scholarly journals DARI REFLEKSI PENGAJARAN HINGGA RANCANGAN PENELITIAN TINDAKAN KELAS (PTK): KEGIATAN LOKAKARYA BAGI PARA GURU BAHASA INGGRIS DI PROVINSI BANTEN

2018 ◽  
Vol 1 (02) ◽  
Author(s):  
Christine Manara
Keyword(s):  
High School ◽  
Action Research ◽  
High School Teachers ◽  
English Teachers ◽  
Classroom Research ◽  
School Teachers ◽  
Initial Design ◽  
Initial Stage ◽  
Classroom Action Research ◽  
Ar Process

 Kegiatan lokakarya ini bertujuan untuk menjelaskan langkah-langkah dasar dan memberikan panduan bagi para guru Bahasa Inggris mengenai Penelitian Tindakan Kelas (PTK). Seringkali para guru mengeluhkan alasan mereka tentang PTK dengan pertanyaan seperti: “Saya tidak tahu harus mulai dari mana?” “Apa yang perlu dilakukan dalam melakukan PTK?”. Pertanyaan-pertanyaan seperti inilah yang menginspirasi tim untuk menjawabnya dengan mengadakan kegiatan pelatihan dalam memandu para guru tentang langkah-langkah pelaksanaan PTK. Kegiatan ini dilaksanakan berdasarkan kerjasama dengan UIN Sultan Maulana Hasanudin yang bersedia menjadi tuan rumah dan yang telah mengundang para guru tingkat Sekolah Menengah di propinsi Banten untuk menghadiri kegiatan ini. Penulis menyediakan sebuah Lembar Kerja PTK untuk dilengkapi. Pada saat kegiatan, para guru pun terlibat dalam diskusi terstruktur dengan peserta lain dan fasilitator lokakarya untuk mendapatkan umpan balik. Pada sesi akhir lokarya ini, para guru menghasilkan rancangan awal PTK untuk dapat mereka terapkan di sekolahnya masing-masing.Kata kunci:  Penelitian Tindakan Kelas (PTK), refleksi pengajaran, guru SMU/MANThis workshop aims to enable teachers to understand the steps of starting a classroom research and guide English teachers to conduct the initial stage of an Action Research (AR) process. The most popular remarks that teachers often made concerning AR are “Where should I start?” and “What do I do in an action research?”. The workshop was implemented to address this problem and presented a step-by-step guidance for high school teachers in Banten province. This workshop was conducted together with the co-operation of UIN Sultan Maulana Hasanudin as the host of the venue who invited high school teachers in the province of Banten. In this workshop, I provided a worksheet for the teachers to complete. The teachers were involved in constructed discussion in the workshop with their peers and facilitators to gain feedback. At the end of the workshop, teachers produced an initial design of a classroom action research to be conducted in their own school settings.Keywords:  Action Research, teaching reflection, high school teachers

scholarly journals KOMPETENSI PENELITIAN TINDAKAN KELAS GURU SMP DIY

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Sukidjo Sukidjo
Keyword(s):  
High School ◽  
Action Research ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Technical Ability ◽  
Significant Difference ◽  
Classroom Action Research

Abstrak: Penelitian bertujuan untuk mendeskripsikan kompetensi guru SMP dalam Penelitian Tindakan Kelas (PTK). Subjek penelitian adalah para guru peserta kegiatan sosialisasi kurikulum 2013 oleh Direktorat Pendidikan Dasar dan Menengah Depdikbud di Yogyakarta. Subjek penelitian adalah 55 orang guru SMP dari Kabupaten Gunung Kidul dan Sleman. Penelitian menggunakan pendekatan survei. Pengumpulan data menggunakan kuesioner dan dokumentasi, sedang analisis data menggunakan teknik kualitatif dan kuantitatif. Analisis kualitatif berupa narasi, sedang analisis kuantitatif digunakan uji-t. Hasil penelitian menunjukkan bahwa guru SMP di DIY: (1) memiliki tingkat kompetensi PTK dalam kategori sedang khususnya tingkat penguasaan teoretik, kemampuan kognitif, dan kemampuan teknis: (2) tidak ada perbedaan tingkat kompetensi PTK antara guru golongan III dengan golongan IV: (3) guru yang pernah melakukan PTK memiliki kemampuan kognitif dan pengalaman yang berbeda dibandingkan guru yang belum pernah melakukan PTK; (4) tidak ada perbedaan penguasaan teoretis, kemampuan kognitif, kemampuan teknis yang disebabkan oleh masa kerja. Kata Kunci : kompetensi, penelitian tindakan kelas, guru SMP JUNIOR HIGH SCHOOL TEACHERS’ COMPETENCE IN CONDUCTING CLASSROOMACTIONRESEARCH Abstract: This study was aimed to describe the competence of junior high school teachers in conducting Classroom Action Research (CAR). The subjects were participants in the socialization of Curriculum2013 run by the Directorate of Primary and Secondary Education, Department of Education in Yogyakarta. The subjects were 55 junior high school teachers from Sleman and Gunung Kidul regencies. This study used the survey approach. The data were colllected using questionnaires and documentation. The data were analyzed using the qualitative and quantitative anlayses. The qualitative analysis was in the form of narrative, while the quantitative analysis used the t-test. The findings showed that: (1) the teachers’ competence in conducting classroom action research belonged to the fair category, especially their theoretical mastery level, their cognitive ability, and their technical ability; (2) there was no significant difference in the competence in conducting classroom action research between the third rank teachers and the fourth rank teachers; (3) teachers who had conducted classroom action research had different cognitive competences and experience from those who had not conducted classroom action research; (4) there was no significant difference in the theoretical mastery, cognitive competence, and technical ability due to working experience. Keywords: competence,Classroom Action Research

