HOW TO MAKE TEACHING LEARNING PROCESS FOR LEARNER FUN?
Submitted to fulfill the requirement for final examination of Writing IV
Lecturer: Mr. Wendi Kusriandi, S.S, M.Pd.
Written by :
Ditha Febrivania (III B)
NPM. 108060053
ENGLISH EDUCATIONAL DEPARTMENT
TEACHING AND EDUCATIONAL SCIENCES FACULTY
SWADAYA GUNUNG JATI UNIVERSITY
2011
PREFACE
Praises and thanks to be Allah SWT because of goods mercies and blessing, the writer is finally able to finish writing this paper under the title “HOW TO MAKE TEACHING LEARNING PROCESS FOR LEARNER FUN?”
The writer realizes that she would never finish this writing without the help of some people around her either material or spiritual. These she would like to express his sincere gratitude to those who have given their guidance and assistance in completing the paper.
The writer absolutely realize that this paper is still far from being perfect, either in arrangement or in contents. Therefore, the writer hopes for critism an suggestion from the readers. The writer hopes, however, this proposal will be useful and become a valuable input to the readers.
ABSTRACT
In the globalization era, the education required to reform the national education system trough the teaching learning process. This is to anticipate major changes and advances in science and technology towards the globalization era. This work is done within the framework of the formation of emotional intelligence and intellectual intelligence through the learning process. This paper discusses two aspect of increases knowledge i.e. Teaching and Learning. To gather the data of this study, a set of searching and reading were employed. Having found the research findings, the writer is able to draw a conclusion that there is positive corelation to make a good and fun teaching learning process for learner.
TABLE OF CONTENTS
PREFACE .......................................................................................................... i
ABSTRACT ....................................................................................................... ii
TABLE OF CONTENTS ................................................................................. iii
CHAPTER I INTRODUCTION
1.1 Background of The Problem .................................... 1
1.2 Discussion Question ................................................. 1
1.3 Aim of the paper ....................................................... 1
1.4 Limitation of the study ............................................... 1
1.5 Hypothesis ................................................................. 2
CHAPTER II BODY
2.1 Definition of Teaching ............................................... 3
2.2 Definition of Learning ............................................... 3
2.3 Definition of Process ................................................. 3
2.4 Definition of Fun ...................................................... 4
2.5 How to make Teaching Learning Process for Learner Fun?
2.5.1 A constructivist view of education ….…….… 6
2.5.2 The teacher as reflective practitioner ……..… 8
2.5.3 Teachers' beliefs …………………………… 8
2.5.4 Beliefs about learners …………………...…. 9
2.5.5 Beliefs about learning …………………….... 9
2.5.6 Teachers' beliefs about themselves ……......... 10
How to increase students’ interest in learning ……. 11
CHAPTER III CONCLUSION OF SUGGESTION
3.1 Conclusion .............................................................. 14
3.2 Suggestion .............................................................. 15
REFERENCES
CHAPTER I
INTRODUCTION
1.1 Background of The Problem
Teaching is the important part of getting knowledge. Teaching was regarded as communication process between teacher and learners. As quoted from J. Bruner (1960) by Edmund Amidon (1977), teaching is defined as an interactive process, primarily involving classroom talk, which takes place between teacher and pupil and occurs during certain definable activities.
According to Skinner (1973) Learning as acquisition and retention. While learning is a process, which bring about changes in the individual way of responding as a result of contact with aspects of environment. Learning also about a method how to make the input to get the best output.
In this study the writer wanted to discuss about the procedure to make teaching learning process for learner fun.
1.2 Discussion Question
The writer wants to investigate the discussion question:
How to make teaching learning process for learner fun?
1.3 Aim of the paper
The aim of the study is:
To find out the good way to make teaching learning process for learner.
1.4 Limitation of the study
The scope of this discussion is teaching and learning process for learner. In teaching and listening process there are many ways to know the good way for learner’s study to get a good output.
The writer limited this study in method for learning and getting a good input to obtain a good output.
