"IF"
by Rudyard Kipling
If you can keep your head when all about you
Are losing theirs and blaming it on you
If you can trust yourself when all men doubt you
But make allowance for their doubting too
If you can wait and not be tired by waiting
Or being lied about don't deal in lies
Or being hated don't give way to hating
And yet don't look too good nor talk too wise.
If you can dream and not make dreams your master
If you can think and not make thoughts your aim
If you can meet with triumph and disaster
And treat those two imposters just the same
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools
Or watch the things you gave your life to broken
And stoop and build 'em up with worn out tools.
If you can make one heap of all your winnings
And risk it on one turn of pitch and toss
And lose and start again at your beginnings
And never breathe a word about your loss
If you can force your heart and nerve and sinew
To serve your turn long after they are gone
And so hold on when there is nothing in you
Except the will which says to you hold on.
If you can talk with crowds and keep your virtue
Or walk with kings nor lose the common touch
If neither foes nor loving friends may hurt you
If all men count with you but none too much
If you can fill the unforgiving minute
With sixty seconds worth of distance run
Yours is the earth and everything that's in it
And which is more - you'll be a man my son.
"FUTILITY"
by Wilfred Owen
Move him into the sun -
Gently its touch awoke him once,
At home, whispering of fields unsown.
Always it woke him, even in France,
Until this morning and this snow.
If anything might rouse him now
The kind old sun will know.
Think how it wakes the seeds, -
Woke, once, the clays of a cold star.
Are limbs, so dear-achieved, are sides,
Full-nerved, - still warm, - too hard to stir?
Was it for this the clay grew tall?
- O what made fatuous sunbeams toil
To break earth's sleep at all?
Narrated Uthman RA: The Prophet said, "The best among you (Muslims) are those who learn the Qur'an (as the source of knowledge and wisdom) and teach it (to others)" (Shohih Al - Bukhori)
Sabtu, 20 November 2010
PUISI TAUFIK ISMAIL
PUISI UNTUK ARIL
Taufik Ismail
Gerakan Syahwat Merdeka (Atau tentang rasa malu yang redup tenggelam di tanah air kita)
Reformasi sebagai gelombang raksasa
Membawa perubahan politik dahsyat satu dasawarsa
Dan menumpang masuklah penghancur nilai-nilai luhur bangsa,
Penumpang destruktif pelaksana
Dengan ciri kerja gabungan utama:
Permisif: serba boleh
Adiktif: serba kecanduan
Brutalistik: serba kekerasan
Transgresif: serba melanggar aturan
Hedonistik: serba mau enak, foya-foya
Materialistik: serba benda, diukur
Dan mereka bekerja dengan leluasa, karena tidak ada rasa malu lagi dalam panca indera
Dengan mengusung nilai permisif, serba boleh begitu-begini
Hak orang lain diambil, tanpa rasa malu lagi
Populernya ini disebut korupsi
Dan menjadilah negeri ini menduduki papan atas di dunia koruptif kini
Karena rasa malu terkikis nyaris habis
Nilai permisif yang serba boleh itu menyebabkan hak penggunaan kelamin orang lain
Diambil dicuri tanpa rasa isi
Karena rasa malu sudah sangat erosi
Perilaku adiktif, serba kecanduan di negeri kita ini
Melingkupi alkohol, nikotin, narkotika dan pornografi
Dilakukan orang karena rasa malu yang makin kerdil mengecil
Tingkah laku brutalistik, serba kekerasan
Menyebabkan wajah Indonesia tak lagi ramah dan sopan
Sedikit-sedikit murka, kepalan teracung, kata-kata nista
Menggoyang pagar, merusak kantor, membakar kendara
Bringas, ganas, sampai membunuh sesama bangsa
Begitulah rasa malu sudah habis dan sirna
Kelakuan transgresif, serba melanggar peraturan
Mengakunya progresif, pelopor kemajuan
Tapi sejatinya transgresor, melangkahi merusak tatanan
Mendobrak tabu kepada yang muda diajarkan
Karena rasa malu sudah hancur berantakan
Perilaku hedonistik, serba mau enak dan foya-foya
Memperagakan kekayaan di lautan kemiskinan
Empati jadi direduksi luar biasa
Karena rasa malu sudah raib ke angkasa
Kelakuan materialistik, serba benda
Segala aspek kehidupan diukur dengan uang semata
Cengkeramannya makin terasa dalam perilaku hidup kita
Karena rasa malu akan kita cari kemana
Inilah adegan kehancuran budaya bangsa kita
Salah satu sebab utama, dari banyak faktor yang dapat dieja
Yang sepatutnya kita sebut sambil menangis
Di dalam praktik di masyarakat kita hari ini
Terutama berlangsung sejak Reformasi
Tak ada sosok dan bentuk organisasi resminya
Tapi jaringan kerjasamanya mendunia,
Kapital raksasa mendanainya,
Ideologi gabungan melandasinya
Dengan gagasan neo-liberalisme sebagai lokomotifnya
Dan banyak media massa jadi pengeras suaranya
Dan tak ada rasa malu dalam pelaksanaannya
Inilah Gerakan Syahwat Merdeka
Dan pornografi salah satu komponen pentingnya.
