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Assalamualaikum miss. Izin mengumpulkan tugas dari kelompok 7

ANGGOTA :
1. Dheajeng Gustiani Putri
2. Regina Putri Nur Haliza

CLL Approach by
-Vina Febriana Putri
Link:
https://youtu.be/D2qQzUCfyTA
-Sekar Maharani
Link:
https://youtu.be/HeyoQNA03Fw
Thankyou Miss🙏🏼🙏🏼

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1. Dheajeng Gustiani Putri
2. Regina Putri Nur Halizah
3. Sekar Maharani
4. Vina Febriana Putri

Two Stay Two Stray is a learning technique with a group structure that aims to make students learn together, be responsible, help each other solve problems and support each other for achievement and train students to be able to socialize well.

Steps:
1. Group division.
2. Assignment.
3. Discussion: do the task given by the teacher with the group.
4. Stay or split up? If there are 4 students then 2 stay and the other 2 split up
5. Share. In this fifth step, all students share what they have done to complete the task from the teacher. Two group members who live in their group share information and their work with 2 guests from other groups who will visit their group.
6. Group discussion. all group members return to the original group and report what they found from other groups.
7. Class discussion. Each group then compares and discusses the results of their work in class discussions with facilitation by the teacher

The advantages of the Two Stay Two Stray Cooperative Learning Model are as follows:
1. Implementation
2. Learning Meaningful
3. Students' learning preferences become more meaningful, providing opportunities for students to form independent concepts in their own way and through problem solving methods.
4. Active Students
5. Increased Learning Motivation
6. Exchange of Information
7. Learning Achievement and Memory
8. Creative and Critical

Weakness
1. Time Allocation
The application of the two stay two stray type of cooperative learning model requires a relatively long time for preparation and implementation when compared to other methods. This can be seen from the stage of group preparation, discussion and student presentations.
2. Implementation at the time of visiting
The teacher should really explain to the students about the purpose and purpose of visiting. Students are sometimes still confused about exchanging information with other groups. Because the purpose of sharing information here is not to copy the answers from other groups

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1. Amaelia Putri
2. Endang Carwati
3. Kamelia Nazuwa Karimah
The understanding of the two stay two guests method is almost the same as the two stay two stray method, the difference is this type of learning method is in the form of providing opportunities for students to do an experiment.
The two stay two guests method can be done individually or in groups.
It also takes several times to do this by using a special tool and place.
For example, doing experiments in a chemistry laboratory. In working on this method, each student does an experiment with several processes. Such as the preparation of materials and tools, experiments, observations and recording of the results of the experiment.
Then the final result will be submitted to the teacher. And usually by presenting the results of each individual or group experiment.
The purpose of implementing the two stay two guests method is for each student to independently try to find solutions to the problems they are currently facing.
With this method, it is also useful for students to get used to thinking critically, systematically and scientifically.

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Group 2 (Techniques of Cooperative Learning: Swap Partners)

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Group 2 (Techniques of Cooperative Learning: Swap Partners)

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Group 2
1. Anggun Sulma Mardiah
2. Bintang Nurjayanti
3. Pramudya Ivanda
4. Savira Anjani

Swap Partner is a one of the method of cooperative that applies by dividing students into pairs to do assignments from the teacher then one working on assignments from the group joins other pairs to ask each other and confirm each other's answers

The implementation of Swap Partners which is as follows ;
1. Students are formed into groups in pairs/2 people (the teacher can appoint a partner or the students choose their own partner).
2. The teacher gives assignments and students work on assignments with their partners.
3. When finished each pair joins one pair from another group.
4. The two pairs exchange partners, then this new partner asks each other and seeks certainty of their answers.
5. New findings obtained from the exchange of pairs are then shared with the original partner.
6. Conclusion.
7. Cover.

Advantages and Disadvantages of swap partners;
Superiority :
1. Every student is motivated to master the material.
2. Eliminate the gap between the smart and the unintelligent.
3. Encouraging students to look excellent because they carry the good name of their old group
4. Creating a happy atmosphere in learning. Thus, even when the lesson occupies the last hour, students are still enthusiastic about learning.

