MINI RESEARCH REPORT
MTS NEGERI 2 MEDAN
(Written to fulfill the task of Micro-teaching
subject)
Researcher
Name
: Eli Sriningsih
NIM
: 34151001
Class/
Sem : PBI-3/ 5th
Lecture’s Guide:
Yani
Lubis, M.Hum
Educational English Department
Tarbiyah and Teaching Trainer Faculty
State Islamic University of North
Sumatera
CHAPTER
I
INTRODUCTION
INTRODUCTION
1.1.
Background
of Study
In
education, teachers are those who help students or pupils learn, often in a
school. The objective is typically a course of study, lesson plan, or a
practical skill, including learning and thinking skills. The different ways to
teach are often referred to as the teacher's pedagogy. When deciding what
teaching method to use, a teacher will need to consider students' background
knowledge, environment, and their learning goals as well as standardized
curricula as determined by the relevant authority.
Education
is a system of cultivation of values to the school community, which includes
knowledge, awareness or volition, and actions to implement those values, both
to God Almighty (YME), ourselves, others, the environment, and nationhood so a
man perfect man. In Education at the school, all of the components
(stakeholders) should be involved, including the components of education
itself, the content of the curriculum, learning and assessment, quality of
relationships, handling or management subjects, school management, the
implementation of the activities or co-curricular activities , empowerment
infrastructure, financing, and working ethos of all citizens and the school
environment.
Education can be integrated into learning in each subject. Instructional material relating to norms or values in each subject should be developed, associated with the context of everyday life.
Education can be integrated into learning in each subject. Instructional material relating to norms or values in each subject should be developed, associated with the context of everyday life.
Thus, learning the values of the education
not only on the cognitive level, but touched on internalization, and practice
in the life of everyday learners in the community. One is the English language
subjects. English subjects are core subjects studied by all levels of education
in Indonesia, formal or informal ranging from elementary school to the
University. This course is designated as absolutely mandatory subjects studied,
because in this globalization era English language lessons is a subject that is
used in a variety of disciplines. Expected in the future, with the knowledge of
English language students can compete in all areas. Given the important role of
the English language, then English lessons in schools are appropriately
becoming a great attention by the school. So far, most of the opinions
expressed by the students, that the English subjects are difficult subjects
even scary for them, it is not uncommon that students truant students do not go
on this subject. On the other hand sometimes students just being passive while
learning the English language, in the sense of sitting still and not knowing
what is being studied.
This
situation can not be left alone, if you want to young people to compete in the
current era of globalization, especially in the future. Since there is no such
dipelajaran ability. It is therefore worth exploring the causes of students
have barriers to learning English subjects. Then the teacher can implement
character education english. With the expectation that students are more
excited and enthusiastic in learning English. This is what should be considered
and addressed by the school as well as policy makers.[1]
1.2.
Problems
Learning english that has been less desirable
learners, should have a teacher to have and apply affective learning model,
which is able to atrract learners. In addition, a teacher should be able to use
relevanat supporting media tools, according to technological developmentsband
the times. With that, learn interesting, fun, and able to achieve the target of
learning.
CHAPTER
II
TEORITICAL
REVIEW
2.1. Definition of Micro-teaching
Micro Teaching comes
from two words ie micro means small, limited, narrow and teaching means
teaching. So, Micro Teaching means a teaching activity that is done by
simplifying or all things downsized. Thus, by reducing the number of pupils,
time, teaching materials and limiting specific teaching skills, it can be
accurately identified the various advantages and disadvantages of the
prospective teacher. J.Cooper & D.W. Allen (1971, p.I) says that Micro
teaching is the study of a teaching situation that is carried out in a certain
amount of time, for four or twenty minutes with a total of three to ten
students. The form of teaching is simplified, the teacher only focusing on only
a few aspects. Teaching takes place in its true form, it's just held in a micro
form. discusses the notions of micro, historical, rational teaching, the use of
micro teaching and the effectiveness of micro-teaching, as well as the study
summary.[2]
Micro teaching or
teaching Micro is a very vital activity for every student or prospective
teacher. To fulfill the demands to be able to put his intact and professional
in the field of teacher training. They assume that the origin of the passing
can certainly teach, because it has learned and has many theories related to
ways of teaching.[3]
2.2. Basic Teaching Competence
Competence is a
statement that describes the appearance of a certain ability unanimously which
is a combination of knowledge, skills, and attitudes that can be observed and
measured. This means that a person who has competence means he has the ability
that can be observed and measured by others.