Puisi tentang rokok
Tuhan Sembilan Senti
Oleh Taufiq Ismail
Indonesia adalah sorga luar biasa ramah bagi perokok,
tapi tempat siksa tak tertahankan bagi orang yang tak merokok,
Di sawah petani merokok,
di pabrik pekerja merokok,
di kantor pegawai merokok,
di kabinet menteri merokok,
di reses parlemen anggota DPR merokok,
di Mahkamah Agung yang bergaun toga merokok, hansip-bintara- perwira nongkrong merokok,
di perkebunan pemetik buah kopi merokok,
di perahu nelayan penjaring ikan merokok,
di pabrik petasan pemilik modalnya merokok,
di pekuburan sebelum masuk kubur orang merokok,
Indonesia adalah semacam firdaus-jannatu- na'im sangat ramah bagi perokok,
tapi tempat siksa kubur hidup-hidup bagi orang yang tak merokok,
Di balik pagar SMU murid-murid mencuri-curi merokok,
di ruang kepala sekolah...ada guru merokok,
di kampus mahasiswa merokok,
di ruang kuliah dosen merokok,
di rapat POMG orang tua murid merokok,
di perpustakaan kecamatan ada siswa bertanya apakah ada buku tuntunan cara merokok,
Di angkot Kijang penumpang merokok,
di bis kota sumpek yang berdiri yang duduk orang bertanding merokok,
di loket penjualan karcis orang merokok,
di kereta api penuh sesak orang festival merokok,
di kapal penyeberangan antar pulau penumpang merokok,
di andong Yogya kusirnya merokok, sampai kabarnya kuda andong minta diajari pula merokok,
Negeri kita ini sungguh nirwana kayangan para dewa-dewa bagi perokok,
tapi tempat cobaan sangat berat bagi orang yang tak merokok,
Rokok telah menjadi dewa, berhala, tuhan baru, diam-diam menguasai kita,
Di pasar orang merokok,
di warung Tegal pengunjung merokok,
di restoran, di toko buku orang merokok,
di kafe di diskotik para pengunjung merokok,
Bercakap-cakap kita jarak setengah meter tak tertahankan asap rokok,
bayangkan isteri-isteri yang bertahun-tahun menderita di kamar tidur
ketika melayani para suami yang bau mulut dan hidungnya mirip asbak rokok,
Duduk kita di tepi tempat tidur ketika dua orang bergumul saling
menularkan HIV-AIDS sesamanya,
tapi kita tidak ketularan penyakitnya.
Duduk kita disebelah orang yang dengan cueknya mengepulkan asap rokok
di kantor atau di stopan bus,
kita ketularan penyakitnya.
Nikotin lebih jahat penularannya ketimbang HIV-AIDS,
Indonesia adalah sorga kultur pengembangbiakan nikotin paling subur di dunia,
dan kita yang tak langsung menghirup sekali pun asap tembakau itu, bisa ketularan kena,
Di puskesmas pedesaan orang kampung merokok,
di apotik yang antri obat merokok,
di panti pijat tamu-tamu disilahkan merokok,
di ruang tunggu dokter pasien merokok,
dan ada juga dokter-dokter merokok,
Istirahat main tenis orang merokok,
di pinggir lapangan voli orang merokok,
menyandang raket badminton orang merokok,
pemain bola PSSI sembunyi-sembunyi merokok,
panitia pertandingan balap mobil, pertandingan bulutangkis, turnamen sepakbola
mengemis-ngemis mencium kaki sponsor perusahaan rokok,
Di kamar kecil 12 meter kubik, sambil 'ek-'ek orang goblok merokok,
di dalam lift gedung 15 tingkat dengan tak acuh orang goblok merokok,
di ruang sidang ber-AC penuh, dengan cueknya, pakai dasi, orang-orang goblok merokok,
Indonesia adalah semacam firdaus-jannatu- na'im sangat ramah bagi orang perokok,
tapi tempat siksa kubur hidup-hidup bagi orang yang tak merokok,
Rokok telah menjadi dewa, berhala, tuhan baru, diam-diam menguasai kita,
Di sebuah ruang sidang ber-AC penuh, duduk sejumlah ulama terhormat
merujuk kitab kuning
dan mempersiapkan sejumlah fatwa.
