Concord is a balancing among parts of speech in a sentence to tell its meaning with the right gramatical.
Those parts are subject and predicate that should be placed appropriately.
Here are some concord catagories:
1. Subject-Verb Concord
2. Subject-Verb Concord with Paired Conjunctions
3. Pronoun Concord
4. Parallel Structure
Friday, May 10, 2013
Friday, January 13, 2012
UNPREDICTABLE
UNPREDICTABLE
By: Ditha Febrivania
2006
“Nyra mana, teh?”
Wah, Mira cepet banget datangnya. Baru lima menit yang lalu aku telepon, sekarang suaranya udah menggema di seluruh pelosok rumahku.
“Mir, langsung naek aja! Koq cepet banget sih?” tanyaku penasaran.
“Tadi aku lagi on the way mau ke sini. Ternyata kamu nelepon.” kata Mira sambil naik tangga.
“Sorry aku minta kamu nemenin abis Ayah sama Bunda lagi ke Sukabumi nengokin Wa Ani.” aku ngejelasin.
“Emang Wa Ani kenapa?” tanya Mira.
“Ga tau. Katanya sakit ampe pingsan segala.” kataku. Oh ya lupa! Mira belum dikasih minum.eh, ngapain disediain kan biasanya juga ambil sendiri.
“Nyr, mo ngecharge hp donk. Udah lowbatt nih. Terakhir ngecharge dua hari yang lalu. Kemarin lupa. Hehehe..” kata Mira sambil senyum-senyum sok imut.
“Loh koq tumben banget ampe berhari-hari gitu. Biasanya setengah hari juga udah abis dipake online.” tanyaku heran.
“Lagi ga ada pulsa, jadi ga bisa ngapa-ngapain. Makanya isiin donk Nyra yang baik hati.”
Oh ya, lupa nih. Namaku Vanyra Shyfalia Kusuma. Aku anak tunggal dari Dr. Dadan Ardian Kusuma, M.Sc. dan Kartika Wuliandari, M.Pd. Ayahku adalah seorang dosen di salah satu perguruan tinggi negeri di Bandung, sementara Bunda adalah seorang guru di salah satu sekolah menengah. Ga heran kalau aku pinta. Hehehe.. Di Bandung sini aku lahir dan dibesarin. Di rumah, walaupun anak tunggal, aku tetep punya kakak. Teh Marni namanya. Dia udah dianggap keluarga karena setia ngejaga rumahku juga ngebantu untuk beres-beres rumah. Sekarang aku sekolah di SMA Angkasa Bandung bareng sahabatku Mira, lengkapnya Mira Chintya Kinanti.
TO BE CONTINUED..
(cape ngetiknya.. hehhehe..)
Sunday, January 01, 2012
...
Hadirmu di hidupku membawa warna baru,
aura kebahagiaan yang tak lagi inginku tukar.
Kaulah sosok itu,
yang kerap terntas dalam imaji, tersenyum simpul di hadapku.
kaulah satu dari sekian banyak pemebrian Tuhan, Sang Maha Pencinta, yang tak lagi inginku ganti.
Monday, May 16, 2011
THE ROLE AND DESIGN OF INSTRUCTIONAL MATERIALS
SUMMARY CHAPTER REPORT
THE ROLE AND DESIGN OF INSTRUCTIONAL MATERIALS
Submitted to fulfill one of the requirements of Curriculum and Material Development
Lecturer: Yayan Suryana, Drs. M.Pd.
 |
Written by :
Ditha Febrivania (III B)
NPM. 108060053
ENGLISH EDUCATIONAL DEPARTMENT
TEACHING AND EDUCATIONAL SCIENCES FACULTY
SWADAYA GUNUNG JATI UNIVERSITY
2011
The Role and Design of Instructional Materials
Teaching materials are a key component in most language programs. In the case of inexperienced teachers, materials may also serve as a form of teacher training they provide ideas on how to plan and teach lessons as well as formats that teachers can use. In addition, materials not designed for instructional use such as magazines, newspapers, and TV materials may also play a role in the curriculum. Dudley-Evans and St. John (1998, 170-171) suggest that for teachers of ESP courses, materials serve the following fuction:
· As a source of language
· As a learning support
· For motivation and stimulation
· For reference
Authentic Versus Created Materials
Authentic materials refers to the use in teaching of texts, photographs, video selections, and other teaching resources that were not specially prepared for pedagogical purposes. Created materials refers to textbooks and other specially developed instuctional resources.
