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June 21, 2012

Mister Guru in Top ESL Blog Award

Mister Guru is the 8th Finalist of Top ESL Blog Award
Beberapa hari lalu, Mister Guru menerima email dari ecollegefinder.org yang mengabarkan bahwa blog ini telah dinominasikan sebagai salah satu blog ESL (English as Second Language) terbaik dalam ajang "Top ESL Blog Award". Ini benar-benar diluar perkiraan Mister Guru yang nge-blog murni hanya untuk berbagi ilmu dan membantu mereka yang ingin belajar bahasa Inggris. Jangankan menang, masuk sebagai nominee saja Mister Guru sudah bersyukur banget. :D

Dalam ajang Top ESL Blog Award, Mister Guru harus bersaing dengan banyak blog lainnya untuk mendapatkan voting sebanyak mungkin dari publik agar bisa masuk dalam peringkat 3 (tiga) besar. Setelah masa voting berakhir, 3 (tiga) blog dengan voting terbanyak akan diumumkan di blog milik eCollegeFinder dan situs Language Magazine. Pemenang dan finalis akan berhak mendapat badge Top ESL Blogs Award sebagai simbol atas prestasi mereka. So, lupakan traktiran jika menang karena tidak ada hadiah berupa uang. :)

Top ESL Blog Award diberikan oleh eCollegeFinder yang bekerja-sama dengan Language Magazine untuk blog-blog ESL terbaik, yang diperuntukkan bagi mereka yang mengajar atau belajar bahasa Inggris sebagai bahasa kedua, serta mereka yang sedang mengejar gelar TESOL. Blog-blog pemenang akan dijadikan sebagai referensi bagi para pembaca yang ingin memperluas pengalaman mengajar dan belajar mereka.

Naah, untuk itu, Mister Guru butuh bantuan para pembaca sekalian untuk ikut memberikan suara dan mendukung Mister Guru dalam voting ini. Jika berkenan, kunjungi http://blog.ecollegefinder.org/esl-blogs-award/ lalu pilih Mister Guru. Suara anda akan sangat membantu dan untuk itu, Mister Guru mengucapkan terima kasih.

June 20, 2012

Expressions of Feelings, Wonder, Curiosity, and Possibility

Expressions of Feelings, Wonder, Curiosity, and Possibility
1. Material Mapping For SMA (Class XII):
Competence StandardBasic Competence
Mendengarkan:
1. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
1.2. Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, dan menyatakan berbagai sikap
Berbicara:
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
3.2. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, dan menyatakan berbagai sikap
2. Material Mapping For SMK:
Competence StandardBasic Competence
1. Berkomunikasi dengan Bahasa Inggris setara Level Novice (Communicate in English in novice level) 1.4. Menghasilkan tuturan sederhana yang cukup untuk fungsi-fungsi dasar (Producing simple sentences to convey basic language functions).

3. Key word:
Mengakui kesalahan (confessing), berjanji (promising), menyalahkan (blaming), menuduh (accusing), mengungkapkan keingintahuan dan hasrat (expressing curiosity & desire).

4. Material:

Asking About Feelings, Expressing Wonder / Curiosity, Asking and Stating Possibility
Asking About FeelingsExpressing Wonder / Curiosity
  • How do you feel about it?
  • What do you have in mind?
  • What are you thinking about?
  • Do you have something on your mind?
  • What are you looking so serious about?
  • Is something bothering you?
  • Are you worried about something?
  • I wonder what it really is.
  • I was just wondering how to do it
  • I wonder why he could do such thing to her
  • I wonder if she likes studying here.
  • That's amazing. How did you do that?
  • How marvelous. How come?
  • I wonder at her directness.
Asking About PossibilityStating a Possibility
  • Is it possible to do it this way?
  • Is there any possibility of repairing this machine?
  • What possibility is there that they’re still alive?
  • Is there any chance she will survive the disease?
  • What will probably happen to the main character of this story?
  • It’s very likely (that ....)
  • There’s a (big) chance.
  • It’s possible (that ....)
  • There’s a great possibility.
  • It could be.
  • Maybe / perhaps / probably.
  • There could / might be a problem.
  • It might be.
5. Exercise
Complete the following dialogs:
  1. You and your friend have been waiting for more than ten minutes for the school bus to come. You start talking about possibilities that might happen to the bus.
    You: "Where’s the school bus? ...(wondering what has happened)...."
    Your friend: "I don’t know. ...(asking about a possibility)...?"
    You: "...(stating a possibility)..., or ...(expressing another possibility)...."
    Your friend: "...(stating a possibility)...."

