2.7 The Phase of Demonstration Technique
Miller and Stoeckel (2011:299) have suggested that there are three phase in performing demonstration, they are as follows:
a. Pre-demonstration Phase
This phase is also called preparation stages, the teacher must prepare everything in order to be successful in conducting demonstration namely:
1. Access the clients need and identify the learners’ objective. In this case the students having problem on their reading. So the teacher needs to formulate the goals to be achieved by the learner after the demonstration process is completed. The objective is helping the students understand what have been demonstrated.
2. Gather essential supplies and equipment. This point asks the teacher to prepare all the things used for demonstration and also the steps of demonstration.
3. Become familiar with the procedure. This point means the teachers should try and practice first about the material that will be demonstrated.
b. Demonstration Phase
This phase is related to the implementation of demonstration. There are some points that should be considered in this phase, such as the following:
1. Be sure students can see and hear. It means the teacher must set the class into good order to make the students clearly follow the demonstration.
2. Inform the students about the objective and the purpose.
3. Give commentary about the procedure.
4. Clarify and repeat the demonstration as needed.
c. Post-demonstration phase
This phase explains about the activity after demonstration process, they are as follows:
1. Provide time for questions and discussion.
2. Provide time for practice as possible.
3. Limit the time 20 minutes
2.8 Real Things as Instructional Media
According to Herrel and Jordan (2011:23), real things...
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...rest. It is used to know the students feedback after demonstration conducted. Richters (2009:7) add that the aim of post reading activities is to monitor the learners’ retention comprehension of the text. In this research, the activities in post-reading are:
1. Reviewing the material that has been discussed.
2. Guiding students to draw a conclusion.
2.10 Action Hypothesis
Based on the review of relevant literature, the action hypothesis of this action research can be formulated below:
1. The use of demonstration technique with real things can improve the X4 grade students’ active participation in learning process at SMA Negeri Rambipuji Jember in 2013/2014 academic year.
2. The use of demonstration technique with real things can improve the X4 grade students’ reading procedure text comprehension achievement at SMA Negeri Rambipuji Jember in 2013/2014 academic year.
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
4. METHOD/MEDIA: This period of instruction will be taught by the lecture method with the aid of PowerPoint Presentation and handouts
action. As a final step the person is then taught to use this in a
The last stage is the beginning of the symbolic presentation. Children's imagination roams free, and they begin to understand the world through mental imagery and free play rather than the pure action of
It may also be conducted in a classroom is the necessary materials are prepared beforehand.
In the earlier stages, it is especially important to keep things simple and short. You want to give a presentation and an explanation at the same time. For example, if you are teaching how to build a paper plane, you should explain the building process while simultaneously showing how it’s done.
Teaching Methods can be categorised in to basically two groups which are Teacher Centred and Learner Centred methods, and can take the form of Experiential, Trainer Guided, Cooperative, Interactive Instruction and independent study. However in this task three will be discussed which are Experiential Learning, Cooperative and Trainer Guided Methods in terms of key elements, classroom arrangements, roles, rules as well as considering the pros and cons of each method. COOPERATIVE LEARNING
This means that we must to meet the needs of the children. We need to know what type of learner is each of them and how we can challenge them with different activities. Next step is to make them responsible for their learning progress, not just to guide them and give command what to do. This will make the whole process more effective and entertainment.
First, I will discuss preparation. This is probably the most important aspect to classroom management. A teacher is left without any way to prove his or her authority without being prepared for the class and the students. The most effective way to prepare for class is by way of a lesson plan. A lesson plan is a common outline system used by teachers to make sure they stay on pace with the required curriculum. www.thinkport.org is a website that offers examples of different types of lesson plans, showing teachers what format in which they should construct their lesson plans. Cherie McGovern, author of these example lesson plans includes a brief overview of what is to be covered, a list of sources from which the material is derived, and a list of materials that will be necessary for the teacher to have in order to successfully complete the activity. She also includes post-lesson instruct...
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
Instead, EL students benefit in learning new content knowledge when an instructor methodically produces a lesson with a systematic I do you do approach; while purposely adding visuals whenever possible. Modeling content knowledge can be accomplished when the instructor writes the objective or provides an outline of what the lesson entails in student friendly vocabulary for each lesson where students can visually see. Next, the instructor should discuss what the end goal of the lesson is through hand gestures and changing the speed and tone of the voice to elaborate key concepts. Additionally, teachers should provide visual vocabulary whenever possible. Playing videos, word walls, or showing pictures of key vocabulary in a lesson will help students who struggle with differences in language grasp what is being asked of them more clearly. Lastly, instructor should show examples of projects and essays for reference. This will allow EL students to visualize the end product; allowing them to organize their ideas and
METHOD / MEDIA: I will use the lecture method and the mortar you see in front of you. There will be no posttest after this period of instruction. Are there any questions about your learning objectives or the method and media?
...nd make similar problem situations, and then, they provided the students with a little bit of practice because practice makes perfect! After that, teachers may put the students on the situation given just now.
Furthermore, teachers need proper training and the preparation because if a teacher knows the material very well and gives the students a well-written lesson plan, then the students could know about what is being taught to them. For example, the students could notice about what their main focus is on the subject. Furthermore, when a teacher hands out a handout; then it gets very easy to follow during instructional time in the classroom. Therefore, that is when knowledge of learning and
I will try to prepare my lesson 100% to enhance learning. I will try to research my topic and try to integrate different resources and activities to make my lesson engaging and interesting to my students. I am able to use a variety of methods to teach a lesson to the students. This helps the students to get engaged visually, physically and verbally. I did not know, but I really like to use different resources and art materials to create something that will enhance my lesson and able to engage my students throughout the lesson. By creating and using a variety of methods and activities during the center time, I can meet the student’s needs to help them to learn.