scholarly journals RELEVANCY THE COMPONENTS OF THE ENGLISH LESSON PLAN

2020 ◽  
Vol 12 (2) ◽  
pp. 68
Author(s):  
Sri Damayanti
Keyword(s):  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Activity ◽  
English Teacher ◽  
National Education ◽  
Lead Teachers ◽  
Material Sources ◽  
Teaching Learning ◽  
Almost All

Harmer (2007, p.156) said that “For teachers, plan gives the lesson a framework, an overall shape”. It means that lesson plan guiding teachers to convey the teaching-learning activities. Teachers’ competence in designing lesson is essential in order to plan the strategy to improve the quality of teaching learning activity. Relevancy of lesson plans to the regulation issued by government needed in order to gain the goals of National Education. Permendikbud No. 22 Tahun 2016 is issued by Indonesian government to regulate the <em>Standar Proses</em>. The regulation mentions components of lesson plan based on 2013 curriculum to lead teachers in designing lesson plan. A school supervisor as the researcher has a task to observe and study teacher lesson plans whether it is relevant or not. She collected the data from ten English teacher lesson plans then analyse the relevancy and interviewed teachers to confirm the findings.  The result of document analysis revealed that all lesson plans mentioned every components of lesson plans which are indicators and basic competences, objectives, materials, method, media, activities, and assessment; but when it was analysed based on the principles of each component based on Permendikbud Nomor 22 Tahun 2016 the quality of each components were varies. The result of the research showed that the lesson plans made by English teacher consisted all complements completely based on 2013 curriculum but there were some components of lesson plan were not relevant. The material sources and activity (opening, core and closing activity) were relevant; almost all lesson plans mentioned well. The component with the lowest relevant were indicator and assessment. In indicator components, most of the teachers did not know how to differentiate operational verb of cognitive and psychomotor domain and in assessment component; most of lesson plans did not stated character instrument and assessing rubric for psychomotor skill (writing and speaking skill).

scholarly journals LESSON PLAN DEVELOPMENT BASED ON CHARACTER FOR THE TENTH GRADE STUDENTS OF VOCATIONAL SCHOOL

2017 ◽  
Vol 1 (4) ◽  
pp. 184
Author(s):  
B.M. Putra
Keyword(s):  
Lesson Plan ◽  
Lesson Plans ◽  
Vocational School ◽  
Learning Activity ◽  
English Teacher ◽  
Good Design ◽  
Tenth Grade ◽  
Board Directors ◽  
Character Assessment

This study was a Research and Development study (R&D) used Sugiyono’s model which aimed at (1) analyzing the design of the existing English lesson plans in SMK Triatma Jaya Singaraja, (2) identifying the problems faced by the English teacher in designing good English lesson plans (3) determining the good design of Character Based English Lesson Plans in SMK Triatma Jaya Singaraja (4) determining the quality of the Character Based Lesson Plans developed. The data of the present study were analyzed descriptively and quantitatively. This result showed that the existing lesson plans did not clearly state the values of nation character and the assessment and it was not explicitly stated on the learning activity. The learning activity seemed monotone. There seemed to be materials repetition. The materials must be suitable with the students’ department. The lesson plans developed were designed based on technical guideline of lesson plan development proposed by Board Directors of Senior High School Development (2010) with character assessment as an addition. The lesson plans were developed in form of integrated lesson plan. The lesson plans developed were effective and the quality is excellent.

National Policy on Education and Higher Education

2017 ◽  
Vol 4 (2) ◽  
pp. 158-165
Author(s):  
Rajan Varughese
Keyword(s):  
Higher Education ◽  
Human Resource Development ◽  
National Policy ◽  
Private Investment ◽  
Educational Institutions ◽  
Policy Document ◽  
National Education ◽  
Teaching Learning ◽  
National Policy On Education