Mereka ulama ahli hisap.
Haasaba, yuhaasibu, hisaaban.
Bukan ahli hisab ilmu falak,
tapi ahli hisap rokok.
Di antara jari telunjuk dan jari tengah mereka terselip berhala-berhala kecil,
sembilan senti panjangnya,
putih warnanya,
kemana-mana dibawa dengan setia,
satu kantong dengan kalung tasbih 99 butirnya,
Mengintip kita dari balik jendela ruang sidang,
tampak kebanyakan mereka memegang rokok dengan tangan kanan,
cuma sedikit yang memegang dengan tangan kiri.
Inikah gerangan pertanda yang terbanyak kelompok ashabul yamiin dan yang
sedikit golongan ashabus syimaal?
Asap rokok mereka mengepul-ngepul di ruangan AC penuh itu.
Mamnu'ut tadkhiin, ya ustadz. Laa tasyrabud dukhaan, ya ustadz.
Kyai, ini ruangan ber-AC penuh.
Haadzihi al ghurfati malii'atun bi mukayyafi al hawwa'i.
Kalau tak tahan, di luar itu sajalah merokok.
Laa taqtuluu anfusakum. Min fadhlik, ya ustadz.
25 penyakit ada dalam khamr. Khamr diharamkan.
15 penyakit ada dalam daging khinzir (babi). Daging khinzir diharamkan.
4000 zat kimia beracun ada pada sebatang rokok. Patutnya rokok diapakan?
Tak perlu dijawab sekarang, ya ustadz. Wa yuharrimu 'alayhimul khabaaith.
Mohon ini direnungkan tenang-tenang, karena pada zaman Rasulullah dahulu,
sudah ada alkohol, sudah ada babi, tapi belum ada rokok.
Jadi ini PR untuk para ulama.
Tapi jangan karena ustadz ketagihan rokok,
lantas hukumnya jadi dimakruh-makruhkan, jangan,
Para ulama ahli hisap itu terkejut mendengar perbandingan ini.
Banyak yang diam-diam membunuh tuhan-tuhan kecil yang kepalanya berapi itu,
yaitu ujung rokok mereka.
Kini mereka berfikir. Biarkan mereka berfikir.
Asap rokok di ruangan ber-AC itu makin pengap, dan ada yang mulai
terbatuk-batuk,
Pada saat sajak ini dibacakan malam hari ini,
sejak tadi pagi sudah 120 orang di Indonesia mati karena penyakit rokok.
Korban penyakit rokok lebih dahsyat ketimbang korban kecelakaan lalu lintas,
lebih gawat ketimbang bencana banjir, gempa bumi dan longsor,
cuma setingkat di bawah korban narkoba,
Pada saat sajak ini dibacakan, berhala-berhala kecil itu sangat
berkuasa di negara kita,
jutaan jumlahnya,
bersembunyi di dalam kantong baju dan celana,
dibungkus dalam kertas berwarni dan berwarna,
diiklankan dengan indah dan cerdasnya,
Tidak perlu wudhu atau tayammum menyucikan diri,
tidak perlu ruku' dan sujud untuk taqarrub pada tuhan-tuhan ini,
karena orang akan khusyuk dan fana dalam nikmat lewat upacara menyalakan
api dan sesajen asap tuhan-tuhan ini,
Rabbana, beri kami kekuatan menghadapi berhala-berhala ini.
