Rohmah's Blog

PROBLEMS: T he problems associated with school structure at the secondary level are in the unhappy position of being at the same time both compelling and elusive. Although there is an obvious urgency for developing a more comprehensive repertory of organizational responses to changing pupil intake and educational technologies, the organizational patterns of a school, though pervasive in their influence, are not as immediately apprehended as, say, its physical layout or its headmaster's personality. It is perhaps for the latter reason that organizational studies of the school have been dominated by administrative issues in which the leadership style of the headmaster or principal figures prominently, e.g. Hemphill and Coons (1950), Halpin and Croft (1963). These studies have tended to ignore the 'objective' elements of structure (such as the formal distribution of authority and amount of paperwork) and have depended on teachers' perceptions of their organizational envi...

Writing Learning Methods In learning to write, several methods are used, namely: 1. The direct method Direct teaching methods are specifically designed to develop student learning about procedural knowledge and declarative knowledge that is well structured and can be learned step by step. In the direct method, there are five important phases: the preparation and motivation phase, the demonstration phase, the guidance phase, the checking phase, and the advanced training phase. For example: the teacher shows pictures of floods that hit a village or directly observes a flood event in a village. From these pictures, students can make writing coherently and logically based on images. 2. Communicative Methods Designs that contain communicative methods must cover all language skills. Each goal is organized into learning. Each learning is specified in a concrete goal which is the final product. For example: communicative methods can be done by writing dialogue techniques. Students wr...