edy-r2008

Teaching Concept

2008-12-20T05:17:00.000-08:00

Discourse Analysis
Ditulis pada Januari 28, 2008 oleh Pakde sofa

Discourse Analysis

The Functions of Language
Language exists to serve three main functions: experiential, interpersonal, and textual. Language experiential function serves language users’ needs to make meanings of their ‘world’, to label the various experiences they have. In other words, language is used to represent users’ thoughts. It is user to label things, feelings, attitudes, [...]

DIarsipkan di bawah: Bahasa, Inglish | 5 Komentar »
General Instructional Objectives
Ditulis pada Januari 25, 2008 oleh Pakde sofa

General Instructional Objectives

Teaching Aids

There are many kinds of teaching aids used by English teachers in teaching EFL. The following are the aids which you have to be familiar with.
A. Visual Aids.
A.1. Blackboard
Blackboard is available in almost every classroom. It is used in almost every language teaching. The teacher usually writes definition, words, [...]

UNDERSTANDING STUDENTS’ NEEDS AND INSTRUCTIONAL DESIGN
Ditulis pada Januari 25, 2008 oleh Pakde sofa

UNDERSTANDING STUDENTS’ NEEDS AND INSTRUCTIONAL DESIGN

Instructional design process is very complex. It is a systematic planning of instruction in which attention is ed elements (Kempf 1985:11). The four fundamental elements are objectives, materials, method, and evaluation. These elements are interrela sted in different ways, being sequential linear order (Tyler), reciprocal (Taba, Kemp), and sequentially [...]

DIarsipkan di bawah: Bahasa, Inglish | 1 Komentar »
Menengok Bahasan Psikolinguistik
Ditulis pada Januari 24, 2008 oleh Pakde sofa

Menengok Bahasan Psikolinguistik

Hakikat Psikolinguistik

Subpokok bahasan di atas telah membahas topik awal yang sangat penting dalam bab pengantar terhadap kajian psikolinguistik, yakni hakikat psikolinguistik. Pada pembahasan tersebut, dikemukakan sejumlah definisi psikolinguistik yang diberikan para ahli. Meskipun beragam, namun semua definisi secara umum merujuk kepada kajian bahasa dalam sudut pandang psikolog.
Selain itu, untuk mempermudah Anda dalam [...]

Cakupan Semantik
Ditulis pada Januari 22, 2008 oleh Pakde sofa

CAKUPAN SEMANTIK
Hakikat Belajar dan Pembelajaran
Dari uraian di atas; kita dapat menyimpulkan bahwa makna bahasa, khususnya makna kata, terpengaruh oleh berbagai konteks. Makna kata dapat dibangun dalam kaitannya dengan benda atau objek di luar bahasa. Dalam konsepsi ini, kata berperan sebagai label atau pemberi nama pada benda-benda atau objek-objek yang berada di alam semesta. [...]

DIarsipkan di bawah: Bahasa, Inglish | 9 Komentar »
The Principles of Classification Essays
Ditulis pada Januari 20, 2008 oleh Pakde sofa

The Principles of Classification Essays

Classification is one of the patterns of exposition. There are some principles in writing classification essays.

The principles of classification

One principle is applied at each level of classification

The member of the categories should not be overlap

It should be complete

Organizing the classification essay

Introductory paragraph

At least one developmental [...]

THE ESSAY
Ditulis pada Januari 20, 2008 oleh Pakde sofa

THE ESSAY

Elements of Essay
Main Parts of an Essay
An essay has three main parts: an introduction, a body, and a conclusion.

The introductory paragraph attracts the reader’s attention and informs the reader what your main topic of discussion will be. An introductory paragraph has two parts:

general statements

a thesis statement

[...]

THE PARAGRAPH
Ditulis pada Januari 16, 2008 oleh Pakde sofa

THE PARAGRAPH

The Elements of a Paragraph

A paragraph is a group of related sentences which develops one main idea or one main topic. A good paragraph has five basic elements: a topic, a topic sentence, supporting sentences, unity and coherence, A topic is what the paragraph is about or what [...]

Discourse Analysis
Ditulis pada Januari 28, 2008 oleh Pakde sofa

Discourse Analysis

The Functions of Language

Language exists to serve three main functions: experiential, interpersonal, and textual. Language experiential function serves language users’ needs to make meanings of their ‘world’, to label the various experiences they have. In other words, language is used to represent users’ thoughts. It is user to label things, feelings, attitudes, events, and others that constitute our environment.

The interpersonal function of language serves users’ needs to establish and maintain social relathionship with other members of the society. Language is used for a wide range of communication purposes users are trying to achieve. They use it to perform actions such as instructing, informing, inviting, showing likes and dislikes, and others. At the same time, users reflect their views on their social status in relation to the people they interact with. Social values are also shared and maintained through people’s use of languge.

Textual function of language, on the other hands refers to the capacity of language to ‘embody’ language users’ thoughts and actions. It gives forms to concepts and meanings language users intend to express by means of textual features or elements. The three functions of language can be identified at the same time in any piece of language used by speakers and writers.

You have learned about the three main functions of language. It is, then, time to check your comprehension of the above dicussions. Now, do the following exercises. When you finish, check your answers with the key answers provided in the last section of the module.

DISCOURSE AND CONTEXT OF SITUATION

Field of Discourse

Defined as language doing some jobs in some contexts of situation the job of a discourse is to represent the meanings of its context of situation. In representing such meanings of discourses may vary in their qualities, particularly in their unity and coherence. To judge the quality of discourse it is necessary to analyze the context of situation which can be inferred from the elements of the discourse. In analyzing a context of situation we focus attention on its three components or aspects, i.e. Its field of discourse, tenor of discourse, and its mode of discourse. In analyzing the field of discourse we need to identify its processes, participants, and its attendant circumstances.

Tenor of Discourse

If the field discourse refers to the content of discourse i.e. the processes, the participants, and the attendant circumstances involved WITHIN a discourse, the tenor of discourse refers to the PERSONS who are interesting by means of a discourse, i.e. the persons who are in charge of the production, the transmission, and the nature of the RELATIONS obtaining between the persons respective ROLES. The role relations comprise three aspects: the relevant AGENT ROLES, the relevant DYADIC STRUCTURE, and the relevant SOCIAL DISTANCE. These three aspects of the role relations are closely related to whether or not the social activity involving the discourse is institutionalized. An institutionalized activity tends to involve specific agent roles, a hierarchical dyadic structure, and a social distance that leans towards the maximal degree

Mode of Discourse

The mode of discourse refers to how language plays its role in social activities. The mode of discourse comprises three components or aspects too. They are LANGUAGE ROLE, PROCESS SHARING, and MEDIUM. The role of language may be CONSTITUTIVE or ANCILLARY. The process sharing ranges from the most ACTIVE to the most PASSIVE. Process sharing is closely related to CHANNEL, which may be PHONIC or GRAPHIC. The component, i.e. Medium, is divided into SPOKEN MEDIUM and WRITTEN MEDIUM. Medium refers to how linguistic elements are organized in a discourse.

Discourse and Field of Discourse

Entitled “Discourse and The Field of Discourse” this unit is mainly concerned with how elements of the field of discourse are represented by language, particularly by the experiential component of the semantic system. As the representation of the field of discourse, the experiential component is similarly composed of three kinds of elements, i.e. processes, participants, and attendant circumstances. Processes may be classified into three major types, i.e. material, mental, and relational processes, and three minor types, i.e. behavioral, verbal, and existential processes.

Each of the process types involves specific types of participant. The participant types include: Actor - Goal/Patient, Senser - Phenomenon, Carrier - Attribute, Identified - Identifier, Behaver, Sayer - Target, Existent, Beneficiary, and Range. Processes may also involve attendant circumstances. Circumstantial elements include: Extent and Location in Time and Space, Manner, Cause, Accompaniment, Matter, and Role.

The processes, participants, and circumstances which constitute the content of a discourse are interwoven in a coherent way, and are expressed by appropriate lexical and grammatical elements. By studying the lexical and grammatical elements we will be able to analyze the processes, participants, and circumstances which constitute that content of the discourse.

Discourse and Tenor of Discourse

The tenor of discourse is represented in discourse by the Interpersonal function of language. In the English Interpersonal system there are four major speech functions, i.e. statements, questions, offers, and commands, by means of which addressers and addressees exchange information as well as goods and services in appropriate, effective, and efficient ways. This is made possible by organizing pieces of information into propositions which consists of Moods and Residues. The Mood plays a vital role in interpersonal interactions because it embodies the essential elements required in interpersonal exchanges, i.e. persons/subjects, time reference, modality, and polarity. The verbal operators, which are limited in number but quite adequate in function, enable speakers and listeners to interact effectively and efficiently. With the aid of the Residue system, which incorporates a great variety of predicators, complements, and adjuncts, addressers and addresses are able to exchange practically all kinds of information, goods, and services.

Discourse and Mode of Discourse

The mode of discourse, which is the component of a context of situation that specifically refers to language, is represented by the textual function of language. The job of the textual component of the semantic system is to organize message. In the context of sentence, a message takes the form of theme plus rheme. The theme constitutes what a speaker wants to focus on. In functions as the starting point for the message to be expressed. Therefore, the theme is represented by the sentence constituent that occupies the front position. The elements following the theme constitute the theme, i.e. the elements of the message that relate to the theme.

A theme may be unmarked, i.e. typical, or marked, i.e. no typical. A theme is classified as a simple theme if its elements constitute one single constituent of a sentence, e.g. a nominal group, a nominalization, a prepositional phrase, an adverbial phrase etc. The other type is multiple theme, i.e. a message theme that consists of two or more units that constitute different constituent Unlike a simple theme which is always a topical/experiential theme, a multiple theme consists of one topical theme plus one or more non-topical themes, i.e. textual and/or interpersonal themes.

Every sentence-type - declarative, imperative, explanative, WH-interrogative, or Yes/No-interrogative - has a specific theme. Besides the specific theme - mostly a topical one - there may be one or more additional themes, so that the theme becomes a multiple theme. Except in Yes/No-questions, the additional themes are textual and/or interpersonal themes.

The Structure of Discourse

As members of a socio-cultural group we have been involved in various of social activity. This frequent involvement has made us aware that every type of social activity is structure in a distinct way, i.e.it consists of certain essential elements which are arranged in a specific way. Since a discourse constitutes the verbal expression of a social activity, the discourse would naturally have a structure which corresponds to that of the social activity it expresses verbally.

From experience we also know that structure is not the property of individual discourse and individual social activity only, but it is shared by discourse and social activities which belong to the same type. Every discourse type has a distinct structure which corresponds to the structure of the type of social activity that is verbally expressed by the discourse type. Classroom discourse would have a structure that differs from that of shopping discourse or problem-solution discourse.

The structure various types of discourse constitutes one of the focal objects of discourse analysis .The other focal object is the texture of discourse, i.e. how its meaning elements are interrelated. The structure and the texture of a discourse play a very important role in determining its unity and its coherence.

Discourse Structure and Contextual Confifuration

Every discourse type has a definite structure. It is for this reason that we can easily distinguish one discourse type from another, our knowledge of the structures of various discourse types also enables us to judge whether a sequence of utterances is a non discourse, an incomplete discourse, or a complete one. It also enable us to judge whether or not a discourse is well-formed. We have developed this knowledge mainly through our socio-cultural experience by participating in various kinds of social activity.

The various discourse types are technically referred to as registers or genres of discourse. Every registers or genre is closely related to a specific social activity because a discourse is essentially the verbal expression of the related social activity. Therefore the structure of the discourse (type)necessarily corresponds to the structur of the (type of) social activity. the basic unit of the social activity is technically referred to as contextual configuration, or shortened as CC. It is the structure of the CC that is actually expressed verbally by its related discourse. Every CC is structure in accordance with how a specific field of discourse is merged with a specific tenor and a specific mode of discourse. Our knowledge of the structures of various types of discourse as well as their relations to the structures of their CC’s enables us to participate smoothly and effectively in a greet number of discourses and their related social activities

Discourse Structure and Its Elements

A discourse is a semantic unit. Therefore, its structure consists of units of meaning which are exchanged by the agent roles, i.e. the speaker/writer and the addressee. The structure involves obligatory and optional elements may be iterated, but the iteration of elements has to be performed according to certain rules.

In analyzing the structure of a discourse we have to identify and describe its obligatory and optional elements, the sequence of those elements, and the iteration of certain elements.

The Texture of Discourse

Unlike discourse structure, which refers to the sequencing of the obligatory and optional elements of a discourse corresponding to a specific social activity, discourse texture refers to the interrelations of semantic elements contained in the individual messages of a discourse. Therefore, texture is not determined by the completeness of a discourse; an incomplete discourse may also have good texture.

Discourse texture is determined by how the meaning elements contained in the individual messages of a discourse are related to each other; the better the interrelations the better the texture. These semantic interrelations are realized by appropriate lexico-grammatical elements. Thus, discourse texture is primarily a network of relations among linguistic elements. These relations are referred to as co-textual relations, because they exist within the text itself, without directly involving its context of situation.

Althoug texture also contribute to the establishment of discourse unity, partioulary its co-textual unity,the main role of texture is elements as an integral network.

Texture, Cohesive Ties, and Cohesive Devices

The texture of a discourse is composed of the meaning relations among the individual messages that are involved in the discourse. These meaning relations are referred to as cohesive ties. Cohesive ties may be co-referential (i.e. referring to the same entity), or co-extensional (i.e. belonging to the semantic field)

Cohesive ties area formally represented by cohesive devices, i.e. lexico-grammatical elements which signify componential relations (such as ‘reference’ substitution’, and ‘ellipsis) pr organic relations (such ‘conjunctives’ and ‘adjacency pairs’. Such devices area classified as grammatical devices. Besides, there are lexical devices, which are sub-divided into those that signify componential relations (such and those that signify organic relations (such as ‘continuatives’).

Grammatical and lexical devices represent non-structural cohesion. In addition to these there are special device, such as ‘parallelism’, ‘theme-rheme’, and ‘Given-New’, which represent structural cohesion.

Discourse Texture and Coherence

The texture of a discourse is essentially a network of intermessages and intra-messages realtions of meaning. These meaning inter-realtions are realized by cohesive chains (of meaning) and bya chain interactions. Themore elements of a messages the greater the contribution to forming a cohesive texture.

This contributions will be still greater if each cohesive chain involves a large number of successive messages. Besides cohesive chains, chains interactions also play a very important role in developing the texture of a discourse. A chain interactions is a situation in which at least two elements oa a a cohesives chain stand in the same realtins to at least to elements ao another cohesive chain. The relations may be “actor an actions” “actions and acted-upon”, “actor and location”, etc. The more elemetns of a cohesive chain or other chains, the more cohesive the texture of a discourse is, the more coherent the discourse will be.

Besides the number and the length of cohesive chains which exist among successive messages, as well as the length and the number of chain interactions which involve the cohesive chains, the interrelationships of chain inteactions are also very important. The chain interactions within a discourse should be related to each other in such a way that they from an integrated network of chain interactions.

No chain interaction should be isolated from the network. Otherwise, the cohesiveness of the discourse texture will be less than optimal, and thus the discourse will not have optimal coherence.

General Instructional Objectives
Ditulis pada Januari 25, 2008 oleh Pakde sofa

General Instructional Objectives

Teaching Aids

There are many kinds of teaching aids used by English teachers in teaching EFL. The following are the aids which you have to be familiar with.

A. Visual Aids.
A.1. Blackboard
Blackboard is available in almost every classroom. It is used in almost every language teaching. The teacher usually writes definition, words, or sentences, he is teaching on the blackboard. He can draw some pictures to help him teach effectively. The teacher should plan and use the blackboard skillfiully in order to teach the language effiectively.

A.2. Picture.
Picture are very useful and effective media in EFL teaching. It can be used for teaching, speaking, listening comprehension, structure, vocabulary and cultural contents etc. In order to be effective and increase the students’ interest, the pictures used should be clear, and large enough to be seen by the whole class. Pictures taken from magazines, calendars advertisement are recommended to be taken and used for teaching EFL.

A.3. Flashcards.
Flashcards are a set of cards, measuring about 30 by 25 cm, which contain pictures or words on one side and their meaning on the other. These cards can be used to teach structures, vocabulary, etc. The flashcars containing words can be used for teaching games in which groups of students are holding cards in order to form the desired structure.

A.4. Chalts.
Charts contain series of pictures in the form of simple (Irawing (stick figures). These charts are used for giving oral drills in using structures, vocaloulary and speaking. They can also be used to teach guided writing in vvhich students are exposed to series of pictures and told to write a story about these pictures.

A.5. Conversion Cards.
Conversion cards are set of cards containing signs such as +, -, and ? which can be used to drill the students in transforming one structure (pattern) into another structure. e.g., from positive statement into negative one.

A.6. Calendar.
Calendar, a set of days, date, week and months of the year, and holiday marked, is a practical aid for teaching English tenses.

A.7. Flannel Boards.
Flannel boards are visual aid made up a board covered with flannel (woolen material) on which some pictures can be attached. Because of the replaceable and moveable pictures flannel board can be used for many purposes in EFL teaching such as for teaching writing, structure, vocabulary etc.

A.8. Models.
Imitative object, like toys, are useful means for teaching vocabulary. Since students can touch the model, or remove them with their hands, model can make the students remember the things longer than what they are taught by using pictures. Some common models used in EFL teaching are model clock, and coins or bank notes.

A.9. Maps.
Maps which are usually applied in geography lesson are used in EFL teaching. The detail drawing of maps, indicating roads, streets, buildings, rivers, and bridges, etc. can be used to teach students how to show direction in speaking and writing lesson.

A. 10. Slides.
A slide is a single film mounted on a frame, which contains pictures of various kinds. Slides are projected by using slide projector on the screen. The slide is very effectively used for various skills in teaching EFL. Since any pictures can be filmed, the use of slides are very flexible. Modem slide projeclors are operated by using remote control.

A. 11 Film Strips.
Film strips are series of films projected on the screen by using a special projector. Since they contain related pictures, they can be used for teaching oral as well as writing skills. The individual picture can be shown on the screen as long as it is needed.

A. 12. OHP (Overhead Projector)
This instrurnent is widely used loday. The teacher can draw pictures or write anything he wants to teach on a plastic transparency which are then projected on the screen. This instrument can be used for teaching any skills desired, such as writing, speaking, vocabulary ctc. even dictation. Well planned materials presented through OHP will make the teaching more effective.

B. Audio Aids.
B.13. Tapes.
Tapes are very familiar instruments. When materials are well prepared or well recorded, the lesson will be more interesting and effiective. Tapes can be used to teach aural as well, oral lesson such as speaking, listening comprehension etc.

B.14. Language Laboratory.
The new development in the use of tape as an audio aid is language laboratory. It is a room equipped with hearing and speaking instrument. Students can listen to recorded materials as well as record their own voice. In this way language laboratory can be used for individual as well as group practice. The teacher then can teach different skills, sush as what he can do with the tape recorder.

C. Audio Visual Aids
C.15. Films.
Films which are widely known can serve as a very useful means of teaching EFL. There are some films which are produced maily for teaching English. If English teachers can obtain good films they will get good advantages of using these films, because films can provide a wide range of stimuli, increase students’ interest, help improve students’ listening as well as speaking skills.

C.16. Television.
TV is now used effectively by EFL teachers. The TV programs which are planned carefully can reach a wide range of audience. Some video-taped materials are now available in the market. When they are well prepared and selected carefully, it can give advantages to the teacher, like those given by film.

Media Theory

The English teachers are recommended to use instructional media. The reasons are the media they are going to use will motivate the students to learn, will increase their interest, and will widen the channel of communication between the teacher and the students, so that the teaching will be more communicative and effective.

In fact learning is the acquisition of skills and knowledge which are in fact the result of taking, the responses caused by stimuli into the students’ mind which create sensory impression. The task of the teacher is to provide various kinds of stimuli, which can be done by using media. Besides, media can also serve as a substitute for the things which are difficult to find.

From the point of view of students life, the experience two realities one school reality and outside school reality which is more varied and rich. Media can function as a means of providing both realities. In this way media can make the students more interested in their study.

However, it demands more attention and ability of the teacher to use them in order that their use becomes more effective. The effectiveness of using media is also determined by teacher’s attitudes towards media.

Instructional media has three characteristics. First is fixative characteristics which refers to their ability to record the information and event, and reserve then for futures reproduction. Second, manipulative property (characteristics) which refer to their ability to transform of an object or event in many ways. Third, distributive property which refer to their ability to transport any event through space to millions of audience so that they can view the event at the same time and form. These three properties gave advantages to English teachers, such as it is possible to show or demontrate something which without media the students cannot experience this thing.

Media Selection Before you select media for teaching EFL , you have to ask five questions namely:

Whether the attainment of objectives requires a particular media.

What media property will help achieve the objective.

What particular response from the students I require from the use of media.

How the class will likely respond to the media.

How to evaluate the effectiveness of the media.

According to Curzon, the teacher had better not use media if the media could not accelerate, intensify and consolidate the students behavioral changes. According to Gagle media could contribute effectively to the growth of specific learning capabilities. Kemp (1985) mentions five criteria for selecting media namely:

Appropriateness refers to the suitability of media with the teaching

Level of sophistication refers to the relevancy of media with the level of students.

Cost or the expenditure which should be considered by the teacher and compared with learning benefit anticipated.

Availability refers to whether the media are within reach. If they are not available the teacher should find the alternative.

Technical quality refers to the guality of media in perforning thier functior well.

Besides knowing the criteria you have to know detail charateristics of the media that you possibly select in the future.

Computers can also be used to learn social science such as language. The advantages are that computer never gets tired can evaluate the students progress can accommodate many students control the leaming precess and functions with less error. Its limitations are they are expensive indiviuaIy learning is difficult to arange most program are in matematical science.

Filmstrips and slides are used in EFL teaching. Their advantages are the individual pictures can be help long on the screen for a discussion, pictorial or graphic can be used along or in combination the size permits easy storage they are cheap and do not require dark room. The sequence of slides call be altered out not of filmstrips they are easily made. the limitation of filmstrip are that the sequence cannot be altered less altractive compared with film carmot be made easily in the school.

Games and simulation is a simplified and operational model of a real life situation. Its characteristics are that is has rules structure and time limit. It enable students to take part in many vicarious events and roles. Its advantages are the students can seek problems it satisfied the students placing student in more realistic enviromnents can be coupled with the use of media and generate students interest. On the other hand its limitations are it often distort social situation, time consuming, and require only a few people.

Films are of two kinds namely 8 rnm and 16 mm. The 8 mm films are easy to operate by teachers as well as by students individualy or in groups. Films used as instruction media have some advantages namely they can record events as they happen can be used to create animation of drawings and bring other nation and people on the screen. However they have limitation are films are expensive and are not always suitable for the subject taught.

OHP is a projector operaled by using transparency on which the teacher writes or draws pictures which are projected on a screen. they have some advantages such as, because of its placement the teacher can have eye contact with the students while using the OHP, the OHP can be used in a bright room, and their materials can be produced easily by the teacher. The limitations are they need careful arrangement to avoid obstruction of the students sight, the limited number of OHP may cause some difficulties in scheduling their use.

Pietures are two dimensional visual representation of persons, places or things on the forrn of photographs, sketches, eartoons, murals, or charts, graphs, and maps. As instructional media pictures have advantages such as they are cheap, gave the same experience to the students, their visual detail enable students to study complicated object, can by used to correct misconception, stimulate further studies and can fokus students attention The limittation of pictures are that the size and distance of the pictures can cause distortion, the lack of color limits the proper interpretation, and students do not always know how to read pictures.

Tape recorders are electrical instruments with which a cassette containing recorded speech of native speakers is played. As a means of teaching EFL, tape recorder have their advantages and limitations. The advantages are they are widely available, can record events or people for later use, and their limitation are it is difficultt to locate the recorded item if it is in the midde of the cassette and due to the different systems it is somtime difficult to play one cassette with different reccord players.

Television is an electrical device to transmit still in or moving images with accompanying sound over a wire or through space. The device provide the viewers with program broadcast from TV station Because of this competent, TV has been used as a means of teaching. The advantages of TV can provide common base of experience for all viewers, brings to classroom people, places and events, helps students to become more critical viewers, enable students to see what is happening at that time, it help overcome the problems of the lack of talented teachers, video tape helps the program to be recorded and reproduced. The limitations are that the teaching programs of TV are difficult to match with the school prograrns, detailed images are difficult for students to see in a large room, it makes the students inattentive, some teahers consider TV as a threat that it might replace thern.

The Technique of Producing Sample Media

Pictures can be drown in many ways. Before you draw pictures you have to consider the type of paper you are going to use, the size of the pictures and the type of pictures. In order that the pictures will last long you have to think of the way to protect the pictures from decaying. If you cannot draw pictures well you can copy and enlarge the pictures by using methods of sguares, slide projector or pantograph. To make the pictures clear use contrasting colors.

Flash cards are sets of cards containing pictures of action, things etc. The size is 25 x 30 cm. Behind the flash cards the names of the pictures or the letters are written in small letters. The pictures drawn are in the forms of stick figures, pictures in detail, or photographs cut out from a magazine.

Conversion cards are sel of small cards measuring 10 x 15 cm which + - ? signs used in transformation drill. A chart is a display board made from thick paper or cardboard. It contains related pictures usually in stick figures. Charts can also be used for calendars by providing slots for days, date and months.

Flannel boards are made from boards or plywood covered with flannel cloth on which some teaching materials in the form of cut out pictures pasted in the back with rough texture are placed. These materials are moveable and replaceable so that they can provide the students with various visual stimuli. Puppets can be made from different rnaterials among others from paper bags, from ball, from cardboard and cement. In using paper bags, you just draw a face, twist the two corners for ears, and held the bottom with rubber band on your wrist. In using balls, you draw faces, on the ball, make holes for the neck, and use stitched clothes for its dress. The cement plaster can be made into heads, make faces and paint them. A short piece of bamboo stuck to the heads can be their necks which are then covered with clothes for their dresses. The bamboo should be big enough for your finger. A figur cut out from a cardboard can be a puppet, by cutting hands into three section, and then join them with strings, and then using barnboo sticks for the body and hands to move them can make the conversation lively.

Clock face can be made from thick cardboard of 25 x 25 cm. The clock is draw on the board which is covered with white paper. The bour hand and the minute hand can be made from strong cardboard and painted black. The hands are fastened in the center of the clock by using paper fastener and small flat rings attached to it.

PLANNING ENGLISH LANGUAGE TEST

The Significance of English Tests

The reasons for giving test to the students among others are to motivate students, to reinforce their learning and to measure the student performance in language learning. Beside it can also be a feed-back to the teacher to improve the future process of teaching and learning. The teacher will be able to locate areas of difficulty the students are facing. According to Heaton (1988) there are four approaches in language testing namely

essay translation approach according to which the forms of the tests ara essay writings translation and grammatical analysis.

structural linguistic approach. which test student language skill separately, concentrating on the student mastery of phonology, grammar and vocabulary. These are tested by using sentences separated from the context.

integrative approach which emphasize meaning and the total communicative effect of the language. The integrative characteristic is indicated by the use of cloze tests and dictation, which are assumed to measure different skills.

communicative approach, this approach has similarity with the integrative approach, both approaches emphasize meaning in their test rather than structures and form. However, there differences between these two. Communicative approach is totally concerned with how a language is used for communication.

According to Harris (1969) there are four purposes of language test.

screening tests, used to determine the readness to join programs, such as an entrance examination used to select the students who are ready to study in a university.

placement tests which serve to place students according their level of competence.

diagnostic test which are used to diagnose the students’ strengths and weaknesses.

aptitude test, to measure and to predict the student performance.

achievement test used to measure the extent to which the students have achieved the objectives.

evaluative tests which are used to evaluate the whole programs. This kind of tests are usually used in educational research.

Viewed from the maker of the test there are two kinds. a) The teacher made test assumed to have content validity since is constructed on the basis of curriculum the students have learned. b) The standardized tests prepared by experts, and tried many times to improve their validity and reliability. They are used for wider population, who the test makers are not familiar with

Charactics of Good Tests
The characteristics of a good test are:

valid

reliable

practical and

discriminating

A test is said to be valid if it measure what to be measures. There are several types of validity namely

Face validity which indicates that a test looks valid to other testers especially its appearance, composition, items, organization and contents.

Content validity indicates that the test reflects what the students have learned or the contents of the curriculum.

Empirical validity which shows that the results of the test have high correlation with the results of the valid criterion measure.

Concurrent validity when the results of the test is correlated significantly with the present results of valid rating or test.

Predictive validity when the results of the test are highly correlated with the results of later valid measurement.

Construct validity is indicated by the test ability to measure specific characteristics in accordance with the theory of language behaviour or language learning.

Reliability. A test is said to be reliable if it can produce stable or consistent scores although the test is administered at different times. Reliability is a very important characteristic of a test a test is not valid unless it is reliable. There are some factors which affect the reliability of a test, namely the sample performance, the number of items, the administration of the test, the student motivation and other factors beyond the control of the tester (such as student sickness etc.).

There are several techniques of estimating the reliability of a test.

By using test retest technique. A test is used twice and then the results are correlated to see the consistency of measuring.

By using parallel forms of the same test. Both are administered and then the results are correlated. The coefficient of correlation will indicate the reliability of the test.

Split-half technique with which a test is divided into two and then both are correlated using a particular formula. The result will indicate the whole reliability of a test.

Other characteristics of a good test is practicality which involves considering some factors when selecting the test, namely economy, ease of administration, and ease of interpretation. Economy involves considering whether the test will take a long time to administer and to score. Ease of administration involves the consideration of whether the test is easy or complicated to administer. ease of interpretation includes the consideration of the reliability, the validity and norms for appropriate reference group. Finally, the characteristic of a good test is discriminating which refers to the capacity of the test to discriminate among the testees (peserta ujian) performances that is differentiate the bright from the low candidates.

Table of Specification (Kisi-kisi Tes)

Before you write any test, the thing to do is make a kind of table of specification. It is a blue print of your test, in the form of table or matrix, which contains a sample of performance and types of tests you are going to use. The sample performance which are going to be tested are selected on the bases of the objectives of a particular instructional plan (such as lesson plan, etc.). The selection of the types of test depends on the objectives. There are two types of tests, oral and written test. The following step is to determine the number of item you are going to write, and their percentages. The number of item is decided on the basis of what is emphasized.

