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">Berikut adalah beberapa koleksi materi-materi perkuliahan saya di Pascasarjana Manajemen Pendidikan Universitas Negeri Surabaya (Unesa). Sebagian besar materi-materi berikut ini adalah kompilasi dari tugas-tugas kuliah selama satu semester, namun juga ada beberapa materi-materi dosen saya baik dalam bentuk power point dan e-book.

Bagi pembaca yang membutuhkan, materi-materi berikut bisa didownload pada link yang tertera dibawah ini. Atas alasan akademik, materi-materi yang ada, saya buat dalam bentuk pdf yang tidak bisa di copy maupun di edit. Bagi pembaca yang menginginkan file word/pdf yang bisa di edit silahkan contact saya di: akhi.suhe@gmail.com / hendar_20@yahoo.com  

Daftar Materi Kuliah Manajemen Pendidikan Pascasarjana Pendidikan Unesa

1. Inovasi Pendidikan
    Konsep Dasar Inovasi Pendidikan dan Modernisasi

2. Kepemimpinan dan Perilaku Organisasi Pendidikan
    Makalah Model Kepemimpinan Demokratis

3. Landasan Pendidikan dan Pembelajaran
    a. Intelektual siswa dalam mempengaruhi belajar
    b. Perkembangan Filsafat Pendidikan

    

4. Pengembangan Program Penataran dan Pelatihan
    a. Teknik Komunikasi
    b. Etika Kepemimpinan Aparatur
    c. LAN 2008
   
5. Teori Pengembangan dan Pembaharuan Kurikulum Manajemen
    Pengembangan Kurikulum dan Sistem Pendidikan Nasional
    
6. Wawasan Manajemen Pendidikan
    a. Implementasi Fungsi-fungsi Manajemen Pendidikan
    b. Analisis HDI Indonesia
    c. Analisis Standar Pendidikan dan Tenaga Kependidikan
    
7. Materi UAS Semester 1 Pascasarjana Manajemen Pendidikan Unesa
    a. Filsafat dan Pengembangan Teori Manajemen Pendidikan
    b. Landasan Pendidikan dan Pembelajaran
    c. Wawasan Manajemen Pendidikan
    d. Pengembangan Kurikulum Pendidikan
    e. Inovasi Manajemen Pendidikan
    f.  Pengembangan Program Penataran dan Pelatihan
        

Makalah ini membahas tentang perpesktif prilaku pemimpin dan proses pengambilan keputusan pemimpin dalam organisasi pendidikan. Selain itu makalah ini juga membahas tentang hubungan filsafat dengan pendidikan, ruang lingkup filsafat pendidikan, epistemologi, metafisika dan aksiologi.

Lebih jauh lagi makalah ini membahas secara mendalam tentanng proses pengambilan keputusan seorang pemimpin organisasi dalam pendidikan. Ada 5 model pengambilan keputusan didalamnya yang dijelaskan dalam makalah ini. 1) Model Rasional, 2) Model Etik, 3) Model Partisipatori, 4) Model Politik dan 5) Garbage Can Model.

Bagi pembaca yang menginginkan makalah fullnya, silahkan download pada link berikut ini : Download

Silahkan dipergunakan untuk kebaikan pendidikan, dan demi menjaga etika akademik, mohon sertakan link blog ini. Terima Kasih 

Buku ini merupakan buku yang juga banyak dicari oleh para praktisi pendidikan atau orang-orang yang berkecimpung dengan dunia pendidikan. Para kepala sekolah, pengawas, maupun mahasiswa manajemen pendidikan.

Buku Effective School Management banyak membahas tentang efektifitas sekolah dalam menjalankan manajemen kependidikannya. Buku ini membahas bagaimana sekolah memiliki pengaruh terhadap perkembangan peserta didik, pengelolaan manajemen sekolah dll.

