Minggu, 17 Juni 2012
Selasa, 01 Mei 2012
Minggu, 22 Januari 2012
TEACHING WRITING
Principles for teaching writing
The following are a few principles that every teacher should consider
while planning a course, whether it is a writing course, or a course in which
writing will play a part. These principles can (and should) be adapted to the
many different learning situations.
1. Understand your students’ reasons for writing.
The greatest dissatisfaction with writing instruction comes when the
teacher’s goals do not match the student’s, or when the teacher’s goals do not
match those of the school or institution in which the student works. It is
important to understand both and to convey goals to students in ways that
make sense to them.
1. What are the ways in which you use writing? Make a list (think of everything
from shopping lists to research essays) of all the ways in which you use writing.
2. Review your list and think of which could be converted into writing activities.
Create one activity related to an item on your list.
2. Provide many opportunities for students to write.
Writing almost always improves with practice. Evaluate your lesson plans:
how much time is spent reading or talking about writing, and how much is
spent actually writing? My students groan when they see how much writing is
required, but I draw an analogy for them: Since writing is in part a physical
activity, it is like other physical activities—it requires practice, and lots of it.
Practice writing should provide students with different types of writing as
well. Short responses to a reading, journal entries, letter writing, summaries,
poetry, or any type of writing you find useful in your class should be practiced
in class.
3. Make feedback helpful and meaningful.
Students crave feedback on their writing, yet it doesn’t always have the
intended effect. If you write comments on students’ papers, make sure they
understand the vocabulary or symbols you use. Take time to discuss them in
class. Be cautious about the tone of your comments. The margins of a paper
are small and can force you into short comments. When writing short comments,you can:
1. Find one good idea the student has, and make an encouraging comment
about it.
2. Find a place where the student wasn’t clear, and write a comment that
will help her/him clarify it.
3. Identify a grammar problem, and make a comment that will help the students
see the problem in other places in the paper.
Action
4. Clarify for yourself, and for your students, how their
writing will be evaluated.
Students often feel that the evaluation of their writing is completely subjective.
Teachers often hear, “I just don’t understand what you want.” One
way to combat that feeling is to first develop a statement for yourself about
what is valued in student writing, either in your classroom or in your institution
as a whole. Reflection
Students can help to form a rubric as well. Take class time to ask them
what they value in writing. Ask them what features make writing enjoyable
to read and what features distract from that enjoyment. This kind of discussion
has two benefits: it not only gives students a voice in the evaluation of
their own work, it also provides a common vocabulary with which the entire
class can discuss their writing and the writing of others.
The following are a few principles that every teacher should consider
while planning a course, whether it is a writing course, or a course in which
writing will play a part. These principles can (and should) be adapted to the
many different learning situations.
1. Understand your students’ reasons for writing.
The greatest dissatisfaction with writing instruction comes when the
teacher’s goals do not match the student’s, or when the teacher’s goals do not
match those of the school or institution in which the student works. It is
important to understand both and to convey goals to students in ways that
make sense to them.
1. What are the ways in which you use writing? Make a list (think of everything
from shopping lists to research essays) of all the ways in which you use writing.
2. Review your list and think of which could be converted into writing activities.
Create one activity related to an item on your list.
2. Provide many opportunities for students to write.
Writing almost always improves with practice. Evaluate your lesson plans:
how much time is spent reading or talking about writing, and how much is
spent actually writing? My students groan when they see how much writing is
required, but I draw an analogy for them: Since writing is in part a physical
activity, it is like other physical activities—it requires practice, and lots of it.
Practice writing should provide students with different types of writing as
well. Short responses to a reading, journal entries, letter writing, summaries,
poetry, or any type of writing you find useful in your class should be practiced
in class.
3. Make feedback helpful and meaningful.
Students crave feedback on their writing, yet it doesn’t always have the
intended effect. If you write comments on students’ papers, make sure they
understand the vocabulary or symbols you use. Take time to discuss them in
class. Be cautious about the tone of your comments. The margins of a paper
are small and can force you into short comments. When writing short comments,you can:
1. Find one good idea the student has, and make an encouraging comment
about it.
2. Find a place where the student wasn’t clear, and write a comment that
will help her/him clarify it.
3. Identify a grammar problem, and make a comment that will help the students
see the problem in other places in the paper.
Action
4. Clarify for yourself, and for your students, how their
writing will be evaluated.
Students often feel that the evaluation of their writing is completely subjective.