  2. You and your friend are going shopping at a supermarket. When you are going to pay for your things at the cashier, you cannot find your wallet.
    Cashier: "Thirty-six thousand Rupiahs, please."
    You: "Oh. Where’s my wallet?"
    Your friend: "What’s the matter? ...(asking about feelings / thoughts)...?"
    You: "I can’t find my wallet! ...(wondering where it is)...."
    Your friend: "...(asking about a possibility)...."
    You: "...(stating a possibility).... How embarrassing!"

Click HERE to do more exercise about expressions related to feelings, wonder / curiosity, & possibility.

June 19, 2012

Exercise: Expressions of Accusing, Blaming, Confessing, Apologizing, and Promising

Exercise: Expressions of Accusing, Blaming, Confessing, Apologizing, and Promising
P
reviously, in the post HOW TO EXPRESS ACCUSATION, BLAME, CONFESSION, APOLOGY, & PROMISE, we have learnt about some common expressions to make or state accusations, blame, confessions, apologies, & promises. Now, in this post, you will have the chance to measure your ability related to those expressions.

I. Match the sentences on the left with the best response on the right

  1. My two-year-old sister dropped my mobile phone and broke it.
  2. A policeman fined me for not wearing a helmet yesterday.
  3. I was late because I ran out of gas on the way to school this morning.
  4. My teacher sent me out of the classroom this morning.
  5. The headmaster got me sign a letter of statement this morning.
  6. Linda was angry with me last night. She said she wouldn’t make friends with me anymore.
  7. The drama was a failure. I forgot a few but important lines and ruined the whole performance.
  8. My computer has been infected by a virus.
  1. What did you expect? You shouldn’t have ridden without wearing a helmet.
  2. It was your own fault. You shouldn’t have been noisy in class.
  3. It serves you right. How many times do I have to tell you this? Never copy a file from an unreliable source.
  4. It was all because of you. I told you to practice and practice your lines but you just took it easy.
  5. I told you to check the tank regularly but you just wouldn’t listen.
  6. I told you not to let her play with it. You should have kept it in a safe place.
  7. You deserve it! You shouldn’t have sent her rude and impolite SMS.
  8. Perhaps that’ll teach you a lesson. You shouldn’t have broken the school rules many times.

II. Choose the best answer to complete the sentences.

  1. Man: "My calculator doesn’t work. What have you done with it?"
    Woman: ".... I didn’t even touch it!"
    1. I was the one to blame
    2. I give you my word on it.
    3. You shouldn’t have done that.
    4. Are you accusing me?
    5. You are forgiven
  2. In the above dialog, the man ... the woman.
    1. confessed to
    2. apologized
    3. blamed
    4. promised
    5. regretted
  3. In the dialog, the woman ... the man’s accusation.
    1. made
    2. expressed
    3. accepted
    4. agreed
    5. denied
  4. Man: "I got E for my mathematics test. I ... for not preparing myself."
    Woman: "I told you. You shouldn’t have played games too much."
    1. regret
    2. sorry
    3. promise
    4. confess
    5. blame
  5. In the above dialog, the man made a/an ....
    1. promise
    2. confession
    3. apology
    4. denial
    5. excuse
  6. In the dialog, the woman ... the man.
    1. confessed to
    2. apologized
    3. blamed
    4. promised
    5. regretted
  7. Student: "I’m sorry, sir. I have broken the class window by accident and I must apologize for that. I honestly regret it, Sir."
    Teacher: ".... I do appreciate your honesty.
    1. I’m afraid that wasn’t true.
    2. It’s good you admitted that.
    3. Who’s to blame?
    4. I think you’re the only person who could have done it.
    5. Thanks for that.
  8. In the above dialog, the student made a/an ....
    1. promise
    2. confession
    3. apology
    4. denial
    5. excuse
  9. In the dialog, the teacher gave a/an ....
    1. promise
    2. confession
    3. apology
    4. denial
    5. excuse
  10. Student: "I’m sorry, sir. I am late because the public minibus which I took had a flat."
    Teacher: "You are forgiven for now. But ...." Student: "All right, Sir. I promise I won’t be late again."
    1. Can I promise you not to be late again?
    2. Can we promise not to be late again?
    3. Will you promise not to be late again?
    4. I want to promise you not to be late again.
    5. Don’t blame me.
  11. In the above dialog, the student made a/an ....
    1. promise
    2. agreement
    3. apology
    4. denial
    5. accusation
  12. In the dialog, the teacher ... a promise.
    1. made
    2. expressed
    3. asked for
    4. agreed
    5. denied
  13. Woman: "What have you done to my CD? It’s scratched."
    Man: "I’m sorry I dropped it just now. ...."
    1. It was my fault.
    2. It’s no use crying over spilt milk.
    3. It will teach you a lesson.
    4. Don’t point your fingers at me.
    5. Don’t blame me.
  14. In the above dialog, the woman made a/an ....
    1. promise
    2. agreement
    3. apology
    4. denial
    5. accusation
  15. In the dialog, the man made a/an ....
    1. promise
    2. confession
    3. agreement
    4. denial
    5. accusation

