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Hafidz Hidayatulloh. 2016. ENGLISH TEACHERS’ TECHNIQUE IN BUILDING STUDENTS’ PARTICIPATION IN LEARNING ENGLISH (CASE STUDY AT THE EIGHT GRADE OF MTS DARUL HUDA JUNIOR HIGH SCHOOL FOR MALE). A Thesis, English Education Department Faculty of Education State Islamic College of Ponorogo (STAIN Ponorogo). Advisors: Dr.
Hj. Siti. Maryam Yusuf, M.Ag
Keywords: teaching, technique, participation, learning
Teaching is art of education where it consists of teacher, students and material. Teaching is a process of transmission of knowledge to other and letting them to know new way of doing something. The subject of teaching is the teacher and the object is to the students. Although the objectives of teaching are clearly understood but how to practice for teacher still have some problems. The problems may come from teacher himself and other factor such as the students, materials, behavior and soon. The problems also interrelates each other such as the teacher influence the student, the students influence the teacher, the material influence to students and teacher and many more. In such away, the behavior and environment also blamed as the reason of students’ participation in learning process when showing less. To overcome the problem, selecting technique of teaching is needed to make students full participate in teaching and learning process. By selecting strategies of teaching, the students’ participation hoped to increase so the objective of teaching and learning can be reached out. Based on this problem, the researcher conducted this research with purpose to find out the English teachers’ technique in building students’ participation learning process.
Statements of the problems are: 1) what kinds of technique are used in building students’ participation in learning English? 2) What are the problems faced by the teacher in practicing their technique? 3) How to solve the problem?
This research was designed as qualitative research. The researcher was taken in MTS Darul Huda Mayak as place of experiment. The source of data in this research was taken from teachers who teach in the eighth grade of MTs Darul Huda for male, observations, and documentations of MTs Darul Huda Mayak for male.
The result of this research showed that English teachers in MTs Darul Huda used lecturing technique, small group discussion technique, and assigning task technique. In practicing their techniques, the teachers faced some problems;
1) there were so many students in a classroom; 2) students didn’t bring a
dictionary inside classroom; 3) students slept inside classroom; 4) students had fluctuative mood; and 5) some students were uncomfortable in boarding school.
To solve the problems the teachers found that the first ones were to break the students into small groups, to change the classroom desk, and to train the students to deal with classroom chores. Second ones were to give the warning to the students and to make an agreement between the teachers and the students.
Third ones were to wake up the student, to seat the student’s chair at the front of the class or near the teacher’s desk, and to call the student immediately. Fourth ones were to give some motivations to the students, and to tell the objective of study. Fifth one was to give private meeting to motivate the student face to face.
CHAPTER I INTRODUCTION I. Background of The Study
English is the most important language which must be mastered by everyone in globalization era. In so many fields such as electronic, science, management and even educational field are using English book as reference. Then, English is the most widely used language in the world and becomes essential part of people’s live1. It is also the famous and important language, used in communicating, teaching, discussing and writing paper. So, English is the international language which has been regarded as a sign of a well-rounded education.
Based on statement above, there are educational developments needed in teaching English as a second language, so that the output from Indonesian schools graduation must be able to master all of English aspects. English educational developments will makes some positives induce to Indonesian graduated in future. Besides that, with English which have been taught either formal on non-formal schools such as elementary schools, junior high schools, senior high schools or some other courses can facilitate them to against the globalization era which use English as international language.
Developing English ability is important. The one of ways to develop is teaching learning process. Teaching and learning process that is oriented
1 Elys Mahiroh. 2013. The students’ and teachers’ perception on English teaching technique at SMK PGRI 2 PONOROGO (Ponorogo: STAIN ponorogo,). 1
for achieving certain student’s competences should pay attention to the student need. Learning process help someone understands English well and have ability to use English. The aspect must be understand and developed in English skill as listening, speaking, reading, and writing.
Teaching is a process of transmission of knowledge to other and letting them to know new way of doing something. Learning is a change in performance that occurs under the conditions of practice. Learning enables people to perform successfully the task necessary for life and involves change in attitudes, interest, and basic benefits.
According to Karl Smith, teaching and learning community consists of students and teachers2. In such a way, the objectives of teaching and learning process written in syllabus. There is to make improve on communicate in English trough listening, speaking, reading and writing3. To teach that all, a teacher must to have good technique choices that help to teach his students in a classroom, so that what expected by teacher can succeed maximally.
Not only for teacher, the students who taught by the teacher must make learning environment be active. They must rise their participation up.
However, to do that is not easy. Many of students expect to be passive.
They may not join in for a number of reasons: they may be bored, have not
2 Karl Smith. Strategies for Effective Teaching A Handbook for Teaching Assistants (University of Minnesota 1995), 2
3 Depdiknas, Kurikulum 2004 Standar Kompetensi SMA dan MA (Jakarta:2003), 14
done the work or be afraid of embarrassment4. Finally, choosing the technique is the way to brings them from passive students to be active students.
Based on background of study above, the writer decides to conduct the research with title “ENGLISH TEACHER’S TECHNIQUES IN BUILDING STUDENT’S PARTICIPATION (CASE STUDY AT THE EIGHTH GRADE OF MTS DARUL HUDA MAYAK PONOROGO FOR MALE)”
II. Research Focus
To avoid far-ranging discussion, this study just focused on descriptive study about English teacher’s techniques in building student’s participation in learning English.
III. Statement of the Problem
In this study, the problem formulated as follow:
1. What kinds of techniques are used by teacher in building student’s participation in learning English?
2. What are the problems faced by the teachers when practicing their technique?
3. How to solve the problems?
4 Teaching and Learning Unit. Encourage Student Participation. The University of Melbourne: Staff Development Guides in Academics in the Faculty of Business and Economics, 2010
IV. Objectives of the Study
The objectives of this study are:
1. To know the teachers’ techniques were used in building students’
participations in learning English at the eighth grade of Darul Huda Mayak Junior High School for male in academic year 2015/2016.