Amin Yaa Rabbalalamin
Taufik Ismail
Gerakan Syahwat Merdeka (Atau tentang rasa malu yang redup tenggelam di tanah air kita)
Reformasi sebagai gelombang raksasa
Membawa perubahan politik dahsyat satu dasawarsa
Dan menumpang masuklah penghancur nilai-nilai luhur bangsa,
Penumpang destruktif pelaksana
Dengan ciri kerja gabungan utama:
Permisif: serba boleh
Adiktif: serba kecanduan
Brutalistik: serba kekerasan
Transgresif: serba melanggar aturan
Hedonistik: serba mau enak, foya-foya
Materialistik: serba benda, diukur
Dan mereka bekerja dengan leluasa, karena tidak ada rasa malu lagi dalam panca indera
Dengan mengusung nilai permisif, serba boleh begitu-begini
Hak orang lain diambil, tanpa rasa malu lagi
Populernya ini disebut korupsi
Dan menjadilah negeri ini menduduki papan atas di dunia koruptif kini
Karena rasa malu terkikis nyaris habis
Nilai permisif yang serba boleh itu menyebabkan hak penggunaan kelamin orang lain
Diambil dicuri tanpa rasa isi
Karena rasa malu sudah sangat erosi
Perilaku adiktif, serba kecanduan di negeri kita ini
Melingkupi alkohol, nikotin, narkotika dan pornografi
Dilakukan orang karena rasa malu yang makin kerdil mengecil
Tingkah laku brutalistik, serba kekerasan
Menyebabkan wajah Indonesia tak lagi ramah dan sopan
Sedikit-sedikit murka, kepalan teracung, kata-kata nista
Menggoyang pagar, merusak kantor, membakar kendara
Bringas, ganas, sampai membunuh sesama bangsa
Begitulah rasa malu sudah habis dan sirna
Kelakuan transgresif, serba melanggar peraturan
Mengakunya progresif, pelopor kemajuan
Tapi sejatinya transgresor, melangkahi merusak tatanan
Mendobrak tabu kepada yang muda diajarkan
Karena rasa malu sudah hancur berantakan
Perilaku hedonistik, serba mau enak dan foya-foya
Memperagakan kekayaan di lautan kemiskinan
Empati jadi direduksi luar biasa
Karena rasa malu sudah raib ke angkasa
Kelakuan materialistik, serba benda
Segala aspek kehidupan diukur dengan uang semata
Cengkeramannya makin terasa dalam perilaku hidup kita
Karena rasa malu akan kita cari kemana
Inilah adegan kehancuran budaya bangsa kita
Salah satu sebab utama, dari banyak faktor yang dapat dieja
Yang sepatutnya kita sebut sambil menangis
Di dalam praktik di masyarakat kita hari ini
Terutama berlangsung sejak Reformasi
Tak ada sosok dan bentuk organisasi resminya
Tapi jaringan kerjasamanya mendunia,
Kapital raksasa mendanainya,
Ideologi gabungan melandasinya
Dengan gagasan neo-liberalisme sebagai lokomotifnya
Dan banyak media massa jadi pengeras suaranya
Dan tak ada rasa malu dalam pelaksanaannya
Inilah Gerakan Syahwat Merdeka
Dan pornografi salah satu komponen pentingnya.
Puisi tentang rokok
Tuhan Sembilan Senti
Oleh Taufiq Ismail
Indonesia adalah sorga luar biasa ramah bagi perokok,
tapi tempat siksa tak tertahankan bagi orang yang tak merokok,
Di sawah petani merokok,
di pabrik pekerja merokok,
di kantor pegawai merokok,
di kabinet menteri merokok,
di reses parlemen anggota DPR merokok,
di Mahkamah Agung yang bergaun toga merokok, hansip-bintara- perwira nongkrong merokok,
di perkebunan pemetik buah kopi merokok,
di perahu nelayan penjaring ikan merokok,
di pabrik petasan pemilik modalnya merokok,
di pekuburan sebelum masuk kubur orang merokok,
Indonesia adalah semacam firdaus-jannatu- na'im sangat ramah bagi perokok,
tapi tempat siksa kubur hidup-hidup bagi orang yang tak merokok,
Di balik pagar SMU murid-murid mencuri-curi merokok,
di ruang kepala sekolah...ada guru merokok,
di kampus mahasiswa merokok,
di ruang kuliah dosen merokok,
di rapat POMG orang tua murid merokok,
di perpustakaan kecamatan ada siswa bertanya apakah ada buku tuntunan cara merokok,
Di angkot Kijang penumpang merokok,
di bis kota sumpek yang berdiri yang duduk orang bertanding merokok,
di loket penjualan karcis orang merokok,
di kereta api penuh sesak orang festival merokok,
di kapal penyeberangan antar pulau penumpang merokok,
di andong Yogya kusirnya merokok, sampai kabarnya kuda andong minta diajari pula merokok,
Negeri kita ini sungguh nirwana kayangan para dewa-dewa bagi perokok,
tapi tempat cobaan sangat berat bagi orang yang tak merokok,
Rokok telah menjadi dewa, berhala, tuhan baru, diam-diam menguasai kita,
Di pasar orang merokok,
di warung Tegal pengunjung merokok,
di restoran, di toko buku orang merokok,
di kafe di diskotik para pengunjung merokok,
Bercakap-cakap kita jarak setengah meter tak tertahankan asap rokok,
bayangkan isteri-isteri yang bertahun-tahun menderita di kamar tidur
ketika melayani para suami yang bau mulut dan hidungnya mirip asbak rokok,
Duduk kita di tepi tempat tidur ketika dua orang bergumul saling
menularkan HIV-AIDS sesamanya,
tapi kita tidak ketularan penyakitnya.
