The Development of Contextual Approach-Based Materials for Poetry Writing On Grade X Student In Sma Budi Murni 2 Medan (Published)
This research is based on the learning problems of class X students of SMA Budi Murni 2 that are still teacher-centered. This causes students not being able to study independently because of the lack of poetry text references used in poetry writing class. In addition, the student’s ability to write poetry texts is known to be low because the teaching materials used by teachers and students are still based on textbooks. The book is the only source of information for poetry text writing study. In learning to write poetry texts, teacher sometimes still use learning methods that tend to be monotonous, such as the use of discussion methods. This is known from the results of observations made by the researchers themselves. All poetry texts writing learning comes from textbooks. Based on the above problems, the researcher conducted a research development aimed at (1) to analyze the development process of the contextual approach-based poetry text writing materials on grade X student in SMA Budi Murni 2 Medan, (2) to analyze the feasibility of the contextual approach-based poetry text writing materials on grade X student in SMA Budi Murni 2 Medan, (3) to analyze the effectiveness of the contextual approach-based poetry text writing materials on grade X student in SMA Budi Murni 2 Medan. The method adopted is the Research and development (R&D) proposed by Sugiyono, based on Borg and Gall. The trial subjects consisted of 3 students in individual test, 9 students in small group test, and 35 students in limited field test. The data collection technique used observation, interviews, questionnaire, and poetry text writing test. The research result shows that (1) material expert’s validation includes content feasibility with an average of 83,52% in “very good” criteria, presentation eligibility with an average of 87,5% in “very good” criteria, and language aspect with an average of 75% in “good” criteria, (2) graphyc design expert’s validation with an average of 83,46% in “very good” criteria, (3) teachers’ responses with an average of 88,23% in “very good” criteria, (4) individual test with an average of 77,77% in “very good” criteria, (5) small group test with an average of 80,10% in “very good” criteria, (6) limited field test with an average of 84,82% in “very good” criteria. The learning outcomes of student’s poetry writing before using the module was 74.28, while after using the module increased up to 85.57. The resulted difference between before and after the module usage is as much as 11.29. The implication of this study is that, the developed teaching materials may provide practical contributions in the implementation of the learning process for teacher. This is because the additional teaching materials provide convenience in the process of teaching.
Keywords: Approach, Based, Contextual, Development, Material, Poetry, Teaching, Text, writing
RESOURCE CAPACITIES SUPPORTING THEMATIC APPROACH IN TEACHING ECDE CENTRES IN UASIN GISHU COUNTY (Published)
Teachers are important resources in the teaching and learning process and should therefore be considered alongside other learning resources. They are the best recourses to be built into a particular teaching strategy designed to achieve a specific learning practice for instance thematic approach, without which can be administrative problem to head-teachers. Without adequate resource materials, it is a drawback to the implementation of new ideas and techniques. The study sought to investigate resource capacities of ECDE centers in supporting thematic approach in teaching in early childhood development centers in Eldoret Municipality. It was guided by Kurt Lewin’s Three Stages of Change Model developed in 1954. The study adopted the Descriptive Survey research Design. The target population comprised 266 respondents comprising of 164 ECDE teachers, 82 head teachers and 20 Educational Officials. Stratified sampling was used to select thirty schools out of eighty two schools; Public and Private Schools which translated to 30% of the total sample population. Purposive sampling was used to select all the head teachers to participate in the study while random sampling was also used to select one ECDE teacher. Instrumentation included the questionnaire, interview guide and document analysis. Data was collected and analyzed using descriptive statistics. Majority of the ECDC’s have inadequate resources and capacities both physical and human required supporting the implementation of thematic approach in teaching ECD children. The head teachers who supervise the curriculum in their schools are also not ECDE compliant hence, may not have be in a position to advice the teachers concerning the approach appropriately. The study recommended that ECDCs be equipped with adequate and developmentally appropriate materials and resources.
Keywords: Approach, Capacities, Resource, Thematic