2. To know the teachers’ problems were faced by the teacher in practicing their strategies
3. To know how to solve the problems V. Significant of the Study
Basically, all study activities should have purpose and significance.
At the end of this study, the writer hopes that this writing will give a great benefit for the following components:
1. Theoretically
After research, it is expected to give contribution of knowledge to develop the teaching and learning process especially techniques in building students participation. This research is also expected to improve perspective that English is easy.
2. Practically a. Teacher
For the teacher, the results of the study are expected to be used as a consideration in teaching English for learners. This
research is carried out to provide teachers with some techniques in building student’s participation in learning process.
b. Students
This study is expected to motivate students especially students at English Education Department class.
c. Reader
This study is expected will be useful for further research and enlarge the readers’ knowledge in English teacher techniques in building student’s participation.
VI. Research Methodology 1. Research Design
This research applies a Qualitative Approach. The nature of Qualitative Research: Qualitative Research is concerned with developing explanation of social phenomena. That is to say, it aims to help us to understand the world in which we live and why things are the way they are.
The word qualitative implies an emphasis on processes and meaning that are not rigorously examined or measured (if measured all) in term of quantity, amount, intensity or frequency. In qualitative research stress the socially constructed nature or reality, the intimate relationship between the researcher and what is studied in the situational constrains that shape inquiry such researchers emphasize
the value-laden nature of inquiry. They seek answer the questions that stress how social experience is created and given meaning.5
Kant’s arguments may have ushered in the possibility of qualitative inquiry but other factors eventually brought it into being.
In fact, it emerged from the attention given to the collection of data on the human condition. It was assumed that important political lessons could be learned from such descriptive information.6
2. the role of Researcher
The researcher in this research as a determining instrument, the full participant and data collector, while the others is a supporter.
Maleong said “the characteristic of qualitative research cannot be separated from participant observation, but the role of research determines the overall scenarios.”7
3. research location
The researcher takes MTS Darul Huda Mayak as place of experiment. It is located at Jl. Ir juanda gg V Mayak, Tonatan, Ponorogo.
5 Norman K. Denzin, Yvonna S. Lincoln, Handbook of Qualitative Research (Calivornia:
SAGE publications, 1994) 4
6 Ibid,. 63
7 Syamsudin A.R, vismaia S Damayanti, Metode penelitian pendidikan bahasa (Bandung:PT. Remaja Rosdakarya, 2007), 13
4. Data and source data
According to Arikunto “source of data is the subject where data taken”.8 For this case, Moleong assumed “sumber data utama dalam penelitian adalah kata-kata dan tindakan, selebihnya adalah tambahan seperti dokumen dan lainya”.9 The source of data in this research will be taken from teachers, documentations, and observations of MTs Darul Huda Mayak for male.
5. Technique of Data Collection a. Observation
According to Karl Popper “observation is an action which is representation of theory”.10 Gorys Keraf also poses in his book about observing, “Observing is a direct tracking into the research subject.11 Van Dalen also said: “observation is fundamental in research for it produces one of the basic elements of science of facts. Observation is an activity the research worker engages in throughout the several stages of his investigation”.12
From the explanation above, the researcher conclude that observation is basic of activity in research which has purpose to collect data to produce the basic of research with go to the subject
8 Suharsimi Arikunto, prosedur penelitian suatu pendekatan praktik (edisi Revisi V) (Yogyakarta:Rineka Cipta, 1992) 107
9 Lexy Moleong, Metodologi Penelitian Kualitatif (Bandung: PT Rosda Karya, 2000) 3
10 Syamsudin A.R, vismaia S Damayanti, Metode penelitian pendidikan bahasa (Bandung:PT. Remaja Rosdakarya, 2007),, 237
11 Gorys Keraf, Komposisi (Ende Flores: Nusa Indah, 1980) 162
12 Bimo Walgito, Psikologi sosial: suatu pengantar (Yogyakarta: Andi Offset, 1991) 31
research directly. Observation can help the researcher to focus with the problem what the researcher wants deeply.
In this study the researcher uses direct observation because it is conducted to the object directly. This technique is considered to observe the school facilities, the techniques of teachers, and the student’s participations in learning process.
b. Interview
According to Einsterberg as quoted by Sugiono’s book,
“interview is a meeting of two persons to exchange information and ideal through question and responses, resulting in communication and join construction of meaning about particular topic”.13
This research uses in depth interview. The aim of that is to get data clearly about the English teacher techniques in building student’s participation in learning process in MTs Darul Huda Junior high school for male. In this research the researcher interviewed with the teachers in Darul Huda Junior High School which tech the eighth grade of Darul Huda Junior High School.
c. Documentation
Documentations are prepared for personal rather than official reasons and include diaries, memos, letter, and field notes, and so on.
Documents closer to speech, require more contextualize
13 Sugiono, Memahami Penelitian Kuantitatif (Bandung: CV Alfabeta, 2005) 72
interpretation.14 In the study, the documentary technique is used to get data about lesson plan, syllabus, and others related with MTs Darul Huda. The documentary data needed in the study are presented in the coming chapter.
6. Data analysis
In thesis guide book mentioned, "The data analysis of qualitative is the process of looking for and arranging the data from interview, field note, and the other objects systematically, so it can be understood easily, and their finding can be informed to the others".15 The analysis step in this research is shown in the picture as follows:
Each of the stage is presented in the following:
a. Reduction Data
Reduction data is stage of summarizing, classifying and focusing on essential things. In this stage, the research needs to separate the accurate data from the accurate ones.
14 Norman K. Denzin And Yvona S. Lincoln, Handbook of qualitative research (USA:
SAGE Publication, 1994) 393
15 Pedoman Penulisan Skripsi STAIN Ponorogo Jurusan Syari’ah, Tarbiyah, dan Ushuludin, (Ponorogo,2010) 40
Data Collection
Data Display Data
Reduction
Conclusion/
Verification
b. Display Data
Display data is a stage of organization data into patterns of relationship. The data display can make the collected data easier to be understood. In this stage, the researcher makes assessment of information based on the problem.
c. Conclusion
In this stage, the researcher makes conclusion about the answer of the problem that have been formulated.
7. Checking of data validity
To get the valid and credible data of qualitative research, can conducted by the extension of participation, persistence, observation, triangulation, peer checking, and the adequacy of reference, negative case studies and member checks.16
In this research, the researcher use triangulation technique with the data source. It means that the researcher compares and checks the validity collecting information through the different time and tool in the qualitative technique
8. Research procedure
In this research, the researcher uses some procedures which must be done.
They are planning, application and evaluating.
a. Planning
16 Lexy Moleong, Metodologi Penelitian Kualitatif (Bandung: PT Rosda Karya, 2000)99
Before doing the research activity, the researcher has to prepare the research materials. The preparation in this research activities are:
1) Getting permission letter from institution
2) Getting permission letter and approval from the school 3) Arranging the plan of the research
4) Arranging the research instrument b. Application
1) Observing the application of English teacher techniques in building students participation in learning process
2) Analyzing the data
3) Making conclusion and suggestion c. Evaluating and reporting
In this section, the researcher writes a research report in form of thesis writing about a study analysis of English teacher techniques in building student’s participation in learning process at the eighth grade of MTs Darul Huda Mayak Junior High School for male.
VII. Organization of the thesis The thesis will contain about:
Chapter 1: introduction, this chapter describe about the basic pattern of the entire contents of thesis that consist of the background of the study, statement of problem, objectives of the study, significant of the study, researchers techniqueology and organization of thesis.
Chapter II: strategies and participation. In this chapter serves to present the theoretical framework used as the basic for conducting research
Chapter III: this chapter presents the finding of research in the field, which includes a general description of Darul Huda Mayak Junior High School, consist of geography, visions and missions of Darul Huda Mayak Junior High School, organizational structure, the state of teachers and students, facilities condition and data description.
Chapter IV: discussion about the implementation of English teacher’s techniques in building student’s participation in learning process, this chapter contains of data analysis
Chapter V: Conclusion, this chapter is intended to make it easier for readers who take the essence of the thesis that contains conclusions and recommendations
CHAPTER II
REVIEW OF RELATED LITERATURE A. Theoretical Study
1. Teaching technique
In language teaching, people talk about approaches, techniques, procedures and techniques. It is interrelate concept behind the teachers choices about how choose to teach. Approach is a theory about language learning or even a philosophy of how people learn in general. A technique is an application of an approach in the concept of language teaching.
Procedures are step-by-step measures to execute the technique. And technique is a single activity that comes from procedure17.
The word meaning of technique in Cambridge dictionary is a way of doing an activity which needs skill 18. In educational world, teaching technique is known as a way of doing class activity which needs skill.
Because of class differs in interests, mental ability, and attention, the teacher must use teaching techniques which are appropriate for his group. Teaching technique encompasses the personal style of the teacher in carrying out specific steps of teaching process. Through technique, teachers enable to develop, create and implement, using his distinctive way, the procedures (technique) of teaching.
2. Classification of teaching techniques
17 Keneth O. Gangel, Educational research techniques, Ways to Improve Your Teaching (Lumina, 2005)
18 Diane Cranz, Cambridge Advance Learner Dictionary. (Cambridge University Press, 2008 Third edition)
There are different teaching techniques that can be used to help students gain the understanding. These techniques can be used individually or in conjunction with each other. Teaching techniques are used for achieving the teaching goals and objectives. Keeping in view the class-room environment and the teacher's attitude, teaching techniques can be divided into two categories - Autocratic and Democratic19
a.
Autocratic TechniquesAutocratic Techniques are traditional teaching techniques also called convergent approach. These are content-centered and teacher- centered. While using these techniques, the teacher's place is primary and the pupil's place is secondary. The teacher determines the content himself and by considering himself an ideal in such a situation, pupils don't have any freedom for their expressions.
Autocratic teaching techniques include Lecture, Demonstration, Tutorial, Programmed instruction, etc
1) Lecture Technique
The lecture technique is the most commonly used instructional strategy for working with groups of students. Lecture technique of teaching is the oldest teaching technique applied in educational institution. This teaching technique is one way channel
19 Anurada Sarma, “Autocratic And Democratic Strategies,”Indian Journal of Adult , (January-March, 2015)
of communication of information20. It is teacher-centered forms of instruction. Lecture can be delivered in many different ways, and one technique may be more effective than other. The least effective form of lecture technique is when teacher reading from notes or the text; with this students quickly lose interest and also when no day to day life experiences are shared in the lecture.
The advantages of lecture sessions are:
a) Useful for large groups.
b) Effective in providing new information and clarifying existing information to a large heterogeneous group in a short period of time.
c) Factual materials are presented in a direct and logical manner.
d) Life experiences can motivate the students.
e) More useful for covering essential concepts, principles, and systems.
f) Can stimulate learner's interest in future study.
g) Can be recorded for future sessions.
However, the lecture session also having disadvantages. They are:
a) A person giving lecture should be proficient in oral skills.
Otherwise the session cannot be effective.
20 http://www.studylecturenotes.com/social-sciences/education/382-lecture- technique-of-teaching-definition-advantages-a-disadvantages accessed on 17/10/2015
b) Audience becomes more passive by listen to the lecture.
c) Communication is more of one-way.
d) Not appropriate for children below grade four.
e) Learning fully depends upon the teacher, unless it is integrated with other techniques (is a passive versus learning activity) f) Establishes a "tell me" mind-set in students.
g) Offers limited opportunities for assessment and feedback
h) Learner can be overloaded as it is common for teachers to include too much information in too short a time frame
i) There is very little independent thinking of the students.
j) Sometimes it can increase boredom among students.
k) Have very limited effectiveness in teaching anything other than knowledge.