To write an achievement test some factors should be considered. The table of specification performances should include covered by a lesson unit and what have been learned by students in several meetings. The types of test selected are oriented to the types of sample performances mentioned in the lesson objectives and the number of items should be determined on the basis of time allotted to do the test.

In writing a final semester test, the first thing to consider is the semester program. The table of specification should contain wide variety of sample performances, selected on the basis of their priority, and the number of items should be based on the time allotment.

That is his English cannot be understood because of his serious mistakes in structure vocabulary and pronunciation. On the contrary, the student performance is given the score of 4 if he can express his opinion well, on his expression can be understood well with good grammar pronunciation (streis and intonation). So the components must be clearly stated such as grammar vocabulary, pronunciation and the organization of ideas. The ecah component should be discribed in term of its its characteristic. For example, students grammar is still full of mistakes, his pronounciation is good the contents is in accordance with his topic, his vocabulary is used correctly.

For objectives scores, the measurement should be repeated many times to reduce their subjectivity. It would be better if the teacher uses more than one rater in scoring the performance. The scores of each rater (penilai) are combined and then averaged. The result is the score he should use.

Table
Before you begin to write a particular test examine the previous table of specification, which contains specific information of the number of items you are going to write. After that you still to summarize these items what skills are going to be measured, the technique of measurement used, the aspects to be measured, kinds of items, and the technique of scoring. These are included in one table with five column. see the following examples.

Writing Good Test and Interpreting The Test Rusults

Language performance can be evaluated by using objective and subjective types of test. Before writing any test. the first using to do is to make a table of specification which summarize what type of sill is going to be measure the technique of measurement, aspect to be measured, kinds of iteg and method of scoring. After this, and considering the previous table of specification final table can be made. In accordance with the technical guide of the implementation of 1994 English curriculum this table should contain language skill to be evaluated, themes, information about this theme class, indicator showing the desired achievement, number of item the form of the item and the item number. In this unit some techniques of writing tests have been presented such as how to write objective tests, comprehension tests, listening comprehension tests, reading comprehension tests, writing and speaking tests, and vocabulary tests.

Finally the statistical techniques of interpreting test scores have been discussed these include making table of frequency and ranking the scores, to get meaningful interpretation of the scores. Besides some formulas are presented to find the mean of the scores and the standard deviation of the scores. The concept of mode and median, as well as the concept of normal curve have also be presented which can be used to compare individual scores with the score of students as a whole.

SPECIAL TECHNIQUES FOR PROBLEM CLASSES

How to Deal with Weak Classes

Up to now you have learned something about the techniques of dealing with weak classes or less able classes. Less able classes consist of students who are weak in productive aspect. To cope with this kind of class three principles are used to modify the techniques and activities. These principles are: a) limitation of aims, b) simplification of materials and c) tighter control over learner production.

Limitation of aims can be carried out by concentrating on perceptive skills in teaching English to the students. This means understanding is more emphasized rather than producing a language. Three techniques are used namely

questions and answer in the mother tangue (Indonesian)

question in the foreign language and answers in the mother tongue

completion of a table of information from reading or listening

As for the simplification of materials you can teach your students to understand only. For teaching structure especially the new one, the students are taught not to produce it but hear it and respond to it, because it will take time for the weak learner to understand its form and meaning. Besides this technique, students are taught the new structure with one verb only.

To carry out the technique of tighter control you can use simple presentation and controlled exercise. Besides this, you can also use phase out technique namely by erasing some parts of dialogue which should be memorized by the students.

How to Deal with Mixed Ability Classes

So far you have learned that mixed ability class is a class which contain at least three of their categories of very able, able, less able students. To deal with group the teacher should be able to organize the groups that are representative of different ability levels or mixed.

Dictation is useful for mixed ability class because it can provide the students with various activities. The very able students can write the whole text dictated, whereas the able students are given a text, with some missing words. The less able students are given a multiple choice.

Reading can be taught to the students by using work sheet of different types. The very able students are given difficult questions whereas the able and the less able students are given multiple choice questions.

Writing exercises of free composition. Writing a letter based on the text for mixed ability groups is given by using some particular techniques. For group A (the very able students) an exercise of writing a letter based on certain information is given, whereas for group B - the students are given a task to write a straight forward letter, after the teacher discuss the contains with the students. For group C (less able students) the exercise is in the form of guided composition on the form of substitution tables, or sentence completion.

In teaching speaking to the group of mixed ability, the use of dialogues or small drama recommeded.

In this unit you have learned some terms such as:
Streaming
non streaming
mixed ability
work card
sheet card
guided composition

How to Deal with Large Classes
A large class is a class of 30 or more students. A large class usually create management and organization problems. To deal with this large class some techniques and activities are suggested. Those are:

Reorganizing the teaching room to allow sufficient space for activities such as drama, role play etc.

Pair-work, students are paired with each other and told to work in pair

Group work - students are grouped and told to finish a particular task together

Class section. Class is modified for example it is devided into two so that the teacher can attend to each from time to time

Team teaching. The teacher cooperates with his colleague in teaching the large class.

How to Deal with Classroom Physical Condition Problems

So far you have learned the problems of classroom physical conditions. These include the problem of

brightness

temperature

accoustics

lines of vision

layout of the desk

the possibility of moving the furniture

the significance of other furniture

a storage

facilities for displaying pictures,

You have also learned how to overcome these problems. Some suggestions on how to overcome these problems have also been presented. The most important point is that you have to do your best to implement these suggestions when you teach your students.
Some words which you have to remember are:
brightnes
acoustics feature
lines of vision
patterns
echo
pair work
group work
furniture
buletin board
black board
facial expressions
display

Based on The book title TEFL IV by Nurbahri

UNDERSTANDING STUDENTS’ NEEDS AND INSTRUCTIONAL DESIGN
Ditulis pada Januari 25, 2008 oleh Pakde sofa

UNDERSTANDING STUDENTS’ NEEDS AND INSTRUCTIONAL DESIGN

Instructional design process is very complex. It is a systematic planning of instruction in which attention is ed elements (Kempf 1985:11). The four fundamental elements are objectives, materials, method, and evaluation. These elements are interrela sted in different ways, being sequential linear order (Tyler), reciprocal (Taba, Kemp), and sequentially linear and reciprocal (Stenhouse). Three examples of instructional models are given in this module. PPSI model is simple. Dick & Carey’s model is more complex. Kemp’s model is even more complex.

To be comprehensive and exact Kemp has suggested ten elements in the instructional design process in which the learning needs of students is placed in the middle of the oval pattern to show its importance in the instructional planning system.

An instructional design process is beneficial for the school administrator who wants the evidence of successful learning, the designer who wants evidence that a satisfactory program has been designed, the teacher who wants to see learners gain the required competencies, and the learners who want to be successful in their studies.

Before instructional design is made, data should be collected from different sources. In the curriculum change these data can be obtained from the students, the parents, the teachers, and the society as well. Data can be obtained by using questionnaires, interviews, school observation and even tests.

Analysis and Identification of Students’ Needs In Learning English As a Foreign Language

Students have widely different needs because of differences in cultural background, age, and previous educational background. Even if they are homogeneous, they have different learning styles and needs.

Indonesian educational system is centralized so that the same high school curriculum of 1994 has been used throughout Indonesia since its implementation in 1994. Though national survey revealed that both students and parents expect that the teaching of English be directed towards the acquisition of oral communication, the administrators and policy makers in the national system of education determined thet reading skill is the first priority. However, the EFL syllabus being made flexible, allows the EFL teachers to use topics that interest their students as long as they derive from the same theme.

The Priority of Students’ Needs In Learning English As a Foreign Language

In learning English as a Foreign language generaly students try acquiring both receptive and productive skills for communication. Receptive skill includes listening and reading which are passive skills. On the other hand, productive skill includes speaking and writing which are active skills.

Being a centralized system in education the government has decided the students’ needs and its priority. The latest curriculum, the 1994 SMU curriculum has put reading as its primary objectives and listening, speaking and writing as secondary.

Problems in The Teaching and Learning of English As a Foreign Language

There are two factors affecting students to learn English as a foreign language, the linguistic factors and the non-linguistic factors. The linguistic factors among others is the fact that English and Indonesian are two different languages. They have different system of sounds, vocabulary, structure, and culture. Thus Indonesians learning English means learning a different system of sounds, vocabulary, structure, and culture. It really takes a long time. Linguistic factor also includes first language interference. This process is unavoidable especially when adult students learn a foreign language. They can not really master the language fully because of their fossilized errors especially in pronunciation and intonation.

There are at least 8 points that belong to the nonlinguistic factors. They are students, teachers, objective, method, environment, evaluation, and time. The students must be highly motivated and in small groups. The teacher must be a good model with good qualification both in the language and methodology. The objective must be specific, not too much so that it is attainable. There is no best method of teaching English as a foreign language. All methods are good depending on the objective sought. Communicative Approach is not appropriately used when the stated objective is the skill in reading college textbooks written in English. Studying English in the Indonesian setting is hard work.

English is only spoken and used in the classroom. Outside the classroom few people speak English. English exposure in Indonesian setting is quite rare. The Australians and Americans coming here as tourists now speak Indonesian. Evaluation of any instructional program should be based on the objective that we have stated earlier. If the objective ls too ambitious the program is difficult to evaluate and we can not justify precisely whether it is successful or failing.

Finally, the time for learning a foreign language should be enough. Four or five periods of 45 minutes is far from being sufficient. This is made worse when the class is crowded with less motivated students.

CHARACTERISTICS OF STUDENTS

The Developmental Stages in The Acquisition of English As a Foreign Language

The acquisition of English as a foreign language is not necessarily the same as that as a second language let alone as a first language. Students start studying English as a foreign language at 12 (Yunior High School), three or four periods of 45 minutes a week. These students have been fluent in their first language so this will interfere the acquisition of English as a foreign language, the so called first language interfere. The first language interference happens in all aspects of language-phonology, morphology, and syntax.

Since English is studied as the first foreign language and it is neither used as an official language nor a medium of instruction at schools the process of acquisition runs very slowly. Learning English should ideally start when you are still very young in a place conducive to learning the language.

Characteristics of Good EFL Students

Students are the central element in the teaching and learning process. The teacher, on the other hand, is a facilitator, assisting them in many ways to obtain the maximum result in learning. For this matter it is important for us to know their positive characteristics. In this way, we, the teachers, can manipulate these positive characteristics for their benefit.

These positive characteristics are among others motivation, personality (creative, active, persevering), good learning strategies, and talented.

Characteristics of Bad EFL Students

There are many characteristics of bad EFL learners, among others are:
First, lack in motivation due to different reasons. The teacher should diagnose the less motivated students to find the reasons of their behaviour before giving treatment.
Second, negative attitude toward English and the people who speak it is another problem.
Third, being introvert is another characteristic of bad EFL students. These students are usually shy, passive, receptive, and permissive - all the qualities that are not conducive to language learning.
Fourth, lack in perseverence is another problem. Students will have no great effort in learning. They give up trying to learn so easily.
The teacher should try to modify all these bad qualities if successful learning is desired.

Learning Strategies in EFL

In the teaching and learning process the students employ various learning strategies while the teacher employs various teaching strategies and learning strategies since the teacher should also learn.

The more learning strategies the students have, the more they learn. So it is the duty of the teacher to teach the students how to learn.

The recent trend is for the teacher to act as a facilitator. In this way the students will be more active and creative.

Learners are grouped into ‘concrete’, ‘analytical’, ‘communicative’, and ‘authority oriented’. The teacher’s duty is to modify the less favourable element into the more favourable so that optimal learning will be made possible.

Teachers should teach the students how to learn and to activate English outside the classroom. They should inform their students all the advantages of knowing English to increase their motivation to learn it.

To learn English outside the classroom can be done in various ways. Listening to BBC, VOA, ABC regularly can increase your listening skill. Watching British or American good films in TV can enrich your vocabulary and structures. In fact, you can learn listening and passive speaking in films. Meeting and talking to foreigners can increase your listening and speaking skills.

Make it your hobby to visit a library and borrow English novels. There is no better way to learn reading skill than to read. Reading English novels will also increase your vocabulary. Select a novel which is not too easy and not too difficult so that you will get much enjoyment in reading.

After reading a novel, make a short note about the novel. You will practice your writing skill. Make it your hobby too to leave a note or memo to a roommate or a friend also in English.

INTRODUCTION
The Characteristics of Good EFL Teachers

In order to be a successful teacher, first of all you must be a good teacher since a bad teacher will never be successful .
First, you should be a good model. Try to acquire English in such a way that you become as a native speaker.
Second, you should know what to teach. Study the present EFL syllabus and instructional materials which are written based on this syllabus.
Third, you should know how to teach English or you should know methodology. You should be good at implementing various teaching skills such as opening the lesson, presenting the materials, giving reinforcement, asking questlons and closing the lesson.
Fourth, your own personality should be taken into consideration. You should have a positive attitude to what you are doing. You should be nice to look at, fair and patient and helpful to your students.
And finally, you must willing to do self evaluation, to get feedback to improve your teaching.

The Effective Classroom Management

In the classroom the teacher has two different tasks, instructional and managerial task is very important since it is a prerequisite to effective instruction. In other words, school management affects instructlon. Bad management will cause poor instruction.

Ihere are five approaches to classroom management. They are Auhtoritarian Approach, Permissive Approach, Behaviour-Modification Approach, and Group Process Approach. The first two approaches should ideally be rejected since they are inhumane and unrealistic respectively. The remaining three approaches should be combined to make the Pluralistic Approach because none is perfect.

In teaching EFL the Pluralistic Approach can be done by first knowing your students, second creating good classroom climate, third making good preparation and fourth collaborating with colleagues especially other EFL teachers lnside or outside school. These four activities if done properly can generate effective classroom management which affects classroom instruction.

The Effective Classroom Interaction

Classroom interaction involves a teacher and his/her students.

When the Authoritarian system of classroom management was still prevailing, one way interaction was popular. The teacher was dominatlng the classroom, leaving the students mostly passive

When the students have gained more important roles, there hlas been a progress in the kind of classroom interaction. One way interaction has become two-way interaction, where the students have the same right as their teacher in asking questions and explaining things.

With the increasing need of SAL in TEFL, the classroom interaction is now directed more toward the students with the teacher functioning as a facilitator.

Byrne has classified interaction in the EFL classroom into two different approaches. The first approach which was often adopted by traditional teachers has typical characteristics : whole class, teacher controlled, and accuracy activities.

The second approach which is adopted by progressive teachers has guite the opposite characteristics than the first : pairs and groups, learner directed and fluency activities.

As a more progressive teacher you should be able to combine the two approaches into one-a Balanced Approach because you will probably need to use both ways in turn depending on what you teach.

Finally there are four areas of EFL interaction according to Byrne’s model. They are :

Accuracy activities controlled by the teacher and done wlth rhe whole class. e.g. drills.

Accuracy actlvities directed by the learners and done in pairs or occasionally in group. e.g. mini-dialogue practice.

Based on The book title TEFL IV by Nurbahri

Menengok Bahasan Psikolinguistik
Ditulis pada Januari 24, 2008 oleh Pakde sofa

Menengok Bahasan Psikolinguistik

Hakikat Psikolinguistik

Subpokok bahasan di atas telah membahas topik awal yang sangat penting dalam bab pengantar terhadap kajian psikolinguistik, yakni hakikat psikolinguistik. Pada pembahasan tersebut, dikemukakan sejumlah definisi psikolinguistik yang diberikan para ahli. Meskipun beragam, namun semua definisi secara umum merujuk kepada kajian bahasa dalam sudut pandang psikolog.

Selain itu, untuk mempermudah Anda dalam memahami hakikat psikolinguistik, pada bagian selanjutnya telah disajikan konsep-konsep yang berkait dengan psikolinguistik. Pembahasan antara lain meliputi telaah singkat mengenai tata bahasa dan fungsinya dalam pemahaman dan produksi kalimat; dikotomi performasi dan kompetensi; struktur dan fungsi kalimat.

Struktur dan fungsi kalimat dibahas secara lebih terperinci, mengingat inilah pokok yang akan menjadi kajian dalam keseluruhan rangkaian modul ini. Dalam pembahasan struktur kalimat juga dibahas struktur lahir dan cara-cara penggabungannya. Kemudian, dalam bidang fungsi kalimat, dibahas berbagai hal berkaitan dengan tindak tutur, isi proposisi dan struktur tema dalam kalimat.

Nah, kini marilah kita melihat ruang lingkup dan signifikansi psikolinguistik pada sub-pokok bahasan kedua.

Ruang lingkup dan Signifikasi Psikolinguistik dalam Pengajaran Bahasa

Pada pembahasan di atas, disajikan pendapat para ahli mengenai lingkup yang menjadi ranah kajian psikolinguistik. Sama halnya dengan definisi, pada lingkup kajian pun, dijumpai keragaman rumusan. Meskipun demikian, semuanya merujuk kepada hal yang sama, yakni bagaimana manusia memahami bahasa, memproduksi bahasa dan bagaimana mereka memperoleh kedua kemampuan tersebut.

Pemahaman dapat didefinisikan dalam dua sudut pandang: dalam arti sempit dan dalam arti luas. Dalam arti sempit pemahaman berarti proses mental untuk menangkap bunyi-bunyi yang diujarkan seorang penutur untuk membangun sebuah interpretasi mengenai apa yang dia anggap dimaksudkan oleh si penutur, sedangkan dalam arti luas, hasil interpretasi tersebut digunakan untuk melakukan tindakan-tindakan yang relevan.

Produksi sering diidentikkan dengan berbicara, meskipun produksi juga mencakup menulis. Dalam berbicara, juga menulis, seorang penutur melakukan dua jenis kegiatan, yaitu merencanakan dan melaksanakan yang meliputi tatar wacana, tatar kalimat, tatar konstituen, program artikulasi dan artikulasi. Terakhir, pada bagian yang ketiga, dibahas signifikasi dan sumbangan-sumbangan yang dapat dan telah diberikan psikolinguistik bagi pengajaran bahasa. Dalam bagian ini dibahas dua aliran psikologi dan sejumlah pendekatan yang dilandasi teori-teori pemerolehan bahasa.

2
Aliran-aliran Pemikiran dalam Psikolinguistik

Pada subpokok bahasan ini, kita telah membahas sejumlah konsep pendapat-pendapat para teorisi mengenai bagaimana seseorang memahami dan merespons terhadap apa-apa yang ada di alam semesta ini. Kita telah berbicara mengenai pandangan-pandangan kaum mentalis dan kaum bahavioris, terutama dalam kaitan dengan keterhubungan antara bahasa, ujaran dan pikiran. Menurut kaum mentalis, seorang manusia dipandang memiliki sebuah akal (mind) yang berbeda dari badan (body) orang tersebut. Artinya bahwa badan dan akal dianggap sebagai dua hal yang berinteraksi satu sama lain, yang salah sati di antaranya mungkin menyebabkan atau mungkin mengontrol peristiwa-peristiwa yang terjadi pada bagian lainnya. Dalam kaitan dengan perilaku secara keseluruhan, pandangan ini berpendapat bahwa seseorang berperilaku seperti yang mereka lakukan itu bisa merupakan hasil perilaku badan secara tersendiri, seperti bernapas atau bisa pula merupakan hasil interaksi antara badan dan pikiran. Mentalisme dapat dibagi menjadi dua, yakni empirisme dan rasionalisme.

Kedua pendapat ini pun memiliki pandangan-pandangan yang berbeda dalam memahami persoalan gagasan-gagasan batin atau pengetahuan. Semua kaum mentalis bersepakat mengenai adanya akal dan bahwa manusia memiliki pengetahuan dan gagasan di dalam akalnya. Meskipun demikian, mereka tidak bersepakat dalam hal bagaimana gagasan-gagasan tersebut bisa ada di dalam akal. Apakah gagasan-gagasan tersebut seluruhnya diperoleh dari pengalaman (pendapat kaum empiris) atau gagasan-gagasan tersebut sudah ada di dalam akal sejak lahir (gagasan kaum rasional). Bahkan di dalam kedua aliran ini pun, terdapat perbedaan pendapat yang rinciannya akan kita bahas nanti.

Kemudian, diketengahkan pembahasan mengenai empirisme. Dalam kaitan ini telah dibahas kenyataan bahwa kata empiris dan empirisme telah berkembang menjadi dua istilah yang memiliki dua makna yang berbeda. Setelah itu, dibahas pula isu lain yang mengelompokkan kaum empiris, yakni isu yang berkenaan dengan pertanyaan apakah gagasan-gagasan di dalam akal manusia yang membentuk pengetahuan bersifat universal atau umum di samping juga bersifat fisik.

Pada bagian selanjutnya, telah dibahas pendapat-pendapat kaum behavioris, antara lain pendapat-pendapat John B. Watson, pendiri behaviorisme. Watson menganggap bahwa kesadaran merupakan tahayul-tahayul radius yang tidak relevan terhadap studi psikologi. Watson mengatakan bahwa keyakinan pada adanya kesadaran berkaitan dengan keyakinan masa-masa nenek moyang mengenai tahayul. Magis-magis senantiasa hidup. Konsep-konsep warisan masa praberadab ini telah membuat kebangkitan dan pertumbuhan psikologis ilmiah menjadi sangat sulit. Kriteria Watson dalam menentukan apakah sesuatu itu ada atau tidak ada adalah berdasarkan apakah hal tersebut dapat diamati atau tidak dapat diamati.

Selain itu telah pula diketengahkan pendapat behaviorisme epifenomenal. Sebagian besar bahavioris setelah Watson menganut materislisme, yakni yang doktrin dasarnya adalah bahwa hanya ada satu hal di dalam semesta ini yaitu materi. Pendapat ini merupakan pendapat yang sangat ekstrim. Mereka merumuskan posisi mereka bahwa pada umumnya tidak ada penolakan terhadap keberadaan akal. Meskipun demikian, dalam praktiknya mereka tidak berbeda dari Watson, sebab tidak ada seorang pun pendukungnya yang mendukung studi mengenai akal. Banyak di antara mereka mengambil pandangan epifenomenal yang menyatakan bahwa akal ada, tetapi hanya merupakan salah satu refleksi dari proses-proses badaniah yang tidak mempengaruhi peristiwa-peristiwa di dalam badan. Sebagian behavioris lain mengambil pandangan reduksionis. Mereka memberikan kemungkinan kepada akal untuk tegak berdiri, seperti badan, tetapi mereka meyakini apa pun yang terjadi di akal akal juga terjadi di dalam badan. Pendapat ini berbeda dengan epifenomenal yang berpendapat bahwa badan merupakan realitas utama. Dengan mengambil posisi ini seseorang meyakini bahwa untuk mengetahui akal harus melalui studi mengenai badan maka tidak ada keperluan untuk mempalajari akal. Dengan demikian, sisi akal menjadi ciut dan tinggallah badan.

Dalam subpokok bahasan kedua ini telah dibahas hal-hal berikut: daya-daya akal dan alat pemerolehan bahasa, isi dan operasi alat pemerolehan bahasa, dan argumen-argumen Chomsky bagi alat pemeroleh bahasa. Dalam kaitan dengan daya akal dan APB, Chomsky menyatakan bahwa manusia dilahirkan dengan akal yang berisi pengetahuan batin yang berkait dengan sejumlah bidang yang berbeda-beda. Salah satu sari pengetahuan tersebut berkait dengan bahasa. Chomsky menyebut pengetahuan batin yang berkait dengan bahasa ini sebagai language acquisition device atau yang lebih populer sebagai LAD, yang dalam modul disebut sebagai alat pemeroleh bahasa atau APB. Chomsky berpendapat bahwa daya-daya dalam bidang yang berbeda yang disebut di atas, relatif mandiri satu sama lain. Artinya tidak saling berkait. Bahkan dalam kaitan dengan pemerolehan bahasa, Chomsky berpendapat bahwa bagi pemerolehan bahasa, pengetahuan batin saja sudah cukup dan pengetahuan matematis serta pengetahuan logika tidak diperlukan dalam kegiatan ini.

Dalam hubungannya dengan isi dan operasi APB, Chomsky membagi isi APB menjadi tiga kelompok, yakni gagasan substantif; gagasan formal, dan gagasan-gagasan yang oleh Steinberg disebut sebagai gagasan-gagasan konstruktif.

Masing-masing dari ketiga jenis gagasan ini akan dirinci disertai contoh-contoh seperlunya. Gagasan-gagasan substantif adalah gagasan-gagasan yang muncul dalam sejumlah relasi atau dijalankan oleh sejumlah operasi, misalnya ciri-ciri fonetis, ciri-ciri sintaktik, dan ciri-ciri semantik.

Pada bagian akhir subpokok bahasan diketengahkan argumen-argumen yang dikemukakan Chomsky dalam mempertahankan APB yang tertuang dalam bentuk empat argumen, yakni (1) keunikan tata bahasa, (2) data masukan yang tidak sempurna, (3) ketidakselarasan intelegensi, dan (4) kemudahan dan kecepatan pemerolehan bahasa anak.

Keterkaitan antara bahasa, Pikiran dan Ujaran

Pembahasan pada sub pokok bahasan di atas meliputi keterkaitan antara bahasa, pikiran dan uraian. Pembahasan difokuskan pada anggapan-anggapan kaum behavioris mengenai keterkaitan antara bahasa dengan pikiran, yang kemudian diikuti oleh argumen-argumen yang menentang anggapan tersebut. Namun, untuk kepentingan modul ini, hanya dua anggapan yang paling penting yang disajikan. Dua anggapan lainnya hanya disarikan dan disajikan secara singkat pada bagian akhir pembahasan. Anggapan-anggapan bahwa:(1) bahasa merupakan landasan bagi pikiran, (2) bahasa merupakan landasan utama bagi pikiran, (3) bahasa mempengaruhi pandangan, persepsi, dan pemahaman manusia mengenai dunia di sekelilingnya serta mengenai budaya tempat ia hidup memiliki argumen argumen yang kurang kuat. Bukti-bukti bahwa anak-anak yang belum bisa berbicara telah mampu memahami ujaran orang yang berbicara kepadanya, kenyataan bahwa orang tuli dapat memberi respons yang memadai terhadap orang yang berinteraksi dengannya, dan kenyataan bahwa multibahasawan hanya memiliki satu keyakinan dan pandangan hidup, serta kenyataan bahwa orang-orang yang memiliki bahasa yang sama memiliki persepsi yang berbeda mengukuhkan kelemahan argumen tersebut.

Proses pemahaman dan Produksi Bahasa

Pada subpokok bahasan ini telah dibahas proses produksi dan pemahaman bahasa. Pada bagian terdahulu dikemukakan kelemahan model-model sintaksis yang dianut oleh Chomsky dan kawan-kawannya. Kemudian, pembahasan diakhiri dengan alternatif orientasi penjelasan yang berdasarkan analisis semantik. Setelah itu disajikan alasan-alasan serta contoh analisis yang berdasarkan semantik dalam produksi bahasa. Terakhir disajikan sebuah ilustrasi proses produksi bahasa lengkap dengan definisi tahap-tahap proses yang terlibat.

Pada bagian kedua disajikan penjelasan mengenai pemahaman bahasa. Pada bagian ini pun diajukan alternatif penjelasan berdasarkan sudut pandang proses analisis semantik. Alasan-alasan serta contoh-contoh proses pemahaman dikemukakan pada bagian selanjutnya. Terakhir barulah dikemukakan satu ilustrasi analisis berdasarkan semantik terhadap sebuah kalimat sederhana.

Namun, perlu diingat bahwa model yang dikemukakan masih sangat sederhana dan baru pada tahap awal perkembangannya. Para psikolinguis masih harus berusaha keras untuk mendapatkan model yang eksplisit untuk menjelaskan proses produksi dan pemahaman bahasa.

PEMEROLEHAN BAHASA

Hakikat, Permasalahan dan Tahap-tahap Pemerolehan Bahasa Pertama

Dalam subpokok bahasan ini telah dibahas sejumlah topik dasar mengenai pemerolehan bahasa. Pertama, definisi bahasa telah disajikan pada awal subpokok bahasan. Definisi yang dikemukakan oleh Ellis dan definisi yang dikemukakan oleh Krashen yang mewakili dua definisi yang berbeda telah dengan tepat dibahas pada awal pembahasan. Dengan demikian, hakikat pemerolehan yang berbeda dengan belajar telah Anda pahami sejak awal.

Pada bagian selanjutnya, permasalahan yang lazim dijumpai pada saat seseorang mengkaji kegiatan pemerolehan bahasa dan penelitian dalam bidang ini telah pula dibahas dengan memadai. Permasalahan-permasalahan tersebut meliputi masalah kesinambungan/ketidak-sinambungan perkembangan, kebatinian/kelahiriahan bahasa, dan kesenjangan antara pemahaman dengan produksi bahasa.

Bagian akhir subpokok bahasan ini digunakan untuk memaparkan urutan perkembangan pemerolehan bahasa, cara analisisnya serta interpretasinya. Pembahasan dimulai dengan paparan mengenai ujaran awal, ujaran satu kata, kemudian ujaran dua kata dan kombinasi tiga kata serta cara memahami dan menganalisisnya.

Kini bersiap-siaplah untuk mengerjakan tes formatif 1 untuk menguji hasil belajar Anda pada subpokok bahasan ini.

Pemerolehan Bahasa Kedua

Dalam subpokok bahasan ini telah dibahas sejumlah model dalam teori pemerolehan bahasa kedua. Pembahasan telah meliputi model-model Akulturasi, Akomodasi, Wacana, Keragaman Kemampuan, dan Monitor. Model-model yang disebutkan lebih dulu hanya dibahas secara selintas, sedangkan model monitor dibahas secara mendalam.

Model Monitor, yang didasarkan atas lima hipotesis yang dikemukakan Krashen (Pemerolehan-belajar, Urutan Alamiah, Input, Monitor, dan Saringan Afektif) dianggap memiliki keunggulan yang lebih dibandingkan dengan model-model lainnya. Meskipun demikian, tidak berarti bahwa model ini tidak memiliki kelemahan. Sejumlah kritik telah dikemukakan para ahli mengenai hal tersebut.

Pada bagian akhir subpokok bahasan ini telah pula diketengahkan sebelas hipotesis mengenai pemerolehan bahasa kedua. Modul ini telah menggunakan buku Rod Ellis secara esktensif karena itu, untuk memperdalam pengetahuan Anda, akan sangat baik Anda juga turut membaca buku tersebut. Kini selamat mengerjakan tes formatifnya.