The basic competence of teaching in micro teaching is the minimum ability to be achieved by educator candidates which include: understanding the basics of micro teaching, developing Learning Plan (RPP), practicing basic and unified teaching skills, and evaluating micro teaching practice. Prospective educators must understand the fundamentals of micro teaching, such as understanding and benefit for it before becoming a real educator[4].
2.2.1. Developing Learning Plan (RPP)
RPP is arranged for prospective educators to implement well-planned learning, because through RPP they can pour various new learning methods or models according to the characteristics of the material to be conveyed and the character of the learners. This is because in the lesson plan contained various plans, ranging from learning objectives to be achieved, learning methods to be applied, apperception that will be done at the beginning of teaching, until the steps of learning and assessment will be done.
In preparing the RPP the educator must include an identity that includes the material / topic to be submitted and the time allocation. In detail the RPP should address the objectives, materials, methods, steps of learning activities, learning resources, and assessments to be taken to measure the success of the lesson.
The final component in the RPP is an assessment that includes assessment techniques, instrument forms, and instruments that will be used to measure successful learning. Both the technique and the form of the instrument are selected depending on the material characteristics, the learning objectives to be achieved, and the timing considerations.[5]
2.2.3. Basic Teaching Skills
As for the basic teaching
skills include:
2.2.3.1. Skills Opening Lessons
Opening skills are
intended to create an atmosphere of learning that allows learners to be
mentally and fully prepared to begin learning. Educators should be able to
attract attention and motivate learners to be immediately prepared to pay
attention to the material to be discussed at the meeting. Activities open a common lesson in the form of praying,
presenting and inviting learners who are not present, raising the topic of the
day, linking topics with daily life or with previous meeting topics.[6]
2.2.3.2. Explaining Skills
Explain is a skill to provide information systematically organized to learners. The most important capital that must be owned by educator candidate to be able to explain well is vocal or clear voice with adequate volume and intonation vary Sound volume plays an important role in the success of explaining because the loud volume can generate the brain to respond to the voice due to neural orders contained in ear.[7]
2.2.3.3. Reinforcement
Reinforcement is the educator's response to learners' behaviors that enable them to encourage them to be more motivated and motivated in the interaction of teaching and learning. The purpose of this skill is to cultivate attention, maintain motivation, facilitate learning, and minimize negative behavior and encourage the growth of positive behavior of learners. Pengu-atan given by educators in recognition of the response that students give to their questions or work results in the hope of increasing the possibility of recurrence of positive behavior.
The forms of
reinforcement can be verbal (words), non verbal (facial expressions, gestures),
and symbols / objects. The form of reinforcement is chosen based on the
developmental stage of the learner. Reinforcement will be meaningful if
delivered enthusiastically, warmly, sincerely, given instantly (not delayed), and
not excessive.[8]
2.2.3.4. Skills Using Media and Learning Tools
According to Yusufhadi Miarso (1984) instructional media is something that can be used to stimulate the mind, feelings, attention, and willingness of learners so as to encourage the learning process in those who learn. Interesting media is certainly very helpful in understanding a subject matter, because something interesting can generate interest in learners, increase thinking activity, and enhance memory.