Duduk kita disebelah orang yang dengan cueknya mengepulkan asap rokok
di kantor atau di stopan bus,
kita ketularan penyakitnya.
Nikotin lebih jahat penularannya ketimbang HIV-AIDS,
Indonesia adalah sorga kultur pengembangbiakan nikotin paling subur di dunia,
dan kita yang tak langsung menghirup sekali pun asap tembakau itu, bisa ketularan kena,
Di puskesmas pedesaan orang kampung merokok,
di apotik yang antri obat merokok,
di panti pijat tamu-tamu disilahkan merokok,
di ruang tunggu dokter pasien merokok,
dan ada juga dokter-dokter merokok,
Istirahat main tenis orang merokok,
di pinggir lapangan voli orang merokok,
menyandang raket badminton orang merokok,
pemain bola PSSI sembunyi-sembunyi merokok,
panitia pertandingan balap mobil, pertandingan bulutangkis, turnamen sepakbola
mengemis-ngemis mencium kaki sponsor perusahaan rokok,
Di kamar kecil 12 meter kubik, sambil 'ek-'ek orang goblok merokok,
di dalam lift gedung 15 tingkat dengan tak acuh orang goblok merokok,
di ruang sidang ber-AC penuh, dengan cueknya, pakai dasi, orang-orang goblok merokok,
Indonesia adalah semacam firdaus-jannatu- na'im sangat ramah bagi orang perokok,
tapi tempat siksa kubur hidup-hidup bagi orang yang tak merokok,
Rokok telah menjadi dewa, berhala, tuhan baru, diam-diam menguasai kita,
Di sebuah ruang sidang ber-AC penuh, duduk sejumlah ulama terhormat
merujuk kitab kuning
dan mempersiapkan sejumlah fatwa.
Mereka ulama ahli hisap.
Haasaba, yuhaasibu, hisaaban.
Bukan ahli hisab ilmu falak,
tapi ahli hisap rokok.
Di antara jari telunjuk dan jari tengah mereka terselip berhala-berhala kecil,
sembilan senti panjangnya,
putih warnanya,
kemana-mana dibawa dengan setia,
satu kantong dengan kalung tasbih 99 butirnya,
Mengintip kita dari balik jendela ruang sidang,
tampak kebanyakan mereka memegang rokok dengan tangan kanan,
cuma sedikit yang memegang dengan tangan kiri.
Inikah gerangan pertanda yang terbanyak kelompok ashabul yamiin dan yang
sedikit golongan ashabus syimaal?
Asap rokok mereka mengepul-ngepul di ruangan AC penuh itu.
Mamnu'ut tadkhiin, ya ustadz. Laa tasyrabud dukhaan, ya ustadz.
Kyai, ini ruangan ber-AC penuh.
Haadzihi al ghurfati malii'atun bi mukayyafi al hawwa'i.
Kalau tak tahan, di luar itu sajalah merokok.
Laa taqtuluu anfusakum. Min fadhlik, ya ustadz.
25 penyakit ada dalam khamr. Khamr diharamkan.
15 penyakit ada dalam daging khinzir (babi). Daging khinzir diharamkan.
4000 zat kimia beracun ada pada sebatang rokok. Patutnya rokok diapakan?
Tak perlu dijawab sekarang, ya ustadz. Wa yuharrimu 'alayhimul khabaaith.
Mohon ini direnungkan tenang-tenang, karena pada zaman Rasulullah dahulu,
sudah ada alkohol, sudah ada babi, tapi belum ada rokok.
Jadi ini PR untuk para ulama.
Tapi jangan karena ustadz ketagihan rokok,
lantas hukumnya jadi dimakruh-makruhkan, jangan,
Para ulama ahli hisap itu terkejut mendengar perbandingan ini.
