GROUP INVESTIGATION

TEFL 2

GROUP INVESTIGATION

Created By:

Misyanti                     (0901050046)

The english department

teacher training and education  faculty

muhammadiyah university of purwokerto

2011

GROUP INVESTIGATION

A.    Introduction

Cooporative Learning (CL) is more than having students work in groups: it is a fundamnetal shift from teacher as information provider and sole source of truth, to teacher as facilitator . It involves the use of tasks whose completion requires the combined efforts and skills of the individual group members. Group Investigation (GI) is one form of CL, and the focus of this paper. The following sections consider the technique in general, origins of the model, key decisions teachers must make, effects on learners, and implementation concerns and gas in the research base.

B.     Definition

In GI, students form interest groups within which to plan and implement an investigation, and synthesize the findings into a group presentation for the class. The teacher’s general role is to make the students aware of resources that may be helpful while carrying out the investigation. GI includes four important components (“the four I’s”): investigation, interaction, interpretation, and instrinsic motivation. Investigation refers to the fact that groups focus on the process of inquiring about a chosen topic. Interaction is a hallmark of all cooperative learning methods, required for students to explore ideas and help one another learn. Interpretation occurs when the group synthesizes and elaborates on the findings of each member in order to enhance understanding and clarity of ideas. Finally, instrinsic motivation is kindled in students by granting them autonomy in the investigative process.

Implementation of GI proceeds in six step. First, the teacher presents a multi-faceted problem to the class, and students choose an interest group. The problem posed here is articularly important, as a variety of reactions from students is necessary for appropriate group informatin. Teachers should avoid giving their own ideas or rejecting ideas from students. Second, groups plan their investigation – the procedures, tasks and goals consistent with the with the chosen subtopic. Third, groups carry out the investigation as planned in the above step. The teacher’s role at this step is to follow the investigative process, offering help when required: suggesting resources, ensuring a variety of skills is being used, etc. Fourth, groups plan their presentation. They evaluate what they have learned, and synthesize it into a form that can be understood by the class. Fifth, groups conduct the presentation. Finally, the teacher and students evaluate the investigation and resulting presentations. Throughout the process, group representatives often make reports to the class, helping group members appreciate that they are part of a larger social unit.

As is generally found with CL techniques, research consistently finds higher levels of achievement from GI activities as compared with whole-class instrution, paarticularly on matters of higher-level cognition. It has also been found that GI improves positive inter-ethnic relations and enhances intrinsic motivation. Compared to other CL methods, GI has strong roots in giving students control over their learning.

C.    The Important Things in Group Investigatin (GI)

The important things in doing the Group Investigation methods are:

1.      Requires ability groups.
In doing each task, each group member should have the opportunity to contribute. Intheinvestigation, students can seek information from a variety of information from within and outside the classroom. Then the students gather the informationprovided from eachmember to work on a worksheet.

2.      Cooperative Plan.
Students are together investigating their problems, which sources they need, who is doing what, and how they will present their projects in class.

3.      Role of Teachers

Teachers provide resource and facilitator. Teachers rotate among groups of studentsorganize the work and attention to help students organize their work and help if the students have difficulty in group interaction.

D.    The Advantages and the Disadvatages

1.      The advantages of Group Investigation (GI) are:

a.       With cooperative learning models, Group Ivestigation (GI) has a positive impact in improving the students achievement;

b.      Application of a model of cooperative learning methods, Group Investigation has a positive effect which can increase the students’ motivation;

c.       Learning that performed makes the atmosphere of mutual cooperation and interaction among students in the group regardless of their background;

d.      Group Iinvestigation learning model to train the students to have a good ability to communicate and express their opinions; and

e.       Motivate and encourage the students to be active in the learning process strats from the final stage of learning.

2.      The disadvantages of Group Investigatin (GI) are:

a.       Group Investigation model is a model of learning that complex and difficult to implement in a cooperative learning; and

b.      Using the Group Investigation also takes a long time.

E.     The Method Steps of Group Investigation

Application of the method steps Group Investigation, (Kiranawati 2007), can be expressed as follows:

1.      Selection of Topics

The students choose a variety of subtopics within an area of common problems that are usually described by the teacher first. The students the organized into groups that are oriented to the task (task-oriented groups) consisting of 2 to 6 people. Composition of heterogeneous groups in both genders, ethnicity and academic ability.