Teachers often hear, “I just don’t understand what you want.” One
way to combat that feeling is to first develop a statement for yourself about
what is valued in student writing, either in your classroom or in your institution
as a whole. Reflection
Students can help to form a rubric as well. Take class time to ask them
what they value in writing. Ask them what features make writing enjoyable
to read and what features distract from that enjoyment. This kind of discussion
has two benefits: it not only gives students a voice in the evaluation of
their own work, it also provides a common vocabulary with which the entire
class can discuss their writing and the writing of others.
Senin, 16 Januari 2012
Teaching Pronunciation
Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation, and word linking all influence the sound of spoken English, not to mention the way we often slur words and phrases together in casual speech. 'What are you going to do?' becomes 'Whaddaya gonna do?' English pronunciation involves too many complexities for learners to strive for a complete elimination of accent, but improving pronunciation will boost self esteem, facilitate communication, and possibly lead to a better job or a least more respect in the workplace. Effective communication is of greatest importance, so choose first to work on problems that significantly hinder communication and let the rest go. Remember that your students also need to learn strategies for dealing with misunderstandings, since native pronunciation is for most an unrealistic goal.
Senin, 02 Januari 2012
Teaching Speaking
Strategies for Developing Speaking Skills
Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn.
Strategies for Developing Speaking Skills
Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn.
Jumat, 30 Desember 2011
TEACHING GRAMMAR
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all do grammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that is knowing about grammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity.
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all do grammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that is knowing about grammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity.
Selasa, 25 Oktober 2011
Why do we need to teach reading?
Reading is an important skill that needs to be developed in children. Not only is it necessary for survival in the world of schools and (later on) universities, but in adult life as well. The ability to learn about new subjects and find helpful information on anything from health problems and consumer protection to more academic research into science or the arts depends on the ability to read. Futurologists used to predict the death of the printed word but, ironically, Internet has made reading more and more a part of people's daily lives. The paperless society is a myth. The computer's ability to process and analyze data means that endless variations on reports and other types of documents can be and are generated. Internet, itself an enormous new source of information and recreation, is based on the humble written word. To effectively utilize the web and judge the authenticity and value of what is found there, both reading and critical thinking skills are of prime importance.
Reading is an important skill that needs to be developed in children. Not only is it necessary for survival in the world of schools and (later on) universities, but in adult life as well. The ability to learn about new subjects and find helpful information on anything from health problems and consumer protection to more academic research into science or the arts depends on the ability to read. Futurologists used to predict the death of the printed word but, ironically, Internet has made reading more and more a part of people's daily lives. The paperless society is a myth. The computer's ability to process and analyze data means that endless variations on reports and other types of documents can be and are generated. Internet, itself an enormous new source of information and recreation, is based on the humble written word. To effectively utilize the web and judge the authenticity and value of what is found there, both reading and critical thinking skills are of prime importance.
Minggu, 02 Oktober 2011
pendidikan seumur hidup
A. Konsep Pendidikan Seumur Hidup
Asas pendidikan seumur hidup merumuskan bahwa proses pendidikan merupakan suatu proses kontinu yang bermula sejak seseorang dilahirkan hingga meninggal dunia. Menurut GBHN 1978 dinyatakan bahwa pendidikan berlangsung seumur hidup dan dilaksanakan di dalam lingkungan rumah tangga, sekolah, dan masyarakat sehingga pendidikan seumur hidup merupakan tanggung jawab keluarga, masyarakat dan pemerintah.
A. Konsep Pendidikan Seumur Hidup
Asas pendidikan seumur hidup merumuskan bahwa proses pendidikan merupakan suatu proses kontinu yang bermula sejak seseorang dilahirkan hingga meninggal dunia. Menurut GBHN 1978 dinyatakan bahwa pendidikan berlangsung seumur hidup dan dilaksanakan di dalam lingkungan rumah tangga, sekolah, dan masyarakat sehingga pendidikan seumur hidup merupakan tanggung jawab keluarga, masyarakat dan pemerintah.
Senin, 23 Mei 2011
Grammar
Some materials that make us feel in doubt sometimes
A. PERFECT TENSE
The pattern is:
(+) Subject + have/has + Verb-III + Object
(-) Subject + have/has + not + Verb-III + Object
(?) Have/has + subject + Verb-III + Object
The usages for this pattern are:
A. PERFECT TENSE
The pattern is:
(+) Subject + have/has + Verb-III + Object
(-) Subject + have/has + not + Verb-III + Object
(?) Have/has + subject + Verb-III + Object
The usages for this pattern are:
Senin, 25 April 2011
Rahasia di Balik Otak Manusia
Otak manusia benar-benar mengagumkan. Otak seorang yang normal dan sehat memiliki sekitar 200 miliar sel saraf, yang terhubung satu sama lain melalui ratusan triliun sinaps (penghubung satu neuron dan neuron berikutnya). Sinaps berfungsi seperti mikroprosesor, dan 10.000 di antaranya bertugas menghubungkan satu neuron ke sel saraf lainnya.
