KAMIS BERSIH

PENELITIAN TINDAKAN KELAS (PTK)

A.      Pendahuluan

                  Saat ini penelitian tindakan mulai mengalami sebuah perkembangan yang cukup signifikan. Penelitian ini dirasa sangat memberikan manfaat secara langsung sehingga banyak yang tertarik untuk melakukan jenis penelitian ini. Menurut pengertiannya penelitian tindakan adalah penelitian tentang hal-hal yang terjadi di masyarakat atau kelompok sasaran, dan hasilnya langsung dapat dikenakan pada masyarakat yang bersangkutan (Arikunto, 2006:90).

Factors in Effective Language Teaching Jack Richards

This posting examines four factors that can have a significant impact on the success of language teaching programs. Institutional factors include the school's organization culture and its approach to the maintenance of educational quality. Teacher factors include the skills and qualifications of teachers and the level of professional support provided. Teaching factors include the philosophy of teaching reflected in the program and how good teaching is supported and maintained. Learning factors include learners' views of the program as well as learning styles and motivations and how these are addressed within the program. Each of these

Relevansi Teori Psikologi Piaget, Vygotsky, dan Bruner dalam Pembelajaran Bahasa Inggris

Oleh: Sumardi, M.Hum*)

A. Pendahuluan

Manusia berkomunikasi dengan kuantitas yang tidak terhingga dalam kehidupannya sehari-hari. Segela aktivitas manusia tidak akan pernah terjadi tanpa adanya proses komunikasi, baik komunikasi verbal maupun non-verbal dalam rangka menyampaikan gagasan, pikiran, persaan dan pendapatnya. Sejak dimulai dari bangun tidur hingga tidur kembali di malam hari, bisa dibayangkan berapa kali seseorang mendengar dan

MULTIPLE-CHOICE TEST

1.       The stimulus material to which the item refers will contain material which is relevant to the objectives of the test. Considering and responding to the material will be a worthwhile educational experience for the test-taker.

2.       The stem and the keyed answer together will represent a meaningful and worthwhile response to a key or central issue in the stimulus material, not a merely peripheral one. Doing the item will not be a merely trivial experience for the test-taker1.

A framework for task-based language teaching Nunan

Introduction and overview

In the first section of this chapter, I introduce a framework for task-based language teaching. The framework defines and exemplifies the key ele­ments in the model that underlies this book including real-world/target tasks, pedagogical tasks and enabling skills. The next section outlines a procedure for creating an integrated syllabus around the concept of the pedagogic task. The section that follows is devoted to materials design considerations. It provides a procedure that can be used for planning lessons, materials and units of work. In the final section, the principles underlying the procedures described in the body of the chapter are laid out.

BEYOND TEST: ALTERNATIVES IN ASSESSMENT (BROWN: 2004)

In the public eye, tests have acquired an aura of infallibility in our culture of mass producing everything, including the education of school children. Everyone wants a test for everything, especially if the test is cheap, quickly administered, and scored instantaneously. But we saw in Chapter 4 that while the standardized test industry has become a powerful juggernaut of influence on decisions about people's lives, it also has come under severe criticism from the public (Kohn, 2000). A more bal­anced viewpoint is offered by Bailey (1998, p. 204): "One of the disturbing things about tests is the extent to which many people accept the results uncritically, while others believe that all testing is invidious. But tests are simply measurement tools: It is the use to which we put their results that can be appropriate or inappropriate."

Kathleen M. Bailey Autonomy and authority

The dynamic tension between language teachers’ professional autonomy and supervisors’ authority presents challenges for supervisors and teachers alike. This chapter considers autonomy and authority as the terms are used in supervision and language education. Specifically, we will explore the complex interaction between supervisors’ authority and teachers’ autonomy in making decisions and taking action. We will also examine the types of power at work in supervision, how and when teachers learn, and whether supervisors’ authority is genuine, delegated, or both. We begin with a case in which the supervisor must decide how much authority to exert and how much of a teacher’s autonomy to recognize and respect.