Weakness :
1. There are students who are afraid to be intimidated if they give bad grades to their members (if in fact other students are less able to master the material)
The solution, the assessment sheet is not given the name of the assessor.
2. There are students who take shortcuts, by asking their friends for help to find the answer.
The solution deducts points from both assisting and assisted students.

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GROUP 4 Technical send greeting and question   

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GROUP 4 Technical send greeting and question   

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Member:
1. Arya Erotama
2. Dian Azkiani
3. Risma Oktavia

The cooperative learning model of Sending Greetings and Questions is one of the
the type of learning that is easy to apply, involves the activities of all students without
there must be a difference in status. Cooperative learning is also termed
mutual cooperation learning, namely a learning system that provides opportunities
for students to cooperate with other students in structured tasks.
Furthermore, it is said, cooperative learning only runs when a program has been formed
a group or a team in which students work in a directed manner to achieve
goals that have been determined by the number of group members generally consist of
from 4-6 people onlyModel
Sending Greetings and Questions, Cooperative learning to send greetings and questions is
one of the cooperative learning techniques. The technique of sending greetings and questions can be
provide opportunities for students to practice their knowledge and skills.
Cooperative learning techniques of sending greetings and questions can also strengthen
group relations by creating a distinctive group greeting. In this case each
each group must convey greetings from the group, students are also given
freedom in making group greetings. Group greetings can be taken from
terms related to the material to be studied. With greetings
group, it is expected that students will be more enthusiastic and motivated in learning. The advantages of sending greetings and questions, techniques for sending greetings and questions on
In principle, it is a cooperative learning model that provides opportunities for students to
to students to practice students' abilities and skills. Students can make
own questions so that you will be more motivated to learn and answer
questions made by their classmates. Greeting and greeting activities
questions are suitable for preparation before a test or exam. This technique can be used in
all subjects and for all levels of all students.

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- Anes Melia Zahrah
- Jakti Galuh Prassanta
- Mega Silvia

The jigsaw cooperative learning model is a cooperative learning model that focuses on student group work in the form of small groups.

Learning the jigsaw technique is carried out in the following steps:
a.  Students are grouped into 5 or 6 members
b.  Each student in the team is given a different part of the material
c.  Each student in the team reads the assigned part of the material
d.  Members of different teams who have studied the same section/subchapter meet in new groups to discuss their section/subchapter.
e.  After finishing the discussion as an expert team, each member returns to the home group and takes turns teaching their teammates about the sections/sub-chapters that they have learned and discussed in the expert group and each other member listens intently.
f.  After completing the original group meeting and discussion, students are given a quiz individuals about learning materials (sections/sub chapters) to be presented
g. The teacher gives an evaluation
h.  Closing

Teachers as learning agents are expected to have four competencies, namely pedagogical competence, social competence, personality competence, and competence professional. Professional competence is the teacher's ability to master learning material broadly and deeply which is useful in guiding students in master the material being taught.  For this reason, so that students easily master the subject matter, it is necessary to be assisted with appropriate learning methods in the implementation of teaching and learning activities.

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Group Members:
- Anisa Adilia
- Indah Anggraini
- Tika Febriyani
- Muhammad Faisal Asdino

The think pair share (TPS) method is one of the learning methods that need to be used in teaching and learning activities, because the think pair share (TPS) method is designed to invite students to seek answers to a question from a concept through a group.

1). Why use think-pair-share?
It helps students to think individually about a topic or answer to a question.
It teaches students to share ideas with classmates and builds oral communication skills.
It helps focus attention and engage students in comprehending the reading material.

2). How to use think-pair-share
°Decide upon the text to be read and develop the set of questions or prompts that target key content concepts.
°Describe the purpose of the strategy and provide guidelines for discussions.
°Model the procedure to ensure that students understand how to use the strategy.
°Monitor and support students as they work through the following:

T : (Think) Teachers begin by asking a specific question about the text. Students "think" about what they know or have learned about the topic.

P : (Pair) Each student should be paired with another student or a small group.

S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a whole-class discussion.

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-Fahrur Rozi
-Indita Fitria
-Lusiana Rossa
-Luthfi Widiyanto

talk about clt Previously, foreign language teaching placed more emphasis on grammatical competence, rather than really focusing on developing students' communication and interaction skills.
To carry out finding a partner in the classroom, the teacher gives direction to students and forms study groups to provide interactions related to learning
that will be discussed, for example, foreign language learning.

