AN ANALYSIS OF THE IMPLEMENTATION OF "BEYONDCENTER AND CIRCLE TIME "(BCCT) METHOD AT SOCIODRAMA CENTER AT TK ANAK SALEH MALANG

CAHYANING PRASTIKASARI , INDAN (2008) AN ANALYSIS OF THE IMPLEMENTATION OF "BEYONDCENTER AND CIRCLE TIME "(BCCT) METHOD AT SOCIODRAMA CENTER AT TK ANAK SALEH MALANG. Other thesis, University of Muhammadiyah Malang.

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Abstract

Based on the service of education for the preschool children in Indonesia or PAUD (2006), BCCT is teaching method in which the children are able to learn through three kinds of playing activities that supported by teacher in several center, such as constructive, sensory motor, and sociodrama center. Based on the reason above, this study concentrated on the investigation of the implementation of BCCT method, especially at sociodrama center, the problems faced by the teacher in implementing that method, and the teacher’s ways to cope with the problem. This research was conducted at TK Anak Saleh Malang and involved one teacher who taught at sociodrama center as the subject of research. In this study, the writer used descriptive qualitative research design and two instruments in collecting the data. Those instruments were unstructured interview and non participant observation. The finding of this research showed that the implementation of BCCT method at sociodrama center at TK Anak Saleh Malang was done after the children did several general activities and it consisted of three stages. They were Early Environment Scaffolding or Preparation, Main activity, and Closing activity. The main activity of the implementation of this method was divided into three kinds scaffolding as the following: 1) Environment Scaffolding before Play. 2) Environment Scaffolding during Play. 3) Environment Scaffolding after Play. All of those given to help the children in order to develop their own competences through their playing activities. In the implementing this method, the teacher faced two problems. They were density and intensity problems. Dealing with the ways to cope with the problems, the teacher used the same ways. The teacher always involved the children in coping with those problems. For example, related to density, the teacher and the children always discussed and shared their ideas to create the scenario that would be used in role play. Besides, dealing with intensity problems, the teacher and the children create the scenario based on the time duration given by school. By using those ways, the teacher would teacht the children how to be autonomous in coping with their own problem.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
Divisions: Faculty of Teacher Training and Education > Department of English
Depositing User: Anggit Aldila
Date Deposited: 01 May 2012 03:14
Last Modified: 01 May 2012 03:14
URI: http://eprints.umm.ac.id/id/eprint/3499

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