THE SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP) MODEL IMPLEMENTATION IN ENGLISH TEACHERS ONLINE LITERACY COACHING

AYUDANISKA MUTMAINNAH, . (2022) THE SHELTERED INSTRUCTION OBSERVATION PROTOCOL (SIOP) MODEL IMPLEMENTATION IN ENGLISH TEACHERS ONLINE LITERACY COACHING. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

	Text COVER.pdf Download (811kB)
	Text BAB 1.pdf Download (257kB)
	Text BAB 2.pdf Restricted to Registered users only Download (995kB) | Request a copy
	Text BAB 3.pdf Restricted to Registered users only Download (460kB) | Request a copy
	Text BAB 4.pdf Restricted to Registered users only Download (1MB) | Request a copy
	Text BAB 5.pdf Restricted to Registered users only Download (369kB) | Request a copy
	Text DAFTAR PUSTAKA.pdf Download (380kB)
	Text LAMPIRAN.pdf Restricted to Registered users only Download (918kB) | Request a copy

Abstract

Teachers are expected to plan, implement, and solve practical problems in the learning process. However, they are not always provided with sufficient professional development, especially during this Covid-19 outbreak. This study focused on exploring the implementation of the Sheltered Instruction Observation Protocol (SIOP). This teaching model allows teachers to improve the English literacy skills of learners and engage them in a comprehensible manner. The participants, 31 English teachers from around Indonesia, are selected based on their experiences as English instructors. Within two cycles of online literacy coaching, their lesson plan, teaching practice, and reflective practice during the program are observed using a case study design. The researcher used field notes, SIOP observation protocol, and forum group discussion to collect the data. Deploying mixed-method approach, the data were analyzed qualitative and quantitatively. The results indicate that the SIOP implementation score increased by 5 points after two sessions of the coaching. Overall, the EFL teachers found the SIOP protocol useful for improving their practice through self-reflection and peer coaching. Then, it is suggested to conduct further studies of the SIOP model in another context of professional development by ensuring that all participants are provided with resources that support the learning process. Guru diharapkan mampu merencanakan, melaksanakan, dan memecahkan masalah dalam proses pembelajaran. Namun, mereka tidak selalu dibekali dengan pengembangan profesi yang memadai, terutama di masa wabah Covid-19 ini. Penelitian ini berfokus pada penerapan Sheltered Instruction Observation Protocol (SIOP), yaitu sebuah model pengajaran yang memungkinkan guru untuk meningkatkan kemampuan literasi Bahasa Inggris peserta didik serta membuat mereka terlibat aktif dalam pembelajaran. 31 guru Bahasa Inggris dari seluruh wilayah di Indonesia dipilih sebagai peserta pendampingan literasi. Dalam dua sesi program pendampingan literasi, dilakukan pengamatan pada RPP, praktik mengajar, dan refleksi diri mereka dengan menggunakan desain studi kasus. Peneliti menyusun catatan lapangan, protocol observasi SIOP, dan forum diskusi kelompok sebagai instrumen pengumpul data. Dengan menggunakan pendekatan metode campuran, data dianalisis secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa skor penerapan model SIOP oleh guru meningkat 5 poin setelah pendampingan sesi kedua. Secara keseluruhan, ditemukan bahwa SIOP protocol berguna untuk meningkatkan praktik mengajar guru melalui refleksi diri dan pendampingan oleh coach. Kemudian, disarankan untuk melakukan penelitian lebih lanjut terkait model SIOP melalui program pengembangan professional dengan memastikan bahwa semua partisipan diberikan sumber daya yang mumpuni guna mendukung proses pembelajaran. eachers are expected to plan, implement, and solve practical problems in the learning process. However, they are not always provided with sufficient professional development, especially during this Covid-19 outbreak. This study focused on exploring the implementation of the Sheltered Instruction Observation Protocol (SIOP). This teaching model allows teachers to improve the English literacy skills of learners and engage them in a comprehensible manner. The participants, 31 English teachers from around Indonesia, are selected based on their experiences as English instructors. Within two cycles of online literacy coaching, their lesson plan, teaching practice, and reflective practice during the program are observed using a case study design. The researcher used field notes, SIOP observation protocol, and forum group discussion to collect the data. Deploying mixed-method approach, the data were analyzed qualitative and quantitatively. The results indicate that the SIOP implementation score increased by 5 points after two sessions of the coaching. Overall, the EFL teachers found the SIOP protocol useful for improving their practice through self-reflection and peer coaching. Then, it is suggested to conduct further studies of the SIOP model in another context of professional development by ensuring that all participants are provided with resources that support the learning process.

Item Type:	Thesis (Magister)
Additional Information:	1. Prof. Dr. Ilza Mayuni, M.A. 2. Dr. Darmahusni, M.A.
Subjects:	Bahasa dan Kesusastraan > Bahasa Inggris
Divisions:	FBS > S2 Pendidikan Bahasa Inggris
Depositing User:	Users 13941 not found.
Date Deposited:	06 Mar 2022 02:09
Last Modified:	06 Mar 2022 02:09
URI:	http://repository.unj.ac.id/id/eprint/23454

Actions (login required)

View Item