The implementation of co-teaching to multi age of six to nine years old students in an english lesson : A case study at Montessori Kiara Karitas

Choi, Myeong Ja (2011) The implementation of co-teaching to multi age of six to nine years old students in an english lesson : A case study at Montessori Kiara Karitas. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

The purpose of this study is to find out how co-teaching has been implemented to multiage students in the Montessori school. There are three research questions in this study. The first one is about how the teaching was done to multiage students in the Montessori school. The second question is about how co-teaching has been implemented in multiage class in the Montessori school. The third question is about the advantages and disadvantages of co-teaching to multiage students in the Montessori school. In this study, the researcher has used a qualitative research method to collect the data by doing observations and interviews. The lower elementary class consists of P1, P2, and P3 students. It means that the class is a multiage class. In the class, the students have learned based on their needs, interests, and abilities. They are not differentiated by their ages in learning. They can improve faster in learning since they can learn according to their needs, interests and abilities. There are three teachers in the classroom so this is called a co-teaching system. The teachers divide their tasks in teaching the students. When one teacher is doing an activity, the other two teachers are doing other activities. They also teach the students together. There are some advantages in implementing co-teaching. The teachers can divide their tasks, cover each other’s weaknesses, help all students, and learn from each other. However, there are some disadvantages of implementing co-teaching. The students may lie to the teachers without the teachers’ knowing it. The teachers need more planning time before teaching and might have different opinions. The cost of having three teachers is also high / Tujuan dari penelitian ini adalah untuk mengetahui bagaimana pengajaran tim diimplementasikan terhadap murid dengan usia yang bervariasi di sekolah Montessori. Terdapat tiga pertanyaan dalam penelitian ini. Pertanyaan pertama adalah tentang bagaimana pengajaran dilakukan terhadap murid dengan usia yang bervariasi di sekolah Montessori. Pertanyaan kedua adalah tentang bagaimana pengajaran tim telah diimplementasikan terhadap murid dengan usia yang bervariasi di sekolah Montessori. Pertanyaaan ketiga adalah tentang keuntungan dan kerugian dari pengajaran tim terhadap murid dengan usia yang bervariasi di sekolah Montessori. Dalam penelitian ini, peneliti menggunakan metode penelitian kualitatif untuk mengumpulkan data, yaitu melalui observasi dan wawancara. Kelas SD kecil terdiri dari murid-murid kelas 1, kelas 2, dan kelas 3. Ini menunjukkan bahwa kelas tersebut terdiri dari murid dengan usia yang bervariasi. Di dalam kelas, para murid belajar sesuai dengan kebutuhan, minat, dan kemampuan mereka. Mereka tidak dibedakan berdasarkan umur mereka dalam pembelajaran. Mereka dapat belajar lebih cepat karena mereka belajar sesuai dengan kebutuhan, minat, dan kemampuan mereka. Terdapat tiga guru di dalam satu kelas. Oleh karena itu, sistem pengajaran yang digunakan adalah pengajaran tim. Tiga guru tersebut berbagi tugas dalam mengajar para murid. Ketika satu guru sedang memimpin sebuah aktivitas, dua guru yang lain melakukan kegiatan lain. Mereka juga mengajar para murid secara bersamaan. Terdapat beberapa keuntungan dalam mengimplementasikan pengajaran tim. Para guru dapat membagi tugas mereka, menutupi kekurangan satu sama lain, membantu para murid, dan belajar dari satu sama lain. Walau bagaimanapun, terdapat pula beberapa kerugian dalam mengimplementasikan pengajaran tim. Murid-murid dapat berbohong kepada guru tanpa diketahui oleh guru tersebut. Para guru juga membutuhkan lebih banyak waktu untuk mempersiapkan pelajaran yang akan diajarkan. Guru-guru pun bisa saja memiliki pendapat yang berbeda. Selain itu, biaya yang dikeluarkan untuk memiliki tiga guru juga lebih tinggi

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