UPAYA MENINGKATKAN PENGUASAAN MENGAJAR KOSAKATA GURU MELALUI PENGGUNAAN METODE COACHING (Penelitian Tindakan Kelas Di Salah Satu Tk Bilingual Di Kota Bandung)

Wulan Fauzia

Abstract


Salah satu kompetensi yang harus dimiliki oleh guru agar menghasilkan anak yang berkualitas adalah kompetensi pedagogik, yang mana salah satu aspeknya yaitu guru mampu melakukan perencanaan pembelajaran, melakukan pengajaran dan penilaian sesuai dengan karakteristik dan kebutuhan anak. Penelitian ini dilakukan karena hasil studi pendahuluan yang menunjukan bahwa penguasaan mengajar kosakata guru belum optimal dan guru perlu dikembangkan dan ditingkatkan. Tujuan dari penelitian ini adalah meningkatkan penguasaan mengajar kosakata guru menggunakan metode coaching. Penelitian ini adalah sebuah penelitian tindakan kolaboratif yang dilakukan disebuah sekolah taman kanak- kanak bilingual di Kota Bandung yang melibatkan seorang guru kelas TK A. Data pada penelitian ini didapatkan lewat wawancara, observasi dan studi dokumentasi. Setelah proses coaching dilakukan guru mampu untuk melakukan perencanaan dan persiapan pembelajaran, menggunakan flashcards sebagai media mengajar kosakata dan menerapkan permainan dalam pembelajaran.


Full Text:

PDF

References


Adams, Deborah Sue. (2011). Coaching to Support Preschool Profesional Development. Proquest LLC: United States. Diunduh dari: http://media.proquest.com/media/pq/classic/doc/2422747691/fmt/ai/rep/SPDF_s=GtYZbzoc16v8tvdft5RlHTvCL4k%3D

Adams, Deborah Sue. (2011). Coaching to Support Preschool Profesional Development. Proquest LLC: United States. Diunduh dari:

http://media.proquest.com/media/pq/classic/doc/2422747691/fmt/ai/rep/SPDF?_s=GtYZbzoc16v8tvdft5RlHTvCL4k%3D

Bromley, Karen (2004).Rethinking Vocabulary Instruction. The

Language And Literacy Spectrum. Vol 14, Spring PP 3-12

Brown, H. D. (2007). Principles Of Language Learning And Teaching.

White Plains, NY: Pearson.

Buku Panduan Pendidik Kurikulum 2013 PAUD Usia 5-6 Tahun/Kementerian Pendidikan dan Kebudayaan.-.Jakarta: Kementerian Pendidikan dan Kebudayaan, 2013.

Cameron, L. (2001). Teaching Languages To Young Learners. Cambridge: Cambridge University Press.

Charmaz, Kathy (2006). Constructing Grounded Theory A Practical Guide Through Qualitative Analysis. SAGE Publications: London

Chien, Chin-Wen. (2015). Analysis the Effectiveness of Three Online

Vocabulary Flashcard Websites on L2 Learners’ Level of Lexical

Knowledge. English Language Teaching; Vol. 8, No. 5

Christ, Tanya and Wang, X. Christine. (2012).Supporting Preschoolers’

Vocabulary Learning Using a Decision-Making Model to Select

Appropriate Words and Methods. Young Children March 2012 P 7480

Chu, Yu-wei. (2014). Teachers’ Beliefs in Teaching English for Kids at a

Kindergarten: A Case Study of Students from the Department of

Applied English. English Language Teaching; Vol. 7, No. 10 pp 100-112

Clarke, Priscilla. (2009). Supporting Children Learning English as a

Second Language in the Early Years (birth to six years). Victorian

Curriculum and Assessment Authority

Clarkson, Elizabeth Rochelle. (2013). The Relationship Between Coaching Hours And Children’s Literacy Outcomes, Teacher Practices,

And/Or Changes In The Preschool Classroom Environment. The

University of Georgia

Creswell, J. W. (2014). Research Design Qualitative, Quantitative, and Mixed Methods Approaches (4th ed., p. 304). Thousand Oaks, CA: SAGE Publications.

Djanuardi, Monica L. (2011). Pelayanan Christian Coaching Metode GROW ME Terhadap Anak Usia 10-12 Tahun Di Sekolah Minggu. Veritas 12/1 61-82

Dunst, C.J. & Trivette, C.M. (1996). Empowerment, effective helpgiving practices and family-centered care. Pediatric Nursing, 22, 334-337, 343.

Dunst, C.J., Trivette, C.M., & LaPointe, N. (1992). Toward clarification of the meaning and key elements of empowerment.Family Science

Review, 5, 111-130.

Epstein, Ann dan Willhite, Gary L. (2015). Teacher efficacy in an early

childhood professional development school. International Electronic Journal of Elementary Education, 2015, 7(2), 189-198

Fitting, Elizabeth et all. (2013).The Effects Of Di Flashcards With A Di

Discrimination And Match To Sample On Letter Identification For

Four Preschool Students With Documented Developmental Delays.

International Journal of English and Education Volume:2, Issue:2

Garcés, Angela Yicely Castro and Granada, Liliana Martínez . (2016).The Role of Collaborative Action Research in

Teachers’ Professional




DOI: https://doi.org/10.22460/ts.v3i2p135-159.647

Article Metrics

Abstract view : 95 times
PDF - 129 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.