June 17, 2012

How to Express Accusation, Blame, Confession, Apology, and Promise

How to Express Accusation, Blame, Confession, Apology, and Promise
1. Material Mapping For SMA/MA (Class XII):
Competence StandardBasic Competence
Mendengarkan:
1. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
1.2. Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, dan menyatakan berbagai sikap
Berbicara:
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
3.2. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, dan menyatakan berbagai sikap
2. Material Mapping for Vocational High School (SMK/MAK):
Competence StandardBasic Competence
1. Berkomunikasi dengan Bahasa Inggris setara Level Novice (Communicate in English in novice level) 1.4. Menghasilkan tuturan sederhana yang cukup untuk fungsi-fungsi dasar (Producing simple sentences to convey basic language functions).

3. Key word:
Mengakui kesalahan (confessing), berjanji (promising), menyalahkan (blaming), menuduh (accusing), mengungkapkan keingintahuan dan hasrat (expressing curiosity & desire).


4. Material:

Blaming/Accusing, Denying an Accusation, Confessing, Apologizing, Forgiving/Accepting an Apology, Asking for and Making a Promise.
Blaming/AccusingDenying an Accusation
  • It was your fault.
  • I told you but you just wouldn’t listen.
  • It’s all because of you!
  • It serves you right.
  • Perhaps that’ll teach you a lesson.
  • You should (not) have done that.
  • You’re the one to blame.
  • I think you’re the only person who could have done it.
  • It’s not my fault/ mistake.
  • Are you accusing me?
  • Don’t blame me.
  • Don’t point your fingers at me.
  • I’m afraid that wasn’t true.
  • It wasn’t me.
  • It’s not true.
  • I’m not guilty / I’m clean.
  • I’m not to blame.
Confessing/Making an ApologyForgiving/Accepting an Apology
  • I must admit that I’ve been wrong so far.
  • It was my (own) fault.
  • I have made a mistake.
  • I was the one to blame.
  • You’re right and I was wrong.
  • The blame’s on me.
  • I honestly regret for having done such bad thing.
  • I must apologize for what I’ve done.
  • Please forgive me for what I've done.
  • It’s good you admitted that.
  • It’s no use crying over spilt milk.
  • Apology accepted.
  • Your apology is accepted.
  • You’re forgiven.
  • Let’s forgive and forget.
  • I forgive you.
  • Let bygones be bygones.
  • You have my apology.
  • Never mind. Forget it.
Asking for a PromiseMaking a Promise
  • Promise me that you will come to the party.
  • Will you promise to be on time next time?
  • Make me a promise, will you?
  • Is that a promise?
  • I want you to promise that you’ll never leave me.
  • Will you give me your word on that?
  • Can you / Will you promise me?
  • Can I trust you?
  • I’ll take your words.
  • I promise I’ll make it to the party.
  • I promise not to be late again.
  • I promise you that I’ll never forget you
  • It’s a promise.
  • You have my word.
  • I give you my word.
  • I swear that I will never leave you.
  • Take my words (for it).
  • I promise you my love and my life.
Now, you have learnt about about how to express an accusation, blame, confession, apology, or promise in spoken English.