2) Demonstration
Demonstrations are most effective when the students are concerned with an issue or problem and are looking for an answer.
demonstration means 'to clearly show In teaching through demonstration, students are set up to potentially conceptualize class material more effectively as shown in a study which specifically focuses on chemistry demonstrations presented by teachers21. In such cases the demonstration can deal directly with their concern.
It is important that the person doing the demonstration know the
21 https://en.wikipedia.org/wiki/Demonstration%28teaching%29 acessed on 12:06 07/10/2015
content very well and is able to answer questions as they arise during the demonstration. Demonstrations can be classified into two, one is Result Demonstration and the other one is Technique Demonstration. The Result Demonstration is to show the results of some activity, practice or procedure through evidence (or example) that can be seen, heard or felt. It is an effective technique for introducing new topic or idea in an extension.
The demonstration technique also has both advantages and disadvantages. The advantages are:
a) More useful for those students who learn well by modeling others.
b) Promotes self-confidence.
c) Provides opportunity for targeted questions and answers.
d) Allows attention to be focused on specific details rather than general theories.
Disadvantages are:
a) Limited value for people who do not learn best by observing others.
b) Not appropriate for different learning rates of the participants.
c) Requires the demonstrator to have specialized expertise if highly technical tasks are involved.
3) Tutorial
It is the fundamental right of every person to get education in democracy. Therefore, instead of individual teaching, group- teaching is emphasized so that the large group may be educated at the low rate of expenditure. But it is also true that in group- teaching, a general teacher cannot solve the 'personal' problems of every learner. The reason is that if teacher does this, he/she cannot finish his/her fixed syllabi in a time-bound manner. To remove this drawback of group-teaching, students are divided into small groups so that the personal problems which came across during group teaching are solved successfully. Hence, a tutorial is a sub-part of the class in which a teacher tries to solve the problems of the small groups of students through individual teaching. Tutorials are three types - group tutorial, supervised tutorial, and practical tutorial.
a) The Group Tutorials
The Group Tutorials are conducted to solve the problems of the grown-up students of average level. It should be remembered that the group tutorials can only be organized successfully by a teacher who possesses the full knowledge of group dynamics and social psychology.
b) Supervised Tutorial
In Supervised Tutorials, the talented students and the teachers discuss the problems time to time. The students put-
up their difficulties and then the teacher try to solve those problems. In this way, after a discussion between a teacher and the students, the solutions to some problems come-up.
c) The Practical Tutorials
The Practical Tutorials are conducted to develop the physical skill and to achieve the objectives of psychomotor skill. Students have to work in the laboratory for this. Such tutorials are more useful for youngsters and the students of lower classes. Some people consider the teacher as primary and students as secondary in conducting the tutorials.
Tutorial technique have a disadvantage too, it is labor intensive.
But it also many advantages there are:
a) Learning can be promoted
b) Encourages students to solve problems, connect, prioritize and incorporate conceptual knowledge.
c) Develops positive attitudes and values.
d) Promotes social and intellectual experience e) Develops oral presentation skills
4) Use of Multimedia
Multimedia techniques of presentation include slide shows, movies, power point presentations and transparencies. Visual instruction can help students to understand the ideas. When creating presentations, it is important to keep notes concise and to the point while including interesting and relevant images. If done well, presentation can be very interesting and effective for students' learning. Visual aids clarify the ideas that are presented and reduce the confusion
The advantages of this technique are:
a) Content can be introduced with entertaining way and with raising issues
b) Usually keeps the group's attention c) Looks professional
d) Stimulates discussion The disadvantages are:
a) Can raise too many issues to have a focused discussion b) Discussion may not have full participation
c) Most effective only when it is followed by discussion
b.
Democratic TechniquesDemocratic techniques are child centered22 as the students determine themselves the content. Here the students' place is primary and teacher is secondary. As a result of its use, maximum interaction occurs between the students and the teacher. This develops their constructive capacities in accordance to their interests, attitudes, capacities, abilities, needs and mental levels of the students. Democratic techniques are objective and hence, the genius children gain advantage to the maximum. The following democratic techniques are:
1) Group Discussion
Group discussion is an organized opportunity for the students to discuss about selected topics/issues/ideas in a group setting. Group discussion allows more number of students to actively participate and helps them to increase learning. Before organizing a group discussion, it is important to make sure that the students have a certain level of understanding that will allow them to share their ideas in the group. Typically a teacher presents information through questions and answers, ensuring that the students are involved in learning. Teachers can retain control while checking on the students' learning throughout the lesson
The group discussions can be classified into two - one large group discussions and the other small group discussions.
22 KARUPASAMY. Assistant Professor of Commerce. Techniques And Strategies of Teaching Commerece.juornal.Pdf 4
a) The Large group discussions
The Large group discussions are useful for holding general discussion, reporting back, airing views, giving information, seeking proposals, agreeing plans, generating energy, building trust and exploring expectations/hopes.
However, large group discussions can be successful only if the participants are encouraged to express their views openly and everyone is given an opportunity to contribute.
The large group discussions have some advantages. The advantages of large group discussions are:
(1) Puts the burden of learning on the students and increases their involvement
(2) Provides both the students and the teacher immediate feedback
(3) Useful for guiding learners to higher levels of thinking and inquiry
(4) Provides valuable clues about students motivation and how to facilitate learning
(5) Helps students identify and build on preexisting knowledge The large group discussions also have many disadvantages.