BAHASA SEBAGAI SISTEM KOGNITIF DAN PENDEKATAN KOGNITIF TERHADAP BAHASA

Hakikat Bahasa sebagai Sistem Kognitif serta Model Kognitif sebagai Perspektif dalam Psikolinguistik

Pada subpokok bahasan di atas telah dibahas dua bagian besar yang diharapkan dapat memberikan gambaran kepada Anda mengenai bahasa sebagai sistem kognitif, pendekatan kognitif dan bahasa sebagai sistem komunikasi.

Pada bagian awal telah disajikan paparan mengenai definisi kognitif dan model kognitif sebagai pendekatan dalam psikolinguistik. Di dalam paparan tersebut, Anda menemukan penjelasan mengenai kelebihan-kelebihan bahasa atas kemampuan lain manusia dalam menopang kehidupan manusia. Kemampuan manusia dalam memahami dan menyimak ribuan bahkan jutaan kata dalam kehidupannya serta hakikat kemampuan tersebut akan disinggung secara garis besar pada pembukaan sub pokok bahasan ini.

Kemudian, juga akan dibahas bagaimana bahasa memainkan peranannya dalam komunikasi dengan manusia lain. Paparan ini akan meliputi ciri-ciri utama bahasa manusia seperti yang tercermin dalam definisi-definisi bahasa. Hakikat bahasa sebagai sistem vokal, kemanasukaan bahasa, dan fungsi komunikatifnya telah diuraikan agak mendalam dalam bagian ini. Bahasa sebagai sebuah sistem terstruktur memulai pembahasan, kemudian diikuti oleh pembahasan bahasa sebagai lambang bunyi. Pada bagian tersebut dibahas, bahwa bahasa bukanlah bunyi yang sembarangan dan caka, melainkan terstruktur secara rapi sehingga bunyi-bunyi yang tidak terangkai menurut sistem fonologis sebuah bahasa umumnya sulit untuk dikenali oleh penutur asli bahasa tersebut. Pada bagian selanjutnya pembahasan dikembangkan pada pembahasan mengenai, iapasa sebagai lambangnya bunyi vokal. Dalam pembahasan ini di bahas bahwa hanya bunyi-bunyi tertentu saja yang tergolong pada bunyi bahasa. Kemudian, pembahasan diakhiri dengan membahas bahasa sebagai sistem komunikasi berdasarkan keterikatan antara ciri-ciri generik tindak komunikasi, ciri-ciri konteks komunikasi dan pemilihan ragam bahasa yang cocok untuk tindak komunikasi bahasa tersebut.

Proses Pemahaman dan Produksi Bahasa

Pada subpokok bahasan kedua, Anda telah mendapatkan penjelasan mengenai kreativitas bahasa dan kaidah-kaidah yang mengaturnya. Pada satu sisi, bahasa memiliki sifat kreatif dan lentur, di sisi lain bahasa juga memiliki kaidah-kaidah yang membatasi kreativitas dan kelenturan tersebut. Sudah bisa Anda duga bahwa paparan dalam bagian ini akan sangat menarik bagi Anda. Secara garis besar, paparan ini meliputi ciri-ciri bahasa manusia yang berkaitan dengan ciri kreativitas bahasa, seperti ketidakterikatan pada rangsangan luar maupun rangsangan dalam, keterikatan ungkapan bahasa manusia dengan situasi penggunaannya, dan kemampuan sebuah bahasa dalam menghasilkan kosakata baru dalam upaya mewadahi temuan-temuan baru dalam konteks budaya tempat bahasa tersebut digunakan.

Selanjutnya sub pokok bahasan ini berkaitan dengan kaidah-kaidah yang mengatur pembentukan ungkapan-ungkapan kebahasaan. Dalam perjalanan Anda membaca nanti, Anda akan mulai memahami mengapa meskipun manusia memproses jutaan kata-kata dan ungkapan-ungkapan baru, keasingan ungkapan-ungkapan baru ini tidak terasa dan tidak tersadari.

Pada bagian kedua dari sub pokok bahasan ini, telah dibahas relevansi teori kognitif dan teori perkembangan kognitif dengan pengajaran bahasa. pembahasan akan dimulai dengan upaya-upaya awal ke arah penggunaan teori kognitif Piaget ke dalam pengajaran bahasa serta penilaian mengenai ketetapannya. Kemudian, diikuti oleh pendekatan Taylor dan Taylor yang mengemukakan pendekatan proses komputer dalam menjelaskan proses kognitif manusia serta keterkaitannya dengan belajar bahasa.

KETERKAITAN PSIKOLINGUISTIK DENGAN PENGAJARAN BAHASA

Model-model keterkaitan antara bahasa, kognitif dan Sosial dan Peranan Pengajaran

Pada subpokok bahasan ini telah dibahas dua hal penting sekaitan dengan pembahasan mengenai pemerolehan bahasa kedua, yakni pembahasan mengenai keterkaitan antara kognitif, bahasan dan sosial dan peranan pengajaran formal dalam kegiatan pemerolehan bahasa. Melalui pembahasan tersebut, sub pokok bahasan ini telah berhasil menegaskan kembali fungsi kemampuan kognitif, fungsi kemampuan berbahasa dan fungsi seseorang. Dengan demikian, apa yang telah Anda pelajari pada Modul 5 dapat Anda lihat kaitannya dengan pengajaran bahasa yang akan segera Anda pelajari pada sub pokok bahasan berikut. Mari kita ringkaskan kembali pada yang Anda telah pelajari pada sub pokok bahasan ini.

Pada bagian awal telah disajikan tiga model keterkaitan antara faktor-faktor bahasa, kognitif dan sosial. Sekaitan dengan itu, telah diketengahkan tiga model utama, yakni: model reduksionis, model interaksionis dan model terpadu. Ketiga model ini menjadi landasan penelitian dan pemahaman peranan dan keterkaitan faktor kognitif, faktor bahasa, dan faktor sosial dalam komunikasi bahasa. Kelebihan dan kelemahan masing-masing model juga telah dibahas secara umum dalam bagian ini.

Pada bagian selanjutnya, telah dibahas mengenai peranan pengajaran formal dalam proses pemerolehan bahasa. Pendapat-pendapat para ahli dalam bidang ini dikemukakan dan dibahas. Kemudian juga disajikan berbagai hasil kajian dalam bidang ini. Pendapat-pendapat tersebut terangkum dalam tiga aliran utama: aliran lintascara, aliran non-lintascara, dan aliran keragaman.

Aliran pertama, yakni aliran lintascara, berpendapat bahwa belajar dapat berkembang menjadi pemerolehan, dan sebaliknya pemerolehan dapat kemudian dilanjutkan dengan belajar. Di lain pihak, aliran non-lintascara berpendapat bahwa pemerolehan tidak dapat berkembang menjadi belajar, dan begitu pun sebaliknya. Pemerolehan dan belajar merupakan dua hal yang berbeda. Terakhir, aliran keragaman beranggapan bahwa pembelajar memiliki pendekatan yang berbeda-beda sesuai dengan latar belakang mereka masing-masing dan sesuai dengan jenis dan karakteristik bahan ajar yang dipelajari: Meskipun demikian, ketiga aliran ini beranggapan bahwa pengajaran formal hanya dapat membantu mempercepat pemerolehan dan bukan menentukan hasil pemerolehan.

Cakupan Semantik
Ditulis pada Januari 22, 2008 oleh Pakde sofa

CAKUPAN SEMANTIK

Hakikat Belajar dan Pembelajaran

Dari uraian di atas; kita dapat menyimpulkan bahwa makna bahasa, khususnya makna kata, terpengaruh oleh berbagai konteks. Makna kata dapat dibangun dalam kaitannya dengan benda atau objek di luar bahasa. Dalam konsepsi ini, kata berperan sebagai label atau pemberi nama pada benda-benda atau objek-objek yang berada di alam semesta. Makna kata juga dapat dibentuk oleh konsepsi atau pembentukan konsepsi yang terjadi dalam pikiran pengguna bahasa. Proses pembentukannya berkait dengan pengetahuan atau persepsi penggunaan bahasa tersebut terhadap fenomena, benda atau peristiwa yang terjadi di luar bahasa. Dalam konteks ini, misalnya penggunaan bahasa akan tidak sama dalam menafsirkan makna kata demokrasi karena persepsi dan konsepsi mereka berbeda terhadap kata itu. Selain kedua konsepsi itu, makna kata juga dapat dibentuk oleh kaitan antara stimulus, kata dengan respons yang terjadi dalam suatu peristiwa ujaran.
Beranjak dari ketiga konsepsi ini maka kajian semantik pada dasarnya sangat bergantung pada dua kecenderungan. Pertama, makna bahasa dipengaruhi oleh konteks di luar bahasa, benda, objek dan peristiwa yang ada di alam semesta. Kedua, kajian makna bahasa ditentukan oleh konteks bahasa, yakni oleh aturan kebahasaan suatu bahasa.

Penamaan

Uraian di atas menunjukkan bahwa beberapa konsep dasar dalam semantik penting untuk dipahami. Contoh, pengertian sense berbeda dari pengertian reference. Pertama, merujuk kepada hubungan antar kata dalam suatu sistem bahasa dilihat dari kaitan maknanya. Sedangkan yang kedua merujuk kepada hubungan antara kata dengan benda, objek atau peristiwa di luar bahasa dalam pembentukan makna kata.
Begitu pula dengan pengertian tentang kalimat, ujaran dan proposisi perlu dipahami dalam kajian antik. Dalam keseharian, kerap tidak kita bedakan atau kalimat dengan ujaran. Kalimat sebagaimana kita pahami satuan tata bahasa yang sekurang-kurangnya terdiri dari subjek dan predikat. Sedangkan ujaran dapat terdiri dari satu kata, frase atau kalimat yang diujarkan oleh seorang penutur yang ditandai oleh adanya unsur fonologis, yakni kesenyapan. dalam semantik kedua konsep ini memperlihatkan sosok kajian makna yang berbeda. Makna ujaran, misalnya lebih banyak dibahas dalam semantik tindak tutur. Peran konteks pembicaraan dalam mengungkapkan makna ujaran sangat penting. Sementara kajian makna kalimat lazimnya lebih memusatkan pada konteks tatabahasa dan unsur lain yang dapat dicakup dalam tata bahasa dalam bahasa Inggris, misalnya unsur waktu dapat digramatikakan yang terwujud dalam perbedaan bentuk kata kerja.
Mengingat pentingnya konsep-konsep itu, Anda sebagai pembelajar semantik hendaknya mencermati batasan dan penerapan konsep itu dalam kajian makna bahasa.

PERAN KONTEKS DALAM PEMAKNAAN BAHASA
Relativitas Bahasa, Pemaknaan Bahasa

Dari perbincangan kita dalam bagian modul di atas terlihat bahwa bahasa sangat erat kaitannya dengan budaya. Keduanya ibarat dua muka dari satu mata uang. Sebagaimana diyakini oleh sebagian ahli bahasa, language is a part of culture.
Pandangan seperti ini, ternyata berimbas pula pada kajian makna bahasa. Para pakar di bidang semantik cenderung terbagi ke dalam 2 kubu dalam melihat masalah ini. Pertama, kelompok yang menyatakan bahwa kajian makna bahasa seharusnya terlepas dari konteks (dalam cakupan yang luas adalah budaya) mengingat begitu banyak unsur konteks yang tidak dapat diwadahi oleh kaidah semantik. Pandangan ini tentu lebih cenderung dianut oleh pakar yang memusatkan kajiannya pada semantik bahasa (Linguistic Semantics). Para pakar dalam bidang ini lebih cenderung mengkaji makna bahasa hanya dari sisi peran kata dan kaitan antara kata dalam sebuah kalimat dalam membentuk makna bahasa. Kalaupun ada unsur konteks yang dimasukkan ke dalam kajiannya hanya sebatas unsur-unsur dari bahasa, seperti waktu yang dapat digramatikalkan. Dengan demikian, kajiannya cenderung mengurangi konteks penggunaan bahasa.
Kedua, kelompok yang menegaskan bahwa konteks tidak dapat dipisahkan dari kajian makna bahasa. Oleh karena itu, kajian makna bahasa yang dilakukan kelompok ini memperhitungkan konteks penggunaan bahasa. Kecenderungan ini, misalnya tampak dalam kajian Pragmatik (Pragmatics).
Berdasarkan kedua kecenderungan ini kita tentu dapat menentukan ke arah mana kajian makna bahasa yang kita lakukan. Mengingat kajian makna bahasa tidak hanya mencakup makna kata dan makna kalimat saja melainkan juga makna ujaran, tentu lebih bijak bagi kita apabila kajian makna bahasa mempertimbangkan kedua kecenderungan itu.

Peran Konteks Situasi, Pemaknaan Bahasa, Budaya dan Majas

Kajian makna bahasa sebagaimana disitir oleh Firth dan Malinowski sulit dipisahkan dari konteks penggunaan bahasa. Mereka, antara lain beranggapan bahwa bahasa merupakan wujud dari tindakan penggunaan bahasa yang bergantung pada situasi penggunaan bahasa.
Dalam memerinci ketergantungan makna bahasa pada konteks situasi berbahasa, para pakar antara lain menyarankan agar ciri-ciri yang melekat pada situasi harus teridentifikasi. Ciri yang menyangkut penutur dan pendengar, tempat bertutur serta objek yang dibicarakan, misalnya merupakan unsur-unsur situasi berbahasa. Kajian yang menekankan pada unsur ini lazimnya tercakup dalam pragmatik.
Kajian lain yang menekankan pada konteks situasi tampak dalam kajian makna bahasa yang kemukakan oleh kaum behaviorist. Bloomfield, misalnya menyatakan bahwa makna bahasa sangat bergantung pada hal ini. Pemaknaan terhadap ujaran sangat ditentukan oleh persepsi pengguna bahasa akan situasi berbahasa yang dihadapinya.
Ciri-ciri situasi berbahasa ini tentu idealnya dapat diwujudkan melalui unsur-unsur kebahasaan. Salah satu contoh upaya penggambaran konteks berbahasa dalam kajian makna adalah lewat penggunaan kata ganti atau yang lazim dikenal dengan deiksis. Deiksis, antara lain menggambarkan unsur-unsur peristiwa berbahasa, seperti aspek waktu, ruang, dan objek berikut peristiwa yang dirujuk dalam penggunaan bahasa.
Tentu saja tidak semua unsur yang melekat pada situasi berbahasa dapat diwujudkan melalui unsur bahasa, kata atau kalimat. Untuk itu, peran nirlinguistik, aspek-aspek di luar bahasa perlu diperhitungkan dalam kajian makna bahasa.

SEMANTIK LEKSIKAL, HUBUNGAN MAKNA, MEDAN MAKNA DAN KOMPONEN MAKNA
Semantik Leksikal

Makna bahasa sebagaimana terungkap dalam uraian di atas dipengaruhi sekurang-kurangnya oleh hubungan antara bahasa dengan (1) objek atau (2) peristiwa di luar bahasa atau oleh hubungan di antara unsur bahasa dalam suatu sistem bahasa. Kajian makna bahasa yang lebih memusatkan pada peran unsur bahasa atau kata dalam kaitannya dengan kata lain dalam suatu bahasa lazim disebut sebagai semantik leksikal.
Kajian makna dalam semantik leksikal lebih mendasarkan pada peran makna kata dan hubungan makna yang terjadi antarkata dalam suatu bahasa. Hubungan makna antar kata baik yang bersifat sintagmatik dan paradigmatik kerap digunakan untuk menjawab permasalahan makna kata. Kajian makna kata dalam konteks ini pada gilirannya tentu dapat menjawab permasalahan makna kalimat. Sebab sebagaimana kerap dikemukakan oleh ahli semantik bahwa makna kalimat bergantung pada makna kata yang tercakup dalam kalimat tempat kata itu terangkai. Peran kajian makna kata berdasarkan hubungan makna ini terasa penting mengingat tidak semua makna kata dapat dijelaskan oleh keterkaitannya dengan objek yang digambarkan oleh kata itu. Makna kata-kata yang bersifat abstrak, misalnya hanya mungkin dapat dijelaskan maknanya oleh hubungan makna antarkata dalam suatu bahasa.

Medan Makna dan Komponen Makna

Makna bahasa terutama makna kata dapat kita petakan menurut komponennya. Pandangan seperti ini, tampak dalam teori medan makna yang menyatakan bahwa kosakata dalam suatu bahasa terbentuk dalam kelompok-kelompok kata yang menunjuk kepada lingkup makna tertentu, misalnya perkakas dapur atau nama-nama warna. Dalam suatu medan makna, antara kata yang satu dengan kata lainnya menunjukkan hubungan makna yang dapat dikelompokkan ke dalam 2 golongan. Pertama golongan kolokasi yang menggambarkan hubungan sintagmatik antara kata-kata yang terdapat dalam suatu bidang tertentu atau medan tertentu. Kedua golongan ’set’ yang cenderung menggambarkan hubungan paradigmatik antarkata dalam suatu bidang tertentu.
Untuk menggambarkan hubungan antar kata dalam suatu bidang tertentu dapat diungkapkan melalui komponen makna yang tercakup dalam kata-kata dalam suatu bidang tertentu. Komponen makna menunjukkan bahwa setiap kata maknanya terbentuk dari beberapa unsur atau komponen. Misalnya, kata-kata yang menggambarkan kekerabatan, seperti ‘ayah’, “ibu’, ‘adik’. ‘kakak’ dapat kita lihat komponen maknanya dalam diagram berikut.

Selain untuk menunjukkan hubungan makna antarkata, komponen makna juga berguna, antara lain untuk perumusan makna dalam kamus dan untuk menentukan apakah kalimat yang digunakan dapat diterima atau tidak secara semantik. Tentu saja untuk mengungkapkan komponen makna tersebut perlu dilakukan melalui analisis yang lazim dikenal sebagai analisis komponen makna. Analisis ini dalam kajian semantik leksikal tentu cukup menonjol mengingat manfaatnya yang cukup beragam dalam mengkaji makna kata dan hubungan makna antarkata dalam suatu bahasa.

Sinonimi, Antonimi dan Hiponii

Dalam unit ini kita telah mempelajari beberapa konsep yang berkaitan dengan:

sinonimi;

antonimi;

hiponimi.

Beberapa istilah yang perlu Anda ingat yang berkaitan dengan ketiga konsep di atas adalah berikut ini.

Hubungan sinonimi sempurna dan tidak sempurna

Parafrase (paraphrasing).

Antonimi biner (binary antonymy).

Kebalikan (converses).

Antonimi bertingkat (gradable antonymy).

Kontradiksi (contradictory).

Hipernim/superordinat.

Plosemi

Dalam unit ini kita telah mempelajari 3 konsep penting dalam hubungan makna, yaitu

homonimi;

polisemi;

ambiguitas.

Istilah-istilah yang harus Anda ingat adalah:

homograf;

homofon;

structural ambiguity;

lexical ambiguity.

SEMANTIK DAN TATA BAHASA (SEMANTICS AND GRAMMAR)

Serbaneka tentang Tata Bahasa

Kita telah mempelajari beberapa konsep yang berkaitan dengan:

tatabahasa formal (formal grammar);

tatabahasa nosional (notional grammar);

kategori tata bahasa (grammatical categories);

tatabahasa dan leksikon (grammar and lexicon);

hubungan-hubungan gramatikal (grammatical relations).

Beberapa istilah yang perlu Anda ingat yang berkaitan dengan ketiga konsep di atas adalah:

gender, sex, tense, time;

countable and uncountable (mass) nouns;

surface structure vs deep structure;

deep subject/objects;

subjects, objects, agents, complements;

gramatikal gender;

enumeration;

interpretive and generative

Dalam unit ini kita telah mempelajari beberapa konsep yang berkaitan dengan hal-hal berikut.

Komponen dan kalimat (components and sentence).

Tatabahasa kasus (case grammar).

Jenis kalimat dan modalitas (sentence types and modality).

Beberapa istilah yang perlu Anda ingat yang berkaitan dengan ketiga konsep di atas adalah berikut ini.

Semantic components or semantic properties (komponen-komponen makna).

Projection rules (aturan-aturan pemroyeksian).

Amalgamation (penggabungan).

Paths (jalur).

Berbagai istilah yang ada hubungannya dengan tata bahasa kasus, seperti berikut.
a. Agent (pelaku/perantara).
b. Patient (yang dikenai pekerjaan).
c. Instrument (alat untuk melakukan pekerjaan).
d. Cause (penyebab terjadinya sebuah pekerjaan);
e. Experience (yang mengalami proses terjadinya sebuah pekerjaan).
f. benxefactive (yang mendapatkan keberuntungan dari akibat adanya pekerjaan).
g. Locative (tempat terjadinya sebuah pekerjaan).
h. Temporal (waktu terjadinya sebuah pekerjaan).

Declarative and statement.

Interrogative and question.

Imperative and command.

Mood and modality: emphatic, period, quotative, report, and indefinite and question

Epistemic and deontic.

MAKNA UJARAN

Bahasa Lisan dan Tulisan, Topik dan Komentar, Tindak Tutur, Tindak Lokusi dan Perlokusi

Dalam unit ini kita telah mempelajari beberapa konsep yang berkaitan dengan hal-hal berikut.

Perbedaan antara bahasa lisan dan bahasa tulisan dilihat sari sejarah perkembangan kebahasaan manusia, pemakaian bahasa dalam kehidupan sehari-hari, dan cara penyampaian pesan/makna.

Hubungan antara topik (topic)dan komentar (comment) dalam ujaran

Teori tindak tutur (speech acts) dalam kaitannya dengan makna ujaran

Tindak lokusi, ilokusi, dan perlokusi (elocutionary, illocutionary, and perlocutionary acts) dalam hubungannya dengan makna ujaran.

Kondisi Felisitas, Pra Anggapan, Implikatur Percakapan Semantik dan Pengajaran Bahasa

Dalam unit ini kita telah mempelajari beberapa konsep yang berkaitan dengan hal-hal berikut.

Kondisi felisitas (felicity conditions) dan hubungannya dengan makna ujaran.

Peran praanggapan (presuppositions) dalam membentuk makna ujaran.

Peran implikatur percakapan (conversational implicature) dalam membentuk makna ujaran.

Peran semantik dalam pengajaran bahasa Inggris.

Sumber buku semantics karya Wahyu Sandayana

The Principles of Classification Essays
Ditulis pada Januari 20, 2008 oleh Pakde sofa

The Principles of Classification Essays

Classification is one of the patterns of exposition. There are some principles in writing classification essays.

The principles of classification

One principle is applied at each level of classification

The member of the categories should not be overlap

It should be complete

Organizing the classification essay

Introductory paragraph

At least one developmental paragraphs for each category

Concluding paragraph

Strategies for coherence

The use of transitions

The use of articles

The use of key words

Classification Essays and Other Writing Strategies

Classification essays are a combination of two or more writing strategies. The most common combinations are examples and comparison and contrast.

Transition words can be very helpful in developing classification essays. They can be used to introduce examples, or to show the contrast between two or more categories.

A process analysis essay is the form of expository writing in which the writer explains a process to the readers. The process that the writer presents consists of steps or procedures that are arranged in chronological order. This order is the same as the order found in narration.

The process analysis essay explains how to do something or how something is made. The writer explains or describes the readers the steps or the procedures that should be followed to recreate the similar result. Therefore, the writer has to present every step clearly so that the readers do not make any mistakes in performing the tasks.

Organizing the Process Analysis

Process or process analysis is the form of expository writing in which the writer demonstrates or instructs a process to the readers. For example, how to make gado-gado, or how to make a pan cake. In process writing, the writer may only describes the process but does not want or insist the readers to follow the instruction. This type of process is called an explanatory process essay. However, when the writer wishes the readers to do something, he instructs the readers to do it. This type of process is called an instructional process. However, in both cases, a step-by-step analysis of the procedure is necessary.

There are three types of a cause and effect relationship that we ecounter in our everyday life. These are a single cause that leads to a single effect, a single cause that results in multiple effects, and multiple couses that lead to a single effect.

The Signal Words and Expressions Used in Cause and Effect Essay

Cause and effect relationship essays are usually indicated by the use of signal words or expressions. The words or expressions that indicate causes are: due to, because, since, if, owing to, as a result of, caused by, because of. While the words or expressions used to indicate effects are: as a result, consequently, for this reason, so, therefore, thus, causes, leads to.

Introduction to argumentative writing

State your opinion, belief, or point of view

List all possible reasons to support your opinion, belief, or point of view (logical or emotional)

Think of your (possible) opponent’s point of view

Think of why your point of view is better than your opponent’s point of view

Organize the information (1–4 above) into a clear, concise essay

Think of the persuasion vocabulary terms you might want to use in your essay

Write the first draft of your argumentative essay

Ask your friend(s) to read your first draft and to give comments on it

Revise the first draft (Repeat step 8 if necessary)

An argumentative essay is an essay in which the writer presents his belief, his opinion, or his position and supports his belief, opinion or position with reasons or evidence.

Types of Argumentative Essays

An argumentative essay writer may convince his position, belief, or opinion using logical persuasion or emotional persuasion. With logical persuasion, the writer uses evidence that is believable and has strong reasoning. With emotional persuasion, the writer uses dramatic experiences of his own or from others that can deeply touch the readers’ feeling (of disgust, anger, fear, compassion, excitement, or pity).

Stating Opposing Arguments

An argumentative essay may sound more convincing if the writer challenges the opposite point of view. In his essay he may show good points from the opposite point of view,but he also shows that his own point of view is better than the opposite point of view.

Faulty or Sound Logic

In an argumentative essay, the writer has to be very careful in using logical reasoning. Some reasoning sounds logical but other reasoning sounds illogical.

Important Vocabulary

In writing argumentative essays it is good to use certain words or phrases to signal the writer’s main idea.
Organizing Your Information on an Argumentative

When you are writing an argumentative essay, start first with thinking what your point of view is, and imagine every possible reason to support your point of view. Second, imagine the opposing point of view and think of every reason why people have that opposing point of view. Third, think of why your reasons are stronger and that your point of view is stronger than the opposing point of view. Fourth, try to organize the information you have already thought about into a clear, concise essay. In writing the essay, try to use persuasion vocabulary terms. Finally, after you have finished your first draft, ask your friend to read and to give comments on your first draft. Then, based on your friend’s comments you can start writing your final draft.

Writing the Draft

Writing argumentative essays is an important skill needed in our daily academic life. To write a good argumentative essay, we must be able to present our belief or statement with strong supporting reasons or evidence. The purpose of our argument in our essay is to convince (not to win arguments). We can argue with other people based on logical or emotional persuasion. With logical persuasion we are trying to use logical evidence (facts, statistics, examples), with emotional persuasion we are trying to appeal to the readers’ emotion (using disgust, anger, fear, compassion, excitement, or pity) to convince other people that the position or the belief we are taking is right.

Sometimes, in our argument, we have to state the opposing argument but we have to convince the readers that our argument is more sound/better than the opposing argument. When we are trying to appeal to logic, we have to make sure that we are using sound (not faulty) reasoning. Some common expressions used in argumentative essays are “In my opinion”, “From my point of view” , “As I see it” , “I think” , I believe”, “I feel”, “I conclude”, etc. .

The steps in writing an argumentative essay are usually as follows

THE ESSAY
Ditulis pada Januari 20, 2008 oleh Pakde sofa

THE ESSAY

Elements of Essay

Main Parts of an Essay
An essay has three main parts: an introduction, a body, and a conclusion.

The introductory paragraph attracts the reader’s attention and informs the reader what your main topic of discussion will be. An introductory paragraph has two parts:

general statements

a thesis statement

The body of your essay discusses your major points, one by one. It contains as many paragraphs as necessary to explain the controlling ideas in the thesis statement.

The concluding paragraph reminds your reader of what you have said. A concluding paragraph consists of:

a summary of the main topics (major points); or

restatement of your thesis in different words

your final comment on the subject, based on the information you have provided.

Outlining

Before you begin to write, it is important to organize your thoughts and to plan your essay. An outline is a tool to help you. In an outline, you write down the main points and subpoints in the order in which you plan to write about them. With an outline in front of you, it should be relatively easy to write an essay on a certain subject. You can also use your outline to see if an essay is well organized and if the paragraphs discuss the thesis statement.

Remember, there are many ways to write outlines. It is not necessary to follow any strict outline form. However, keep in your mind that if there is no 2, you do not use the numeral 1. Also, if there is no b, there is no a. Subgroups are indented to the right and, as you move to the right, the ideas become more and more specific.

Examples in an Essay

In an example essay, you develop a topic with examples to illustrate the topic or prove the thesis. There are two cautions that you should keep in mind if you use examples for support. First, remember that in formal academic writing, such as research papers. theses, and the like, examples are considered the weakest kind of support, so use them infrequently. Second, be sure that your examples really prove your point.

How many examples we use in an example essay depends on the topic. Some topics require numerous examples, whereas others can be effectively developed with three or four extended examples (illustrations). Thesis statements that state or imply “most’ or “all” may need numerous examples for adequate support; thesis statements that are more moderate, stating or implying “some” or “a few”, can often be supported with fewer. but more developed, examples.

In addition, the examples you use to develop the thesis statement should be ‘representative’. This means that you should choose examples that will fairly support the thesis, since an example is a “representative member” of a class or category .

Finally, when an essay contains several examples and details, it is necessary to consider the order of their presentation. Even though there is no set or prescribed pattem, there are some common patterns that might be considered guidelines. You can organize the examples according to importance, familiarity, and time.

Transition Signals in the Example Essay

You have Iearned from this unit that you can introduce examples by using one of the following phrases:
For example, ……………………………………( sentence ) ……………………………………………….
For instance, …………………………………….(sentence ) ……………………………………………….
One
Another
An example of …………………………(noun phrase ) ………………………………………..
A second
A third
……………………………………..( noun phrase) …………………..is an example of
such as ……………………….(noun phrase) ……………………………………

THE COMPARISON AND CONTRAST ESSAY
Points of Comparison

When you compare two things, you point out their similarities. When you contrast two things, you emphasize their differences. Here are some important points to remember when writing about the similarities and differences between two items:

The items that you compare and/or contrast must be from the same general class. So, you could compare a sports car with a station wagon, but you would not compare a car with a boat.

When comparing and contrasting two things, people, countries, and so forth, it is best to restrict the points of comparison. Therefore, you should be selective and choose the most significant points for comparison that would support the central idea in your essay.

The thesis statement for a composition that compares and contrasts should tell the reader:

what two things or people are being compared and contrasted;

whether the composition will emphasize the similarities or the differences.