June 08, 2012

Exercise: Contrasting The Simple Past With The Past Continuous

Exercise - Contrasting The Simple Past With The Past Continuous
Click here to see the differences between the Simple Past and the Past Continuous tense
I. Put the verbs in brackets into the simple past or the past continuous tense.
  1. Tina ...(wait) for me when I ...(arrive).
    Answer: Tina was waiting for me when I arrived.
  2. When I last ...(see) her, she ...(wear) a dark coat.
  3. The soldiers ...(patrol) along the river when the enemy ...(attack) them.
  4. He ...(look) very busy when I ...(see) him this morning.
  5. I ...(greet) him and ...(ask) him what he ...(do).
  6. We ...(do) the assignment when the light suddenly ...(go) out.
  7. While Doni ...(type) the report, the computer ...(break) down.
  8. The car ...(travel) at 80 k.p.h. when it ...(begin) to skid.
  9. From the sounds it was clear that the boys ...(practice) music.
  10. When I ...(look) through the books in the library, I ...(find) a very interesting novel and ...(decide) to borrow it.
  11. When I ...(meet) her, she ...(say) that she ...(not like) her current boarding house and ...(try) to find another.
  12. I ...(chat) with my friends when my mobile phone ...(ring).
  13. When I ...(wake) up last night, the TV ...(be) on and my son ...(sleep) on the sofa.
  14. The weather ...(be) fine when we ...(land) in Jakarta yesterday afternoon. The sun ...(shine) and the breeze ...(blow).
  15. I always ...(tell) him that he ...(waste) his time but he never ...(listen).
  16. When he ...(arrived) home his children ...(play) in the front yard.
  17. There ...(be) many students in the school yard. The girls ...(play) volleyball while the boys ...(play) soccer.
  18. I ...(read) my new magazine when someone ...(knock) at the door.
  19. When I ...(be) young, I ...(want) to be an architect.
  20. When I ...(enter) the classroom the students ...(do) an assignment.
II. Write a short paragraph telling about the people in the picture below. Use Simple Past and Past Continuous Tense.
Contrasting The Simple Past With The Past Continuous

Descriptive Text: Pekalen White-Water Rafting Adventure

Descriptive Text - Pekalen White-Water Rafting AdventureIf you are a river trip enthusiast, you should visit Probolinggo, East Java. Here in the town which is also well-known as "Mango Paradise", you can have a fantastic white-water rafting adventure in Pekalen river, flowing from Mount Lamongan and Argopuro Mountain south of Probolinggo. It takes 1 - 1.5 hour by car or motorcycle to get to the site.

Being a permanent river, it can be used for white-water rafting even in dry seasons. However, the water gets high and the stream becomes extremely strong from December to April when there is a lot of rain. The difficulty level of this river is categorized into Grade II - III+, which is a grade higher than Ayung river in Bali and Saddang river in South Sulawesi. A number of waterfalls and rapids along the river add to the difficulty level and the sheer challenge of white-water rafting. Other challenges that visitors may have to face are repelling as well as lining the raft with a rope, and portaging, that is carrying the raft in case it is impossible to go through an obstacle.

Descriptive Text: Pekalen White-Water Rafting AdventurePekalen Rafting is divided into 3 (three) stages; Pekalen Atas (12 kms), Pekalen Tengah (7 kms) and Pekalen Bawah (10 kms). Pekalen Atas has the highest difficulty level and is recommended for experienced or professional white-water surfers. However, it doesn't mean that rafting in Pekalen Tengah or Pekalen Bawah is less challenging.