Pada kulit otak saja, Anda bisa menemukan kurang lebih 125 triliun sinaps, jumlah ini setara dengan jumlah yang ada di 1.500 galaksi Bima Sakti. Sangat mengagumkan. Sinaps itu sangat kecil. Diameternya kurang dari seperseribu milimeter.
Jumat, 07 Januari 2011
TIPS-TIPS MENINGKATKAN MOTIVASI BELAJAR
Tips-tips meningkatkan motivasi belajar
Motivasi belajar tidak akan terbentuk apabila orang tersebut tidak mempunyai keinginan, cita-cita, atau menyadari manfaat belajar bagi dirinya. Oleh karena itu, dibutuhkan pengkondisian tertentu, agar diri kita atau siapa pun juga yang menginginkan semangat untuk belajar dapat termotivasi.
Motivasi belajar tidak akan terbentuk apabila orang tersebut tidak mempunyai keinginan, cita-cita, atau menyadari manfaat belajar bagi dirinya. Oleh karena itu, dibutuhkan pengkondisian tertentu, agar diri kita atau siapa pun juga yang menginginkan semangat untuk belajar dapat termotivasi.
DEVINISI PSIKOLOGI PENDIDIKAN
Arwin ZoelfatasA. Tujuan :
Setelah mempelajari Bab ini, diharapkan Anda dapat :
Setelah mempelajari Bab ini, diharapkan Anda dapat :
- Mendefinisikan psikologi dan psikologi pendidikan
- Mengidentifikasi kebutuhan-kebutuhan individu, indikator-indikator motivasi, bentuk-bentuk konflik, bentuk-bentuk perilaku salah-suai dan taksonomi perilaku individu.
- Menjelaskan psikologi pendidikan sebagai ilmu, arti penting psikologi pendidikan bagi guru, peranan dan pengaruh pendidikan terhadap perubahan dan perkembangan perilaku individu.
- Menguraikan mekanisme pembentukan perilaku menurut pandangan behaviorisme dan holistik.
PENDIDIKAN-KEMATANGAN
BAB I
PENDAHULUAN
Ilmu psikologi adalah ilmu yang mempelajari gejala jiwa. Maka dari itu, psikologi pendidikan adalah ilmu yang mempelajari tentang gejala-gejala jiwa yang berkenaan tentang pendidikan, misalnya tentang belajar dan berbagai aspeknya. Dalam hal belajar ini terdapat berbagai aspek yang salah satunya mengenai hal kematangan dalam hal belajar. Dalam buku Child Development, Elizabeth B. Hurlock mengemukakan bahwa perkembangan pribadi manusia itu merupakan hasil atau akibat daripada kematangan dan belajar.
PENDAHULUAN
Ilmu psikologi adalah ilmu yang mempelajari gejala jiwa. Maka dari itu, psikologi pendidikan adalah ilmu yang mempelajari tentang gejala-gejala jiwa yang berkenaan tentang pendidikan, misalnya tentang belajar dan berbagai aspeknya. Dalam hal belajar ini terdapat berbagai aspek yang salah satunya mengenai hal kematangan dalam hal belajar. Dalam buku Child Development, Elizabeth B. Hurlock mengemukakan bahwa perkembangan pribadi manusia itu merupakan hasil atau akibat daripada kematangan dan belajar.
TUGAS DAN TANGGUNG JAWAB GURU
BAB I
PENDAHULUAN
A. Latar Belakang
Kondisi kerja saat ini pada bidang pendidikan masih sulit ditemukan seorang guru yang benar-benar mengajar sesuai dengan latar belakang pendidikan yang mereka tempuh saat kuliah, di lapangan banyak di antara guru mengajarkan mata pelajaran yang tidak sesuai dengan kualifikasi pendidikan dan latar belakang pendidikan yang dimilikinya. Guru profesional seharusnya memiliki empat kompetensi, yaitu kompetensi pedagogis, kognitif, personaliti, dan sosial. Oleh karena itu, selain terampil mengajar, seorang guru juga memiliki pengetahuan yang luas, bijak, dan dapat bersosialisasi dengan baik.