Patterns of Organization
You should have learned from this unit that there are at least two ways to organize a comparison and contrast essay. You may use block organization or point-by-point organization.

In block organization, you discuss the same points of comparison for two things or people. The points are discussed in the same order under each section. Thus, you discuss all of the points for one thing or one person in one block (which can be one or more paragraphs), and all of the points for the other thing or the other person in another block (which can be one or more paragraphs).

In point-by-point organization, you make a sentence-by-sentence comparison of the features for the two things or people. Thus, you discuss a particular point of comparison about one thing or one person and then immediately discuss the same point about the other thing or person.

THE PARAGRAPH
Ditulis pada Januari 16, 2008 oleh Pakde sofa

THE PARAGRAPH

The Elements of a Paragraph
A paragraph is a group of related sentences which develops one main idea or one main topic. A good paragraph has five basic elements: a topic, a topic sentence, supporting sentences, unity and coherence, A topic is what the paragraph is about or what the paragraph discusses. This topic is usually expressed in a topic sentence.

Thus, a topic sentence announces what you are going to write. A good topic sentence has a focused controlling idea which limits or controls and announces the aspect of the topic you are going to write, Supporting sentences develop what you state about your topic in the controlling idea. A focused controlling idea in the topic sentence helps you produce supporting sentences which are relevant with the controlling idea.

Supporting sentences that are all relevant with the controlling idea in the topic sentence produce a unified paragraph. A unified paragraph discusses only one main idea stated in the topic sentence, or more specifically in the controlling idea. Besides being unified, a good paragraph should also be coherent. A paragraph is coherent if the movement from one sentence to the next is logical and smooth. The following paragraph checklist help you check your paragraph to see if your paragraph is already good.

Paragraph checklist
Topic sentence

Does your topic sentence have a controlling idea? ____

Is the controlling idea already focused? ____

Supporting sentences

Unity
Do all of the supporting sentences directly support ____
the controlling idea in the topic sentence? Coherence

Do you apply key noun repetition and pronouns appropriately?____

Do you use transition signals appropriately? ____

Are all of your sentences arranged logically? ____

The Narrative Paragraph

Narrative paragraph is a paragraph about a story or series of events organized by time order. In other words, when you write a narrative paragraph, it means that you write a story. And a good narrative paragraph has three important qualities. First, it tells a series of events or actions. Second, the events are organized chronologically or by time sequence. And the last, it shows the writer’s point or purpose.

Narration is more often about past story, but sometimes it is also about repeated present story. In this module, the first is referred to as past narration and the second as present narration. Past and present narration have several similarities and differ mainly in when the story takes place. Therefore, in writing both present and past narration, you need to keep yourself aware with your choice of verb tenses.

To achieve coherence in your narration, you should make use of appropriate time expressions to show clearly to your readers the relationship among the events in your story. Besides, your skill in choosing appropriate tenses is also very important for this purpose.

Last but not least, make yourself sure that you keep in your mind your point or purpose of writing. It will help you achieve unity in your paragraph by telling you which ideas to include and to exclude.

DESCRIPTIVE PARAGRAPH

Description of A Place
In descriptive writing, actually you are painting a picture with words. The topic sentence for a descriptive paragraph should give the topic (the place you are describing) and the controlling idea (the dominant impression, idea, or attitude). In descriptive writing, therefore, you need to support the dominant impression with descriptive details. Descriptive details are concrete and specific. They are word that appeals to one of our five senses - sight, smell, touch, taste, or hearing. Always strive to make details specific as vague descriptions suggest that your thought is vague and imprecise. Moreover, specific details makes writing more interesting.

In descriptive writing it is often important for reader to be able to “see” in their mind the place being described. To help readers see the place, you must organize the supporting details in your description according to space. In spatial organization, you first describe ion part of the place, then move on to describe another part of the place, and so on. Thus, you show the relationship of things to each other in space and guide the reader through space.

Description of a Person

In describing a person, you could describe the physical appearance, the behavior, or both. At this point, the discussion is restricted to physical appearance, since for the most part the principle of organization is spatial. You can describe a person’s appearance in many ways. You can describe the person’s clothes, manner of walking, color and style of hair, facial appearance, body shape, and expression. You can also describe the person’s way of talking. Just what you select depends on the topic and the purpose.

Remember, you are the painter with words so you want your description to be clear, coherent - logically arranged. A strong controlling idea and more descriptive details make the description more interesting. When describing a person, you are not obliged to describe every single details about the person’s appearance. Sometimes it is better to focus on one or two outstanding features that convey something about the person’s character. Such a description gives the reader the general impression about the person.

THE EXPOSITORY PARAGRAPH

Specific Details as Support

In expository writing, the writer is trying to prove the point he is making by providing the reader with supports. Good proof is factual detail.

Factual details are facts and information that explain the main idea and make it specific. They provide answers to the questions who, what, why, when, where, and how. Factual details make the main idea believable to the reader and thus provide effective support. Therefore, a writer must test each detail to see whether or not it will prove the controlling idea. Not only should support be specific; it should be relevant as well. Remember, all of the details in a paragraph must support the controlling idea of the topic sentence and all the sentences in the paragraph should relate to the controlling idea in order to make the paragraph unified.

Examples and Illustrations as Support

When you use examples and illustrations to support your point (controlling idea):

Make sure that your examples or illustration really support your point.

Introduce them with appropriate transition signals. Three common transitions are for example, for instance, and e.g. (from Latin exempli gratia, for example).

Organization of Examples and Details

These are the important points you should have learned from this unit:

When a paragraph contains several details and examples, it is necessary to consider the order of their presentation. In the expository paragraph, there is no prescribed or set pattern of organization to follow; the ordering depends upon the subject and often upon the author’s logic. However, there are some common patterns that might be considered guidelines: order of importance, order of familiarity, and chronological order.

Each method of organization has special words and expressions

Resourse : The Book title Advanced Writing

Chunking or Building Vocabulary Skills with Set Phrases

2008-12-06T06:50:00.000-08:00

Chunking
Tuesday August 26, 2008
'Chunking' means learning set phrases or 'chunks' of related language. This upper level reading comprehension is provided as a means for students to improve their vocabulary skills through looking

Chunking or Building Vocabulary Skills with Set Phrases

This upper level reading comprehension is provided as a means for students to learn chunks of relevant language as well as appropriate vocabulary.

Aim: Learning Vocabulary Chunks

Activity: Reading comprehension with follow-up chunking exercise

Level: Upper Intermediate to Advanced

Outline:
Start off the lesson by asking students to write down phrases related to the enviornment and pollution in particular.
As a class, write these phrases on the board (remember, students are to provide phrases not single words).
If you have a monolingual class, ask students to come up with a few related phrases in their mother tongue.
Quickly discuss the idea of langauge chunks and how useful learning set chunks of language can be especially when writing.
Give each student the worksheet.
Check answers (see following page for some suggestions to possible answers).
Build on this exercise by asking students to find articles in newspapers, magazines or on the Internet. Have students repeat the exercise for the individual articles.
Build vocabulary as a class by asking students to share their vocabulary chunking sheets and articles with the rest of the class.
Pollution
Western countries are currently rethinking their attitudes towards the environment. Water, air and noise pollution are continually becoming more of a threat to the environment. Further, there is increasing evidence that the ozone layer is being slowly threatened by the ever-increasing output of carbon monoxide which, in turn, has begun to play havoc with world weather patterns. El Nino is just one example of these changes to our environment.
Governments are now beginning to combat these problems with a series of different measures. They are increasingly regulating industry and employing sophisticated scientific research to develop new solutions to the threat of pollutants. Recently, noise pollution has also begun to be noticed, as it has become increasingly difficult to escape the noise of the city. There are also conferences being held on a world level to combat these serious problems. Working together, governments hope to soon find solutions.

Which phrases express the idea that there are problems with our world?
ANSWER:
___
___
___
Which phrases express governments' reaction to these problems?
ANSWER:
___
___
___
Which words or phrases express types of pollution?
ANSWER:
___
___
___

Teaching English Basics
Thursday August 28, 2008

Speaking English as your mother tongue does not a ESL or EFL (English as second language / English as foreign language) teacher make! This guide is provided for those of you who would like to know some of the basics of teaching English to non-native speakers of English. These basic techniques are useful when teaching friends, at a charity, on a volunteer basis, as a part-time job, as a hobby, etc.
Part I
Part II

Beginning Guide to Teaching ESL

Over the past few months, I have received a number of requests from non-professional teachers who are teaching English as a 2nd or foreign language. The teaching setting varies widely; to friends, at a charity, on a volunteer basis, as a part-time job, as a hobby, etc. One thing quickly becomes clear: Speaking English as a mother tongue does not a ESL or EFL (English as second language / English as foreign language) teacher make! This guide is provided for those of you who would like to know some of the basics of teaching English to non-native speakers of English. It provides some fundamental guidelines which will make your teaching more successful and satisfying for both the student and you.
Get Grammar Help Fast!
Teaching English grammar is tricky as there are just SO many exceptions to rules, irregularities of word forms, etc. that, even if you do know your grammar rules, you are probably going to need some help when providing explanations. Knowing when to use a certain tense, word form or expression is one thing, knowing how to explain this rule is quite another. I highly recommend getting a good grammar reference as quickly as you can. Another point to consider is that a good university level grammar guide is really not appropriate for teaching non-native speakers. I recommend the following books which have been especially designed for teaching ESL / EFL:
British Press
Practical English Usage by Michael Swan published by Oxford University Press - Advanced - great for teachers
English Grammar in Use by Raymond Murphy published by Cambridge University Press - for both beginners and intermediate
American Press
Understanding and Using English Grammar by Betty Schrampfer Azar published by Pearson ESL - Intermediate to advanced
The Advanced Grammar Book by Jocelyn Steer and Karen Carlisi published by Heinle & Heinle
Keep It Simple
One problem that teachers often encounter is that of trying to do too much, too quickly. Here is an example:
Let's learn the verb "to have" today. - OK - So, the verb "to have" can be used in the following ways: He has a car, He's got a car, He had a bath this morning, He has lived here for a long time, If I had had the opportunity, I would have bought the house. Etc.
Obviously, you are focusing on one point: The verb "to have". Unfortunately, you are covering just about every usage of have which then also brings into play the present simple, have for possession, past simple, present perfect, "have" as an auxiliary verb etc. Overwhelming to say the least!
The best way to approach teaching is to choose just one use or function, and focus on that specific point. Using our example from above:
Let's learn the use "have got" for possession. He has got a car is the same as saying He has a car... etc.
Instead of working "vertically" i.e. uses of "have", you are working "horizontally" i.e. the various uses of "have" to express possession. This will help keep things simple (they are actually pretty difficult already) for your learner and give him/her tools on which to build.
Slow down and Use Easy Vocabulary
Native speakers are often not aware of how quickly they speak. Most teachers need to make a conscious effort to slow down when speaking. Perhaps more importantly, you need to become aware of the type of vocabulary and structures you are using. Here is an example:
OK Tom. Let's hit the books. Have you got through your homework for today?
At this point, the student is probably thinking WHAT! (in his/her native language)! By using common idioms (hit the books), you increase the chance that the student will not understand you. By using phrasal verbs (get through), you can confuse students who may already have quite a good grasp of basic verbs ("finish" instead of "get through" in this case). Slowing down speech patterns and eliminating idioms and phrasal verbs can go a long way to helping students learn more effectively. Maybe the lesson should begin like this:
OK Tom. Let's begin. Have you finished your homework for today?
Focus on Function
I find the one of the best ways of giving a lesson shape is to focus on a certain function and take that function as the cue for the grammar that is taught during the lesson. Here is an example:
This is what John does everyday: He gets up at 7 o'clock. He takes a shower and then he eats breakfast. He drives to work and arrives at 8 o'clock. He uses the computer at work. He often telephones clients... etc. What do you do everyday?
In this example, you use the function of talking about daily routines to introduce or expand on the simple present. You can ask the students questions to help teach the interrogative form, and then have the student ask you questions about your daily routines. You can then move on to questions about his/her partner - thereby including the third person singular (When does he go to work? - instead of - When do you go to work?). In this way, you help students produce language and improve language skills while providing them with structure and understandable chunks of language.
The next feature in this series will focus on standard curriculums to help you structure your study and some of the better classroom books that are currently available.
In the meantime, take a look at some of the lessons provided in the "Lesson Plans" section of ESL.about.com . These lessons provide printable materials, explanations of the objectives, activities, and step by step instructions to using the lessons in class.

RPP

2008-12-05T10:06:00.001-08:00

PANDUAN PENYUSUNAN RPP

Oleh: Tim Penyusun Panduan RPP - PSG Rayon 2 UNIMED

PENGANTAR
Pendidikan adalah proses yang bersifat terencana dan sistematik, karena itu perencanaannya disusun secara lengkap, dengan pengertian dapat dipahami dan dilakukan oleh orang lain dan tidak menimbulkan penafsiran ganda. Sebagai illustrasi dapat kita gunakan profesi seorang Insinyur bangunan. Rancang bangun yang disusunnya dapat dilaksanakan dengan baik oleh beberapa orang tukang bangunan dibantu dengan beberapa orang buruh bangunan. Mengapa? karena rancang bangun yang disusun Insinyur tersebut cukup lengkap dan operasional, sehingga seorang tukang yang tidak memiliki pendidikan teknik bangunan sekalipun dapat memahami dan melaksanakannya.
Pertanyaannya: apakah rencana pembelajaran yang telah disusun oleh guru selama ini sudah lengkap dan operasional? Kenyataannya, pada pengamatan terhadap dokumen RPP pada portofolio sertifikasi guru, umumnya hanya berisi langkah-langkah yang cenderung tidak operasional dan langkah tersebut cenderung bersifat kegiatan rutin. Belum tampak adanya spesifikasi langkah-langkah pembelajaran sesuai karakter mata pelajaran dan perkembangan peserta didik.
Seharusnya RPP tersebut disusun selengkap mungkin dan sistematis sehingga mudah dipahami dan dilaksanakan oleh guru lain. Terutama ketika guru yang bersangkutan tidak hadir, guru lain dari mata pelajaran serumpun dapat menggantikan langsung, tanpa harus merasa kebingungan ketika hendak melaksanakannya.
Pada hakekatnya penyusunan RPP bertujuan merancang pengalaman belajar siswa untuk mencapai tujuan pembelajaran. Tidak ada alur pikir (algoritma) yang spesifik untuk menyusun suatu RPP, karena rancangan tersebut seharusnya kaya akan inovasi sesuai dengan spesifikasi materi ajar dan lingkungan belajar siswa (sumber daya alam dan budaya lokal, kebutuhan masyarakat serta perkembangan ilmu pengetahuan dan teknologi). Pengalaman dari penilaian portofolio sertifikasi guru ditemukan, bahwa pada umumnya RPP guru cenderung bersifat rutinitas dan kering akan inovasi. Mengapa? diduga dalam melakukan penyusunan RPP guru tidak melakukan penghayatan terhadap jiwa profesi pendidik. Keadaan ini dapat dipahami karena, guru terbiasa menerima borang-borang dalam bentuk format yang mengekang guru untuk berinovasi dan penyiapan RPP cenderung bersifat formalitas. Bukan menjadi komponen utama untuk sebagai acuan kegiatan pembelajaran. Sehingga ketika otonomi pendidikan dilayangkan tak seorang gurupun bisa mempercayainya. Buktinya perilaku menyusun RPP dan perilaku mengajar guru tidak berubah jauh.

Acuan alur pikir yang dapat digunakan sebagai alternatif adalah:
1. Kompetensi apa yang akan dicapai.
2. Indikator-indikator yang dapat menunjukkan hasil belajar dalam bentuk perilaku yang menggambarkan pencapaian kompetensi dasar.
3. Tujuan pembelajaran yang merupakan bentuk perilaku terukur dari setiap indikator.
4. Materi dan uraian materi yang sesuai dengan kebutuhan belajar siswa agar ianya dapat mencapai tujuan pembelajaran.
5. Metode-metode yang akan digunakan dalam pembelajaran.
6. Langkah-langkah penerapan metode-metode yang dipilih dalam satu kemasan pengalaman belajar.
7. Sumber dan media belajar yang terkait dengan aktivitas pengalaman belajar siswa.
8. Penilaian yang sesuai untuk mengukur ketercapaian tujuan pembelajaran.

Secara umum, ciri-ciri Rencana Pelaksanaan Pembelajaran (RPP) yang baik adalah sebagai berikut:
1. Memuat aktivitas proses belajar mengajar yang akan dilaksanakan oleh guru yang akan menjadi pengalaman belajar bagi siswa.
2. Langkah-langkah pembelajaran disusun secara sistematis agar tujuan pembelajaran dapat dicapai.
3. Langkah-langkah pembelajaran disusun serinci mungkin, sehingga apabila RPP digunakan oleh guru lain (misalnya, ketiga guru mata pelajaran tidak hadir), mudah dipahami dan tidak menimbulkan penafsiran ganda.

Petunjuk Pengisian Format RPP
A. Identitas
Tuliskan identitas RPP terdiri dari: Nama sekolah, Mata Pelajaran, Kelas/Semester, Standar Kompetensi, Kompetensi Dasar, Indikator dan Alokasi Waktu (lihat format RPP pada lampiran).
Catatan:
1. RPP disusun untuk satu Kompetensi Dasar.
2. Standar Kompetensi, Kompetensi Dasar, dan Indikator dikutip dari silabus yang disusun dan telah diberlakukan dalam suatu satuan pendidikan (SD/MI, SMP/MTs, SMA/MA/SMK).
Menjadi perhatian: Standar kompetensi – kompetensi dasar – indikator adalah suatu alur pikir yang saling terkait tidak dapat dipisahkan.
Indikator adalah perilaku (bukti terukur) yang dapat memberikan gambaran bahwa siswa telah mencapai kompetensi dasar.
Kompetensi Dasar adalah sejumlah kompetensi yang memberikan gambaran bahwa siswa telah mencapai standar kompetensi.
3. Indikator merupakan:
 Penanda pencapaian kompetensi dasar yang ditandai oleh perubahan perilaku yang dapat diukur yang mencakup sikap, pengetahuan, dan keterampilan.
 Dikembangkan sesuai dengan karakteristik peserta didik, satuan pendidikan, dan potensi daerah.
 Rumusannya menggunakan kerja operasional yang terukur dan/atau dapat diobservasi.
 Digunakan sebagai dasar untuk menyusun alat penilaian.
 Disusun dengan kalimat operasional (dapat diukur) berisi komponen ABCD (Audience = Siswa, Behavior = Perilaku, Competency = Kompetensi dan Degree = peringkat/ukuran).
4. Alokasi waktu diperhitungkan untuk pencapaian satu kompetensi dasar, dinyatakan dalam jam pelajaran dan banyaknya pertemuan (contoh: 2 x 40 menit). Karena itu, waktu untuk mencapai suatu kompetensi dasar dapat diperhitungkan dalam satu atau beberapa kali pertemuan bergantung pada karakteristik kompetensi dasarnya.

B. Tujuan Pembelajaran
 Tuliskan output (hasil langsung) dari satu paket pengalaman belajar yang dikemas oleh guru, karena itu penetapan tujuan pembelajaran dapat mengacu pada pengalaman belajar siswa.
Misalnya:
Pengalaman belajar: Mengumpulkan informasi tentang penyakit tekanan darah tinggi dan stroke dari berbagai sumber (SMP/MTs).
Tujuan Pembelajaran: Siswa dapat melaporkan hasil pengumpulan informasi tentang penyakit tekanan darah tinggi dan stroke.
Contoh lain:
Pengalaman belajar: Mendapat informasi tentang sistem peredaran darah pada manusia dan mengkomunikasikan kepada sesama siswa di kelas.
Tujuan pembelajaran, boleh salah satu di antara atau keseluruhan tujuan pembelajaran berikut:
1. Siswa dapat menjawab pertanyaan guru berikut:
a. Organ apa saja yang termasuk ke dalam alat-alat peredaran darah.
b. Sebutkan bagian-bagian jantung.
c. Deskripsikan mekanisme peredaran darah pada manusia.
2. Siswa dapat merespon dengan baik pertanyaan-pertanyaan yang diajukan oleh teman-teman sekelasnya.
3. Siswa dapat mengulang kembali informasi tentang peredaran darah yang telah disampaikan oleh guru.
 Bila pembelajaran dilakukan lebih dari 1 (satu) pertemuan, ada baiknya tujuan pembelajaran juga dibedakan menurut waktu pertemuan, sehingga target-target produk tiap pembelajaran jelas kelihatan.

C. Materi Pembelajaran
Materi pembelajaran adalah materi yang digunakan untuk mencapai tujuan pembelajaran dan indikator. Materi dikutip dari materi pokok yang ada dalam silabus. Materi pokok tersebut kemudian dikembangkan menjadi beberapa uraian materi. Untuk memudahkan penetapan uraian materi dapat diacu dari indikator.
Contoh:
Indikator: siswa dapat menyebutkan ciri-ciri kehidupan (SMA/MA)
Materi pembelajaran:
Ciri-Ciri Kehidupan:
Nutrisi, bergerak, bereproduksi, transportasi, regulasi, iritabilitas, bernapas, dan ekskresi.

Contoh lain:
Indikator: Menyebutkan jenis-jenis makanan hewan (IPA Kelas IV SD)
Tujuan Pembelajaran: Menyebutkan jenis-jenis makanan hewan meliputi hewan darat dan hewan air.
Materi pembelajaran:
Jenis-jenis makanan hewan:
 Jenis-jenis makanan hewan hidup di darat
 Jenis-jenis makanan hewan yang hidup di air

D. Metode Pembelajaran
Metode dapat diartikan benar-benar sebagai metode, tetapi dapat pula diartikan sebagai model atau pendekatan pembelajaran, bergantung pada karakteristik pendekatan dan/atau strategi yang dipilih.
Karena itu pada bagian ini cantumkan pendekatan pembelajaran dan metode-metode yang diintegrasikan dalam satu pengalaman belajar siswa:
1. Pendekatan pembelajaran yang digunakan, misalnya: pendekatan proses, kontekstual, pembelajaran langsung, pemecahan masalah, dan sebagainya.
2. Metode-metode yang digunakan, misalnya: ceramah, inquiri, observasi, tanya jawab, dan seterusnya.

E. Langkah-langkah Pembelajaran
1. Untuk mencapai suatu kompetensi dasar harus dicantumkan langkah-langkah kegiatan setiap pertemuan. Pada dasarnya, langkah-langkah kegiatan memuat unsur kegiatan pendahuluan/pembuka, kegiatan inti, dan kegiatan penutup.
Langkah-langkah standar yang harus dipenuhi pada setiap unsur kegiatan pembelajaran adalah sebagai berikut:
a. Kegiatan pendahuluan
 Orientasi: memusat perhatian siswa terhadap materi yang akan dibelajarkan. Dapat dilakukan dengan menunjukkan benda yang menarik, memberikan illustrasi, membaca berita di surat kabar dan sebagainya.
Contoh:
”Anak-anak sekalian, perhatikan apa yang saya pegang. Karim, silahkan kamu menyebutkan apa yang saya pegang”.
Penyebutan nama siswa dalam RPP akan sangat membantu guru dalam melakukan pengendalian siswa yang dilibatkan dalam pembelajaran.
 Apersepsi: memberikan persepsi awal kepada siswa tentang materi yang akan diajarkan.
Contoh:
Siswa mengamati gambar (gunting koran) tentang bangunan/benda-benda yang rusak akibat gempa bumi (gambar tidak harus seragam).
Tahap ini juga dapat digunakan untuk mengetahui pengetahuan prasyarat yang harus dimiliki siswa, dapat digali dengan melakukan pretest.
 Motivasi: Guru memberikan gambaran manfaat mempelajari gempa bumi, bidang-bidang pekerjaan berkaitan dengan gempa bumi, dsb.
 Pemberian Acuan: biasanya berkaitan dengan kajian ilmu yang akan dipelajari. Acuan dapat berupa penjelasan materi pokok dan uraian materi pelajaran secara garis besar.
 Pembagian kelompok belajar dan penjelasan mekanisme pelaksanaan pengalaman belajar (sesuai dengan rencana langkah-langkah pembelajaran).
b. Kegiatan inti
Berisi langkah-langkah sistematis yang dilalui siswa untuk dapat menkonstruksi ilmu sesuai dengan skemata (frame work) masing-masing. Langkah-langkah tersebut disusun sedemikian rupa agar siswa dapat menunjukkan perubahan perilaku sebagaimana dituangkan pada tujuan pembelajaran dan indikator.
Untuk memudahkan, sebaiknya kegiatan inti dilengkapi dengan Lembaran Kerja Siswa (LKS).
Catatan: LKS yang ada pada buku LKS yang diperdagangkan belum tentu sesuai dengan rencana yang disusun oleh guru.

c. Kegiatan penutup
 Guru mengarahkan siswa untuk membuat rangkuman/simpulan.
 Guru memeriksa hasil belajar siswa. Dapat dengan memberikan tes tertulis atau tes lisan atau meminta siswa untuk mengulang kembali simpulan yang telah disusun atau dalam bentuk tanya jawab dengan mengambil ± 25% siswa sebagai sampelnya.
 Memberikan arahan tindak lanjut pembelajaran, dapat berupa kegiatan di luar kelas, di rumah atau tugas sebagai bagian remidi/pengayaan.
2. Langkah-langkah pembelajaran dimungkinkan disusun dalam bentuk seluruh rangkaian kegiatan, sesuai dengan karakteristik model pembelajaran yang dipilih, menggunakan urutan sintaks sesuai dengan modelnya. Oleh karena itu, kegiatan pendahuluan/pembuka, kegiatan inti, dan kegiatan penutup tidak harus ada dalam setiap pertemuan.
Contoh:
Pada suatu pembelajaran digunakan model ”Pembelajaran Langsung”. Langkah-langkah pembelajaran disusun sesuai dengan sintaks pembelajaran langsung sebagai berikut:
FASE-FASE PERILAKU GURU
Fase 1
Menyampaikan tujuan dan mempersiapkan siswa  Menjelaskan tujuan pembelajaran/indikator, informasi latar belakang pelajaran, pentingnya pelajaran, mempersiapkan siswa untuk belajar
Fase 2
Mendemonstrasikan pengetahuan atau keterampilan  Mendemonstrasikan keterampilan yang benar, atau menyajikan informasi tahap demi tahap.
Fase 3
Membimbing pelatihan  Merencanakan dan memberi bimbingan pelatihan awal.
Fase 4
Mengecek pemahaman dan memberikan umpan balik  Mengecek apakah siswa telah berhasil melakukan tugas dengan baik, memberi umpan.
Fase 5
Memberikan kesempatan untuk pelatihan lanjutan dan penerapan  Mempersiapkan kesempatan melakukan pelatihan lanjutan, dengan perhatian khusus pada penerapan kepada situasi lebih kompleks dalam kehidupan sehari - hari

F. Sumber Belajar
Pemilihan sumber belajar mengacu pada perumusan yang ada dalam silabus yang dikembangkan oleh satuan pendidikan. Sumber belajar mencakup sumber rujukan, lingkungan, media, narasumber (tenaga ahli, seperti bidang, lurah, polisi, dsb), alat, dan bahan. Sumber belajar dituliskan secara lebih operasional. Misalnya, sumber belajar dalam silabus dituliskan buku referens, dalam RPP harus dicantumkan judul buku teks tersebut, pengarang, dan halaman yang diacu.
G. Penilaian
Penilaian dijabarkan atas teknik penilaian, bentuk instrumen, dan instrumen yang dipakai untuk mengumpulkan data. Dalam sajiannya dapat dituangkan dalam bentuk matrik horisontal atau vertikal. Apabila penilaian menggunakan teknik tes tertulis uraian, tes unjuk kerja, dan tugas rumah yang berupa proyek harus disertai rubrik penilaian.
Contoh:
Soal : Tuliskan 3 akibat tidak memiliki rasa tanggung jawab dalam kehidupan sehari-hari
Pedoman Penskoran:
No. Kunci/Kriteria Jawaban Skor
1. Sering mendapat masalah 1
2. Pekerjaan terbengkalai 1
3. Diremehkan orang lain 1
Skor maksimum 3

Contoh lain:
1. Di manakah letak kelenjar pankreas?
2. Tuliskan dan jelaskan enzim yangdihasilkan pankreas!
3. Di manakah enzim-enzim itu aktif?
Pedoman Penskoran:
No. Kunci/Kriteria Jawaban Skor
1. Pankreas terletak di rongga perut ........ 1
2. Enzim yang dihasilkan pankreas:
 Tripsin untuk mengubah protein menjadi peptida dan asam-asam amino 2
 Amilase untuk mencerna tepung menjadi maltosa dan disakarida lain 2
 Lipase untuk mencerna lemak menjadi asam lemak dan gliserol 2
 Bikarbonat untuk menetralisir HCl yang masuk ke usus dari lambung 2
3. Enzim-enzim itu aktif di usus halus 1
Skor maksimum 10

Perlu disadari oleh guru, bahwa:
1. RPP yang benar akan berdampak pada penulisan materi ajar dan LKS sendiri oleh guru. Sebab materi ajar pada Buku Pegangan Belajar Siswa dan LKS (yang dijual bebas) belum tentu sesuai dengan rencana pembelajaran yang disusun oleh guru.
2. Karena RPP disusun sendiri oleh guru, maka akan timbul dorongan pada diri guru untuk menyiapkan fasilitas pembelajaran untuk memudahkan siswa untuk belajar.
3. Ide-ide kreatif yang bertujuan membelajarkan siswa akan berdampak pada peningkatan efektifitas pembelajaran.
4. Ide-ide kreatif tersebut hanya dapat dihasilkan oleh seorang guru yang ikhlas berusaha mencerdaskan siswanya.

Lampiran1: Format Rencana Pelaksanaan Pembelajaran (RPP)

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
A. Identitas
Nama Sekolah : ...................................
Mata Pelajaran : ...................................
Kelas/Semester : ...................................
Standar Kompetensi : ...................................
Kompetensi Dasar : ...................................
Indikator : ...................................
Alokasi Waktu : ..... x 40 menit (… pertemuan)

B. Tujuan Pembelajaran
C. Materi Pembelajaran
D. Metode Pembelajaran
E. Langkah-langkah Kegiatan Pembelajaran
Pertemuan 1
 Kegiatan Awal
 Kegiatan Inti
 Kegiatan Penutup
Pertemuan 2
 Kegiatan Awal
 Kegiatan Inti
 Kegiatan Penutup
Pertemuan 3
dst
F. Sumber Belajar
G. Penilaian

Mengetahui: Guru Mata Pelajaran,
Kepala Sekolah...................,

.............................................. ..................................................
NIP. NIP.

