Nama: Anna Anganita Theresia Latumeten

NIM: 0905085164

Kelas: D Reguler

Tugas TEFL

1. SUMMARY 3 MAKALAH PDF.A. MAKALAH 1

British Council | Education UK

Study English language teaching

English is spoken by millions of people worldwide. There are many excellent training

organizations in the UK and worldwide. There are some reason why study in UK, The

UK has a long tradition of high-quality training programmes combining hands on

practice with theory; The UK offers internationally recognised, quality-assured

qualifications for both new and experienced teachers; UK training providers have

extensive experience in dealing with teachers and learners from other cultures.

These are common acronyms in the English teaching field. There is some difference

in meaning, but they are often used interchangeably.

TEFL stands for ‘Teaching English as a Foreign Language’. Programs that use this

label usually place emphasize on teaching English to people whose first language is

not English, but who need to learn it for work or leisure.

TESOL is a more general term, meaning ‘Teaching English to Speakers of Other

Languages’. This term is often used when teaching people for whom English is not

their only or main language. It is now also the term used by the Further Education

sector in the UK to refer to the teaching of English to all newcomers to the UK.

TESL means ‘Teaching English as a Second Language’. This is the term more

commonly used when learners of English are studying within a community in which

most residents speak English, for instance in programmes for new immigrants to

English-speaking countries. However, there is a lot of overlap between TESL and

TEFL. Many people with TESL certificates are teaching successfully in TEFL

environments, and vice versa.

The important issue for would-be teachers of English is to know where and in what

sectors (private, state primary, secondary, etc.) they think they would like to teach

so that they can find out what qualifications are required for those teachers.

To obtain a more senior teaching post or managerial position you will need to take a

more advanced ‘diploma’ qualification. (A ‘certificate’ and at least two years

teaching experience are required.) A Master’s programme may be required for the

most senior positions in training organisations.

In order to teach in the state school system in England and Wales you need to have

Qualified Teacher Status (QTS). If you are a teacher from an EEA country, with

qualifications and experience, you can apply for QTS from the General Teaching

Council in England. To teach in the state system in Scotland, and in Northern Ireland,

you would apply for registration to the General Teaching Council for Scotland, and in

Northern Ireland the Department of Education for Northern Ireland.

You should also bear in mind that in order to teach in the state sector in most

countries you will need at least a degree and possibly a teacher training qualification

offered in the state sector of that country. Check out the particular requirements for

teaching before moving to that country to work.

The British Council does not recommend TESOL or TEFL courses, nor does it operate

an accreditation scheme for TESOL/ TEFL courses. You should check that the course

you propose to take is recognised by reputable employers in the UK and around the

world, and that it is externally validated by a recognised awarding body

(examinations board) or higher education institution (e.g. university). The course

should include substantial observed and assessed teaching practice with real

learners.

The main accrediting body for these kinds of course is the UK Qualifications and

Curriculum Authority (QCA).

You can get some TESOL/ TEFL qualifications by distance learning. However, most

initial qualifications that are widely recognized and respected are taught on a face-

to-face basis.

You should make sure that your future employers recognise the status of any

distance learning qualification that you take. If it does not include an element of

observed and assessed teaching practice, it may well carry less status than those

courses which do. Trinity and Cambridge both offer diploma qualifications on a

partly distance basis.

If you want to qualify as a TESOL/ TEFL teacher in the UK, your written and spoken

English must be of a high standard. Whether English is your first, second or foreign

language you must be competent, not simply as someone who uses the language

every day, but as a model for learners.

You do not normally need a degree to enrol on a certificate or initial-level course

although you will need at least a higher education entry-level qualification. You will

need a degree or equivalent to enrol on a diploma or higher-level course, and on a

Master's course. It is important to note that many employers, particularly in state

sectors around the world, do require teachers to have a degree.

For further information, you can find details of your nearest office at

www.britishcouncil.org/home-contact-worldwide.htm which includes links to all our

country web pages and a worldwide address book giving contact details for all

offices.

B. MAKALAH 2

Issues in Language Learning Strategy Research and Teaching

Anna Uhl Chamot

1. Introduction

Learning strategies are the conscious thoughts and actions that learners take in

order to achieve a learning goal. Strategic learners have met cognitive knowledge

about their own thinking and learning approaches, a good understanding of what a

task entails, and the ability to orchestrate the strategies that best meet both the

task demands and their own learning strengths.

This paper first examines a number of current issues in language learning strategy

research that

have emerged from earlier descriptive and intervention research and discusses how

these issues

affect teachers and learners of second and foreign languages. Finally, suggestions

are made for

needed future research in discovering how language learning strategies can assist

students in becoming more effective second language learners.