scholarly journals Pedagogical Knowledge of English Teachers on Speech Acts in Senior High School Level of West Nusa Tenggara

2019 ◽  
Vol 9 (2) ◽  
pp. 219-223
Author(s):  
Kamarudin Kamarudin
Keyword(s):  
High School ◽  
High School Teachers ◽  
Speech Acts ◽  
Speech Act ◽  
English Teachers ◽  
Pedagogical Knowledge ◽  
Senior High School ◽  
School Level ◽  
School Teachers ◽  
High School Level

As an English teacher, communicating through English language properly and thoroughly is highly required particularly at Senior High School level. They are expected to communicate politely since teachers are the role model of teaching. As a professional teacher, English teachers must have professional competencies such as speech acts proficiencies. Speech act is included into spoken English and is taught in Senior High School level in order to develop students’ communicative competence. This is a descriptive qualitative research and is aiming at describing pedagogical knowledge of English teachers on speech acts in Senior High School level of West Nusa Tenggara. The knowledge itself is divided into some branches, they are the ability to define speech acts, ability to identify speech acts conversation and ability to identify speech act utterances. The researcher conducted the interview to collect the data. The data are obtained from the interview and the tape recorder to record the interview process. After analyzing the data, the researcher found that Senior High School teachers mostly can answer questions about speech acts. They can define speech acts, they can identify the speech act conversations and they can identify the speech act utterances. In conclusion, the knowledge of speech acts of Senior High School teachers is categorized very good because they can answer most questions correctly. Therefore, Senior High School teachers fulfill professional language competencies; they comprehend teaching materials and have good pedagogical skills.

scholarly journals Les retombées de deux projets de recherche-action impliquant une collaboration interprofessionnelle sur le développement des pratiques inclusives au secondaire

2016 ◽  
Author(s):  
Geneviève Bergeron ◽  
Nancy Granger
Keyword(s):  
High School ◽  
Action Research ◽  
Continuing Education ◽  
Inclusive Education ◽  
High School Teachers ◽  
Interprofessional Collaboration ◽  
School Teachers ◽  
The Core ◽  
Definition Of ◽  
Regular Classes

This article focuses on the challenges of inclusive education in high school. More specifically, it is based on the linking of two action researches who accompany school teams in their efforts to foster learning in regular classes. The issue features challenges encountered by high school teachers and the importance of suggesting trainings for continuing education to involve interprofessional collaboration. After a brief definition of the central concepts, the methodological specificities of the two projects are explained. The core of this article demonstrates the findings on three aspects: reflexive, operatory and identity. Finally, it highlights evidence of interprofessional collaboration to sustain change in inclusive education.Keywordsinclusion; continuing education; interprofessionnal collaboration; action research

scholarly journals Formação técnica de professores do Ensino Médio para uso do Tablet Educacional: uma pesquisa-ação / Technical development of high school teachers for the use of the educational tablet: an action-research

2016 ◽  
Vol 9 (2) ◽  
pp. 114-127
Author(s):  
Elivelton Henrique Gonçalves ◽  
Fernanda de Oliveira Costa ◽  
Adelma L.O.S Araújo
Keyword(s):  
High School ◽  
Action Research ◽  
Teacher Development ◽  
High School Teachers ◽  
New Technologies ◽  
Lesson Plan ◽  
School Teachers ◽  
Pedagogical Training ◽  
Body Of Knowledge ◽  
Teaching Learning

