Nama : Muh.

Ardhi Maulana

No : 18036502710019

JAWABAN MODUL 1 KB 2

1. Tugas Terstruktur (Praktikum)

Secara mandiri carilah contoh konkret dari sumber referensi yang ada di buku maupun jurnal
tentang peran guru di era digital abad 21 sesuai Standar Teknologi Pendidikan Nasional untuk Guru
(National Educational Technology Standards for Teacher)/NETS-T!

Jawab:

THE 7 ROLES OF A TEACHER IN THE 21ST CENTURY

By Nola A., a Senior English Instructor at Eton Institute,

It is clear that the 21st-century classroom needs are very different from the 20th-century ones. In
the 21st century classroom, teachers are facilitators of student learning and creators of productive
classroom environments, in which students can develop the skills they might need at present or in
future.

However, before we begin to understand the evolving role of an ESL teacher, let’s outline some of
the most popular teacher roles. Harmer, J. states that ‘it makes more sense to describe different
teacher roles and say what they are useful for, rather than make value judgments about their
effectiveness.’ So here are some of the most common teacher roles:

Teacher Roles:

Most teachers take on a variety of roles within the classroom, which role do you think most defines
your role in the ESL classroom?

1. The Controller: The teacher is in complete charge of the class, what students do, what they say
and how they say it. The teacher assumes this role when a new language is being introduced and
accurate reproduction and drilling techniques are needed.

In this classroom, the teacher is mostly the center of focus, the teacher may have the gift of
instruction, and can inspire through their own knowledge and expertise, but, does this role really
allow for enough student talk time? Is it really enjoyable for the learners? There is also a perception
that this role could have a lack of variety in its activities.

2. The Prompter: The teacher encourages students to participate and makes suggestions about how
students may proceed in an activity. The teacher should be helping students only when necessary.
When learners are literally ‘lost for words’, the prompter can encourage by discreetly nudging
students. Students can sometimes lose the thread or become unsure how to proceed; the prompter
in this regard can prompt but always in a supportive way.

3. The Resource: The teacher is a kind of walking resource center ready to offer help if needed, or
provide learners with whatever language they lack when performing communicative activities. The
teacher must make her/himself available so that learners can consult her/him when (and only
when) it is absolutely necessary.

As a resource the teacher can guide learners to use available resources such as the internet, for
themselves, it certainly isn’t necessary to spoon-feed learners, as this might have the downside of
making learners reliant on the teacher.

4. The Assessor: The teacher assumes this role to see how well students are performing or how well
they performed. Feedback and correction are organized and carried out.

There are a variety of ways we can grade learners, the role of an assessor gives teachers an
opportunity to correct learners. However, if it is not communicated with sensitivity and support it
could prove counter-productive to a student’s self-esteem and confidence in learning the target
language.

5. The Organizer: Perhaps the most difficult and important role the teacher has to play. The success
of many activities depends on good organization and on the students knowing exactly what they are
to do next. Giving instructions is vital in this role as well as setting up activities.

The organizer can also serve as a demonstrator, this role also allows a teacher to get involved and
engaged with learners. The teacher also serves to open and neatly close activities and also give
content feedback.

6. The Participant: This role improves the atmosphere in the class when the teacher takes part in an
activity. However, the teacher takes a risk of dominating the activity when performing it.

Here the teacher can enliven a class; if a teacher is able to stand back and not become the center of
attention, it can be a great way to interact with learners without being too overpowering.

7. The Tutor: The teacher acts as a coach when students are involved in project work or self-study.
The teacher provides advice and guidance and helps students clarify ideas and limit tasks.

This role can be a great way to pay individual attention to a student. It can also allow a teacher to
tailor make a course to fit specific student needs. However, it can also lead to a student becoming
too dependent or even too comfortable with one teacher and one method or style of teaching.
Now that we’ve had a chance to look at some of the variety of roles let’s see how we can adopt these
into a real classroom activity/task:

ACTIVITY/TASK HOW THE TEACHER SHOULD BEHAVE

Team game energetic, clear, fair, encouraging
Role Play supportive, retiring, clear, encouraging
Teacher reading aloud dramatic, interesting commanding
Whole class listing efficient, clear, supportive

What we notice here is that the roles are often interchangeable. The teacher’s role is never static.
One activity could see an experienced teacher smoothly transition from one role to another.

That said, the 21st-century classroom is created on the premise that students experience what they
require to enter the 21st-century workplace and live in the global environment. The characteristics
of the 21st-century classroom, therefore, sets it apart from the 20th-century classroom.

Lectures on a single subject at a time where the norm in the past. Today, collaboration is the thread
for all student learning. For instance, the collaborative project-based approach ensures that the
curriculum used in this classroom develops:

 Higher order thinking skills

 Effective communication skills
 Knowledge of technology that students will need for 21st-century careers and the increased
globalized environment.

