RESUME OF SEMINARS

UNIVERSITY OF SINGAPERBANGSA KARAWANG

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH EDUCATION DEPARTMENT

Name: ALIFIA RUFI A
NPM: 1910631060059
Class: PBI 3A
Lecturer: Yuna Tresna Wahyuna, S.S., M.Hum

RESUME OF SEMINARS

Session 1: ENGLISH LANGUAGE TEACHER EDUCATION AMIDST THE COVID-19 PANDEMIC: A MALAYSIAN EXPERIENCE

FATIHA SENOM (Ph.D.)

Senior Lecturer at Department of Language & Literacy Education, Faculty of Education, University of Malaya

COVID 19 PANDEMIC AND HIGHER EDUCATION INSTITUTIONS:

1. As Covid-19 cases increased rapidly in Malaysia, the Movement Control Order was imposed nationwide by the government 

2. Immediate closure of schools and universities. 

3. Teaching and learning were instantaneously transformed into distance and remote formats. 

4. The Ministry of Higher Education (MoHE) of Malaysia made the decision to halt all face-to-face lectures and urged every higher education provider to prepare for online learning. 

5. Students began to return to their homes, where in some areas there was little or no Internet coverage

ONLINE TEACHING AND LEARNING DELIVERY

Strategies: 

#SPeCTRUM attendance module (allowing students to record their own attendance) 

#Download the attendance list when using MS Teams for online (live) classes; 

#Screen capture students who are present during the online (live) classes; 

#Have students to register attendance using chat box in the online (live) classes; 

#Using electronic timestamp of students' online activities 

#Using Google form with customized attendance code.

ONLINE TEACHING AND LEARNING ASSESMENT

1. higher order thinking skills (HOTS)

2. unique questions/tasks 

3. various online tools (Turnitin) 

4. deter cheating 

5. strict time-limits on online assessments 

6. video face capture technology

7. educate and warn about the penalties 

8. statement of authenticity

Session 2: Essentials in TEYL for Indonesian Elementary Schools: An Update for 2020.

Bachrudin Musthafa, MA, PhD.

Part A: Contextual Conditions

1. English as a local-curricular content in Indomesian Elementary Schools

2. Elementary School Children as Learners of a Foreign Language

3. Take it or leave it: the Ina’s government stance to TEYL

Part B: Challenges in Teaching English as a Foreign Language (EFL) to Young Learners in Indonesia

1. English in Indonesia has the official status of a foreign language (EFL)

This FL status has consequences: lack of exposure, lack of engagement; and lack of support

2. Issues of teachers’ confidence and capabilities in teaching EFL to young learners

3. Issues of sponsorship

Part C: Learning from Excellent TEYL Programs and Responding to the Challenges

1. TEYL comes in different forms and intensity of practice. 

2. Effective Teachers of English can fluently use English for functional communicative purposes, including for instructional purposes.

3. Excellent teachers of English know who children are and how these children learn.

4. Excellent English Teachers to Young Learners Know How Children Acquire a Language

5. Excellent English teachers take a responsibility to ensure children’s English learning

Part D: Can Indonesia Handle the Challenge?

1. Choose only excellent TEYL teachers to be assigned to teach in class

2. Teachers of English should be disciplined in using English as much as possible during teaching-learning process.

3. Apply  a merit-system in managing teachers’ work and payment. Introduce contract-based assignment of teachers in the school system.

Session 4: The Three-Period Lesson: a Key Part of  the Montessori Method

Yuna Tresna Wahyuna, S.S, M.Hum

MONTESSORI METHOD:

The Montessori Method is founded on Maria Montessori’s educational philosophy.

The teacher’s role is to prepare the classroom, and observe and guide their students in their learning. As a result, children progress at their own pace, according to their own abilities.

PRINCIPLE OF MONTESSORI:

1. Follow the Child

Children are free to choose and work on activities at their own pace. Here, they experience a combination of freedom and self-discipline, as guided by the environment and the teacher.

2. Through work in the Montessori environment, children learn to develop concentration, self-discipline, and a love of learning.

MOTTO: "HELP ME TO DO IT MYSELF"