2. Issues in language learning strategy research

The preponderance of research on language learning strategies has been

descriptive, as researchers have sought to discover what learning strategies are

reported by learners of different

languages. The issues that arise from this body of research are: identification

procedures of learning strategies, terminology and classification of strategies, the

effects of learner characteristics on strategy use, and the effects of culture and

context on strategy use.

2.1 Identification of language learning strategies

Learning strategies are for the most part unobservable, though some may be

associated with anobservable behavior. For example, a learner could use selective

attention (unobservable) to focuson the main ideas while listening to a newscast and

could then decide to take notes (observable) in order to remember the information.

Researchers have asked language learners to describe their learning processes and

strategies through retrospective interviews, stimulated recall interviews,

questionnaires, written diaries and journals, and think-aloud protocols concurrent

with a learning task. Each of these methods has limitations, but each provides

important insights into unobservable mental learning strategies.

2.2 Terminology and classification of language learning strategies

Language learning strategy classification schemes have generally been developed for

research

purposes. However, in the discussions surrounding the various ways of naming,

describing, and

classifying language learning strategies, little attention has been paid to students’

learning goals orteachers’ instructional goals. These goals can be expected to vary by

general purpose in learning orteaching a new language, such as the need for survival

communication skills, a foreign language requirement in school, academic study in a

second language at different educational levels, passing examinations, traveling to a

country where the target language is spoken, advanced translation/interpretation,

and the like. The context of learning, shaped by the educational/cultural values of

the society in which individuals are studying a new language, combined with

language learners’goals together determine the types of learning tasks engaged in

and thus the types of learning strategies that can be expected to best assist learning.

2.3 Learning strategies and learner characteristics

the relationship between language learning strategies and the student’s proficiency

level is far clearer. More proficient language learners use a greater variety and often

a greater number of learning strategies (Anderson, 2005; Bruen, 2001; Chamot & El-

Dinary, 1999; Green & Oxford, 1995; O’Malley & Chamot, 1990; Wharton, 2000).

Differences between more and less proficient language learners have been found in

the number and range of strategies used, in how the strategies are applied to the

task, and in the appropriateness of the strategies for the task. In these studies,

students’ understanding of the task’s requirements and whether they could match a

strategy to meet those requirements seemed to be a major determinant of effective

use of language learning strategies. Higher levels of language proficiency have also

been associated with less anxiety and more confidence, indicating that affective

factors in addition to learning strategies can influence performance on a task

(Khaldieh, 2000).

2.4 Influence of culture and context

As discussed above, the learner’s goals, the context of the learning situation, and the

cultural

values of the learner’s society can be expected to have a strong influence on choice

and acceptability of language learning strategies. For example, in a culture that

prizes individual competition and has organized its educational system around

competitive tasks, successful language learners may prefer strategies that allow

them to work alone rather than social strategies that call for collaboration with

others.

2.5 Explicit and integrated strategy instruction

Explicit learning strategy instruction essentially involves the development of

students’ awareness

of the strategies they use, teacher modeling of strategic thinking, student practice

with new strategies, student self-evaluation of the strategies used, and practice in

transferring strategies to new tasks (Chamot et al., 1999; Grenfell & Harris, 1999;

Harris, 2003; Oxford, 1990). Given the current state of knowledge about explicit and

integrated learning strategy instruction, teachers should certainly opt for explicit

instruction and should probably integrate the instruction into their regular course

work, rather than providing a separate learning strategies course. An ideal

situation would be one in which all teachers in all subject areas teach learning

strategies, as students would then be more likely to transfer strategies learned in

one class to another class.

2.6 Language of instruction

Few researchers have addressed the issue of language of instruction in teaching

learning strategies to second language learners. This is not an issue in learning

strategy research in first language contexts, as the strategies are taught in the

students’ native language. In second and foreign languagecontexts, however, this is

not the case. Beginning level students do not yet have the L2 proficiency to

understand explanations in the target language of why and how to use learning

strategies. Learning strategy instruction should not be postponed until intermediate

or advanced level courses because beginners also need strategies that can make

their language learning more successful and increase their motivation for further

study.

2.7 Transfer of strategies to new tasks

Early research on learning strategies in first language contexts found that students

often were

unable to transfer strategies to new tasks and later studies showed that transfer

increased significantly when teachers helped students understand their own

learning processes and metacognition

2.8 Models for language learning strategy instruction

A number of models for teaching learning strategies in both first and second

language contexts

have been developed. All three models begin by identifying students’ current

learning strategies through activities such as completing questionnaires, engaging in

discussions about familiar tasks, and reflecting on strategies used immediately after

performing a task. These models all suggest that the teacher should model the new

strategy, thus making the instruction explicit.

