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.

Classroom Interaction

 Activity in the Classroom Interaction

These are the most frequent ways of organizing classroom interaction, depending on who  communicates with whom:

a)        Teacher – learners

Interaction (teacher – learners) is established when a teacher talks to the whole class at the same time. He takes the role of a leader or controller and decides about the type and process of the activity. The primary function ofsuch interaction is controlled practising of certain language structures or vocabulary. Mostly, they are in the form of repeating structures after the teacher (the model). This type of practiceis also referred to as ‘a drill’.

b)        Teacher – learner

The second arrangement is conducted when the teacher refers to the whole class, but expects only one student to answer. It is often used for evaluation of individual students. This arrangement can also be used for an informal conversation at the beginning of the lesson or for leading students into a less guided activity.

c)        Learner – learner

The third type of interaction is called ‘pair work’.Students get an assignment, which they have to finish in pairs. The teacher holds the role of a consultant or adviser, helping when necessary. After the activity, he puts the pairs into a whole group and each pair reports on their work.

d)       Learners – learners

The last type of classroom interaction is called ‘group work’. As with pair work, the teacher’s function here is that of a consultant and individual groups report on their work as a follow-up activity. 

Reference:

http://www.examiner.com/article/classroom-interaction-part-1-definition-objectives-types-teacher-s-role-and-merits

Classroom Interaction

DEFINITION OF CLASSROOM INTERACTION

Classroom interaction as  a two-way process between the participants in the learning process.

Classroom Interaction is a practice that enhances the development of the two very important language skills which are speaking and listening among the learners. This device helps the learner to be competent enough to think critically and share their views among their peers.

Interaction in the classroom is an essential part of teaching learning process. Interaction or human interaction has been defined as a process whereby two or more people engaged in reciprocal actions. This action may be verbal or nonverbal. (Celce-Murcia, 1987).

Allwright and Bailey (1991:25) stated that through classroom interaction, the plan produces outcomes (input, practice opportunities, and receptivity).

Chaudron (1988:10) stated that interaction is viewed as significant because it is argued that only through interaction, the learner can decompose the teaching learning structures and derive meaning from classroom events.

Based on some definitions above, we can conclude that Classroom Interaction is process of communication in form of verbal or nonverbal between students and teacher in the classroom when teaching learning process is happen.


Reference :

Celce, M and Murcia. 2001. Teaching English as a Second or Foreign Language. USA: Heinle & Heinle.

Allwright, D and K. M. Bailey. 1991. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge University Press.

Lesson Plan of SDN GOGORANTE KEDIRI

RENCANA PELAKSANAAN PEMBELAJARAN

Jenjang / Sekolah           : SDN Gogorante Kediri

Mata Pelajaran               : Bahasa Inggris

Kelas/ Semester               : V/2

Waktu                                          : 4 x 35 menit

A.  Standar Kompetensi

Reading      : Memahami tulisan bahasa Inggris sangat sederhana dalam konteks kelas.

Writing       : Mengeja dan menyalin tulisan bahasa Inggris sangat sederhana dalam konteks kelas

Listening    : Memahami instruksi sangat sederhana dengan tindakan dalam konteks kelas

Speaking    : Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks kelas

B. Kompetensi Dasar

7.1     Memahami kalimat, pesan tertulis, dan teks dekriptif bergambar sangat sederhana secara tepat dan berterima

4.1. Mengeja ujaran bahasa Inggris sangat sederhana secara tepat dan berterima dengan tanda baca yang benar yang melibatkan kata, frasa, dan kalimat sangat sederhana

5.2 Merespon instruksi sangat sederhana secara verbal

6.3. Bercakap-cakap untuk meminta/memberi informasi secara berterima yang melibatkan tindak tutur: memberi informasi, memberi pendapat, dan meminta kejelasan

C. Indikator

Reading:

1. Melafalkan kosa kata dan frasa baru

2. Mencari makna kata

3. Reading nyaring bacaan

4. Mencari informasi

Writing:

1. Menulis kalimat

2. Menyusun kosa kata

Listening :

1. Melafalkan kosakata baru

2. Merespon ungkapan

Speaking :

1.    Melafalkan nama-nama tempat umum

2.    Menjelaskan fungsi tempat-tempat umum

C.  Tujuan Pembelajaran

Siswa dapat :

Reading:

1.      Melafalkan kosa kata baru dengan benar setelah mendengarkan contoh dari guru dengan rasa percaya diri.

2.      Menjodohkan kosa kata baru dengan gambar dengan tepat.

3.      Membaca teks dengan nyaring setelah diberi contoh dari guru dengan intonasi dan ucapan yang benar.

4.      Menjawab pertanyaan dengan benar sesuai dengan bacaan secara berpasangan dengan   benar.

Writing:

