ASSESSMENT AND SOME RESEARCH ON ELT AN ESSAY OF A READING REPORT

ASSESSMENT AND SOME RESEARCH ON ELT

AN ESSAY OF A READING REPORT

Submitted as the Requirement to Fulfill an Assignment of

English as Foreign Language Methodology Course

by:

Rezki Firdaus

1407335(1B)

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POST GRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2014

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ASSESSMENTS OF AN ENGLISH LESSON PLAN: AN ANALYSIS

ASSESSMENTS OF AN ENGLISH LESSON PLAN: AN ANALYSIS

A Research Based Paper

Submitted as the Requirement to Fulfill Assignment of

English as Foreign Language Methodology Course

Prof. Dr. Nenden Sri Lengkanawati, M.Pd

Written by:

Rezki Firdaus

1407335(1B)

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POST GRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2014

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THE CORRELATION BETWEEN STUDENTS’ READING COMPREHENSION AND VOCABULARY MASTERY

THE CORRELATION BETWEEN STUDENTS’ READING COMPREHENSION AND VOCABULARY MASTERY

A Research Based Paper

Submitted as the Requirement to Fulfill Statistika Terapan Assignment

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2014

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SYNTHESIS OF LEARNING RESULTS: END-OF-SEMESTER EXAMINATION

TEACHING ENGLISH FOR YOUNG LEARNERS

SYNTHESIS OF LEARNING RESULTS: END-OF-SEMESTER EXAMINATION

PART A

Indonesian children learn English as a Foreign language. Learning experiences relate to all areas of a child’s development. As an early childhood teacher it is important to be aware that the development in one area can promote or restrict the development in other areas. Plan learning experiences that will allow for the growth and development in all areas. Research shows that there are predictable sequences in all areas of development in children. Knowledge of this general development will help us to design appropriate learning experiences. Although there are sequences in the development of children, every child is unique with an individual pattern and timing of growth. Each experience a child has builds upon the previous ones. These experiences, whether positive or negative, effect development. The effects upon a child are determined by how often an experience occurs. Early learning begins first, by learning through actions and then develops into more complex skills. Development and learning are shaped by the influences from each child’s family beliefs and also, by the relationships to the members of the community in which they live.

Children learn best when they are actively involved in what they are experiencing. They enhance their own learning and development when they gather their own information and make their own conclusions about what they have experienced. Both heredity and environment influence learning and the development of a child. Active involvement, if child-initiated and child-directed, provides children the best opportunity to learn and develop in all areas. After repeated failed attempts to acquire a certain skill, children usually stop trying. Development takes place when children are successful most of the time and are allowed to a have opportunities to continue to be motivated about learning. Children each have their own learning style, a way in which they learn best. It may be visual, tactile, or auditory. Each individual style of learning should be recognized, but it is also important to encourage those other styles that may not be as strong. An environment where children feel safe and secure, and where children have strong attachments to positive, consistent people, is where children will learn best and develop in their physical, social, emotional, and cognitive areas of growth.

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THE REPORT OF REAL TEACHING RELATED TO THE USE OF HAIA APPROACH IN TEACHING ENGLISH AS FOREIGN LANGUAGE (PERSONAL ESSAY)

LANGUAGE TESTING AND EVALUATION

THE REPORT OF REAL TEACHING RELATED TO THE USE OF HAIA APPROACH IN TEACHING ENGLISH AS FOREIGN LANGUAGE

(PERSONAL ESSAY)

Assessment is a variety ways of collecting information on a learner’s language ability or achievement. In measuring how far students can get along learning process, it is important to test the students as a part of assessment. Assessment is a central element in curriculum design: it is the critical link between learning outcomes, content and learning and teaching activities. The testing and assessment usually used interchargeably, the latter is an umbrella term encompassing measurement administered on a one of basis of tests, qualitative methods of monitoring and recording students learning such as observation, stimulations or project work. Actually assessment also familiar as a part of evaluation which take a part with overall language programme and not only with what have learn by individual learner.