C. MAKALAH 3

Tradition and Transition in Second Language Teaching Methodology

Teresa Pica

University of Pennsylvania

Graduate School of Education

The field of English language teaching is in tradition and transition since its

inceptions hundred, indeed, by some accounts, thousands of years ago. In the past

fifty years ago, English language teaching has gone through a whirlwind of

transitions in its methodology, from grammar translation to direct method, to

audiolingualism, to cognitive code and a host of variations in each. Currently, English

teaching methodology is going through yet another transition. Secondly, there has

been a growing body of research that is related to instructional issues. First,

however, the paper will review several traditions that characterize most every

method, across transitions and overtime. Each of the method has its own distinctive

characteristics, of course, but together they share several important commonalities.

As many researchers point out, in addition, language teaching and learning are too

complex for any individual method to be able to address for an extended period of

time. Second, each method is affected by the contexts in which is implemented.

Third, each method embraces a number of goals, concerns and values that have

been sustained over time. Our goals are numerous, but one of our foremost goals is

that our students succeed in their language learning. Together, these concerns find

particular focus in the case of English. Our values are typically focused on a few time

cherished traditions. These are a few of the time honored goals, concern and values

we bring to the classroom, no matter which method we employ in our teaching.

During this time of transition in language teaching methodology, as traditions of

other methodologies interface with communicative methodology, it is important to

point out the very robust contributions that communicative methodology has made

to the education of language learners. Much of communicative methodology was

developed as definitions of language competence expanded from grammatical

competence to communicative competence, and give rise to new thinking about the

importance of communication to the purposes of language, to the needs of learners,

and to the processes of language learning. Thus, in many communicative classrooms,

grammar rules are made available to learners in indirect ways, through reading and

listening to meaningful, comprehensible input. In addition, traditional techniques

such as dictation, recitation, drill and dialogue are typically placed in the

background, or eliminated entirely in communicative classrooms, in order to

emphasize classroom communication and discussion. In their emphasis on language

learning for purposes of communication, the activities, materials, and strategies of

communication methodology have come to constitute a rich and enriching

curriculum that has assisted many students. These activities, materials, and

strategies, however, have not been sufficient to bring learners to the levels of

proficiency that many now require for effective English language use. Thus, we find

in English teaching methodology the need for yet another transition. Indeed, it now

appears that some of important dimensions of the learning process might be better

served by the activities, materials, and instructional practices that integrate

communicative methodology with traditional methodologies, and do so in creative,

yet highly principle ways. There are several characteristics of successful second

language learning: first, second language learners must have access to second

language input that is meaningful and comprehensible. As designed in theory, if not

always realized in practice, communicative methodology can create an environment

in which such input can be made available. More specifically, learners need to know

the ways in which concepts such as time, action and activity, space, number, and

gender, are encoded in the second language, and how social norms are observed

and maintained linguistically. Third, learners need to produce spoken and written

output, and to modify their speech or writing when it is not comprehensible,

appropriate or accurate. For certain features of grammar, some learners might be

led to maintain a level of proficiency, characterized by fluency, but not accuracy.

These dimensions of second language learning are important from a theoretical and

empirical point of view. There are many communicative activities, materials, and

instructional strategies that strive to bring learners opportunities to experience

these four dimensions of successful language learning. This is where teaching

strategies, activities, and materials drawn from traditional methods, when

integrated into a communicative curriculum, can play a vital role in language

learning. The major teaching strategies to be described are direct instructions and

correction, as they can be implemented to help learners acquire features in a second

language that are difficult to access from simply listening to, or reading, its messages

and texts, and from emphasizing message meaning without attention to message

form. Also to be discussed below are several types of activities through which these

teaching strategies can be implemented in the classroom. Activities such as these,

however, even when carried out among students as they work in small groups or

pairs, cannot be accomplished without the careful planning, input, and orchestration

of teachers who are thoroughly involved in their students’ language learning. What

is seen during this time of transition is not a shifting back and forth between

communicative and traditional methodologies, but rather and integration of these

two approaches. Instruction, correction and communication each plays a role in

second language learning. In prior years, when attention was given to instruction

and correction, this was largely on the basis of textbook writers’ ideas of how this

should be done. Fortunately, research on language learning has uncovered a good

deal about the scope and sequence of grammar learning and the role of instruction

and correction in this activity. Learners need instructions and correction for features

in a second language with any or all of the following characteristics: 1. They closely

resemble features in the learners’ native language. 2. They are (nearly or totally)

imperceptible to the learner. 3. They occur infrequently in the input available to the

learner. 4. They have complex morphosyntax. Recent research has provided a basis

for the following guidelines regarding the implementation of grammar and

correction in the classroom, such as: 1. Effective activities for grammar learning

focus learners’ attention on second language form in relation to message meaning.