Pekalen Atas route reaches 12 kms and can be covered in 2-3 hours. It starts in Desa Pesawahan, Kecamatan Tiris and ends in a basecamp in Desa Condong, Kecamatan Gending. It offers a spectacular view as you struggle your way through high cliffs, rocks, rapids, and even under bat caves and beautiful waterfalls. Rowing your raft is hardly necessary as you will find as much as 55 (fifty-five) rapids, i.e.; Welcome, Batu Jenggot, Pandawa, Rajawali, Extravaganza, KPLA, Tripple Ace, The Fly Matador, Hiu, Cucak Rowo, Long Rapid, and Good Bye rapid. There is also "Inul" rapid, as you may have to shake the raft like "Inul", a famous Indonesian Dangdut singer, in order to get past.

Descriptive Text: Pekalen White-Water Rafting AdventureWhat is special about Pekalen Atas is the view and adventure it offers. The rain forest, wildlife, and 10 (ten) beautiful waterfalls will offer breathtaking view alongside the river. You will not only enjoy the view of the waterfalls, but also feel the fresh water pouring onto you from the cliffs alongside the river as you row your raft below them. You will also go under bat caves where you will find thousands of bats hanging on the high cliffs. Listening to thousands of bats squeaking and watching them flying above will add to the elements of adventure it offers. Whitewater rafting in Pekalen river will certainly be an unforgettable river trip outing experience.

Updated: May 2nd, 2013

May 31, 2012

The Role, Positive Effects, Products, and Motivations of Tourism, and Tourism Industry

The Role, Positive Effects, Products, and Motivations of Tourism, and Tourism Industry

A. The main role of tourism in Indonesia

Tourism has undoubtedly played a very significant part in the country’s development process, particularly in the aspects of economy, culture, education, and environment. It has become one of the biggest sources of Indonesian foreign exchange earnings which helps boost the economic development. Nevertheless, it has to be carefully planned, developed, organized, and controlled in order to minimize its disbenefits to the entire nation. This is why the Indonesian government has intensified and expanded the tourism industry with due interest for preservation of the Indonesian culture and national identity.


B. The positive effects of tourism activities

Tourism activities have significantly brought positive effects to our society concerning:
  1. Culture;
    • Preservation of cultural monuments and historical places. In turn, it will motivate the sense of cultural heritage among the Indonesian people.
    • Preservation of traditional cultural patterns, art, dances, customs, and dress. It will develop the national pride, heritage, and unity.
    • Improvement of cross-cultural exchange and international understanding through contact of persons of different countries, cultures, and environment. It will promote the national culture itself.
  2. Economy:
    • Provision of employment and increase of income level.
    • Increase of foreign exchange
    • Help in paying costs of infrastructure
    • Improvement of managerial and technical skills in tourism, which, in turn, will help to pay other economic activities.
  3. Social relationship:
    • Improvement of cross-cultural exchange and better international understanding. It develops the awareness of the importance of international relationship.
    • Building stronger national pride, sense of heritage, sense of belonging, and unity among the Indonesian by learning more about the diverse culture and environment of Indonesia.
    • Improvement of infrastructure will result in easy accessibility and wider social relationship.
  4. Security:
    • Preservation of natural environment will lead to cleanliness and safety. Environmental deterioration can be minimized.
    • The improvement of infrastructure, including transportation and communication, will result in easy accessibility for law enforcement agencies.
    • Increase and improvement of law enforcement agencies as well as their facilities, e.g. security guards, police agents, police stations, patrol cars, means of communication, etc.
  5. Education:
    • Improvement of managerial and technical skills and knowledge in tourism.
    • Preserved environmental and natural features, such as parks, flora-fauna, scenic view, monuments, and historical places, will enable people to learn more about culture, nature, geography, history and other studies.

C. Products of Tourism

Tourism product is actually a service, which is made up of 3 main components, i.e.:
  1. Attraction of the destination.
    It concerns the image that a tourist has in mind about a tourism object.
  2. Facilities at the destination.
    It concerns the accommodation, catering, entertainment and recreation
  3. Accessibility of the destination.
    It concerns how the destination can be reached easily from the place of origin.

D. Motivations of Tourism Activities

People's travel motivation and the purpose of visits can be classified as follows:
  • General motivation:
    To be away from the home areas.
  • Specific motivation:
    Price inelastic: business, meeting, or conference.
    Price elastic: holiday makers, family visits, education, sports, health, religion, shopping, prestige, or conformity.

