TUGAS AKHIR

PROGRAM
Pendidikan Bahasa Inggris
KELOMPOK 5
Lia Kama Lia
(857516319)
Tineu Dwi Agustin
(857519837)
 Daftar Presentasi

1 CONTOH
KASUS
2 PEMECAHAN MASALAH DENGAN ANALISIS
MASALAH
3 PENUTUP
KASUS PEMBELJARAN
BAHASA INGGRIS
Mr Hardiman is an English teacher in the first grade of SLTP. He had a
morning session and begins his lesson with brief discussion concerning
nouns. The students have already learned that noun is a person, place, or
thing. In today‟s lesson he wants his students to describe the difference
between common and proper nouns. “The objective for today‟s lesson,“ is to
be able to define and identify common and proper nouns.
“I know some of you have a general idea of differences, but by the end of
our class session today, I want to make certain that each of you help get us
started by identifying the nouns in this sentence”.
(“Mr Hardiman points at the following sentence, which he has on the
board. “The wealthy brothers were preparing the plantation for the fall
harvest when Abraham Lincoln signed the Emancipation Proclamation.”)
KASUS PEMBELJARAN
BAHASA INGGRIS
Yoga responses by listing all nouns. “I think the nouns are brothers,
plantation, harvest, Abraham Lincoln, and Emancipation Proclamation.”
“Excellent, Yoga. Now what I want us to be able to do is identify the
difference between the common nouns and proper nouns that Yoga has listed,
Does anyone know which ones are common and which ones are proper. “You
have some good ideas, class. Now, let‟s make certain we all understand.
A common noun is the general name for person, place, or thing. So
brothers, plantation, and harvest would be, as some of you suggested,
common nouns. A proper noun is the name of a particular person, place or
thing. Abraham Lincoln is a particular name or a specific person. The
Emancipation Proclamation is particular and very important document. “I
now want to give you some examples of each of these nouns
KASUS PEMBELJARAN
BAHASA INGGRIS
.” (Mr. Hardiman writes common noun and proper noun on the board.)” I will
provide you with two examples for each, and then I‟ll ask you to label the
rest,”
Mr. Hardiman begins with the following information:
Common Noun Proper Nouns
Cars Buick
Cities New York
“Class, as you can see, cars and cities are general terms for things and places.
But Buick and New York represent a particular place. As I provide you with
additional examples, you tell me where to place the terms.
 KASUS PEMBELJARAN
BAHASA INGGRIS
Mr. Handiman : All right, where would I place landmark? Tina?
Tina : “It‟s common noun.”
Mr. Handiman : “Right” “And, how about musician? Lastri?
Lastri :“Common noun.”
Mr. Handiman :“Yes.” “What about Martin Luther King? Dody?
Doddy :“Proper noun.” “Great”
Mr. Handiman : “And, Wandi, what about this object (teacher holds up a baseball)”
Wandi :“Baseball is a proper noun.”
Mr. Handiman : “Why do you think so?‟
Wandi : “ Because it‟s a particular kind of ball”
Mr. Handiman : “True. But baseball is a name for a group of objects. There are lots of
Baseballs. Some have specific names, such as Rawling or Spaulding, but when you refer
to ball as part of a group, it is a common noun. So in this case baseball is a common
noun
 KASUS PEMBELJARAN
BAHASA INGGRIS
The class continues until the chart contains the following examples.
Common Nouns Proper Nouns
cars Buick
cities New York
musician Michael Jackson
building Pentagon
street Main Street

The students are accurately label all terms. Mr. Hardiman calls on several non-volunteers.
He also matches the examples so that the distinctions are even clearer between common
and proper nouns. That is, he matches cars, a common noun, with Buick (a specific car), a
proper noun, cities with New York, and so on.
 KASUS PEMBELJARAN
BAHASA INGGRIS
“Class, I now want you to identify with a partner all the proper and common
nouns in the following three sentences, Put a line under each common noun
and two lines under each proper noun. The students work in pairs and
identify all the appropriate terms.
Mr. Hardiman checks the students‟ work as he moves around the room.
“Now, I want you to complete the next three sentences on your own and then
show your work to your partner.” This time the students work independently,
and after completing the three sentences, they show their answers to their
partners.
Mr. Hardiman moves around the room and observes the students as they
work. He helps a couple of students, but almost everyone seems to
understand
 QUESTIONS

1 Find at least three problems in Mr.

Hardiman‟s lesson!
2 What problem do you find at the beginning of Mr.
Hardiman‟s lesson? Explain your answer?