Skills using media and learning tools are needed to make it easier for learners to understand the material, to help concretize abstract concepts, and material stored longer in memory because they use the sense of vision when learning. As educators in the global era today, it is required to have high creativity in creating media and learning tools themselves, without having to wait for the availability of facilities. Good media is appropriate, meaning in accordance with the characteristics of learning materials and empowered in motivating learners harder.[9]
2.2.3.5. Skills in Developing Learning Scenarios
RPP is a kind of scenario if someone will play a role. The existence of learning scenarios really help educators in designing and preparing for learning better, so that learning is really effective in achieving the goals.[10]
2.2.3.6. Skills Taking Variations
Variations in learning activities are changes made by educators in learning
activities that include teaching styles, use of instructional media, patterns
of interaction with learners, and stimulation. This skill really needs to be
owned by educators to eliminate the boredom of learners when always seeing,
feeling, experiencing the same thing repeatedly and keep on improving. With
teaching variations meant to keep the attention and concentration of learners
back on lessons by bringing something new to them, life-learning, exciting, and
fun.
Variations in teaching styles include variation of voice, concentration of
attention, kesenyaapan, contact view, body movement and mimic, and teacher position
change. Variations of instructional media, such as media that can be seen,
heard, touched, smelled, felt, and props that can be manipulated, either
available media or artificial / own creation.[11]
2.2.3.7. Disciplinary Skills
Discussion is a process
of regular verbal interaction involving a group of people in an informal
face-to-face interaction with the purpose of sharing experiences or
information, constructing concepts, making decisions, or solving problems. A
prospective educator must have the skills to guide the group discussion, so
that the discussion becomes directed, so that the purpose of the discussion is
achieved efficiently and effectively[12].
2.2.3.8. Classroom Management Skills
Managing the classroom
is creating and maintaining optimal learning conditions for learners and
returning to optimal learning conditions when there is a disruption in the
learning process. In other words, managing the class means conditioning the
class in a way and minimizing the behavioral disorders of learners to be
conducive to learning, so that learning objectives can be achieved
This skill is related
to the ability of educators to take the initiative and control the learning
activities in such a way that the learning goes about optimally, efficiently
and effectively. Skills that need to be mastered include: showing
responsiveness, sharing attention, focusing the group, demanding
responsibilities, providing clear guidance, rebuking, and giving strengthening.
All forms of classroom management will be successful if done with a warm,
enthusiastic, graceful, friendly, and sincere attention. It should be avoided
in excessive, out of place, rambling, and unnecessary repetition of
explanations[13].
2.2.3.9. Questioning Skills
Asking is one of the
activities of educators while teaching. Questions can be either basic questions
or follow-up questions. Submission of inquiries by educators is intended to
reduce the dominance of educators, encourage students' courage to argue,
increase participation and thinking skills of learners[14].
2.2.3.10. Evaluating Skills
According Cizek (2000: 16), evaluation is a process of determining the value or price by considering the results of observation or collection of data obtained. Understanding simple evaluation submitted by Sudiyono (1998: 8), the evaluation is seen as an activity or process to measure and then assess the extent to which the established objectives can be implemented.
An educator must master the skills of developing and developing an
evaluation / assessment (test or non-test) instrument, selecting the right
instrument, evaluating, analyzing the evaluation results, and giving follow-up
to the evaluation result[15].
2.2.3.11. Closing Skills Lessons
Closing the lesson can be done by summarizing the core of the material that has been submitted by means of question and answer with learners or make a summary, evaluate, give appropriate, meaningful, and useful tasks.
CHAPTER
III
RESEARCH
METHOD
3.1. Kualitatif Method
Research method used to
overcome the problems presented in this research is qualitative method.
Qualitative methods are a type of research that results in discoveries that can
not be achieved or obtained using statistical procedures.
One of the reasons for
using this method is where this method can be used to discover and understand
what is hidden behind phenomena that are sometimes difficult to understand
easily.
3.2. Time and Place
Day : Friday and Monday
Date : on 13th and 16th
Time : 08.00 Am – 11.45 Am
Locatation : MTSN 2 Medan on the Peraturan street, Kenangan
Baru , Percut Sei Tuan, Deli Serdang District, North Sumatera.
3.3. The Researcher of Subject
Mrs Khalidah, M.Hum is one of an
english teacher in Mtsn 2 Medan
3.4. Data Collection Technique
3.4.1. Observation
By observing, teachers and students during the learning process. By observing, teachers and students during the learning process by the method of learning and the participation of students in the learning process.