2. Effective activities for grammar learning focus learner’s attention on one error at a

time. 3. Effective activities for grammar learning are provided when learners are

ready to learn.

2. SUMMARY 6 JENIS SYLLABUS DIHUBUNGKAN DENGAN PERKEMBANGAN MODEL MENGAJAR, ERROR ANALYSIS DAN PERFORMANCE ANALYSIS.

A. Structural syllabus is a syllabus where the content of the language teaching is a

collection of the forms and structures, and also grammatical of the language being

taught. This is recognized as the traditional syllabus which is often organized along

grammatical lines giving primacy to language form. The focus is on the outcomes or

the product. The learner is expected to master each structural step and add it to

his/her grammar collection.

B. Notional/Functional syllabus is a syllabus where the content of the language

teaching is a collection of the functions that are performed when language is used,

or of the notions that language is used to express. The chief emphasis of this syllabus

is upon the communicative purpose and conceptual meaning of language i.e. notions

and functions. In other words, the content of the language teaching is a number of

the functions that are performed on using the language, or of the notions that

language is utilized to express. Functions can be exemplified by instances such as

inviting, requesting, agreeing, apologizing; and notions embrace age, color, size,

comparison, time, etc. Besides, grammatical items and situational elements are

considered at subsidiary level of importance.

C. Situational syllabus is when the content of the syllabus is a collection of real or

imaginary situations in which language occurs or is used. A situation usually involves

several participants who are engaged in some activity in a specific setting. With this

type of syllabus, the essential component of organization is a non-linguistic category,

i.e. the situation. The underlying premise is that language is related to the situational

contexts in which it occurs. The designer of a situational syllabus tries to predict

those situations in which the learner will find him/herself, and applies these

situations, for instance; seeing the dentist, going to the cinema and meeting a new

student, as a basis for selecting and presenting language content. The content of

language teaching is a collection of real or imaginary situations in which language

occurs or is used. A situation usually includes several participants who are involved

in some activity in a particular setting. In this syllabus, situational needs are

important rather than grammatical units.

D. Skill-based syllabus is a syllabus that the focus is in specific abilities in using

language. The purposes of skill-based instruction are to learn the specific language

skill and to develop more general competence in the language. Skills are abilities

that people must be able to do to be competent enough in a language, rather

independently of the situation or context in which the language use can occur. In

this syllabus, the content of the language teaching involves a collection of particular

skills that may play a role in using language. Although situational syllabuses combine

functions together into specific settings of language use, skill-based syllabi merge

linguistic competencies (pronunciation, vocabulary, grammar, and discourse)

together into generalized types of behavior, such as listening to spoken language for

the main idea, writing well-formed paragraphs, delivering effective lectures, and so

forth. The chief rationale behind skill-based instruction is to learn the specific

language skill.

E. Task-based syllabus is a series of complex and purposeful student’s tasks syllabus.

The tasks are defined as activities with a purpose that intended to develop second

language ability. Tasks integrate language (and other) skills in specific settings of

language use. Task-based teaching has the goal of teaching students to draw on

resources to complete some piece of work (a process). The students draw on a

variety of language forms, functions, and skills, often in an individual and

unpredictable way, in completing the tasks.

F. Content-based-syllabus is where the primary purpose of instruction is to teach some

content or information using the language that the students are also learning.

Content-based language teaching is concerned with information. An example of

content-based language teaching is a science class taught in the language the

students need or want to learn.

3. PERBEDAAN COOPERATIVE LEARNING DAN COLLABORATIVE LEARNING, PAKEM/PAIKEM DAN DAFTAR JENIS METODE UNTUK MASING-MASING MODEL MENGAJAR.

Perbedaan cooperative learning dan collaborative learning :

Beberapa pakar memang membedakan antara belajar yang kooperatif dan

kolaboratif. Panitz ( 1987 ) mendefinisikan belajar yang kolaboratif sebagai falsafah

tentang tanggung jawab pribadi dan sikap menghormati sesame. Para pelajar

bertanggung jawab atas belajar mereka sendiri dan berusaha menemukan informasi

untuk menjawab pertanyaan – pertanyaan yang dihadapkan pada mereka. Disini guru

bertindak sebagai fasilitator, yang memberikan dukungan tetapi tidak menyetir

kelompok kearah hasil yang sudah disiapkan sebelumnya. Bentuk – bentuk peer –

assessment ( asesmen/ penilaian oleh sesama murid ) digunakan untuk melihat hasil

prosesnya.