Textbooks
Textbooks are used in different ways in language programs. A writing textbook might provide model compositions and a list of topics for students to write about. A grammar textbook might serve as a reference book and provide examples as well as exercise to develop grammatical knowledge. A speaking text might provide passage for students to read and discuss. A listening text together with audiocassettes or CDs might serve as the primary listening input in a listening course.
Among the principal advantages are:
They provide structure and a syllabus for a program
They help standardize instruction
They maintain quality
They provide a variety of learning resources
They are efficient
They can provide effective language models and input
They can train teachers
They are visually appealing
Evaluating Textbooks
Evaluation, however, can only be done by considering something in relation to its purpose. A book may be ideal in one situation because it matches the needs of that situation perfectly. It has just the right amount of material for the program, it is easy to teach, it can be used with little preparation by inexperienced teachers, and it has an equal coverage of grammar and the four skills. It is also necessary to realize that no commercial textbook will ever be a perfect fit for a language program. Two factors are involved in the development of commercial textbooks: those representing the interests of the author, and those representing the interests of the publisher (Byrd 1995: werner, et al. 1996). Cunningsworth (1995) presents a checklist for textbook evaluation and selection organized under the following categories:
Aims and approaches
Design and organization
Language content
Skills
Topic
Methodology
Teachers’ book
Practical considerations
Adapting textbooks
This adaptation may take a variety of forms:
Modifying content
Adding or deleting content
Reorganizing content
Addressing omissions
Modifying tasks
Extending tasks
Preparing Materials for Program
Advantages:
ð Relevance
ð Develop axpertise
ð Reputation
ð Flexibility
Disadvantages:
ð Cost
ð Quality
ð Training
ó Decisions in materials design
Design and materials design were discuss:
Developing aims
Developing objectives
Developing a syllabus
Organizing the course into units
Developing a structure for units
Sequencing units
When the process of writing begins, further decisions need to be made. These concern:
Choosing input and sources
Selecting exercise types
Managing a materials writing ptoject
The management of a team-based writing project involves addressing the following issues:
v Selecting the project team
v Planning the number of stages involved
v Identifying reviewers
v Planning the writing schedule
v Piloting the materials
v Design and production
Monitoring the use of materials
No matter what form of materials teachers make use of, whether they teach from textbooks, institutional materials, or teacher-prepared materials, the materials represent plans for teaching. The information collected can serve the following purposes:
« To document effective ways of using materials
« To provide feedback on how materials work
« To keep a record of additions, deletioans, and supplementary materials teachers may have used with the materials
« To assist other teachers in using the materials
Monitoring may take the following forms:
Observation
Feedback session
Written reports
Reviews
Students’ reviews
PROVIDING FOR EFFECTIVE TEACHING
SUMMARY CHAPTER REPORT
PROVIDING FOR EFFECTIVE TEACHING
Submitted to fulfill one of the requirements of Curriculum and Material Development
Lecturer: Yayan Suryana, Drs. M.Pd.
|
Written by :
Ditha Febrivania (III B)
NPM. 108060053
ENGLISH EDUCATIONAL DEPARTMENT
TEACHING AND EDUCATIONAL SCIENCES FACULTY
SWADAYA GUNUNG JATI UNIVERSITY
2011
PROVIDING FOR EFFECTIVE TEACHING
Curriculum development processes as they have been describe so far in this book are essential resources in helping schools achieve their goals. Quality teaching is achieved not only as a consequence of how well teachers teach but through creating context and work environments that can facilitate good teaching. The following issues will be considered:
Institutional factors
Teacher factors
Teaching factors
Learners factors
The Institution
The Organizational Culture
The organizational culture of a school refers to the ethos and environment that exist within a school, the kinds of communications and decision and making that take place, and the management and staffing structure they support. Davidson and Tesh suggest that most language programs have features of both of the organic and the mechanistic models, depending on the size of the program and the type of staff working in it. With a large program staffed by experienced and mature professionals, a more organic approach is likely. With smaller programs or programs dependent on less experienced staff, a more mechanistic approach may be needed.
Quality indicators in an institution
Language teaching institutions vary greatly in terms of how they view their educational mission. Some school take seriously the development of a sound curriculum and set of programs, hire the best available teachers. The following characteristics are indicators of the quality of a schoolm or educational instituation (Morris 1994):
1. There are clearly stated educational goals.
2. There is a well-planned, balanced, and organized program that meets the needs of its students.
3. Systematic and identifiable processes exist for determining educational needs in the school and placing them in order of priority.
