Cambridge International Certificate for Teachers and Trainers

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

CAMBRIDGE INTERNATIONAL CERTIFICATE FOR

TEACHERS AND TRAINERS

By completing this form and submitting the assignment for assessment by CIE I confirm that the assignment is all my own work. I have appropriately referenced and acknowledged any work taken from another source. Date of Submission
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CIE Unique Candidate Identifier

Centre No Year Cand. No. Check Digit

Candidate Name
RAMLI EKSAN

CIE 2008 1

Cambridge International Certificate for Teachers and Trainers

A1 UNIT 1 DEVELOPING A NEW TEACHING APPROACH

Step A1 Context

Please give brief information about your context (approx 100 words) What is your current teaching or training institution? SMK Negeri 1 Batudaa Pantai, Kabupaten Gorontalo, Indonesia. How old are your learners? 15 to 18 years What is the programme you are teaching/training? National Curriculum, English Language grade X, How long you have been teaching/training? 20 years. What professional qualification(s) do you have? Master of Education

CIE 2008 2

Cambridge International Certificate for Teachers and Trainers

B1 UNIT 1 DEVELOPING A NEW TEACHING APPROACH

Step B1 Explaining your choice of approach

(approx 100 words) Which approach have you chosen? I have chosen Field Trip. What is the nature of the learning group with which you are going to use the new teaching approach? How many learners are there? How old are they? What is the programme and subject which they are studying? The majority of my students are unmotivated in learning English. The subjects of my activity are grade X from Navigation Department which consist of 32 students. They are about 15 to 18 years old. Why have you chosen this approach? Based on the article that I ever read about contextual teaching and learning, the observation and interview done to other teacher who ever implemented this method, most of students learn best if the concepts of the subject are presented in the context of relationships that are familiar to them. The students are greatly motivated when the activity relate to concrete, tangible examples and experiences than abstract models. Refer to this, now I wish to try and formalize this model as a teaching method in teaching English.

CIE 2008 3

Cambridge International Certificate for Teachers and Trainers

C1 UNIT 1 DEVELOPING A NEW TEACHING APPROACH

Step C1 Planning and preparing to use the approach

(approx 200 words) What is the activity you have prepared for using the approach its method, content and relevant resources? I have prepared the approach as follows; Pre departure: deciding a place to be visited (beach or auction) preparing tools to be used deciding time On the site: Introduction: Greeting the students Explaining the objectives of the activities to the students Dividing students into groups Observation: Asking groups to go around the site (choose a fish) and to record vivid details of what they see, smell and feel by touching. Independent Practice: Asking groups to compile those details into a descriptive paragraph. Asking the groups to present the result of their writing. Closure: Teacher reviews the purpose of writing a descriptive paragraph, review why it is important to use details, and asks students to think of other things that they can describe in their everyday lives. Teacher asks the students express their feeling related to what they have just learnt Here, I as an English teacher make a collaborative teaching with the teacher from vocational subject in this case navigation subject. One of the resources that I use to support this activity is Contextual Teaching and Learning written by Elaine B. Johnson (2002). What is the learning environment you have chosen for the activity? the beach/ fish auction What is/are the aim(s) of the activity? To learn how to write descriptive paragraph

What is/are the objective(s) of the activity? To write with reference to a contextual situation To relate descriptive paragraph to real life situation

CIE 2008 4

Cambridge International Certificate for Teachers and Trainers

A2 UNIT 2 FACILITATING ACTIVE LEARNING

Step A2 Context

Please give brief information about your context (approx 100 words) What is your current teaching or training institution? SMK Negeri 1 Limboto, Gorontalo, Indonesia. How old are your learners? 15 to 18 years What is the programme you are teaching/training? English Language grade X, National Curriculum How long you have been teaching/training? 20 years. What professional qualification(s) do you have? Master of education

