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8/20/2019 Observation Ppt
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♥ SYLLABUS AND
LESSON PLANS
♥ LESSON MATERIALS
♥ TEACHING MEDIA
♥ ASSESSMENT SYSTEM
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Syllabus and Lesson Plans
- Yalden (1987:87) states that a syllabus can also be seen as a summary of the
content to which learners will be exposed.
- lesson plan is a wor! plan which shows clearly the acti"ities which will ta!e
place durin# the lesson in a se$uential manner. ll lesson plannin# in"ol"es
de%nin# the ob&ecti"es' selectin# and arran#in# the sub&ect-matter and
determinin# the method and procedure (innin# and inin#' ***).
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Syllabus and Lesson Plans
+ ,he syllabus and lesson plan used in /bu artini is
desi#ned well structured. /n the lesson plan' is completely
describe the #eneral and speci%c ob&ecti"es of the
course.
+ ,he syllabus #i"en for the second semester of
0ulinary rt pro#ram consists of 1 (sixteen
meetin s). 1** minutes for each meetin .
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Exa!le
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Lesson Ma"e#$als
♪ ll of the materials are written by the lecturer herself' as it is from her
handout.
♪ ,he lesson materials are di"ided into some parts. ,hey are: readin#'
$uestions' notes' 2%ll in the blan!s2 sentences' synonym and antonym.
♪ ,he materials which / #ot from the 3n#lish lecturer is the one from the
third meetin#. ,he topic is about oup. ,he #eneral ob&ecti"e is for the
students to be able to understand the readin#' which is about oup. ,he
speci%c ob&ecti"es are for the students to be able to di4erentiate between
/' myself' himself' etc' ma!e sentences of them' and di4erentiate between
hi#h-hi#her-hi#hest. ,he point for this third meetin# is to teach about
de#rees of comparison' re5exi"e pronouns and passi"e "oice..
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Exa!le
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Tea%&$n' Med$a
6 armer (**1:1) states that ;edia or teachin# aid is
used by lan#ua#e teachers to explain lan#ua#e meanin# and
construction' en#a#e students in topic' oras the basis of a
whole acti"ity.<
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Tea%&$n' Med$a
♪ =nfortunately there is no teachin# media used in the lecture.
,he lecturer uses teachin# tools' which are the handout andwhiteboard.
♪ he only explained some words in the readin# about 2oup2
which may be di>cult for students. ,hen continued byexplainin# about re5exi"e pronouns (myself' themsel"es'
etc) and passi"e "oice. /t is continued by readin# the
para#raphs about 2oup2 and tryin# to answer $uestions
to#ether. he also as!s students to do pronunciation drills.
s in the last part of the lecture' the lecturer assi#ns them to
ma!e some sentences alon# with their passi"e form.
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Assessen" Sys"e
+ rindley in 0arter and ?unan (**1: 17) explains that an acti"ity of
collectin# information on the students@ achie"ement in relation to a
particular course or curriculum is called as assessment of achie"ement.
+ Aor the assessment administration' it is explained by the 3n#lish
lecturer that the scorin# will be combined from scores of %nal and midexam' wee!ly assi#nments and in-class presence . =nfortunately when
/ conducted the obser"ation' the lecturer had not yet made $uestions
for the exam. owe"er' she explained that the scorin# system is
formulated to be as follows:
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S%o#$n' As!e%" Pe#%en"a'e
Sees"e# Tes" ()*
M$d+Sees"e# Tes" ,)*
Ass$'nen" -(*
A""endan%e (*
To"al -)) *
.$nal S%o#e Co!os$"$on
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ABSOLUT MUTU LAMBANG
86-100 3.51 - 4.00 A
71-85 2.75 - 3.50 B
56-70 2.00 - 2.74 C
41-55 1.00 - 1.99 D
0-40 0.00 - 0.99 E
6 ,he absolute or %nal score is as follows: