Understanding Expository Learning Strategies, Concepts, Principles, Procedures, Weaknesses and Strengths
CHAPTER I
INTRODUCTION
1.1 Background Problem
Expository learning strategy is a learning strategy that emphasizes the process of delivering material verbally from a teacher to a group of students with the intention that students can master the subject matter optimally. Roy Killen (1998) calls this expository strategy the term direct instruction strategy. In this system, the teacher presents material in a form that has been prepared neatly, systematically and completely so that students only have to listen and digest it in an orderly and orderly manner. Students are also required to master the material that has been presented.
Ausubel argues that at a higher level of learning, students do not always have to experience it themselves. Students will be able and more efficient to obtain as much information as possible in the shortest possible time. What is important is that students develop their mastery of the framework of basic concepts or patterns of basic understanding of something so that they can organize data, information, and experiences related to that matter. Meanwhile, among the schools of learning psychology that is very influential in expository learning strategies is Behavioristic learning theory. The flow of behavioristic learning emphasizes more on the understanding that human behavior is basically the relationship between stimulus and response, therefore in its implementation the role of the teacher as a stimulus provider is an important factor.[1]
1.2 Problem Formulation
From the background of the problems that the compiler put forward, it is better for the compiler to formulate the problems to be discussed. So that the discussion does not run away from the subtitles. The formulation of the problem includes:
ü Understanding Expository learning strategies
ü Concepts and principles of Expository learning strategies
ü Expository learning strategy implementation procedures
ü The advantages and disadvantages of Expository learning strategies
1.3 Purpose of Writing
The objectives in writing this paper include:
ü Students understand and understand the meaning of expository learning strategies
ü Students are able to provide an overview of the implications of expository learning strategies
ü Students understand the concepts and principles of expository learning
ü Students know the procedures for implementing expository learning strategies
ü Students know the strengths and weaknesses of expository learning strategies
CHAPTER II
DISCUSSION
2.1 Definition of Expository Learning Strategy
2.1.1 Definition of Learning Strategy
Strategy is an effort to gain success and success in achieving goals. In the world of education, strategy can be interpreted as a plan, method, or series of activities designed to achieve a particular educational goal (JR David, 1976). Learning strategy can be interpreted as a plan that contains a series of activities designed to achieve certain educational goals. A learning strategy is a plan of action (a series of activities) including the use of methods and utilization of various resources or strengths in learning that are structured to achieve certain goals. [2]
Kemp (1995) explains that learning strategy is a learning activity that must be carried out by teachers and students so that learning objectives can be achieved effectively and efficiently. [3] . Likewise, a teacher who expects good results in the learning process will also apply a strategy so that student learning outcomes get the best performance. On the other hand Dick & Carey (1985) states that a learning strategy is a set of learning materials and procedures that are used together to generate learning outcomes in students. [4]Learning strategies are things that need to be considered by an instructor, teacher, widyaiswara in the learning process. There are at least 3 types of strategies related to learning, namely: (a) learning organizing strategies, (b) learning delivery strategies, and (c) learning management strategies. [5]
From some of the definitions put forward by the authors above. It can be concluded that, "a learning strategy is a plan that contains a series of activities specifically designed (both methods, utilization of various resources) to achieve certain educational goals. For example, learning strategies in the form of methods, to implement expository learning strategies, lecture methods can be used as well as question and answer methods or even discussions by utilizing available resources, including providing and using learning media. [6]
2.1.2 Definition of Expository Learning Strategy
The term expository comes from the concept of exposition which means to give an explanation. In the context of learning, expository is a strategy used by the teacher to say or explain facts, ideas and other important information to students. The expository method is a learning method that is used by first providing a description of the definitions, principles and concepts of the subject matter as well as providing examples of problem solving exercises in the form of lectures, demonstrations, questions and answers and assignments. Students follow the pattern set by the teacher carefully. The use of the expository method is a learning method that leads to conveying the content of the lesson to students directly. [7]There are several opinions of experts regarding the expository strategy, including:
a. According to Wina Sanjaya, "The expository learning strategy is one of the learning strategies that emphasizes the speaking process. Learning material is deliberately given directly, the role of students in this strategy is to listen and listen to the material delivered by the teacher. [8]
b. In the Directorate of Education Personnel "Expository learning strategy is a learning strategy that emphasizes the process of delivering material verbally from a teacher to a group of students with the intention that students can master the subject matter optimally. In this strategy the subject matter is delivered directly by the teacher. Students are not required to find the material. The course material seems to have been made. Because the expository strategy places more emphasis on the speaking process, it is often also called the "chalk and talk" strategy. [9]
c. Roy Killen (1998) calls this expository strategy the term direct instruction strategy. In this system, the teacher presents material in a form that has been prepared in a neat, systematic and complete manner so that students only have to listen and digest it in an orderly and orderly manner. Students are also required to master the material that has been presented. [10]
From the several definitions put forward by the experts above, the authors conclude that expository learning strategies are "learning strategies that emphasize the process of delivering material verbally from a teacher to a group of students with the intention that students can master learning material optimally".
2.1.3 Characteristics of the Expository Strategy
There are several characteristics of the expository strategy including:
The expository strategy is carried out by conveying subject matter verbally, meaning that speaking orally is the main tool in carrying out this strategy, therefore people often identify it with lectures.
Usually the subject matter delivered is ready-made subject matter, such as data or facts, certain concepts that must be memorized so that it does not require students to think again.
The main goal of learning is mastery of the subject matter itself. That is, after the learning process ends students are expected to understand it correctly by being able to re-express the material that has been described.
The expository learning strategy is a form of teacher-oriented learning approach (teacher centered approach). It is said so, because in this strategy the teacher plays a very dominant role. Through this strategy the teacher conveys learning material in a structured manner with the hope that the subject matter presented can be well mastered by students. The main focus of this strategy is students' academic achievement. The learning method with lectures is a form of expository strategy. [11]
The expository learning method aims to transfer knowledge, skills, and values to students. The important role of the teacher is:
ü Develop a learning program;
ü Provide correct information;
ü Providing good facilities;
ü Guiding students in the acquisition of correct information, and Assessor of information acquisition.
2.2 Concepts & Principles of Expository Learning Strategy
2.2.1 The Concept of Expository Learning Strategy
The expository learning strategy is a learning strategy that emphasizes the optimal process of delivering subject matter. The expository strategy places more emphasis on the process of speaking, so it is often also called the term "talk and talk". There are several characteristics of the expository strategy:
a. The expository strategy is carried out by conveying subject matter verbally, meaning that speaking orally is the main tool in carrying out this strategy, therefore people often identify it with lectures.
b. Usually the subject matter delivered is ready-made subject matter, such as data or facts, certain concepts that must be memorized so that it does not require students to think again.
c. The main goal of learning is mastery of the subject matter itself. This means that after the learning process ends students are expected to understand it correctly by being able to re-express the material that has been described. [12]
Expository learning strategies will be effective when:
a. The teacher will convey new materials and their relation to what students will and must learn.
b. If the teacher wants students to have a certain intellectual model style, for example so that students can remember the lesson material, so that they will be able to reiterate it when needed.
c. If the subject matter to be taught is suitable for presentation, meaning that in terms of the nature and type of subject matter, it is only possible that the material can be understood by students when delivered by the teacher, for example, subject matter as a result of research in the form of special data.
d. If you want to arouse students' curiosity about a particular topic.
e. The teacher wants to demonstrate a technique or procedure, usually a particular technique or procedure for practical activities.
f. If all students have the same level of difficulty, the teacher needs to explain it to all students.
g. If the teacher will teach a group of students who on average have low abilities.
h. If the environment does not support using student-centered strategies, for example, there are no facilities and infrastructure needed.
i. If you don't have enough time to use a student-centered approach. [13]
2.2.2 Principles of Using Expository Learning Strategies
There is no one learning strategy that is considered better than other learning strategies. Whether a learning strategy is good or not can be seen from the effectiveness of the strategy in achieving the learning objectives that have been determined. Thus, the first consideration for the use of learning strategies is what goals must be achieved. [14] In using expository learning strategies there are the following principles, which must be considered by every teacher. Among others :
Although the delivery of subject matter is the main characteristic of expository learning strategies through the lecture method, it does not mean that the process of delivering material is without learning objectives. Precisely that goal should be the main consideration in using this strategy. Therefore, before this strategy is implemented, the teacher must first formulate clear and measurable learning objectives. Like criteria in general, learning objectives must be formulated in the form of behavior that can be measured or competency-oriented to be achieved by students. [15]
This is very important to understand, because specific goals allow us to control the effectiveness of using learning strategies. It is true, expository learning strategies may not be able to pursue the goals of higher-order thinking skills, for example the ability to analyze, synthesize something, or maybe evaluate something, but that doesn't mean that the goals of lower-order thinking skills don't need to be formulated. Precisely that goal should be used as a measure in using the expository strategy. [16]
The learning process can be said to be a communication process, which refers to the process of conveying a message from someone (message source) to someone or a group of people (recipient of the message). The message to be conveyed in this case is the subject matter which is organized and arranged according to the specific goals to be achieved. In the communication process the teacher functions as a source of messages and students function as message recipients. In the communication process, however simple, there is always a sequence of transferring messages (information) from the source of the message to the recipient of the message.
The communication system is said to be effective when the message can be easily captured by the recipient of the message as a whole. Conversely, the communication system is said to be ineffective, when the recipient of the message cannot catch every message delivered. Difficulty in capturing the message can occur due to various noises that can hinder the smooth communication process. As a result of the noise, it is possible that the recipient of the message (students) does not understand or cannot receive the message at all. As a learning strategy that emphasizes the delivery process, the principle of communication is a very important principle to pay attention to. That is, what efforts can be made so that each teacher can eliminate any distractions that can interfere with the communication process. [17]
Students can receive information as a stimulus that we provide, we must first position them in a state of readiness both physically and psychologically to receive lessons. Do not start us presenting subjects, when students are not ready to receive them. [18] In connectionism theory, "readiness" is a law of learning. The essence of this law is that every individual will respond quickly to every stimulus when he is ready, otherwise it is impossible for every individual to respond to every stimulus that appears when he is not ready to accept it. [19]
The expository learning process must be able to encourage students to want to study the subject matter further. Learning does not only take place at that time, but also for the next time. A successful expository is when the delivery process can bring students into a situation of disequilibrium, thus encouraging them to seek and find or add insight through the independent learning process. The success of using the expository strategy is highly dependent on the teacher's ability to speak or convey the subject matter. [20]
2.2.3 Expository Strategy Implementation Steps
Before describing the stages of using the expository strategy, several things must be understood by every teacher who will use this strategy. Among others :
The goals to be achieved should be formulated in the form of specific behavior changes that are oriented towards learning outcomes. Through clear objectives, besides being able to guide students in listening to the subject matter, the effectiveness and efficiency of using this strategy will also be known.
Perfect mastery of the material will increase the teacher's self-confidence, so that the teacher will easily manage the class, he will be free to move, dare to stare at students, not afraid of student behaviors that can interfere with the learning process. [21]
Good field recognition allows the teacher to anticipate various possibilities that can disrupt the process of presenting subject matter. What needs to be recognized is first, the background of the audience or students who will receive the subject matter, for example the basic abilities or learning experiences of students according to the material to be delivered, the interests and learning styles of students. Second, the condition of the room, both regarding the outside and the size of the room, lighting, seating position, and the completeness of the room itself.
There are several steps in implementing the expository strategy, including:
The preparatory stage relates to preparing students to receive lessons. In the expository strategy, the preparatory step is a very important step. The success of implementing learning using the expository strategy is very dependent on the preparatory step. Some things that must be done in the preparation step, including:
ü Give positive suggestions and avoid negative suggestions.
ü Open the file in the student's brain. [22]
At the preparatory stage, there are several objectives to be achieved in preparation, including:
ü Invite students out of a passive mental state;
ü Arouse students' motivation and interest in learning;
ü Stimulating and arousing student curiosity;
ü Creating an atmosphere and climate of learning that is open. [23]
The presentation step is the step in delivering the subject matter in accordance with the preparations that have been made. The teacher must think about the teacher in this presentation is how so that the subject matter can be easily captured and understood by students. Therefore, there are several things that must be considered in implementing this step, namely:
ü use of language;
ü voice intonation;
ü Maintain eye contact with students, and
ü Use refreshing jokes. [24]
The correlation step is the step of connecting the subject matter with student experience or with other things that allow students to capture its relevance in the knowledge structure they already have. The correlation step is carried out to give meaning to the subject matter, both meaning to improve the structure of knowledge that has been possessed and meaning to improve the quality of students' thinking skills and motor skills.