B2
CIE 2008 5

Cambridge International Certificate for Teachers and Trainers

UNIT 2 FACILITATING ACTIVE LEARNING

Step B2 Explaining your choice of activity

(approx 100 words) Which activity have you chosen? Approach E-Group work What is the nature of the learning group with which you are going to use the new teaching approach? How many learners are there? How old are they? What is the programme and subject which they are studying? The students are grade X from navigation Department which consist of 33 students with different characteristics and the majority of them are unmotivated in understanding or getting the information of a text. They are about 15 to 18 years old. Why have you chosen this activity? After the CICTT training, in group Work, more students participate, students learn from each other on their own, students learn to cooperate and empathize, students become independent learners, teacher workload is reduced, and provides wait time for the students to think of their answers, sharing ideas with their friends, and build communication skills in sharing ideas. now I consider trying and formalizing this model as a teaching method in teaching English.

CIE 2008 6

Cambridge International Certificate for Teachers and Trainers

C2 UNIT 2 FACILITATING ACTIVE LEARNING

Step C2 Planning and preparing the activity

(approx 200 words) What is the activity you have prepared its method, content and relevant resources? Group work and its method is Jigsaw. I will divide the students into groups of different abilities. One student from each group will be appointed as the leader. The days lesson will be divided into few segments according to the members or number of the students in each group. The members of the group are given chance to read and answer the questions until they will become understand. Expert groups are formed by having one student from jigsaw group and give them time to discuss the main point of their segment. After finishing their discussion, they back to their jigsaw group and ask each student to present her or his segment to the group. The details or the procedures of these activities can be seen in Unit Lesson Plan. One of the resources that I use to support this activity is Methodology in Language Teaching written by Jack C. Richards and Willy A. Renandya (2002). What is the learning environment you have chosen for the activity? Classroom What is/are the aim(s) of the activity? To develop students reading comprehension achievement What is/are the objective(s) of the activity? To improve the students ability in getting information of a text or passage

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CIE 2008 7

Cambridge International Certificate for Teachers and Trainers

UNIT 3 REFLECTING ON PRACTICE

Step A3 Context

Please give brief information about your context (approx 100 words) What is your current teaching or training institution? SMK Negeri 1 Limboto, Gorontalo, Indonesia. How old are your learners? 15 to 18 years What is the programme you are teaching/training? English Language grade X, National Curriculum How long you have been teaching/training? 20 years. What professional qualification(s) do you have? Master of education

CIE 2008 8

Cambridge International Certificate for Teachers and Trainers

B3 UNIT 3 REFLECTING ON PRACTICE

Step B3 Explaining your choice of activity

(approx 100 words) Which experience have you chosen? Approach C-Record Keeping Who are the participants? How many participants are there? The participants of this activity are the students of navigation department; grade X which consist of 33 students. Why have you chosen this experience? Record keeping can provide proof of the students progress in learning process. Information from classroom record keeping can be shared with students and parents throughout the year so that they too can see specific examples of students progress and for setting goals. It also helps students to assess their own work and give feedback for better future planning.

CIE 2008 9

Cambridge International Certificate for Teachers and Trainers

C3 UNIT 3 REFLECTING ON PRACTICE

Step C3 Planning and preparing the experience

(approx 200 words) What is the experience its method, content and relevant resources? The experience is Record keeping and its method is portfolios (contain all of students work that shows how a student deals with daily class assignment and assessments) Setting a purpose (specifying the use of portfolio) Matching content to purpose (the kinds of portfolio entries that will best match instructional outcomes and reflect the type of work students are doing in classroom) Setting criteria (develop clear, objective criteria for judging students work) Setting standard of performance (assist students in understanding what assessments result mean and how to interpret them) Getting students involved Getting parents involved OMalley & Pierce (1996) What is the environment you have chosen? classroom What is/are the aim(s) of the experience? To develop record keeping system in classroom What is/are the objective(s) of the experience? To improve an effective record keeping tool for: recording work made by individual student in our classroom assessing students growth as learners in learning sharing information with students and their parents

CIE 2008 10