teaching process2
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ASWIR ASTAMAN
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TEACHING MODEL
Government Regulation No. 19 Year 2005 on National Standards of education An attempt by government to improve the quality of education in Indonesia. Article
19 of the government regulations, It reads as follows:
The process of learning in the educational unit organized in an interactive, inspiring, exciting, challenging, motivating learners to participate actively, and provide enough space for innovation, creativity, and independence in accordance talents, interests, and physical and psychological development of learners.
In addition to the provisions as contemplated in paragraph (1), in the learning process of educators provide exemplary
Each educational unit to plan the learning process, the implementation of the learning process for the implementation of the learning process effective and efficient.
WHAT SHOULD THE TEACHERS DO
Teachers prepare their students for studying. Along with that, the teacher prepares himself to motivate students. Readiness of both sides (teachers and students) is the beginning of a success in the learning activities. In terms of readiness for student learning and readiness for the teacher to teach there are some activities that can be done in the creation of an atmosphere of learning.
STUDENTSSocial Emotional
Intellectual
English
WrittenSpoken
Communication
Level of literacySpeaking
Listening
Writing
Reading
LITERACY
Literacy is the ability to read and
use written information and to write appropriately in a range of context
Literacy involves
the integration of speaking, listening and critical thinking
with reading and writing
LEVEL OF LITERACY
Able to listen, speak, read and write with
the symbol used
Read the news paper, manual
Are able to access the knowledge
Express the knowledge from L1 to L2 or from L2 to
L1
THE PROCESS OF TEACHING AND LEARNING
PRE- ACTIVITY WHILTS- ACTIVITY POST- ACTIVITY
WHILTS-ACTIVITY EXPLORATION ELABORATION COMFIRMATION
PRE-ACTIVITY
- Preparing students psychologically and physically to participate in the learning process;- Asking questions that relate previous knowledge to the material being studied;- Explain the basic learning objectives or competencies to be achieved;- Delivering coverage and explanation of material description of the activities according to the syllabus.
EXPLORATION
-Involving students seeking a broader and deeper information about the topic / theme of the material to be studied by applying natural principles worldwide as a teacher and to learn from various sources;-Using a variety of learning approaches, instructional media, and other learning resources;- Facilitating the interaction among students and between students with teachers, environmental, and other learning resources;- Involve learners actively in all learning activities; and,-Facilitate learners to experiment in the laboratory, studio, or field
ELABORATION
1 . Familiarize learners to read and write the diverse through certain tasks are meaningful;
2. To facilitate learners through the provision of tasks, discussions, and others to bring new ideas both orally and in writing;
3. Giving a chance to think, analyze, solve problems, and act without fear;
4. Facilitating learners in cooperative and collaborative learning; 5. Facilitating the healthy competent learners to improve learning
achievement; 6. Facilitate learners to make reports of exploration carried out both
verbally and in writing, individually or in groups; 7. Facilitate learners to present the results of individual and group
work; 8. Facilitate learners to do exhibitions, tournaments, festivals, and
products produced; 9. Facilitate learners engage in activities that foster pride and
confidence of students.
COMFIRMATION
1 Provide positive feedback and reinforcement in the form of oral, written, gesture, or a gift to the success of learners,
2 To provide confirmation of the exploration and elaboration of learners through a variety of sources,
3 Facilitate learners to reflect on to learn experience that has been done,
4 Facilitate learners to gain meaningful experience in achieving the basic competencies
POST-ACTIVITY
a. Together with learners in group or individually to summarize or conclude lesson;
b. Assessment or reflection of the activities that have been implemented consistently in accordance with the program.
c. Provide feedback on the process and learning outcomes;
d. Plan a follow-up activities in the form of remedial learning, enrichment programs, counseling services and / or provide individual and group tasks in accordance with the results of learners' learning;
e. Inform lesson plans at the next meeting
TEACHING ENGLISH MATERIALTEACHING ENGLISH MATERIAL
TRANSTRACTIONAL/INTERPERSONAL
FUNCTIONAL TEXT
GENRE
Click to add Title
STEPS OF TEACHING FOR GENRES
- SPOKEN CYCLE - WRITTEN CYCLE
EACH CYCLE - Building Knowledge of the Field - Modeling of the Text - Joint Construction of the text - Independent Construction of the text
BUILDING KNOWLEDGE OF THE FIELD
-The preparation stage. -The first activity is to prepare student to get into
the new topic of the text. - The next step is to give students the experience
about the content of the text. -The activities can be in form of questions and
answers about the narrative texts which have been read by students.
-Because this is the preparation stage, teachers should enlarge the students vocabulary as well as to make students interested in reading the text.
MODELING OF THE TEXT
In this stage teachers give example of the text. For spoken cycle this stage is used to develop listening, so the activities are listening comprehension. In written the activities are reading comprehension. Procedural knowledge or text organization are introduced in this stage.
JOINT CONSTRUCTION
Self confidence is very important in developing language skills, so in this stage the teachers build students self confidence in productive skills either speaking or writing. For this purpose, the teachers give opportunity to students to cooperate in pair or in group. So that they can o learn from others. The example activities for spoken cycle are role play, games, interview, discussion and debate. For written cycle can be collaborative writing (Brain storming, organizing idea, drafting, revising, editing)
INDEPENDENT CONSTRUCTION
At the end of the process of teaching and learning the individual achievement should be measured. So one of the purpose of this stage is to know haw far the students master the lesson individually and students must have the responsibility for their own learning. The teachers also have to try to encourage students’ creativity in this stage, because in this stage for spoken cycle each student should have monologue in focused genre and in the written cycle students should produce the text of focused genre.
STEPS OF TEACHING
-Practice - Presentation - Used
- Exposure - Practice - Rainforcement
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KARAKTERISTIK PENILAIAN BAHASA
* Penilaian kemampuan berbahasa harus memperhatikan hakikat dan fungsi bahasa yang lebih menekankan pada bagaimana
menggunakan bahasa secara baik dan benar sehingga mengarah kepada penilaian
kemampuan berbahasa berbasis kinerja.* Penilaian ini menekankan pada fungsi bahasa
sebagai alat komunikasi yang mengutamakan adanya tugas-tugas interaktif dalam empat
aspek keterampilan berbahasa secara terpadu, yakni mendengarkan, berbicara, membaca,
dan menulis. Oleh karena itu, penilaian kemampuan berbahasa bersifat autentik dan
pragmatik.
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