ABSTRAKKeterampilan berbicara merupakan salah satu keterampilan yang harus selalu dilatih agar mereka dapat berkomunikasi dengan baik.Di samping itu, karakter juga merupakan salah satu hal yang sangat penting karena orang yang sukses bukan hanya karena hard skill tetapi juga soft skill.Penelitian ini ditujukan untuk mengatasi permasalahan yang dihadapi oleh mahasiswa semester tiga Program Studi Pendidikan Bahasa Inggris yaitu keterampilan berbicara dan karakter.Penelitian dilaksanakan dalam beberapa siklus penelitian tindakan kelas dengan menerapkan model pembelajaran kolaborasi think-pair-share dengan konsep tri kaya parisudha.Setelah beberapa siklus, hasil penelitian menunjukkan terjadinya peningkatan dari pra siklus sampai siklus IV.Hal ini menunjukkan bahwa model pembelajaran yang diterapkan telah berhasil meningkatkan keterampilan berbicara dan mengembangkan karakter disiplin, jujur, kooperatif, kreatif dan saling menghormati. Kata kunci: keterampilan berbicara, karakter, think-pair-share dan tri kaya parisudha.[73] Jurnal
In Bali, there are many schools that combine national and international curriculum, English is used as a medium of instruction. Moreover, English as a foreign language (EFL) is considered an important subject. Thus, these schools try to design the teaching-learning process that emphasizes language and its culture. After doing the library research by reviewing some related textbooks and research articles, this conceptual article figured out that the ideas of involving a native speaker and cultural authenticity in teaching EFL classes should be based on the learning objective. Both are important if the focus of the EFL class is put toward giving students a contextual experience of EFL use. However, if it is primarily intended to make the students experience the real cultural contexts of English, the ideas of involving the native speaker and cultural authenticity might be irrelevant. This might happen because teaching nowadays is intended to provide students to deal with the 21st century so that they should experience different cultural contexts that enable them to collaboratively work. To summarize, a native speaker and cultural authenticity are important in EFL class; however, they should not be used as a basic assumption of the success and failure of EFL class.
Content and language integrated learning (CLIL) implementation in online micro-teaching offers dual focuses that become its main consideration. The CLIL implementation in an English teacher education course enables the students to learn both the content of the pedagogical courses and the instructional language. This approach could accommodate their achievements to achieve the pre-determined objectives. Thus, this research was mainly intended to determine the factors affecting the students’ content and language achievement during the CLIL implementation. In the current research, an explanatory-sequential mixed-methods design was employed. The researcher first collected the data dealing with the students’ content and language achievements quantitatively, and to elaborate on the data, qualitative data were also collected through performance tests, self-reflected journals, and interviews. Based on the findings, the research revealed that the CLIL implementation in online micro-teaching could affect the students’ content and language achievement positively. It could be seen from the performance test results that they had achieved the minimum passing grade. The CLIL implementation strengthened their content and language achievement by the teacher’s recalling of the learning material and instructional languages, organizing a well-structured presentation, arranging enriching dual-focus activities, applying content and language scaffolding, promoting the development of communicative skills by using clear, simple language instructions, and managing cooperative learning. The students were actively involved, and these activities supported their content and language achievement. These findings revealed that the aforementioned activities should be considered to implement the CLIL approach successfully.
This article reports the results of the group counseling action research activities to improve students' learning motivation in the Junior High School. The research subject consisted of 36 (14 men and 12 women) students of first grade in the SMP N 3 Singaraja. The action reserachcarried out in these two cycles' involved 8 observers (consisting of 6 counseling teachers and 2 lecturers). Each cycle held two group guidance class. The procedure of group counseling action review activities in each cycle follows the three stages of the learning action study described by Hopkins and friends which include: (1) planning; (2) action and observation, and (3) reflection. Student learning motivation data were analyzed quantitatively descriptive and compared at the end of each cycle. Data from observations assessment of group counseling activities by narrated observers. The results of the group guidance study show that there is an increase in the level of student learning motivation. The baseline of students motivation is 68 or in the medium category. At the end of the first cycle, the average student learning motivation was 79 or still in the medium category. While at the end of the second cycle the average student motivation is 84 or in the high category. The results of the study on the implementation of group counseling actions by 8 observers showed an increase in the quality of the group counseling process and an increase in the ability of model teachers in managing group counseling activities from the first cycle to the second cycle.
ABSTRAKSeorang dosen selalu berusaha memberikan "extra efforts' untuk membuatproses pembelajaran berjalan dengan baik. Namun pada prosesnya terdapat kelemahan yang secara langsung luput dari pengamatan dosen tersebut. Sehinggadosen perlu melakukan evaluasi terhadap proses pembelajarannya. Hal ini dapat dilakukan melalui Lesson Study yang terdiri dari siklus plan, do dan see dan melibatkan observer untuk mengoptimalkan proses pelaksanaan di setiap siklus. Adapun rumusan masalah dalam penelitian antara lain: bagaimana peran observer dalam siklus Lesson Study untuk meningkatkan kompetensi dosen? dan manfaat apa yang didapat oleh observer sebagai timbal balik dalam proses pelaksanaan Lesson Study?Desain penelitian yang digunakan adalah deskriptif kualitatif. Data dalam penelitian diambil dengan metode active-participatory observation dengan mengamati 3 orang observer dan 5 orang dosen model. Di samping itu, peneliti juga melakukan postinterview. Berdasarkan 2 siklus pelaksanaan Lesson Study, peneliti menemukan bahwa observer memiliki peran yang sangat penting dalam meningkatkan kompetensi dosen model dalam Lesson Study. Di samping itu, observer juga mendapat timbal balik untuk peningkatan kompetensi mereka dan pengelolaan kelas yang disiplin tapi aktif, interaktif, menyenangkan dan mampu memotivasi mahasiswa agar menjadi pembelajar aktif. Hal ini menunjukkan bahwa Lesson Study sangat baik untuk mengembangkan kompetensi tenaga pendidik di FKIP Unmas Denpasar. Kata kunci: optimalisasi, observer, lesson study, dan kompetensi dosen ABSTRACT A lecturer should do an 'extra efforts' to make the teaching learning process run smoothly. However, during the process, there is a fallibility which might not be directly observed by the lecturer. The lecturer, therefore, needs to carry out an evaluation of his/ her teaching. It can be done is through applying Lesson Study which consists of plan, do and see and involving observers to optimize the process. This research was limited on answering the research problems: what are the observers' roles in lesson study to improve the competency of the lecturers? and what are the mutual feedback of the observers in conducting lesson study? The design of this study was descriptive and qualitative research. The required data were collected by using active-participatory observation by observing 3 observers and 5 model lecturers. In addition, the researcher also did post-interview. Based on two cycles of lesson study, the researcher found that the observers had significant roles to improve their competency. Moreover, the findings showed that they got mutual feedback to improve their competency and classroom management which is discipline, active, interactive, enjoyable, and motivating to make an active learning. This proves that lesson study is worth to be applied in developing the competency of the lecturers in faculty of teacher training and education.
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