Tourism Assessing in Bali

Tips and Example

Improving student-student classroom interaction

• In order to students interact at different scales and engage in discussion classroom. The teacher use…
• In-class assignments where students think individually about a question, talk to their peers about an idea, and then report their findings back to the class. These think pair share exercise work best when there are multiple answers to a question (nurturing and valuing divergent thinking).
• Conceptual multiple-choice questions about themes from the lesson mingled with peer instruction. The use of clickers can facilitate this technique.
• More structured discussion exercises, for example jigsaw strategies where students become experts in some facet of a topic and then work as teams of mixed experts to further explore a topic.
• One or more cooperative learning technique .

• In order to students work on open-ended problems to encourage in-depth conversations with each other and with me. The teacher use…
• Open-ended questions. These are questions with more than one right answer and encourage students to make a judgment call.
• Structured academic controversies in which small teams of students learn about a controversial issue from multiple perspectives and attempt to come to consensus.
• Explorations of data in classroom. Encourage students to delve into the real data to decide how best to interpret it.

·     The teacher want to use specific teaching strategies

·         To achieve this goal, it is necessary to provide opportunities to hear student voices and act on ideas originating with the students.

·         Immediate low stakes, formative assessment of concepts can be readily achieved using concept test , conceptual multiple-choice questions about themes from the lesson mingled with peer instruction. The use of clickers can facilitate this technique.

·         More detailed feedback that will be sufficient to shift the direction of the lesson to meet key student learning needs will often require open-ended questions that allow students to identify what they already know and where the instructor can best invest time and resources.

·          The teacher want to capitalize on the diversity of student experiences to generate alternative    solutions to problems and/or encourage different ways of interpreting evidence.

• The more structured and organized a task, the less opportunity there is for students to bring their experience and creativity to bear on finding a solution. Activities that provide the problem, procedures the students should follow, and type of analysis to be conducted leave little room for the students to contribute original thought. Consider adapting open-ended questions where the problem is presented but some combination of procedures, method of analysis, and/or communication of results are left for the students to design.
• Example of exercises are structured academic controversies may provide a model for this type of cooperative learning strategy in which small teams of students learn about a controversial issue from multiple perspectives and attempt to come to consensus.
• In these more student-centered learning environments, instructors can serve as resource persons, navigating the room to keep groups on task and provide assistance in guiding discussion.

·  The teacher want to provide sufficient time to have meaningful discussions around student activities and arrive at fully realized responses.

• It is necessary to provide sufficient time for students to process class information and transfer it to new problems. Such efforts ensure that learning is happening during class. One simple method to begin this process is to provide structured breaks for students to be reflective in their response to questions.
• Longer activities will typically allow for greater student creativity and encourage synthesis of more concepts. Building these activities into a traditional lecture class will require some lesson redesign. For example, some material may simply be omitted, other items may be shifted to pre-class readings or post-class homework.

Kind of Factor

Factor of Speaking Ability

Speaking ability constitutes one of language skills which is derived from learning result.All of thing has factor to influence that thing itself. Moreover, speaking ability also has factor. In general, there are two factors of the effect in learning process and learning result namely internal and external factor. Hasanah in Cahyono (1997: 2) explain two factors in the following:

a.       Internal Factor

 According to Purwanto (1985: 35) Internal factor is an element that effect learning process where this element exists on the learner and it is called entering behavior. There are some components of internal factor, for example: physical factor, intelligence factor, emotional factor, and talent.

1.     Physical factor

            Physical condition of people may affect in most his/her activities. For example, fat body may need longer movement then thin body. It means that, physical condition has very important role to capture knowledge and information. It is a place where the knowledge and information is processed. If the physical condition is in compliable, it can not receive knowledge and convey it to the others.

2.      Intelligence factor

            Intelligence constitutes a unique characteristics possessed by people. It is already exists since the infant was born. However, in its development it can not out from environment because it is one of the factors to shape the intelligence itself. For example, even the students have big potency, but if there is not any supports from his/her environment, the student intelligence is not maximum. It is in line with the above statement, it means that the development of person is determined by the characteristic factors to the person itself, so that this factor has importance roles in the development of their speaking ability.

3.      Emotional factor

            The happiness, safeness and afraid are kinds of emotions. It can give effect to his/her activities in learning process. The students can do everything enthusiastically as long as he/she feels happy and safe. So, the emotion of the learner is very influence.

b.      External Factor

             External factor constitutes a factor comes from outside of the learner. Referring to this problem, Paiman (1997: 249) states that the factors comes from outside of learner are non-social factor and social factor.

