Contoh Recount Text

7 02 2012

In June two years ago me and my friends went to Yogyakarta. We got there by bus entourage. Pretty tiring journey. Moreover, there were traffic jam in the Brebes. The trip was detained several hours. Because of traffic jam, we arrived in Yogyakarta, around 10.30 pm.

We stayed at the Hotel Inna Garuda. The next day me and my entourage went to Keraton Yogyakarta. We were accompanied by a guide who explained about the function room in the palace, the heirlooms such as the collection of royal dress, spear guns, kris, gamelan, train, until photographs of the sultan and the royal family. Royal visit ended in the gallery that sells batik, and accessories. From the palace we went to Kaliurang. Misty cold air greeted us. There we went up to the lookout tower Merapi.
At night we walked on the Malioboro Road. In addition to hunting unique items as souvenirs, we also ate lesehan. However, the meal lesehan quite annoyed with the many singers who came and went. The next day we proceed to The Temple of Prambanan object. Due to time constraints, we only stopped at this temple. The journey continued to Borobudur Temple. A visit to Borobudur shorter. Because we arrived the afternoon before closing hours. From Borobudur we departed back to Jakarta.

 

 





Contoh Information Text

7 02 2012

Reni: A Tough Little Girl

Reni is a tough little girl. She is a student at SDN 14 Kampung Sawah South Jakarta grade six. In addition learn at school, Reni has to help her mother—who has five children. As the first child, Reni has to take care of her brothers and sisters. Every morning Reni wakes up at 5 p.m. She cooks rice and makes some side dishes. She also sweeps the floor. Afterthat she bathe the little sisters.
After school hour, sometimes Reni learn subject with her classmates at me. But, when she has a lot of have to do such as laundry and ironing, she doesn’t attend private lesson. Recently Reni increasingly preoccupied with household activities when her mother borns again.
Although Reni has many household activities, she always look cheerful. She doesn’t complain with her condition. She is a tough little girl.





About Discipline, Punishment, Reward, Reinforcement

7 02 2012

Discipline is an educational concept based in responsibility of the teacher to encourage and maintain appropriate and cooperative behaviors on the part of students in classroom. Discipline also as steps taken by adult to cause student to behave acceptably in school.
Reward usually related to appropriate behavior. Reward is effective only through its associations. Most of reward is similar with discipline student . But reward is not same with discipline student. Because it is also connecting to achievement. Teacher can be identify rewards that makes the children truly enjoy. Consistency in this way is important. So, rewards can be shaped to help child internalize behavioral changes that are not dependent on intrinsic rewards in the future.
Punishment is certainly an option in the overall design of classroom management, and punishment sometimes appears to be the most sensible and meaningful intervention. According to BF Skinner, punishment caused bad feelings and desire for retaliation. Punishment is effective only when it reconditions new responses to the cues for unwanted behavior. Punishment is one of discipline tools to change misbehavior student in the classroom to appropriate behavior. Discipline is a component of classroom management. So, discipline is differ from punishment.
To develop and maintain classroom routines and rules, we can adopt the four contexts of school behavior such as institutional requirements, teacher management requirements, group and peer management requirements, and developmental learning requirements. Institutional requirements may include a dress code, times of arrival and departure, breakfast or lunch procedures, playground rules, parent permission for trips and certain acitivities, codes of behavior in the halls during class transitions, and rules for behavior on school buses or with crossing guards. Teacher management requirement assigned to teacher meet their contractual obligations and the expectations of administrators, other supervisors, parents, and community. Central to meeting these requirements is effective management of an assigned group of students. Group and peer management requirements means the classroom is a social environment, and children learn from each others as well as from their teachers. Developmental learning requirements may include the child-centered approach to management emerges as a central concern. Besides, we can give rewards and punishments to develop and maintain classroom routines and rules.
Positive reinforcement can be provide with social reinforcers, activities and privileges, tangible rewards, and token. Social reinforcers such as approval, praise, attention, or physical proximity. Activities and privileges such as freedom to move around the room, use of special library books, or choice of acitivites at certain times. Tangible rewards such as objects, edibles, or certificates. Tokens to be used in a classroom economy to purchase rewards over time. Positive reinforcement should also consider fairness, spontaneous rewards, and communicate to all students about the ways to get rewards.
In teaching process, teacher likely face conflict in the classroom. When the teacher face conflict, teacher can solve it with several ways. Teacher can analyze the conflict: identifying reasonable class conditions, identifying reasonable student behaviors, analyzing current conditions through observation and accurate description, describing current conditions, targeting and prioritizing specific behaviors for change, selecting and applying intervention strategies, and evaluating and adjusting interventions. Teachers also can use action research as guide in solving their conflict. Teacher can gather data, observe, analyze, and finding out to solve conflict.