RESUMO:Este estudo tem como objetivo compreender a importância da formação contínua dos professores do Ensino Médio do CESEC (Centro Estadual de Educação Continuada) Augusta Raquel da Silveira, em Lagamar-MG, como uma forma de possibilitar a adoção de novas tecnologias, especificamente o Tablet Educacional, em suas propostas pedagógicas. Como método de trabalho, escolheu-se a pesquisa-ação. Assim, por meio da implantação de três ações – formação técnica, formação pedagógica e elaboração e desenvolvimento de um plano de aula utilizando o aparelho – foi possível apresentar aos professores da instituição conhecimentos técnicos e pedagógicos referentes ao manuseio do tablet, além de proporcionar a aplicação prática do aparelho, com as devidas orientações e suporte, na rotina educacional de cada profissional. A partir do desenvolvimento das ações, foi construído e sistematizado um conjunto de saberes inerentes ao Tablet Educacional, que contribuíram para que os professores conhecessem a relevância da sua utilização, de modo a usufruírem suas possibilidades e recursos que subsidiam, de forma significativa, o trabalho docente e o processo de ensino-aprendizagem.PALAVRAS-CHAVE: tecnologias na educação; formação de professores; formação contínua de professores. ABSTRACT:The present study aimed at understanding the importance of continuing development of CESEC’s (State Center of Continuing Education) Augusta Raquel da Silveira High School teachers in Lagamar, in the state of Minas Gerais, as a form of enabling the adoption of new technologies, especially the Educational Tablet, to their pedagogical purposes. The action-research was chosen as the method of work. Thus, through the implementation of three actions – technical training, pedagogical training, and elaboration and development of a lesson plan using the Educational Tablet –, it was possible to present to the school teachers technical and pedagogical knowledge about the tablet, promoting its practical use with the necessary guidance and support for their educational routine. From the development of the actions, a body of knowledge concerning the Educational Tablet was constructed and systematized, which contributed for the teachers to get to know it and understand how relevant it is to employ it so as to explore its possibilities and resources that significantly subsidize the teaching work and the teaching-learning process. KEYWORDS: technology in education; teacher development; continuing teacher development.

scholarly journals PENULISAN ARTIKEL ILMIAH BERBASIS PENELITIAN TINDAKAN KELAS (PTK) UNTUK MENINGKATKAN KUALITAS PENGAJARAN DAN PEMBELAJARAN DI SMA BANJARMASIN KALIMANTAN SELATAN

2020 ◽  
Vol 5 (2) ◽  
pp. 163
Author(s):  
Syahmani Syahmani ◽  
Rusmansyah Rusmansyah ◽  
Atiek Winarti ◽  
Almubarak Almubarak
Keyword(s):  
Action Research ◽  
High School Teachers ◽  
Research Output ◽  
Social Situation ◽  
School Teachers ◽  
Comprehensive Description ◽  
Self Reflection ◽  
Practical Research ◽  
Classroom Action Research

<p><strong><em>Abstract.</em></strong><em> Action research is a form of collective self-reflection of a social situation to improve reasoning and justice in the situation in which the research is conducted. Classroom Action Research is a practical research intended to improve classroom learning. This research is one of the efforts of the teacher or practitioner in the form of various activities carried out to improve and or improve the quality of learning in the classroom. The purpose of this activity is to provide a comprehensive description of classroom action research and how research results are oriented towards scientific articles as a media for publicity and dissemination of knowledge. The method used in the activity is the delivery of material in stages with two-way communication between the resource person and participants, discussion, and brainstorming. Participants in the activity are high school teachers in Pelaihari City, South Kalimantan. The results obtained illustrate that the teacher understands the purpose of writing articles, writing scientific articles right up to the process of publishing articles, and motivation as energy in civilizing writing scientific articles to produce quality, creative, and innovative graduates. That is, teachers already have a mindset about the importance of articles and their publications as a PTK research output, so that this is able to broaden teachers' insights.</em></p><p><strong>Abstrak</strong>. <em>Action research</em> atau penelitian tindakan kelas (PTK) merupakan bentuk refleksi diri secara kolektif terhadap sebuah situasi sosial guna meningkatkan penalaran dan keadilan dalam situasi di tempat dilakukannya penelitian tindakan tersebut. Penelitian Tindakan Kelas adalah penelitian praktis yang dimaksudkan untuk memperbaiki  pembelajaran di kelas. Penelitian ini merupakan salah satu upaya guru atau praktisi dalam bentuk berbagai kegiatan yang dilakukan untuk memperbaiki dan atau meningkatkan mutu pembelajaran di kelas. Tujuan kegiatan ini yakni untuk memberikan dekripsi secara komprehensif tentang penelitian tindakan kelas (PTK) dan bagaimana hasil penelitian berorientasi artikel ilmiah sebagai media publikais dan penyebarluasan ilmu pengetahuan. Metode yang digunakan dalam kegiatan yaitu penyampaian materi secara bertahap dengan komunikasi dua arah antara narasumber dan peserta, diskusi, dan <em>brainstorming</em>. Peserta dalam kegiatan yaitu para guru SMA di Kota Pelaihari Kalimantan Selatan. Hasil yang diperoleh menggambarkan bahwa guru mengerti tentang tujuan menulis artikel, penulisan artikel ilmiah yang benar sampai proses publikasi artikel, dan motivasi sebagai energi dalam membudayakan menulis artikel ilmiah untuk menghasilkan lulusan yang berkualitas, kreatif, dan inovatif. Artinya, pengajar sudah memiliki pola pikir mengenai pentingnya artikel dan publikasinya sebagai luaran penelitian PTK, sehingga ini mampu memperluas wawasan pengajar.</p><p> </p>

scholarly journals Teachers Reflection on the Factors Contributing Their Success in Conducting Action Research