The disadvantages of large group discussion are:
a) Can be time consuming
b) Relies on students preparation and willingness to participate
c) Can lead to a dominant few
d) Controlling the floor to the exclusion of fuller participation e) Cannot ensure full participation within a large group b) The Small Group Discussions
The Small Group Discussions are more complicated form of discussion. A teacher breaks the class into small groups and provides them some issues/ topics that they discuss. The teacher then walks around the class, checking on the information being shared and ensuring participation by all within the group. For example students have read a novel and are sharing information based on questions posed by the teacher. In this the teacher needs to handle the classroom management well to ensure the discussion in groups stay on the topic chosen. Small group discussion is useful for further exploration of identified issues, practical decision-making, action- planning or full discussion by a small number of people. Small groups give everyone a break from the large group and help to generate discussion and stimulate participation.
The advantages of small group discussions are:
(1) Allows participation of everyone/ maximum participation (2) Students often feel more comfortable in small groups (3) Easy to reach by consensus
The disadvantages are:
(1) Needs careful thought as to purpose of group (2) Groups may get side tracked
2) Exhibits
In education, the term exhibition refers to projects, presentations, or products through which students “exhibit” what they have learned, usually as a way of demonstrating whether and to what degree they have achieved expected learning standards or learning objectives. An exhibition is typically both a learning experience in itself and a means of evaluating academic progress and achievement.23
Exhibits are collection of materials that are displayed to help people learn. They are useful as a strategy to help the students to gain new understanding without the necessity of a formal course or training program. However, exhibits should be setup in the areas that are frequented by the students. It is often helpful if the exhibits include selection of objects or pictures and appropriate signs and written information. In addition, handouts and printed materials should be available for the students to take along with them.
Exhibits will be more effective if they are periodically changed and are not kept for too long.
23 Glossary of Education Reform, “EXIBITION” Great Schools Partnership. Online at http://edglossary.org/exhibition/ acessed on 12:26 07/10/2015
3) Role Play
Role-playing is an unrehearsed dramatization in which individuals improvise behaviors that illustrate acts expected of persons involved in defined situations/In role-playing activities, you present to your students a realistic or hypothetical situation and a cast of characters24. When students are expected to interact with other people effectively using the technical information role playing can be of great use. In role play two or more students are specifically given their roles and a situation in which they are involved.
The selected students then act in their assigned roles and try to solve the problems or project the situation properly. Role play can be done before the large and small groups of students. However, to ensure the messages reached the students it may be appropriate that at the end of role play the students are given an opportunity to talk about their feeling on the play, their observation, learning and if they play the role what they will do in a different way.
The advantages of role play are:
a) Introduces problem situation dramatically
24 Roy Killen, Effective Teaching Strategies ( Thomson: Social Science Press, 2006) 263
b) Provides opportunity for students to assume roles of others and thus appreciate others point of view
c) Allows for exploration of solutions d) Provides opportunity to practice skills
e) Actively involves participants, adds variety, reality and specificity to the learning experience
f) Develops problem-solving and verbal expression skills
g) Provides practice to build skills before real-world application when "real" experiences are not readily available
h) Can provide an entirely new perspective on a situation and develop insights about feelings and relationships
i) Provides the teacher immediate feedback about the students understanding and ability to apply concepts
j) Improves the likelihood of transfer of learning from the classroom to the real world
The disadvantages are:
a) Some students may be too self-conscious b) Not appropriate for large groups
c) Some students may feel threatened
d) Puts pressure on students to perform, which can create embarrassment and even resistance
e) Depends heavily on students imagination and willingness to participate
f) Can engender strong emotions related to past experiences and empathy
g) Can lack focus unless well planned, orchestrated and monitored
h) Can reinforce ineffective behaviors/techniques if performance is not observed by knowledgeable person(s) who can provide appropriate feedback
i) Can be unpredictable in terms of outcomes j) Can be time consuming
4) Simulation
Simulation is an event or situation made to resemble clinical practice as closely as possible25. Simulations are instructional scenarios where the learner is placed in a "world" defined by the teacher. They represent a reality within which students interact.
The teacher controls the parameters of this "world" and uses it to achieve the desired instructional results. Students experience the reality of the scenario and gather meaning from it26. Simulation can be used to teach theory, assessment, technology, pharmacology, and skills
25 ccn.aacnjournals.org/content/24/3/46.full.pdf 2
26 https://teaching.unsw.edu.au/simulations acessed on 12:33 07/10/2015
Simulations are slightly different than role play in that students become involved in a situation and have to use what they have learned and their own intellect to work through the simulation. For example, a government simulation might have the students create a model legislature where they have to create and pass the legislation. These have a great ability to be interest building but also require the teacher to make clear how each student will be assessed for their participation.
The advantages of simulation are:
a) Can portray realistic situations
b) Allows for focused learning that eliminates irrelevant aspects c) Can be used when "real" experiences are not readily available
or would endanger patients d) Provides immediate feedback
The disadvantages are:
a) Limits the number of people who can access the learning at the same time
b) Can create scheduling and logistics challenges 5) Student Presentation
Having students prepare for and then present information to the class as a whole can be a fun and engaging technique of
instruction. For example, one can divide a chapter into topics and have the students "teach" in the class or one can divide the topics to students or groups and have them present information on each of the topic as a short presentation. This not only helps students learn the material in a deeper manner but also provides them with practice in public speaking.
6) Field Trip
A field trip is a visit to a place outside the regular classroom which is designed to achieve certain objectives, which cannot be achieved as well by using other means. For example if the lesson is on “making cheese”, and if there is no hand on experience it is very difficult to achieve the objectives. In such a lesson this strategy is required.27
Field trips are often used to show the results of a certain practice. The field trip is usually a well planned visit by a group of students to some place(s) or organization(s) that can provide new ideas and insights. Field trips can be planned to places of interests, personalities, manufacturing facilities and the locations that cannot come to the students.