Sedangkan, model pembelajaran kooperatif adalah salah satu model

pembelajaranyang menempatkan siswa sebagai subject pembelajaran ( student

oriented ). Dengan suasana kelas yang demokratis, yang saling membelajarkan memberi

kesempatan peluang lebih besar dalam memberdayakan potensi siswa secara maksimal.

Model pembelajaran kooperatif akan dapat memberikan nuansa baru didalam

pelaksaan pembelajaran oleh semua bidang studi atau mata pelajaran yang diberikan

oleh guru. Pembelajaran Kooperatif dapat didefinisikan sebagai system kerja / belajar

kelompok yang terstruktur. Dan juga menekankan pada sikap atau perilaku bersama

dalam bekerja atau membantu di antara sesama dalam struktur kerjasama yang teratur

dalam kelompok, yang terdiri dari dua orang atau lebih.

Jadi, perbedaannya adalah cooperative lebih mencerminkan ilmu pengetahuan

yang popular dalam zaman colonial sedangkan kolaboratif lebih menegaskan

keterkaitan dengan gerakan konstruktivisme social sebagai dampak dari perubahab ilmu

pengetahuan yang dramatis dalam abad ini.

Jenis metode mengajar cooperative dan collaborative :

STAD ( Student Team Achievement Division )

adalah pembelajaran kooperatif di mana siswa belajar dengan menggunakan kelompok

kecil yang anggotanya heterogen dan menggunakan lembar kegiatan atau perangkat

pembelajaran untuk menuntaskan materi pembelajaran, kemudian saling membantu

satu sama lain untuk memahami bahan pembelajaran melalui tutorial, kuis satu sama

lain dan atau melakukan diskusi.

PAKEM/PAIKEM

PAKEM adalah singkatan dari Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan.

Dalam penggunaannya di lapangan, ada yang menambahkan dengan satu huruf I:

inovatif, sehingga menjadi PAIKEM. Sedangkan huruf P merupakan pembelajaran yang

didefinisikan sebagai pengorganisasian atau penciptaan atau pengaturan suatu kondisi

lingkungan yang sebaik-baiknya yang memungkinkan terjadinya belajar peserta didik.

1. Pembelajaran Aktif, yaitu pembelajaran lebih berpusat pada peserta didik (student

centered) daripada berpusat pada guru (teacher centered). Untuk mengaktifkan peserta

didik, kata kunci yang dapat dipegang guru adalh adanya kegiatan yang dirancang untuk

dilakukan siswa baik kegiatan berpikir (minds-on) dan berbuat (hands-on). Fungsi dan

peran guru lebih banyak sebagai fasiltator.

2. Pembelajaran Kreatif, yaitu pembelajaran yang menstimulasi siswa untuk

mengembangkan gagasannya dengan memanfaatkan sumber belajar yang ada.

3. Pembelajaran Efektif, yaitu pembelajaran yang menghasilkan apa yang harus dikuasai

siswa setelah proses pembelajaran berlangsung.

4. Pembelajaran yang Menyenangkan. Dave Meier (2002:36) member pengertian

menyenangkan atau fun sebagai suasana belajar dalam keadaan gembira. Suasana

gembira disini bukan berarti suasana ribut, hura-hura, kesenangan yang sembrono dan

kemeriahan yang dangkal.

Dengan cara PAKEM/PAIKEM, sejak awal anak – anak terlatih untuk berani, percaya diri,

terampil berkomunikasi, toleran, bekerjasama, kritis, kreatif, dsb. Disisi lain

pembelajaran perlu memberikan tantangan kepada siswa untuk berfikir, mencoba dan

belajar lebih lanjut, penuh dengan percaya diri dan mandiri untuk mengembangkan

potensi positifnya secara optimal. Menjadi manusia yang berkarakter penuh percaya

diri, menjadi dirinya sendiri dan mempunyai semangat kompetitif dalam nuansa

kebersamaan. Sekolah, guru, serta media dan sarana yang ada hanya mendukung dan

memfasilitasi. Namun, walaupun hanya memfasilitasi sekolah dan guru serta

stakeholder lain termasuk pemerintah haruslah mengupayakan agar potensi yang ada,

serta inner motivation dan kemandirian siswa dapat terbentuk.

Pembelajaran juga perlu memberikan tantangan untuk memotivasi rasa ingin tahu dan

belajar lebih lanjut, kreatif dan inovatif, tekun dan menyadari potensi diri, yang perlu

dikembangkan lebih lanjut. Pembelajaran juga harus memacu semangat kompetitif. Jadi

tidak sekedar Joyful dalam arti bersenang-senang dan bergembira bersama saja.

Ciri – ciri PAKEM/PAIKEM:

1. Menggunakan berbagai metode: bermain peran, diskusi, pemecahan masalah,

pemberian tugas, ceramah, expositoring, tanya jawab, dsb.

