A. Learning Process in the Classroom
The teaching and learning system is built based on the relevant vision, mission, and goals of the department, which is relevant to the purpose, hierarchy, and study field. The teaching process is done with various challenging strategies and techniques which drives the students to perform critical thinking, explore, create, and experiment with various sources. The teaching process has mechanisms to periodically monitor, evaluate, and make necessary changes to the learning activity (such as student and teacher presence), organize learning material, as well as performance testing.
The learning activities in the English Language Education Department is determined using a cognitive approach where the Department believes that students are given the necessary abilities such as creative force, sense, and intention. This belief makes the Department believe that a student can optimize themselves in learning and for that, students must subject to learning. They must observe, ask, process, provide, conclude, and create based on what they have learned. Autonomous learning or Self-directed Learning (SCL) must become the main idea in the development of student competence. By using a constructivism approach, English Education Department can develop a contextual learning system with inquiry system, questioning system, and various other SCL approaches to create students and graduates with autonomous learning spirit. Lecturers function as facilitators in class as long as the students explore knowledge through discussion, creation, and experimentation in developing necessary skills and approaches for studying and graduate competence needs.
The learning process begins with the plan outlined in the Semester Learning Plan. Said Plan was organized by a team of lecturers. In its execution, the first meeting of every semester is discussion regarding the syllabus and fulfillment of the study contract, including the minimum student attendance of 75% of the total meeting. In addition, rules and punishments during the learning process must be agreed upon between the teacher and the student. The Final test is done at the end of the study sessions. The grading system is based on a rubric specifically designed for the target competence. In addition, the monitory of learning activity is done by multiple ways, such as the lecturer’s presence, lecturer performance evaluation, lecturer evaluation performed at the end of the semester.
Other than the learning process explained above, the English Language Education Department of Universitas Muhammadiyah Yogyakarta also provides its students with knowledge regarding the various types of schools so they are prepared to be a teacher. This is done through six internship programs during their study. The six internship programs are as follows:
a. Internship 1 (Learning Style)
This internship is done to observe, and introduce elementary school level students’ learning style. This internship has 16 meetings with one hour classes each meeting. Internship 1 takes the form of coaching with an English teacher from a partner school as material provider. This coaching is done at the first semester, and it is done at the English Language Education Department of Universitas Muhammadiyah Yogyakarta.
b. Internship 2 (Classroom Management)
This internship aims for the students to observe how the material provider organizes or manages the class during the learning process. Internship 2 is meant for second semester students. The students are divided into groups and are then sent to various elementary schools partnered with the English Language Education Department of Universitas Muhammadiyah Yogyakarta.
c. Internship 3 (Lesson Plan)
Internship 3 is done to develop students’ ability to create an English Education lesson plan for Junior high School levels. Students are given knowledge and practices to create a teaching material by a teacher of the partner school that fits the curriculum in said school. The end goal of this internship program is for the students to create lesson plans for three meetings with different topics.
d. Internship 4 (Material Development)
In Internship 4, students are taught how to develop teaching materials and plans for English Language Education for Junior high school levels. As with the lesson plans created in the third semester, students will develop corresponding teaching material, the end goal of this meeting is material or teaching plans which fits the lesson plan.
e. Internship 5 (Teaching Style)
Internship 5 is done in the fifth semester, and is aimed to give the students knowledge regarding various techniques, strategies, and learning methods in high school level. The English Language Education Department invites teachers from partner schools to be the coach for Internship 5.
f. Internship 6 (Teaching Practice)
In internship 6, students are required to teach in High School level. Students teach in groups and are guided by the class teacher. Each student teaches for four meetings.
In order to increase students’ autonomy, the lecturers of English Language Education Department of UMY also implement blended learning where learning does not only take place inside the classroom, but also occur outside the classroom. Some lecturers already use online application for their teaching and learning process such as Edmodo, Schoology, and also the University Moodle-based online learning system. Here is the link to English Language Education Depatrment online learning site: PBI Online Learning.