1.    Menulis kalimat berdasarkan gambar dengan ejaan yang benar sesuai dengan contoh.

2.    Menulis kosa kata dengan ejaan yang benar sesuai dengan contoh.

Listening :

1. Melafalkan kosakata baru tentang nama-nama tempat umum dengan benar setelah diberi contoh

2. Merespon ungkapan tentang nama-nama tempat umum dengan tepat berdasarkan intrusksi guru

Speaking :

1. Melafalkan nama-nama tempat umum yang sering ditemui dalam kehidupan sehari-hari setelah diberi contoh dengan benar dan percaya diri

2. Menjelaskan fungsi tempat-tempat umum yang sering ditemui dalam kehidupan sehari-hari dengan intonasi dan lafal yang benar serta percaya diri

E. Materi Pembelajaran

Tema               : Public Places

Vocabularies   :

-          Hospital                       - Air Port                                 - Cinema

-          Mosque                        - Post Office                            - Railway station

-          Church                        - Market                                   - Restaurant

Language Expressions            :

“Where do the Mouslem  usually go for praying?”

“What do the people do in Hospital?”

F. Model Pembelajaran       

Pendekatan:  Cooperative Learning

Metode    : 1. Listening: Number Head Together

2. Speaking: Inside-outside Circle

               3. Reading: Talking Stick

              4. Writing : Think-Pair-Share

Teknik     : ceramah, tanya jawab, diskusi

G. Kegiatan Pembelajaran :

Kegiatan	Pendidikan Karakter	Alokasi Waktu
Kegiatan Awal 1.  Guru mengucapkan salam dan siswa merespon 2.  Guru mengecek kebersihan kelas dan kerapian tempat duduk siswa 3.  Guru mengajak siswa berdoa dan siswa berdoa dipimpin ketua kelas. 4.  Guru mengecek presensi siswa dan siswa merespon. 5.  Guru mengajak siswa bernyanyi 6.  Guru menyampaikan tujuan pembelajaran dan siswa memperhatikan	1.Santun 2. Kebersihan lingkungan 3.Religious 4. Disiplin dan tanggung jawab	10’
Kegiatan Inti READING 1.    Siswa menyimak contoh dari guru cara melafalkan kosa kata dan ungkapan baru dan siswa menirukan. (TP1) 2.    Siswa mengidentifikasi gambar yang diberikan secara mandiri dengan menyebutkan kata dalam bahasa Inggris secara mandiri. 3.    Siswa mencari kata yang sesuai untuk setiap secara berpasangan.(TP2) 4.    Siswa menyimak contoh cara membaca teks dan menirukan bersama-sama. 5.    Siswa membaca teks secara bergantian. (TP 3) 6.    Siswa diminta memahami soal dan mencari jawabannya dengan membaca teks secara berpasangan. 7.    Jika siswa mengalami kesulitan guru menjelaskan arti dan maksud perintah.(TP4) 8.    Siswa bersama guru mendiskusikan jawaban. Siswa yang menerima stick dari guru diminta menjawab sampai semua pertanyaan dijawab. 9.    Siswa diminta mengerjakan post test secara mandiri WRITING 1.    Siswa menyimak penjelasan guru tentang kalimat sederhana. 2.    Siswa memperhatikan contoh cara melengkapi kalimat. 3.    Siswa melengkapi kalimat secara mandiri (TP1) 4.    Siswa dan guru mendiskusikan jawaban dengan cara siswa menuliskan jawabannya di papan. 5.    Siswa memperhatikan contoh cara membuat kalimat 6.    Secara berpasangan siswa membuat kalimat. (TP 2) 7.    Siswa menuliskan jawabannya di papan dan mendiskusikan jawaban bersama guru. 8.    Siswa mengerjakan post-test. LISTENING 1.    Siswa menyimak contoh dari guru cara melafalkan kosa kata dan dan ungkapan baru. 2.    Siswa menirukan pelafalan kosa kata dan ungkapan baru. (TP 1) 3.    Siswa memperhatikan gambar yang ditunjukkan oleh guru dan menyebutkan nama gambar dalam bahasa Inggris. 4.    Siswa memperhatikan dan menirukan contoh dari guru pelafalan ungkapan “The hospital is in front of the bank.” 5.    Siswa mengerjakan tugas secara berpasangan untuk menjawab pertanyaan (TP2) 6.    Siswa bersama guru mendiskusikan tentang kesulitan dalam belajar listening. 7.    Siswa mengerjakan post-test listening berdasarkan soal yang dibacakan guru secara mandiri. SPEAKING 1. Siswa menyimak penjelasan guru tentang fungsi dari tempat-tempat umum. (TP1) 2. Siswa menirukan pelafalan kosa kata dan ungkapan baru 3. Siswa mempraktekkan dialog secara berpasangan		120’
Kegiatan Penutup 1.    Guru menanyakan kesulitan siswa selama proses KBM. 2.    Guru menyimpulkan pelajaran dan siswa merespon. 3.    Guru menyampaikan tujuan rencana pembelajaran berikutnya dan siswa memperhatikan. 4.    Guru mengucap salam dan menutup pelajaran		10’