2. Menggunakan berbagai media: media cetak, media elektronika, dsb.

3. Menggunakan berbagai: alam lingkungan, beli dari pabrik, buatan sendiri.

4. Berisi berbagai kegiatan: percobaan, merangkum bacaan, merancang sesuatu,

membuat laporan, menyajikan laporan,tindak lanjut.

5. Menggunakan berbagai sumber: lingkungan, minat siswa, kehidupan sehari – hari.

Penggolongan dan jenis-jenis model pembelajaran:

1. Rumpun Model Pembelajaran Pemrosesan Informasi

2. Rumpun Model Pembelajaran Personal

3. Rumpun Model Pembelajaran Sosial

4. Rumpun Model Pembelajaran Perilaku

Model-model pembelajaran berorientasi PAKEM:

1. Model Pembelajaran Pelatihan Inkuari

Model pembelajaran ini menuntut partisipasi aktif peserta didik dalam inkuari

(penyelidikdan) ilmiah. Peserta didik memiliki keingintahuan dan ingin berkembang.

Tujuan umum dari model latihan inkuari adalah membantu peserta didik

mengembangkan keterampilan intelektual dan keterampilan-keterampilan lainnya,

seperti mengajukan pertanyaan dan menemukan jawaban yang berawal dari

keingintahuan mereka.

2. Model Pembelajaran Siklus Belajar

Model siklus belajar merupakan satu model pembelajaran yang dapat digunakan

sebagai kerangka umum untuk melaksanakan kegiatan kontruktivis.

3. Model Pembelajaran P.O.E (Predict-Observe-Explain)

P.O.E sering juga disebut suatu strategi pembelajaran dimana guru menggali

pemahaman peserta didik dengan cara meminta mereka untuk melaksanakan tiga tugas

utama, yaitu predik, observasi, dan memberikan penjelasan (explain).

4. Model Pembelajaran IPA-Teknologi-Masyarakat atau Science Technology-Society

Yager (1992:20) mendefinisikan STS sebagai belajar dan mengajar mengenai

IPA/teknologi dalam konteks pengalaman manusia.

5. Model Mengajar Langsung (Direct atau Directive Instruction)

Direct atau Directive Instruction dibahasa-Indonesiakan menjadi pembelajaran

langsung, digunakan oleh para peneliti untuk merujuk pada pola-pola pembelajaran

dimana guru banyak menjelaskan konsep atau keterampilan kepada sejumlah kelompok

siswa dan menguji keterampilan siswa melalui latihan-latihan dibawah bimbingan dan

arahan guru. Dengan demikian, tujuan pembelajaran distrukturkan oleh guru. Tujuan

utama pembelajaran langsung adalah untuk memaksimalkan penggunaan waktu belajar

siswa.

6. Model Pembelajaran Kooperatif

Pembelajaran kooperatif merupakan suatu strategi pembelajaran yang

mengembangkan hubungan kerjasama di antara peserta didik dalam mengerjakan

tugas-tugas akademik di dalam kelas. Di dalam strategi kooperatif inji terdapat tiga

aspek pengelolaan pembelajaran yang harus diperhatikan, yaitu tugas-tugas yang

terstruktur yang harus dikerjakan peserta didik dalam bekerja sama dengan yang

lainnya, struktur tujuan, dan struktur penghargaan yang bergantung pada kinerja

kelompok baik produk maupun hasil belajar lainnyayang ditampilkan oleh setiap peserta

didik dalam proses pembelajaran.

4. DEFINISI CONTEXTUAL TEACHING DAN 7 CIRINYA, DEFINISI KBK (STANDAR KOMPETENSI, KOMPETENSI DASAR, INDIKATOR, TUJUAN PEMBELAJARAN), MATERI POKOK DALAM DOKUMEN BSNP, KATA KERJA OPERASIONAL BLOOM DAN BSNP.

Contextual teachingPembelajaran kontekstual adalah terjemahan dari istilah Contextual Teaching

Learning (CTL). Kata contextual berasal dari kata contex yang berarti “hubungan,

konteks, suasana, atau keadaan”. Dengan demikian contextual diartikan ”yang

berhubungan dengan suasana (konteks). Sehingga Contextual Teaching Learning

(CTL) dapat diartikan sebagi suatu pembelajaran yang berhubungan dengan

suasana tertentu.

7 ciri contextual teaching adalah:

1. Keadaan yang mempengaruhi langsung kehidupan siswa dan

pembelajarannya.

