Rabu, 13 Agustus 2014

Apa itu Wondershare??

Wondershare Quiz Creator merupakan perangkat lunak untuk pembuatan soal, kuis atau tes secara online (berbasis web). Penggunaan Wondershare Quiz Creator dalam pembuatan soal tersebut sangat familiar/user friendly, sehingga sangat mudah digunakan dan tidak memerlukan kemampuan bahasa pemrograman yang sulit untuk mengoperasikannya.
Beberapa fasilitas yang tersedia dalam Wondershare Quiz Creator, selain dari sisi kemudahan penggunaan (user friendly) soal-soal yang dihasilkan, diantaranya yaitu
(1). Fasilitas umpan balik (feed-back) berdasar atas respon/jawaban dari peserta tes,
(2). Fasilitas yang menampilkan hasil tes/score dan langkah-langkah yang akan diikuti peserta tes berdasar respon/ jawaban yang dimasukkan,
(3). Fasilitas mengubah teks dan bahasa pada tombol dan label sesuai dengan keinginan pembuat soal,
(4). Fasilitas memasukkan suara dan warna pada soal sesuai dengan keinginan pembuat soal, dan
(5). Fasilitas hyperlink; yaitu mengirim hasil/score tes ke email atau LMS.
(6) Fasilitas pembuatan soal random,
(7) Fasilitas keamanan dengan User account/password,

(8) Fasilitas pengaturan tampilan yang dapat di modifikasi, dll

Contoh RPP Bahasa Inggris SMP (2013)

Nahh kalo yang ini adalah salah satu hal penting yang harus disiapkan guru sebelum mengajar...
RPP (Rencana Pelaksanaan Pembelajaran) yaitu rencana yang menggambarkan prosedur dan menajemen pembelajaran untuk mencapai satu atau lebih kompetensi dasar yang telah dijabarkan dalam silabus. RPP ini dapat digunakan oleh setiap pengajar sebagai pedoman umum untuk melaksanakan pembelajaran kepada peserta didiknya, karena di dalamnya berisi petunjuk secara rinci, pertemuan demi pertemuan, mengenai tujuan, ruang lingkup materi yang harus diajarkan, kegiatan belajar mengajar, media, dan evaluasi yang harus digunakan. Oleh karena itu, dengan berpedoman RPP ini pengajar akan dapat mengajar dengan sistematis, tanpa khawatir keluar dari tujuan, ruang lingkup materi, strategi belajar mengajar, atau keluar dari sistem evaluasi yang seharusnya.
Ini salah satu contohnya, klik disini.

Practical English Usage

Need reference to improve your English knowledge?? Here are some books by Michael Swan, "Practical English Usage"
to download, click here
Happy Learningg....