2020 ◽  
Vol 5 (12) ◽  
pp. 1749
Author(s):  
Esa Maulisakina Wilma Ariyani ◽  
Moh. Adnan Latief
Keyword(s):  
High School ◽  
Action Research ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
Structured Interviews ◽  
High School English ◽  
Classroom Action Research

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract: </strong>This study aimed to explore the experiences of public junior high school English teachers in Malang in conducting classroom action research in terms of the factors that contribute to their success in conducting action research. The main data of this study were collected through individual semi-structured interviews administered to 3 public junior high school English teachers in Malang, Indonesia. The findings suggest that teachers’ eagerness in helping their students learning better as well as improving themselves to be better teacher may be the ‘it’ factor contributing to their success in conducting action research. On the basis of aforementioned findings implications were discussed and recommendations were made for the teachers, schools, and future researchers.</p><p class="Abstract"><strong>Abstrak:</strong> Studi ini bertujuan mengeksplorasi pengalaman guru bahasa Inggris di sekolah menengah pertama negeri di Malang dalam melaksanakan penelitian tindakan kelas yang mencakup faktor-faktor yang mendasari keberhasilan mereka dalam melaksanakan penelitian tindakan. Data utama dalam penelitian ini dikumpulkan melalui wawancara individu semi terstruktur pada tiga guru bahasa Inggris di sekolah menengah pertama negeri di Malang. Hasil dari penelitian ini memberikan kesan bahwa keinginan kuat guru untuk membantu muridnya dalam belajar dan meningkatkan kemampuan dirinya untuk menjadi guru yang lebih baik mungkin menjadi faktor kunci kesuksesan mereka dalam melaksanakan penelitian tindakan. Berdasarkan hasil penemuan yang telah disebutkan implikasi didiskusian dan rekomendasi dibuat untuk guru, sekolah, dan peneliti selanjutnya.</p></td></tr></tbody></table></div>

Post-method Pedagogy in Moroccan EFL Classrooms: Public High Schools in Meknes City as a Case

2019 ◽  
Vol 6 (1) ◽  
pp. 71-93
Author(s):  
Mohamed Aymane Sbai
Keyword(s):  
High School ◽  
Teacher Training ◽  
High School Teachers ◽  
Prospective Teachers ◽  
Training Programs ◽  
Classroom Research ◽  
School Teachers ◽  
Teacher Training Programs ◽  
Conventional Methods ◽  
Pre Service Teacher

The ultimate goal of this paper is to investigate the pedagogical views and attitudes of Moroccan high school teachers towards Method-based pedagogy. It attempts to investigate the extent to which teachers are satisfied with and committed to conventional methods. Also, the paper aims at investigating the alternative practices teachers are more likely to resort to in order to compensate for the limitations of conventional methods. In addition to this, a further objective of this study is to investigate the extent to which pre-service teacher training programs in Morocco are aware of the challenges of the post-method era. This is measured through their awareness of the requirements of the post-method era and the extent to which teacher trainers concern themselves with equipping the prospective teachers with the necessary skills to be reflective researchers and responsibly eclectic teachers. In this respect, the data collection instruments opted for in the present study ranged from quantitative to qualitative in nature. The findings reveal that the vast majority of Moroccan high school teachers (P=78%) are dissatisfied with conventional methods and - (P=96%) of them- are not committed to one or two teaching methods. The vast majority report that they resort to an eclectic approach to language teaching due to the impracticality and inflexibility of the established methods. Most teachers (P=80%) admit that they use a random eclecticism as they rely mainly on their intuitive rather than principled judgments. In this regard, interviews with teacher trainers and supervisors also reveal that pre-service teacher training programs in Morocco limit themselves only to training the prospective teachers to use methods and approaches without training them to be responsibly eclectic. The findings also show that the majority of teachers do, to some extent, know about classroom research; however, they - (P=72%) of them- have never conducted it inside their classrooms. The teachers (P=57%) attribute this to the lack of financial support and to the fact that they are not well-trained to conduct research inside their classrooms. Finally, the results of this study imply many suggestions of which we mention: the introduction of a post-method pedagogy in the Moroccan pre-service teacher training programs, equipping teachers with the methodological tools necessary as well as supporting them financially to conduct classroom-research for the purpose of constructing teaching methodologies that suit the needs to the very specific students and contexts within which they work.

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