1.5 Hypothesis
There is some way to make the teaching learning process for learner fun. We can look from the model of learning and teacher’s perspective.
CHAPTER II
BODY
2.1 Definition of Teaching
According to B.O. Smith, teaching is a system of actions involving an agent, an end in view, and a situation.
System means organized set of ideas. Then involving action is an act to make something necessary condition or result. While an agent is for a person or thing that has an important effect in situation.
Based on the above definition for each word, the writer concludes that teaching is ways to organize an act from the person who has an important role in the method to doing and getting, or knowledge.
2.2 Definition of Learning
Based on Oxford Dictionary, learning is knowledge gain by study. From that meaning the writer can conclude that learning is an act to get knowledge as a result by doing some activity to upgrade someone’s ability.
2.3 Definition of Process
Process is the act of proceeding; continued forward movement; procedure; progress; advance. [Milton: 1913 Webster]
Looking from that construction, the writer deduced that process is a series of actions, motions, or occurrences; progressive act or transaction; continuous operation; normal or actual course or procedure; regular proceeding; as, the process of vegetation or decomposition; a chemical process; processes of nature.
2.4 Definition of Fun
To make fun of, to hold up to, or turn into, ridicule. in fun, jokingly; not seriously; for amusement. like fun, definitely not; -- used adverbially, mostly to contradict a prior assertion; [1913 Webster + PJC].
From the meaning above the writer resume that fun is an enjoyable pleasure, and not serious situation.
2.5 How to make Teaching Learning Process for Learner Fun?
There are four aspects of the teaching-learning process:
(a) Discussion - between the teacher and learner.
(b) Interaction - between the learner and some aspect of the world defined by the teacher.
(c) Adaptation - of the world by the teacher and action by the learner.
(d) Reflection - on the learner's performance by both teacher and learner.
The writer then considers how different educational media and styles can be described in these terms. For example, a text book represents a one-way flow of knowledge from the teacher's conceptual knowledge to the student's conceptual knowledge. A lecture or tutorial may be seen the same way, but there is a possibility of meaningful discussion between teacher and learner.
Teacher’s Conceptual Knowledge Student’s Conceptual Knowledge
Discussion
Action
There are three ways to success in teaching and learning process, like Ryan Martian has said. First, someone who is successful in his studies always say I CAN in his life. No matter whether facing severe or mild. They realized the potential to succeed. Second, someone who is successful in his studies has a principle I WILL. He has a very strong reason to succeed, none of which could allow it to succeed. Someone who is successful in studies and life has a principle I DO. He confident with his own self, has a strong desire to succeed and know how to make it happen.
Then, there also some good models for learner who wants to success in their teaching learning process. These learning models include:
· inductive learning: relating to data collection, classification and creating test hypotheses,
· explore the concepts: develop concepts, test concepts, analyze the thought process
· learning metamorphosis: consider the analogy, exploration, and re-test
· learn a mnemonic: create relationships, expand sensory images, considering
· inquiry group: finish the problems, assignment of roles, reviews and recycling activities
· studied by simulation: orientation, participation and working full interview.
Beside that, Self-regulated learning requires students to have knowledge and expertise they should know and be able to do certain things, take action, ask questions, make independent decisions, think creatively and critically, self-awareness, and can cooperate.
Self-regulated learning also requires students to do the things namely, using knowledge and expertise in a certain sequence, a logical step following the other steps.
2.5.1 A constructivist view of education
Ernst von Glasersfeld, the "father" of constructivism, believes that education has two main purposes: to empower learners to think for themselves, and to promote in the next generation ways of thinking and acting that are deemed important by the present generation (Glasersfeld, 1995). Moreover, in his view, constructivist learning is best put into practice by dint of presenting the learners with issues and concepts in the form of problems to be explored, rather than as factoids to be ingested and then regurgitated. To this end, the teacher's role is very important, as is evidenced below:
The teacher cannot tell students what concepts to construct or how to construct them, but by judicious use of language they can be prevented from constructing in directions which the teacher considers futile but which, as he knows from experience, are likely to be tried (von Glasersfeld, 1995: 184).