2.      Cooperative Plan

Students adn teachers plan a variety of specific learning procedures, tasks and common objectives that are consistent with a variety of topics and subtopics that have been selected from the firs step above (1).

3.      Implemetation

The students carry out a plan that was formulated in second step (2). The learning process should involve a variety of activities and a wide variety of skills and encourage students to use a variety of sources that are both inside and outside of school. Teachers continuously follow the progress of each group and provide assistance if needed.

4.      Analysis and Synthesis

The students analyze and shithesize information obtained in third step (3) and plan to be summarized in an interesting presentation to the class.

5.      Presentation of the Final Result

All the group presents an interesting presentation of various topics that have been studied for all students in each class involved and achieve a broad perspective on the topic. Group presentations coordinated by the teacher.

6.      Evaluation

Teacher and students to evaluate the contribution of each group to work as a whole class. Evaluation may include each student individually or in groups, or both.

CONCLUSION

Group Investigation (GI) is one form of CL, and the focus of this paper.GI includes four important components (“the four I’s”): investigation, interaction, interpretation, and instrinsic motivation. The important things in doing the Group Investigation methods are:

1.      Requires ability groups.

2.      Cooperative Plan.

3.      Role of Teachers

Application of the method steps Group Investigation, (Kiranawati 2007), can be expressed as follows:

1.      Selection of Topics;

2.      Cooperative Plan;

3.      Implemetation;

4.      Analysis and Synthesis;

5.      Presentation of the Final Result; and

6.      Evaluation.

In short, Group Ivestigation (GI) is Investigation refers to the fact that groups focus on the process of inquiring about a chosen topic.

PREFERENCES

Asep Jihad dan Muhtadi Abdullah. 2008. Guru Profesional. Bandung: PT Cipta Persada. Cet. Ke-10.

Azhar Arsyad. 2007. Media Pembelajaran. Jakarta: PT Raja Grapindo Persada.

Desty Henrliniar. 2004. Pengaruh Pembelajaran Kooperatif Tipe Talking Chips Terhadap Pemahaman Siswa pada Materi Pokok Bekerja Dengan Metode Ilmiah Di SMA Negeri I Kuningan. Universitas Kuningan: Pendidikan Biologi.

E. Usman Effendi dan Juhaya S. Praja. 1984. Pengantar Psikologi. Bandung: Angkasa.

Ihat Hatimah, dkk. 2008. Pembelajaran Berwawasan Kemasyarakatan. Jakarta: Universitas Terbuka.

Kiranawati. 2007. Metode Investigasi Kelompok (Group Investigation). http: //gurupkn.wordpress.com/ 2007/11/13/ metode-investigasi-kelompok-group-investigation/. (Diakses tgl 13 November 2007).

Kunandar. 2007. Guru Profesional. Jakarta: PT Raja Grafindo Persada

MAKALAH MICRO TEACHING

MICRO TEACHING

Created By:

Misyanti                                 (0901050046)

The english department

teacher training and education  faculty

muhammadiyah university of purwokerto

2011

MICRO TEACHING

A.    The Differences:

1.      Definition of Teaching

At Penn State, teaching excellence is viewed as:

Ø  an academic process by which students are motivated to learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel;

Ø  a process that elevates students to a level where they learn deeply and remarkably because of teacher attributes that are outlined below.

2.      Micro teaching is a term used to describe the teaching of a small amount of material in a small amount of time to a small number of students.

3.      Education in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next.

4.      Peer Teaching

Practice in which students take on a teaching role in a school setting in order to share their knowledge with other students. Peer teaching involves students learning from and with each other in ways which are mutually beneficial and involve sharing knowledge, ideas and experience between participants. The emphasis is on the learning process, including the emotional support that learners offer each other, as much as the learning itself.

B.     The Essences

1.      The Essence of Teaching

Learning is a change in behavior that relatively stable due to practice aand experience. Real learning is characteristic that distingushes humans and animas. Learning is doneby human beings is part of his life, lasts a lifetime, anytime, and anywhere, wether at school, in a class, the streets in an unspecified time before. However, one thing is certain that human beings learn to do with faith and a purpose (Oemar Hamalik:2004: 154) Learning is an experience, in the sense that learning occurs in the interaction between the individual and the environment , either the physical and social environment. Physical environment, such as books, props, environment, and others. A good learning environment is stimulating and challenging environment in learning ( Udin S. Winata Putra, dk : 2002 : 2.3) Skiner ( dalam Mumamad Tohri : 2007 : 4) argues that learning is a behavior. When people learn, the response will be strong. If he did not study, the response will decreases. In learning, has found the existence following:

a.       The chance occurrence of the events that lead to the response of the learning;

b.      Response Learning;

c.       Consequences of such a response is strengthened.

