and to put forward ideas that undergird a fresh approach to creating and analyzing lesson planning. Research Design This study consists of a major literature review and a related conceptual argument. We also present qualitative data (a lesson plan with attendant interview material) and preliminary findings from an ongoing study. Analytic Framework We use an original analytic framework to discuss the two dominant approaches to lesson planning, the behaviorist and constructivist modes, and to compare them to the perceptual mode. Our analytical categories consist of the following: intentions, process, product, and outcomes. By intentions we mean the aims, goals, or objectives of the lesson plan. The process refers to how the lesson plan is created and what that experience is like for the teacher. Product refers to the actual lessons that result from the planning. Outcomes refer to both the anticipated results of the lesson as well as the general kinds of student outcomes desired in the mode of lesson planning. Conclusions/Recommendations Perceptual lesson planning may be characterized as engaging teachers’ and students senses and creativity; as an artistic endeavor that is joyful in and of itself; as consisting of various stylized products; and leading toward meaningful learning for students and teachers in an environment open to elements of surprise and innovation. Lesson planning may be functional and meaningful to teachers and subsequently their students. Lesson planning could be something teachers enjoy, learn from, and appreciate. Thus, we note that focusing on the process of lesson planning is an important part of education that warrants much more attention.

Developing Preservice Teachers’ Adaptive Competence Using Repeated Rehearsals, Opportunities to Reflect, and Lesson Plan Modifications

2021 ◽  
pp. 1-9
Author(s):  
Xiuye Xie ◽  
Phillip Ward ◽  
Won Seok Chey ◽  
Leslie Dillon ◽  
Scott Trainer ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teacher Education Program ◽  
Lesson Plan ◽  
Descriptive Analysis ◽  
Lesson Planning ◽  
Methods Course ◽  
Management Skills ◽  
Physical Education Teacher Education ◽  
Core Practices

Purpose: The purpose of this study was to examine how preservice teachers (PSTs) developed their adaptive competence in lesson planning through repeated rehearsals and reflections in an online learning environment. Methods: A case study design utilizing descriptive analysis was used to analyze data collected from a series of lesson plan iterations made by nine PSTs in a physical education teacher education program. All participants attended one online introductory methods course, which consisted of a synchronous lecture and laboratory components to learn fundamental instruction and management skills in teaching physical education. Findings: PSTs made positive adaptations in five core practices in their lesson plan iterations. However, the frequency of adaptations in each core practice varied in different lesson components. The findings suggest that the complexity of content being taught and opportunities embedded in each lesson component may influence how adaptations were made in lesson plans. Conclusions: Repeated rehearsals and reflections can facilitate PSTs’ development of adaptations in lesson planning in an online environment. However, learning environments may prevent PSTs from adapting certain core practices.

Lesson Architecture

2011 ◽  
Author(s):  
Raymond Fox
Keyword(s):  
Room Temperature ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Optimal Conditions ◽  
Apparent Paradox ◽  
Teachable Moments ◽  
Reflection In Action ◽  
The Subject ◽  
Reflection On Action ◽  
The Right

This remark says it clearly: the best teaching sets learners on their own path to discovery. Appeal to students’ hearts as well as filling their heads; it is sustenance for their professional journey. Effective, engaging, and enjoyable lessons do not happen automatically. They take effort. They demand attention to striking the right balance between content and process, to meeting the requirements of the curriculum and the distinctive needs of students. Every course is different. Every class is organic. Every group of students is distinctive. A tightly framed lesson leaves room for the unexpected and exceptional—a corollary to the apparent paradox stated earlier—structure frees you to be spontaneous. It affords room for you to weave teachable moments into the overall fabric of the lesson. Curricula and syllabi are basically fixed, general, and inflexible. Without compromising the integrity of the prescribed content, a solidly designed lesson creatively customizes classes to reflect your particular expertise, preferences, and manner. At the same time it takes into account students’ experience, strengths, and styles. Pre-reflection lesson planning—pulling it all together, in other words—is a kind of mental rehearsal. It focuses on desired changes in students, envisions the optimal conditions for creating a context for learning, and generates a strategy to intertwine process and content into a vibrant tapestry. Weaving it together calls for a self-conscious and conscientious effort. The lesson plan takes stock of the characteristics and conditions associated with you (personality, knowledge, skills, experiences, style), with students (receptivity, motivation, attitude toward the subject, style), with classroom milieu (number of students, physical environment, room temperature, acoustics), and with varied modes of instruction. It increases the likelihood of achieving greater student participation and optimizing learning. It makes teaching more stimulating and gratifying for both students and you. A lesson plan arises from pre-reflection and buttresses both reflection-in- action, and reflection-on-action. It harnesses your ingenuity to coalesce a multitude of factors—goals, themes, patterns, assignments, exercises, and enhancement materials (e.g., handouts) into a coherent and unified presentation. The lesson plan plots a path through this complex terrain by synchronizing this panoply of variables.

The Book Market, the Good Reader, and the Rise of Fan Fiction

2019 ◽  
pp. 29-67
Author(s):  
Matthew H. Birkhold
Keyword(s):  
New Products ◽  
Book Trade ◽  
Good Reader ◽  
Fan Fiction ◽  
Book Market ◽  
Reading And Writing ◽  
For Profit ◽  
Educational Framework ◽  
The Creation

Chapter 1 documents the rise of fan fiction in the decades after 1760, as it transformed from something radically unexpected to an accepted, if hotly debated, literary practice. This chapter argues that widespread changes in reading and writing habits, as well as the emergence of new aesthetic theories, provided a social and educational framework that primed readers to write fan fiction. The attendant writing revolution modified the book trade in ways that further spurred the creation of fan fiction. As the market became saturated with novels, publishers and booksellers looked for promising new products. Because works of fan fiction had established audiences, these texts became a safe bet for profit-hungry publishers and authors. The result was the proliferation of fan fiction.

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