The Ministry of Human Resource Development (MHRD) has come out with the draft of ‘National Education Policy (NEP) 2016’ in April 2016. The new NEP 2016 seeks to create conditions to improve the quality of teaching, learning and assessment, and promote transparency in the management of education in the country. The policy prescriptions enunciated in the policy document are critically examined in the context of the objectives set out in the document. An attempt is made to survey some of the recommendations of the report and examine issues related to higher education in the country. The issues include financing education and the policy initiatives, language policy and higher education, accreditation and quality assurance in higher education, International linkages in higher education and autonomy of higher educational institutions. The general trend seen in the document in support of private investment and justification of moving private involvement from periphery to the centre in higher education is critically commented in the paper.

scholarly journals AN EVALUATION OF SELECTED MOROCCAN ELT TEXTBOOKS: A STANDARDS-BASED APPROACH PERSPECTIVE

2017 ◽  
Vol 7 (1) ◽  
pp. 229 ◽  
Author(s):  
Hassan Ait Bouzid
Keyword(s):  
Foreign Language ◽  
Mixed Data ◽  
Content Standards ◽  
Analysis Method ◽  
Mixed Methods Design ◽  
Policy Makers ◽  
National Education ◽  
Textbook Evaluation ◽  
Teaching Learning

Standards-Based Approach to textbook evaluation has been blooming in recent decades. Nevertheless, this practice has received very little attention in Morocco.  The present study aims to bridge a gap in the literature of the Moroccan context by investigating the extent to which three locally designed ELT textbooks conform to the theoretical principles of the Standards-Based Approach which defines the teaching of English as a foreign language in the country (Ministry of National Education, 2007). Its objective is to examine whether and how these textbooks present contents that enable learners to meet the content standards included in the goal areas of Communications, Cultures, Connections and Comparisons. The study is informed by the theoretical framework of the Standards-Based Approach. It adopts a mixed-methods design that uses content analysis as a mixed data analysis method combining both quantitative and qualitative techniques. The findings reveal a number of shortcomings relevant to the representation of the content standards as several standards are not sufficiently addressed in the activities included in these textbooks. Eventually, some suggestions are addressed to policy makers, textbook designers and teachers to overcome the identified problems in current and future textbooks. The study is expected to sensitize ELT practitioners about the viability of using textbook evaluation in boosting both the quality of ELT textbooks and the quality of the teaching learning outcomes.

scholarly journals Eksistensi Pendidikan Islam Dalam Menghadapi Perkembangan Ilmu Pengetahuan Dan Teknologi (Iptek)

2019 ◽  
Vol 6 (1) ◽  
pp. 57-69
Author(s):  
Rumina Rumina
Keyword(s):  
Human Resources ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Educational Activity ◽  
Learning Activity ◽  
Education Development ◽  
National Education ◽  
Technology Products ◽  
The Face

Education as a learning activity or teaching and learning process can occur both inside and outside, as an educational activity can take place in the family, as well as in official educational institutions, activities or institutions are able to instill and make Islam as the basis for implementing education. The strategy implemented in facing the development of science and technology is the motivation of students' creativity towards the development of science and technology itself where Islamic values become a source of reference, educating skills, utilizing science and technology products, creating a strong link between religion and science and relationships with scientists who hold science and technology authority in their respective fields, Instill broad attitudes and insights into the future of humanity through the ability to interpret religious teachings. One of the priorities of national education development in relation to the development of the quality of human resources is related to improving the quality of each type and level of education so the existence of Islamic education in the face of the development of science and technology needs to be developed policies that emphasize improving the quality of human resources, intellectual intelligence, emotional intelligence, and spiritual intelligence.

scholarly journals The Analysis of Classroom Character Education in English Lessons Based on the 2013 Curriculum

2017 ◽  
Vol 1 (2) ◽  
pp. 97
Author(s):  
I. A. M. Ratih
Keyword(s):  
Character Education ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Assessment Instrument ◽  
Learning Activities ◽  
English Teacher ◽  
Learning Materials ◽  
Interview Guide ◽  
Eighth Grade Students

The study attempted to analyze the implementation of character education in the English lessons at SMP Negeri 1 Banjar. The subjects of the research were the eighth grade students and the English teacher. The researcher analyzed the lesson plans and the implementation to investigate how character education was inserted in the teaching of the four basic skills in English which has been integrated in the process of teaching and learning in 2013 curriculum. The instruments in this study consisted of interview guide, recorder, lesson plan analysis checklist, and observation checklist. Result of the analysis indicates that the teacher inserts the character values in indicators, learning materials, learning steps, and assessment instrument in lesson plans. In teaching and learning activities, character values are also implemented. However, the character values which are inserted in learning activities are different from one with another. It depends on the topic and indicators that will be achieved. In the evaluation, the strategies which were used by the teacher were in the form of advice and scoring rubric to assess character education in the process of teaching and learning. 

scholarly journals Student’s perception about Modular teaching and various instructional strategies in the subject of Obstetrics and Gynecology.