H. Sumber belajar     :

     1. Buku Acuan:

a.       SI dan SKL

b.      Tim Penyusun BKS KKG Kota Kediri, 2010. BKS Bahasa Inggris Semester 1 . Kediri.

2. Media: Gambar public place, Gambar kosa kata acak        

I.Penilaian

1.      Instrumen

a.       Proses (terlampir dalam Student Worksheet)

b.      Akhir (terlampir dalam evaluasi akhir )

2.      Rubrik Penilaian

a.      Proses

            Rubrik untuk pengembangan karakter siswa

No

Nama

Kerja sama

Percaya Diri

Menghargai Pendapat

BT

MT

MB

MK

BT

MT

MB

MK

BT

MT

MB

MK

1.

…….

…

…

…

…

…

…

…

…

…

…

…

…

2.

…….

…

…

…

…

…

…

…

…

…

…

…

…

3.

…….

…

…

…

…

…

…

…

…

…

…

…

…

Keterangan :

Rasa ingin tahu

( dilihat dari kecermatan, kecepatan, dan ketepatan dalam menjawab pertanyaan )

BT       : Belum Terlihat ( belum menunjukan tanda-tanda rasa ingin tahu )

MT      : Mulai Terlihat ( menunjukkan tanda-tanda rasa ingin tahu )

MB      : Mulai Berkembang ( mulai konsisten menunjukkan rasa ingin tahu )

MK      : Mulai Konsisten ( konsisten menunjukkan rasa ingin tahu )

Mandiri

( Dilihat dari kemandirian mengerjakan soal dari guru )

 BT        : Belum Terlihat ( belum menunjukan tanda-tanda mandiri dalam mengerjakan tugas)

MT         : Mulai Terlihat ( menunjukkan tanda-tanda mandiri dalam mengerjakan tugas)

MB        : Mulai Berkembang ( mulai konsisten menunjukkan  tanda-tanda mandiri dalam mengerjakan tugas)

MK        : Mulai Konsisten ( konsisten menunjukkan tanda-tanda mandiri dalam mengerjakan tugas)

Komunikatif

( Dilihat dari partisipasi dalam bekerja sama baik dalam berpasangan maupun dalam kelompok )

BT         : Belum Terlihat ( belum menunjukan tanda-tanda aktif dalam bekerjasama)

MT         : Mulai Terlihat ( menunjukkan tanda-tanda aktif dalam bekerjasama  dengan teman)

MB        : Mulai Berkembang ( mulai konsisten menunjukkan kemampuan bekerjasama )

MK        : Mulai Konsisten ( konsisten menunjukkan kemampuan bekerjasama)

b.   Rubrik Penilaian Speaking

NO	NAMA SISWA	INDIKATOR PENILAIAN			JMLH SKOR	NILAI
		Fluency	Pronunciat ion	Perform ance
1. 2. 3. 4. 5. DST

Keterangan:

 1. Fuency: Lancar sekali = 3, cukup lancar = 2, kurang lancar = 1

 2. Pronunciation: Ucapan tepat = 3, cukup = 2, kurang = 1

 3. Performance: Sangat percaya diri = 3, cukup = 2, kurang = 1

c.    Pedoman Penilaian Akhir:

A.    Setiap jawaban benar dihargai 2,5          Nilai maksimum  20

B.     Setiap jawaban benar dihargai 5             Nilai maksimum  25

C.     Setiap jawaban benar dihargai 5             Nilai maksimum  25

D.    Setiap jawaban benar dihargai 10           Nilai maksimum  30

Total Nilai                                                                           100

Mengetahui,                                                                            Kediri, 11 Juni 2014

Kepala SDN Gogorante                                                          Guru Bahasa Inggris

( ……………………….)                                                        (…………………….)

CATATAN:

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