3.5. Documentation
3.5.1. The picture of school
3.5.2. The Picture of The teacher in learning proccess
3.5.3. The picture of the students in learning proccess
3.5.3. The picture of teacher’s sertificate
CHAPTER
IV
DISCUSSION
4.1. General Finding
4.1.1. Profile of School
School
: MTSN 2 MEDAN
NSM : 112111270002
Location :Peratun Street No.3 Phone Number.
061-667356 Medan Estate, Email: emsen2medan@gmail.com
VISION AND MISSIONS MTs.N 2 MEDAN
VISION
Realizing MTsN 2 Medan Populist, Islami, Qualified, and Environmentally
Friendly.
MISSION
1.
Applying the principles of faith,
devotion and akhlakul karimah in everyday life
2.
Implementing science and
technology in an Islamic way
3.
Able to compete and achieve
achievements in the field of Science and Technology, Arts, Culture and Sport
are regional, national and international
4.
Completing educational infrastructure
facilities in accordance with BSNP standards
5.
Realizing the environment bestari (clean,
healthy, neat and beautiful) that is conducive and has a determination to
prevent pollution and environmental damage on an ongoing basis.
AIM
1. Improve and develop and familiarize attitudes and behaviors in accordance
with akhlakul karimah in the corridors of faith and devotion.
2.
Developing science and technology
skills (Science and Technology).
3.
Improving the implementation of effective
learning activities, creative and innovative.
4.
Improve and develop the potential
of learners according to their talents and interests.
5.
Produce qualified graduates and
able to compete in advanced education, both managed by Ministry of Religious
Affairs and Ministry of National Education.
6.
Realizing a healthy, conducive
and Islamic education environment.
7.
Meet the concept of learning in accordance
with Standard Content and Process Standards.
8.
Have facilities and infrastructure based on
National Standard of Infrastructure.
9.
Have Team, and Cadre to be
prepared as participants of various competitions and subject competitions
including Olympiad of Mathematics and Physics which is expected to be the
winner of Province and National level.
10. Develop a variety of container / program of appreciation and practice of
religion, among others, rituals of pilgrimage, prayer / corpse, tahl tahlil,
bintal for teachers and employees, tahfidz Al-qur'an, Mubaliqh cilik, qoriah
and qori guidance.
11. Develop various potentials that
students have through various extracurricular activities, among others, Arabic
Speech Skills, English Speech Skills, Sewing Skill, Painting, Calligraphy,
Dance, Nasyid, Paskibra, PMR, Futsal, Basketball, Hockey, Pencak Silat , volly,
and drum bands
TARGET
1.
Graduation UN minimum 95%
2.
The average value of UN 7.5
3.
The preparation and implementation of SBC 100%
4.
Learning process by developing
PAIKEM / CTL for all subjects 90%
5.
Graduates of MTs Negeri 2 Medan
can continue their education to higher level in public schools and favorites
6.
Qualified educators (S-1) 100%
7.
Competence of educator S-1 with pade gogik
competence, personality, professional 90%
8.
Procurement, empowerment, and utilization of
learning infrastructure facilities 95%
9.
Implementation of professional
education management 98%
10. Availability of tuition fees both investment, operational and personal
costs 95%
11. The assessment system refers to aspects of cognition, affection,
psychomotor, and behavioral behavior 98%
4.1.2.
Profile of Subject
Khalidah, M.Hum is one of an english teacher in Mtsn 2
Medan. She was born on December 17th 1977, Medan. She graduated of
Bachelor degree from UNIMED and Magister Degree from UNIMED. She has taught
since 2003 until now. She is one of the profesional english teacher in the
school.
4.2. Special Finding
Mrs Khalidah is an
English teacher I observed. Based on my observations at MTSN 2 Medan,
Khalidah's mother teaches well. Before teaching, mrs khalidah provide RPP which
became the guide in teaching and learning process. She entered class with time.
Before the learning process begins, she asks his students to read the prayer
first, led by the head of the class. After reading the prayer, she check the
attendent list and call the students one by one. To ensure that the students
understand the previous lesson, she reviews the previous lesson in a
few minutes.