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LANGUAGE TESTING AND EVALUATION THE REPORT OF REAL TEACHING RELATED TO THE USE OF HAIA APPROACH IN TEACHING ENGLISH AS FOREIGN LANGUAGE

A.          Introduction

One of the features from curriculum 2013 is increasing the quality of affective, knowledge, and skill. Hopefully, in the end of learning process will create a productive, creative, innovative, and affective graduate (Suherdi, 2013 p.96). To measure those aspects, teachers usually use test. However, most students have negative expectation when they hear the word test. Teachers and other educational professionals spend a lot of time in designing test, evaluating and assessing students. Here Brown (2001, p.401) defines a test as an instrument or procedure designed to elicit performance from learners with the purpose of measuring their attainment of specified criteria. 

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1-5, 1-10 kisi-kisi dan kartu soal Listening

KISI-KISI PENULISAN TES SUMMATIVE

Jenjang Pendidikan       : SMP/MTs

Mata pelajaran             : Bahasa Inggris

Kurikulum                   : 2013

Jumlah Soal                 : -

Bentuk Soal                 : Pilihan Ganda - Listening Comprehension

Tahun Pelajaran             : 2014/2015

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CARA KERJA ILMUAN

BAB I

PENDAHULUAN

A.    Latar Belakang

Pengetahuan (knowledge) adalah sesuatu yang diketahui langsung dari pengalaman, berdasarkan pancaindra, dan diolah oleh akal budi secara spontan. Pada intinya, pengetahuan bersifat spontan, subjektif dan intuitif. Pengetahuan dapat dibedakan menjadi pengetahuan non-ilmiah dan pengetahuan pra-ilmiah. Pengetahuan non-ilmiah adalah hasil serapan indra terhadap pengalaman hidup sehari-hari yang tidak perlu dan tidak mungkin diuji kebenarannya. Sedangkan pengetahuan pra-ilmiah adalah hasil serapan indra dan pemikiran rasional yang terbuka terhadap pengujian lebih lanjut menggunakan metode-metode ilmiah, dituangkan kedalam karya ilmiah, dengan menggunakan penjelasan ilmunya dengan argumentasi ilmiah, dan membuktikan kebenaran ilmunya berdasarkan kriteri tertentu.

Seorang ilmuwan harus peka akan fenomena yang terjadi di dunia ini, baik fenomena alam fisik, alam hayati, termasuk fenomena manusia sebagai individu, insan social, politik, ekonomi maupun sebagai hamaba Tuhan Yang maha Esa. Banyak aspek yang berhubungan dengan bagaimana seorang ilmuwan bekerja. Yang mana proses bekerja seorang ilmuwan berkaitan erat dengan cara kerja seorang ilmuwan.

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HAKIKAT ILMU PENGETAHUAN

Khazanah kehidupan manusia yang begitu luas memang memungkinkan menguasai segala pengetahuan. Satu orang menguasai berbagai ilmu pegetahuan mulai dari yang sederhana sampai ke yang kompleks. Tiap pengetahuan tentu ada berbagai ciri khas. Hal ini memungkinkan kita mengenali berbgai pengetahuan yang ada seperti ilmu pengetahuan, seni, dan agama serta meletakkan mereka pada tempatnya masing-masing yang saling memperkaya kehidupan kita. Orang dapat mengenal hakikat, sastra, dan budaya menurut katagori tertentu. Tanpa mengenal kategori atau ciri-ciri tiap pengetahuan dengan benar maka bukan saja kita dapat memanfaatkan kegunaannya secara maksimal namun kadang kita bisa terjerumus. Pengetahuan dapat diartikan sebagai segala sesuatu yang diketahui manusia. Manusia adalah makhluk hidup ciptaan Tuhan yang paling sempurna dibandingkan makluk lain (hewan dan tumbuhan). Manusia makhluk yang paling sempurna karena manusia mempunyai akal yang selalu berkembang, sedangkan hewan mempunyai akal tetapi akalnya tidak berkembang atau disebut dengan insting.

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Sentence in TEST #1 (Mid Test English Grammar)

!   We all have our fears and insecurities.

!   The incident brought back childhood insecurities.

!   She had developed an outgoing personality to mask her deep insecurities.