Berikut ini dilampirkan beberapa contoh RPP yang masih bersifat umum, masih membutuhkan rincian kegiatan pembelajaran yang spesifik sesuai dengan kebutuhan belajar siswa di masing-masing sekolah/daerah.

RENCANA PELAKSANAAN PEMBELAJARAN

A. Identitas
Mata Pelajaran : Pengetahuan Alam
Kelas/semester : IV/1
Pertemuan ke : 1
Alokasi Waktu : 2 jam pelajaran
Standar Kompetensi : 3. Menggolongkan hewan berdasarkan jenis makanannya
Kompetensi Dasar : 3.1 Mengidentifikasijenis makanan hewan
Indikator : - menyebutkan jenis-jenis makanan hewan
- mengidentifikasi makanan hewan
- menggolongkan makanan hewan

B. Tujuan Pembelajaran
1. Menyebutkan jenis-jenis makanan baik hewan yang hidup di darat dan di air
2. mengidentifikasi jenis makanan hewan yang ada di sekitarnya atau yang dilihatnya pada multimedia
3. Membandingkan pengalaman langsung dan melalui audio. Mengamati jenis hewan dan makanannya.
4. Mengidentifikasi bentuk gigi hewan sesuai dengan makanannya

C. Materi Pokok : Jenis-jenis makanan hewan
1. Jenis-jenis makanan hewan yang hidup di darat
2. Jenis-jenis makanan hewan yang hidup di air

D. Metode Pembelajaran
 informasi
 pemberian tugas
 demonstrasi
 inkuiri

E. Langkah-langkah Pembelajaran
Kegiatan awal
1. Mengulang sepintas materi yang lalu yang berhubungan dengan kebutuhan makanan pada hewan.
2. Tanya jawab tentang jenis-jenis makanan yang berasal dari hewan dan tumbuhan.

Kegiatan Inti
1. Siswa mengamati jenis-jenis hewan dan makanannya dilingkungan sekitar atau mengunjungi kebun binatang
2. Dengan bimbingan guru, siswa menggunakan audio dan gambar-gambar hewan yang hidup di darat dan diair untuk mengetahui jenis-jenis makanan hewan
3. Siswa menuliskan hasil pengamatannya pada lembar kerja
4. Siswa mengidentifikasi jenis makanan hewan yang ada di sekitar atau yang dilihat di audio
5. Siswa mengelompokkan jenis-jenis makanan hewan, yaitu jenis makanan dari tumbuhan dan dari hewan
6. Siswa membuat kartu rantai makanan
7. Siswa berdiskusi membahas tentang rantai makanan
8. Siswa mengelompokkan gigi hewan dan jenis makanannya.
9. Siswa menuliskan pengamatannya pada lembar kerja.
10. Siswa mengamati membuat laporan tentang mengidentifikasi jenis makanan hewan.
11. Siswa menggambar bentuk gigi hewan dan jenis makanannya

Kegiatan Akhir
1. Siswa mengerjakan latihan soal jenis hewan dan makanannya
2. Siswa melakukan tanya jawab tentang jenis hewan dan makanannya
3. Guru memberikan penguatan tentang jenis-jenis makanan hewan baik hewan yang hidup di darat dan diair.
4. Guru memberikan penilaian

F. Sumber Belajar
• Buku pelajaran
• Buku cerita
• Audio
• Poster
• Karton
• Alat-alat tulis
• gunting

G. Penilaian
• Pengamatan
• Tes lisan
• Tes tertulis
• Penilaian produk
• Penilaian Performance unjuk kerja

Latihan 1

Amati hewan-hewan di sekitarmu!
Bagaimana hewan itu memperoleh makanan?
Diskusikan dengan kelompokmu.
Isilah tabel berikut ini sesuai dengan pengamatanmu!
No Nama Hewan Jenis makanan
1
2
3
4
5
6
7
8
9
10
Kesimpulan :
Hewan yang hidup didarat contohnya ......makanannya......
Hewan yang hidup di air misalnya ........makanannya.............
Hewan memerlukan makanan karena .................

Latihan 2
Amati hewan-hewan di sekitarmu!
Apakah ada hewan yang hidup didarat
Diskusikan dengan teman sebangkumu tentang jenis makanan hewan itu.
Tulislah hasil pengamatanmu pada tabel di bawah ini.
No Nama Hewan Jenis makanan
1
2
3
4
5
6
7
8
9
10

Hewan yang hidup didarat contohnya ...........................
Hewan yang hidup di darat makanannya ........ .............

Latihan 3

Amati hewan-hewan yang ada di sekitarmu!
Apakah ada hewan yang hidup di air?
Diskusikan dengan temanmu tentang jenis makanan hewan itu!
Tulislah hasil pengamatanmu pada tabel di bawah ini.
No Nama Hewan Jenis makanan
1
2
3
4
5

Hewan yang hidup di air contohnya ...... ......
Makanan hewan yang hidup di air ialah................................

Latihan 4

- Amati hewan-hewan yang ada disekitarmu bersama kelompokmu.
- Tiap kelompok beranggotakan 3-4 orang.
- Diskusikan bersama kelompokmu tentang asal makanan hewan. yaitu jenis makanan dari hewan dan jenis makanan dari tumbuhan.
- Tuliskan hasil pengamatanmu pada table berikut ini

Hewan yang hidup didarat Hewan yang hidup di air
No Nama hewan Jenis makanan No Nama hewan Jenis makanan
Tumbuhan hewan Tumbuhan hewan
1
2
3
4
5

Kesimpulan :
Hewan yang makanannya berasal dari tumbuhan ialah......................
Hewan yang makannya berasal dari hewan adalah.........................

Mengetahui: Guru Mata Pelajaran,
Kepala Sekolah...................,

.............................................. ..................................................
NIP. NIP.

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : SMP
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : I/1
Alokasi waktu : 10 jam
Tujuan : Siswa dapat berinteraksi secara lisan dalam bahasa Inggris terutama dalam hal perkenalan diri dan orang lain, sapaan, ucapan terima kasih dan permintaan maaf

SK dan KD
Listening-Speaking
Siswa dapat berinteraksi secara interpersonal sangat sederhana dengan lingkungan terdekat, terutama dalam
- Perkenalan diri/orang lain
- sapaan
- ucapan terima kasih
- permintaan maaf

Indikator
- Siswa terbiasa menyapa orang lain dengan ungkapan yang benar dalam bahasa Inggris sesuai dengan waktu dan orang yang diajak bicara.
- Siswa dapat menyebutkan anggota keluarga inti dan terdekat, dengan ungkapan seperti ‘This is my father. This one is my mother.
- Siswa dapat menyebutkan nama benda-benda yang ada di rumahnya dengan ungkapan seperti: ‘I have a big bed, my living room is small but nice.’, dengan ucapan dan tata bahasa yang benar.

Materi Ajar
Tema: My Family
Sub-Tema:
- Family Life
- Identity
- Home Environment

Metode Pembelajaran

Family Life:
Tatap Muka Terstruktur Mandiri
Mengamati model interaksi interpersonal yang diperagakan oleh guru atau teman
PR: menghafal secara lisan model percakapan pendek tertulis yang diberikan guru
Siswa membiasakan diri untuk menyapa, meminta maaf, berterimakasih kepada guru dan teman dalam bahasa Inggris setiap kali ada kesempatan yang tepat, terutama dalam mata pelajaran Bahasa Inggris

Identity
Tatap Muka Terstruktur Mandiri
Mengamati model cara menyebutkan hubungan keluarga dalam keluarga inti dan keluarga terdekat PR: menyebutkan orang-orang dan hubungan keluarga dalam keluarga inti dan keluarga terdekat: diri sendiri, teman, saudara, dsb. Berlatih secara terus menerus menyebutkan hubungan keluarga antar orang-orang yang ada di sekitarnya atau siapa saja yang diketahui.

Home Environment
Tatap Muka Terstruktur Mandiri
Mengamati model cara mengucapkan nama-nama benda PR: menghafal nama benda-benda yang sudah dipelajari sebelumnya dengan ucapan yang benar Dengan bekerja sama dengan teman-temannya dan bantuan guru, orang tua atau orang lain di sekitarnya (jika ada), berusaha mendapatkan nama-nama dalam bahasa Inggris berbagai benda lain yang terdapat di rumahnya dan lingkungan sekitarnya.

Alat dan Sumber Belajar

Family Life
- Ucapan-ucapan guru ketika mengajar dengan bahasa Inggris
- Contoh-contoh teks fungsional pendek tertulis dari buku teks atau sumber-sumber lain

Identity
- Gambar
- Orang-orang dalam keluarga inti dan keluarga dekat siswa

Home Environment
- Ucapan-ucapan guru ketika mengajar dengan bahasa Inggris
- Contoh-contoh teks fungsional pendek tertulis dari buku teks atau sumber-sumber lain

Penilaian
Aspek yang dinilai
Mendengarkan/Berbicara:
- Tercapai tujuan (terhibur atau mendapatkan nilai moral yang disampaikan)
- Penggunaan ungkapan
- Pengucapan, intonasi, tata bahasa, kosa kata
- sikap
Membaca Pemahaman:
- Mengidentifikasi hubungan keluarga orang-orang yang ada dalam teks
Membaca nyaring:
- Pengucapan, intonasi, tata bahasa, kosa kata
- Sikap
Menulis:
- Ketepatan penggunaan sebutan untuk hubungan keluarga sesuai dengan bagan silsilah yang diberikan.
- Ejaan, tanda baca, tulisan tangan

Cara penilaian:
- Tes lisan/tertulis
- Observasi kelas
- Penilaian guru
- Penilaian teman
- Penilaian diri
- Portofolio.

Contoh Rubrik Penilaian

Format Penilaian ‘Retelling Story’
(Menggunakan Skala Penilaian)

Nama Siswa: ________ Kelas: _____
No. Aspek Yang Dinilai Nilai
1 2 3 4
1. Content
2. Fluency
3. Language
a. Pronunciation and intonation
b. Grammar
c. Vocabulary
4. Performance ( eye contact, facial expression, gesture)
Jumlah
Skor Maksimum 20
Keterangan penilaian:
1 = tidak kompeten
2 = cukup kompeten
3 = kompeten
4 = sangat kompeten

Jika seorang siswa memperoleh skor 20 dapat ditetapkan ”sangat kompeten”. Dan seterusnya sesuai dengan jumlah skor perolehan.

2008-12-05T08:40:00.000-08:00

Intermediate Level Dialogue: Advice for a Shy Guy

Reading Dialogue: Advice for a Shy Guy
Advice for a Shy Guy
(Two friends talking over lunch)

John: I just don't know what to do. She's so beautiful, but I don't know what to say...
Alan: It can't be all that bad. She's just a person like you or me...

John: What should I do? Should I ask her on a date?
Alan: Why don't you go a little more slowly? Just sit down next to her in the cafeteria, or in class. Anywhere. Say, 'Hi, how are you?', 'My name is John.' You know, the simple things.

John: But she'll just turn away.
Alan: No, she won't. She'll say 'Hi, nice to meet you.'. You should be more confident.

John: That's easy for you to say.
Alan: Would you like me to speak to her first?

John: NO, you are too dangerous!
Alan: What? Dangerous? What are you talking about?

John: Oh come on, you know all the girls are crazy for you.
Alan: Please ... you're joking!

John: Anyway, what should I do?
Alan: You should go over there now. You should introduce yourself and have a conversation. It's as easy as that.

John: OK, here I go ...
Alan: Good luck. And remember, SMILE!

Intermediate Level Dialogue: Advice for a Shy Guy
Reading Dialogue: Advice for a Shy Guy
Advice for a Shy Guy
(Two friends talking over lunch)

John: I just don't know what to do. She's so beautiful, but I don't know what to say...
Alan: It can't be all that bad. She's just a person like you or me...

John: What should I do? Should I ask her on a date?
Alan: Why don't you go a little more slowly? Just sit down next to her in the cafeteria, or in class. Anywhere. Say, 'Hi, how are you?', 'My name is John.' You know, the simple things.

John: But she'll just turn away.
Alan: No, she won't. She'll say 'Hi, nice to meet you.'. You should be more confident.

John: That's easy for you to say.
Alan: Would you like me to speak to her first?

John: NO, you are too dangerous!
Alan: What? Dangerous? What are you talking about?

John: Oh come on, you know all the girls are crazy for you.
Alan: Please ... you're joking!

John: Anyway, what should I do?
Alan: You should go over there now. You should introduce yourself and have a conversation. It's as easy as that.

John: OK, here I go ...
Alan: Good luck. And remember, SMILE!

English Dialogue - Neighbors
Neighbors

Tom: Hi Henry, it's been a long time since we saw each other last. What have you been up to?
Henry: Hi Tom! It's great to see you again. I've been away on business.

Tom: Really, where did you go?
Henry: Well, first I flew to New York for two meetings. After that, I flew to Atlanta, where I had to make a presentation at a company conference.

Tom: It sounds like you've been busy.
Henry: Yes, I've been very busy. It's good to be home again. What have you been doing lately?

Tom: Oh, nothing much. I've been working in the garden these past few days. Alice has been away for the past two weeks visiting her relatives in Chicago.
Henry: I didn't know she has family in Chicago.

Tom: Yes, that's right. We met at university in California. She was born in Chicago and lived there until she went to college.
Henry: How long have you lived here in Colorado?

Tom: We've lived here for over 10 years. We moved here in 1998 because I had a new job as a sales representative.
Henry: Have you lived in the same house since you arrived?

Tom: No, first we lived in a condo in downtown Denver. We moved here four years ago. We've lived on the street for four years and they've been the happiest years of our lives.
Henry: Yes, my wife Jane and I love this neighborhood.

Tom: And how long have you lived in your house?
Henry: We've only lived here for two years.

Tom: That's strange, it seems like you have lived here longer than that.
Henry: No, we moved here in 2006.

Tom: How time flies!
Henry: I have to agree with you on that. It seems like yesterday that I graduated from college. I can't believe I've been working for more than 10 years!

Tom: I've been working for more than 30 years! I'm going to retire soon.
Henry: Really? You don't look a day over 40!

Tom: Thank you. You're a great neighbor!
Henry: No, really. Well, I have to get going. Work is waiting for me. Have a good day.

Tom: You, too. Glad to have you back in the neighbor!

Key Vocabulary

What have you been up to?
I've been away on business
Company conference
What have you been doing lately? relatives
to move
Condo
neighborhood
That's strange
How time flies
To graduate from college or university
It seems like yesterday
To retire
I have to get going
Glad to have you back

Intermediate Level Dialogue: A Holiday in Italy
Reading Dialogue: A Holiday in Italy

A Holiday in Italy

(two friends looking at pictures of a holiday)

Tim: Alan, do you want to see the pictures of my holiday in Italy?
Alan: Sure, what was it like?

Tim: Ah, the holiday was great! The food was great! The wine was great! The traffic was horrible!
Alan: Why was the traffic horrible?

Tim: Those Italians are crazy drivers! I don't want to think about it!
Alan: OK, OK, let's return to the good parts ...

Tim: Yes, so here's a picture of the Leaning Tower of Pisa.
Alan: Incredible!

Tim: It was raining that day, but it was still wonderful. We climbed to the top!
Alan: And what's this?

Tim: That's a photo of the Arno river, in Florence. That's the 'Ponte Vecchio' the old bridge.
Alan: What was Florence like?

Tim: It was very interesting. There were beautiful old medieval buildings in the city, impressive cathedrals and churches, and lots of wonderful museums.
Alan: How was your Italian?

Tim: My Italian wasn't very good. But many Italians speak English very well. I was impressed!
Alan: Oh, this one is nice.

Tim: Yes, that's a shot of a tasty pizza served by a beautiful Italian!
Alan: She is beautiful, isn't she?

Tim: Ah, yes, the land of fashion, food and wine. I'd recommend Italy anytime!
Alan: I'm so jealous...

Intermediate Level Dialogue: Directions to the Museum
Reading Dialogue: Directions to the Museum

Directions to the Museum
(On the street corner)

Tourist: Excuse me, can you help me? I'm lost!
Person: Certainly, where would you like to go?

Tourist: I'd like to go to the museum, but I can't find it. Is it far?
Person: No, not really. It's about a 5 minute walk.

Tourist: Maybe I should call a taxi ...
Person: No, no. It's very easy. Really. (pointing) I can give you directions.

Tourist: Thank you. That's very kind of you.
Person: Not at all. ... Now, go along this street to the traffic lights. Do you see them?

Tourist: Yes, I can see them.
Person: Right, at the traffic lights, turn left into Queen Mary Avenue.

Tourist: Queen Mary Avenue.
Person: Right. Go straight on. Take the second left and enter Museum Drive.

Tourist: OK. Queen Mary Avenue, straight on and then the third left, Museum Drive.
Person: No, it's the SECOND left.

Tourist: Ah, right. The second street on my left.
Person: Right. Just follow Museum Drive and the museum is at the end of the road.

Tourist: Great. Thanks again for your help.
Person: Not at all.

Intermediate Dialogue: Problems with a Client
Reading Dialogue: Problems with a Client

Problems with a Client
(in an office)

Ms Adams: Thank you for coming to the meeting today, Mr Gilder.
Mr Gilder: My pleasure, Ms Adams. Now, what problems are we having around here?

Ms Adams: Well, unfortunately, we're having a number of problems with our clients in Holland.
Mr Gilder: They usually pay on time. I don't understand ...

Ms Adams: Yes, you're right. They ARE excellent clients. Unfortunately, they aren't pleased with the merchandise we are sending them.
Mr Gilder: How can that be? We always provide first class products.

Ms Adams: I know, however they aren't happy. They say they are meeting with a new manufacturer next week.
Mr Gilder: Nonsense, and what are we doing to change things?

Ms Adams: Well, that's the reason for our meeting today. I'd like to make a few suggestions.
Mr Gilder: I'm listening ...

Ms Adams: Why don't we change suppliers?
Mr Gilder: Is that the problem?

Ms Adams: Let's take a look at some of the suppliers in the area. I'm sure we can find a better one.
Mr Gilder: OK, what other suggestions have you got?

Ms Adams: Shall we invite them to meet with us?
Mr Gilder: That's an excellent idea. It'll show them our concern.

Ms Adams: OK, I'll arrange a meeting. Thank you Mr Gilder.
Mr Gilder: No, thank you Ms Adams.

Dialogue and Multiple Choice Questions: Having a Hard Time Finding a Job
Having a Hard Time Finding a Job

Original Conversation

Mark: Hi Peter! How are you doing these days?
Peter: Oh, Hi Mark. I'm not doing very well, actually.

Mark: I'm sorry to hear that. What seems to be the problem?
Peter: ... you know I've been looking for work. I can't seem to find a job.

Mark: That's too bad. Why did you leave your last job?
Peter: Well, my boss treated me badly, and I didn't like my chances of advancing in the company.

Mark: That makes sense. A job without opportunities AND a difficult boss isn't very attractive.
Peter: Exactly! So, anyway, I decided to quit and find a new job. I sent out my resume to more than twenty companies. Unfortunately, I've only had two interviews so far.

Mark: Have you tried looking online for a job?
Peter: Yes, but so many of the jobs require moving to another city. I don't want to do that.

Mark: I can understand that. How about going to some of those networking groups?
Peter: I haven't tried those. What are they?

Mark: They're groups of people who are also looking for work. They help each other discover new opportunities.
Peter: That sounds great. I'll definitely try some of those.

Mark: I'm glad to hear that. So, what are you doing here?
Peter: Oh, I'm shopping for a new suit. I want to make the best impression possible at my job interviews!

Mark: There you go. That's the spirit. I'm sure things will look up for you soon.
Peter: Yes, you're probably right. I hope so!

Reported Conversation

Mark: I saw Peter today.
Susan: How's he doing?

Mark: Not too well, I'm afraid.
Susan: Why's that?

Mark: He told me had been looking for work, but hadn't found a job.
Susan: That surprises me. Was he fired or did he quit his last job?

Mark: He told me his boss had treated him badly. He also said he didn't like his chances of advancing in the company.
Susan: Quitting doesn't sound like a very wise decision to me.

Mark: That's true. But he's been working hard at finding a new job.
Susan: What's he done?

Mark: He said he had sent out his resumes to more than twenty companies. Unfortunately, he told me that only two had called him for an interview.
Susan: That's tough.

Mark: Tell me about it. However, I gave him some advice and I hope it helps.
Susan: What did you suggest?

Mark: I suggested joining a networking group.
Susan: That's a great idea.

Mark: Yes, well, he told me he would try a few groups.
Susan: Where did you see him?

Mark: I saw him at the mall. He told me he was shopping for a new suit.
Susan: What?! Buying new clothes and no work!

Mark: No, no. He said he wanted to make the best impression possible at his job interviews.
Susan: Oh, that makes sense.

Speaking Practice

2008-12-05T08:31:00.000-08:00

Reading / Speaking Comprehension Dialogues

By Kenneth Beare

These reading comprehension / dialogues provide an opportunity for both reading and speaking practice. Each dialogue is also followed by a multiple choice quiz for comprehension practice. Each dialogue is listed under the appropriate level with a short introduction regarding target areas for speaking practice.

Beginner - Lower Intermediate

The City and the Country - Comparative form, as ... as

Interview with a Famous Actor - Daily routines, present simple

What's in Your Office? - Use of there is / there are, prepositions and office furniture vocabulary

What Were You Doing? - Use of the past continuous in combination with the past simple

The Oregon Weather Forecast - Use of the future with will for predictions, weather vocabulary

A Business Presentation - Use of the present perfect

A Business Traveler - Speaking about likes and dislikes with like, enjoy

An Interview - Superlative Forms

Introductions - Basic questions used when meeting someone for the first time.

Filling in a Form - Basic personal information questions (name, address, etc.)

The Meeting - Schedules, future plans.

A New Office - This, that, some and any with objects.

Cooking - Daily routines and hobbies.

A Great Workout - Abilities with 'can', making suggestions.

A Busy Day - Plans for the day, responsibilities with 'have to'.

Today's Special - Ordering food in a restaurant.

Planning a Party - Future with 'will' and 'going to'

Beginner - Lower Intermediate

Dialogue: The City and the Country
The City and the Country

David: How do you like living in the big city?
Maria: There are many things that are better than living in the country!

David: Can you give me some examples?
Maria: Well, it certainly is more interesting than the country. There is so much more to do and see!

David: Yes, but the city is more dangerous than the country.
Maria: That's true. People in the city aren't as open and friendly as those in the countryside.

David: I'm sure that the country is more relaxed, too!
Maria: Yes, the city is busier than the country. However, the country is much slower than the city.

David: I think that's a good thing!
Maria: Oh, I don't. The country is so slow and boring! It's much more boring than the city.

David: How about the cost of living? Is the country cheaper than the city?
Maria: Oh, yes. The city is more expensive than the country.

David: Life in the country is also much healthier than in the city.
Maria: Yes, it's cleaner and less dangerous in the country. But, the city is so much more exciting. It's faster, crazier and more fun than the country.

David: I think YOU are crazy for moving to the city.
Maria: Well, I'm young now. Maybe when I'm married and have children I'll move back to the country.

Dialogue: Interview with a Famous Actor
Interview with a Famous Actor

Interviewer: Thank you for taking some time off from your busy schedule to answer a few questions about your life!
Brad: It's my pleasure.

Interviewer: Could you tell us about an average day in your life?
Brad: Sure, I get up early - at 7 in the morning. Then I have breakfast. After breakfast, I go to the gym.

Interviewer: Are you studying anything now?
Brad: Yes, I'm learning a new film called "The Man About Town".

Interviewer: What do you do in the afternoon?
Brad: First I have lunch, then I go to the studio and shoot some scenes.

Interviewer: Which scene are you acting today?
Brad: I'm acting a scene about an angry lover.

Interviewer: That's very interesting. What do you do in the evening?
Brad: In the evening, I go home and have dinner and study my scripts.

Interviewer: Do you go out at night?
Brad: Not always, I like going out at weekends.

Dialogue: What's in Your Office?
What's in Your Office?

David: I've got a new office now…
Maria: That's great! Congratulations.

David: I'll need a desk and some cabinets. How many cabinets are there in your office?
Maria: I think there are four cabinets in my office.

David: And do you have any furniture in your office? I mean other than the chair at your desk.
Maria: Oh yes, I've got a sofa and two comfortable armchairs.

David: Are there any tables in your office?
Maria: Yes, I've got a table in front of the sofa.

David: Is there a computer in your office?
Maria: Oh yes, I keep a laptop on my desk next to the phone.

David: Are there any flowers or plants in your office?
Maria: Yes, there are a few plants near the window.

David: Where's your sofa?
Maria: The sofa is in front of the window, between the two armchairs.

David: Thanks a lot for your help Janet. This gives me a good idea of how to arrange my office.
Maria: My pleasure. Good luck with your decorating!

Dialogue: What Were you Doing?
What Were You Doing?

Betsy: I telephoned you yesterday afternoon but you didn't answer? Where were you?
Brian: I was in another room when you called. I didn't hear the phone ringing until it was too late.

Betsy: What were you working on?
Brian: I was photocopying a report that I needed to send to a client. What were you doing when you telephoned?

Betsy: I was looking for Tom and couldn't find him. Do you know where he was?
Brian: Tom was driving to a meeting.

Betsy: Oh, I see. What did you do yesterday?
Brian: I met the representatives from Driver's in the morning. In the afternoon, I worked on the report and was just finishing when you telephoned. What did you do?

Betsy: Well, at 9 I had a meeting with Ms Anderson. After that, I did some research.
Brian: Sounds like a boring day!

Betsy: Yes, I don't really like doing research. But it needs to be done.
Brian: I agree with you on that, no research - no business!

Betsy: Tell me about the report. What do you think of it?
Brian: I think the report is a good. Tom believes it's good, too.

Betsy: I know that every report you write is excellent.
Brian: Thank you Betsy, you are always a good friend!

Dialogue:The Oregon Weather Forecast
The Oregon Weather Forecast

Weather Forecaster: Good afternoon and welcome to the weather forecast. Let's take a look at the weather outside now. What's it like? Well, it's currently raining and cloudy in southern Oregon while northern Oregon is cold and clear. The sun is shining, but it's rather cold up here in the North! The temperature is currently 45 degrees in the southern Oregon and only 30 degrees in the North.

Shall we see what the weather will be like tomorrow? Well, it will be rainy in the morning in southern Oregon and windy in northern Oregon. In the afternoon, The South will see cloudy weather with some rain later in the day. Northern Oregon will also see rain turning to snow and quite windy, with winds coming from the North-East.

That's the weather forecast for this afternoon. Have a good day!

Dialogue: A Business Presentation
On a Business Trip - A Presentation

Betsy: Hi Brian, this is Betsy. How are you doing?
Brian: I've just returned from the Head Office. The weather is great! Boston is a great city!

Betsy: Have you met Frank yet?
Brian: No, I haven't seen him yet. We have a meeting at 10 o'clock tomorrow morning. We are going to meet then.

Betsy: Have you made your presentation yet?
Brian: Yes, I made the presentation yesterday afternoon. I was very nervous, but everything went well.

Betsy: Has management given you any feedback yet?
Brian: Yes, I've already met with the sales director. We met immediately after the meeting and he was impressed with our work.

Betsy: That's great Brian. Congratulations! Have you visited any museums yet?
Brian: No, I'm afraid I haven't had any time yet. I hope to take a tour around town tomorrow.

Betsy: Well, I'm happy to hear that everything is going well. I'll talk to you soon.
Brian: Thanks for calling Betsy. Bye.

Betsy: Bye.

Dialogue: A Business Traveller
A Business Traveller

Interviewer: Good morning Sir. I'd like to ask you a few questions if I may.
Jack: Well, I'm waiting to catch my flight so I guess I can answer a few questions.

Interviewer: Thank you Sir. First of all, how often do you travel?
Jack: I travel about twice a month.

Interviewer: Where are you flying to on this trip?
Jack: I'm flying to Austin, Texas.

Interviewer: … and where did you fly on your last trip?
Jack: I flew to Portland, Oregon. I've already been there three times!

Interviewer: Really! Do you enjoy travelling for business?
Jack: Yes, although I prefer staying in the office.

Interviewer: What do you like most about travelling? Jack: I like visiting new cities and trying out new food.

Interviewer: Is there anywhere you would like to visit that you haven't visited yet? Jack: Yes, I'd like to go to Hawaii! I love going to the beach!

Interviewer: Thank you very much for your time today.
Jack: You're welcome. My pleasure.

Dialogue: An Interview at the Shopping Mall
An Interview at the Shopping Mall

Interviewer: Good evening, I hope you don't mind answering a few questions.
Alice: How long will it take?

Interviewer: Just a few questions.
Alice: I guess I can manage to answer a few questions. Go ahead.

Interviewer: I'd like to ask your opinion about consumer electronics. As far as consumer electronics is concerned, which is the most reliable brand?
Alice: I'd say that Samsung is the most reliable brand.

Interviewer: Which brand is the most expensive?
Alice: Well, Samsung is also the most expensive brand. I guess that's why it's the best.

Interviewer: Which brand do you think is the worst?
Alice: I think LG is the worst. I really can't remember using any of their products that I liked.

Interviewer: And which brand is the most popular with young people?
Alice: That's a difficult one to answer for me. I think that Sony is probably the most popular with young people.

Interviewer: One last question, Have you tried using any HP products?
Alice: No, I haven't. Are they good?

Interviewer: I enjoy using them. But I didn't stop you to tell you what I think. Thank you for your time.
Alice: Not at all.

Dialogue and Multiple Choice Questions: Introductions
Introductions
(At a party)

Peter: Hello.
(At a party)

Peter: Hello.
Jane: Hi!

Peter: My name is Peter. What's your name?
Jane: My name is Jane. Nice to meet you.

Peter: It's a pleasure. This is a great party!
Jane: Yes, it is. Where are you from?

Peter: I'm from Amsterdam.
Jane: Amsterdam? Really, are you German?

Peter: NO, I'm not German. I'm Dutch.
Jane: Oh, you're Dutch. Sorry about that.

Peter: That's OK. Where are you from?
Jane: I'm from London, but I'm not British.