While there is certainly a place for teacher-centered, lecture style learning, the evolving ESL teacher
must embrace new teaching strategies that are radically different from those previously employed.
The curriculum must become more relevant to what students will be exposed to in the 21st-
century.

An interactive teacher is by definition one that is fully aware of the group dynamics of a classroom.
As Dörnyei and Murphey (2003) explained, the success of classroom learning is very much
dependent on:

 How students relate to each other and their teacher

 What the classroom environment is
 How effectively students cooperate and communicate with each other
 The roles not only the teacher plays but the learners engage in

Brown, H. Douglas (2007) mentions that “teachers can play many roles in the course of teaching
and this might facilitate learning. Their ability to carry these out effectively will depend to a large
extent on the rapport they establish with their students, and of course, on their own level of
knowledge and skills.”

According to Harmer, J. (2007), the term ‘facilitator’ is used by many authors to describe a
particular kind of teacher, one who is democratic (where the teacher shares some of the leadership
with the students) rather than autocratic (where the teacher is in control of everything that goes on
in the classroom), and one who fosters learner autonomy (where students not only learn on their
own but also take responsibility for that learning) through the use of group and pair work and by
acting as more of a resource than a transmitter of knowledge.

Facilitating learning is empowering for both the learner and the teacher and frees the teacher from
many of the burdens that having to be an ‘expert’ might entail. It would traditionally have been seen
as a weakness for a teacher to say ‘I don’t know, let’s find out’ or ‘I don’t know, do any of you
students know the answer?’ But, times have changed and so must the role of the ELS teacher.

So here’s hoping the next time you teach a class you consider how your role might affect your
students’learning. Are your classes teacher-centered, with you always at the center controlling
everything? Or are you able to ‘let go’, and allow students to take center stage?

Regardless of the roles they assume, teacher’s shape the culture of their classrooms, improve
student learning, and influence practice and production. Making the shift from teacher as an expert
to facilitator is sometimes seen as diminishing a teacher’s power and authority, but this should not
be the case at all.
2. Tugas Mandiri

Jawablah pertanyaan soal latihan di bawah ini dengan singkat dan jelas!

A. Apa saja bentuk pemanfaatan teknologi dan media informasi yang Anda lakukan di kehidupan
sehari-hari dalam pembelajaran abad 21? Coba jelaskan secara singkat!

Jawab:

1. Menggunakan proyektor dan notebook untuk menunjang kegiatan pembelajaran yang cukup
sulit dipahami siswa, sehingga mempermudah siswa mendapat gambaran secara konkret
terhadap materi yang dipelajari. Seperti memperlihatkan video dari youtube tentang
bagaimana jalannya rangsang suara dari telinga luar hingga rangsang diterima oleh otak.
2. Membuat media pembelajaran dengan Microsoft powerpoint
3. Memberi tugas kepada siswa untuk mencari hewan tertentu dari internet, lalu dikliping dan
diberi keterangan/penjelasan hewan tersebut.
4. membuat sebuah produk dengan mencari sendiri bagaimana cara pembuatannya melalui
internet.
5. Memanfaatkan smartphone dan notebook untuk bermain game edukatif bersama siswa.
6. Memberi tugas mandiri kepada siswa berkelompok dalam bentuk rekaman video dengan
memanfaatkan smartphone.

B. Berilah contoh konkret pemanfaatan teknologi dan media informasi pada pembelajaran abad
21?

Jawab:

1. Berlatih memberikan tanggapan dengan baik dan sopan melalui media sosial yang dipantau
dan difasilitasi oleh guru (group WA atau Facebook)
2. Mengirim hasil diskusi kelompok melalui email.
3. Menanggapi dan mereview film edukatif yang ditayangkan dengan notebook melalui
proyektor.
4. Mempelajari metamorfosis berbagai macam serangga melalui video
5. Melakukan video conference dengan narasumber secara live atau memutar video seorang
narasumber yang sudah direkam sebelumnya. Guru dapat menghadirkan seorang dokter untuk
memberikan edukasi kepada siswa mengenai cara menjaga kesehatan system pernapasan. Jika
dilakukan secara live, siswa dapat melakukan tanya jawab secara langsung.

C. Berikan ilustrasi akan pesatnya kemajuan pemanfaatan teknologi dan media informasi yang
sudah Anda laksanakan pada pembelajaran abad 21?

Jawab:
1. Memperlihatkan gambar (bagan) sistem pada manusia (pernafasan, peredaran darah, indra,
dll) sudah tidak lagi menggunakan bagan fisik tapi dengan menggunakan notebook dan
proyektor. Agar lebih menarik lagi dapat dibuat video dengan aplikasi movie maker.
2. Mengingatkan para siswa agar belajar dapat menggunaan aplikasi whatsapp yang terubung
dengan para orangtua/wali siswa
3. Tanya jawab dengan para ahli yang mendukung pembelajaran dapat melalui live video.
4. Apabila siswa bingung dengan sesuatu (misal hewan hydra), guru dapat menunjukkan lewat
smartphone.