PENDAHULUAN
A. Latar Belakang
Kondisi kerja saat ini pada bidang pendidikan masih sulit ditemukan seorang guru yang benar-benar mengajar sesuai dengan latar belakang pendidikan yang mereka tempuh saat kuliah, di lapangan banyak di antara guru mengajarkan mata pelajaran yang tidak sesuai dengan kualifikasi pendidikan dan latar belakang pendidikan yang dimilikinya. Guru profesional seharusnya memiliki empat kompetensi, yaitu kompetensi pedagogis, kognitif, personaliti, dan sosial. Oleh karena itu, selain terampil mengajar, seorang guru juga memiliki pengetahuan yang luas, bijak, dan dapat bersosialisasi dengan baik.
Selasa, 04 Januari 2011
DASAR-DASAR ADM
A. PENDAHULUAN
Dalam dunia pendidikan di Indonesia,bidang studi administrasi pendidikan boleh dikatakan masih baru. Di negara-negara yang sudah maju,administrasi pendidikan mulai berkembang dengan pesat sejak pertengahan pertama abad ke-20,terutama sejak berakhirnya perang dunia kedua. Khususnya di negara kita,Indonesia,adcministrasi pendidikan baru diperkenalkan melalui beberapa IKIP sejak tahun 1960-an,dan baru dimasukkan sebagai mata pelajaran decan mata ujian di SGA/SPG sejak tahun ajaran 1965/1966.Oleh karena itu,tidak mengherankan jika para pendidik sendiri banyak yang belum dapat memahami betapa perlu dan pentingnya administrasi pendidikan dalam penyelenggaraan dan pengembangan pendidikan pada umumnya. Disamping itu, administrasi pendidikan itu sendiri sebagai ilmu,terus mengalami perkembangan sesuai dengan perkembangan pendidikan negara masing-masing.(Purwanto:1:2007)
Dalam dunia pendidikan di Indonesia,bidang studi administrasi pendidikan boleh dikatakan masih baru. Di negara-negara yang sudah maju,administrasi pendidikan mulai berkembang dengan pesat sejak pertengahan pertama abad ke-20,terutama sejak berakhirnya perang dunia kedua. Khususnya di negara kita,Indonesia,adcministrasi pendidikan baru diperkenalkan melalui beberapa IKIP sejak tahun 1960-an,dan baru dimasukkan sebagai mata pelajaran decan mata ujian di SGA/SPG sejak tahun ajaran 1965/1966.Oleh karena itu,tidak mengherankan jika para pendidik sendiri banyak yang belum dapat memahami betapa perlu dan pentingnya administrasi pendidikan dalam penyelenggaraan dan pengembangan pendidikan pada umumnya. Disamping itu, administrasi pendidikan itu sendiri sebagai ilmu,terus mengalami perkembangan sesuai dengan perkembangan pendidikan negara masing-masing.(Purwanto:1:2007)
belajar
Belajar merupakan istilah yang tidak asing lagi dalam kehidupan manusia sehari-hari. Karena telah sangat dikenal sekali mengenai belajar, seakan-akan orang telah mengetahui dengan sendirinya apakah yang dimaksud dengan belajar.namun jika ditanyakan kepada diri kita sendiri, maka akan muncul sebuah pertanyaan apakah yang dimaksud dengan belajar itu??
Kemungkinan akan banyak muncul berbagai definisi mengenai belajar, demikian pula di kalangan para ahli psikologi.
Kemungkinan akan banyak muncul berbagai definisi mengenai belajar, demikian pula di kalangan para ahli psikologi.
Minggu, 02 Januari 2011
PENDIDIKAN-KEMATANGAN
BAB I
PENDAHULUAN
Ilmu psikologi adalah ilmu yang mempelajari gejala jiwa. Maka dari itu, psikologi pendidikan adalah ilmu yang mempelajari tentang gejala-gejala jiwa yang berkenaan tentang pendidikan, misalnya tentang belajar dan berbagai aspeknya. Dalam hal belajar ini terdapat berbagai aspek yang salah satunya mengenai hal kematangan dalam hal belajar. Dalam buku Child Development, Elizabeth B. Hurlock mengemukakan bahwa perkembangan pribadi manusia itu merupakan hasil atau akibat daripada kematangan dan belajar.
PENDAHULUAN
Ilmu psikologi adalah ilmu yang mempelajari gejala jiwa. Maka dari itu, psikologi pendidikan adalah ilmu yang mempelajari tentang gejala-gejala jiwa yang berkenaan tentang pendidikan, misalnya tentang belajar dan berbagai aspeknya. Dalam hal belajar ini terdapat berbagai aspek yang salah satunya mengenai hal kematangan dalam hal belajar. Dalam buku Child Development, Elizabeth B. Hurlock mengemukakan bahwa perkembangan pribadi manusia itu merupakan hasil atau akibat daripada kematangan dan belajar.
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