Nevertheless, this poses a problem, in the sense that the teacher may thwart the development of critical reflection on the students' part by acting in such a preventative way.
For Thomas and Harri-Augstein (1985), constructivist learning and, in general, all approaches to learning and teaching are organised attempts to bring some kind of meaning to our lives. For them, education can be an enriching experience, as long as the meanings that emerge are personal and significant in some part of the person's life. Meanings should also be viable, that is, they should prove useful in mediating one's transactions - with stored knowledge and the world around (Thomas and Harri-Augstein, 1985: 257).
What has become clear is that taking a constructivist perspective on education is tantamount to viewing education as a means of helping people to construct their own meanings.
In their attempts to understand the meaning that teachers make of their work (we will not concern ourselves with students' meanings), researchers have resorted to a wide variety of different methods, ranging from looking into the thinking and planning that teachers do outside the classroom (Clark and Peterson, 1986), through ethnographic studies, to autobiographical accounts of the understanding teachers bring to their work (Ashton-Warner, 1980; Connelly and Clandinin, 1990). At any rate, it seems to be the case that, when confronted by new challenges, a teacher strives to resolve them in ways that are commensurate with the understanding she brings to the problem - a process that leads in turn to new horizons of understanding (see Louden, 1991 for further details). Besides, Salmon (1988: 37) maintains that teaching is "not the passing on of a parcel of objective knowledge, but the attempt to share what you yourself find personally meaningful" - an assertion that could be said to encapsulate the philosophy of constructivism.
The above views have certainly blazed a trail in (language) teaching, inasmuch as they have been instrumental in casting the role of the teacher in a different, more liberating "mould." Teachers are no longer seen as competent or incompetent because they are simply unique. They do not act as gateways to knowledge because they themselves embody the curriculum, conveying not just what they know, but also their position towards it, as well as the personal ramifications which it may have for them.
2.5.2 The teacher as reflective practitioner
It stands to reason that, if teachers are to be effective in the approaches they decide to take, they should act in accordance with their espoused beliefs. In reality, though, this is hardly the case. According to Chris Argyris and Donald Schon (1974, 1978), there is usually a discrepancy between what teachers say they believe (their "espoused" theories) and the ways in which they act (their "theories-in-action"). What could resolve this discrepancy is an attempt to help teachers become "reflective practitioners" (Shon, 1983), thereby subjecting their professional practice to ongoing critical reflection and making clear their own particular world view. Smyth (1991: 116) suggests that this critical reflection can be fostered by means of asking a number of questions:
· What do my practices say about my assumptions, values and beliefs about teaching? ?h Where did these ideas come from?
· What views of power do they embody?
· Whose interests do my practices seem to serve?
While critical reflection is not negative in its own right, it does imply that teachers should be cognizant of their belief systems, in order to monitor how far their actions reflect those beliefs. However, in keeping with constructivism, becoming effective and autonomous is a shared process, whereby both teachers and learners monitor, reflect, and act. Thus, a teacher needs to look both inwards and outwards. She needs to become aware of others' points of view, as well as her own beliefs - about learners, about learning per se, and about herself.
2.5.3 Teachers' beliefs
Beliefs cannot be defined or evaluated, but there are a number of things that we should know about them. Beliefs are culturally bound and, since they are formed early in life, they tend to be resistant to change. By virtue of the fact that they are difficult to measure, we almost always have to infer people's beliefs from the ways in which they act rather than from what they say they believe.
2.5.4 Beliefs about learners
Teachers hold any or a combination of beliefs about their students. Roland Meighan (1990) suggests that there are at least seven different ways in which teachers construe learners and that such evaluative constructions have a profound influence on their classroom practice. So, according to him, learners may be construed as:
· resisters
· receptacles
· raw material
· clients
· partners
· individual explorers
· democratic explorers
These constructs are seen in terms of a continuum which mirrors the nature of the teacher-learner power relationship. Thus, the first three constructs are teacher dominated, whereas the latter involve learner participation.
