El Meysarah, Cintya (2018) Teachers' classroom practices across different national curricula in teaching English at senior high school / Cintya El Meysarah. Masters thesis, Universitas Negeri Malang.
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ABSTRACT Meysarah Cintya El. 2018. Teachers Classroom Practices across Different English National Curricula. Thesis. Graduate Program in English Language Teaching State University of Malang. Advisors (1) Prof. Ali Saukah M.A. Ph. D (2) Dr. Sri Rachmajanti Dip. TESL. M. Pd Keywords Teachers classroom practices Professional development Curricula The objective of this study is to investigate teachers classroom practices across different English national curricula. It is further elaborated into two objectives 1) to retrieve the similarities of teachers classroom practices across different English national curricula and 2) to discover the differences of teachers classroom practices across different English national curricula. This study uses qualitative design in particular a descriptive. The data were collected by means of interviews classroom observations and documentations. Interviews were conducted for both teachers and students. The classroom observations were done to the subjects in order to observe their practices in teaching and having interaction with students by using observation sheet. Documentations were expended to unearth the files related to teachers classroom practices and any other cases supported. Moreover this study was conducted in 1 Genteng Senior High School Banyuwangi. The rationale for choosing this school was its achievement in getting the first rank of the best school in Banyuwangi perennially. From the findings and discussions the researcher comes with a conclusion that there are four similarities of teachers classroom practices across different curricula which are (1) mismatch between instructional planning and real practice (2) the use of monotonous teaching techniques (3) delivering a great number of assignments and (4) integrating skills in language teaching. However there are four differences of teachers classroom practices across different curricula which can be seen from(1) the intensity of English use in communication (2) the teachingof language components and materials (3) allocation of time and (4)availability of media and sources forteaching and learning. Both similarities and differences of teachers classroom practices have big influences from teachers professional development especially in teacher autonomy and lifelong learning education. As recommendations for teachers it is suggested that (1) teachers should well design and implement what have been planned and actual practices (2) dealing with the way of teaching teachers should use various and/or different teaching techniques to avoid students boredom (3) in delivering asssignment teachers should consider the number and the frequency with students condition (4) teachers must teach language skills integratedly (5) teachers are suggested to use English intensively in communication (6) for language component teachers must not teach it aloof (7) dealing with time allocation teachers should be able to manage the time effectively (8) teachers must increase media and sources literacy in order to make a better teaching process. For future researcher it is recommended to use this as a reference in developing the study related to teachers teaching implementation in spite of the changes of curriculum or another study linked with different point of view. Ultimately this study hopefully can offer insight and give information to school principle dealing with teachers classroom practices. ABSTRAK Meysarah Cintya El. 2018. Praktik Kelas Guru-Gurudi Berbagai Kurikulum yang Berbeda di Sekolah Menengah Atas. Tesis. Jurusan Pendidikan Bahasa Inggris Program Pascasarjana Universitas Negeri Malang. Pembimbing (1) Prof. Ali Saukah M.A. Ph. D (2) Dr. Sri Rachmajanti Dip. TESL. M. Pd Kata Kunci Praktik Kelas Guru Pengembangan Profesional Guru Kurikulum Penelitian ini bertujuan untuk mengetahui lebih dalam mengenai praktik kelas guru-guru bahasa Inggris dalam menggunakan beragam kurikulum. Dalam hal ini penulis mencoba menjabarkan dengan dua tujuan 1) untuk menemukan persamaan dalam praktik kelas guru-guru bahasa Inggris dalam pengimplementasian beragam kurikulum dan 2) untuk mengungkapkan perbedaan yang muncul dalam praktik kelas guru-guru bahasa Inggris dalam pengimplementasian beragam kurikulum. Penelitian ini menggunakan desain penelitian kualitatif deskriptif dimana data dikumpulkan melalui beberapa instrumen yaitu wawancara penelitian kelas dan dokumentasi. Kemudian penelitian ini dilaksanakan di SMAN 1 Genteng Banyuwangi. Alasan dalam pemelihan sekolah sebagai tempat penelitian adalah prestasi yang dimilikinya sebagai salah satu sekolah terbaik di daerah tersebut. Dari hasil yang didapat dan juga pembahasan peneliti menyimpulkan bahwa ada empat persamaan dalam praktik kelas guru-guru bahasa Inggris dalam pengimplementasian beragam kurikulum. Persamaannya meliputi (1) ketidakcocokan antara rencana pembelajaran dan praktik (2) penggunaan teknik mengajar yang monoton (3) frekuensi pemberian tugas (4) pengintegrasian kemampuan berbahasa. Sedangkan perbedaannya dalam praktik kelas ditunjukkan dengan (1) penggunaan bahasa Inggris dalam komunikasi (2) pengajaran mengenai komponen dan materi bahasa (3) alokasi waktu (4) penggunaan media dan sumber belajar yang digunakan saat proses belajar mengajar. Baik persamaan dan perbedaan yang muncul keduanya dipengaruhi oleh pengembangan profesional guru khususnya dalam hal kemandirian guru dan usaha guru untuk tidak pernah berhenti belajar. Saran diberikan pada guru dengan mempertimbangkan hasil studi yang didapat diantaranya (1) guru seharusnya mendesain dan mengimplementasikan praktik kelas sesuai dengan apa yang telah disusun (perencanaan) (2) guru hendaknya memberikan variasi dalam teknik mengajar (3) frekuensi pemberian tugas juga perlu diperhatikan (4) guru hendaknya mengajar kemampuan berbahasa secara terintegrasi (5) guru hendaknya aktif menggunakan bahasa Inggris dalam komunikasi (6) dalam mengajarkan komponen bahasa guru tidak seharusnya memisahkan dalam sub bab tersendiri (7) guru dituntut mampu mengatur waktu dalam mengajar (8) guru seharusnya selalu berupaya meningkatkan sumber dan media pembelajaran untuk membuat proses belajar mengajar semakin baik. Saran untuk peneliti selanjutnya diharapkan penelitian ini dapat memberikan informasi terkait praktik kelas yang guru-guru implementasikan. Selain itu hasil penelitian ini juga diharapkan mampu memberi masukan terhadap pihak sekolah terkait dengan realita pengimplementasian praktik mengajar guru dikelas.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 22 May 2018 04:29 |
| Last Modified: | 09 Sep 2018 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58966 |
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