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All Journal Ilmu Pendidikan Jurnal Pendidikan Humaniora TEFLIN Journal: A publication on the teaching and learning of English Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Journal of Language, Literature, and Arts (JoLLA)
Furaidah
Universitas Negeri Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Other

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Journal : Ilmu Pendidikan

 1 
Meningkatkan Kemampuan Mengajar Reflektif Guru Bahasa Inggris Berpengalaman dan Baru melalui Observasi/Konferensi Sejawat dan Jurnal Mengajar Furaidah Furaidah; Utami Widiati
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 30, No 2 (2003)
Publisher : Universitas Negeri Malang

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Abstract

This collaborative action research aimed at increasing teachers' reflective teaching through the use of mutual observation and conference among critical friends, and the writing of teaching journal. It consisted of two cycles and involved two lecturers, two senior teachers, and one junior teacher. In cycle one, mutual observation followed with conference among critical friends resulted in the teachers' more reflective attitude about their teaching performance and better relationship between senior and junior teachers. Though considered to be beneficial, mutual observation needed deeply rooted trust among colleauges that needed long time to grow and neatly arranged teaching schedule. Therefore, in the second cycle, the writing of teaching journal, which then was discussed among critical friends, was taken as alternative.
Implementation of Writing Process Approach Furaidah Furaidah
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 25, No 1 (1998)
Publisher : Universitas Negeri Malang

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Abstract

This study aimed at describing the implementation of Writing Process Approach in an informal classroom of fourth and fifth graders of Barrington Elementary School in Columbus, United States. The data were gathered from five-week observation. The results showed that (1) students were provided with regular, abundant opportunity to write, (2) students were free to choose their own topics with the general theme that the teacher set, (3) there were student-student conferences, student-teacher conferences, and whole-class conferences which allowed the teacher and also the peer to scaffold students in their meaning-making process, (4) language was taught out of students’ individual and whole class writing contexts, (5) students were surrounded by rich literature, (6) the implementation of the writing process did not follow a linear predetermined, rigid stages, but was based on students’ individual characteristics.
Co-Authors Abdur Rahman Asari Alvi Rosyidah Anang Santoso Angelina C. O. R. Lake Annek Astri Octaviani Baiq Raudatul Jannah Carinta Rizki Yuniar Dwi Susanti Dwi Wahyu Listyarini Fika Ahsantu Dhonni Fitri Alfia Rahmawati Francisca Maria Ivone Friska Dwi Yusantika Gheanurma Ekahasta Novarina Gunadi Harry Sulistyo Hadi Suwono Imam Suyitno Islamiah Arta Utomo Jannah, Baiq Raudatul Johannes Ananto Prayogo Lailil Maulidia M. Ramli M. Ramli Maulidia, Lailil Mirjam Anugerahwati Muakibatul Hasanah Muhari Muhari Nunung Suryati, Nunung Ratri Handayani Rosyida Asma’ul Husna Sitta Meinawati Sitti Aliffatul Hasanah Sri Rachmajanti Sri Untari Suharmanto Utami Widiati Utari Praba Astuti Utomo, Islamiah Arta Winda Khoirun Nisak Windha Aestetika Wulandari