Contextual Teaching and learning (CTL)

1. The Understanding of CTL

The philosophy of CTL was rooted from progressivisms of John Dewey. John Dewey, an expert of classical education proposed the theory of curriculum and teaching methodology related to the student.s experience and interest.

Principally, the students will learn effectively if they can make a connection between what they are learning with the experience they had, and also they actively involve in learning process in the classroom. John Dewey,

Indirect Strategies for General Management of Learning

METACOGNITIVE STRATEGIES

"Metacognitive" means beyond, beside, or with the cognitive. There­fore, metacognitive strategies are actions which go beyond purely cognitive devices, and which provide a way for learners to coordinate their own learning process. Metacognitive strategies include three strategy sets: Cen­tering Your Learning, Arranging and Planning Your Learning, and Eval­uating Your Learning. Ten strategies form these three groups, the acronym for which is CAPE (see Figure 4.2). Remember these strategy sets by saying, "Metacognitive strategies make language learners more CAPE-able."

Direct Strategies for Dealing with Language

MEMORY STRATEGIES

Memory strategies, sometimes called mnemonics, have been used for thousands of years. For example, orators in ancient times could remember a long speech by linking different parts of the speech with different rooms of a house or temple, and then "taking a walk" from room to room [1]. Before literacy became widespread, people used memory strategies to re­member practical information about farming, weather, or when they were born. After literacy became commonplace, people forgot their previous reliance on memory strategies and disparaged those techniques as "gim­micks." Now memory strategies are regaining theft prestige as powerful mental tools. The mind can store some 100 trillion bits of information, but only part of that potential can be used unless memory strategies come to the aid of the learner.

Principles of communicative methodology KEITH MORROW

Introduction

One of the most striking characteristics of English language teaching in the UK in the past few years has been its pre-occupation with language rather than teaching. We have recently been interested much more in what should be taught than in how. With few exceptions research workers and course writers have focussed their attention on the content of the language programme rather than the ways in which this content should be taught. Notional syllabuses are widely debated and discussed; communicative methodology is still largely unexplored.

profil guru

Salah satu guru di SMAN 1 Muara Harus. Siapa yoooo

Penyaluran BOS Tak Sulit

Jakarta - Menteri Pendidikan Nasional Mohammad Nuh menegaskan bahwa Permendiknas Nomor 37/2010  lebih merupakan peraturan tentang penggunaan dana biaya operasional sekolah (BOS), bukan penyalurannya. Persoalan yang menyebabkan keterlambatan penyaluran dana BOS adalah komitmen dari kabupaten. "Kalau Banyumas bisa, kenapa yang lain tidak bisa?" katanya dalam jumpa pers di Gedung Kementerian Pendidikan Nasional (Kemdiknas), Selasa (22/03/2011). Menteri menyatakan hal itu untuk menanggapi pemberitaan yang menyebutkan bahwa keluarnya Permendiknas No 37/2010 yang menyebabkan keterlambatan alokasi dana BOS pada kabupaten kota.
Selanjutnya .....

Jadwal Ujian Nasional 2011

Pemerintah telah mengimbau agar dinas-dinas pendidikan di berbagai daerah segera mengumumkan dan melakukan sosialisasi jadwal pelaksanaan ujian nasional ke sekolah-sekolah di seluruh Indonesia.