Bagi para pembaca yang menginginkan e-book buku ini silahkan download pada link berikut ini :

Download

Semua file yang ada free download, silahkan dipergunakan untuk kebaikan dan kemajuan dunia pendidikan 

Bagi para pendidik atau praktisi pendidikan, buku ini sangat representatif untuk di baca. di dalamnya pembaca diajak untuk mengetahui proses belajar mengajar atau pendidikan diabad 21 ini. Buku karya Bernie Trilling & Charles Fadel ini banyak digunakan di lembaga-lembaga pendidikan tinggi, terutama di Lembaga Pendidikan Tenaga Keguruan (LPTK)

Bagi para pembaca yang menginginkan e-book buku tersebut silahkan download pada link di bawah ini:

Download

CHAPTER IEnglish Language Teaching in the “Post-Method” Era: Toward Better Diagnosis, Treatment, and Assessment

In the century spanning the mid-1880s to the mid-1980s, the language teaching profession was involved in what many pedagogical experts would call a search. That search was for a single, ideal method, generalizable across widely varying audiences that would successfully teach students a foreign language in the classroom. To successfully teach students a foreign language in the classroom need a good method.

A PRINCIPLED APPROACH

            Through the 1970s and into the early 1980s there was a good deal of hoopla about the “designer” method. Event though they were not widely adopted standards of practice, they were nevertheless symbolic of a profession at least partially caught up in a mad scramble to invent a new method when the very concept of method was eroding under our feet. We did not need a new method. We needed, instead, to get on with the business of unifying our approach to language teaching and designing effective task and technique informed by that approach. One teacher’s approach may of course differ on various issues from that of a colleague, or even of “expert” in the field who differ among themselves. There are two reasons for variation at the approach level: (1) an approach is by definition dynamic and therefore subject to some “tinkering” as a result of one’s observation and experience; and (2) research in second language acquisition and pedagogy almost always yields findings that are subject to interpretation rather than giving conclusive evidence. These two reasons that differentiate variation of each approach level.

SECTION 3
CHAPTER 5-6
(IMPLEMENTING COOPERATIVE LEARNING and MIXED-LEVEL TEACHING : TIERED TASK AND BIAS TASK)

In this section, there are two articles that focus on two aspects of a language lessons, they are implementing cooperative learning and mixed-level teaching: Tiered task and Bias Task. Two kinds of articles have to understand by the teacher in order the teacher can implementing cooperative learning in teaching learning process. not only implementing cooperative learning but also mixed-level teaching: tiered task and bias task. Cooperative learning is more than just putting students in groups and giving them something to do in the class, but cooperative learning principles and technique are tools which teacher uses to encourage mutual helpfulness in the group and the active participation of all members. Cooperative learning also an effective strategy or method to make a student active in the class, they can share knowledge each other with they group and etc. except that, several advantages for cooperative learning are increased student talk, more varied talk, a more relaxed atmosphere, greater motivation, more negotiation of meaning, and increased amounts of comprehensible input (Liang, Mohan, and Early, 1998; Olsen & Kagan, 1992). In the planning stage of cooperative learning, there are many philosophical question to think about, such as whether to stress intrinsic or extrinsic motivation from the learners itself (Graves, 1990), how much choice to give students in such materials as how, about what, and with whom they will coliaborate, and how tightly to structure activities to help encourage effective cooperation (Sapon-Shevin & Schniedewind, 1991). All of those questions are important to plan before teaching learning process or before implementing cooperative learning in the class. Also, before implementing cooperative learning there are several have to think, they are how big should groups be ?, how should groups be formed?, when students are working their group, how can the teacher get the class’s attention?, how long should groups stay together?, how should groups be ended?, what percentage of the time should cooperative learning be used?,

SECTION 4
SYLLABUS DESIGN AND INSTRUCTIONAL MATERIALS

In this section, there are two articles that discuss about syllabus design and instructional materials. In this section we will know how to design a good syllabus and how to good instructional materials. They are the ELT curriculum: a flexible model for a changing world and the role of materials in the language classroom: finding the balance. Two kinds of articles have to understand by the teacher in order the teacher know how to design a good syllabus, as we know that syllabus is an important thing in teaching learning process. Also the paper in this sections focus on issues relating to syllabus design and materials development. As I know that the teacher’s responsible is not only for teaching language for communication and language as knowledge, but also for encouraging learners to take responsibility for their own learning so that they develop skills and strategies for continuing to learn outside of the classroom. So the teacher must be understand and can to make or design a good syllabus.