Tourism Industry

Tourism industry is the marketing effort which means the systematic and coordinated execution of business for the needs of tourists and to achieve the maximum satisfaction and obtain the appropriate returns. It coordinates the whole approach of an enterprise or organization to its business (chain of distribution). It consists of;
  1. Private sector support services:
    • Guide services
    • Travel insurance and finance services
    • Marketing support services
    • Private ports, etc.
  2. Public sector support services:
    • National / regional tourist organizations
    • Resort publicity offices
    • Public education and training establishments
    • Visa and passport offices, etc.
  3. Products:
    • Carriers; means of transportation
    • Accommodations; e.g. hotels, apartments, holiday centers, etc.
    • Man-made attractions; e.g. activity centers, theme parks, etc.
  4. Middleman: e.g. tour operators / brokers, travel agents, etc.

May 26, 2012

Cooperative Learning (Pembelajaran Kooperatif)

Cooperative Learning (Pembelajaran Kooperatif)

Apakah Pembelajaran Kooperatif (Cooperative Learning)?

Pembelajaran kooperatif (Cooperative learning) adalah suatu strategi pembelajaran berdasarkan paham konstruktivis dimana siswa dikelompokkan dalam kelompok-kelompok kecil beranggotakan 4-5 siswa dengan tingkat kemampuan yang berbeda, melakukan berbagai macam kegiatan belajar untuk memudahkan siswa dalam menguasai suatu mata pelajaran. Masing-masing anggota tim tidak hanya memiliki tanggung-jawab untuk belajar dan mempelajari apa yang sedang diajarkan, tapi juga harus membantu rekan sekelompok dalam belajar. Suatu kelompok bisa dikatakan belum tuntas menguasai suatu materi jika masih ada salah satu anggota belum menguasai materi tersebut.

Unsur-unsur Dasar Pembelajaran Kooperatif

Unsur-unsur dasar dalam pembelajaran kooperatif adalah sebagai berikut (Lungdren, 1994)
  1. Adanya persepsi bahwa keberhasilan atau kegagalan kelompok berarti keberhasilan atau kegagalan bersama.
  2. Rasa tanggung-jawab terhadap siswa lain dalam kelompoknya, dan tanggung-jawab terhadap diri sendiri.
  3. Pandangan bahwa semua memiliki tujuan yang sama.
  4. Adanya pembagian tugas dan tanggung-jawab antara para anggota kelompok.
  5. Evaluasi siswa berpengaruh terhadap evaluasi kelompok.
  6. Kesempatan berbagi kepemimpinan antar anggota kelompok.
  7. Ketrampilan bekerja-sama selama proses pembelajaran.
  8. Setiap siswa akan diminta untuk mempertanggung-jawabkan secara individual materi yang ditangani dalam kelompok kooperatif.
Menurut Thomson, et al. (1995), dalam kelompok kooperatif siswa belajar bersama dalam kelompok-kelompok kecil yang saling membantu satu dengan yang lain. Kelompok-kelompok kecil tersebut beranggotakan 4-6 siswa dengan kemampuan yang heterogen, juga jenis kelamin, dan suku. Heterogenitas ini bermanfaat untuk melatih siswa dalam menerima perbedaan serta bekerja sama dengan teman yang memiliki latar belakang berbeda.

Pembelajaran kooperatif mengajarkan ketrampilan-ketrampilan khusus agar siswa dapat bekerja sama dengan baik di dalam kelompoknya, seperti menjadi pendengar yang baik. Selama kerja kelompok, siswa mendapat lembar kegiatan berisi pertanyaan atau tugas yang direncanakan untuk diajarkan, dan tugas anggota kelompok adalah mencapai ketuntasan belajar. (Slavin, 1995)

Mengapa Harus Pembelajaran Kooperatif

Berbagai hasil penelitian telah membuktikan adanya perkembangan dan peningkatan hasil belajar melalui pembelajaran kooperatif. Diantaranya adalah meningkatnya prestasi akademis, perbaikan perilaku, peningkatan kehadiran siswa, peningkatan rasa percaya diri dan motivasi belajar siswa, serta bertambahnya rasa suka terhadap sekolah dan teman-teman sekelas. Disamping itu, pembelajaran kooperatif relatif mudah diterapkan dan tidak membutuhkan biaya besar.