More specifically, the notion of learners as resisters sees learners as recalcitrant individuals who do not wish to learn. This assumption, however, gives rise to the assertion that punishment is the most appropriate way of overcoming such "recalcitrance."
An even more common conception of learners is one in which they are viewed as receptacles to be filled with knowledge. The teacher is seen as having a "jug" of knowledge which he pours into the learners' "mugs." This is what Freire (1970) describes as the "banking" concept of education, where learners are like bank accounts where deposits are made and drawn upon.
Even though we have not dwelled upon Meighan's theory in detail, it should be apparent by now that constructivism fits more comfortably with the latter end of the abovementioned continuum.
2.5.5 Beliefs about learning
Teaching is not indivisible from learning. We can be good teachers only if we know what we mean by learning because only then can we know what we expect our learners to achieve. If our goal is to prepare our students to pass an exam, then this will affect the way in which we teach. If we see foreign language learning as a perennial process which has social and cultural implications, then we will take a different approach to teaching it. Gow and Kember (1993) suggest that most approaches to learning can be subsumed under any of the following points:
· a quantitative increase in knowledge
· memorization
· the acquisition of facts and procedures which can be retained and / or used in practice
· the abstraction of meaning
· an interpretative process aimed at the understanding of reality
· some form of personal change
2.5.6 Teachers' beliefs about themselves
For humanistic teachers, teaching is essentially a personal expression of the self, which has particular implications with regard to teachers' views of themselves, since a teacher who lacks self-esteem will not be able to build the self-esteem of others. The teacher who does not accept his learners for who they are makes it difficult for them to accept themselves. By the same token, the language teacher needs to impart a sense of self-confidence in using the language, while at the same time respecting learners' attempts to communicate in the foreign language.
How to increase students’ interest in learning.
Students these days dread school and tuition classes. They tend to hate it when Monday arrives. Most students find school or tuition a dreading and boring, tiresome as well as a dull place to be. This is considered a bad thing because students spend more than half their day in school and tuition centers. Learning process must be a fun and enjoyable experience.
There are several ways to make learning process a fun and fruitful one for students of all ages. Let’s face it, the education system these days are more exam oriented. This can be a bit of a bummer to most students. It also causes students to hate learning. So lets discuss several ways in which we can make learning an enjoyable experience.
First, teachers hold the most important position in passing on knowledge to a student. Thus, a teacher holds the most responsibility in making learning a fun process. The problem with the education system these days that it focuses too much on exams that it makes the classroom teacher-centered. This means, the teacher will conduct a lecture and students are to take notes and listen. This is a very boring learning process. Teacher can alternate to a student-centered learning process. Here, students can take part and be involved in the learning process. It emphasizes on student participation and it is more flexible and less rigid.
Next, the classroom should be a fun and stress free place. Teachers should make more efforts in preparing study materials for students. Instead of just providing facts in a lecture based teaching process, teacher should opt for other teaching methods. Inquiry based teaching approach is known to be popular and effective. In this method, student’s participation is also increased and it focuses more on student perception and awareness on a certain subject matter. Thus, it built.
Student-centered learning and inquiry-based learning are ways to allow students to promote their self-esteem and gain knowledge at the same time. The best thing about these two learning processes is that they are fun, enjoyable and effective.
Thus, teachers are advised to opt for other methods of learning such as these two. It will allow students to be more involved and also allow them to love learning. The current exam based education culture is stressful and minimizes a student’s potential. It is a teacher’s job to ensure that students enjoy learning. After all, learning should be a life long process.
Teaching learning are related terms. In teaching - learning process, the teacher, the learner, the curriculum and other variables are organized in a systematic way to attain some pre-determined goal.
Let us first understand in short about learning, teaching and then teaching-learning relation.
Learning can be defined as the relatively permanent change in an individual's behavior or behavior potential (or capability) as a result of experience or practice (i.e., an internal change inferred from overt behavior). This can be compared with the other primary process producing relatively permanent change--maturation--that results from biological growth and development. Therefore, when we see a relatively permanent change in others, or ourselves we know that the primary cause was either maturation (biology) or learning (experience). As educators, there is nothing we can do to alter an individual’s biology; the only influence open to use is to provide an opportunity for students to engage in experiences that will lead to relatively permanent change.