Berikut adalah jadwal pelaksanaan UN yang akan disosialisasikan:

Jenjang Sekolah Menengah Atas

• UN untuk SMA/MK, SMALB, dan SMK: 18-21 April 2011
• UN Susulan SMA/MK, SMALB, dan SMK: 25-28 April 2011
• Pengumuman kelulusan paling lambat 16 Mei 2011
• Ujian Praktik Kejuruan untuk SMK: Paling lambat satu bulan sebelum pelaksanaan UN. Pengumuman kelulusan paling lambat 5 Juni 2011

Jenjang Sekolah Menengah Pertama

• UN untuk SMP/MTs dan SMPLB: 25-28 April 2011
• UN Susulan SMP/MTs dan SMPLB: 3-6 Mei 2011

Jenjang Sekolah Dasar

• UN untuk SD/MI dan SDLB: 10-12 Mei 2011
• UN Susulan SD/MI dan SDLB: 18-20 Mei 2011
• Pengumuman kelulusan paling lambat minggu ketiga bulan Juni 2011

sumber : http://edukasi.kompas.com

Nil - Nothing: action and word

Nil - Nothing: action and word: "Actions speak louder than words. something that you say which means that what you do is more important than what you say kadang-kadang mu..."

Membentuk Karakter Anak Bangsa

INDONESIA telah merdeka 65 tahun, namun sampai saat ini masih dijuluki sebagai negara berkembang. Kapan negara kita dijuluki negara maju?

Oleh: Yuni Chandra Dewi

Bangsa yang maju memiliki karakter yang berbeda dengan bangsa lain dan mempunyai produk sumber daya manusia (SDM) yang kompetitif. Lantas bagaimana karakter yang kita miliki.

Kalau kita dijuluki negara agraris produk pertaniannya tidak menonjol. Indonesia dihuni oleh mayoritas muslim yang mengatur ketat hubungan laki-laki dan perempuan, tapi kasus video porno menjadi tren di negeri ini. Negara ini kaya sumber daya alam, tapi mengekspor tenaga kerja sebagai pembantu rumah tangga. Dan banyak lagi realita yang menunjukkan kita kehilangan jejak karakter bangsa.  
Selanjutnya ....

Nasreddin and the Beggar

One day, Nasreddin was up on the roof of his house, mending a hole in the tiles. He had nearly finished, and he was pleased with his work. Suddenly, he heard a voice below call "Hello!" When he looked down, Nasreddin saw an old man in dirty clothes standing below.

"What do you want?" asked Nasreddin.

"Come down and I'll tell you," called the man.

Nasreddin was annoyed, but he was a polite man, so he put down his tools.

Carefully, he climbed all the way down to the ground.

"What do you want?" he asked, when he reached the ground.

"Could you spare a little money for an old beggar?" asked the old man. Nasreddin thought for a minute.

Then he said, "Come with me." He began climbing the ladder again. The old man followed him all the way to the top. When they were both sitting on the roof, Nasreddin turned to the beggar.

 "No," he said.

Nasreddin Goes Shopping

One day Nasreddin went to town to buy new clothes. First he tried on a pair of trousers. He didn't like the trousers, so he gave them back to the shopkeeper. Then he tried a robe which had the same price as the trousers. Nasreddin was pleased with the robe, and he left the shop. Before he climbed on his donkey to ride home, the shopkeeper and the shop-assistant ran out. 

"You didn't pay for the robe!" said the shopkeeper.

"But I gave you the trousers in exchange for the robe, didn't I?" replied Nasreddin.

"Yes, but you didn't pay for the trousers, either!" said the shopkeeper.

"But I didn't buy the trousers," replied Nasreddin. "I am not so stupid as to pay for something which I never bought." 

Nasreddin and the Pot

One day Nasreddin borrowed a pot from his neighbour Ali. The next day he brought it back with another little pot inside. "That's not mine," said Ali. "Yes, it is," said Nasreddin. "While your pot was staying with me, it had a baby."

Some time later Nasreddin asked Ali to lend him a pot again. Ali agreed, hoping that he would once again receive two pots in return. However, days passed and Nasreddin had still not returned the pot. Finally Ali lost patience and went to demand his property. "I am sorry," said Nasreddin. "I can't give you back your pot, since it has died." "Died!" screamed Ali, "how can a pot die?" "Well," said Nasreddin, "you believed me when I told you that your pot had had a baby."

  (Story courtesy of John and Muriel Higgins)