As with learning, teaching and even in essence is a process that regulates, organizes existing environment surrounding the students so, as to foster and encourage the students to do the learning process. On the next step, teaching is the process of providing guidance or support to the students in the learning process. Finally, if the essence of learning is changing, the nature of teaching and learning is the process of setting undertaken by the teacher. In teaching and learning activeties, teacher should consider the students’ individual differences, namely the biological, intellectual, and psychological.

2.      The Essence of Micro teaching

Microteaching is a training technique where by the teacher reviews a videotape of the lesson after each session, in order to conduct a "post-mortem". Teachers find out what has worked, which aspects have fallen short, and what needs to be done to enhance their teaching technique. Invented in the mid-1960s at Stanford University by Dr. Dwight Allen, micro-teaching has been used with success for several decades now, as a way to help teachers acquire new skills.

Microteaching is so called since it is analogous to putting the teacher under a microscope so to say while he is teaching so that all faults in teaching methodology are brought into perspective for the observers to give a constructive feedback. It eliminates some of the complexities of learning to teach in the classroom situation such as the pressure of length of the lecture, the scope and content of the matter to be conveyed, the need to teach for a relatively long duration of time (usually an hour) and the need to face large numbers of students, some of whom are hostile temperamentally.

So, the essence of Micro Teaching is to provides skilled supervision with an opportunity to get a constructive feedback. To go back to the analogy of the swimmer, while classroom teaching is like learning to swim at the deeper end of the pool, microteaching is an opportunity to practice at the shallower and less risky side.

3.      The Essence of Education

According to Freire, education is to liberate nature. Freire break down that education should be loking at social reality. Education is not limited by the methods and techniques for teaching students. Education fr freedom is not just using a projector and other sophisicated technology means that something is offered to students from any background. But as a social praxis, education seeks to provide help free a man in the life of a choking objective of their oppression. The same thing also expressed by Ki Hajar Dewantara, that education should be liberating. Mangunwijaya who think education should be based on social reality.

Latin name of education is educare, which means pulling out of, and this may be intrepeted as an effort glorification. Word educare give direction to the glorification of man, or the formation of man. In simple terms lexically education is a process of liberation to make humans more humane. A more humane means noble man, who came out of oppression and ignorance. So, the essence of education is something that can free mankind from eppression in the lives of strangling them to better glorification.

C.    The Model of Learning

1.      Dick and Carrey Model

One model of learning is a model of Dick and Carrey (1985). This model is included in the procedural models. Learning design measures according to Dick and Carrey are:

a.       Identify common goals of learning;

b.      Carry out the analysis of learning;

c.       Identify the behavior and characteristics of student input;

d.      Formulate performance goals;

e.       Develop the points of reference benchmark test;

f.       Develop learning strategies;

g.      Development and selection of learning materials;

h.      Designing and implementing a formative evaluation;

i.        Revise learning materials; and

j.        Design and conduct summative evaluation.

2.      Kemp Model

In short, according to this model there are several steps in the preparation of a teaching materials, namely:

a.       Set goals and a list of topica, learning to set goals for each general topic;

b.      Analyzing the characteristics of students, for whom learning is designed;

c.       Establish learning objectives to be achieved in terms of its impact can be used as a benchmark for student behavior;

d.      Determine the content of the subject matter that can support each goal;

e.       Development of pre-assessment or initial assessment to determine the background level of students and provision of knowledge on a topic;

f.       Choosing learning activities and fun learning resource or determine the teaching and learning strategies, so their students will easyly complete the desired objectives;

g.      Coordinate support services or facilities that include support personel, facilities, equipment, and schedule for implementing the learning plan; and

h.      Evaluate student learning on condition that they complete the study and see the mistaken and review some of the planning phase that requirescontinuous improvement, evaluation of formative evaluation and summative evaluation.