Kamis, 31 Juli 2014

Language, Dialects, Idiolect, and Varieties

LANGUAGE: 
•“A code whereby ideas…are represented through a conventional, rule-based, system of arbitrary symbols for communication.”
Language vs. Dialect
Usually “language” refers to the DOMINANT dialect, which is perceived as closest to the STANDARD form used in writing.
We often think of dialects of a language as being mutual intelligible with one another (speakers of each dialect can understand speakers of the other dialects and vice versa)
Popular understanding:
1.      A dialect is a type of language spoken by uneducated or country people. It is a corrupt form of the “correct” language. It is derived from  the “corrrect” form. Those who speak the language “correctly” do not speak “dialect”.
Or:
2.      A language is a collection of dialects, one of which has been adopted as the standard variety, which people think of as “the language”. The standard variety is simply another dialect.
Dialects (Varieties)
A dialect is a regionally or socially distinctive variety of a language, identified by a particular set of words (vocabulary) and grammatical structures, as well as a certain phonology.
To avoid the stigma of “dialect,” most linguists use the word “linguistic variety” instead
Prestige and Stigma
·         A prestige variety is a dialect associated with mainstream social prestige – for example a dialect that sounds “educated” or “sophisticated”
·         A stigmatized variety is a dialect associated with negative features, from a mainstream social perspective:  e.g. “uneducated” “lower class”
Regional Dialect Classes
      General American (Standard American)
     Pacific NW, Pacific SW, Central, North Central
      Eastern American
     New England, New York City, Mid-Atlantic, Western Pennsylvania
      Southern American
     South Central, Southern, Appalachian
All languages consist of dialects (a language is a group of dialects; to speak a language is to speak a dialect of that language). Therefore, everyone speaks at least one dialect. Dialect differences are usually minor and dialects of a language are usually mutually intelligible. Dialects are geographically, socially, politically determined.
Dialects can vary with respect to:
ú   Phonology – pronunciation or the sound system of a language, e.g. r-less dialects of East Coast, pin/pen
ú  Morphology – the smallest meaningful units of a language, e.g., ‘He don’t know.’ ‘The house needs painted.’
ú  Syntax – grammar or the words are put together to form sentences, e.g., ‘We prevented the house (from) being destroyed.’
ú  Lexicon – vocabulary or the words of a language (e.g.,         lift/elevator, truck/lorry, pail/bucket)
  • Some linguists distinguish between ‘dialect’ and ‘accent’:
ú  Different dialects have differences of grammar and vocabulary;
ú  Different accents have differences of pronunciation;
ú  Every user of English uses one dialect or another, and one accent or another.
IDIOLECT:
Each individual’s own dialect, affected by numerous variables.
      Where have you lived?
      Where did your parents grow up?
      Who were your friends? Where did they grow up?
      What languages do you know?
REGISTER:
            Styles of speech, adjusted to the needs of our listeners
How does your speech change when you talk to
      Your pastor?
      Your mom?
      Your roommate?
      Your college professor?
      Your waitress?
      Your best friend?
      Your 3 year old niece?
What is Standard English?
      What it is not:
     An arbitrary, a priori description of English
     The usage of a particular group
     The statistically most frequently occurring forms of English
     A form imposed upon those who use it.
Definition of Standard English:
  • A particular dialect of English, being the only non-localized dialect, of global currency without significant variation, universally accepted as the appropriate educational target in teaching English; which may be spoken with an unrestricted choice of accent.
  • Strevens defines ‘Standard English’ as that dialect of English that is not associated with any particular locality, and therefore occurs in any and every locality.  It is not paired with a specific accent.

Senin, 28 Juli 2014

PENDIDIKAN BAHASA INGGRIS UNTUK ANAK USIA DINI

Bahasa Inggris telah menjadi bahasa dunia yang mendominasi era komunikasi untuk menghubungkan dan mentransfer ilmu ke seluruh dunia. Seperti yang dikatakan oleh Fromkin, “English has been called ‘the lingua franca of the world’” (1990: 259). Kedudukan Bahasa Inggris di Indonesia merupakan bahasa asing pertama (the first foreign language). Kedudukan tersebut berbeda dengan bahasa kedua. Mustafa (2007) dalam hal ini menyatakan bahwa bahasa kedua adalah bahasa yang dipelajari anak setelah bahasa ibunya dengan ciri bahasa tersebut digunakan dalam lingkungan masyarakat sekitar. Sedangkan bahasa asing adalah bahasa negara lain yang tidak digunakan secara umum dalam interaksi sosial. Penelitian menyatakan kebermanfaatan menguasai bahasa asing lebih dini, dinyatakan Mustafa (2007), bahwa anak yang menguasai bahasa asing memiliki kelebihan dalam hal intelektual yang fleksibel, keterampilan akademik, berbahasa dan sosial. Selain itu, anak akan memiliki kesiapan memasuki suatu konteks pergaulan dengan berbagai bahasa dan budaya.
Periode paling sensitif terhadap bahasa dalam kehidupan seseorang adalah antara umur dua sampai tujuh tahun. Segala macam aspek dalam berbahasa harus diperkenalkan kepada anak sebelum masa sensitif ini berakhir. Pada periode sensitif ini sangat penting diperkenalkan cara berbahasa yang baik dan benar, karena keahlian ini sangat berguna untuk berkomunikasi dengan lingkungannya (Maria Montessori,1991). Berdasarkan teori tersebut, adalah tepat jika bahasa Inggris mulai diperkenalkan kepada anak sedini mungkin. Mengingat bahasa Inggris merupakan bahasa asing pertama di Indonesia, maka proses pembelajarannya harus dilakukan secara bertahap. Pemilihan materi yang sesuai dengan usia anak dan juga efektif untuk perkembangan kognitif bahasa anak serta situasi belajar yang menyenangkan haruslah menjadi perhatian utama dalam berhasilnya suatu proses pembelajaran. Keberhasilan proses pembelajaran bahasa Inggris pada anak usia dini tentunya dipengaruhi oleh banyak faktor, antara lain:
1. Guru yang berkualitas, guru yang dapat menghidupkan proses kegiatan belajar mengajar.
2. Sumber dan fasilitas pembelajaran yang memadai dan memenuhi syarat (adekuat).
3. Kurikulum yang baik, sederhana, dan menarik (atraktif).
Di sisi lain perlu dipahami bahwa usia dini adalah usia bermain. Setiap anak adalah pribadi yang unik dan dunia bermain merupakan kegiatan yang serius namun mengasyikan bagi mereka. Maka pendekatan yang tepat perlu diciptakan oleh seorang pendidik agar proses pembelajaran bahasa Inggris lebih menarik dan menyenangkan tanpa meninggalkan kaidah-kaidah bahasa yang benar. Pendekatan yang digunakan hendaknya sejalan dengan tujuan pengenalan bahasa pada umumnya. Tujuan tersebut ialah supaya anak dapat memahami cara berbahasa yang baik dan benar, berani mengungkapkan ide atau pendapatnya dan dapat berkomunikasi dengan lingkungannya. Dalam pembelajaran bahasa Inggris banyak metode dan teknik yang dapat digunakan, diantaranya melalui:
a. Story Telling (Bercerita)
b. Role Play (Bermain Peran)
c. Art and Crafts (Seni dan Kerajinan Tangan)
d. Games (Permainan),
e. Show and Tell,
f. Music and Movement (Gerak dan Lagu) dimana termasuk di dalamnya
− Singing (Nyanyian)
− Chants and Rhymes (Nyanyian Pendek dan Sajak), dan sebagainya.