1.      Non-social factor

            Non-social factor consists of weather, times including morning, afternoon or night, condition of building and instruments used for learning. Those factors are very determined in learning and teaching process.

2.      Social factor

According to Purwanto (1987: 78) Social factor is things accepted or acquired from the community particularly in family environment. Most of students learn from out of school, he/she can acquires many things of how behaviors is shaped, how relationship is build up and how to know each other among the others.

       So, the social factor is the most importance factor which determined the development of the learners in term of behavior, relationship among the others.

Refferences:

Cahyono, Bambang Yudi. 1997. Pengajaran Bahasa Inggris: Tekhnik, Strategi dan Hasil Penelitian. Malang: IKIP Malang.

Purwanto, Ngalim. 1987. Psikologi Pendidikan. Bandung: CV. Remaja Karya.

Paiman. 1997. Psikologi Perkembangan. Jakarta: Universitas Terbuka.

Tips

 To be good Master of Ceremonies

1.     Know the event. The Mater of Ceremony must know the event which he will control.  These instructions apply to all types of ceremonies, from graduations to celebrity roasts. The key to being a good Master of Ceremony is confidence and enjoy but still serious. 

2.      Establish contact well in advance of the event day. Your contact will tell you the schedule and order of events, allowing you to be prepared. Your preparation will let you focus on interacting with the crowd, instead of trying to be entertaining, and figure out what's going on at the same time

3.      Smile constantly. Smiling shows the crowd that you're at ease and having a good time. You want them to be at ease and have a good time, so you've got to set the example. I

4.      Don't forget your main job is to talk to the crowd. You're keeping them informed about the ceremony, and giving the talent or featured individual time to prepare to go onstage.

5.      Study your lines. Usually people have lines before they do the actual thing. So study them so your mind won't go blank during the show.

6.      Don't stop when you mess up. Sometimes people say the wrong things when they're talking because they're nervous. Don't stress and move on.

7.      Try to be funny. Try to laugh sometimes and crack a joke once in a while.

8.      Stare at something or think of something that makes you confident. Stare at the wall or a clock and talk to them to make you less nervous.

9.      Slow down with your words. If you talk too fast it can lead to stuttering and people watching you can't understand what you say. So slow down when you are talking, not fast.

10.  Ask questions that people might answer. 

Contoh soal tentang offering, accepting, refusing service.

Example of exercise of offering,accepting,refusing service.

In the class, Fahrul look so sad and terrible. He sit alone, suddenly Lina come to Fahrul and ask something to Fahrul.

Lina               : Hi Fahrul.

Fahrul            : Hi Lina.

Lina               : Why you look terrible today?

Fahrul            : Nothing

Lina               : Come on tell me, please.

Fahrul            : I got C score Lina, I’am so sad

Lina               : Okay, May I help you?

Fahrul            : Realy, off course Lina. Can you helm me to learn about narrative text?

Lina               : Okay, no problem. What can I do for you first?

Fahrul            : I want to borrow your book first. May I?

Lina               : No problem.

Fahrul            : Okay thank you.

Answer these questions:

1.      What do you think about this conversation? Is about problem
2.      Who is has the problem?
3.      Who is help?
4.      What Lina say to help Fahrul?
5.     What the respond of Fahrul?
6.     What Fahrul want first?
7.     How about Lina when Fahrul asking reques?
8.     Can you mention the sentence that shows offering services? Mention it

Making dialogue

There are expressions of offering, Accepting, Refusing service

Offering service	Accepting service	Refusing Service
What can I do for you?	Thank you	No, thank you
Can I help you?	That's very kind of you.	That's very kind of you, but .....
Can I do something for you?	Oh, yes, please.	Thank you for offering, but .....
Do you want something to..?	Thank you very much	No, it's all right, really
Shall I get you something to..?	Lovely	No, really, I can manage myself

Many type of speaking

Type of Speaking

Speaking is the delivery of language through the mouth. To speak, we create sounds using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth and lips. It means Speaking is an oral skill that do by two or more persons and that sound has meaning. There are five types of oral communication activities (Speaking):

1.    One-on-One Speaking (Student-Student or Student-Teacher. 
        It means that speaking do by face to face.

2.     Small-Group or Team-Based Oral Work.

  It means speaking do by some group with other some group.

3.    Full-Class Discussions (Teacher- or Student-Led).

 It means all of class member do speaking especially discussion.

4.     In-Class Debates and Deliberations.

  It means some students in the class do debate to defend their argument and other       students give rejection or other arguments.

5.    Speeches and Presentations

                        It means person do formal spoken communication to the audience for delivering                               message.