May 10, 2012

Teaching English for Children and Adults

Teaching English for Children and Adults

T
he English language has become the most important second language of all in many countries worldwide. Everyone uses this language for many purposes, one of which is education. When we are talking about English language education, we also relate to how the English language is taught. Nowadays, learning English language is not only for adults, but also for children. However, both children and adults have different aspects in learning English. In this essay, the writer will discuss the different aspects of teaching English for adults and children with respect to the ability of acquiring second language, the materials, and the teaching method.

The first different aspect discussed is the different ability of acquiring second language. For children, learning English as their second language besides the mother language is pretty easy to do. According to some researches, children are able to gain the second language starting from about 5 until 12 years, which is often referred to as the golden age period. We will be easier to introduce children of those ages to the second language, including English. On the other hand, adults have the weakness in acquiring the second language maximally. It is because they already have passed the golden age period, of course. Perhaps, adults who have the capability of learning English naturally will not face any kind of difficulties but for those who don’t, learning English is quite difficult. Due to the less ability of acquiring the second language, teaching English for adults needs certain methods in order to be successful.

The second different aspect in English teaching for children and adults is related to the materials. The materials of teaching English are determined by the different level of ages. In teaching children, teachers have to be able to provide the materials simply and easily. Just because the children’s second language acquisition is better than adults, it does not mean teachers are allowed to give children as complex materials as those for adults. For children, the materials needed should be simple and meaningful. Usually, children are introduced to some simple expressions such as greetings or self-introduction. They can also be introduced to some simple vocabularies or nouns like animals, colors, parts of body, jobs, and so on. Different from that for children, English material for adults is more difficult. For adults, given materials are used in daily life context or for communication. As teachers, they can provide the materials about the job interview conversation, speech, debate, retell the experience, or another topic which aim at increasing their communication skill in daily life context.

The different teaching method of teaching English for children and adults is the last contrasting point which is discussed in this essay. In teaching children, the ability of getting their attention is required for teachers. As teachers, they have to deliver the materials in a unique and fun way. The fun learning method is an essential thing in teaching English at this stage of age. Mostly, children tend to be interested in playing and doing something with fun. Those are the keys for teachers to always give the materials in some interesting yet still meaningful ways. In addition, teaching children needs patience and awareness to grab them without making them feel disappointed or being ignored. Patience is related to how the teachers can get the students’ attention effectively. The less they can pay the attention to teachers, the more patience is needed for teachers. On the other hand, some interesting ways to teach English for adults is also required. The different is on how the teacher’s performance in teaching them. At this level, teachers have to be more skillful and capable of delivering the materials because the materials are quite difficult and useful for adults’ communication skill. In speaking, teachers should be more fluent because they are considered as the role-models for the students. Serious but fun ways can be applied to adults when they learn the English language. Teachers can be their facilitator and motivator for them. It will bring positive impacts on adults’ skill and comprehension of using this second language.

Teaching English for children and adults have different points which have to be recognized by the teachers. The different abilities of acquiring the second language, the given materials, and the teaching methods are some aspects which have to be paid serious attention by teachers. Teaching English is an amusing thing if we, as teachers, know whom we are teaching and how to deliver the knowledge effectively and efficiently.

Contributed by Monica Reinca Larasaty for Mister Guru.

May 08, 2012

Pembelajaran Kelas Menggunakan Video

Pembelajaran Kelas Menggunakan Video

S
ebuah penelitian guru baru-baru ini menemukan bahwa lebih dari 90% guru kelas telah menggunakan video secara efektif dalam pembelajaran dan telah membuktikan bahwa penggunaan video dalam pembelajaran kelas mampu menjadi pendukung kurikulum yang efektif dan dinamis. Sebagian besar dari mereka bahkan sering menggunakan video, dengan frekuensi rata-rata sekali setiap minggu.