Metode dan teknik yang hendak digunakan sebaiknya dipilih dan disesuaikan dengan kemampuan yang ingin dicapai. Profesionalisme seorang pendidik di dalam mengembangkan dan memanfaatkan metode dan teknik tersebut sangatlah dibutuhkan agar proses belajar mengajar dapat berjalan lebih baik. Metode dan proses pengajaran dalam konteks yang komunikatif meliputi konteks situasi sosial, kultural, permainan, nyanyian dan musik, pembacaan cerita, pengalaman-pengalaman kesenian, kerajinan dan mengutamakan gerakan fisik adalah metode yang sangat sesuai dan efektif jika digunakan dalam proses belajar bahasa Inggris khususnya bagi anak usia dini.

Rabu, 23 Juli 2014

PARALLELISM

      According to Fabb: 1997, Parallelism is sameness relationship between two section of a text, example; "out of sight-out of mind". Parallelism is the most useful and flexible aspect of poetic language (Leech: 1969).  Parallelism is the use of components in a sentence that are grammatically the same; or similar in their construction, sound, meaning or meter. Parallelism examples are found in literary works as well as in ordinary conversations. This method adds balance and rhythm to sentences giving ideas a smoother flow and thus can be persuasive because of the repetition it employs.
      In literature, parallelism is used in different ways to impress upon the readers in order to convey messages or moral lessons.
      The use of parallel structures in speech or writing allows speakers and writers to maintain a consistency within their work and create a balanced flow of ideas. Moreover, it can be employed as a tool for persuasion as well because of the repetition it uses.
      Parallelism can be divided into;
- Phonological parallelism
Repetition of similar sounds includes; assonance, alliteration, consonance and rhyme.
* Assonance is repetition of vowel, example on Edgar Allen Poe’s famous poem “The Raven”, is: “the silken sad uncertain rustling of each purple curtain.” (repetition of “ur” sound). 
* Alliteration is repetition of consonant sounds at the begining of the words, for example in Harry Potter series, “Severus Snape”, “Luna Love good”, “Rowena Raven claw”, etc. 
* Consonance is repetition of the same  consonant several times in a row, but this time the consonants can appear anywhere in the words, example “Humpty Dumpty”. 
* Rhyme is repetition of similar sounding words. There are a lot of different types of rhyme, but usually they are things like “tap” and “map”; “best and worst”.
- Morphological parallelism
Morphological parallelism is the repetition of morphemes, this type is less used than syntactic parallelism, example “I kissed thee ere I killed thee” (repetition in tensed morpheme “ed”)
- Syntactic / grammatical parallelism
This type focuses more grammatical. From Shakespear, Othello:Act III:Sc. III:pg.358 (1985) “I kissed thee ere I killed thee”. Another example from novel “To the light
* Sentence parallelism: ....that was what she was thinking, this was what she was doing...(113)
* Main-clause parallelism:...she would never for a single second regret her decision, evade difficulties, or slur over duties.(11)
* Sub-clause parallelism: As summer neared, as the evenings lengthened, there cameto...(179)
* Phrase parallelism: Once in the middle of the night with a roar, with a rupture, as after a centuries...(177)
* Word parallelism:...able only to go on watching, asking, wondering.(198)
- Semantic / lexical parallelism
Semantic parallelism is repetition of lexical items. The lexical equivalents need to have the same syntactic function or parts of speech in the two sentences in which they occur. It may identical in form and in meaning, or they may be related by lexico-semantic relationship, such as synonymy, hyponymy and antonymy. For example: “Mary likes hiking, swimming and riding bicycle.”;“He is talented, intelligent and charming.”