D. Sebutkan dan jelaskan beberapa kemampuan yang dapat dikembangkan guru untuk
menunjukkan potensinya terkait tugas dan perannya di era digital abad 21!

Jawab:

1) Interactive Instruction (Pembelajaran Interaktif)

Pembelajaran ini menunjukkan bahwa kegiatan seorang guru di era digital berisi presentasi yang
kaya akan media interaktif. Sebagai contoh, kegiatan konferensi video digital secara langsung yang
mendatangkan narasumber seorang ahli bangunan (seperti contoh video di KB 1) yang berlangsung
di dalam pembelajaran kelas. Catatan dan peta konsep dari sesi brainstorming terekam dalam
media digital berupa laptop atau notebook dan secara instant langsung dapat dikirim melalui email
kepada peserta didik. Penyajian media bentuk ini biasa berupa PowerPoint, Prezi, ataupun movie
maker yang mengintegrasikan animasi, suara, dan hyperlinks dengan informasi digital.

2) Personal Response System (PRS)

Guru digital menggunakan perangkat digital handlehand, seperti personal response system(PRS)
atau biasa disebut sebagai “Clicker.” PRS merupakan sebuah keypad wireless(tanpa kabel) seperti
remot TV yang mentransmisikan respon dari siswa. Karena setiap PRS diperuntukkan pada siswa
yang ditunjuk, maka sistem PRS dapat digunakan untuk mengecek kehadiran/presensi siswa.
Manfaat utama PRS adalah untuk mengetahui setiap respon dari siswa dalam berbagai macam
keadaan. Seperti pada video "mendesign jembatan", guru juga memegang tablet yang dapat
memonitor progress seluruh siswa. Jadi guru dapat memberi assestmen pada siswa yang memiliki
kesulitan dan memberi selamat kepada siswa yang telah selesai mengerjakan tugas.

3) Mobile Assessment Tools

Sumber komputasi seluler (mobile computing resources) memungkinkan guru untuk merekam
data assessmen siswa secara langsung dalam perangkat seluler (mobile Device) yang mentransfer
data ke komputer untuk membuat laporan. Sebagai contoh, perangkat digital seluler digunakan
untuk membuat catatan operasional kemampuan membaca siswa SD atau data kinerja siswa yang
diobservasi dalam presentasi, eksperimen di laboratorium, atau tugas tulisan tangan siswa. Guru
dapat terus melakukan instruksi secara individual karena ketersediaan hasil belajar langsung dapat
diketahui. Data penilaian mudah diunduh ke situs web yang aman dan dilindungi kata sandi yang
menawarkan berbagai opsi laporan dari seluruh siswa di kelas hingga siswa secara perorangan.
Data dari daatabase ini nantinya dapat dgunakan sebagai rujukan dalam pembelajaran siswa
selanjutnya.

4) Community of Practice (Komunitas Praktik)

Guru di era digital juga berpartisipasi dalam kegiatan community of practice (COP), di mana
kelompok pendidik atau guru yang mempunyai tujuan sama dari seluruh bangsa dan negara di
dunia saling berbagi ide dan sumber daya.Interaksi berbasis Internet ini memungkinkan guru
untuk berkolaborasi dan bertukar gagasan dan materi. Komunitas praktik dapat mencakup
pendidik yang mengajar dengan subjek pelajaransama, atau tingkat kelassiswadengan kebutuhan
yang sama, seperti integrasi teknologi, manajemen kelas, atau bekerja sama dengan siswa berbakat.

E. Sebutkan dan jelaskan peran guru di era digital abad 21 sesuai Standar Teknologi
Pendidikan Nasional untuk Guru (National Educational Technology Standards for
Teacher)/NETS-T!

Jawab:

1) Guru menggunakan pengetahuan mereka tentang materi pelajaran, pengajaran dan

pembelajaran, dan teknologi untuk memfasilitasi pengalaman yang memajukan pembelajaran
siswa, kreativitas, dan inovasi baik di lingkungan tatap muka dan virtual

2) Guru merancang, mengembangkan, dan mengevaluasi pengalaman belajar otentik dan penilaian
yang menggabungkan alat dan sumber daya kontemporer untuk memaksimalkan pembelajaran
konten dalam kontak dan mengembangkan pengetahuan, keterampilan, dan sikap yang
diidentifikasi dalam NETS-S

3) Guru menunjukkan pengetahuan, keterampilan, dan proses kerja yang mewakili profesional
inovatif dalam masyarakat global dan digital

4) Guru memahami masalah dan tanggung jawab sosial lokal dan global dalam budaya digital yang
berkembang dan menunjukkan perilaku hukum dan etika dalam praktik professional mereka.

5) Guru secara terus-menerus meningkatkan praktik profesional mereka, memodelkan

pembelajaran seumur hidup, dan memamerkan para pemimpin dalam komunitas sekolah dan
profesional mereka dengan mempromosikan dan mendemonstrasikan penggunaan alat-alat digital
dan sumber daya secara efektif