The term curriculum is open to a variety of definition in its narrowest sense it is synonymous with the term syllabus. And the wider sense it refer to all aspects of the planning, implementation and evaluation of an educational program, the why, how, and how well together with the what of the teaching-learning process. The central focus of the curriculum in this model is the content of what is to be learned by, or transmitted to, the learner. In the classical humanist tradition, the content is a valued cultural heritage, the understanding of which contribute to the overall intellectual development of the learners; and from the point of view of epistemological objectivism, the content is knowledge which has been identified and agreed to be universal, unchanging and absolute.

SECTION 5
TASK AND PROJECT WORK

In this section, there are two articles that discuss about syllabus design and instructional materials. In this section we will know how to Implementing task-based language teaching and how to promote language and content which before (last toipic) we have learn how to design a good syllabus and how to good instructional materials.

In implementing task-based language teaching, there are several points that we have to prepare before we design or implanting task-based language teaching. First is topic choices, a key element to the success of this project lies in the fact that the learners or students have primary control over the topic they investigate. Choice topic also is an important thing to implementing task-based language teaching. Second, the fundamental benefit of task, many individual aspect of the project clearly meet the definition of task laid out by skehan (1998).specifically, Skehan proposes that a task is an activity in which meaning is primary, there is a communication problem to solve, and the task is closely related to real-world activities.Next is pre-task activities, are used at several points in the project. They are essential for providing adequate support to the learners in their attempts to deal with a series of complex, challenging task. Then, the negotiation of meaning, communication strategies, and contextual linguistic input, in implementing task-based language teaching, there are several problem that have to face the possible improvement to the project. Skehan (1998) list several major problems which exist where task-based language teaching is concerned. First, although early empirical indications strongly support the use of task as an effective way to conceptualize language teaching, the amount of research is still insufficient. Second, and more worrisome, is the fact that no task-based program has been implemented and subjected to rigorous evaluation. Contents-based instructional allows for the natural integration of sound language-teaching practice such as alternative means of assessment, apprenticeship learning, cooperative learning, integrated-skill instruction, project work, and the use of graphic organization. Project-based learning should be viewed as a versatile vehicle for fully integrated language and content learning, making it viable option for language educators working in a variety of instructional setting, including general English, English for academic purpose, and English for specific purpose.

SECTION 6
LEARNING STRATEGIES

In this section, there are two topic discussions that discuss about language learning strategies in a nutshell: update and ESL suggestions and learner strategy training in the classroom: an action research study. In this section we will know about language learning strategies in a nutshell and how the learner strategy training in the classroom activity

 There are several differentiate in language learning strategies, according to oxford (1990.in Cohen & Weaver, 1998), differentiate learning strategies into cognitive strategy, metacognitive strategy, and affective strategy. Cognitive strategies involve the identification, retention, and retrieval of language elements. For metacognitive, the strategy of this type deal with the planning, monitoring, and evaluation of language learning activities. Affective strategies are those that serve to regulate emotion, attitude, and emotion. These strategies are difference in language learning strategies. Frequently used technique for assessing students’ L2 strategies include informal or formal interviews, group discussion, language learning diaries, dialogue journal between students and teacher, and open-ended surveys. Observation methods are often difficult to employ because many learning strategies are internal and thus invisible to observe. Therefore, much learning strategy research depends on learners’ willingness and ability to describe their internal behaviors, both cognitive and affective (emotion)(Brown, 1989; Harlow, 1988). There are many factors in using the strategies, such as maturity, comprehension of one’s own learning style preferences, and previous experience that separate expert from notice. In learning language, successful learners often use metacognitive strategies such as organizing, evaluating, and planning their learning. Beside successful learners in learning language use metacognitive strategy, learners sometimes are not even aware of the non communicative or rather mundane strategies they use, such as translation, role memorization, and repetition.

