THE IMPLEMENTATION OF PEER OBSERVATION IN TEACHING ENGLISH TO YOUNG LEARNERS (EYL) PROGRAM AT UNIVERSITY OF MUHAMMADIYAH MALANG
| Main Author: | Shofiana, Nurul |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2020
|
| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/59211/43/PENDAHULUAN.pdf http://eprints.umm.ac.id/59211/2/CHAPTER%201.pdf http://eprints.umm.ac.id/59211/3/CHAPTER%20II.pdf http://eprints.umm.ac.id/59211/4/CHAPTER%20III.pdf http://eprints.umm.ac.id/59211/5/CHAPTER%20IV.pdf http://eprints.umm.ac.id/59211/6/CHAPTER%20V.pdf http://eprints.umm.ac.id/59211/7/LAMPIRAN.pdf http://eprints.umm.ac.id/59211/ |
Daftar Isi:
- The purpose of this study can be defined as (1) to identify the peer observation implemented in teaching English for the young learner at University of Muhammadiyah Malang (2) to find out the advantages of peer observation in teaching English at University of Muhammadiyah Malang (3) to find out the disadvantages while doing peer observation in teaching English at University of Muhammadiyah Malang. In analyzing the data, the research subjects are four student-teachers of fifth grade at EYL program at University of Muhammadiyah Malang. The researcher used qualitative research design. The instruments of this research are observing five cycles of peer observation, collecting the data of lesson plans with some feedback from the other teacher and supervisor, interviewing the student-teachers about the benefits and the disadvantages of peer observation after doing the teaching learning. The data analysis are summarising the data based on the cycles’ peer observation, analyzing the lesson plans’ documentation based on the material, selecting the data based on the interview guides, data triangulation, and drawing the conclusion based on the result of the data analysis. The researcher found that all of the student-teachers done with five cycles of peer observation. Three student-teachers did good preparation before teaching-learning, while one student-teacher did little preparation before teaching-learning. The entire of fifth student-teachers had the same benefits such the student-teachers got suggestion of teaching and enhance their confidence, received the useful feedback, learned how to manage the time, and improved the quality of teaching. Besides, the disadvantages while doing peer observation included wasting time and the teachers felt did not confidence at the first practice in front of the supervisor and the other student-teachers and one of the student-teachers received inappropriate feedback from the supervisor and the other student-teacher for her lesson plan.