A. Manfaat Video Dalam Pembelajaran:

Mengapa video semakin sering digunakan dalam pembelajaran? Tujuannya adalah agar para guru sebagai pendidik salah satunya adalah membuat siswa merasa bersemangat dan terlibat dalam pengalaman belajar praktis. Video merupakan sebuah media pembelajaran yang mampu menciptakan suasana belajar yang menyenangkan. Kemampuan video dalam melibatkan penglihatan dan pendengaran menjadikannya media yang sangat tepat bagi pelajar yang berkarakteristik pembelajar visual atau auditorial. Video juga mampu menangkap dan melibatkan emosi positif yang dapat merangsang gairah belajar siswa. Video merupakan sarana belajar yang efektif dan inovatif bagi para guru dalam menjelaskan konsep-konsep tertentu dalam pembelajaran.

Bayangkan suasana kelas dimana siswa dapat secara langsung mendengarkan suara jeritan spesies satwa yang hampir punah, sekaligus melihat warna tubuh mereka, atau mendengar suara binatang yang hanya hidup jauh di alam liar di belahan bumi yang lain. Bayangkan juga pembelajaran yang melibatkan suara asli para tokoh terkenal dari masa lampau, tokoh-tokoh yang tercatat dalam sejarah, tokoh-tokoh politik, dan orang-orang terkenal lainnya yang hidup berabad-abad yang silam. Begitu pula pembelajaran tentang hukum gerak, suara, serta perpindahan energi akan menjadi lebih menyenangkan jika guru menayangkan film video peluncuran pesawat ulang-alik dalam perjalanannya menuju ke angkasa luar. Dalam mempelajari kebudayaan, siswa akan dapat lebih mudah memahami perbedaan budaya masyarakat yang tinggal di belahan dunia lainnya jika mereka melihatnya secara langsung pada lingkungan mereka sendiri, sekaligus mendengarkan nyanyian mereka, mengamati ritual-ritual kepercayaan mereka. Dengan bimbingan guru dan penyajian yang tepat, video mampu memberikan pengalaman indrawi yang menjadikan konsep mudah untuk dirasakan secara nyata dan dipahami.

Pengalaman membuktikan bahwa semakin besar keterlibatan siswa dalam pembelajaran, semakin interaktif pembelajaran di kelas, maka semakin besar pula ketertarikan dan daya serap siswa terhadap pelajaran. Akan semakin banyak hal-hal yang bisa dipelajari dan diingat oleh siswa. Sebagai media yang sangat fleksibel, video bisa menjadi sarana pembelajaran interaktif. Video memungkinkan untuk dihentikan, dimulai, atau diulang kapanpun dibutuhkan. Anda bisa menghentikan tayangan video lalu meminta siswa untuk memprediksi hasil atau akibat dari suatu hal, atau mendiskusikan, atau berdebat tentang suatu referensi sejarah. Anda bisa memutar ulang suatu bagian tertentu dari tayangan video untuk menambahkan suatu penjelasan atau memutar bagian tersebut dalam gerakan lambat untuk memastikan bahwa siswa memahami suatu konsep penting. Di samping itu, pembelajaran dengan video akan menjadi semakin interaktif dengan cara menirukan kegiatan dalam film, workshop, demonstrasi serta eksperimen di dalam lingkungan kelas.


B. Pembelajaran Dengan Menggunakan Video Secara Efektif

Suatu riset baru-baru ini menunjukkan bahwa cara paling efektif dalam menggunakan video untuk pembelajaran adalah sebagai peningkatan kualitas pembelajaran atau suatu unit pembelajaran. Video sebaiknya digunakan sebagai suatu elemen pembelajaran bersama dengan sumber atau bahan pembelajaran lainnya yang anda miliki. Dalam mengajar suatu topik, penggunaan video di dalam kelas harus dipersiapkan dengan baik sebagaimana media pembelajaran atau alat peraga lainnya. Tujuan pembelajaran khusus harus ditentukan, begitu juga langkah-langkah pembelajaran serta kegiatan pemantapan harus direncanakan dengan baik. Yang tidak kalah pentingnya adalah semua video yang akan dipergunakan dalam pembelajaran harus dikaji dulu oleh guru, agar benar-benar sesuai dengan kebutuhan pembelajaran.