4. There is a commitment to learning, and an expectation that students will do well.
5. There is a high degree of staff involvement in developing goals and making decision.
6. There is a motivated and cohesive teaching force with good team spirit.
7. Administrators are concerned with the teachers’ professional developmentand are able to make the best use of their skills and experience.
8. The school’s programs are regulary reviewed and progress toward their goals is evaluated.
Not all schools embrace a philosophy of quality, however. Some may be viewed by their owners as little more than business opportunities.
The key dimensions quality and how quality can become a focus in a school or language program.
ð A sense of mission
ð A strategic plan, such as:
Vission
Values
Purpose
Mission
Goals
Strategies
ð Quality assurance mechanisms
ð A sound curriculum
ð Flexible organizational framework
ð Good internal communications
ð Professional treatment of teachers
ð Opportunities for teacher development
The Teaching Context
The last set of factors that affect the quality of teaching in a program relate to the instituation context in which teachers work.
Size and staff structure
Equipment
Support staff
Teacher work space
Teacher resource room
Teaching facilities
Class size
The Teachers
Many things can be done to create a context for good teaching, but it is teachers themselves who ultimately determine the success of a program. Good teachers can often compensate for deficiencies in the cirriculum, the materials, or te resources they make use of in their teaching.
r Skills and Qualifications
Language teaching institutions vary greatly in the type of teachers they employ. According to Lortie (1975) a profession is characterised by :
A homogeneous consensual knowledge base
Restricted entry
High social status
Self-regulation
The legal right to govern daily work affairs
Although Lortie argues that many branches of teaching cannot be classed as a profession by these criteria. Core components of teacher knowledge include the following:
Practical knowledge
Content knowledge
Contextual knowledge
Pedagogical knowledge
Personal knowledge
Reflective knowledge
Focuses on six areas of basic teaching skills:
Language awareness
The learner, the teacher, and the teaching/learning context
Planning for effective teaching of adult learners of english
Classroom management for teaching
Resource and materials for teaching
Professional development
Opportunities to develop these skills can be provided in the following ways:
o Observation of experienced teachers
o Observation of training videos
o Short theory courses
o Practice teaching under the supervision of experienced teachers
o Working with a mentor teacher
Support for Teachers
If teachers are expected to teach well and to develop their teaching skills and knowledge over time, they need ongoing supportt. Yhis may take a number of form:
ó Orientation
ó Adequate materials
ó Course guide
ó Division of responsibilities
ó Further training
ó Teaching release
ó Mentors
ó Feedback
ó Rewards
ó Help lines
ó Review
The Teaching Process
The focus here is on the teaching practices that occur within a program, how these can be characterized, and how quality teaching can be achieved and maintained.
Teaching Model and Principles
The former can be viewed as a teaching model compatible with a mechanistic model of organization design and the latter to the organic model. In language teaching programs, teaching models are often based on particular methods or approaches. For example:
The communicative approach
The cooperative learning model
The process approach
The whole-language approach
Maintaining Good Teaching
The following are strategies that address this issue.
Monitoring
Observation
Identification and resolution of problems
Shared planning
Documentation and sharing of good practices
Self-study of the program
Evaluating Teaching
If a program seeks to provide quality teaching, it is essential that teachers’ performance be regularly reviewed. An appraisal system may have several different purpose:
To reward teachers for good performance
To help identify needs for further training
To reinforce the need for continous staff development
To help improve teaching
To provide a basis contract renewal and promotion
To demonstrate an interest in teachers’ performance and development
The purpose of the appraisal will determine the type of appraisal that is carried out.
Developing the appraisal system
The focus of appraisal, such as:
§ Lesson plans
§ Teacher-made classroom materials
§ Course outlines and handouts
§ Class assignments
§ Participation in profession development activities
Conducting the appraisal
A teaching appraisal may be carried out by a supervisor, a colleague, the teacher himself or herself, or students.
r Appraisal by a supervisor
r Appraisal by a colleague
r Self-appraisal
r Lesson reports
r Teaching journal
r Audio/video recording
r Student appraisal
The Learning Process
Learning is not the mirror image of teaching. The extent to which teaching achieves its goals will also dependent on how successfully learners have been considered in the planning and delivery process. The following factors may affect how successfully a course is received by learners.
v Understanding of the course
v View of learning
v Learning Style, such as:
v Concrete learners
v Analytical learners
v Communicative learners
v Authority-oriented learners
v Motivation
v Support
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