THE IMPLEMENTATION OF TEACHER’S PREPARATIONIN TEACHING ENGLISH AT ANAK SALEH KINDERGARTEN MALANG
| Main Author: | KUSUMA DEWANTI, ASRI |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2009
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/8619/1/THE_IMPLEMENTATION_OF_TEACHER%E2%80%99S_PREPARATIONIN_TEACHING_ENGLISH_AT_ANAK_SALEHKINDERGARTEN_MALANG.pdf http://eprints.umm.ac.id/8619/ |
Daftar Isi:
- To make a successful teaching and learning process, the teacher needs a preparation before teaching in class. It means that teaching preparation has the important role in teaching and learning process. A teaching preparation describes the elements that will be used in teaching a language course and provides the basis for instructional focus and content. This research intended to investigate the implementation of teacher’s teaching preparation in teaching English at Anak Saleh Kindergarten Malang. More specifically, this research is focused on the implementation of teacher’s teaching preparation and the problems faced by the teacher in implementing it. This research used descriptive qualitative design because it was intended to describe the phenomena about the teacher’s teaching preparation at Anak Saleh Kindergarten Malang. The subject of this research was the teacher who teaches English at Anak Saleh Kindergarten Malang. The teacher was chosen because she is the only one teacher who teaches English program there. Besides, the informant was qualified to give information about the teaching preparation and she also used it in teachinglearning activity. To collect the data, the researcher used observation, interview, and teacher’s document (teacher’s teaching preparation). The data were analyzed by comparing the teachers’ document with the observation done by the researcher. Then to complete the data, the researcher conducted the interview with the teacher. The result of this research showed that the teacher’s teaching preparation in Anak Saleh Kindergarten Malang was implemented well by the teacher. However, in conducting the teaching activities, there were some points that did not implement by the teacher, they were no vocabulary spelling in the second observation because the vocabularies were written in Indonesian words and in the third observation the teacher did not give the teaching activities like art work, work sheet, game, and song because the students condition was very crowded and the time was limited. In implementing the teacher’s document, the teacher was elaborated it into three teaching phases, they were pre teaching, whilst teaching, and post teaching. In conclusion, the teachers’ teaching preparation in Anak Saleh Kindergarten Malang is implemented well by the teacher.