2020 ◽  
Vol 27 (01) ◽  
pp. 40-45
Author(s):  
Umber Fatima ◽  
Mubashra Naz ◽  
Humaira Zafar ◽  
Anees Fatima ◽  
Rizwan Rasool Khan
Keyword(s):  
Instructional Strategies ◽  
Teaching Methods ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Obstetrics And Gynecology ◽  
Cross Sectional ◽  
The Subject ◽  
Teaching Learning ◽  
Almost All

Many modifications have been introduced in the field of medical education in recent past with a shift from didactic to more student focused teaching strategies. Modular study system for final year MBBS students was introduced in the subject of Obstetrics and Gynecology in 2018 session. Objectives: To determine the students′ perception about modular teaching and various instructional strategies through feedback in the subject of Obstetrics and Gynecology at undergraduate level. Study Design: Cross sectional study. Setting: University Medical and Dental College, Faisalabad. Period: 1st January to 30th October 2018. Material & Methods: Eight modules were designed in the subject of obstetrics and gynecology for final year MBBS students. In order to ascertain the quality of teaching and to monitor the effectiveness of teaching methodologies, feedback was obtained.  A written questionnaire was designed to collect feedback. Interpretation of collected data was performed on SPSS 20. Results: Total 136 students participated in study by giving back properly filled questionnaire. Modular teaching was appreciated as an effective method by 93.4% students. Case based teaching, small group sessions and problem based learning were considered most favored teaching methods (97.7%, 97.1% and 94.85%) respectively by the students. Conclusion: Modular teaching was found to be an interesting and a useful teaching - learning experience by majority of students. Almost all students showed positive acceptance for various teaching methods. Students’ feedback was also useful in identifying course components that need improvement so that appropriate measures can be made to improve the overall quality and effectiveness of the course in future.

scholarly journals KEMAMPUAN GURU KELAS DALAM MENGAJAR ANAK BERKEBUTUHAN KHUSUS BERKESULITAN BELAJAR PADA PROGRAM INKLUSI

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Widias Rahayuni
Keyword(s):  
Learning Process ◽  
Lesson Plan ◽  
Research Result ◽  
Learning Activity ◽  
Normal Children ◽  
Learning Achievement ◽  
The Government ◽  
Teaching Learning ◽  
Class Teacher ◽  
Descriptive Qualitative

Nowadays, the government with its policy of inclusion class made teacher must be able to do learning activity for children with special need. This research was aimed to describe about (1) teachers’ competence in planning of learning for children with special need (CSN), (2) teachers’ competence in doing learning activity for CSN, (3) teachers’ competence in evaluating learning achievement of CSN, (4) teachers’ competence in managing the class at integration process for CSN and normal children in the same class. This research method used descriptive qualitative approach. These research objects were integration class teacher of class 1, class teacher of CSN handler, headmaster of SD Negeri 1 Tanjung. The technique of collecting data in this research used observation, interview, and document. The technique of data analysis used descriptive qualitative. The research result showed that (1)teachers’ competence in the planning of learning for children with special need (CSN) showed two different results between teacher of integration class and teacher of CSN handler, that was in preparing the lesson plan, teacher of the integration class used provided lesson plan and this was applied both to normal student and CSN, yet teacher of CSN prepared batter and conicallu by making PPI for CSN in SD Negeri 1 Tanjung, (2) teachers’ competence in doing learning activity for CSN was in quite a good category as equalized the right if giving learning service between normal student and CSN, and teacher mostly used media in teaching learning process, (3) teachers’ competence in evaluating learning achievement of CSN was based on the competence of CSN, thus teachers didn’t have specific criteria as the standard for determining the development of CSN (4 )teachers’ competence in managing the integration class was able to manage and there was good cooperation between teacher of integration class and teacher of CSN, thus this was good cooperation between teacher of integration class and teacher of CSN, thus this was able to solve the problems in teaching learning process.

