English teachers' strategies in assisting students to meet the Minimum Criterion of Mastery Learning (MCML)

Haryanto, Jessica Febrina (2018) English teachers' strategies in assisting students to meet the Minimum Criterion of Mastery Learning (MCML). Undergraduate thesis, Widya Mandala Catholic University Surabaya.

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Abstract

Curriculum is constructed by the Ministry of Education and Culture as the foundation of the education system in Indonesia. The curriculum applied mentioned the educational scoring standard in which the students should pass to show their learning mastery; that is called Minimum Criterion of Mastery Learning (MCML). Since the goal of the teaching learning process is to fulfill the MCML, the English teachers should use strategies in constructing and planning many activities so that they could assist the students in meeting the MCML. In this thesis, the writer was trying to find out many strategies the English teachers used to assist the students to meet the MCML. In addition, the writer was also trying to find out the strategies the English teachers took to treat the students who fail to meet the MCML. In this study, 85.4% of the English teachers used the 9 strategies out of 10 Instructional Strategies mentioned by Rosenshine (2010). In the real situation, the English teachers developed the 9 Instructional Strategies into various fun and effective activities. 75% of the English teachers believed that the use of MCML helped them as the standardized perimeter for the students’ learning mastery. It was proven by the high success rate of 75.7% of the students who were recorded in meeting the MCML. In addition, the strategies taken by the English teachers to treat the students who fail to meet the MCML from the highest to the least were as follows: give remedial tests (35%); assess the students individual projects as the additional points (33.8%); take the students’ homework points as the additional points (24.7%); give remedial teaching and tests (2.6%); reteach materials and give only 1 remedial test (1.3%). In conclusion, the English teachers’ strategies inside the classroom really determine the students’ success in meeting the MCML and the strategies taken for the students who fail in meeting the MCML also define the students’ achievement at school.

Item Type:	Thesis (Undergraduate)
Department:	["eprint_fieldopt_department_Faculty of Teacher Training and Education" not defined]
Uncontrolled Keywords:	Curriculum, Minimum Criterion of Mastery Learning (MCML), strategies, instructional strategies
Subjects:	English Education
Divisions:	Faculty of Teacher Training and Education > English Education Study Program
Depositing User:	Jessica F.
Date Deposited:	09 Aug 2018 04:37
Last Modified:	09 Aug 2018 04:37
URI:	http://repository.ukwms.ac.id/id/eprint/15230

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