MARISCA REVANI PUTRI, . (2011) THE CONSISTENCY BETWEEN THE LESSON PLANS AND THE TEACHING PRACTICES: A CASE IN WORK EXPERIENCE 1 COURSE. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.
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Abstract
Penelitian ini dilaksanakan untuk menemukan konsistensi antara Rencana Pelaksanaan Pembelajaran (RPP) dan Praktek Mengajar di Kelas Work Experience 1, menemukan komponen RPP yang dilaksanakan konsisten atau tidak konsisten, dan menemukan tujuan ketidakkonsistenan pelaksanaan komponen tersebut. Penelitian ini dilaksanakan di Jurusan Bahasa dan Sastra Inggris, Universitas Negeri Jakarta dari bulan Mei sampai Desember 2010, dan menggunakan metode studi kasus. Instrumen yang digunakan adalah catatan lapangan, vidio, dan wawancara. Subyek penelitiannya adalah 18 mahasiswa Program Pendidikan 07A Reguler yang mengambil mata kuliah Work Experience 1. Hasil penelitian pada praktek mengajar 1 menunjukkan bahwa materi pada RPP diaplikasikan secara konsisten, kegiatan awal dan penilaian dan evaluasi diaplikasikan dengan konsistensi tinggi, kegiatan inti dan kegiatan akhir diaplikasikan dengan konsistensi medium, dan alokasi waktu dengan konsistensi rendah. Komponen yang konsisten adalah materi (100%) dan komponen dengan persentase paling rendah adalah alokasi waktu (16.6%). Hasil penelitian pada praktek mengajar 2 menunjukkan bahwa materi diaplikasikan secara konsisten, kegiatan awal, kegiatan akhir, dan penilaian dan evaluasi diaplikasikan dengan konsistensi tinggi, kegiatan inti diaplikasikan dengan konsistensi medium, dan alokasi waktu diaplikasikan pada konsistensi rendah. Seperti pada praktek mengajar 1, komponen yang konsisten adalah materi (100%) dan komponen dengan persentase terendah adalah alokasi waktu (27.7%). Aplikasi konsisten antar RPP dan praktek mengajar tidak selalu berarti lebih baik dari aplikasi yang tidak konsisten karena keberhasilan praktek mengajar bergantung pada kondisi di dalam kelas. Praktek mengajar dianggap sukses ketika siswa mencapai tujuan pembelajaran dan ada kondisi yang membuat praktek mengajar tidak berjalan sesuai RPP demi tercapainya tujuan pembelajaran. Kondisi-kondisi tersebut adalah jumlah siswa yang tidak diprediksikan sebelumnya, media mengajar yang tidak bekerja dengan baik, dan jumlah kegiatan yang direncanakan tidak sesuai dengan waktu yang tersedia membuat mahasiswa tidak dapat mengaplikasikan RPP secara konsisten. This study was conducted to find out the consistency between the lesson plans and teaching practices in Work Experience 1 course, the aspects of the plan those are consistent or inconsistent, and the purpose of inconsistent implementation between the plan and the teaching practices. It was conducted in English Department, State University of Jakarta from May to December 2010. Case study was used in this study. The instruments used in this study were checklists, field notes, videos, and interview. The subject of this study was 18 students of education program 07A regular class who took Work Experience 1 class. The result in teaching practice 1 shows that the material was applied consistently, pre-activity and assessment and evaluation were applied in high consistent, main-activity and post-activity were applied in medium consistent, and time allocation was applied in low consistent. The consistent component was the material (100%) and component with the lowest percentage was the time allocation (16.6%). The result in teaching practice 2 shows that material was applied consistently, pre-activity, main activity, post –activity, and assessment and evaluation were applied in high consistent, main-activity was applied in medium consistent, and time allocation was in low consistent. Just like in teaching practice 1, the consistent component was also the material (100%) and component with the lowest percentage was the time allocation (27.7%). The result also shows that 55.5% of the student teachers made improvement in applying the lesson plan consistently from teaching practice 1 to teaching practice 2. The consistent applications between the lesson plans and the teaching practices don’t always mean better than the inconsistent one because the success teaching practices depends on the conditions in the classroom. The teaching practice is successful when the students can achieve the learning objectives and there were some conditions that made the teaching practices didn’t run as planned in the lesson plans in order to achieve the learning objectives. The conditions are the large number of students that were unpredicted before, the teaching media that couldn’t work well, and the number of planned activities that were incompatible with the available time that made the student teachers couldn’t apply the lesson plan consistentlyThis study was conducted to find out the consistency between the lesson plans and teaching practices in Work Experience 1 course, the aspects of the plan those are consistent or inconsistent, and the purpose of inconsistent implementation between the plan and the teaching practices. It was conducted in English Department, State University of Jakarta from May to December 2010. Case study was used in this study. The instruments used in this study were checklists, field notes, videos, and interview. The subject of this study was 18 students of education program 07A regular class who took Work Experience 1 class. The result in teaching practice 1 shows that the material was applied consistently, pre-activity and assessment and evaluation were applied in high consistent, main-activity and post-activity were applied in medium consistent, and time allocation was applied in low consistent. The consistent component was the material (100%) and component with the lowest percentage was the time allocation (16.6%). The result in teaching practice 2 shows that material was applied consistently, pre-activity, main activity, post –activity, and assessment and evaluation were applied in high consistent, main-activity was applied in medium consistent, and time allocation was in low consistent. Just like in teaching practice 1, the consistent component was also the material (100%) and component with the lowest percentage was the time allocation (27.7%). The result also shows that 55.5% of the student teachers made improvement in applying the lesson plan consistently from teaching practice 1 to teaching practice 2. The consistent applications between the lesson plans and the teaching practices don’t always mean better than the inconsistent one because the success teaching practices depends on the conditions in the classroom. The teaching practice is successful when the students can achieve the learning objectives and there were some conditions that made the teaching practices didn’t run as planned in the lesson plans in order to achieve the learning objectives. The conditions are the large number of students that were unpredicted before, the teaching media that couldn’t work well, and the number of planned activities that were incompatible with the available time that made the student teachers couldn’t apply the lesson plan consistently.
| Item Type: | Thesis (Sarjana) |
|---|---|
| Additional Information: | 1). Dra. Rutsje Helena Damongilala, M.Pd. |
| Subjects: | Bahasa dan Kesusastraan > Bahasa Inggris Bahasa dan Kesusastraan > Sastra Inggris |
| Divisions: | FBS > S1 Pendidikan Bahasa Inggris |
| Depositing User: | Users 14614 not found. |
| Date Deposited: | 08 Sep 2022 06:41 |
| Last Modified: | 08 Sep 2022 06:41 |
| URI: | http://repository.unj.ac.id/id/eprint/35440 |
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