2. Dengan menggunakan waktu/kekinian, yaitu masa yang lalu, sekarang, dan

yang akan datang;

3. Lawan dari textbook centered;

4. Lingkungan budaya, sosial, pribadi, ekonomi, dan politik;

5. Belajar tidak hanya menggunakan ruang kelas, bisa dilakukan di dalam

kehidupan keluarga, masyarakat, bangsa dan negara;

6. Mengaitkan isi pelajaran dengan dunia nyata dan memotivasi siswa

membuat hubungan antara pengetahuan dengan penerapannya dalam

kehidupan mereka; dan

7. Membekali siswa dengan pengetahuan yang fleksibel dapat diterapkan dari

satu permasalahan ke permasalahan lain, dari satu konteks ke konteks lain.

Definisi KBK

KBK adalah perangkat rencana dan pengaturan kompetensi dan hasil belajar

yang harus dicapai siswa, penilaian, kegiatan belajar mengajar, dan

pemberdayaan sumber daya pendidikan dalam pengembangan kurikulum

sekolah.

STANDAR KOMPETENSI

SK merupakan kualifikasi kemampuan minimal peserta didik yang

menggambarkan penguasaan pengetahuan, sikap dan keterampilan yang

diharapkan dicapai pada setiap kelas dan/atau semester pada suatu satuan

pendidikan.

KOMPETENSI DASAR

Memahami kedudukan, fungsi, kualifikasi, hak dan kewajiban guru di

Indonesia sesuai dengan UU yang berlaku.

INDIKATOR

Indikator kompetensi adalah perilaku yang dapat diukur dan/atau

diobservasi untuk menunjukkan ketercapaian KD tertentu yang menjadi

penilaian mata pelajaran.

TUJUAN PEMBELAJARAN

Tujuan pembelajaran menggambarkan proses dan hasil belajar yang

diharapkan dicapai oleh peserta didik sesuai dengan kompetensi dasar.

Nama: Anna Anganita Theresia Latumeten

NIM: 0905085164

Kelas: D Reguler

Tugas Language Testing and Assesment

1. PERBEDAAN TES FORMATIF DAN SUMMATIF SERTA KRITERIA PENILAIANNYA

Tes formatif atau tes harian diselenggarakan setelah satu atau dua unit selesai

diajarkan. Penekanan pada tes ini ialah ketuntasan bahan ajar dalam waktu pendek. Di

perguruan tinggi, tes formatif biasanya diberikan untuk memberi penguatan

penguasaan bahan ajar dan variasi tes diberikan dalam bentuk kuiz, tugas, atau UTS

(ujian tengah semester).

Tes sumatif diselenggarakan dalam rentang waktu setelah satu periode belajar

diselesaikan, misalnya satu semester. Karena akhir semester bisa juga terjadi bersamaan

dengan kenaikan kelas atau lulusan, tes sumatif difungsikan juga untuk tes kenaikan

kelas atau evaluasi akhir.

Kriteria penilaian

- Patokan Acuan Norma (PAN)

Dalam PAN, nilai batas lulus (passing grade) tidak ditentukan lebih dulu. Patokan yang

digunakan ialah rata-rata kelas. Jadi, nilai rata-rata dikatagorikan sebagai nilai sedang

atau C. Selanjutnya, sebaran nilai ke dalam katagori A, B, D dan E ditetapkan

berdasarkan besaran standar deviasai ditambah rata-rata.

- Patokan Acuan Patokan (PAP)

Dalam penilaian PAP, kriteria batas lulus sudah ditetapkan secara ketat, misalnya 70

atau 80.

Contoh Kriteria PAP

-----------------------------------------------------------------------------------------------------------No Skala 100 Skala 10 Skala 4 Nilai Kualifikasi-----------------------------------------------------------------------------------------------------------1 85-100 8.5-10 4 A Sangat baik2 70-84 7.0-8.4 3 B Baik3 55-69 5.5-6.9 2 C Sedang4 50-54 5.0-5.4 1 D Kurang5 10-49 1.0-4.9 0 E Sangat Kurang-----------------------------------------------------------------------------------------------------------

- Kombinasi PAN & PAP

Dalam praktik, penggunaan PAN dan PAP sering dikombinasikan sehingga melahirkan

kriteria tertentu.