Peter: No, what are you?
Jane: Well, my parents were Spanish, so I'm Spanish, too.

Peter: That's very interesting. Spain is a beautiful country.
Jane: Thank you. It IS a wonderful place.

Dialogue: Personal Information

Personal Information

(Two friends filling in a form together)

Jim: Your painting is fantastic Roger!
Roger: I'm happy you like it. It's for a competition. Here's the form.

Jim: Right. OK, here are the questions.... Your hands are dirty.
Roger: ... from painting! What are the questions? Here's a pen (gives him a pen to fill the form in)

Jim: What's your name?
Roger: oh, that's difficult ... Roger!

Jim: Ha, ha. What's your surname?
Roger: I'm not sure ...

Jim: Very funny! OK, surname - Tailor
Roger: Yes, that's it!

Jim: Next question please. Are you married or single?
Roger: Single. I'm sure about that!

Jim: What's your address?
Roger: 72 London Road.

Jim:... and what are your hobbies?
Roger: hmmm.... painting, going windsurfing and watching TV.

Jim: ... OK, last question. What's your telephone number?
Roger: 0343 897 6514

Jim: 0343 897 6514 - Got it. Where's an envelope?
Roger: Over there ...

Dialogue: The Meeting

The Meeting

(Two workers in an office)

James: Hi Alice. How are you today?
Alice: Hi James. I'm fine, and you?

James: Great, thank you. Remember, the meeting is at 3 o'clock.
Alice: Excuse me, which meeting?

James: Which meeting?! The meeting with the boss!
Alice: Are you sure there is a meeting today?

James: Alice, Alice, every month there is a meeting with the boss. This month that meeting is this afternoon.
Alice: Calm down. OK, there's a meeting this afternoon. What time is it?

James: Alice, this is important. The meeting is at three o'clock sharp!
Alice: Thank you James... By the way, what time is it now?

James: It's quarter past eleven.
Alice: It's time for lunch!

James: Lunch, now? Lunch time is at twelve.
Alice: Well, I'm hungry now.

James: You're funny Alice. This is an office.
Alice: I'm hungry ... it's just a snack ...

Beginner Dialogue: A New Office

A New Office

(In an office)

Jennifer: (speaking to Bob who is outside the office) Hi Bob, come in. This is my new office!
Bob: Wow, it's great. There's so much furniture. A sofa, armchair ...

Jennifer: How about my desk. Isn't it beautiful?
Bob: Yes, look at that. Is that a new computer?

Jennifer: Yes, it is. The latest model!
Bob: ... but there aren't any windows in here.

Jennifer: No, no, there are some windows. They're over there.
Bob: Is that New Times magazine on your desk?

Jennifer: Yes, it is. There are some more copies in the cupboard.
Bob: It's a great magazine. I love it.

Jennifer: Yes, lots of good information. Would you like a cup of coffee?
Bob: Sure, is there a coffee maker here, too?

Jennifer: Yes, there is. There's everything in THIS office.
Bob: You're lucky!

Jennifer: Yes, I am. You're welcome anytime, now let's make that coffee...

Beginner Dialogue: Cooking

Cooking

(At a friend's house)

Carol: This is a lovely house!
Martha: Thank you. Carol, we call it home.

Carol: It's very close to work, isn't it?
Martha: Yes, it is. I always walk to work - even when it rains!

Carol: I usually take the bus. It takes so long!
Martha: How long does it take?

Carol: Oh, it takes about 20 minutes.
Martha: That is a long time. Well, have some cake.

Carol: (taking a bite of some cake) this is delicious! Do you bake all of your own cakes?
Martha: Yes, I usually bake something at the weekend. I like having sweets in the house.

Carol: You're a wonderful cook!
Martha: Thank you, it's nothing really.

Carol: I never cook. I'm just hopeless. My husband, David, usually does all the cooking.
Martha: Do you often go out to eat?

Carol: Yes, when he doesn't have time to cook, we go out to eat somewhere.
Martha: There are some wonderful restaurants in the city.

Carol: Too many! You can eat at a different restaurant every day. Monday - Chinese, Tuesday - Italian, Wednesday - Mexican, on and on ...

Beginner Dialogue: Weekend Sports

A Great Workout

(Two friends at the gym)

Janet: Wow, this gym is great! What a fantastic workout!
Susan: Yes, I like coming here very much. What other sports can you do?

Janet: Well, I can play tennis, I can do a little karate and I go windsurfing in the summer.
Susan: You're very fit! I can't do many sports. I like coming to the gym because the exercises are easy.

Janet: Listen, I have an idea. Why don't you come to karate class with me?
Susan: No, I can't do karate...

Janet: ... but you can learn! Karate is a great sport. How about coming with me on Saturday?
Susan: well, .... OK.

Janet: Great, why don't we meet at my house at 10 in the morning?
Susan: Sure, that's a good idea. (changing subjects) By the way, what other hobbies do you have?

Janet: I like going to the cinema, and reading a little.
Susan: Do you like cooking, or baking?

Janet: No, I can't cook. I'm a horrible cook!
Susan: Oh, I love cooking. I tell you what. Why don't I cook lunch after karate class?

Janet: Now that's a great idea!
Susan: OK, karate and lunch on Saturday. It's a date!

Beginner Dialogue: A Busy Day

A Busy Day

(two friends speaking in a park when they meet each other jogging)

Barbara: Hi, Katherine, how are you today?
Katherine: I'm great and you?

Barbara: VERY busy! I'm jogging now, but later I have to do a lot!
Katherine: What do you have to do?

Barbara: Well, first of all, I have to do the shopping. We don't have anything to eat at home.
Katherine: ... and then?

Barbara: Little Johnny has a basketball game this afternoon. I'm driving him to the game.
Katherine: Oh, how is his team doing?

Barbara: They're doing very well. Next week, they're travelling to Toronto for a tournament.
Katherine: That's impressive.

Barbara: Well, Johnny likes playing basketball. I'm happy he's enjoying it. What are you doing today?
Katherine: I'm not doing much. I'm meeting some friends for lunch, but, other than that, I don't have much to do today.

Barbara: You're so lucky!
Katherine: No, you're the lucky one. I'd like to have so many things to do.

Beginner Dialogue: Today's Special

Today's Special
(in a restaurant)

Waiter: Good afternoon, how can I help you today?
Jennifer: I'd like a table for one, please.

Waiter: Right this way. (walks to table) Here you are.
Jennifer: Thank you. Can I have a menu?

Waiter: (hands a menu) Here you are. My name's Alan and I'm your waiter today. Would you like to hear today's specials?
Jennifer: Certainly.

Waiter: Well, we have a wonderful mushroom soup to start off with. Today's main course is fish and chips.
Jennifer: Fish and chips? Is the fish fresh?

Waiter: Certainly, madam. Fresh off the docks this morning.
Jennifer: Alright, I'd like the fish and chips.

Waiter: Would you like to have a starter?
Jennifer: hmmm, I'm not sure.

Waiter: Our salads are excellent, madam.
Jennifer: I'd like a green salad.

Waiter: Very good. Would you like something to drink?
Jennifer: Oh, I'd like some mineral water, please.

Waiter: OK. So that's a green salad, fish and chips and mineral water.
Jennifer: Yes, that's right.

Waiter: Thank you and enjoy your lunch.
Jennifer: Thank you.

Dialogue and Multiple Choice Questions: Planning a Party

By Kenneth Beare
Planning a Party

(two neighbors talking)

Martha:...What horrible weather today. I'd love to go out, but I think it will just continue raining.
Jane:Oh, I don't know. Perhaps the sun will come out later this afternoon.

Martha:I hope you're right. Listen, I'm going to have a party this Saturday. Would you like to come?
Jane:Oh, I'd love to come. Thank you for inviting me. Who's going to come to the party?

Martha:Well, a number of people haven't told me yet. But, Peter and Mark are going to help out with the cooking!
Jane:Hey, I'll help, too!

Martha:Would you? That would be great!
Jane:I'll make lasagna!

Martha:That sounds delicious! I know my Italian cousins are going to be there. I'm sure they'll love it.
Jane:Italians? Maybe I'll bake a cake...

Martha:No, no. They're not like that. They'll love it.
Jane:Well, if you say so... Is there going be a theme for the party?

Martha:No, I don't think so. Just a chance to get together and have fun.
Jane:I'm sure it'll be lots of fun.

Martha:But I'm going to hire a clown!
Jane:A clown! You're kidding me.

Martha:No, no. As I child, I always wanted a clown. Now, I'm going to have my clown at my own party.
Jane:I'm sure everyone will have a good laugh.

Martha:That's the plan!

Speaking Practice

2008-12-05T08:09:00.000-08:00

READING COMPREHENSION TECHNIQUE

2008-02-26T02:34:00.000-08:00

Reading

Reading Comprehension Techniques

Reading Comprehension Techniques

1. Three Step Method
Preview
Reading
Review

2. Skimming
3. Outlining
Underlining
Note taking

4. Phrasing (grouping words)
5. Getting the Main Idea
6. Reading the Questions first
7. Predicting Questions
8. Questioning the Author
What is the author's purpose?
What is the author doing in this paragraph?
Why did the author put this information here?
What is being compared/contrasted here?
What alternatives does the author offer?
What is the author implying?
What is the author not telling you?
What is the author's tone?

9. SQ3R Method (originally from Effective Study by Francis Robinson)

Survey
Question
Read
Recite
Review

READING TECHNIQUES

2008-02-26T02:32:00.000-08:00

Reading Comprehension Techniques

Reading Comprehension Techniques

1. Three Step Method
Preview
Reading
Review

2. Skimming
3. Outlining
Underlining
Note taking

4. Phrasing (grouping words)
5. Getting the Main Idea
6. Reading the Questions first
7. Predicting Questions
8. Questioning the Author
What is the author's purpose?
What is the author doing in this paragraph?
Why did the author put this information here?
What is being compared/contrasted here?
What alternatives does the author offer?
What is the author implying?
What is the author not telling you?
What is the author's tone?

9. SQ3R Method (originally from Effective Study by Francis Robinson)

Survey
Question
Read
Recite
Review

DESCRIBING FAMILY

2008-02-26T02:25:00.000-08:00

Describing Your Family
Read the following description of a family.
Jack is married to Alice. She is his wife and he is her husband. They have a daughter and son. The son's name is Henry and the daughter's name is Lisa. They live next to Alice's parents, Harry and Marjorie. Harry is Alice's father and Marjorie is her mother. Harry is Jack's father-in-law and Marjorie is his mother-in-law. Henry is Harry's grandson and Lisa is Marjorie's granddaughter. Alice has a sister and a brother. Her sister's name is Mary and her brother's name is Frank. Frank has two children, David and Sherrie. Sherrie is Alice's niece and David is Alice's nephew. Alice is their aunt and Jack is their uncle.
Complete the following chart of family relationships using the opposite family members. The first has been done for you. Click on the arrow to see the answer.
husband wife
son

mother-in-law

aunt
nephew

grandfather

granddaughter
father

sister
Look at the possessive chart. Complete the story above using the correct possessives (my, your, son's, Jack's etc.). The first has been done for you. Click on the arrow to see the answer.
I my
You your
He his
She her
It its
We our
You your
They their
Jack Jack's
Jack is married to Alice. She is his wife and he is husband. They have a daughter and son. The name is Henry and the name is Lisa. They live next to Alice's parents, Harry and Marjorie. Harry is Alice's father and Marjorie is mother. Harry is Jack's father-in-law and Marjorie is mother-in-law. Henry is grandson and Lisa is Marjorie's granddaughter. Alice has a sister a brother. sister's name is Mary and her name is Frank. Frank has two children, David and Sherrie. Sherrie is Alice's niece and David is Alice's nephew. Alice is aunt and Jack is uncle.

2008-02-26T02:12:00.000-08:00

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Sabtu, 2008 Februari 09
PRESENTATION OBSERVATION FEEDBACK FORM

surname:

first name:
group:
date:
title/topic:

PREPARATION
DELIVERY

Planning:

objective
· inform
· train
· persuade
· sell

audience

content

structure/organisation

rehearsal

Language:

simplicity
clarity
signalling

voice quality
· articulation
· intonation
· stress
· phrasing

Body language:

eye contact

pose

hands

feet

Visual aids:

whiteboard

other

Audience rapport:

enthusiasm

awareness

questions

POINTS OF VOCABULARY
POINTS OF GRAMMAR

comment

signed
© http://www.englishclub.com 2002

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TOEIC PREP.
Soal-soal UNAS Th. 2005
Soal-soal UNAS SMP Th. 2004
Soal-soal UNAS SMP Th. 2003
FORTY SUCCESSES By William Watson Purkey and John ...
101 THINGS YOU CAN DO THE FIRST THREE WEEKS OF CLA...
Banana Pass Summary: A high-paced, messy relay r...
Reading Reading Comprehension Techniques Read...
American Art in Delaware Vocabulary antique cen...
Articles Articles Singular count nouns cannot ...
Adjectives Adjectives are used to describe nouns...
hat a piece of work is a man! What a piece of wo...
At Tara today in this fateful hour Listen Downlo...
Resumes, CVs and Covering Letters in English A re...
Presentations Vocabulary © http://www.englishclu...
PRESENTATION OBSERVATION FEEDBACK FORM surname: ...
Communicating with Body Language © http://www.engl...
Preparation Can you name the 3 most important thi...
Introduction All presentations have a common obje...
Business Presentations & Public Speaking in Englis...
Lesson
Mengapa anak anak ngerpek dalam ujian
Mengenai Saya

Dito
My name is Edy Rusdianto I live on Jl. Bulak Banteng Lor I/39 Sutabaya 60127 I'm an English Teacher. Teaching English at SMP AL-KHAIRIYAH SBY, SMA YP17 SBY, and SMK PUTRA AIRLANGGA SBY
Melihat profil lengkap saya

TOEIC PREP.

2008-02-26T01:58:00.002-08:00

TIPS IN DOING TOEIC TEST
(PHOTOGRAPH)

• Pay attention to words that are stressed
o “The doctor and a nurse are talking with a patient”

• Take a quick look at the photograph before you hear the four statements.

• Ask yourself these questions about the pictures:
o Where was it taken?
o What is the main subject?
o What is happening?
o Who are the people?

For your own practice, collect some pictures, and answer the questions below:

o What is in the picture?
o Make your own sentences about the picture.

• Prepare yourself for authentic speech (contractions)

Informal English Formal English
he’s he is or he has
they’re they are
it’s it is or it has
there’s there is

• Prepare yourself for the language of description

• Grammatical forms usually used are Present Continuous, Present simple, present perfect, future,

• Listen carefully to each statement about the photograph. Half of a sentence might be true but another half is not. For example: “He is adjusting the dials on a television set”. In the picture you may see somebody is adjusting the dials of something, but not of TV.

• Listen to all of the choices. Choice B may sound like the correct answer, but it is important to listen to choices C and D, because one of them might give a better description of the picture.

• Get used to the timing and speed of delivery.

TIPS IN DOING TOEIC TEST
(QUESTION - RESPONSE)

• Focus on the purpose of the question (time, location, reason, Method of transportation, person, identification, etc.?)

Question Information asked for
What time does the bus for
Stuttgart leave? ………………………………………Time

Where did you put the plans for
the new office building? ……………………….. Location

How will you be traveling
to the conference? ………………Method of transportation

Do you have any idea why she’s
decided to quit her job? …………………………..Reason

Has Peter decided who will
be arranging the deliveries
while you’re away? ……………………………….Person

Which cup of coffee is yours? ……………Identification
• Listen for question words. It helps you to identify the purpose of the question.

• Be prepared for questions without a question word. The answer to such questions might be “yes” “no” or “I’m not sure.”

1. _____________ helping me with this suitcase?
2. _____________ buy that car, is he?
3. _____________ on Friday, doesn’t she?
4. _____________ first visit to the United Kingdom?
5. _____________ a ride to the theater this evening?
6. _____________ stay late today, or finish this in the morning?
7. _____________ to confirm that appointment?
8. _____________ coffee, or tea?
9. _____________ last year’s conference, didn’t we?
10. _____________ that proposal done on time?

Now choose one suitable response to each question from this list:
A. That’s right.
B. No, I’ve never been there.
C. That would be a great help.
D. I just don’t see how I can.
E. No, she didn’t.
F. I certainly hope not.
G. No, I’ve been here a couple of times.
H. No, not at all.
I. Not as far as I know.
J. Coffee, please.
K. Yes, that’s an excellent proposal.
L. I’ve never seen that suitcase before.
M. She actually goes on Saturday morning.
N. We might as well get it done today.

• Prepare yourself for authentic English speech.
o ‘He’s’ for ‘he is’… or ‘he has’…
o ‘Won’t’ instead of saying ‘will not’…
o Elisions (omission of a sound)
Informal spoken English Formal spoken English
 wanna want to
 dunno do not know
 sanwich sandwich
 what sis what is this
 nex week next week
 gimme give me
o Phonetic linking
Spoken English Written English
 par-kings parking is
 wha-ta-bout what about
 doe-sit-work does it work
o Vocabulary
Informal English Formal English
 lots of many
 boss director or supervisor
 get in touch with contact
• Listen for a natural response to the question
“Who’s going to be in charge of processing pay-checks now?
a. Yes, I have a credit card
b. The assistant accountant
c. It’s a complicated process.

“Where is the employee cafetaria?
a. He’s in the cafetaria today
b. Yes, I’m really hungry
c. I’m not sure; I just started here.

TIPS IN DOING TOEIC TEST
(SHORT CONVERSATION)

• Read the question first, and if possible with the four options, before you listen to the conversation.

(Woman) Have you heard? Mr. Olmos is going to Africa.
(Man) Is that right? I guess he’ll be gone for some time.
(Woman) Not too long, really. Just for fourteen days.

In your test book, you will read:

How long will Mr. Olmos be away?
(A) Four days.
(B) One week.
(C) Two weeks.
(D) Over one month.

(Woman) Is that today’s paper? I want to see if our advertisement is in it?
(Man) No, this is yesterday’s. Today’s hasn’t come in yet.
(Woman) Oh, I’ll call downstairs and see if they have a copy.

In your test book, you will read:

What does the woman want to do?
(A) Put an advertisement in the paper.
(B) Order a newspaper subscription.
(C) Have some photocopies made.
(D) Check the paper for an advertisement.

• Try to imagine the setting of the conversation and who is speaking
o Who are the speakers?
o Where are they?
o What are they doing?
o What is their relationship?

Certain vocabulary words in the conversation can also help you figure out the setting.

assembly line plant supervisor
shift foreman
technicians production line

You might guess that the setting of the conversation is a factory or a production facility of some kind.

If you hear the words:

patients x-ray
doctor exam
appointment medicine

You might guess that the conversation takes place in hospital or medical clinic.

• Look at all four choices carefully before answering
Example:

Man : Sally, can you give me a hand with this marketing
project this afternoon?
Woman : Well, I need to finish this product proposal today, then
I’m going to catch a train at 5:15.
Man : OK. Could we start on it first thing tomorrow morning,
then?

What does the man want Sally to do?
(A) Postpone the proposal
(B) Hand him some papers
(C) Tell him what time the train leaves
(D) Help him with a project

Choice (A) mentions the woman’s proposal. It’s true that she is working on a proposal. However, the man never tells her to delay working on it.

In choice (B), the man asks for “a hand,” which means to ask for help. However, he does not ask her to hand or to give him anything.

Choice (C) mentions what time the train leaves. The woman does mention the time of the train, but this is not what the man wants to know.

Choice (D) is correct because the man asks for help, or a hand, with the project.

• Be aware of different ways of answering the question

When will the woman leave for Hawaii?

Man : I’m very tired. At least it’s Friday and I can sleep late
tomorrow.
Woman : I won’t be sleeping late. I’ll be up at five since the plane
for Hawaii leaves at seven.
Man : That’s right. Tomorrow, you’re starting your vacation. Have a
good time.

There are different ways to answer the preceding question. Look at the following choices. Which one are possible answers to the question?

When will the woman leave for Hawaii?
A. Tomorrow
B. Today
C. At five
D. At seven
E. In the morning
F. In the afternoon
G. On Friday
H. On Saturday
Choices A, D, E, and H all correctly answer the question. Any of these answers may appear as the correct choice on the test.

• Understand the purpose of the question

(Man) I’m calling to let you know that your credit card payment is
several weeks overdue?
(woman) Hmm… I thought I paid that last month. Perhaps it was
delivered to the wrong address.
(Man) Well … please check your records to see if you’ve already paid.

Here are two possible questions “when” questions for the conversation:
1. When was the payment due?
2. When does then woman think she made the payment?

TIPS IN DOING TOEIC TEST
(SHORT TALKS)

• Read the question first
o General Information questions:
 What is the purpose of this talk?
 Where is the talk being given?
 Who is the speaker?

o Questions about details:
 What is the final destination of the flight?
 How long is the flight to Dubai?
 Where will the plane stop first?
To answer questions about details, you will need to pay attention to specific facts, times, and dates.

o Inference Questions:
The information that you need to answer a question may not always be stated directly. You may need to make inferences, or draw conclusions, from information given in the talk.

• Don’t worry if you don’t understand every word of the talk.
• Listen to the whole talk before answering the questions
• Pay special attention to the introduction and the first part of the talk.
Before each short talk begins, you will hear the speaker say something like:
Questions 81 and 82 refer to the following announcement…(or talk, advertisement, speech, etc.)
If you know that the short talk is a speech, that fact narrows down the context s where it could have taken place.

TIPS IN DOING TOEIC TEST
(INCOMPLETE SENTENCES)

• Prepare yourself for formal written English
Informal English Formal English
o I’m sorry I can’t come I regret that I will be unable to attend
o Please call back I look forward to your reply
o Can you give me a hand with this? I would appreciate your assistance in
this matter.

• Decide if the question requires knowledge of grammar or vocabulary
o Everyone should have periodic eye examinations to make sure any problems are quickly ….
(A) produced
(B) responded
(C) discovered
(D) prepared

o Everyone should have periodic eye examinations to make sure any problems are quickly ….
(A) discovering
(B) discover
(C) discovered
(D) to discover

• Consider the overall meaning of a sentence to determine a missing vocabulary item
The firm …… Mr. Morrison as its accountant after it was learned that he had not been mishandling funds.
(A) reinstated
(B) distracted
(C) determined
(D) reprimanded

• Apply your knowledge of prefixes, word stems, and suffixes to select the best vocabulary item

Prefix: a letter or group of letters at the beginning of a word
Stem: the main part of a word
Suffix: a letter or a group of letters at the end of a word

Prefixes:
anti- against
auto- self
bi- two
ex- out, former
mono- one
multi- many
pre- before
syn- with
tri- three
re- again
un- not
fore- before
under- below
co- together

Stems:
bio- life
biblio book
cycle circle, round
demo people
dict say
dorm sleep
duct lead
flect bend
graph writing
labor work
lingua language
temp time
vis see

Suffixes:
-er a person who does something
-ful full of
-less without
-ly forms an adverb from an adjective
-ness forms a noun from an adjective
-ion forms a noun from a verb

Example:
biographer a person who writes a story of a life
refection light bent back
monolingual speaking one language
dormitory a place to sleep
laboratory a place to work
laborer a person who works
• Note that some words are often used together in set expressions
Mr. Dupre has asked me to send his … regards to you and your staff.
(A) warm
(B) firm
(C) close
(D) good

He has … a great deal of time in this project.
(A) passed
(B) spent
(C) cost
(D) paid

• Identify the missing part of the speech to determine the correct grammatical form
Please …… your face with a mask when using welding materials.
(A) protection
(B) protect
(C) protecting
(D) protective

• Look for grammatical form of relationships between parts of the sentence
The notebook computer is the …. profitable of all the product that are presently on sale.
(A) as
(B) so
(C) more
(D) most

Mrs. Hayashi …. from her trip to Jakarta late yesterday evening.
(A) return
(B) returned
(C) returns
(D) be returned

• Try to develop your knowledge of vocabulary

TIPS IN DOING TOEIC TEST
(ERROR RECOGNITION)

• Remember that the words NOT underlined are correct
• Think of the agreement between Subject and the verb, and the agreement between a pronoun with a noun to which it refers.
Three colleagues from China, who will be conducting research in this country,
A
needs housing in the downtown area from June 7 to July 31.
B C D

Because there were only a few applicants for the position, it is expected that
A B
Mr. Dasilva will be able to do all the interviewing by itself.
C D

• Check each underlined item to see if it contains an error
o Because some of our existing clients will not requiring our services
this season, we must increase our marketing efforts.
• Become familiar with phrasal verbs and collocations
We recognize that many of you have had to put up occasional disruptions in the
A B C
workplace during our renovations.
D

In this sentence, there is a missing preposition in choice (C). To put up with something means to tolerate it. This is an example of a phrasal verb, which is a verb that is combined with one or more prepositions and/or adverbs to form a meaning distinct from its parts. Learning phrasal verbs and using them correctly can improve your English proficiency as well as help you prepare for the Error Recognition section of the test.

Here are some examples of commonly used phrasal verbs and their meanings:

Phrasal verbs
get through with …………finish
get into ……………… enter
get on with ……………. continue
get over ……………….. recover from
look into ………………. Investigate
look forward to ……….. anticipate gladly
look over ……………… examine
put in for ……………… request formally
put off ………………… postpone
put up with …………… tolerate

• Consider the structure of complex sentences (dependent clauses, independent clauses)
• Study the sentence for indications of time and space
The new brochures describing all our services were delivered to us late yesterday
A B C
and were shipped out early tomorrow morning.
D

The fastest way to get to England from France by car is over the tunnel linking
A B C
the two countries.
D

TIPS IN DOING TOEIC TEST
(READING COMPREHENSION)

• Allow enough time to read and reread the passages
• Become familiar with the layout of texts used in the workplace
• Read the sentence that introduces the text
o Question 153-164 refer to the following instructions
The word instructions tells you that you will read a series of steps or directions. If you want to identify a particular step in the instructions, for example, you can assume that those steps will be written in the order in which they will be carried out.
• Relate what you read to what you already know
• Skim the entire passage quickly once to get an idea of what the passage is about.
• Read the questions before you read the text again
• When you want to identify the main idea, read the title and the first sentence of each paragraph

TOEIC
PREPERATION

TIM FASILITATOR
TOT DIKMENJUR

Soal-soal UNAS Th. 2005

2008-02-26T01:58:00.001-08:00

Roni and Dini study at SMP 1. Their school has a nice library. The library is not so big, but it has a lot of books, newspaper, and magazines. The book are arranged according to a system.
The students like coming to the library. The room is air conditioned and always full of visitor. They go there to read, or borrow some books they like. They are served by Mrs. Yulia and Mr. Bahrul. These librarian have been working fo twenty years.

1. How is the library at Dini school?
A.
It is nice and very big
B.
It is really nice and big
C.
It is quiet and nice
D.
It is not so big but nice

2. How will the visitor feel when they are in the library ?
A.
They'll feel cool
B.
They will feel hot
C.
they will feel very cold
D.
they won't feel comfortable

3. How are the books arranged in the library?
They are arranged ........
A.
neatly
B.
orderly
C.
mathematically
D.
systematically

4. "They are served by Mrs. Yulia and Mr. Bahrul."(paragraf 2).
What does the word "They" refer to?
A.
Mrs. Yulia and Mr. Bahrul
B.
Roni and Doni
C.
Librarians
D.
Visitors

A Theatre
A theater is a place where people entertain the audience. The people who perform, called actors and actresses, act in plays on a stage. A stage can be raised platform, or it can be part of the floor in a room, either in the center of the room or against a wall. The audience, is a very important part of a theatre because it is for the audince that the actors and actresses act, and the playwright writes. Without an audience, they are only rehearsing or practising.
A theatre can be anywhere in home, school auditorium, park and a hall. Theatre means action. In this text theatre is used in connection with performances on stage by live actors and actresses. It is living theatre.
Theatre in the East differs greatly from that of the West. The Asian theatre is, for the most part, nonrealistic, or symbolic. Western theatre, on the other hand, tends to be realistic.

5. What is actor?
A.
A person who plays on stage
B.
A person who performs and acts in plays
C.
A man who acts in plays on a stage
D.
A person who is playing at the theatre

6. What is the main idea of paragraf 2?
A.
School auditorium is the only theatre.
B.
What a theatre is.
C.
The performance of actors is theatre.
D.
Theatre means action of actors.

7. What is the difference between the Eastern theatre and the Western theatre?
A.
The Eastern theatre is based on facts rather than sentiment of illusion.
B.
The Western theatre is based on facts rather than Eastern theatre.
C.
The Eastern theatre is better than the Western theatre.
D.
The Western theatre is better than the Eastern theatre.

8. "A theatre is a place where people entertain the audience."
The synonym of the italic word is ........
A.
amuse
B.
influence
C.
watch
D.
present

Dear Betty,
I'm writing to you concerning of my last day in Jogya. I just got back from Borobudur, the wonderful temple I've ever seen. The weather is fine. We are now staying in a hotel. It's not far from Malioboro. We are treated well here. It has many excellent staff who serve the customers. We plan to go around Malioboro after the children take a short nap. We want to enjoy having "lesehan" there. It is a kind of a restaurant but we sit on the ground.
Many kinds of local handicraft are sold along Malioboro street. Both domestic and foreign tourists are interested in them. I want to buy some as souvenirs.
Don't worry, I'll also buy you the most interesting one.

Love,
Dara

9. The text gives us information about ........
A.
the wonderful Borobudur temple
B.
the souvenirs to be bought
C.
Dara's last day in Jogya
D.
a comfortable hotel near Malioboro

10. Who is the letter from? ........
A.
Customers
B.
Betty
C.
The hotel staffs
D.
Dara

11. How do the staff serve the customers of the hotel? ........
A.
Proudly
B.
Interestingly
C.
Badly
D.
Nicely

Farmers usually start to cultivate their field in the wet season. Before cultivating, they prepare their ....(12).... like hoes, sickles, rakes and ploughs. They also prepare their cows or buffaloes. The cows or buffaloes are very important for farmers to pull the ....(13).... to cultivate the rice field. It is a ....(14).... way.

