TIIE CONCEPT OF PROBLEM POSING EDUCATION IN TIIE CLASSROOM MANAGEMENT IN ENGLISH LEARNING(The Descriptive Study in the Alternative School of Qaryah Thayyibah SalatigaYear2011)

MAULANA, ANAS (2012) TIIE CONCEPT OF PROBLEM POSING EDUCATION IN TIIE CLASSROOM MANAGEMENT IN ENGLISH LEARNING(The Descriptive Study in the Alternative School of Qaryah Thayyibah SalatigaYear2011). Other thesis, IAIN SALATIGA.

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Abstract

This graduating paper is a description of the results of research inQaryahtayyibah Alternative School, Salatiga (2011). This study used a qualitativedescriptive approach. The focus of the discussion is developed with a perspectiveon classroom management issues facing education, particularly in learningEnglish.The research was conducted for about two months. There are threesubjects that were examined, namely the implementation of student classroommanagement, the role of teachers in classroom management and principlesdeveloped by QaryahQaryah schools in the development of classroommanagement through the problem posing education perspective.While the results of this study are; problem-based learning is characterizedby the use of real problems. This model is not designed to help students receive asmuch information, but help students to develop thinking and problem solvingskills. The classroom management on the perspective of problem based learningin the QaryahThayyibah is conducted independently by the students through fourstages namely; 1) Planning the learning, 2) Organizing the learning process, 3)Practicing, 4) Evaluating the result of learningStudents have five roles in the implementation of classroom managementin the English learning through problem-based learning perspective, namely: 1)Identifying the Problem, 2)Planning the learning, 3)0rganizing the learningprocess, 4)Presenting Work, 5)Analyzing and Evaluating. Teachers have six rolesin the implementation of the classroom management in English learning throughproblem-based learning perspective, namely: !)Teacher as friends for learning,2)Teacher as presenters of the problem, 3)Teacher as facilitator 4)Teacher as amotivator, 5)Teacher as evaluator, 6)Teacher as creator.There are 12 principles of learning developed by Qaryah Tayyibah relatedto classroom management in English lessons, especially in the problem-basedlearning perspective, they are: 1 )Realistic and Functional 2)Teachers as friend forlearning, 3)Dynamic and democratic, 4)From local to global 5) Students assubjects of study, 6) liberating learning, ?)Leaming to producing/creating, 8)Funlearning, 9)Evaluation from, for and by Students lO)Finding self-identity,l l)Building self- reliance and cooperate 12)The capacity measurement

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