Contoh Explanation Text

7 02 2012

According to Satria Dharma, Chairman of Ikatan Guru Indonesia (IGI) or Indonesian Teachers Association. Rintisan Sekolah Bertaraf Internasional (RSBI) or International School Stubs is valuaded as failure program. There are several reasons RSBI should be stopped. First, the program is clearly not preceded RSBI complete research so that the concept is very bad.
Second, RSBI program is the wrong model. Kementerian Pendidikan Nasional (Kemendiknas) or Ministry of National Education create model guidelines for implementation of the new SBI (news developed), but it is happening is the development of the schools that already exist (existing school).

Third, RSBI program have gotten wrong assumption. Kemendiknas assumes that for teaching hard science in English introduction, a teacher has to have TOEFL more than 500. Fourth, there was been confussion.
Fifth, the using english language in overall teaching activity is wrong concept. With RSBI labels, the subject matter to be taught in English, while across the world such as Japan, China, actually use their national language, but students remain qualified world. Sixth, RSBI considered to have created discrimination in education. Meanwhile, the weakness of the seven confirmed, that the RSBI has also made the public schools become very commercial.
RSBI idea originally formed to improve the quality of school graduates as global human. However, the implementation RSBI more emphasis on the high cost of education, and school facilities are luxurious. Not on the learning abilities of students. So many people do not approve this program.

Teaching a child to become a global human is important. However, being human does not have to adopt the global total in the western model of education regardless of the overall condition of the nation’s affordable and equitable education for all citizen.





Membuat RPP/Lesson Plan Menggunakan Planbook

7 02 2012

Source: http://planbookedu.com/print/format/date:2012-01-15/pk:C9KRA

Week of January 15, 2012

Monday

Tuesday

Wednesday

Thursday

Friday

Lesson PlanLesson: Science
Class / Semester: II / 2
Meeting: Second
Time: 2×30 minutes (at 08 am-09 am)Competency Standards:
3. Know the various sources of energy that is often encountered in everyday life and its usefulness.

Basic Competence:
3.1 Identify sources of energy (heat, electricity, light, and noise) that exist in the environment,

Indicator
1.Pupils can explain the source of energy in the vicinity
2.Pupils can explain the examples of goods that require electrical energy in the workings
3.Pupils can explain the changes brought about by electrical energy
  
I. Learning Objectives:
Know the various sources of energy that is often encountered in everyday life and its usefulness.

II. Teaching Materials: Energy and its Amendment
III.Learning Methods: Problem-based learning,
IV.Learning Steps
Initial activities:
Story-telling told Justien Biber got an alarm clock gift from her parents, but the clock was not lit.

-The teacher asked the students why the clock can not work
core Activities
-Students tried a few tools that need the battery and the electricity to work.
-Teacher explains the energy change that occurs.
Assessment:
-Giving questions about electricity works
-Students are asked to give examples of items that require electricity to work
-Students are required to explain the energy changes that occur in electronic goods
-Working on a worksheet
End of activities:
-Asking again about electricity works
V. Equipment / materials / learning resource: Worksheet, drawing tools, household appliances, gadgets, alarm clock, battery
VI.Reflection
-Give questions to students about the tools that require electricity to work
-Give the question of tools that do not require electricity in the works

Jakarta,  January 16, 2012

Susan Sutardjo

Teacher

Lesson PlanSubject: Indonesian
Class / Semester: II / 2
Meeting to: Second
Time Allocation: 1×30 minutes (09.30 am-10.30 am)Competency Standards:
Understanding the range of written discourse by reading aloud and reading silently.

Basic Competence:
1.1 Reading aloud and reading in 16 to 20 sentences with attention to proper pronunciation and intonation.
1.2 Copying the passages with the concatenated with the letter neatly upright.

Indicator
1.1 Students can read aloud with attention to punctuation and sentence intonation.
1.2 Students’ reading comprehension through a series of questions.
1.3 Students are able to write the letter continued upright.

I. Learning Objectives:
Understanding the range of written discourse by reading aloud and reading silently.

II. Teaching Materials: Text readings

III.Metode Learning: Exposure to direct.

IV.Learning Steps
Initial activities:
Reading the text readings per group.
core Activities
Answering questions per group
Copying a paragraph reading with upright letters concatenated
Giving the name of the beast according traits that exist in textbooks.
End of activities:
Give the question in accordance with the text reading orally.

