IMPROVING TEACHING SKILLS FOR STUDENT OF PRIMARY
skills provide reinforcement, held a variety of skills and classroom management skills.
Rodgers (2010) state that Coaching is done by cooperating teacher (CT) and university Supervisor (U.S.) is an important process for students who are pro Field Teaching Experience Practice PPL, which is in line with what the functions and duties of officials and the Teacher Supervisor of providing direction / guidance / consultation to students guidance.
The next school election as locations of Field Teaching Experience Practice PPL is expected to meet what the students need PPL. School as location of Field Teaching Experience Practice PPL is a great laboratory and real (real) for students after menyelesikan more than 116-120 credits in semester VII. What have they gained from attending college (lecture) will apply to them as they are air-PPL, ranging from the activity of teaching (Teaching) to the non-teaching activities (non-teaching).
Teaching activities (teaching activity) to be implemented as Teaching at learning (regular time), starting with the preparation of lesson plan (RPP) with the device (Media Learning and learning assessment tools (evaluation). Election strategies, models, and methods of teaching and learning is activities will also be carried out by the student PPL.
While the non-teaching activities (non- teaching activity) was also carried out by the student PPL, good at learning and studying after hours, such as help with the activities of both the classroom and the school administration, school extra-curricular activities help (Scouts, art (dance, sing, draw and role-play), Red Cross activities, and other extra-curricular activities.
2. Problem
Students who are following the Field Teaching Experience Practice (PPL), do not undergo the process of Coaching Supervision effective and practical of Supervisors and Teachers Tutors.
Supervision activities limited to administrative activities only. The ratio between the University Supervisor and the student PPL is not balanced, thus guiding the intensity is very less and not deep because the limited of time.
Of phenomena should be developed Design Supervision and implementation of Supervision as a means (tools) in the guardianship of Field Experience Practice (PPL) Students can be a part that can drive and make it easier for students who are conducting PPL. Further research is needed solutions to the question:
How Do They develop Design and Implementation Supervision as a tool in the process of implementing an effective and practical Field Experience Practice?
3. Discussion
On the implementation of the Field Experience Practice, It is expected that teacher competence can be strengthened through actions and supervision of Teachers Supervisor officials.
Expected teacher competencies include skills teaching (Teaching skills), which implement the learning process is the implementation phase of the program has been compiled. In this activity, which is in demand is the ability of teachers to create and foster active student learning activities in accordance with the plans that have been prepared.
Teachers should be able to take decisions on the basis of proper assessment, teaching and learning activities whether, if the method is changed, whether the activity needs to be repeated, when students have not been able to achieve the learning goals. At this stage in addition to learning the theory of knowledge, knowledge of students, it is also necessary proficiency and skill learning techniques, such as: the principles of teaching, use of teaching aids, use of teaching methods and skills of assessing student learning outcomes. Harahap as the opinion (1982:32) states, teachers have the ability to implement the program include the ability to teach are:
a. motivate students to learn from the lesson when opening until closing, b. direct teaching purposes,
c. presents the lesson materials with methods that are relevant to the purpose of teaching, d. conduct stabilization of learning,
e. use of teaching aids properly,
f. implementing guidance counseling services,
g. improve the teaching and learning program, and
h. implement learning assessment results.
Ministry of Education (2004:9) argues competency implementing the learning process includes
(1) open the lesson, (2) presenting the material, (3) using the media and methods, (4) using props, (5) use communicative language, (6) motivate students, (7) organizing activities, (8) to interact with students in communicative, (9) concludes the lesson, (10) providing feedback, (11) self- assessment, and (12) use of time.
Thus, it can be said that implementing the learning process is something where the activity takes place between human relationships, with the goal of helping foster student engagement and learning.
Basically implementing the learning process is to create an environment and atmosphere that can lead to changes in the students' cognitive structures.
Achievement or fulfillment of competence in the implementation of teaching and learning in the implementation of the PPL is an important target so
that students who are following the PPL program gained a lot of experience and knowledge which is expected to take place during the process of supervision.
So as the S1 PGSD can work well to produce quality graduates who are competent, it is necessary to develop appropriate curriculum and devices. S1 PGSD curriculum was developed with reference to the Class Teacher Competency Standards (SKGK) SD. Curriculum can work well if balanced with adequate tools that include a complete learning resources (library, books, and laboratory), adequate support facilities (learning media), and competent human resources (faculty and support staff). With the quality of competent lecturers are expected to manage learning / lecture well, both in terms of learning management, classroom management, and assessment and instructional media. Given PGSD will generate prospective elementary teacher, then as much as possible since on-campus students have been introduced to the world of elementary school.