27 http://eprogressiveportfolio.blogspot.co.id/2012/06/field-trip-strategy.html acessed on 12:37 07/10/2015
7) Case Study
Case studies are stories. They present realistic, complex, and contextually rich situations and often involve a dilemma, conflict, or problem that one or more of the characters in the case must negotiate28. Case studies are used to allow the students to examine or analyze the specific situations that they may be facing in the future. Usually the situations are prepared ahead of time and distributed in written form. The students, often working in teams, discuss how they can solve the situations that have been presented.
The process of case study' requires that students be given access to the case in advance so that they can (individually or in groups) prepare for a detailed whole-class discussion29
This strategy can be helpful following the presentation of technical information where by the students can then apply the information to specific problems/situations. It is also helpful for allowing the students to assess how much they have learnt and how comfortable they will be in using the information to solve problems in the future.
The advantages of case studies are:
28
https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/casestudies.html acessed on 12:42 07/10/15
29 Roy Killen, Effective Teaching Strategies ( Thomson: Social Science Press, 2006) 280
a) Develops analytic and problem solving skills
b) Allows for exploration of solutions for complex issues c) Allows students to apply new knowledge and skills d) Interactive sessions
e) Promotes problem-solving, diagnostic, interpretive and management skills
f) It is flexible and can be conducted at any time
The disadvantages are:
a) Students may not see relevance to own situation
b) Insufficient information can lead to inappropriate results c) Not appropriate for elementary level
d) Time-consuming
8) Brainstorming
Brainstorming is a process one goes through in an effort to generate ideas, let the creative juices flow, and problem solve. It can be applied to a variety of activities including conflict resolution, writing, developing a search on the Internet, and figuring out math problems30. Brainstorming is an effective way to think of new ideas individually or within a group
30 https://www.teachervision.com/teaching-techniques/resource/5046.html acessed on 13:16 07/10/15
Brainstorming is used to encourage the students to freely share their ideas. All ideas are accepted in the beginning of the process with no response, regardless of how useless or impractical it may be seem, and are omitted from the first stages of brainstorming. As ideas are contributed by the members of the group, they are listed for all in the group to see and discuss. Discussion can include the development of spin-off ideas, the refining of ideas, combining of ideas and reinforcing of existing ideas. Brainstorming can be excellent to help a group of students think creatively of new ideas to solve difficult problems.
Define the problem clearly layout any criteria to be met. Keep the session focused on the problem, but be sure that no one criticizes or evaluates ideas during the session, even if they are clearly impractical. Criticism dampens creativity in the initial stages of a brainstorming session. Ideas should be listed, rather than developed deeply on the spot; the idea is to generate possibilities. Accordingly, the participants should be encouraged to pick-up on ideas offered to create new ones. One person should be appointed as note-taker and ideas should be studied and evaluated after the session.
The advantages of brainstorming are:
a) Actively involves students in higher levels of thinking
b) Promotes peer learning and creates synergy c) Promotes critical thinking
d) Helps groups reach consensus
The disadvantages are:
a) Requires that students discipline their inputs to the discussion (generate ideas without making judgments)
b) May not be effective with large groups c) Can lead to "group think"
9) Independent Study
Most adult learners do their learning through independent study. Independent study allows the students to select the content that they are most interested in learning and also to select the best time for learning. In the independent study students can move through the content at their own pace. A teacher can help the students do independent study by providing study materials, resource guides, self-testing materials and by being available to answer questions as they arise.
10) Fishbone Technique
A fishbone diagram, also called a cause and effect diagram or Ishikawa diagram, is a visualization tool for categorizing the
potential causes of a problem in order to identify its root causes.
Dr. Kaoru Ishikawa, a Japanese quality control expert, is credited with inventing the fishbone diagram to help employees avoid solutions that merely address the symptoms of a much larger problem31.
Fishbone technique is a problem solving tool used to uncover the reasons behind them. It represents the relationship between an effect (problem) and its potential causes. It is used to identify, explore and display all possible causes of specific problem or condition. The fishbone technique uses a visual organizer to identify the possible causes of a problem.
31 http://whatis.techtarget.com/definition/fishbone-diagram acessed on 13:22 07/10/15
The procedure to be followed for the fishbone technique is on a broad sheet of paper; draw a long arrow horizontally across the middle of the page pointing to the right. Label the arrowhead with the title of the issue to be explained. This is the "backbone" of the "fish." Draw "spurs" from this "backbone" at about 45 degrees, one for every likely cause of the problem that the group can think of; and label each. Sub- spurs can represent subsidiary causes. The group considers each spur/sub-spur, taking the simplest first, partly for clarity but also because a simple explanation may make more complex ones unnecessary. Ideally, the fishbone is redrawn so that position along the backbone reflects the relative importance of the different parts of the problem, with the most important at the head 11) Assigning Task Technique
In this technique, trainees try to understand themselves first about assigned task through self study, instead of depending entirely upon the trainer. This is learning by doing .The objective of this technique is that the trainees should develop confidence to do the job themselves, instead of depending upon others.
3. Student’s participation
Student’s participation in learning is a term that means the same as student’s Active learning. Literally active student learning can be defined as a system of learning that emphasizes students' active physically, mentally, intellectually and emotionally to acquire the learning outcomes in the form of a combination of cognitive, affective and psychomotor.32 Keit Davis in Subroto said that participation is the involvement of a person's mentally and emotionally for the achievement of goals and take responsibility of goals33.
In definition above we can take a key that participation is mental and emotional involvement. Student participation is the involvement of mental, physical, intellectual and emotional students’ in learning process.
The student’s involvement can be realized in some steps. There are three steps, planning program, implementation program, and evaluation program.
Participation in planning step is the involvement of students in identification of learning needs, priority of problem, sources which available and resistant of learning. Participation in implementation is the involvement of students in creating good behavior. It is consist of discipline, open relation, horizontal interaction, and active role of students.