In the learning process
that I observed, she used the method of lecturing,
discussion, and question and answer. She explained the existing material in the book of learning. And then she asked the students to re-explain the learning materials that the teacher explain. In the
process of learning many students who asked the teacher about the material
being taught. To test the understanding of his students, she gave training to
his students. After the students finished their exercises, she examined and discussed the issues together and corrected the wrong
answers.
Before closing the
lesson, Mrs Khalidah always gives advice to his students to be a better student, not
lazy to learn and can improve achievement. So it can make their parents pride.
After giving advice to his students, Mrs Khalidah closed the lesson with a
prayer led by the head of the class.
CHAPTER IV
CLOSING
4.1. Conclusion
Based on my
observations and the reports I made, I can conclude that the teaching and
learning activities conducted by mrs Khalidah in class VII and VIII
MTSN 2 Medan class can be said good. Because before teaching, mrs Khalidah makes RPP, always come on time, lead the prayer, absorb students, repeat the
learning, doing the learning process well, provide motivation to students and
close learning.
4.2.Suggestion
After making my
observations, I hope the teacher can improve learning by using better teaching
methods. So students can be more interested and easy to learn english.
REFERENCES
Abimabyu,
S. 1984. Opening and Closing Lesson
skilss. Jakarta:Ditjen Dikti.
Bolla,
John I, dkk. 1985. Management Classroom
skilss. Jakarta: Ditjen Dikti.
Brown,
George. 1975. Microteaching; A Programme
of Teaching Skills, Methuen.
Dimayati,
dkk. 1994. The Studying and Learning. Jakarta:
Dirjen Dikti.
Hasibuan, JJ Ibrahim. 1988. Learning Processs of Microteaching Skill, Bandung:
Teen Work.
Marno
dan Idris. 2008. Strategy and Learning Model. Yogyakarta: Ar-Ruzz Media.
Pah,
D. N. 19985. Giving Expression Skills, Jakarta: Education Department.
Pangaribuan,
Parlin. 2005. Micro-teaching. Medan:Unimed.
Raka,
T. 1984. Explaning Skills. Jakarta:Education
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Roestiyah. 1982. Studying-Teaching Strategies and Teacher
Competence. Jakarta: Bumi Aksara.
Rohani, Ahmad. 1991. Teaching Management. Jakarta:
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Seotopo,
Hendayat. 2005. Education and Learning.
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Dadang. 2006. Microteaching. Bandung:
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J. Ballasi. 1968. Focus on Teaching.
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[1] Parlin Pangaribuan, 2005, Micro-teaching, Medan:Unimed. P.88
[2] T. Raka, 1984, Explaning Skills. Jakarta:Education Authorities, P.121
[4] Allen Ryan, 1969, Micro Teaching. Don Mills. Ontario. P.99
[5] George Brown, 1975, Microteaching; A Programme of Teaching
Skills, Methuen. P.64
[6] S.Abimabyu, 1984, Opening and Closing Lesson skilss. Jakarta:Ditjen
Dikti. P.117
[7] JJ Ibrahim Hasibuan, 1988, Learning
Processs of Microteaching Skill, Bandung: Teen Work. P.98
[8] D. N. Pah, 19985, Giving Expression Skills, Jakarta: Education Department. P.120
[9] Roestiyah, 1982, Studying-Teaching Strategies and Teacher Competence, Jakarta: Bumi
Aksara. P.90.
[10] Dadang Sukirman, 2006, Microteaching, Bandung: UPI Press. P.87
[11] John I. Bolla, dkk, 1985, Management Classroom skilss. Jakarta:
Ditjen Dikti. P.201
[12] J. Ballasi sylvester, 1968, Focus on Teaching, New york: The Odyssey
Press. P.116
[13] Hendayat Seotopo, 2005, Education and Learning, Surabaya:
National Business. P.90
[14] Dimayati, dkk, 1994, The Studying and Learning. Jakarta:
Dirjen Dikti. P.131
[15] Marno dan Idris, 2008, Strategy and
Learning Model, Yogyakarta: Ar-Ruzz Media. P.117
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