1. He doesn‟t begin the lesson by

motivating students. The procedure of starting the
2. He doesn‟t apply the communicative lesson is not done properly. He
approach in teaching doesn‟t begin the lesson by making
3. He doesn‟t manage the integrated apperception. He doesn‟t motivate
teaching language the students.
4. He doesn‟t manage good interaction He doesn‟t encourage the students.
in class
 QUESTIONS
Do you think that Mr. Hardiman develops
good interaction?
Explain your answer!
No, he doesn‟t. He only develops
one interaction, that is the interaction
between the teacher and the students.
Give the reason for every activity that you
plan!
1. Making apperception, giving pretest in the
opening activity to motivate the students,
2. Teaching using communicative approach
to make the learning meaningful,
integrated teaching and learning to make
the students learnthe language skill, giving
tasks to make thestudents active,
Let's apply the steps of problem
analysis to the case:
Key Information
from the Case

• Mr. Hardiman is an English teacher teaching first-grade students.

• He is conducting a lesson on nouns, specifically focusing on the difference
between common and proper nouns.
• The objective of the lesson is for students to define and identify common and
proper nouns.
• Mr. Hardiman engages students through discussion, examples, and practice
exercises.
• He provides clear definitions and examples of common and proper nouns.
• Students work collaboratively and independently to identify common and
proper nouns in sentences.
 Let's apply the steps of problem
analysis to the case:

Identified Problem

• Some students initially struggle to differentiate

between common and proper nouns.
• The challenge lies in understanding the distinction
between general and specific nouns.
.
Let's apply the steps of problem
analysis to the case:
Causes of the
Problem

• Students may have varying levels of prior knowledge and

understanding.
• Conceptualizing abstract grammar concepts like common and
proper nouns can be challenging for young learners.
• Lack of reinforcement or practice may contribute to confusion.
 Let's apply the steps of problem
analysis to the case:
Alternative Problem
Solving

• Mr. Hardiman could incorporate more interactive activities such as games or

role-playing to reinforce the concepts.
• He could provide additional visual aids or mnemonic devices to aid memory
retention.
• Utilizing peer teaching or group activities may help reinforce understanding
through collaboration.
• Mr. Hardiman could offer differentiated instruction to cater to students with
different learning styles or levels of understanding.
Let's apply the steps of problem
analysis to the case:
Analysis of
Alternatives
.
• Interactive activities could increase student engagement and retention
but may require more time for preparation.
• Visual aids and mnemonic devices can enhance learning but may not
be effective for all students.
• Peer teaching and group activities promote collaborative learning but
may require effective classroom management.
• Differentiated instruction ensures all students' needs are met but may
require additional resources and planning.
 Let's apply the steps of problem
analysis to the case:
Strengths and Weaknesses
Analysis

• Each alternative has its strengths in addressing the problem,

such as increased engagement, improved retention, and catering
to diverse learning needs.
• Weaknesses include potential time constraints, resource
limitations, and the need for effective classroom management.
 Let's apply the steps of problem
analysis to the case:
Choosing the Most
Effective Alternative

Based on the analysis, the most effective alternative

may involve a combination of interactive activities,
visual aids, peer teaching, and differentiated
instruction tailored to the students' needs.
Let's apply the steps of problem
analysis to the case:

Compilation of
Answers

Compile a detailed plan outlining the implementation

of the chosen alternative, including specific activities,
resources needed, and strategies for assessment and
feedback.
 Conclusion

By following this problem

analysis sequence,
Mr. Hardiman can address the
challenges in teaching common
and proper nouns effectively,
ensuring all students achieve the
lesson objectives.
Any Question?
THANK
YOU