Participation in evaluation is presenting the result of objective planning and implementation.
32 Moh. Uzer Usman, Menjadi Guru professional (Bandung: PT Remaja Rosdakarya, 2007),
33 Suryosubroto B..proses belajar mengajar disekolah. (Jakarta: Rineka cipta,2002) 66
According to Paul D Dierich activeness of student learning can be classified into groups 34:
a. Visual activity
Reading, viewing pictures, watching experiments, demonstrations, exhibitions, and watching other people work and play.
b. Oral activity
Suggests a fact or principle, linking a goal, ask a question, make suggestions to express opinions, interviews, discussions and interruptions.
c. Listening activity
Listening to the presentation of the material, listen to a conversation or discussion groups, listen to a game and listen to the radio
d. Writing activity
Write stories, write reports, make summaries, take tests and completed questionnaires
e. Drawing activity
Drawing, create graphs, charts, diagrams and maps activity pattern matrix, Conduct experiments, choose tools, carrying out exhibitions and others
f. mental activity
34 Ahmad tafsir, Metodik Khusus Pendidikan Agama Islam (Bandung: Remaja rosdakarya, 1992)113
Contemplate, remember, solve problems, analyze the factors, make connections and make decisions
g. emotional activities
Interest, differentiate, and others. The activities of this group in this type of activity overlap each other.
In learning process, students need to show their activeness or their participation. The student’s activeness has very diverse forms. It ranges from physical activity which easy to observed such as reading, writing, listening and speaking. Then it also from psychic activity such as using their knowledge to solving their problems, comparing a concept to another concept, summed up the result of experiment, etc. The Students’
participation is very important to support teaching and learning process in the classroom. It will be easier for students to absorb the material presented by the teacher and can increase the curiosity of students35.
Students’ participation is valuable. It can help students to Develop and test their own understanding, clarify material presented in lectures, discuss and analyses key texts, theories and/or concepts, apply general concepts to the solution of specific problems, think deeply about various aspects of a topic or problem, define new problems and seek solutions to them, develop communication skills, develop the ability to work with others, develop critical approaches to inquiry, debate and discussion36
35 Suryosubroto B. 2002.proses belajar mengajar disekolah. (Jakarta: Rineka cipta)
36 Teaching and Learning Unit. Encourage student participation. (The University of Melbourne: Staff Development Guides in Academics In The Faculty Of Business And Economics, 2010) 1
However, the student’s participation does not suddenly appear in learning process. There is some influence to rise up students’ participation.
Gagne and Briggs stated several factors that can raise the activeness of students in learning37:
a. Motivate students
b. Explain the instructional goals
c. Improves the student learning competence
d. Provide a stimulus (the problem, topic, and the concept will be studied)
e. Giving instructions on how students learn f. Bring up activities
g. Give feedback
h. Bills in the form of test
i. Summing up the matter at the end of each lesson.
4. Teacher techniques in building students’ participation
Participation is an extremely crucial for teaching and learning process.
It is the proven fact that’s students learn better when they are active participant. After explaining materials, the teacher asks for volunteer and he gets the answer with deed silence from the students. It shows the students participation is less. After waiting for 5 minutes, one of students raise up his hand and the teacher said “yes, you”. It show the teacher not remember about his student’s name. If the students participation less, don’t blame to
37 Gagne Robert and Leslie Briggs, Principles of Instructional Design (New York: Holt Press. 1979) 18
them at all, the teacher is involved. Between the students and the teacher is separated related each other and the teacher techniques are determine to bring them to be active participant in the classroom. Here will be explained the following way of techniques that can be used by the teacher:
a. Lecture technique38
1) Be organized, Plan the lectures ahead of time and be logical in the order of presentation.
2) Allow for periodic breaks, lecture sessions should not be too long as the students cannot concentrate and grasp for longer duration.
3) Use visuals, lecture along with visuals like Power Point Presentation, overhead transparencies, pictures, charts, slides, etc.
4) Allow for questions, Provide adequate time for question and answer session.
5) Arrange the seating - the seating arrangement should be in such a way so that the students see each other and also the teacher. This face to face arrangement can facilitate more interaction with the fellow students and also the teacher. Formal arrangement made in the classroom divides the students from the teacher leading to less of interaction.
38Anurada Sarma, “Autocratic And Democratic Strategies,”Indian journal of adult , 45 (January-March, 2015)
b. Demonstration technique39
Demonstrations can be classified into two, one is Result Demonstration and the other one is Technique Demonstration.
1) The Result Demonstration is to show the results of some activity, practice or procedure through evidence (or example) that can be seen, heard or felt. It is an effective technique for introducing new topic or idea in an extension. For example comparison between traditional agricultural tools and new technological tools can be well explained and shown by this technique
2) Technique Demonstration illustrates how to do something in a step-by-step fashion.
c. Group Discussion40
To conduct group discussion effectively there are a set of procedures which include the following:
1. Presentation of material for discussion
a) Material for discussion should be of interest to the students
b) Focused on the purpose of the lesson and suitable for the age group
39 Ibid 46-47
40 Ibid. 49-51
c) Set the climate for discussion d) Identify the aims of discussion
e) Clarify the meaning of key terms in the topic for discussion to ensure a common basis for understanding
f) Questioning 2. Conclusion
a) Plenary sessions are when the full class hears what went on in smaller groups. Each small group has a reporter and recorder who outline the conclusions of the group.
b) The teacher draws the discussion to a close by summarizing the flow of discussion and the key issues rose in the light of the aims of discussion and the sequence of learning. Students are encouraged to adopt an informed personal stance as a result of the discussion or to raise further questions.
d. Role Play41
1) In role play two or more students are specifically given their roles and a situation in which they are involved.