Currently in grade school reform has occurred in all areas, both on the system of management of the school and the learning system, for example through the SD project MBS/PAKEM, SEQIP, DBE-2 and many more. Therefore Primary Teacher education Program (PGSD)as a producer of primary school teachers do not miss it informed of developments in the elementary school. For that need to be designed that is able to bridge the developmental activities in the elementary school with campuses in particular PGSD world. Activities designed will be able to change the existing learning models have been carried out by lecturers PGSD. Models that do faculty lectures will be learning model that will be performed by the prospective elementary teachers. Based on the results of the study, that learning through modeling showed better results.
4. Literature
4.1 The foundation of Field Experience Program
4.1.1 Definition
Field Experience Practice or PPL is a program in Pre-service teacher education, which is designed to train prospective teachers master teacher skills are intact and integrated so that after completing their education prepared independently carry out duties as a teacher. Ability to carry out the task as a teacher is formed through Field Experience Practice. Therefore, Field Experience Practice is the estuary of the Pre-service teacher education programs.
4.1.2 basic
Field Experience Practice activities necessary to set basic skills teacher, which reflected on the task and role of primary school teachers. Therefore,
all activities from planning, implementation, and on assessment beroreintasi on the role and duties of teachers.
The main points of the role and duties of teachers in general include:
a. Professional duties:
Educate namely (in order to develop the personality), teaching (in order to develop the ability to think / intelligence), and training (in order to implement teaching technologies).
b. Human tasks:
It means that the teacher in charge of educating himself and put himself in the interests of the child.
Here the teacher in charge of educating himself and put himself in the interests of the child.
c. Community task:
This task is mainly to human form good citizens based on Pancasila, the 1945 Constitution and the Guidelines. Here is the introduction to the future teachers of the students and the mobilization advances.
4.2 The Objectives of Field Experience Practice General purpose of the Field Experience Practice is, students can master the skills taught.
Teaching skills that must be mastered by the teacher is a skill to open and close the lesson, explaining skills, questioning skills (basic and advanced), provide skill reinforcement, held a variety of skills and classroom management skills.
And special purpose Field Experience Practice is to prepare prospective teachers are able to carry out duties as a professional elementary teachers include:
a. Thoroughly familiar with the physical environment administrative, academic, and social environments Elementary School.
b. Master a variety of teaching skills.
c. Teacher is able to apply the full range of capabilities and integrated in real situations under the guidance of mentors.
d. Capable of Drawing on appreciation and its practice during exercise.
The aim of supervision is:
a. Prospective teachers who have a personal set of knowledge, skills, values, attitudes and behavior necessary for the profession as well as competent and appropriate use in education and teaching, both in school and outside of school.
b. In order to be a good model for the students, it is necessary to design a design to reflect the active supervision lecturers and tutors in the teacher interacts with students. The design of the future outlined in the manual book or manual supervision. In the manual guide book or books are there alternative models of supervision that will develop student teacher competence and teaching skills (teaching skills), such as opening and closing skills lesson,
explaining skills, questioning skills (basic and advanced), provide reinforcement skills, skills held variations and classroom management skills.
The system and design of the supervision is not well designed yet. Therefore, it is expected to optimalize the supervision program; to empower Cooperating Teachers and University Supervisors;
and to provide and use Student Teaching manual handbook, Journal of student teaching, and Feedback and Reinforcement.
REFERENCES
Harahap, Baharuddin. Supervisi Pendidikan yang Dilaksanakan oleh Guru, Kepala Sekolah, Penilik dan Pengawas Sekolah. Jakarta:
Damai Jaya. 1982.
Rodgers, Adrian. Redesigning Supervision. Teacher College Press. New York. 2010
Rodgers, Adrian and Rodgers, Emily. The Effective Literacy Coach. Teacher College Press.
New York. 2007
Sahertian, P.A. Konsep Dasar dan Tekhnik Supervisi Pendidikan dalam Rangka Pengembangan Sumber Daya Manusia, PT.
Rineka Cipta, Jakarta. 2000.
Semiawan, C. Bagaimana Cara Membina Guru yang Profesional, Depdikbud, Jakarta. 1985.
Surya, M. Mencermati Kebijakan dalam Mewujudkan Kemadirian Guru. Makalah Simposium Nasional Pendidikan Tentang Rekonstruksi Profesi Guru Dalam Kerangka Reformasi Pendidikan, Unmuh. Malang. 2000.
Tilaar, H.A.R. Manajemen Pendidikan Nasional, Remaja Rosdakarya. Bandung. 2001
Trianto, Mendesain Pembelajaran kontekstual (Contextual Teaching and Learning) di Kelas, cerdas Pustaka Publisher, Jakarta. 2008.