How It Works....?
The teacher asks an open-ended question and students think quietly about it for a minute or two.Then every student pairs up with a partner and they discuss the question for two to five minutes.
Finally, the whole class engages in a discussion where students raise their hands and share all the thoughts and ideas they've gathered.

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Member Group:
1. Editya Pratama
2. Fika Arnita
3. Helfiana Saputri
4. Rendita Safitri

Round Robin has students brainstorm on a topic without elaborating, explaining, or questioning ideas. Group members take turns responding to a question with a word, phrase, or short statement. Students share their thoughts one at a time until all students have had the opportunity to speak.

The Implementation of Round Robin

1. The students are divided into several groups consisting of 4-5 people. The teacher divides students outside of class hours, so that when the lesson begins students are already seated based on their respective groups.

2. Each group member is assigned a number. This aims to make it easier for teachers to control students in carrying out discussions.

3. The teacher gives assignments and questions to students.

4. Each student is also given an answer sheet to answer the given task.

5. while teachers are given time to think and work in groups, while the teacher goes around guiding students from groups to other groups.

6. Each student from each group is required to provide answers to the problems given by the teacher. Here each student is responsible for the answers they give.

7. After the students have finished giving their answers, one student begins to show the answers to his group members. While the other friends listen and pay attention seriously. And so on until all group members know each other's answers.

8. The group determines the most appropriate answer from the results of the discussion to be presented in front of the class.

9. The teacher appoints certain groups to provide answers, while the other groups act as responders and provide assessments.

10. Review the outcomes of the activityRound Robin

Round Robin has students brainstorm on a topic without elaborating, explaining, or questioning ideas. Group members take turns responding to a question with a word, phrase, or short statement. Students share their thoughts one at a time until all students have had the opportunity to speak.

The Implementation of Round Robin

1. The students are divided into several groups consisting of 4-5 people. The teacher divides students outside of class hours, so that when the lesson begins students are already seated based on their respective groups.

2. Each group member is assigned a number. This aims to make it easier for teachers to control students in carrying out discussions.

3. The teacher gives assignments and questions to students.

4. Each student is also given an answer sheet to answer the given task.

5. while teachers are given time to think and work in groups, while the teacher goes around guiding students from groups to other groups.

6. Each student from each group is required to provide answers to the problems given by the teacher. Here each student is responsible for the answers they give.

7. After the students have finished giving their answers, one student begins to show the answers to his group members. While the other friends listen and pay attention seriously. And so on until all group members know each other's answers.

8. The group determines the most appropriate answer from the results of the discussion to be presented in front of the class.

9. The teacher appoints certain groups to provide answers, while the other groups act as responders and provide assessments.

10. Review the outcomes of the activity.

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One of Cooperative Learning  Techniques : Number Head Together 

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One of Cooperative Learning  Techniques : Number Head Together 

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Group 5
1. Andini Rahmawati
2. Mega Sukma
3. Nadhila Arufah
4. Resta Stasya

Numbered Head Together is a cooperative learning model that emphasizes individual and group responsibility for understanding the material being studied so that students play an active role in the learning process which has an impact on increasing student learning outcomes.

The steps for implementing the NHT learning method are as follows:

1. Students are divided into groups, each student in each group gets a number. and the number will be given by teacher
2. The teacher gives an assignment and each group does it
3. The group discusses the correct answer and ensures that each group member can do it/know the answer.
4. The teacher calls one of the students' numbers with the number called to report the results of their collaboration.
5. and the student appointed by the teacher should be present the result of their discussion.

the essence of this technique is each group member is required to work together because the answers or presentations from representatives of group members will be a generalization of the group's abilities or values.

This technique is effective for training students to speak to convey their own ideas or opinions

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1. Indah Permata Maharani
2. Selvinda Anggri
3. Tarmizi Afandi
4. Winantuningtyas Ratri Pramesti

Student teams-achievement divisions (STAD) is a Cooperative learning strategy in which small groups of learners with different levels of ability work together to accomplish a shared learning goal.