2) The selected students then act in their assigned roles
3) The selected students try to solve the problems or project the situation properly
e. Student Presentation42
1) divide a chapter into topics to students or groups
41 Ibid. 52
42 Ibid 53
2) students prepare for presentation
3) and then the student or group present information to the class as short presentation
4) after the students presented their presentation, the audiences asking some problem relate with the materials to the presenter and the presenter answering the audiences’ question.
f. Practical Examples43
1) Understand the example given and be able to explain it.
2) Before giving a demonstration or take home assignment, carry out the assignment yourself
3) Choose examples that are relevant to the students 4) Allow ample time in class to discuss the example
5) Consider having the students prepare a written report to document what they have learned
43 Office of The Associate Dean of Academic Affairs. Strategies for effective teaching (Madison: University of Wisconsin. 1995) 1-6
g. Case Studies44
Students are usually given written material regarding a case and asked to read it and answer a series of questions pertaining to various aspects of the case. The students can be required to work either individually or in groups. The following are some tips to remember when using a case study:
1) The case study questions may increase the amount of work the students have to do outside of class. Care must be taken to balance this extra workload against other homework assignments.
2) When using case studies found in the library, do not stick to using the questions given with the case. Generate new questions that directly fit the topics covered in class.
3) While the questions that are assigned form the basis of the discussion, be prepared with other questions in order to guide the discussion.
4) The goal of the case should be kept in mind at all times. Keep the discussion from drifting away from this goal.
5) Above all, be thoroughly prepared for the discussion. Poor preparation will lead to frustration among the students
44 Ibid 9-12
h. Question-And-Answer45
The following guidelines may be useful in conducting successful question-and-answer sessions:
1) Probe deeper after a student answers a question.
2) Structure the follow-up questions ahead of time. It is a good idea to write down such questions on note cards or the margins of the lecture notes.
3) Use "who", "what", "when", and "where" questions to check information possessed by students. For higher thought levels, use
"why" and "how" questions.
4) Push students' responses to "why" and "how" questions to higher levels of thought by asking for more explanation.
5) When using questions with individuals, state the question, pause, then call on a student to answer. This leads all students to listen to the question. The pause provides time to think respect that period of silence.
6) Summarize complicated or ambiguous answers to questions.
7) Do not embarrass a student by repeatedly asking questions the student is unable to answer.
8) Be reasonably lavish in the use of "good", or other words of praise to students who give correct answers. Avoid making any negative
45 Ibid. 29-32
comments after an incorrect answer this is sure to ensure low response on future questioning.
9) Allow students the opportunity to formulate questions in response to answers from you or other students.
10) Never use questions as a form of punishment. Do not call on a student just because they forgot their homework, never volunteers, disrupts the class or provides a careless response
Besides that, the techniques to Encouraging students participation can be applied trough these techniques:
a. Set up of the room46
Feel free to move the furniture around prior to the start of the tutorial. Straight rows of chairs and tables do not facilitate participation.
However, having tables arranged in a circle or semi-circle will help to encourage students to participate. Tables arranged into small groups also encourage students to talk to each other, rather than always directing the conversation towards you. It's also important that you make sure you also spend some time sitting down, at the same level as your students.
46 Teaching and Learning Unit. Encourage student participation. (The University of Melbourne: Staff Development Guides In Academics In The Faculty Of Business And Economics, 2010)
b. Introductions47
The first tutorial is probably the most important as it establishes relationships and ground rules that are the basis for subsequent classes.
Introduce yourself carefully, write your name on the board, tell students how you like to be addressed and write down your contact details and consultation times. This is particularly important for students whose first language is not English.
Let students know that you are pleased and excited to be teaching this subject (enthusiasm is one of the most important aspects of successful teaching). Discuss expectations so that they are clear from the outset. If you explain how the tutorial will be run and your reasons for this, you will not have to put as much effort into managing expectations later in the semester.
c. Icebreakers48
Well constructed icebreakers help to lessen any tension that may be present in the first session, so the group can begin its work for the semester in a friendly, positive atmosphere. A quick search in Google will retrieve lots of ideas; however there are some commonly used icebreakers in the guide How to Sta r t the F ir st Tutor ia l.
47 Ibid. 3
48 Ibid. 3
d. Learn student names49
This is a very powerful technique and makes students feel valued. It is also very helpful when asking questions as you can refer to students by name. If you have difficulty remembering names, ask students to wear sticky labels or use paper tents on the tables (a folded A4 piece of paper with the student's name written on one side). You should collect the paper and redistribute before each class to help you to remember.
e. Ground rules50
Most groups function better when there is a clear understanding of the rules. If this shared understanding is not established in a small group setting such as in a tutorial at university, students can become very confused and this can affect their decisions to participate.
f. Orient students to learning51
Students attending small tutorials, labs and/or other small groups often arrive from different parts of the school, from home or, increasingly, work, and it is helpful for them to be oriented to the session or topic. Consider starting small group sessions with an orientation exercise to focus students on their learning. For example:
49 Ibid 3
50 Ibid. 4
51 Ibid 5
1) Ask students to reflect on the past couple of lectures and write down either a question that they would like answered or a comment about the content of these classes. These questions/comments could then be selected at random and discussed by the whole group 2) Ask students for an overview of what was covered in the last
lecture
3) Ask each student to share one fact, idea, concept, question or anything at all related to the subject that they have learnt recently 4) Put an issue/item on an overhead transparency or on a handout. In
pairs or small groups, have students discuss key points, find mistakes or identify what information is needed to solve the problem. The point is to make the exercise quick and useful
5) Raise an issue that has recently been in the media that is relevant to the subject and ask students for their views
6) Ask students if they have any concerns about last weeks' material.
g. Small groups and pair work52
Students often find it easier to speak to other students in small groups rather than in front of the whole class. They may also be more comfortable asking questions of peers in a small group setting. In a small group students are also more engaged with the material rather than passively copying from the board.
52 Ibid 5