Concluding is the stage for understanding the core of the subject matter that has been presented. The concluding step is a very important step in the expository strategy, because through the concluding step students will be able to take the essence of the presentation proces
The application step is a step to show students' abilities after they listen to the teacher's explanation. This step is a very important step in the expository learning process, because through this step the teacher will be able to gather information about students' mastery and understanding of the subject matter. Techniques that are usually carried out at this step include: (1) by making assignments that are relevant to the material that has been presented, (2) by giving tests that are appropriate to the subject matter that has been presented. [25
2.3. Strengths and Weaknesses of Expository Learning Strategies
Both learning theory and learning strategies certainly have advantages and disadvantages compared to other theories or strategies. However, behind all that, every learning theory/learning strategy will face and experience some difficulties which impact on the weaknesses of the theory/strategy.
2.3.1 Advantages of Expository Learning Strategies
Expository learning strategy is a learning strategy
widely and frequently used. This is because this strategy has several
advantages, including:
ü With the expository learning strategy the teacher can control the order and breadth of learning material, he can find out to what extent students have mastered the lesson material delivered.
ü The expository learning strategy is considered very effective if the subject matter that students have to master is quite extensive, while the time they have for learning is limited.
ü Through expository learning strategies besides students can hear through narrative (lectures) about a subject matter, also at the same time students can see or observe (through demonstrations).
ü Another advantage is that this learning strategy can be used for a large number of students and class sizes.
2.3.2 Weaknesses of Expository Learning Strategy
Besides having advantages, the expository strategy also has weaknesses, including:
ü This learning strategy is only possible for students who have the ability to hear and listen well. For students who do not have such abilities, other strategies need to be used.
ü This strategy may not be able to serve the differences of each individual both differences in abilities, differences in knowledge, interests, and talents, as well as differences in learning styles.
ü Because more strategies are given through lectures, it will be difficult to develop students' abilities in terms of socialization skills, interpersonal relationships, and critical thinking skills.
ü Because the communication style of learning strategies mostly occurs in one-way (one-way communication), the opportunity to control students' understanding of learning material will also be very limited. In addition, one-way communication can result in the knowledge possessed by students being limited to what is given by the teacher. [26]
CHAPTER III
CLOSING
3.1 Conclusion
The flow of learning psychology that greatly influences the expository learning strategy is the behavioristic learning flow. There are several characteristics of the expository strategy:
1. The expository strategy is carried out by conveying the subject matter verbally.
2. Usually the subject matter delivered is the finished subject matter.
3. The main goal of learning is mastery of the subject matter itself.
The principles of using the Expository Learning Strategy are goal-oriented, communication principles, readiness principles, sustainable principles. The procedures for implementing the Expository Strategy are formulating the goals to be achieved, mastering the subject matter well, getting to know the terrain and various things that can affect the delivery process. In this strategy there are also advantages and disadvantages to the Expository Learning Strategy.
3.2 Criticism & Suggestions
With the Expository Learning Strategy it is expected that teachers can apply this strategy as well as possible so that the expected goals can be achieved as much as possible. On the other hand, a teacher must master/understand the concepts and principles of using the expository learning strategy itself so that its application in teaching and learning activities can run smoothly. In addition, a teacher must understand the advantages and disadvantages of the expository learning strategy, by understanding, the teacher can apply these advantages and can avoid existing weaknesses and if possible can find a way out so that these weaknesses can be overcome.
From our brief paper, hopefully it can be useful for all of us, in general, we personally. The good comes from Allah, and the bad comes from us. And we realize that our paper is far from perfect, there are still many mistakes from various sides, so we expect constructive suggestions and criticism, to improve further papers.
BIBLIOGRAPHY
1. Directorate of Education Personnel, Learning Strategies and Selection, Jakarta: Dipdiknas, 2008.
2. Wina Sanjaya, Learning Strategy; oriented towards Education Process Standards, Jakarta: Kencana Prenada Media, cet-8, 2011.