Banyak yang diam-diam membunuh tuhan-tuhan kecil yang kepalanya berapi itu,
yaitu ujung rokok mereka.
Kini mereka berfikir. Biarkan mereka berfikir.
Asap rokok di ruangan ber-AC itu makin pengap, dan ada yang mulai
terbatuk-batuk,
Pada saat sajak ini dibacakan malam hari ini,
sejak tadi pagi sudah 120 orang di Indonesia mati karena penyakit rokok.
Korban penyakit rokok lebih dahsyat ketimbang korban kecelakaan lalu lintas,
lebih gawat ketimbang bencana banjir, gempa bumi dan longsor,
cuma setingkat di bawah korban narkoba,
Pada saat sajak ini dibacakan, berhala-berhala kecil itu sangat
berkuasa di negara kita,
jutaan jumlahnya,
bersembunyi di dalam kantong baju dan celana,
dibungkus dalam kertas berwarni dan berwarna,
diiklankan dengan indah dan cerdasnya,
Tidak perlu wudhu atau tayammum menyucikan diri,
tidak perlu ruku' dan sujud untuk taqarrub pada tuhan-tuhan ini,
karena orang akan khusyuk dan fana dalam nikmat lewat upacara menyalakan
api dan sesajen asap tuhan-tuhan ini,
Rabbana, beri kami kekuatan menghadapi berhala-berhala ini.
Amin Yaa Rabbalalamin
Kamis, 18 November 2010
MUHAMMAD SAW DIMATA PARA FILSUF DAN ILMUWAN
"Muhammad is the most succesful of all prophets and religious personalities" ((The Encyclopedia Brtanicana)
"He must be called the Saviour of humanity. I believe that if a man like him were to assume the dictatorship of the modern world, he would succeed in solving its problem in a way that would bring it much needed peace and happiness" (George Benard Shaw, in The Genuine Islam)
"Philosopher, orator,, apostle, legislator, warrior, conqueror of ideas, restorer of rational dogmas, of a cult without images, the founder of twenty
"He must be called the Saviour of humanity. I believe that if a man like him were to assume the dictatorship of the modern world, he would succeed in solving its problem in a way that would bring it much needed peace and happiness" (George Benard Shaw, in The Genuine Islam)
"Philosopher, orator,, apostle, legislator, warrior, conqueror of ideas, restorer of rational dogmas, of a cult without images, the founder of twenty
Sabtu, 13 November 2010
BELAJAR BAHASA INGGRIS (ASING) LEBIH MUDAH DAN CEPAT
1. JADIKANLAH SEBUAH KEBIASAAN
a. Belajarlah terus menerus, paling tidak menyediakan waktu satu jam per hari untuk memperlajari kata – kata baru dan pola – pola kalimat.
b. Membuat daftar kata, 10 – 20 kata dan beberapa pola kalimat untuk dibaca setiap anda memiliki waktu luang.
c. Review daftar kata tersebut pada sore atau malam hari serta membuat asosiasinya.
2. LIBATKAN SELURUH INDRA SELAMA BELAJAR
a. Tataplah kata – kata baru dengan seksama
b. Ucapkan dengan keras dan jelas
c. Dengarkan suara anda dengan seksama
d. Tulis kata – kata tersebut
e. Asosiasikan kata – kata tersebut dengan warna, tekstur, bau, rasa, dan suara yang berbeda – beda. Semakin indra terlibat dalam proses belajar, semakin terbuka jalan untuk mengingat dengan cepat dan mudah
3. RILEKS DAN BERSENANG – SENANGLAH
Ingat bahwa “Kita tidak harus mengerti segala hal”
Fokuskan pada ikhtiar menangkap gagasan umum materi yang dibaca atau diucapkan, hal – hal yang rinci dan sulit, dicari kemudian. Semakin disuarakan akan semakin akurat pengucapan.
4. BELAJARLAH DARI SEKELILING ANDA
Bila mendengar pertanyaan yang ditujukan kepada orang lain, coba anda jawab sendiri dan bandingkan dengan respon orang lain.