V. Equipment / materials / learning resources: worksheets, lesson books, netbooks.

VI.Reflection: copy one sentence reading with upright letters individually serialized.

Jakarta,  January 17,  2012

Susan Sutardjo

Teacher

Lesson PlanSubject: Social Sciences (IPS)
Class / Semester: II / 2
Meeting to: Two
Time Allocation: 2×30 minutes (11 am-12 am)Competency Standards:
1.Understanding cooperation in the neighborhood.

Basic Competence:
11 Explain the benefits of cooperation in the neighborhood.

Indicator
1.1 Students can explain the definition of neighbor.
1.2 Students can identify the neighbor in front, right side and left side of their house.
1.3 Students can explain the meaning of cooperation
1.4 Students can give examples of other forms of cooperation among neighbors
1.5 Students can explain the benefits of cooperation among neighbors.

I. Learning Objectives:
Understanding cooperation in the neighborhood.

II. Teaching Materials: Environmental

III.Learning Methods: Exposure to direct the drama.

IV.Learning Steps:
Initial activities:
Giving questions surrounding neighbors and co-operation.
Core Activities
drama siskamling
End of activities:
-Fill out the worksheet.
V. Equipment / materials / learning resources: worksheets about, and drama texts siskamling
VI.Reflection: Giving oral questions about the benefits of cooperation

Jakarta,  January 18,  2012

Susan Sutardjo

Teacher

   
         
         




Internet:Tinjauan Teori (1)

6 02 2012

 

“Apa yang kamu lakukan di internet?”  Pertanyaan seperti ini sudah menjadi kelaziman satu dasawarsa terakhir. Dari anak-anak hingga orang tua menjadi pengguna internet. Sehingga, kini bukan hal aneh jika sebagian waktu manusia modern dihabiskan untuk berselancar di dunia maya. Mereka bisa melakukan chatting, browsing, searching, download atau mengirim pesan melalui surat elektronik atau e-mail (electronic-mail).

Berdasarkan riset Yahoo di Indonesia bekerja sama dengan Taylor Nelson Sofres pada tahun 2009 menyebutkan bahwa mayoritas pengguna internet berasal dari kalangan remaja usia sekolah rentang umur 15 tahun hingga 19 tahun dengan prosentase mencapai 64 persen. Riset itu melibatkan 2.000 responden. Sebanyak 53 persen dari kalangan remaja itu mengakses internet melalui warung internet (warnet), sementara 19 persen menjangkau internet via telepon seluler.

Asosiasi Penyelenggara Jasa Internet Indonesia menyebutkan, pengguna internet di Indonesia pada tahun 2009 diperkirakan mencapai 25 juta dengan pertumbuhan setiap tahun rata-rata 25 persen. Berdasarkan survey MarkPlus Insight yang dirilis Majalah Marketeers jumlah pengguna internet per Oktober 2011 mencapai 55 juta orang atau naik dibandingkan tahun 2010 yang berjumlah 42 juta.

Menariknya sekitar 50 persen hingga 80 persen pengguna internet berasal dari kalangan muda dengan dominasi umur 15 hingga 30 tahun. Rata-rata mereka mengakses internet sekitar 3 jam sehari. Riset ini dilakukan pada 2.161 pengguna internet yang tersebar di 11 kota besar di Indonesia. Berbeda dengan tahun 2009 yang sebagian besar mengakses internet melalui warnet, pada tahun 2011 sebagian besar pengguna internet mengakses via smartphone yang terkoneksi ke internet.

Riset terbaru yang diselenggarakan Mastel (Masyarakat Telekomunikasi) menyebutkan bahwa jumlah pengguna internet di Indonesia melonjak menjadi 84 juta orang dengan proporsi 54 persen laki-laki, 64 persen perempuan. Meski secara prosentase perempuan di bawah laki-laki, ternyata perempuan lebih lama mengakses internet ketimbang laki-laki.

Mengapa manusia modern menghabiskan waktunya berjam-jam di internet? Hal itu tidak lepas dari fungsi dan manfaat yang disediakan internet. Internet dapat digunakan sebagai media hiburan seperti main game, mendengarkan music gratis, sebagai media belajar, sarana bisnis, pemasaran produk, media komunikasi melalui surat elektronik atau e-mail (electronic mail), jejaring sosial (social media network), yahoo messanger (YM), Skype, What’sApp, dll.

Internet juga efektif digunakan sebagai sarana kampanye politik seperti yang dilakukan Presiden Amerika Serikat Barack Obama pada 2008 lalu. Melalui akun facebook presiden kulit hitam pertama ini menggalang massa untuk mendukung kampanye politiknya. Hasilnya, melalui good campaign di internet dan secara offline, Barack Husein Obama dilantik menjadi Presiden Amerika Serikat awal November 2008.