scholarly journals MANAJERIAL KEPALA SEKOLAH DALAM MENINGKATKATKAN KINERJA GURU PADA SEKOLAH MENENGAH KEJURUAN (SMK) NEGERI 2 SINABANG KABUPATEN SIMEULUE

2014 ◽  
Vol 14 (2) ◽  
Author(s):  
Taswir Taswir
Keyword(s):  
Teacher Performance ◽  
Lesson Plan ◽  
Department Head ◽  
New School ◽  
National Education ◽  
School Head ◽  
School Year ◽  
Coaching Process ◽  
Teaching Learning ◽  
The Impact

School head master managerial is one things must be conducted systematically and continuously in order to improve the competence and the skill in carrying out the duty to reach the national education goal. The purpose of this study is to describe the school head master managerial at state vocational school SMK 2 Sinabang. This study uses descriptive qualitative approach, and the data collection techniques were observations, interviews, and documentations. The subjects of the research were: school head master, school administration chairman, and the deputy of the school head master. The results shows (1) the school head master’s ability in developing planning programs is formulated by school head master which was started at new school year academic such as supervising, assessing the teacher’s performance, involving the teachers on the trainings, giving extra tasks for some teachers such as vice school headmaster, department chairman, lab chairman, supervisors, and librarian, teachers for training, distribution of additional duties for teachers as a representative example principal, head of department, head of the laboratory, supervisor, and manager of the library; (2) the strategies undertaken by the school head master in teacher performance implementation were: guiding teachers in arranging lesson plan, applying teaching model variation, giving motivation, engaging teachers in some training activities and refreshment courses, and giving the opportunities to the teachers to pursue their study, activating MGMPs activity and KKG forum at school; (3) The impact of the coaching process being carried out by the school head master to improve the teacher performance, will be seen from the teacher changing attitude to be better, namely, the ability of the teacher in setting the plan, implement, and evaluate the teaching–learning process; (4) the constraints being faced in improving the professional capability of teachers among others are: funding problem, timing, and the limitation of the human resources as an instructor/ trainer in the field of vocational, as well as limited training/refresher courses held in conjunction to the professional upgrading of teachers.

scholarly journals Communication Strategies Used by Teacher

2020 ◽  
Vol 3 (2) ◽  
pp. 274-286
Author(s):  
Darman Pangaribuan ◽  
Stefani Agustina ◽  
Anggie Pratiwi ◽  
Elfian Manalu ◽  
Yenita br Sembiring
Keyword(s):  
Teaching And Learning ◽  
Communication Strategies ◽  
Classroom Interaction ◽  
Learning Activity ◽  
English Teacher ◽  
Classroom Discourse Analysis ◽  
Reduction Strategies ◽  
The Subject ◽  
Teaching Learning ◽  
Achievement Strategies

This thesis was aimed to find teacher communication strategies during classroom interaction. This research was conducted in SMP SWASTA Brigjend Katamso 1 Medan. The subject of this research was the English Teacher. We used a qualitative approach, more specifically classroom discourse analysis, in analyzing this study since the source of the data were communication strategies which are used by an English teacher in communicating with her students during an English teaching-learning activity. We took the data by recording 90 minutes of English Lessons. We used Faerch and Kasper as a framework for this data analysis, for the reason of its specification and newness. The result showed that the five strategies used were repetition. From those strategies, code-switching was the strategy that was most frequently used by the teacher during the process of teaching and learning. The teacher`s reasons for applying those communication strategies were to overcome the communication barriers that occur between the teacher and the students to help the students understand and memorize the material more accessible. The result of the interview also showed that the students had a good perception of the implementation of communication strategies used by the teacher in the classroom. Keywords: Achievement strategies, Communication strategies, Reduction strategies, Teacher

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.

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