3. M. Chalish, Competency-Based Learning Strategies, Jakarta: PT Bumi Aksara, 2011.
4. Sunardi Nur, Strategies in Learning; to become a Professional Educator, Bandung: Teenager Rosdakarya, 1990
5. Quoted from a site: http://iceteazegeg.wordpress.com/2010/09/10/strategi-pembelajar-ekspositori/ 12-10-2012
[1] Wina Sanjaya, Learning Strategies; oriented Education Process Standards, Jakarta: Kencana Prenada Media, cet-8, 2011, page: 178
[2] Directorate of Education Personnel, Learning Strategies and Selection, Jakarta: Dipdiknas, 2008, page: 4
[3] Wina Sanjaya, Learning Strategies; process-oriented Education Standards, Jakarta: Kencana Prenada Media, cet-8, 2011, page: 126
[4] Directorate of Education Personnel, page: 5
[5] [5] Ibid, page: 5
[6] Wina Sanjaya, Learning Strategies; oriented towards Educational Process Standards, Jakarta : Kencana Prenada Media, cet-8, 2011, page : 126-127
[7] M. Chalish, Competency-Based Learning Strategies, Jakarta: PT Bumi Aksara, 2011, page: 124
[8] Wina Sanjaya, p: 178
[9] Directorate of Education Personnel, Learning Strategies and Selection, Jakarta: Dipdiknas, 2008, page: 31
[10] Sunardi Nur, Strategies in Learning; to become a Professional Educator, Bandung: Young Rosdakarya, 1990, page: 86
[11] Directorate of Education Personnel, Learning Strategies and Selection, Jakarta: Dipdiknas, 2008, page: 32
[12] Sunardi Nur, Strategies in Learning; to become a Professional Educator, Bandung: Young Rosdakarya, 1990, p: 88. See also Wina Sanjaya, Learning Strategies; oriented Education Process Standards, Jakarta: Kencana Prenada Media, cet-8, 2011, page: 179
[13] Wina Sanjaya, Learning Strategies; oriented Education Process Standards, Jakarta: Kencana Prenada Media, cet-8, 2011, page: 180
[14] M. Chalish, Competency-Based Learning Strategies, Jakarta: PT Bumi Aksara, 2011, page: 128, see also wina sanjaya, page: 181
[15] Directorate of Education Personnel, Learning Strategies and Selection, Jakarta: Dipdiknas, 2008, page: 33
[16] Wina Sanjaya, Learning Strategies; oriented Education Process Standards, Jakarta: Kencana Prenada Media, cet-8, 2011, page: 181, see also Sunardi Nur, Strategies in Learning; to become a Professional Educator, Bandung: Young Rosdakarya, 1990, page: 89.
[17] Directorate of Education Personnel, Learning Strategy and Selection, Jakarta: Dipdiknas, 2008, p.: 33-34
[18] Sunardi Nur, Strategies in Learning; to become a Professional Educator, Bandung: Young Rosdakarya, 1990, page: 90
[19] Wina Sanjaya, Learning Strategies; oriented Education Process Standards, Jakarta: Kencana Prenada Media, cet-8, 2011, page: 182
[20] Directorate of Education Personnel, Learning Strategies and Selection, Jakarta: Dipdiknas, 2008, page: 34
[21] M. Chalish, Competency-Based Learning Strategies, Jakarta: PT Bumi Aksara, 2011, page: 130
[22] Directorate of Education Personnel, Learning Strategies and Selection, Jakarta: Dipdiknas, 2008, page: 34
[23] Wina Sanjaya, Learning Strategies; oriented Education Process Standards, Jakarta: Kencana Prenada Media, cet-8, 2011, page: 185
[24] Ibid, p. : 187-188
[25] Directorate of Education Personnel, Learning Strategies and Selection, Jakarta: Dipdiknas, 2008, pp: 34-35, see also Wina Sanjaya, Learning Strategies; oriented towards Educational Process Standards, Jakarta : Kencana Prenada Media, cet-8, 2011, page : 188-190
[26] Directorate of Education Personnel, Learning Strategies and Selection, Jakarta: Dipdiknas, 2008, pp: 35-36, see also Wina Sanjaya, Learning Strategies; oriented towards Educational Process Standards, Jakarta : Kencana Prenada Media, cet-8, 2011, page : 190-192
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