Dari internet pula lahir penyanyi terkenal Justin Bieber yang semula diketahui bakatnya oleh produser dari situs jejaring sosial Youtube. Bahkan, di tanah air juga muncul pekerja seni instan yang dikenal masyarakat setelah aksi mereka di Youtube ditonton oleh ribuan bahkan ratusan orang seperti Norman Kamaru, Shinta Jojo, dll.

            Internet juga memberi ruang bagi tiap individu untuk menyampaikan pandangan politik dan kritiknya terhadap pemerintahan. Sehingga muncul istilah parlemen online. Seperti kasus cicak buaya yang menyeruak ke publik karena mengusik rasa keadilan masyarakat pada penghujung tahun 2009. Publik membuat akun grup sejuta facebooker yang mendukung cicak. Atau kasus Prita Mulyasari yang melahirkan grup di facebook dengan nama Koin Prita yang dibarengi dengan kemunculan posko peduli Prita.

            Bahkan, internet menjadi sarana masyarakat di kawasan Timur Tengah menyampaikan protesnya atas pemerintahan mereka. Revolusi melati yang terjadi di Mesir, Libya bermula dari keprihatinan masyarakat atas bobroknya rezim yang berkuasa melalui situs jejaring sosial.

Sehingga bisa dikatakan internet kini menjadi dunia ‘kedua’ bagi pengguna yang mengakomodasi kebutuhan manusia seperti berkomunikasi dengan orang lain, berbisnis, bertransaksi, bekerja, belajar, bermain, mendengarkan musik, mencari informasi berita, mencari referensi tulisan, dll.

Dengan kapasitas, manfaat, dan banyaknya pengguna internet wajar jika dikatakan bahwa internet adalah teknologi fenomenal abad ini.

Definisi Internet

Internet berasal dari kata interconnected-networking atau interconnection network. Inter artinya antara. Internet merupakan hubungan antar berbagai jenis computer dan jaringan di dunia yang berbeda system operasi maupun aplikasinya di mana hubungan tersebut memanfaatkan kemajuan media komunikasi (telepon dan satelit) yang menggunakan protocol standar dalam berkomunikasi yaitu protocol TCP/IP.

Internet adalah sebuah jaringan komputer yang terdiri dari berbagai macam ukuran jaringan komputer di seluruh dunia mulai dari sebuah PC, jaringan-jaringan lokal berskala kecil, jaringan-jaringan kelas menegah, hingga jaringan-jaringan utama yang menjadi tulang punggung internet seperti NSFnet, NEARnet, SURAnet, dan lain-lain. (Daniel H Purwadi).

The Internet, sometimes called simply “the Net,” is a worldwide system of computer networks – a network of networks in which users at any one computer can, if they have permission, get information from any other computer (and sometimes talk directly to users at other computers). (Internet kadang disebut dengan net yakni sistem jaringan komputer seluruh dunia-sebuah jaringan dari jaringan di mana pengguna komputer bisa mendapat informasi dan kadang-kadang bisa berbicara langsung dengan lain.





WebQuest: Membuat Materi Pelajaran Lebih Eye Catching

6 02 2012

Penggunaan teknologi informasi dan komunikasi dalam kegiatan belajar mengajar bertujuan untuk meningkatkan pemahaman, motivasi belajar, dan pada akhirnya prestasi akademik siswa. WebQuest adalah salah satu produk dari TIK yang bisa diperoleh dengan mengakses internet.

WebQuest adalah format pelajaran yang berorientasi pada metode inkuiri yang di dalamnya memuat banyak informasi tentang materi pelajaran dan penugasan berasal dari web yang me-link ke WebQuest.

WebQuest dikembangkan oleh Bernie Dodge di Universitas Negeri San Diego pada Februari 1995 dengan input awal dari SDSU/Pacific Bell Fellow Tom March, staf di Teknologi Pendidikan di San Diego Unified School District dengan partisipan peserta Teach the Teachers Consortium.

Sejak itu puluhan hingga ribuan guru menggunakan WebQuest sebagai salah satu jalan menarik siswa dalam proses belajar di abad 21.  Model ini kemudian menyebar di seluruh dunia. Bahkan beberapa negara dengan antusias menggunakan WebQuest seperti Brazil, Spanyol, Cina, Australia, dan Belanda.