12. A.
machines
B.
tools
C.
appliances
D.
utensils

13. A.
plough
B.
tractor
C.
spade
D.
rake

14. A.
modern
B.
traditional
C.
simple
D.
nice

15. The advertisement above tells us about ........
A.
a travel agent
B.
a holidays package tour
C.
a transportation number
D.
a transportation company

16. The company will take the passengers to some cities in ........ islands.
A.
five
B.
four
C.
three
D.
two

17. Where can we rent the Black Bird buses? ........
A.
Java
B.
Bali
C.
Sumatera
D.
Jakarta

18. 'For further information, call 8802309'
The italic word means ........
A.
ask
B.
tell
C.
phone
D.
join

Read the follwoing graph.

19. The graph tells us about ........
A.
indoor children activities
B.
outdoor children games
C.
characteristic of games
D.
games for children

20. The most popular games based on the diagram is ........
A.
snakes and ladders
B.
hide and seek
C.
kite flying
D.
chess

21. Iqbal : Hello, I am Iqbal.
Hadi : Oh, hi, I'm Hadi. How do you do?
Iqbal : ........?
A.
Fine, thank you
B.
Nice to meet you
C.
How do you do
D.
I'm quite alright

22. Fadilla : Whose bag is that?
Zahra : Which one?
Fadilla : The new one on the table.
Zahra : Oh, it's mine.
The antonym of the italic word is ........
A.
small
B.
old
C.
bad
D.
cheap

23. Ninda : Have you met the new student?
Citra : Yes, I have. He ........ speak english well.
Ninda : Really?
Citra : Yes, he's been in Australia for about five years.
A.
can
B.
able
C.
could
D.
ability

24. Mother : Have you written a letter for your cousin, Rina?
Rina : Yes, I have.
Mother : When did you write it?
Rina : I ........ it last night.
A.
write
B.
will write
C.
wrote
D.
am writing

25. Sella : My uncle bought me two t-shirt and I want to give you one.
Bestha : Oh, thank you very much. How kind of you.
Sella : Don't mention it. But ........ one do you want? The red one or the blue one?
Besthe : The red one, please.
A.
what
B.
whose
C.
which
D.
whom

26. buying - did not - clothes - money - much - we - spend - for.
The best arrangement of the world to make a good sentences is ........
A.
6 - 2 - 7 - 5 - 4 - 8 - 1 - 3
B.
3 - 2 - 1 - 6 - 7 - 5 - 2 - 8
C.
6 - 2 - 7 - 5 - 3 - 1 - 4 - 8
D.
3 - 2 - 5 - 1 - 6 - 7 - 4 - 8

27.
Rio : What do you think of show?
Rudi : Fantastic. Especially the ........ She is so talented.
Rio : I agree. She is still young, but she is very professional.
Rudi : She'll be very famous in the future, I think.
A.
violinist
B.
guitarist
C.
harpist
D.
fentist

28. Alex : You look fit. Do you always go to a fitness centre?
Rudy : Not really. I haven't got much time, but every morning I go jogging.
Alex : I see. That's why you're so fit.
Rudy : That's correct.
If you want to stay fit you should exercise ........
A.
continuity
B.
continue
C.
continously
D.
continuous

29. Susi : It's good to hear that you've moved to a new house.
Carol : Thank you. I am very happy with it.
There are ........ rooms than the old ones.
Susi : How many rooms are there?
Carol : 3 bedrooms, 1 dining room, 1 kitchen, 1 family room, 1 living room
and 3 bathrooms, including toilets. The old one just had two bedrooms.
A.
more
B.
fewer
C.
as many as
D.
not so many as

30. Mother : How are you feeling, dear?
Daughter : I am feeling better, Mom.
I have had a blood test.
Mother : Have you got the result?
Daughter : Not yet. Dr. Henry ........ me when it's ready.
A.
tells
B.
will tell
C.
is telling
D.
told

31. Dian : Welcome home. How was your holiday?
Tari : It was wonderful. I really enjoyed it. I spent two days in the Blue Mountains.
It's very beautiful there.
Dian : I ........ there twice. I plan to go there again next year.
Tari : Me too.
A.
have been
B.
will be
C.
am
D.
was

32. Santi : Would you like to buy some sugar for me, please?
Santo : ........ I can't. I'm in a hurry.
Santi : It is O.K then. I will buy it myself.
A.
Of course
B.
I'm sure
C.
I don't know
D.
I'm really sorry

33. Nina : Why didn't you come to my birthday party yesterday?
Damar : My brother had an accident. He was hit by a car.
Nina : Oh, my God ........
A.
I'm glad to hear that,
B.
I'm sorry to hear that
C.
I'm disappointed to hear that
D.
I'm really happy to hear that

34. Wulan : ........ you can do the test well.
Renny : Thank you. Wish me luck.
A.
I hope
B.
I doubt
C.
I'm curious
D.
I'm not sure

35. Dimas : How ........ is Timothy?
Samuel : He is 170 cm.
A.
far
B.
tall
C.
high
D.
long

36. Publishing schedule.

The table shows that 'Hello' is published ........ a month.
A.
once
B.
twice
C.
three times
D.
four times

37. 1. Next, please stand in line to wait your turn.
2. There are many steps to cash your savings in a bank.
3. Fill in the form you have got.
4. Finally, come to the teller to cash your savings account.
5. First of all, get the form provided by the bank.
A.
2 - 3 - 1 - 4 - 5
B.
5 - 3 - 1 - 4 - 2
C.
2 - 5 - 3 - 1 - 4
D.
5 - 2 - 3 - 1 - 4

38. Ari : She usually travels by train, ........
Adi : Yes. She prefers to go by train to bus because it's more comfortable.
A.
doesn't she?
B.
does she?
C.
is she?
D.
won't she?

39. Didi : Excuse me, I am looking for
Wida : Do you know her?
Devy : Yes, I do. She used to live next door, but I haven't seen her for a long time.
I ........ she is still here.
Didi : Do you know how to find her?
Devy : I am sorry. I've no idea.
A.
doubt
B.
am sure
C.
know
D.
am certain

40. Mother : You know that Tamara always takes sleeping pills to solve her problems.
Father : That's wrong. It can be dangerous for her life if she doesn't change
her bad habit. She should go to a specialist or share her problems with
someone she trusts.
The italic expression expresses ........
A.
sympathy
B.
possibility
C.
disagreement
D.
uncertainty

41. Let me tell you about a cute animal which can live in both places, in water and on land. This kind of animal is often used for experiments.

The animal being described is picture number ........
A.
1
B.
2
C.
3
D.
4

42.
Based on the pictures above, the binoculars are ........
A.
cheaper than the suitcase
B.
the same price as the knap-sack
C.
the most expensive among them
D.
less expensive than the knap-sack

43. Cici : I can't find my Biology book. Does ........ know where it is?
Betty : Eko came here just now and took the book. He is going to get it in the afternoon. Cici : I see.
A.
everybody
B.
nobody
C.
anybody
D.
somebody

44. Mini : Wow, ........
Lili : Yes, this is also the fastest cruise. It is called "quick cat"
Mini : How long does it take to get to Lembongan island?
Lili : Only 45 minutes.
A.
what's a ship.
B.
what a fast cruise it is!
C.
what a boring cruise is!
D.
what a luxurious cruise ship it is!

45. Christ : Excuse me, I must go to bed now.
Steve : Why? It's only a quarter to nine.
Christ : Well, ........ I don't want to come late for the conference tomorrow morning.
Good night.
Steve : Have a good sleep.
A.
when
B.
though
C.
because
D.
but

46. Arrange the following sentences into a good paragraph.
1. School buses are often recognizable by their orange-yellow colour.
2. They are school buses and commercial buses.
3. Commercial buses may serve routes which are not accessible by other forms
of public transit.
4. It is used to transport students to and from school.
5. Generally, there are two kinds of buses.
The best arrangement is ........
A.
5 - 2 - 4 - 1 - 3
B.
5 - 2 - 3 - 1 - 4
C.
5 - 2 - 3 - 4 - 1
D.
5 - 2 - 1 - 4 - 3

47. Read the following paragraph and complete it with the appropriate sentence.

........We went to the last show at nine o' clock. The horses performed first. The animals were trained by a young man dressed in green with a long, cracking whip. The horses danced when the band started to play to entertain everyone. Which is the most suitable sentence to complete the paragraph?
A.
We went to the show at seven o'clock.
B.
My brother and I went to the horses show last month.
C.
My family went to a circus a few months ago.
D.
It was already ten o' clock.

48. Denta : Wow! You have so many magazines. Have you read them all?
Dea : Yes, I have.
Denta : They seem interesting. Do they have good articles?
Dea : Yes! ........ of the articles are quite good.
A.
All
B.
Both
C.
None
D.
Nothing

49. Mr. Bambang : Are you interested in reading international
Mr. Budi : Yes, I'm very interested in it.
Mr. Bambang : Do you read "Time" or "News Week?"
Mr. Budi : ........
A.
Not only "Time" but also "News Week" I read.
B.
I read not only "Time" but also "News Week".
C.
I not only read "Time" but also read' "News Week".
D.
Not only read "Time" but also I read "News Week".

50. Nindi : Can you mention some people working on newspapers?
Nanda : Yes. Among them are journalists, editors, caricaturist, and columnists.
Nindi : I see. And can you tell me who edits the articles, before they are printed out? Nanda : The editor ........
A.
is
B.
did
C.
does
D.
do

51. Dona : How did Mirna swim in the swimming contest?
Dodi : She swam quickly.
Dona : Really? How about Vera?
Dodi : She swam quicker than Mirna.
Dona : And Rosa?
Dodi : Oh, she swam ........of all. So that, she became the best swimmer in her class.
A.
slower
B.
quicker
C.
the slowest
D.
the quickest

52. Ari : Mom, may I climb the starfruit tree to pick its fruit?
Mom : But the fruits are still unripe.
Ari : The ones on the right branch are ripe, Mom.
Mom : OK, but ........! Usually, there are many caterpillars on the starfruit tree.
Ari : Thank you, Mom.
A.
don't move
B.
watch out Mr.
C.
don't come any closer
D.
be careful

53. Mr. Chan : Have you been to "Mecca"?
Mr. Jaya : Yes. What about you?
Mr. Chan : ........ I went there in 2002.
A.
I did too
B.
neither have I
C.
So have I
D.
So did I

54. Mr. Chaniago : Welcome to Jakarta!
Mr. Bill : Thanks. It's a terrific city.
Mr. Chaniago : Yes. It's the busiest city in Indonesia. By the way ........ I will
take you round the city this afternoon.
Mr. Bill : Great I'd love to I want to see the Miniature Park of Indonesia and
the National Monument.
A.
because you are not tired
B.
if you are not tired
C.
if you are tired
D.
after you take a bath

55. Which of the following sentences is grammatically correct? ........
A.
Roses are beautiful and jasmines are too.
B.
Does "kangkung" grows well on the water!
C.
Cactus can not grow in a pot and asparagus can, too.
D.
A lizard don't bite and a iguana doesn't either

56. Gandhi : ........
Lala : Yes, thank you. Can you lift this suitcase?
Gandhi : Sure.
A.
Who can help me?
B.
Can you help me?
C.
Would you like any help?
D.
Why do you need any help?

57. What does the passage tell us about? ........
A.
A band show
B.
Entrance tickets
C.
Ticket sellers
D.
Ticket price

58. When will the show be held? ........
A.
In the morning
B.
In the afternoon
C.
At midday
D.
In the evening

59. There will be ........ entertainers performing on stage.
A.
three
B.
four
C.
five
D.
six

60. "We present the most famous singers."
The italic word refers to ........
A.
the readers
B.
the writer
C.
the singers
D.
the organizer

Soal-soal UNAS SMP Th. 2004

2008-02-26T01:53:00.001-08:00

Mrs. Leo is a doctor. She has a sharp nose, wavy hair and creamy yellow skin. She is
tall and slim. She is about one point seventy metres. Her weight is about forty five
kilograms. Mrs. Leo works in a big hospital. She starts working at eight o'clock in the
morning until five at noon. Everyone likes her. She always smiles in treating her
patients or to others she knows. On Saturday and Sunday, she stays home or spends
her time for recreation.

1. What time does Mrs. Leo begin to work?
A.
At 5.00.
B.
At 7.00.
C.
At 8.00.
D.
At 9.00.

2. Mrs. Leo is a ........ doctor.
A.
lazy
B.
kind
C.
proud
D.
clever

3. Which of the following statements is NOT TRUE ?
A.
Mrs. Leo is a friendly person.
B.
Mrs. Leo works five days a week.
C.
Mrs. Leo is a tall and fat woman.
D.
Mrs. Leo finishes working at five p.m.

HOW TO BOIL AN EGG

Things you need
1 egg
1 small saucepan
0,5 litre of water

What to do
1. Fill the saucepan with litre of water
2. Bring water to boil
3. Put egg in water with spoon
4. Boil for 4 minutes
5. Turn off the stove
6. Drain saucepan
7. Serve egg in egg cup
Serving suggestion: Warm buttered toast, cut into slices and dipped into the egg
makes a tasty treat

4. Which of the following is in the correct order?
A.
Boil for 4 minutes, place egg in saucepan, bring water to boil, drain saucepan.
B.
Bring water to boil, place egg in water, boil for 4 minutes, drain saucepan.
C.
Bring water to boil, place egg in saucepan, drain saucepan, boil for 4 minutes.
D.
Bring water to boil, place egg in saucepan, boil for 4 minutes, drain saucepan.

5. To avoid the egg being broken, what should you do?
A.
Drop the egg in water as fast as possible.
B.
Throw the egg in boiled water.
C.
Put the egg in a drain saucepan.
D.
Put the egg in water with a spoon.

6. " ... makes a tasty treat."
The underlined word could be best replaced with the word ....
A.
decorated
B.
delicious
C.
hot
D.
salty

7.
The lady has ........ hair.
A.
short
B.
curly
C.
wavy
D.
straight

Budi's mother goes shopping regularly. She goes to the .....(8)..... once a week.
There she buys things for the daily .....(9)....., such as meat, fruit and vegetables. She
loves to go there because it is clean, comfortable and has fixed price.

8. A.
green grocer
B.
market
C.
supermarket
D.
department store

9. A.
drinks
B.
foods
C.
meals
D.
needs

10. Teacher : All right, students. Let's start the quiz.
Students : Excuse me, Sir. Can we open our books?
Teacher : No! ................ Are you ready?
Students : Yes, sir.
A.
Come to me!
B.
Explain to me!
C.
Close your book!
D.
Open your book!

REUTERS
Liverpool, England.

Senegal striker El-Hadji Diouf has signed a five year deal with Liverpool, the English premier league club said on Tuesday.
"We can confirm that Diouf has signed a five-year deal that will keep him at Anfield until June 2007," a club spokesman said.
The former Lens striker, who has cost Liverpool 10 million pounds ($15.75
million), was joined in training on Tuesday by fellow new comer Alou Diarra and Bruno
Cheyrou, who have both signed long-term deals at Anfield.
French midfielder Diarra, 21, arrived on a free transfer from Bayern Munich, while 24-year-old Cheyrou joined for four million pounds ($6.30 million) from Lille last week.
Salif Diao, who played alongside Diouf at this year's World Cup, has also signed a five-year contract from Sedan.
But the midfielder, who cost Liverpool some 5 million pounds ($7.88 million), will not arrive in England until December.
Senegal was one of the surprises of the tournament in South Korea and Japan when it beat defending world champion France in the opening game and went on to the quarterfinals.

Adapted from The Jakarta Post

11. In the opening game of the world Cup 2002, Senegal defeated ........
A.
Argentina
B.
Korea
C.
Italy
D.
France

12. What is the text about? It is about football ........
A.
players
B.
coaches
C.
clubs
D.
trainers

13. When does El Hadji Diouf start joining Liverpool?
A.
In 2001.
B.
In 2002.
C.
In 2005.
D.
In 2007.

14. "Senegal was one of the surprises of the tournament in South Korea and Japan."
What does the underlined word mean?
A.
A contest in which a number of competitors take part.
B.
People who participate in certain event.
C.
One who wins the first prize in a contest.
D.
Events which do not relate to sport.

15. What is the information about? It is about a/an ....
A.
restaurant
B.
apartment
C.
hotel
D.
plaza

16. What's the quickest and practical way to reserve a table in the restaurant ........
A.
Going to the restaurant.
B.
Coming to the restaurant earlier.
C.
Informing the restaurant via telephone.
D.
Connecting the restaurant Via internet.

17. The correct statement based on the ad is ........
A.
The Queen's Tandoor is in President Hotel
B.
Queen's Tandoor offers Indian and Chinese food
C.
Queen's Tandoor offers traditional and Indian foo
D.
We can find Queen's Tandoor in all part of Jakarta

18. Look at the picture!

She is Susan. She's got ........because of the cold weathe
A.
a cough
B.
a flu
C.
a headache
D.
a stomachache

19. John : How do the people carry all the vegetables?
Siti : Some people use a van and some others use a ........ pulled by a bull.
John : You mean a "dokar"?
Siti : No we call it "cikar".
A.
car
B.
cart
C.
lorry
D.
carrier

20. Look at the picture!

The man is playing one of the musical instrument. He is a ........
A.
singer
B.
fentist
C.
saxophone player
D.
pianist

21. Dono : What do you think of our school basket ball team, Fan?
Taufan : I think they play ........ than the SMU 5 team.
Dono : That's why we win the game.
A.
worse
B.
more slowly
C.
better
D.
more quickly

22. Rani : ........
Indra : I'm so sorry. I'm busy doing my homework.
A.
Do you want me to post this letter?
B.
Would you like me to post this letter?
C.
Can I help you to post this letter?
D.
Could you post this letter for me?

Some years ago the forest in Indonesia .....(23)..... from the air like an unbroken carpet of green. But today we only find some trees in the forests because people .....(24)..... them for timber. They also .....(25)..... the forest for farms, mines and settlements. If we don't stop this, our forest will be gone.

23. A.
look
B.
looks
C.
looked
D.
are looking

24. A.
cut
B.
are cutting
C.
have cut
D.
will cut

25. A.
clear
B.
are clear
C.
cleared
D.
will clear

L.A. du Pre,
Foucaud et Cie,
1128 Rue Voltaire,
76005 Paris
28th August, 2003
Dear Miss du Pre

Thank you for your letter of the 21 August 2003. We have reserved a room for Mr. Alain Mancone for the period of 21st September to the 2nd October, inclusive. The room overlooks the park, and has a telephone extension. The telephone can be connected to outside lines, so Mr. Mancone can use the telephone to make and receive calls. A reception room will be available daily.

The cost of single room with bath is $1500 per night, excluding V.A.T.* There will also be a service charge of 15 percent. This price includes breakfast, which can be served in the guest's room, if desired.

We look forward to seeing Mr. Mancone.

Yours faithfully,

Ramadhan Afifi
* V.A.T = Value Added Tax

26. What is the letter about?
A.
The available hotel facilities.
B.
The cost of the single room.
C.
The prices of the hotel.
D.
The reply from the hotel.

27. Foucaud et Cie 1128 Rue Voltaire is ........ where du Pre wort
A.
the address
B.
the city
C.
the office
D.
the department

28. The price of the room can be found in ........ paragraph.
A.
the first
B.
the second
C.
the third
D.
the forth

29. Which of the following statements is TRUE?
A.
Ramadhan Afifi was the manager of the hotel.
B.
Mr. Mancone needed the room facing the park.
C.
The price of the room included the service charge.
D.
Breakfast was always served in the guest's room.

30. We look forward to seeing Mr. Mancone." (paragraph 4)
The underlined phrase means ........
A.
expect
B.
believe
C.
assure
D.
wait for

31. Ida : Why don't you ask John to repair your car?
I ........ he can fix it.
Yudi : That's a good idea.
I know he is an experienced mechanic.
A.
doubt
B.
am certain
C.
am not sure
D.
am uncertain

32. A : Travelling by plane costs a lot, ........ it?
B : Yes, you're right.
A.
isn't
B.
doesn't
C.
is
D.
does

Last Friday I travelled by train to Surabaya. I sat in a seat beside the aisle and began to read my newspaper. After an hour, I got up from my seat, walked down the aisle and into the WC. I locked the door of the WC. Minutes later I tried to unlock the door. It wouldn't unlock. First of all I was amazed, and then I was annoyed. How was I going to get out of the WC?
I tried pushing the lock. I tried pulling it. I hit it with my shoe. Nothing I did succeed in opening the door. The door remained locked. Finally I started to shout for help. "Help, I'm locked in the WC. Please get me out." In the beginning nobody answered. After fifteen minutes somebody said. "Hello. Who are you?"
Fifteen minutes later an official arrived. There were large crowds of people outside the WC. I could hear the official telling them to stand back.
"Hello, I am a PJKA official. Have you got a train ticket?"
"Yes, I have."
"Let me see your ticket, please. Push it under the door."
I pushed my ticket under the door.
"Your ticket's okay. What are you doing in the WC?"
"Nothing. I'm doing nothing."
"Why don't you come out?"
"I can't open the door."
"What's wrong with you? Why can't you open the door?"
"There is nothing wrong with me. There is something wrong with the lock on the door."
"You'll have to wait there until we get to Surabaya. I will look for an engineer in Surabaya station".
"I don't want to wait here until we get to Surabaya. I want you to break down the door."
"Are you mad? I am an official. I cannot break down the door."
He went away. He took my return ticket with him. I had to stay in the WC until the train arrived in Surabaya. The train was in Surabaya station for one hour and I was still in the WC on the train. The official could not find the engineer, perhaps. I was feeling very hungry. I wanted to go home. I pulled at the lock and the door suddenly opened. I was free. I ran down the aisle to my seat. My luggage was gone. Somebody had stolen my bag.

33. Who is the writer of the text?
A.
An official.
B.
A steward.
C.
A passenger.
D.
A thief.

34. The writer could get out of WC because ........
A.
somebody unlocked the door
B.
the engineer came to help him
C.
the official tried to open the door
D.
the door was suddenly unlocked

35. The writer was locked in the WC for ........ before somebody knew it
A.
an hour
B.
a quarter
C.
a few minutes
D.
half an hour

36. "He went away." (last paragraph).
The word "He" refers to ........
A.
the engineer
B.
the writer
C.
PJKA official
D.
the passenger

37. Amrin : I'm not certain the train will be ........
Arlanda : Why do you doubt about it?
Amrin : Just now I heard the news that there was a train accident in Bintaro an hour ago.
A.
late
B.
punctual
C.
cancelled
D.
delayed

38. "The plane departs the airport at 03.00 p.m."
The word departs means ........
A.
get
B.
come
C.
reach
D.
leave

39. Marisa works aboard the plane. She is helpful and friendly. She serves drinks and meals to the passengers. It is part of the service. What is she?
A.
A steward.
B.
A co-pilot.
C.
A flight engineer.
D.
A stewardess.

40. Dini : Wow, ........!
Gunawan : Yes, it is the most luxurious bus I have ever seen.
Dini : Shall we get on now?
Gunawan : Okay.
A.
good heavens
B.
what a comfortable bus
C.
what a nuisance
D.
how come

41. Look at the pictures!

The man in the B boat could sail ........ the man and woman in the other boat.
A.
as fast as
B.
not so fast as
C.
faster than
D.
not so fster than

42. Sandra : There was a plane crash in a housing area.
Ten people were killed.
Wulan : ........
Sandra : Military combat plane. It was on a training mission,
A.
What kind of plane was it?
B.
Who is the owner of the plane?
C.
How many planes were there?
D.
How did it happen?

When we watch the news on TV, we see the news announcers. Sometimes we see two or three reporters. But we don't see the team of people who make the news broadcast. The TV team includes carpenters, painters, electricians, light engineers, camera operators, video engineers and sound engineers.

The carpenters make the news room, the painters paint the scenery and the electrician provides electricity to power the cameras, microphones and the lights. The light engineer arranges the lights so that we can see everything on the screen. The sound engineer makes sure we can hear what the people are saying.

These are some of the news team. There are also the people who write the news and the people who make the announcers look good, the make-up artists. In addition to all these people, there is the producer - the person who manages everything and everybody in the team.

43. What does the text tell us about?
A.
TV programmes.
B.
People on TV screens.
C.
The news announcers.
D.
The television teams

44. There are ........ sections of the TV team.
A.
seven
B.
eight
C.
nine
D.
ten

45. Who is responsible for all TV programmes?
A.
The reporter.
B.
The producer.
C.
The broadcaster.
D.
The camera operator.

46. "The TV team's job" can be found in ........
A.
the first paragraph
B.
the second paragraph
C.
the third paragraph
D.
none of the paragraphs

The man wants to take a picture of a bird. He uses a .....(47)...... The picture will be saved in a .....(48)...... When he wants to see the results of the picture, he puts it into the .....(49)..... and the picture will appear on the screen or monitor.

47. A.
video rewinder
B.
video recorder
C.
video camera
D.
video cassette tape

48. A.
television
B.
video camera
C.
video rewinder
D.
video compact disc

49. A.
CD writer
B.
disk drive
C.
hard disk
D.
CD Rom

50. Aliefya : Look at those two men!
Do you know them?
Gio : Yes ........ of them are reporters.
They work for "Republika".
A.
All
B.
Both
C.
None
D.
Some

51. Elisa : What were you doing in your room when Doni came?
Anggit : I was reading a magazine.
Elisa : Is that your hobby?
Anggit : Yes, I like reading. I always read ........ magazines ........ newspapers.
A.
not only ... but also
B.
only ... but
C.
between ... and
D.
neither ... nor

52.
Choose the correct description of the picture!
A.
It has feathers, it can't fly, it lays eggs.
B.
It has two wings but can't fly, it lays eggs, it has claws.
C.
It has claws, its meat is very delicious, it crows at day break.
D.
It has two wings, it can fly, it twitters at daybreak, it has claws.

53. Arrange these sentences to make a good paragraph!
(1) It has the head and feet of a duck and the body of a mammal
(2) Yesterday, we went to Safari park in Cisania, Bogor.
(3) Have you ever seen a picture of a platypus?
(4) What an amazing animal!
(5) Well, now I've seen a real live platypus.
A.
(2) (3) (5) (4) (1)
B.
(2) (5) (3) (4) (1)
C.
(2) (3) (5) (1) (4)
D.
(1) (4) (5) (2) (3)

54. Arrange the sentences into a good composition based on the pictures!

1. Many rhinos die at the hand of the hunters. If this happens continuously, in the next
few years we cannot find rhinos anymore. Now rhinos becomes protected animal.
2. We can find Java rhinos in Ujung Kulon Nature reserve. They always live in very
small groups even sometimes they live alone. This rhino is famous for its horn.
3. People make medicine from rhino's horn. It's popular as a traditional medicine for
a certain desease.
4. Many hunters kill the animal for its horn. They sell at a very high price.
A.
2 - 4 - 1 - 3
B.
2 - 4 - 3 - 1
C.
2 - 3 - 4 - 1
D.
2 - 1 - 3 - 4

55. Which country has the smallest number of population?
A.
Germany.
B.
England.
C.
France.
D.
USA.

56. The diagram shows us that each country has a lot of ........
A.
unemployment
B.
natural resources
C.
skilled manpower
D.
unskilled employment

57. Based on the diagram, the total number of unemployment in England is approximately ........
A.
less than 10 million people
B.
10 million people
C.
more than 10 million people
D.
20 million people

58. Indonesia produces a lot of rice. Texas produces a lot of rice.
Instead of saying the sentences we can say :
"Indonesia produces a lot of rice and Texas ........"
A.
is too
B.
does too
C.
isn't either
D.
doesn't either

Andi : What will happen .....(59)..... the population growth in Japan is high?
Tina : I think it will have a larger population than Indonesia.
Andi : How about if the birth rates and death rates are balanced?
Tina : Of course, its population .....(60)..... growing.