Selasa, 22 Juli 2014

THE SYLLABUS

A syllabus is a document which says what will be learnt. A syllabus is a document that a teacher writes and distributes to provide students with an overview of a college course. The syllabus is usually distributed on the first day of class. It contains several parts:
  1. The course title and meeting times
  2. Topics and chapters covered
  3. Objectives
  4. Indicators
  5. Test dates
  6. Required texts and other supplies
Syllabus design and the considerable weight of authority that syllabuses have, we might usefully consider whether they are necessary. There are several reasons why we should have a syllabus.
1.       Language is a complex entity.
2.      A syllabus also gives moral support to the teacher and learner, in that makes the language learning task appear manageable.
3.       Returning to our analogy of learning as a journey, so that teacher and learner not only have an idea of where they are going, but how they might get there.
4.       A syllabus provides a set of criteria for materials selection and/ or writing.
5.       In that teaching is intended to lead a learner to a particular state of knowledge,
The main purpose of a syllabus is to break down the mass of knowledge to be learnt into manageable units. This breakdown (unless it is to be completely random) has to base on certain criteria:            a.   Topic Syllabus
b.      Structural / situational syllabus
c.       Functional / national syllabus
d.      Skills syllabus
e.       Situational syllabus
f.       Functional / task-based syllabus
g.      Discourse / skills syllabus
h.      Skills and strategies
Each of the syllabuses shown represents a valid attempt to break down the mass of a particular area of knowledge into manageable units. Each carries certain assumptions about the nature of language and learning. The syllabuses shown above are as important for what they don’t say, as for what they do say, because they only show one or two of the elements of the materials. Any teaching materials must, in reality, operate several syllabuses at the same time.

Role a Syllabus Play in the Course Design Process.
a.                A language-centered approach
Analyze target situation. In this approach the syllabus is prime generator of the teaching materials.
b.                 A skills-centered approach
Analyze target need. An alternative approach is needed in a skills-centered syllabus, since the aim is not to present and practice language items, but rather to provide opportunities for learners to employ and evaluate the skills and strategies considered necessary in the target situation. A skills-centered approach will often lay great store by the use of ‘authentic’ texts.
c.                 A Learning-centered approach
It will be noticeable that in the two approaches described so far the learning activities (task, exercises, and teaching techniques) are almost the last factor to be considered. This may produce materials which faithfully reflect the syllabus in language or skills content, but it has a very constricting effect on the methodology.
In learning centered approach the methodology cannot be just grafted on to the end of an existing selection of syllabuses items and texts: it must be considered right from the start.
The ESP syllabus is, as we have seen, usually derived from a detailed analysis of the language features of the target situation. It is the detail of this analysis which ion our view produces the restricting influence on the methodology.
d.                The Post hoc approach

Write cosmetic syllabus satisfy sponsor, teachers, students, et al. Write materials on undefined criteria. There is, of course, one last way of using the syllabus, which is probably more widespread.