Penerapan Pembelajaran Berdiferensiasi pada Mata Pelajaran Bahasa Inggris di kelas IX SMPN1 Sendana

Madam Hamriani

24 Nov 202214:58

Summary

TLDRIn this educational video, teacher Hamriani S.Pd GR introduces a differentiated learning approach for English language instruction at SMP Negeri 1 Sendana. The lesson begins with a relaxation exercise to focus students' minds, followed by a simple game to engage the class. The main objective is for students to analyze procedural texts, specifically a recipe in English for class 3. The teacher encourages students to learn through various means, including watching instructional videos on YouTube or referring to textbooks. The lesson concludes with a recap of the day's learning about the structure of recipes and the importance of using the simple present tense for clear communication.

Takeaways

👩‍🏫 The speaker is Hamriani S.Pd GR, a language and English teacher at SMP Negeri 1 Sendana, Majene, West Sulawesi.
🎓 The video focuses on differentiated learning practices in the classroom.
📚 Before teaching, Hamriani assessed the learning styles of her students.
🧘‍♀️ She instructs students to clear their minds and find a comfortable position, whether sitting or standing, to be relaxed yet alert.
🎮 A simple game is introduced, involving accessing a website on their phones, with an alternative for those without phones to use a laptop.
📖 The learning objective for the day is to analyze a procedural text in Indonesian language for grade 3 students.
🎥 Students are encouraged to watch a video or read a book to understand the content.
🍰 The video script includes a demonstration on how to make pancakes and a house, with a focus on the process and ingredients.
📝 The purpose of a recipe is highlighted as a record of ingredients and the method of combining them.
🗣️ The use of simple present tense in giving instructions and describing the process is emphasized.
🤔 The script concludes with a reflection on the most enjoyable part of the learning process and a teaser for the next meeting.

Q & A

Who is the speaker in the video script?
-The speaker is Hamriani S.Pd GR, a language and English teacher at SMP Negeri 1 Sendana in Majene, West Sulawesi.
What is the main purpose of the video?
-The main purpose of the video is to demonstrate differentiated learning practices in the classroom.
What does the teacher do before starting differentiated learning in the classroom?
-Before starting differentiated learning, the teacher assesses the learning styles of the students.
What is the first step the teacher asks the students to do in the video?
-The first step the teacher asks the students to do is to stop for a moment and take a comfortable position, either sitting or standing.
What is the role of the music and clapping in the video?
-The music and clapping are used to create a rhythm and engage the students in the learning process.
What is the purpose of the games mentioned in the video?
-The games are meant to provide a simple and engaging way for students to learn, especially those who do not have access to smartphones.
What is the main learning objective for the day according to the video?
-The main learning objective for the day is for the students to be able to analyze a procedural text in Indonesian and English for grade 3.
How does the teacher plan to use technology in the lesson?
-The teacher plans to use technology by directing students to access a website and watch videos on YouTube for learning.
What is the focus of the analysis in the video?
-The focus of the analysis is on the structure of recipes, including the ingredients and the steps involved in making them.
What is the significance of the phrase 'using jus simple present' mentioned in the video?
-The phrase 'using jus simple present' likely refers to using the simple present tense in English to describe how to make something, which is a part of the language learning objective.
How does the teacher conclude the video?
-The teacher concludes the video by asking the students about what they have learned that day regarding the structure of recipes.

Outlines

00:00

📚 Introduction to Differentiated Learning Practice

In the first paragraph, the speaker, Hamriani S.Pd GR, introduces themselves as a language and English teacher at SMP Negeri 1 Sendana in West Sulawesi, Indonesia. They explain their intention to implement differentiated learning in their class and mention having previously assessed the students' learning styles. The speaker guides the audience through a relaxation exercise to prepare for the lesson, instructing them to find a comfortable position and to relax their shoulders. They also introduce a simple game that will be played, asking participants to access a website or use their phones, and indicating that those without phones will participate on a laptop.

05:00

🎓 Learning Objectives and Activities

The second paragraph delves into the learning objectives for the day, which involve the students' ability to analyze a procedural text in Indonesian for grade 3. The speaker instructs the students to watch a video or read a book to understand the content. They also mention an activity where students learn according to their groups, with some preferring to watch YouTube videos and others using books. The speaker introduces the concept of structure analysis, possibly related to recipes, and mentions a YouTube channel where a student named Anugrah Aulia Daud from class 9C appears, indicating a personal touch or a student example.