Membuat WebQuest

            Secara teknologi membuat WebQuest sangat mudah. Sepanjang kita dapat membuat dokumen dengan hyperlinks, maka kita dapat membuat WebQuest. Ini artinya bahwa WebQuest dapat dibuat dengan menggunakan Word, Powerpoint, bahkan Excel.

Sebuah WebQuest adalah:

  • Meliputi tugas yang dapat dilakukan siswa dengan tampilan menarik
  • Memerlukan proses berpikir lebih dalam, bukan hanya sekedar merangkum materi pelajaran. Termasuk di dalamnya adalah kegiatan menggabungkan, menganalisa, memecahkan masalah, menciptakan kreativitas, penilaian, dan evaluasi.
  • Menggunakan sumber informasi dari web dan referensi buku lain untuk memperkaya materi pelajaran. Jika materi di WebQuest hanya berasal dari buku pelajaran tanpa diintegrasikan dengan informasi yang ada di situs yang memiliki keterkaitan dengan mata pelajaran, maka WebQuest tak ubahnya seperti pelajaran konvensional.
  • Membuat WebQuest bukan berarti membuat laporan penelitian atau membuat langkah demi langkah seperti prosedur matematika. Sehingga, WebQuest tidak berhenti sampai pada tahap siswa mampu membuat contoh WebQuest diikuti dengan presentasi. Tetapi siswa mampu memberikan contoh-contoh dari tema pelajaran yang disajikan dalam WebQuest sekaligus menjelaskan maksud tulisan yang ada dalam WebQuest.

Situs Penyedia WebQuest

QuestGarden

QuestGarden diciptakan oleh Bernie Dodge. Membuat WebQuest dengan menggunakan Quest Garden lumayan mudah. QuestGarden menyediakan step by step cara membuat WebQuest dan contohnya dengan disupport dokumen dalam bentuk Word, PowerPoint, dll.

Zunal.com

Situs Zunal.com juga menyediakan WebQuest secara gratis. Caranya, buka situs http://zunal.com. Setelah membuka halaman zunal.com, kemudian melakukan registrasi di kolom Register Free. Urusan registrasi beres, klik login dengan memasukkan e-mail dengan password. Langkah selanjutnya membuat WebQuest dengan mengikuti langkah-langkah demi langkah yang ada di zunal.com.

 

Teacherweb.com/tweb/TWQuest.aspx

Website teacherweb.com menyediakan WebQuest bagi siapa saja yang telah mendaftar. Menariknya, selain WebQuest, situs teacherweb juga menyediakan space untuk membuat situs milik para pengajar.

 

Untuk membuat WebQuest, langkah pertama adalah klik https://www.teacherweb.com/tweb/twquest.aspx. Kemudian klik sign up and get started. Langkah selanjutnya klik Create WebQuest yang ada di home yang akan diikuti dengan tampilan di bawah ini.

 

Create Your TeacherWebQuest:

Grade Level: Elementary SchoolMiddle SchoolHigh School

Subject Area: ArtAstronomyBiologyCareersCharacterChemistryComputersCurrentCurrent EventsDrama/TheaterEconomicsEducation TechnologyEnglishFrenchGeographyGermanHealthHistoryLanguageLanguage ArtsLawLiteratureMathMedicineMusicPhysicsPoliticsPsychologyReligionSafetyScienceSocialSocial StudiesSpanishSportsStudy SkillsWeatherZoology

Topic of the WebQuest: (e.g. “Olympics”, “Biomes”, “CivilWar”)

Title of the WebQuest: (e.g. “Civil War WebQuest”)

 I have an Account Code

 I have the email address and password of my paid TeacherWeb account

 

 

Account Code:

I agree to the Terms and Conditions of a WebQuest on TeacherWeb®

I acknowledge that TeacherWeb® may remove my WebQuest at any time,
with or without cause, in its sole and absolute discretion.

                                                      

 

Isi kolom yang tersedia. Semua harus diisi. Setelah semua diisi, klik Next. Langkah selanjutnya adalah membuat WebQuest sesuai instruksi di web.

 

Template WebQuest

Agar tampilan WebQuest menarik, pilihlah template yang kira-kira sesuai dengan umur siswa. Di bawah ini contoh template di Quest Garden.

 

 

 

 

 

 

Secara umum langkah pembuatan WebQuest seperti di bawah ini:

1.Pilih topik  mata pelajaran yang sesuai dengan model inkuiri

2.Membuat desain

3.Jelaskan bagaimana siswa akan dievaluasi

4.Proses desain

5.Mempercantik tampilan desain.

Ternyata membuat webquest gampang ya. Selamat mencoba

 

 

 








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