SECTION 7
TEACHING GRAMMAR

In this section, tell us about the important of teaching grammar and how the role of grammar in language instruction. The role of grammar is perhaps one of the most controversial issues in language teaching. In the early parts of the twentieth century, grammar teaching formed an essential part of language instruction. In recent years, grammar teaching has regained its rightful place in the language curriculum. People now agree that grammar is too important to be ignored, and that without a good knowledge of grammar, learners’ language development will be severely constrained. So, in grammar instructional have to follow by good instruction process in classroom.

Interestingly, the mistakes which the Greek teachers regarded as most serious were often those that troubled the native speakers least, and vice versa. The native speakers generally gave higher marks to mistakes which impeded their understanding when discussing the reason for their assessment, many mentioned intelligibility. The nonnative teachers seemed more disturbed by infringements of common grammar rules in discussion they referred frequently to basic mistakes. They seemed most upset by the fact that learners continued to break rules which had been taught earlier and which they should therefore have mastered. Effectively, they were teaching grammar, because it was there. First its tidy, Grammar looks tidy and is relatively teachable although English grammar does not have the kinds of inflectional apparatus which makes German or Latin look so magnificently systematic. Grammar can be presented as a limited series of tidy things which students can learn, apply in exercises, and tick off one by one learning grammar is a lot simpler than learning a language. Second it’s testable, grammar is often used as a testing short cut and because of the wash back effect of testing, this adds to the pressure to teach it. Then grammar as a security blanket, Grammar can be reassuring and comforting. People often regarded grammar as a single interconnected system, all of which has to be learnt, if it is to work properly.

SECTION 8-9
TEACHING PRONUNCIATION – SPEAKING

(PracTESOL: It’s Not What You Say, but How You Say It! – Developing Discussion Skills in the ESL Classroom)

In this two sections, writer combined about two articles which discuss about teaching pronunciation and speaking. In teaching pronunciation, writer discuss about the “PracTESOL: It’s Not What You Say, but How You Say It”, because writer think, that the aim of pronunciation is how we say the words it self. And in teaching speaking, writer discuss about the developing discussion skill in the ESL classroom, writer will share, how to develop discussion skill in ESL classroom, in order the discussion activities in speaking classroom, students more active and participate.

In teaching pronunciation, study how communicate effectively, to communicative effectively, language learners need to become proficient in using the semantic, syntactic, lexical, morphological and phonological elements of the language being learnt, those are the elements of teaching pronunciation. All ESL learners want to be understood by others about the pronunciation, but not all will want to sound like native speakers; psychosocial and individual factors will influence their attitudes and motivation to modify their accent. In pronunciation, not only what the word say, but also how the word say. In teaching pronunciation, there are several steps. First is setting the context, we are as the teacher are teaching a unit of work on personal identification. we have introduced the relevant lexical items and grammatical structures using your preferred methodology. Second, diagnosing learners’ spoken English the phonological features we focus on need to be related to the ‘problems’ the learners are encountering. By this way we can identify individual learner ‘problems’ and those common to the group. Third, selecting the content learning is enhanced when learners are involved in the decision making process and the content of courses is directly related to their immediate needs and context. For these reasons, I believe that it is prudent to not only diagnose the learners’ phonological problems, but also the communicative contexts in which they use English outside the classroom. Forth, incorporating phonology into esl lessons we’ve established that the majority of learners have problems with stress and rhythm and intonation patterns. They’ve indicated that banking is a topic they are interested in. we as a teacher select relevant material for the level you’re teaching.