5. MENJELAJAHLAH
a. Ikutilah nyanyian atau lagu berbahasa Inggris (asing) yang sedang anda pelajari, lakukan berulang - ulang
b. Tontonlah film, video atau lainnya beberapa kali dan perhatikan penggunaan bahasanya dengan seksama
c. Ceritakan kembali setiap kejadian yang anda alami
d. Kurangi “penerjemahan” yang tidak perlu dan membosankan
(LUCILE VEA, Pengajar Bahasa Inggris, Jepang, Rusia, dan Perancis)
METODE BELAJAR CEPAT BAHASA INGGRIS (ASING)
Beberapa metode yang sering digunakan dalam mengajar dan mempelajari bahasa asing adalah:
1. PLLS (Pimsler Language Learning System) atau disebut juga Metode Pimsler, dikenalkan oleh Dr. Paul Pimsler. Metode ini menekankan pada pembelajaran bahasa secara "organis" (alamiah), seperti anak belajar bicara yaitu dengan meningkatkan kemampuan otak dalam mengenali, menyebut dan mengartikulasi kata - kata dan frasa baru tanpa repetisi yang berlebihan
2. SUPERLEARNING METHOD, Dr. Georgi Lozanov (guru besar Psikologi, Bulgaria), menggunakan latihan pernapasan dan musik
1. PLLS (Pimsler Language Learning System) atau disebut juga Metode Pimsler, dikenalkan oleh Dr. Paul Pimsler. Metode ini menekankan pada pembelajaran bahasa secara "organis" (alamiah), seperti anak belajar bicara yaitu dengan meningkatkan kemampuan otak dalam mengenali, menyebut dan mengartikulasi kata - kata dan frasa baru tanpa repetisi yang berlebihan
2. SUPERLEARNING METHOD, Dr. Georgi Lozanov (guru besar Psikologi, Bulgaria), menggunakan latihan pernapasan dan musik
GAYA MENGAJAR
Gaya Mengajar adalah suatu pendekatan yang digunakan guru dalam mengolah bahan pelajaran dan memanipulasi situasi lingkungan belajar sedemikian rupa.
Jenis - jenis gaya mengajar
1. SKILL, menanamkan pengertian tentang konsep dasar mata pelajaran, mementingkan aspek nilai akademik intelektual pada anak dan guru sebagai penguasa tunggal
2. OVERLOADS, pemberian tugas sebanyak - banyaknya pada siswa, akibat dari guru berkeinginan untuk membatasi relasi pribadinya dengan siswa dan merupakan gaya mengajar yang kurang jujur
3. STRUCTURE, mengorganisasikan pelajaran secara terperinci dan teratur, siswa berhadapan langsung dengan materi, mencari bahan sumber - sumbernya
Jenis - jenis gaya mengajar
1. SKILL, menanamkan pengertian tentang konsep dasar mata pelajaran, mementingkan aspek nilai akademik intelektual pada anak dan guru sebagai penguasa tunggal
2. OVERLOADS, pemberian tugas sebanyak - banyaknya pada siswa, akibat dari guru berkeinginan untuk membatasi relasi pribadinya dengan siswa dan merupakan gaya mengajar yang kurang jujur
3. STRUCTURE, mengorganisasikan pelajaran secara terperinci dan teratur, siswa berhadapan langsung dengan materi, mencari bahan sumber - sumbernya
Jumat, 12 November 2010
MODEL PEMBELAJARAN
LANDASAN
Proses pembelajaran pada satuan pendidikan diselenggarakan sacara interaktif, inspiratif, menyenangkan, menantang, memotivasi peserta didik untuk berpartisipasi aktif serta memberikan ruang yang cukup bagi prakarsa, kreativitas dan kemandirian sesuai dengan bakat, minat dan perkembangan fisik serta psikologis peserta didik. (PP. No. 19/2005 pasal 19)
PENGERTIAN
Model Pembelajaran adalah bentuk pembelajaran yang tergambar dari awal sampai akhir yang disajikan secara khas oleh guru di kelas.
Dalam model pembelajaran terdapat strategi pencapaian kompetensi peserta didik dengan pendekatan, metode, dan teknik pembelajaran.
CIRI - CIRI MODEL PEMBELAJARAN YANG BAIK
1. Adanya keterlibatan intelektual -
Proses pembelajaran pada satuan pendidikan diselenggarakan sacara interaktif, inspiratif, menyenangkan, menantang, memotivasi peserta didik untuk berpartisipasi aktif serta memberikan ruang yang cukup bagi prakarsa, kreativitas dan kemandirian sesuai dengan bakat, minat dan perkembangan fisik serta psikologis peserta didik. (PP. No. 19/2005 pasal 19)
PENGERTIAN
Model Pembelajaran adalah bentuk pembelajaran yang tergambar dari awal sampai akhir yang disajikan secara khas oleh guru di kelas.