Teaching then, can be thought of as the purposeful direction and management of the learning process. Note that teaching is not giving knowledge or skills to students; teaching is the process of providing opportunities for students to produce relatively permanent change through the engagement in experiences provided by the teacher.
CONCLUSION
4.1 Conclusion
There is no such thing as "the perfect teacher." Giving a homily on what "good teachers" do appears to be unhelpful and unrewarding to those who want to improve their own practices. A far more helpful approach seems to be the study of teachers' beliefs, which inform and shape their actions. Constructivism lies at the heart of this endeavor, as it offers valuable insights into the cognitive as well as affective aspects of the relationship between teachers and their self-images, and teachers and students. Teaching is not merely information or knowledge, but mainly an expression of values and attitudes. What teachers usually get back from their students is what they themselves have brought to the teaching-learning process.
Teaching and learning is a process that includes many variables. These variables interact as learners work toward their goals and incorporate new knowledge, behaviors, and skills that add to their range of learning experiences.
Consideration of these factors and the ways in which they interact provide an organic view of the teaching-learning process that is often called a “systems approach”. This approach also provides a way of looking at ourselves, the environments in which we teach, and the environments around us. Using this perspective, we can better examine the process and better design the process itself.
Teaching-learning process is the heart of education. On it depends the fulfillment of the aims & objectives of education. It is the most powerful instrument of education to bring about desired changes in the students.
4.2 Suggestion
There are three types of tools that make the learning process interactive and visualized.
1. Mind-Mapping Tools
Mind-mapping tools work great for brainstorming and developing ideas. Consider these examples where mind-mapping software could turn quite in handy for learning and teaching:
· Examining the meanings of a word (or the synonym / antonyms);
· Getting prepared for an essay: create a clear structure of the future paper;
· Structuring the new material to (let your students) remember it easier.
Ideal mind-mapping tools offer collaboration tools that let multiple people work on one mind map at a time. Collaborative knowledge and sharing ideas could make the learning process much more fun!
2. Quiz Tools for (Self)-Checking
Quizzes can work nicely to help one assess the students’ knowledge or perform self-check.
The software has the set of really great tools:
· It allows to embed images and videos right inside the quiz;
· It has advanced and customizable grading options;
· It offers great analytics features visualizing the attempt scores.
3. Educational Videos
User-generated video has made learning things much easier. Nowadays you can find a video on each topic that explains things in an easy-to-digest way.
Teachers have started creating and sharing educational videos as well. The best thing about these educational tools is that you can set up learning classes for your kids at home, and if you involve them, they also get to have fun while educating themselves. If you love learning new things, you remember and get to understand everything much easier!
REFERENCES
Glover, Derek and Sue Law. 2005. Improving Learning Professional Practice in Secondary Schools. Trans. Willie Koen. Jakarta: PT. Grasindo.
Johnson, Elaine B. 2007. Contextual Teaching and Learning. Trans. Ibnu Setiawan. Bandung: Mizan Media Utama (MMU)
Martian, Ryan. 2010. Funtastic Learning. Yogyakarta: Pro-You.
Meighan, R. and J. Meighan. 1990. Alternative roles for learners with particular reference to learners as democratic explorers in teacher education courses. The School Field, 1(1), 61-77.
Oxford Learner’s Pocket Dictionary.
Schon, D. A. 1983. The Reflective Practitioner: how professionals think in action. New York: Basic Books.
Skinner, B. F. 1973. Beyond Freedom and Dignity. London: Penguin.
Smyth, J. 1991. Teachers as Collaborative Learners. Milton Keynes: Open University Press.
Williams, M. and R. L. Burden. 1997. Psychology for Language Teachers: a social constructivist approach. Cambridge: Cambridge University Press.
http://socyberty.com/education/ways-to-make-learning-a-fun-and-enjoyable-process/
http://www.quickonlinetips.com/archives/2010/10/make-learning-teaching-interactive/