10:09

🍰 Understanding Recipe Structures and Language Usage

In the third paragraph, the speaker continues with the theme of recipes, explaining the importance of understanding the structure of a recipe, which includes a record of ingredients and the method of preparation. They discuss the use of the simple present tense in forming commands and describe the process of making a pancake and a house, possibly as part of a video demonstration. The speaker also reflects on the day's learning, asking what the students have learned about the structure of recipes and emphasizing the purpose of a recipe, which is to provide an accurate record of the ingredients, quantities needed, and the method of combining them.

Mindmap

Keywords

💡Differentiated Learning

Differentiated learning is an educational approach that tailors teaching to meet the diverse needs of students. In the script, the teacher mentions implementing differentiated learning in their class, which is crucial for understanding the video's theme of personalized education. This approach is evident when the teacher adapts the learning activities based on the students' learning styles.

💡Learning Styles

Learning styles refer to the preferred ways in which individuals process and retain information. The script mentions that the teacher has conducted an assessment of the students' learning styles, which is a key step in differentiated learning. Understanding students' learning styles helps the teacher to design activities that cater to visual, auditory, or kinesthetic learners.

💡Procedural Text

A procedural text is a type of writing that outlines a process or a series of steps to achieve a particular outcome. In the script, the teacher refers to 'teks prosedur' in Indonesian, which translates to 'procedural text' in English. This is related to the video's educational content, where students are expected to analyze and understand the steps involved in a process, such as making a recipe.

💡Video Analysis

Video analysis involves watching and interpreting a video to extract information or learn from it. The script instructs students to watch a video or read a book to understand the procedural text. This activity is part of the differentiated learning approach, allowing students to choose their preferred method of learning, whether through visual or textual content.

💡Group Learning

Group learning is a collaborative educational method where students work together in groups to achieve a common goal. The script mentions that students should learn according to their groups, which is a part of the differentiated learning strategy. This method encourages peer interaction and shared learning experiences.

💡YouTube

YouTube is a popular video-sharing platform often used for educational purposes. In the script, the teacher suggests that students can learn from YouTube if they prefer a visual learning style. This reflects the video's theme of providing diverse learning options and embracing technology in education.

💡Recipe

A recipe is a set of instructions for preparing a particular dish, including a list of ingredients and the steps to combine them. The script discusses the purpose of a recipe, emphasizing the importance of having accurate records of ingredients and their quantities. This is relevant to the video's educational content on procedural texts and understanding the structure of recipes.

💡Simple Present Tense

The simple present tense is a verb tense used to describe habitual actions, general truths, or states. In the script, the teacher mentions using the simple present tense to describe how chocolate is made. This linguistic aspect is relevant to the video's educational theme, focusing on language learning and understanding verb tenses in English.

💡Command Sentence

A command sentence is a type of imperative sentence that gives orders or instructions. The script refers to 'kalimat perintah' in Indonesian, which translates to 'command sentence' in English. This is part of the educational content, where students learn how to construct sentences that give instructions or directions.

💡Enjoyment

Enjoyment refers to the feeling of pleasure or satisfaction derived from an activity. In the script, the teacher asks which part the students like the most, indicating an emphasis on making learning enjoyable. This is aligned with the video's theme of engaging students and making education a positive experience.

💡Learning Outcome

A learning outcome is the knowledge, skills, or behaviors that students are expected to acquire as a result of an educational activity. The script ends with the teacher asking what the students have learned that day, highlighting the importance of reflecting on learning outcomes. This is crucial for assessing the effectiveness of the differentiated learning approach.

Highlights

Introduction of the teacher, Hamriani S.Pd GR, teaching English at SMP Negeri 1 Sendana, Majene, West Sulawesi.

Implementation of differentiated learning in the classroom.

Understanding students' learning styles before implementing differentiated learning.

Engagement of students with music and clapping to focus their attention.

Instruction to students to stop external thoughts and focus on the video.

Guidance for students to take a comfortable position for learning.

Introduction of a simple game to engage students.

Direction for students to access a website for further learning.

Inclusion of students without smartphones by using a laptop for the game.

Discussion on the purpose of the learning session focusing on procedural texts.

Encouragement for students to analyze the content of a video or book.

Introduction of a YouTube channel for learning purposes.

Differentiation of learning activities based on students' preferences.

Explanation of the structure of recipes and their importance.

Discussion on the purpose of a recipe, focusing on accurate records of ingredients and steps.

Use of simple present tense in describing how to make chocolate.

Engagement of students in describing their favorite parts of making a recipe.

Closing of the learning session with a reflection on what was learned.