Tabel 3. Kombinasi PAN dan PAP-----------------------------------------------------------------------------------------------------------No Rentangan Skor Nilai Kualifikasi-----------------------------------------------------------------------------------------------------------1 80-100 4 A Sangat baik2 70-79 3 B Baik3 60-69 2 C Sedang4 50-59 1 D Kurang5 10-49 0 E Sangat Kurang-----------------------------------------------------------------------------------------------------------

2. LANGKAH PENYUSUNAN SOAL OBJEKTIF DAN SOAL ESSAY TERBUKA

Langkah penyusunan soal objektif:

Jenis soal objektif adalah menjodohkan, benar salah, pilihan ganda, isian pendek

dengan satu jawaban. berikut ini adalah penyusunan soal pilihan ganda:

1. soal harus sesuai indikator

2. pilihan jawaban harus homogen dan logis

3. hanya ada satu jawaban yang paling benar

4. pokok soal harus dirumuskan dengan jelas, singkat dan tegas

5. rumusan pokok soal dan pilihan jawaban harus merupakan persyaratan yang

diperlukan

6. pokok soal jangan memberikan petunjuk ke kunci jawaban

7. pokok soal tidak menggunakan pertanyaan yang bersifat negative ganda

8. gambar/grafik/table/diagram/ dan sejenisnya jelas dan berfungsi

9. panjang rumusan jawaban relatif sama

10. pilihan jawaban jangan menggunakan pernyataan “semua jawaban diatas salah”

dan sejenisnya

11. pilihan jawaban yang berbentuk angka atau waktu harus disusun berdasarkan

urutan besar kecilnya angka atau secara kronologis

12. butir soal jangan begantung pada jawaban soal sebelumnya

Langkah penyusunan soal essay terbuka:

Agar soal tes essay yang disusun itu baik, maka kita perlu memperhatikan hal-hal

berikut:

1. Sediakan waktu yang cukup untuk menyusun soal.

2. Soal-soal harus mengandung persoalan/masalah, karena tes essay itu bukan sekedar

mengukur pengetahuan. Tetapi memerlukan proses mental yang tinggi.

3. Masalah itu dirumuskan secara ekplisit (jelas).

4. Hendaknya soal tidak mengambil kalimat-kalimat yang disalin lansung dari buku atau

catatan.

5. Pada waktu menyusun, soal-soal itu sudah dilengkapi dengan kunci/ancer-ancer

jawaban serta pedoman penilaiannya.

6. Hendaknya diusahakn agar pertanyaan bervariasi antara “jelaskan”. “Mengapa”,

“mengapa”, “bagaimana”, “seberapa jauh”, agar dapat diketahui lebih jauh

penguasaan siswa terhadap bahan.

7. Petunjuk/perintah tes harus eksplisit/tegas. Di dalam tes essay tidak diberi

kesempatan untuk memilih soal, karena:

a. Dengan memilih berarti spekulasi mulai berlaku

b. Untuk memilih soal yang mana yang mudah, memerlukan waktu, sehingga dapat

mengurangi waktu untuk mengerjakan tes.

c. Sukar memberi angka, karena sukar membandingkan jawaban murid yang satu

dengan yang lain.

3. KRITERIA PENILAIAN SOAL OBJEKTIF (DISCRETE POINT) DAN PENILAIAN ESSAY TERBUKA (SCALING POINT)

Objective assessment is a form of questioning which has a single correct answer. Usually

use discrete point to measure it.

Discrete point

- Discrete point tests are made up of tests questions each of which is meant to measure

one content point.

- Discrete point testing is associated with multiple choices and true/false format.

Scaling point

Scaling point is a method to measure the question of the test which uses point to scale

the answer correctness. There is a limitation for the question, like 1-100 point. Usually

scaling point is use in essay format test.

4. AUTHENTIC ASSESMENT

Authentic assessment is “….Engaging and worthy problems or questions of importance,

in which students must use knowledge to fashion performances effectively and

creatively. The tasks are either replicas or analogous to the kind of problems faced by

adult citizens and consumers or professionals in the field” –Grant Wiggins– (Wiggins,

1993, p.229). There are 4 forms of authentic assessment, they are:

a. Portfolio is a collection of student’s work specifically selected to tell a particular

story about the student. A portfolio is not the pile of student work that accumulates

over a semester or year.

CRADLE (Gottlied, 1995)

• Collecting

• Reflecting

• Assessing

• Documenting

• Linking

• Evaluating

b. Project is a short or long-term activity to complete; including objective, process,

product, responsibility. Similar to performance but different emphasis: dig up detail

topic or focus

1. Individual project

2. Group project

c. Performance assessment (or Performance based) so called because students are

asked to perform meaningful tasks. This is the other most common term for this

type of assessment. For these educators, authentic assessments are performance

assessment using real-world or authentic tasks or contexts.

Requirements:

1. Task (scope of work cognitive/affective or psychomotor operational work to

cope with.

2. Scoring rubric: criteria and scoring system to apply to evaluate appropriate,

inappropriate answer

d. Extended writing is likely to be an important part of the assessment. These

assignment offer linked guidance for every stage of the process. Extended writing

assessments are like :

1. Term paper

2. Literature review

3. Book summary

4. Writing an article

5. Research report