59. A.
if
B.
after
C.
before
D.
so

60. A.
stops
B.
will not stop
C.
doesn't stop
D.
will stop

Soal-soal UNAS SMP Th. 2003

2008-02-26T01:53:00.000-08:00

2008-02-10T07:18:00.000-08:00

FORTY SUCCESSES
By William Watson Purkey and John M. Novak
Inviting School Success, Wadworth, 1984

The following lists of inviting and disinviting verbal comments, personal behavior, physical environments, and printed signs have been identified by educators and students as indicators of the quality of life in schools. These lists are only illustrative, but the presence or absence of items on these lists may help to identify the inviting or disinviting stance taken by those who live and work in and around schools. These items may also serve as a checklist for those in schools who are already doing good things, and who want to do them even better.
Verbal Comments

Forty Inviting Comments Forty Disinviting Comments
Good morning.
Thanks very much.
Congratulations.
Let's talk it over.
How can I help?
Tell me about it.
I appreciate your help.
Happy birthday!
I enjoy having you here
I understand.
We missed you.
I'm glad you came by.
I like that idea!
I think you can.
Welcome.
I like what you did.
Welcome back.
You are unique.
That's even better.
I've been thinking of you.
How are things going?
How are you?
I'd like your opinion.
Happy holiday!
What do you think?
Let's have lunch.
What can I do for you?
Of course I have the time.
That's OK.
I am impressed.
You made me feel good.
Yes.
Please come in.
I've always got time for you.
I think you can do it.
Please tell me more.
May I help you?
Let's do it together.
Come back soon!
I enjoy our time together. Keep out.
What Mary is trying to say is...
Use your head.
It won't work.
You'll have to call back.
You can't do that.
I don't care what you do.
Not bad, for a girl.
Don't be so stupid.
Who do you think you are?
He can't be disturbed.
Why didn't you stay home?
Woman driver!
They don't want to learn.
They don't have the ability.
You can't be that dumb.
They're all right, in their place.
Who's calling.
You should not feel that way.
You ought to know better.
You must do as I say.
How could you?
Shape up or ship out.
Anybody can do that.
Why do you bother coming to school?
That's a childish viewpoint.
That is dead wrong.
Hi, Chubby.
You goofed.
Get lost.
That's stupid.
So what?
Because I said so, that's why.
What, you again?
Forget it.
You'll never make it.
Sit down and shut up.
Knock it off.
I know you're not that stupid.
What's your excuse this time?
Personal Behaviors
Forty Inviting Behaviors Forty Disinviting Behaviors
A relaxed posture
Lending a book
Smiling
Listening carefully
Patting a back
Shaking hands
Opening a door for someone
Giving a friendly wink
Sharing lunch together
Being on time
Sending a thoughtful note
Bringing a gift
Sharing an experience
Accepting praise
Giving wait-time
Gazing warmly
Yielding interest
Noticing new clothes
Learning names
Offering refreshments
Sending a valentine
Hugging (where appropriate)
Extending an apology (where required)
Sharing a poem
Picking up litter
Planting a flower
Waiting your turn
Holding a door
Extending a hand
Congratulating someone
Remembering important occasions
Sharing a sandwich
Using a napkin
Offering someone a chair
Bringing flowers
Scratching someone's back
Expressing regret
Waving with both hands
Giving a thumbs-up sign
Overlooking a faux pas Giving a thumbs-down sign
Interrupting
Looking at your watch
Yawning in someone's face
Shaking your finger at someone
Scowling and frowning
Slamming a door
Using ridicule
Turning you back on someone
Cutting people short
Making fun of a person
Looking away from someone
Leaving someone to answer the phone
Hitting someone
Being obscene
Laughing at someone's misfortune
Throwing paper on the ground
Tapping a pencil (fidgeting)
Chewing gum loudly
Breaking a promise
Forgetting an important date
Gawking at an accident
Using sarcasm
Mimicking
Forgetting a birthday
Blowing your car horn
Talking with your mouth full
Playing with your nose
Eating loudly
Showing lack of concern
Sneering
Being late
Staring at someone
Littering
Shoving ahead
Stamping your foot
Telling a lie
Dumping ashtrays in the street
Insulting a person
Talking during a movie
Physical Environments
Forty Inviting Environments Forty Disinviting Environments
Fresh Paint
Pleasant smells
Living plant
Attractive, up-to-date bulletin boards
Soft lighting
Big and soft pillows
Lots of books
Fresh air
Fireplace
Comfortable furniture
Rocking chair
Flowers on the desk
Open doors
Candy jar with candy
Soft music
Attractive pictures
Comfortable temperature
A cup of coffee, tea or juice
Porch light at night
Porch swing
Birthday cake
Fresh towels
Well-tended park
Books and magazines
Stuffed animals
Sunny room
Game board
Thick carpet
This morning's paper
Holiday tree
Matching colors
Birthday card
Positive worded signs
Blue jeans and cotton shirts
Bright hallways
Clean aromas
Brightly lit parking lot
Clean windows
Clear floors
Old pick-up truck Dark corridors
Bad smells
Dingy colors
Full trash cans
Hard lighting
Insects (flies, roaches)
Excessive noise
Smoke-filled room
Bare walls
Leftover food
Dirty coffee cups
Full ashtrays
Bare lightbulb
Stack of out-of-date materials
Fluorescent lights that buzz
Dark parking lots
A full pencil sharpener
Dead plant
Long lines
Dingy curtains
Burned-out lightbulb
Sidewalks going where people don't
Opaque windows
Cold room
Lukewarm coffee
Artificial plants and flowers
Cigarette butts on a plate
Sink full of dirty dishes
Exhaust fumes
Straight rows
Empty mail box
Dirty fingerprints
Peeling paint and plaster
Nothing to read
Dusty, cobwebby shelves
Stuffy room
Sticky floors
Broken windows
Signs with letters missing
Spray-painted graffiti
Printed Signs
Forty Inviting Signs Forty Disinviting Signs
Please Use Sidewalks
Welcome
Visitor Parking
Please Leave Message
Open, Come in
No Appointment Necessary
Please Use Other Door
Thank You for Not Smoking
Come Back Soon
Open House
We're Glad You're Here
Handicapped Parking
Sorry I Missed You, Please Come Back
Visitors Welcome
Happy Hour
Please Put Litter Here
Come As You Are
Open to the Public
Rest Area
Take Me
Clean Restrooms
Help Keep Hawaii Beautiful
Library
Have Lunch with Us
Students Welcome Back
Please Excuse the Inconvience
Good Day
Happy Holidays
No Waiting
You're Here
Please Touch
Come on In
Pardon Our Dust
Ample Parking in the Rear
May We Help You?
Be Back at ___
Please Watch Your Step
Help Us Conserve Energy
Directory Assistance
Welcome to Hawaii (or HCC) Office Closed
Do Not Disturb
Keep off Grass
To Trespassing
No Talking
No Running in Halls
No Admission without Pass
Visitors Must Report to
No Smoking
No Admittance
Be Seated
Keep Out
Do Not Enter
No Deposit, No Return
Tow Away Zone
By Appointment Only
Out of Order
No Children Allowed
Closed to the Public
Private Beach
No Checks Cashed
No Spitting on Sidewalk
Members Only
We Do Not Give Change
Take a Number and Wait
Shop Lifters Will Be Prosecuted:
Means You!
Keep This Door Shut!
Not for Public Use
Out to Lunch
You Broke It, You Bought It
Books Are for Sale Only
Government Property - No Admittance
Do Not Remove under Penalty of Law
Restrooms for Customers Only
Parking for Officials Only
No Shirt, No Service
No Facilities
For Faculty Use Only
Beware of the Dog

2008-02-10T07:13:00.000-08:00

101 THINGS YOU CAN DO
THE FIRST THREE WEEKS OF CLASS
By Joyce T. Povlacs
Teaching and Learning Center, University of Nebraska-Lincoln

Introduction

Beginnings are important. Whether the class is a large introductory course for freshmen or an advanced course in the major field, it makes good sense to start the semester off well. Students will decide very early - some say the first day of class - whether they will like the course, its contents, the teacher, and their fellow students.
The following list of "101 Things You Can Do..." is offered in the spirit of starting off right. It is a catalog of suggestions for college teachers who are looking for a fresh way of creating the best possible environment for learning. Not just the first day, but the first three weeks of a course are especially important, studies say, in retaining capable students. Even if the syllabus is printed and lecture notes are ready to go in August, most college teachers can usually make adjustments in teaching methods as the course unfolds and the characteristics of their students become known.
These suggestions have been gathered from UNL professors and from college teachers elsewhere. The rationale for these methods is based on the following needs: 1) to help students make the transition from high school and summer or holiday activities to learning in college; 2) to direct students' attention to the immediate situation for learning - the hour in the classroom: 3) to spark intellectual curiosity - to challenge students; 4) to support beginners and neophytes in the process of learning in the discipline; S) to encourage the students' active involvement in learning; and 6) to build a sense of community in the classroom.
Ideas For the First Three Weeks

Here, then, are some ideas for college teachers for use in their courses as they begin a new semester.
Helping Students Make Transitions
1. Hit the ground running on the first day of class with substantial content.
2. Take attendance: roll call, clipboard, sign in, seating chart.
3. Introduce teaching assistants by slide, short presentation, or self-introduction.
4. Hand out an informative, artistic, and user-friendly syllabus.
5. Give an assignment on the first day to be collected at the next meeting.
6. Start laboratory experiments and other exercises the first time lab meets.
7. Call attention (written and oral) to what makes good lab practice: completing work to be done, procedures, equipment, clean up, maintenance, safety, conservation of supplies, full use of lab time.
8. Administer a learning style inventory to help students find out about themselves.
9. Direct students to the Learning Skills Center for help on basic skills.
10. Tell students how much time they will need to study for this course.
11. Hand out supplemental study aids: library use, study tips, supplemental readings and exercises.
12. Explain how to study for kind of tests you give.
13. Put in writing a limited number of ground rules regarding absence, late work, testing procedures, grading, and general decorum, and maintain these.
14. Announce office hours frequently and hold them without fail.
15. Show students how to handle learning in large classes and impersonal situations.
16. Give sample test questions.
17. Give sample test question answers.
18. Explain the difference between legitimate collaboration and academic dishonesty; be clear when collaboration is wanted and when it is forbidden.
19. Seek out a different student each day and get to know something about him or her.
20. Ask students to write about what important things are currently going on in their lives.
21. Find out about students' jobs; if they are working, how many hours a week, and what kinds of jobs they hold.
Directing Students' Attention
22. Greet students at the door when they enter the classroom.
23. Start the class on time.
24. Make a grand stage entrance to hush a large class and gain attention.
25. Give a pre-test on the day's topic.
26. Start the lecture with a puzzle, question, paradox, picture, or cartoon on slide or transparency to focus on the day's topic.
27. Elicit student questions and concerns at the beginning of the class and list these on the chalkboard to be answered during the hour.
28. Have students write down what they think the important issues or key points of the day's lecture will be.
29. Ask the person who is reading the student newspaper what is in the news today.
Challenging Students
30. Have students write out their expectations for the course and their own goals for learning.
31. Use variety in methods of presentation every class meeting.
32. Stage a figurative "coffee break" about twenty minutes into the hour; tell an anecdote, invite students to put down pens and pencils, refer to a current event, shift media.
33. Incorporate community resources: plays, concerts, the State Fair. government agencies. businesses, the outdoors.
34. Show a film in a novel way: stop it for discussion, show a few frames only, anticipate ending, hand out a viewing or critique sheet, play and replay parts.
35. Share your philosophy of teaching with your students.
36. Form a student panel to present alternative views of the same concept.
37. Stage a change-your-mind debate. with students moving to different parts of the classroom to signal change in opinion during the discussion.
38. Conduct a "living" demographic survey by having students move to different parts of the classroom: size of high school. rural vs. urban. consumer preferences...
39. Tell about your current research interests and how you got there from your own beginnings in the discipline.
40. Conduct a role-play to make a point or to lay out issues.
41. Let your students assume the role of a professional in the discipline: philosopher, literary critic, biologist. agronomist. political scientist. engineer.
42. Conduct idea-generating or brainstorming sessions to expand horizons.
43. Give students two passages of material containing alternative views to compare and contrast.
44. Distribute a list of the unsolved problems. dilemmas. or great questions in your discipline and invite students to claim one as their own to investigate.
45. Ask students what books they've read recently.
46. Ask what is going on in the state legislature on this subject which may affect their future.
47. Let your students see the enthusiasm you have for your subject and your love of learning.
48. Take students with you to hear guest speakers or special programs on campus.
49. Plan "scholar-gypsy" lesson or unit which shows students the excitement of discovery in your discipline.
Providing Support
50. Collect students' current telephone numbers and addresses and let them know that you may need to reach them.
51. Check out absentees. Call or write a personal note.
52. Diagnose the students' prerequisites learning by questionnaire or pre-test ant give them the feedback as soon as possible.
53. Hand out study questions or study guides.
54. Be redundant. Students should hear, read. or see key material at least three times.
55. Allow students to demonstrate progress in learning: summary quiz over the day's work. a written reaction to the day's material.
56. Use non-graded feedback to let students know how they are doing: post answers to ungraded quizzes and problem sets, exercises in class, oral feedback.
57. Reward behavior you want: praise, stars, honor roll, personal note.
58. Use a light touch: smile, tell a good joke, break test anxiety with a sympathetic comment.
59. Organize. Give visible structure by posting the day's "menu" on chalk- board or overhead.
60. Use multiple media: overhead, slides, film, videotape, audio tape, models, sample material.
61. Use multiple examples, in multiple media. to illustrate key points and . important concepts.
62. Make appointments with all students (individually or in small groups).
63. Hand out wallet-sized telephone cards with all important telephone numbers listed: office department, resource centers, teaching assistant, lab.
64. Print all important course dates on a card that can be handed out and taped to a mirror.
65. Eavesdrop on students before or after class and join their conversation about course topics.
66. Maintain an open lab gradebook. with grades kept current. during lab time so that students can check their progress.
67. Check to see if any students are having problems with any academic or campus matters and direct those who are to appropriate offices or resources.
68. Tell students what they need to do to receive an "A" in your course.
69. Stop the work to find out what your students are thinking feeling and doing in their everyday lives.
Encouraging Active Learning
70. Have students write something.
71. Have students keep three-week-three-times-a-week journals in which they comment. ask questions. and answer questions about course topics.
72. Invite students to critique each other's essays or short answer on tests for readability or content.
73. Invite students to ask questions and wait for the response.
74. Probe student responses to questions ant wait for the response.
75. Put students into pairs or "learning cells" to quiz each other over material for the day.
76. Give students an opportunity to voice opinions about the subject matter.
77. Have students apply subject matter to solve real problems.
78. Give students red, yellow, and green cards (mate of posterboard) and periodically call for a vote on an issue by asking for a simultaneous show of cards.
79. Roam the aisles of a large classroom and carry on running conversations with students as they work on course problems (a portable microphone helps).
80. Ask a question directed to one student and wait for an answer.
81. Place a suggestion box in the rear of the room and encourage students to make written comments every time the class meets.
82. Do oral show of-hands multiple choice tests for summary review and instant feedback.
83. Use task groups to accomplish specific objectives.
84. Grade quizzes and exercises in class as a learning tool.
85. Give students plenty of opportunity for practice before a major test.
86. Give a test early in the semester and return it graded in the next class meeting.
87. Have students write questions on index cards to be collected and answered the next class period.
88. Make collaborate assignments for several students to work on together.
89. Assign written paraphrases and summaries of difficult reading.
90. Give students a take-home problem relating to the days lecture.
91. Encourage students to bring current news items to class which relate to the subject matter and post these on a bulletin board nearby.
Building Community
92. Learn names. Everyone makes an effort to learn at least a few names.
93. Set up a buddy system so students can contact each other about assignments and coursework.
94. Find out about your students via questions on an index card.
95. Take pictures of students (snapshots in small groups, mug shots) and post in classroom, office, or lab.
96. Arrange helping trios of students to assist each other in learning and growing.
97. Form small groups for getting acquainted; mix and form new groups several times.
98. Assign a team project early in the semester and provide time to assemble the team.
99. Help students form study groups to operate outside the classroom.
100. Solicit suggestions from students for outside resources and guest speakers on course topics.
Feedback on Teaching
101. Gather student feedback in the first three weeks of the semester to improve teaching and learning.

2008-02-10T07:00:00.000-08:00

Banana Pass

Summary: A high-paced, messy relay race in which players pass a banana using their feet and the last person must eat the mushy fruit.

Ages: 10 and up. Recommended # of People: Teams of 7-10.
Messiness Factor: Quite messy! Materials: Bananas, at least 1 per team.
Setting: Outdoor.
The Banana Pass Game

The banana pass is an outdoor action game that is essentially a messy relay race. The “baton” is a banana — except the catch is that you can only use your feet to pass it! Eww..
How to Play
Players lie down on the grass, head to toe in a straight line with each person’s toes about 2 feet away from the next teammate’s head.
When the game begins, the first people in line grab hold of the banana with their feet and pass it over their heads to the next person’s feet.
The next person receives the banana with his or her feet and passes again until the entire team is done.
When the banana has been passed to the last person, this person must peel the banana and eat it (ewww!).
After eating it, the person then must run back to the starting line, finishing the race for the team.

2008-02-09T11:26:00.000-08:00

2008-02-09T11:22:00.000-08:00

American Art in Delaware

Vocabulary
antique
century
decorative
estate
fortune
heir
inferior
patriotic
textile
assemble object prized for its age
period of one hundred years
ornamental, with artistic design
property, land, possessions
good or bad luck, fate
one who inherits from a parent
of lower or lesser quality
having feelings of devotion towards one's country
fabric, cloth, woven material
come together, meet

Reading Time
Click here to read the article!

American Art in Delaware
from America's Library (www.americaslibrary.gov)

When you have finished reading, return to this page and answer the questions below.

Post-Reading Questions
True or False?
1. Henry Francis du Pont's art collection is displayed in a museum in Delaware.
2. Americans were interested in Asian culture in the 18th Century.
3. Mr. du Pont assembled his collection according to size.
4. Which of the following is not an example of decorative art?
a. textiles
b. furniture
c. legendary
d. painting

Answers
1. true
2. true
3. false
4. c

2008-02-09T10:53:00.000-08:00

Articles

Articles

Singular count nouns cannot stand alone in a sentence.
Apple is on table. (Wrong!)
They must be preceded by one of the following:
1. An article (the, a, an)
An apple is on the table.The professor gave us a test.
2. A number or quantifier (one, another, the other, each, every, either, neither)
One man was in Chicago.Neither man was with his wife.
The other man was in Saint Paul.Either man could be in trouble.
Note: Never use the and another, each, every, neither, either together:
The another man was in Milwaukee. (Wrong!)
3. This, that, some*
This artist created that painting.Some woman came to see you. (*unidentified subject)
4. A possessive pronoun or noun.
It is my bicycle now.It was John's bicycle.
Note: Do not use articles and possessives together.
The Mary's bicycle was stolen. (Wrong!)
Proper nouns have their own article usage.
Don Smith lived next door to Dr. Zimbango.The Empire State Building is in New York City.
Non-count and plural nouns can be used without articles only in the ?generic? sense:
Cats are enemies of dogs.Water is essential for survival.

2008-02-09T10:44:00.001-08:00

Adjectives

Adjectives are used to describe nouns. They give more details or information about the nouns they are associated with.
A: Tell me about your boyfriend
B: Well, he is tall, dark, and handsome.
A: Sounds like mine.
Adjectives can be used to answer the questions "What kind (of) ?" or "Which one?"
A: Hi. I'm calling about the car you're selling?
B: It's a great car. (It's) in excellent condition.
A: What kind of seats does it have?
B: They're very comfortable seats, (soft, plush, just like a sofa.)
A: Uh. I think I'll sleep on it.
A: Hand me a book.
B: Which one do you want?
A: The red book. The red one.
Adjectives come before the nouns they modify (not after).
Three happy hippies lived in the Heartquake Hotel.
WRONG: Three hippies happy lived in the Heartquake Hotel.
Adjectives can also be used with linking verbs to describe the subject of a sentence.
When used in this manner, the adjective(s) come after the linking verb.
My mother is tall and slender.
WRONG: My mother tall and slender. (No linking verb.)
Seem, become, appear, and verbs of perceptioncan also be used as linking verbs. Note how they are used with adjectives in the following. Can you identify the linking verbs and the adjectives?
The journey seemed long. (It appeared strenuous and boring.)
You smell nice today. What kind of cologne are you wearing?
A: What do you want to do this weekend? Bowling? Shopping? A movie?
B: Bowling sounds good.
CAUTION/BE CAREFUL:
Tom looked greedy. (He appeared to be a greedy person.)
The adjective greedy is used to describe Tom.
Tom looked greedily at the pie on the table. (He saw it and wanted it for himself.)
The adverb greedily is used to describe Tom's action.
Adjectives are the same for all nouns. They do not change for plurals.
Example: Three tired tigers tried to tie a triangular tie.
Not: three "tireds" tigers

2008-02-09T10:33:00.001-08:00

hat a piece of work is a man!

What a piece of work is a man!
How noble in reason!
How infinite in faculty!
in form, in moving, how express and admirable!
in action how like an angel!
in apprehension how like a god!
the beauty of the world! the paragon of animals!
And yet to me, what is this quintessence of dust?
man delights not me; no, nor woman neither,
though, by your smiling, you seem to say so.

William Shakespeare

2008-02-09T10:27:00.000-08:00

At Tara today in this fateful hour
Listen Download
At Tara today in this fateful hour
I place all heaven with its power,
and the sun with its brightness,
and the snow with its whiteness, and fire with all the strength it hath,
and lightning with its rapid wrath, and the winds with their swiftness along their path, and the sea with its deepness, and the rocks with their steepness and the earth with its starkness: all these I place, by God’s almighty help and grace, between myself and the powers of darkness.
fateful: with serious, often disastrous, consequenceswrath: great anger
Rune of St Patrick

2008-02-09T10:16:00.002-08:00

Resumes, CVs and Covering Letters in English

A resume or CV is a summary of your educational qualifications and work experience. Companies usually want to see your resume when you apply for a job. A covering letter is the letter that accompanies your resume when you send it to a company. Both of the documents are vitally important in the job application process.
There are two ways to read these pages:

Work through them in sequence (click on Next at the end of each page)
Jump to any section you want at any time (click on the links at the top of each page)
At the end are sample resumes and covering letters, with tests to check your understanding and a summary for future reference.

"Helpful information & many thanks!"Dr. Klaus Wetter, Germany
"Gives very clear instructions on producing powerful and effective CVs."Terence Desborough, USA
"I like the attention that has been devoted to the use of powerful, yet simple wording."Hetty Vonk, Canada
"A gem to find on the net! I thought I knew what there was to know about CV's, but you put me straight on a few points. A very useful tool for students of English wishing/planning to be employed by MNCs (Multi National Companies)."Yvonne Gluyas, Australia
"I thought it was very down-to-earth and extremely simple to understand. I needed some information fast and I got it." Michael Blunden, UK

2008-02-09T10:16:00.001-08:00

Presentations Vocabulary

© http://www.englishclub.com 2002

1
audience rapport
n. relationship of presenter with audience, esp. when good
2
body language
n. non-verbal communication through facial expressions, body movements etc
3
Finally . . .
Typical word used to signal the last of several points or subjects
4
flip chart
n. a pad of large paper sheets on a stand for presenting information
5
For example . . .
Typical phrase used to signal an illustration or sample of a particular point
6
handout
n. anything (report, sample etc) handed or given to people at a presentation
7
In conclusion . . .
Typical phrase used to signal the summing up or final part of a presentation
8
ladies & gentlemen
Polite phrase often used to address an audience of men and women
9
marker
n. whiteboard marker a pen with a broad, felt tip for writing on whiteboards
10
microphone
n. electrical instrument that one speaks into for amplification of the voice etc
11
O.H.T.
abbr. overhead transparency; sheet of film with image for overhead projector
12
overhead projector
n. device that projects an o.h.t. onto a screen - O.H.P. abbr.
13
pointer
n. device (rod or electric torch etc) for indicating things on a map, screen etc
14
screen
n. large, flat, reflective white surface on which films, slides etc are projected
15
signal
v. to help the audience understand where one is in a presentation - signalling n.
16
slide
n. small (usually 35mm) photographic transparency - slide projector n.
17
To start with . . .
Typical phrase used to signal the beginning of a particular subject or topic
18
Turning now to . . .
Typical phrase used to signal a change from one subject or topic to another
19
visual aids
n. things that one can look at in a presentation [eg: films, maps, charts etc]
20
whiteboard
n. large, flat, white surface or board on which to write or draw with markers

© http://www.englishclub.com 2002 All rights reserved.

2008-02-09T10:13:00.000-08:00

PRESENTATION OBSERVATION FEEDBACK FORM

surname:

first name:
group:
date:
title/topic:

PREPARATION
DELIVERY

Planning:

objective
· inform
· train
· persuade
· sell

audience

content

structure/organisation

rehearsal

Language:

simplicity
clarity
signalling

voice quality
· articulation
· intonation
· stress
· phrasing

Body language:

eye contact

pose

hands

feet

Visual aids:

whiteboard

other

Audience rapport:

enthusiasm

awareness

questions

POINTS OF VOCABULARY
POINTS OF GRAMMAR

comment

signed
© http://www.englishclub.com 2002

2008-02-09T10:11:00.000-08:00

Communicating with Body Language
© http://www.englishclub.com 2002

All speakers feel a little nervous, at least when starting a presentation. That is quite natural. As the speaker, you are the centre of attention and you know that everybody is looking at you. What you need to communicate is a feeling of confidence and relaxation. Your body can help you to do this. The clothes you wear, the way you stand or walk, your facial expressions, your hand and arm movements - these are the language of your body, your body language.

Body language communicates at least as much as words. Even when you are not speaking, even before you start speaking, your body is communicating to your audience.

Actors use body language very effectively. They cannot act without body language. Every time you watch a film on television or in the cinema, you are watching actors using body language to convey a particular character, an emotion, a feeling, a situation.

So look on body language as a positive, powerful tool to help you in your mission.

· First of all, your appearance (clothes, hair etc)! It is essential that you dress appropriately and have well-groomed hair. Your audience will be distracted if your clothes are sloppy or flashy.

· Smile! When you enter, or as you are being introduced, smile warmly. Not too much! It should be a warm and sincere smile. You may feel nervous at this time. But this is when the audience is assessing and analysing you. So stand erect and remain calm.

· Do not lean on the podium or table. Leaning on a support suggests to your audience that you are weak or nervous.

· Continue to smile slightly at the beginning of your presentation. Then become gradually a little more serious as you tell your audience what you are going to talk about.

· Do not point your finger at the audience. This can seem very aggressive. If you want to use your hands, show your open palms with your hands spread wide. This is generally an appealing, positive gesture.

· Use occasional arm movements to underline important points. If you wave your arms around all the time, you will simply distract your audience. You will not communicate your real message. But the occasional arm movement can be useful in stressing something important.

· Look at your audience. Maintain eye contact. Make eye contact with every person in the room. Do not look only at one person. Look at each person individually, as though you are talking to that person as an individual. Would you buy a car from a car salesman who refused to look at you when talking to you?

· Do not walk around too much. It may make you feel better to walk up and down like a lion in a cage, but it is distracting for your audience. However, you can certainly walk a little, change your position occasionally, perhaps to make an important point or just to add variety to your presentation.

· Use your head! Movements of your head and expressions of your face can add weight to what your words are saying. When making a negative point, you can shake your head from side to side. When making a positive point, you can nod your head up and down. You can raise your eyebrows, for example, or remove your glasses for special effect or to underline a point.

· Control your voice! Speak slowly and clearly. To underline a special point, go even more slowly. Repeat a sentence if it is important. That's right. Repeat a sentence if it is important. You can also say the same thing again in a different way. Let your voice go up and down in volume (speak loudly, then quietly). And - sometimes - you can just stop speaking completely. Say nothing for a short time. A silent pause is a very powerful way of communicating.

This document may be copied and distributed in its entirety for non-commercial purposes
provided its content is not modified. © http://www.englishclub.com 2002 All rights reserved

2008-02-09T10:10:00.000-08:00

Preparation

Can you name the 3 most important things when giving any presentation?
Number 1 is . . . Preparation
Number 2 is . . . Preparation!
Number 3 is . . . Preparation!!

Preparation is everything!
With good preparation and planning you will be totally confident and less nervous. And your audience will feel your confidence. Your audience, too, will be confident. They will be confident in you. And this will give you control. Control of your audience and of your presentation. With control, you will be 'in charge' and your audience will listen positively to your message.
Objective

Before you start to prepare a presentation, you should ask yourself: "Why am I making this presentation?" Do you need to inform, to persuade, to train or to sell? Your objective should be clear in your mind. If it is not clear in your mind, it cannot possibly be clear to your audience.
Audience

"Who am I making this presentation to?" Sometimes this will be obvious, but not always. You should try to inform yourself. How many people? Who are they? Business people? Professional people? Political people? Experts or non-experts? Will it be a small, intimate group of 4 colleagues or a large gathering of 400 competitors? How much do they know already and what will they expect from you?
Venue
"Where am I making this presentation?" In a small hotel meeting-room or a large conference hall? What facilities and equipment are available? What are the seating arrangements?
Time and length
"When am I making this presentation and how long will it be?" Will it be 5 minutes or 1 hour? Just before lunch, when your audience will be hungry, or just after lunch, when your audience will be sleepy?

Method
How should I make this presentation?" What approach should you use? Formal or informal? Lots of visual aids or only a few? Will you include some anecdotes and humour for variety?
Content
"What should I say?" Now you must decide exactly what you want to say. First, you should brainstorm your ideas. You will no doubt discover many ideas that you want to include in your presentation. But you must be selective. You should include only information that is relevant to your audience and your objective. You should exclude all other ideas. You also need to create a title for your presentation (if you have not already been given a title). The title will help you to focus on the subject. And you will prepare your visual aids, if you have decided to use them. But remember, in general, less is better than more (a little is better than a lot). You can always give additional information during the questions after the presentation.
Structure
A well organised presentation with a clear structure is easier for the audience to follow. It is therefore more effective. You should organise the points you wish to make in a logical order. Most presentations are organised in three parts, followed by questions:
Beginning
Short introduction
welcome your audience
introduce your subject
explain the structure of your presentation
explain rules for questions
Middle
Body of presentation
present the subject itself
End
Short conclusion
summarise your presentation
thank your audience
invite questions
Questions and Answers
Notes
When you give your presentation, you should be - or appear to be - as spontaneous as possible. You should not read your presentation! You should be so familiar with your subject and with the information that you want to deliver that you do not need to read a text. Reading a text is boring! Reading a text will make your audience go to sleep! So if you don't have a text to read, how can you remember to say everything you need to say? With notes. You can create your own system of notes. Some people make notes on small, A6 cards. Some people write down just the title of each section of their talk. Some people write down keywords to remind them. The notes will give you confidence, but because you will have prepared your presentation fully, you may not even need them!
Rehearsal
Rehearsal is a vital part of preparation. You should leave time to practise your presentation two or three times. This will have the following benefits:
you will become more familiar with what you want to say
you will identify weaknesses in your presentation
you will be able to practise difficult pronunciations
you will be able to check the time that your presentation takes and make any necessary modifications
So prepare, prepare, prepare! Prepare everything: words, visual aids, timing, equipment. Rehearse your presentation several times and time it. Is it the right length? Are you completely familiar with all your illustrations? Are they in the right order? Do you know who the audience is? How many people? How will you answer difficult questions? Do you know the room? Are you confident about the equipment? When you have answered all these questions, you will be a confident, enthusiastic presenter ready to communicate the subject of your presentation to an eager audience.

2008-02-09T10:07:00.000-08:00

Introduction

All presentations have a common objective. People give presentations because they want to communicate in order to:
inform
train
persuade
sell

A successful presentation is one of the most effective ways of communicating your message. And because English is so widely used in international business, a working knowledge of the vocabulary and techniques used in an English language presentation is a valuable asset.
We will start by exploring
the importance of preparation.

After that, we will consider
what equipment to use.
Then we will look at
how to "deliver" a presentation.
After delivery, we will examine
the language of presentations,
before moving on to
the presentation itself.
Finally, we will conclude with
a review of what we have covered.
Afterwards, you will be invited to
take a test and ask questions.

2008-02-09T10:01:00.000-08:00

Business Presentations & Public Speaking in English

A presentation is a formal talk to one or more people that "presents" ideas or information in a clear, structured way. People are sometimes afraid of speaking in public, but if you follow a few simple rules, giving a presentation is actually very easy. This tutorial guides you through each stage of giving a presentation in English, from the initial preparation to the conclusion and questions and answers. This tutorial is itself set out like a mini-presentation. You can follow it logically by starting at the Introduction and then clicking on the link at the foot of each page, or you can jump direct to the section you want from the list of contents on each page.
"Well Done!!!! All the basics, in an easy to use, easy to follow format! Finally, my students have some high quality, free material to use!"John Herzig, Teacher, USA
Introduction
Preparation
Equipment
Delivery
Language
The Presentation
Review
Test

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2008-02-09T09:39:00.001-08:00

Lesson

2008-02-09T09:17:00.000-08:00

Mengapa anak anak ngerpek dalam ujian

2008-02-06T10:03:00.000-08:00