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English Grammar Test #2 - take home

Name                       : Rezki Firdaus

Students Number   : 1407335

Class                        : A (13.00 – 14.40)

Subject                    : English Grammar

Lecturer                  : Iwa Lukmana, M.A., Phd

ENGLISH GRAMMAR

Progress test #2

Take-home

Note:

*  Work on your own

*  Any indication of cheating/cooperation will result in TOTAL disqualification

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TEACHING ENGLISH FOR YOUNG LEARNERS SYNTHESIS OF LEARNING RESULTS: END-OF-SEMESTER EXAMINATION

TEACHING ENGLISH FOR YOUNG LEARNERS

SYNTHESIS OF LEARNING RESULTS: END-OF-SEMESTER EXAMINATION

PART A

Indonesian children learn English as a Foreign language. Learning experiences relate to all areas of a child’s development. As an early childhood teacher it is important to be aware that the development in one area can promote or restrict the development in other areas. Plan learning experiences that will allow for the growth and development in all areas. Research shows that there are predictable sequences in all areas of development in children. Knowledge of this general development will help us to design appropriate learning experiences. Although there are sequences in the development of children, every child is unique with an individual pattern and timing of growth. Each experience a child has builds upon the previous ones. These experiences, whether positive or negative, effect development. The effects upon a child are determined by how often an experience occurs. Early learning begins first, by learning through actions and then develops into more complex skills. Development and learning are shaped by the influences from each child’s family beliefs and also, by the relationships to the members of the community in which they live.

Read More

Paper Summary of Teaching English as a Foreign Langauge in Indonesian Schools in The Reform Era: What Do Teachers Have to Say? by Bachrudin Musthafa & Fuad Abdul Hamied

Paper Summary of Teaching English as a Foreign Langauge in Indonesian Schools in The Reform Era: What Do Teachers Have to Say? by Bachrudin Musthafa & Fuad Abdul Hamied

(December 8^th, 2014)

Education in the reform era has been marked with some (limited) transfer of authority from central government to regional (provincial as well as district-level) governments in coordination with the central government while teacher in-service training is the responsibility of the Center for Teacher Professional Development (called “P4TK” in the Indonesian Language), the regional Body for Quality Assurance (“LPMP”), and regional offices of education (Alwasilah : 2011) . for example the cases of teacher recruitment, teacher training, and training organization.

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Paper Summary of Establishing a Rich Language Learning Environtment to Support Young Learners’ English Literacy Skills in Bali by L.P. Artini

Paper Summary of Establishing a Rich Language Learning Environtment to Support Young Learners’ English Literacy Skills in Bali by L.P. Artini

(November 17^th, 2014)

English as basic component in education especially in Bali. The policy start in 1994 by offering English in primary school as local content in the curriculum. There are lack of information, learning tool and facilities for the teacher who Teaching English for Young Learners (TEYL) in a few years of the implementation of the policy. The master trainers disseminated new and innovative strategies for teaching English for young learners to English teachers in their districts. As a result, teachers might change their mindset from teaching about the language to teaching how to use the language. Teachers were encouraged to facilitate the young learners to experience the language use creatively.

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Papper Presentation Summary of Teaching English to Young Learners in Indonesia: Essential Requirements

Papper Presentation Summary of Teaching English to Young Learners in Indonesia: Essential Requirements

5^th Meeting (October 20^th, 2014)

BACHRUDIN MUSTHAFA, M.A., PH.D.

Based on the decentralization policy of education management in 2001, local government decided to teach English to the young learner as local lesson start from the elementary school even to the kindegarden. This local government policy were not accompanied with special preparation to the English teacher to teach in elementary school. This article discussed the English teacher profile that required main knowledge base and skill such as: who are children; how the children learn; how the children learn a language; how Indonesian children learn English;  and to know and facilitate children learning English as a foreign language.