Cooperative learning type STAD has made students interacting and discuss each other in bringing up effective problem-solving strategies, fostering cooperation, critical thinking, and developing student social attitudes.
It is useful to train students to accept differences in opinion and work with different friends of their background.

there are five main components in cooperative learning STAD method
1. CLASS PRESENTATION
2. Assign students and groups
3. test dan quizzez
4. individual improvement score
5. group convession

The advantages of STAD
a. Can develop student achievement, both the results of tests made by teachers and standardized tests.
b. Students' self-confidence increases, students feel more in control of their academic success.
c. Cooperative strategies provide impressive development of interpersonal relationships among members of different ethnic groups.

The Disadvantages of STAD
a. If the teacher is complacent and does not remind students to always use cooperative skills in groups, the group dynamics will seem stuck.

b. If the number of groups is not considered, which is less than four, for example three, then a member will tend to withdraw and be less active during discussions and if the group is more than five then it is possible that someone will not get the task so they only ride in the completion of the task.

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Anggota :
1. Andini Rahmawati
2. Mega Sukma
3. Nadhila Arufah
4. Resta Stasya

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https://drive.google.com/file/d/171HHDAHGA-kTnGdpE0gvCjy4Y5wpa-Xn/view?usp=drivesdk

Anes Melia Zahrah
Jakti Galuh prassanta
Mega silvia

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Amaelia putri 2011040330
Endang carwati 2011040059
Kamelia Nazuwa Karimah 2011040265

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-Fahrur Rozi
-Indita Fitria
-Lusiana Rossa
-Luthfi Widiyanto

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https://youtu.be/cXlz0n1SeMg

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Teaching Simulation of Task Based Language Teaching (TBLT) - Group 8

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https://drive.google.com/file/d/1eaVZEsCLwAQZFuNUAZtilsBzKeSjq_tw/view?usp=drivesdk

1. Dheajeng Gustiani Putri
2. Regina Putri Nur Haliza
3. Sekar Maharani
4. Vina Febriana Putri

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https://drive.google.com/file/d/1no6YohEfkGy0lBxDTSiAhx1-7ygkAEkW/view?usp=drivesdk

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TBLT
INDAH PERMATA MAHARANI
SELVINDA ANGGRI
TARMIZI AFANDI
WINANTUNINGTYAS RATRI PRAMESTI

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https://drive.google.com/file/d/1Typ0GxO1NLhs61gZZ-wbuRM_Azx3pKfR/view?usp=drivesdk

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https://youtu.be/Z49zUJpUeN8
-INDAH PERMATA MAHARANI
-WINANTUNINGTYAS RATRI PRAMESTRI
-TARMIZI AFANDI
-SELVINDA ANGGRAINI

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Current Approaches and Method, Simulation CBI Group 6
Amaelia Putri
Endang Carwati
Kamelia Nazuwa Karimah

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https://drive.google.com/file/d/10L2jSyLU_ZD537wJYrdcf33L6SSNQG_9/view?usp=drivesdkhttps://drive.google.com/file/d/10L2jSyLU_ZD537wJYrdcf33L6SSNQG_9/view?usp=drivesdk

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1. Fahrur Rozi
2. Indita Fitria
3. Lusiana Rossa
4. Lutfy Widiyanto

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Kelompok 7 CBI Simulation Methodology in Tefl

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Kelompok 7 CBI Simulation Methodology in Tefl

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https://drive.google.com/file/d/16ne_5lFrSZTwuR4mv_jMFxdybulbfhsI/view?usp=drivesdk

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https://drive.google.com/file/d/1laaPkaM5MC-htOY7A9KSOKjpxFeI4kLd/view?usp=drivesdk

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https://youtu.be/UHGpImJQFvk

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Kelompok 2 CLT Simulation Methodology In TEFL

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Kelompok 2 CLT Simulation Methodology In TEFL

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https://drive.google.com/file/d/1rajdRsee9kjH32eHBvxj5vCmiMvnizq2/view?usp=sharing

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Link Kelompok 5 Simulasi CBI Methodology in TEFL

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Link Kelompok 5 Simulasi CBI Methodology in TEFL

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https://drive.google.com/file/d/1FZNVxPPCARksNzz3rDBRC85xVxmGhaJS/view?usp=drivesdk

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simulasi CBI kel5 methodology in TEFL.mp4