FOREIGN LANGUAGE TEACHING MEDIA‘GRO

FOREIGN LANGUAGE TEACHING MEDIA
‘GROUP INSTRUCTION’
 Group Instruction
A great deal of instruction is done with learners assembled in a group, Older learners, to be sure, may attain a high degree of control over the management of instructional events, to the extent that their learning depends on self- instruction. For learners of whatever sort, the attempt is usually made in group instruction to ensure that each instructional event is as effective as possible in supporting learning by all members of the group Groups assembled for instruction are of various sizes, The most commonly used mode of instruction in such a group is the lecture, which may of course incorporate such other presentations as projected or televised pictures and demonstrations.
 Characteristics of group instruction
Some patterns of interaction among teachers and students are more readily attained with small groups, some with large. Owing to differences in the way they are perceived by students, these patterns may influence the outcomes of learning. Some classroom interaction patterns, Small Or Large Group.
 The Small Group
The employment of small groups for instruction is a common practice in such elementary school subjects as reading and mathematics. In the first grade, for example, a teacher may find that some pupils have not yet mastered the oral language skills of reading readiness; others may be just beginning to learn to sound the letters and syllables of printed words; still others may be reading entire printed sentences without hesitation. Obviously, these different sets of students need to be taught different sets of enabling skills.
 Large Group
For a large group, the teacher initiates and manages the events of instruction that are specifically relevant to the primary objective of the lesson. Because the teacher's cues for timing and emphasis come from several (or many) sources rather than from a single student, there is a marked reduction in precision in the management of instructional events. Teachers of large groups cannot be sure they have gained the attention of all students; they cannot always be sure that all students have recalled prerequisites or that the semantic encoding they suggest will work well with all students.
And weaknesses of these large-group instructional methods. Frequently, large groups are divided into smaller groups and, sometimes, into two-person groups in order to bring about some of the advantages of increased precision of control over instructional events. One system for the improvement of large-group instruction is mastery learning, in which units of instruction are managed so that diagnosis and corrective feedback follow the learning of each unit until mastery is achieved.

Hasil (Bahasa Indonesia) 1:

FOREIGN LANGUAGE TEACHING MEDIA‘GROUP INSTRUCTION’ Group InstructionA great deal of instruction is done with learners assembled in a group, Older learners, to be sure, may attain a high degree of control over the management of instructional events, to the extent that their learning depends on self- instruction. For learners of whatever sort, the attempt is usually made in group instruction to ensure that each instructional event is as effective as possible in supporting learning by all members of the group Groups assembled for instruction are of various sizes, The most commonly used mode of instruction in such a group is the lecture, which may of course incorporate such other presentations as projected or televised pictures and demonstrations. Characteristics of group instructionSome patterns of interaction among teachers and students are more readily attained with small groups, some with large. Owing to differences in the way they are perceived by students, these patterns may influence the outcomes of learning. Some classroom interaction patterns, Small Or Large Group. The Small Group The employment of small groups for instruction is a common practice in such elementary school subjects as reading and mathematics. In the first grade, for example, a teacher may find that some pupils have not yet mastered the oral language skills of reading readiness; others may be just beginning to learn to sound the letters and syllables of printed words; still others may be reading entire printed sentences without hesitation. Obviously, these different sets of students need to be taught different sets of enabling skills. Large GroupFor a large group, the teacher initiates and manages the events of instruction that are specifically relevant to the primary objective of the lesson. Because the teacher's cues for timing and emphasis come from several (or many) sources rather than from a single student, there is a marked reduction in precision in the management of instructional events. Teachers of large groups cannot be sure they have gained the attention of all students; they cannot always be sure that all students have recalled prerequisites or that the semantic encoding they suggest will work well with all students.Dan kelemahan metode pengajaran kelompok besar ini. Sering, kelompok besar dibagi ke dalam kelompok-kelompok kecil dan, kadang-kadang, kelompok-kelompok dua orang untuk membawa tentang beberapa keuntungan dari meningkatkan presisi kontrol atas peristiwa-peristiwa instruksional. Satu sistem untuk peningkatan kelompok besar instruksi adalah penguasaan belajar, di mana unit instruksi dikelola sehingga diagnosis dan umpan balik korektif mengikuti belajar setiap unit sampai penguasaan tercapai.