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Toward Child – Centered Pedagogy: Creating Support for Indonesian Children Learning English as a Foreign Language

Toward Child – Centered Pedagogy:

Creating Support for Indonesian Children Learning

English as a Foreign Language

4^th Meeting (October 13^th, 2014)

BACHRUDIN MUSTHAFA, M.A., PH.D

Children Centered Learning represents both a mindset and a culture within a given educational institution and is a learning approach which is broadly related to, and supported by, constructivist theories of learning. It is characterized by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take children seriously as active participants in their own learning, encouragement movable skills such as problem-solving, critical thinking and reflective thinking. Children-centered learning, that is, putting children' interests first, is in contrast to traditional education, by proponents of "children-centered learning" also dubbed "teacher-centered learning". Children-centered learning is focused on each children's interests, abilities, and learning styles, placing the teacher as a facilitator of learning. This classroom teaching method acknowledges children voice as central to the learning experience for every learner, and differs from many other learning methodologies. In a children-centered classroom, children choose what they will learn, how they will learn, and how they will assess their own learning. Teacher-centered learning has the teacher at its center in an active role and children in a passive, receptive role. In a teacher-centered classroom, teachers choose what the children will learn, how the children will learn, and how the children will be assessed on their learning. Children-centered learning requires children to be active, responsible participants in their own learning and with their own pace of learning.

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12 Principles of Child Development from birth through age 8 (DUABBELAS Prinsip Dasar Perkembangan Anak (0+--8)) Lanjutan

12 Principles of Child Development from birth through age 8

(DUABBELAS Prinsip Dasar Perkembangan Anak (0+--8))

7.        Children are active learners, drawing on direct physical and social experience as well as culturally transmitted knowledge to construct their own understandings of the world around them. (Children learn best when they are actively involved in what they are experiencing, they enchance their own learning and development when they gather their own information and make their own conclusion about what they have experienced)

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12 Principles of Child Development from birth through age 8 (DUABELAS Prinsip Dasar Perkembangan Anak (0+--8))

Weekly Chapter Report

12 Principles of Child Development from birth through age 8

(DUABELAS Prinsip Dasar Perkembangan Anak (0+--8))

Submitted in partial fulfillment of the requirements

For English for Young Learner

2^nd Meeting (September 22^nd, 2014)

BACHRUDIN MUSTHAFA, M.A., PH.D

A.      Introduction

Young children experience and learn about the world around them through play. They also learn through past experiences, interactions with peers and teachers, and by interacting with the class environment. Children learn best when they are engaged in meaningful learning experiences. These experiences can be through music, games, books, finger plays, modern technology (computers, I-pods, I-pads, interactive boards) or hands on activities in which the children can manipulates materials. 

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WHO ARE CHILDREN and HOW DO CHILDREN LEARN

Chapter Report by Weekly

WHO ARE CHILDREN and HOW DO CHILDREN LEARN

Submitted in partial fulfillment of the requirements

For English for Young Learner

1^st Meeting (September 15^th, 2014)

A.      Introduction

Biologically, children are generally a human between the stages of birth and puberty. The legal definition of child generally refers to a minor, otherwise known as a person younger than the age of majority. Child may also describe a relationship with a parent (such as sons and daughters of any age) or, surely, an special knowledge figure, or signify group membership in a clan, clusters, or religion; it can also signify being strongly affected by a specific time, place, or circumstance, as in "a child of nature" or "a child of the Sixties".

There are many social issues that affect children, such as childhood education, bullying, child poverty, broken families and in developing countries, hunger. Children can be raised by parents, in a foster care or similar supervised arrangement, guardians or partially raised in a day care center.

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CHAPTER REPORT T. Writing, T. Speaking, Text Base LT, Problem related to Students; Why, What, etc

Name            : Rezki Firdaus

Student’s ID : 1407335

Topic            : Summary (Teaching Writing, Teaching Speaking, Text based Language Teaching, 
                      Problems related to Students: Why, What, and some possible solutions)

Date             : November 11^th, 2014

Teaching Writing

Handwriting is a Personal issue. Students should not all be expected to use exactly the same style, despite copying exercises. Badly-formed letters may influence the reader against the writer, something which is undesirable whether the work is the product of some creatif task or more seriously, work that is going to be assesed in a test or exam. Although incorect spelling doesn’t often prevent the understanding of a written message, it can adversely affect the reader’s judgement. All too often, bad spelling is persieved as lack of education or care. One of the reasons that spelling is difficult for students of English is that the correspondence between the sound of a word and the way it is spelt is not always obvious, a single sound may have many different spelling, and the same spelling may have many different sounds. One of the best ways to help students improve their spelling is through reading, especially extensivel.

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