1,720,953 research outputs found
THE IMPLEMENTATION OF TEAM TEACHING OF ENGLISH IN SMPN 1 PITU KABUPATEN NGAWI ( A Naturalistic Study in SMPN 1 Pitu )
Get PDFAlexander who is well known as “father of the American middle school”
discussed the structure of the junior high school in 1963 at a conference at
Cornell University. He proposed a concept about team teaching
(http://www.learnnc.org/lp/pages/4754) in which “a team of three to five
teachers were assigned to 75 to 150 pupils organized either on a single –grade
or multi-grade basis.” This concept was gradually developed into team
teaching. Moreover, team teaching is now used in all grade levels and across
disciplines. This approach has created bonding opportunities for students and
engaged teachers in collaborative planning.
Teacher has responsibility to teach the material to the students for special
subject. The problem is that the distribution of teachers in Indonesia is
inbalanced. Some schools, especially State School, have more teachers than
they need but others have only few teachers. The school, which has more
teachers, is confused to employ their teachers in the process of teaching.
Some of them lack of their job, ( teaching ) but the other schools have to force
their teachers to teach their students because there are only limited teachers.
Usually, the schools which are located in the center of town or city have
more teachers but not in the rural areas. They have many teachers whose
subjects are the same. For example for Mathematics teacher, there are more
than 6 teachers although 4 teachers are enough for them; for Science teachers,
there are 7 teachers even though 5 are enough. English teachers are available
more than the needs of school. As the result, the schools have to employ the
teachers wisely. One of the policy is applying team teaching in their school so
that there will not lack of duty of the teachers. The headmaster should
distribute the time fairly.
On the contrary, in rural areas, one teacher sometimes has to teach more
than 24 hours even until 34 hours because the teachers are less than the
school needs. For instance for Mathematics teacher, there are only have 2
teachers although the school needs more than 2 teachers. For Science teachers
there are only 2 teachers but the need is 3 teachers. For English teachers, they
have to teach more than 24 hours because there are only 3 teachers although
the school needs 5 teachers.
There is new policy from “Departement Pendidikan Nasional “ about the
professional teacher. The rule for professional teacher is that he has to teach
24 hours a week in order to get the salary of professioal teacher (TPP)
(Permendiknas No.39 thn.2009) “Beban kerja guru paling sedikit ditetapkan
24 jam tatap muka dan paling banyak 40 jam tatap muka dalam 1 minggu
pada satu atau lebih satuan pendidikan yang memiliki izin pendirian dari
Pemerintah daerah”. The professional teachers have to teach the students
based on the rule above although there are more teachers in the same subjects.
The new problem is that there will be many teachers who do not have
occasion to teach while the others teach 24 hours because the school has too many teachers than they need. To solve the problem, the teachers have to
implement team teaching in teaching their lesson including English teacher.
For example: there are 9 English teachers in a school and 6 of them are as
professional teachers. Unfortunately, the classes are limited to employ the
teachers. So, as a result, the teachers have to apply team teaching to meet the
rule above.
Team teaching will be interesting in the process of learning and can be
applied well if the teacher involved in team teaching understands the concept
of it well. By collaboration with other teacher, the process of observing to the
learners, will be intensive. The special notion about behavior and difficulty of
the students will be recorded well that the technique of teaching can be
criticized fairly. To do team teaching perfectly, the teachers involved in team
teaching should have the same commitment and ready to criticize and be
criticized.
The approach of Team Teaching in Indonesia should be corrected in
order not just to complete the 24 hours teaching based on the government rule
for professional teacher. In other word, doing team teaching is just for getting
salary of professional teacher, called TP. The teachers ignore the concept of
applying team teaching correctly. They are neglecting to learn how to
implement it. They do not want to learn more about it. Therefore, it seems
that the government rule is not meaningful if the teachers do not have to have
commitment to improve the process of teaching.
There are many state schools having more teachers than they need. One
of them is SMPN1 Pitu Ngawi. It is a National Standardized Certificate since
2 years ago. It has 13 classes of students. In addition, it has 28 teachers for all
lessons and 8 officials. Nine of the teachers are an English teacher who each
has to teach minimal 18 hours even some of them 24 hours every week. Every
class gets the English lesson for 4 hours according to curriculum of SMPN.
But the result of learning English is still insufficient. It can be seen from
National Examination (UN) score of English. The score is the lowest from
four subjects, those are; Indonesian language, mathematics, English, and
Science. Furthermore, the students never win in any English competition.
Therefore, the school has decided in a meeting that English must be taught in
a team. It has been conducted since the academy year of 2007/2008.
By team teaching, the school hopes that:
1.
2.
3.
4.
The increased learning can result through the cooperative efforts of
the teaching team on a common instructional problem
Interest in content can be increased as the result of team teaching
planning, presenting and structuring appropriate learning activities
The improvement in teaching performance can take place through
team membership
The English teachers can use the available time based on the
government rule, 24 hours every week for every teacher
In addition, the learners will study English with good concentration as
Lounsbury said in the National Middle School Association “ when team
teaching is fully implemented, however, research has shown it leads to an
improved work climate, more frequent contact with parents, increased teacher
job satisfaction, and higher levels of student achievement”(http://www.
educationworld.com/a-admin/290.shtml).
In the process of teaching English by conducting Team Teaching,
logically, the process of learning English and the students’ achievement will
be better when they are taught by team teaching approach. The students are
able to accept more than one opinion and active more cooperatively with
others. Besides, the students’ level of understanding can be increased or it
enables the student to obtain higher achievement. But, team teaching is not as
easy as we hope to conduct. Furthermore, by the lack of teachers
understanding of team teaching, it is difficult for teachers to plan the process
of teaching, implement the plan, and make the evaluation together with their
group.
Team members should develop and enhance their own teaching approach
and methods. They should work closely with one or more colleagues in order
to overcome the isolation inherent in teaching. They should discuss issues
related to students, such as behavioral expectations, student’s motivation, and
teaching policies, and improved solution.
In addition, concerning with the teachers’ readiness to teach English in
team teaching, it is important to consider the capability of the teachers. It
means that teachers should be ready with their knowledge about how to
conduct team teaching English. Smithwick states, “For a team of teachers to
be strong and productive, everyone must work together in a collegial manner”
(http://www.educationworld.com/a-admin/290.shtml).
Therefore,
it
is
interesting to learn how to implement team teaching English. That is the
reason why this research will be done
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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