Dalam model pembelajaran terdapat strategi pencapaian kompetensi peserta didik dengan pendekatan, metode, dan teknik pembelajaran.
CIRI - CIRI MODEL PEMBELAJARAN YANG BAIK
1. Adanya keterlibatan intelektual -
EKSPLORASI, ELABORASI, DAN KONFIRMASI, apa yang harus dilakukan oleh seorang guru
EKSPLORASI
1. Melibatkan siswa mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari dari berbagai sumber
2. Menggunakan beragam pendekatan pembelajaran, media pembelajaran, dan sumber belajar lain
3. Memfasilitasi terjadinya interaksi anatar siswa dengan sisa, siswa dengan guru, lingkungan dan sumber belajar lainnya
4. Melibatkan siswa secara aktif
1. Melibatkan siswa mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari dari berbagai sumber
2. Menggunakan beragam pendekatan pembelajaran, media pembelajaran, dan sumber belajar lain
3. Memfasilitasi terjadinya interaksi anatar siswa dengan sisa, siswa dengan guru, lingkungan dan sumber belajar lainnya
4. Melibatkan siswa secara aktif
Kamis, 11 November 2010
BACALAH AL - QUR'AN DENGAN TARTIL
Syaikh Abdul Aziz menafsirkan bahwa "tartil" ialah membaca dengan terang dan jelas.Sedangkan secara syar'i, yaitu membaca Al-Qur'an dengan tertib seperti berikut ini:
1. Setiap huruf mesti dibaca/diucapkan dengan makhroj yang benar, sehingga "tha" tidak dibaca "ta", dan "dha" tidak dibaca "zha".
Berhenti di tempat yang benar, sehingga ketika memutuskan atau melanjutkan bacaan tidak dilakukan di tempat yang salah.
3. Membaca semua harakat dengan benar, yakni menyebut "fathah","kasroh" dan "dhommah" dengan perbedaan yang jelas.
4. Mengeraskan suara sampai terdengar oleh telinga kita, sehingga Al-Quran dapat mempengaruhi hati.
5. Memperindah suara agar timbul rasa takut kepada Alloh SWT, sehingga mempercepat pengaruhnya ke dalam hati
6. Membaca dengan sempurna dan jelas semua tasydid dan madnya.
7. Memenuhi hak ayat - ayat rahmat dan ayat - ayat adzab
Dari Ibnu Mas'ud ra, Rosululloh SAW bersabda: "Barangsiapa membaca satu huruf dari kitab Alloh, maka baginya satu hasanah (kebaikan), dan satu hasanah itu sama dengan sepuluh kali lipatnya. Aku tidak mengatakan bahwa "alif laam miim" satu huruf, tetapi alif satu huruf, lam satu huruf, dan mim satu huruf." (HR. At-Tirmidzi)
1. Setiap huruf mesti dibaca/diucapkan dengan makhroj yang benar, sehingga "tha" tidak dibaca "ta", dan "dha" tidak dibaca "zha".
Berhenti di tempat yang benar, sehingga ketika memutuskan atau melanjutkan bacaan tidak dilakukan di tempat yang salah.
3. Membaca semua harakat dengan benar, yakni menyebut "fathah","kasroh" dan "dhommah" dengan perbedaan yang jelas.
4. Mengeraskan suara sampai terdengar oleh telinga kita, sehingga Al-Quran dapat mempengaruhi hati.
5. Memperindah suara agar timbul rasa takut kepada Alloh SWT, sehingga mempercepat pengaruhnya ke dalam hati
6. Membaca dengan sempurna dan jelas semua tasydid dan madnya.
7. Memenuhi hak ayat - ayat rahmat dan ayat - ayat adzab
Dari Ibnu Mas'ud ra, Rosululloh SAW bersabda: "Barangsiapa membaca satu huruf dari kitab Alloh, maka baginya satu hasanah (kebaikan), dan satu hasanah itu sama dengan sepuluh kali lipatnya. Aku tidak mengatakan bahwa "alif laam miim" satu huruf, tetapi alif satu huruf, lam satu huruf, dan mim satu huruf." (HR. At-Tirmidzi)
PRACTISING PRONUNCIATION
PRACTISING PRONUNCIATION
I said “sh! Sh!” baby’s sleeping
I said “sh! Sh!” baby’s sleeping
What did you say?
What did you say?
I said “hush! hush!” baby’s sleeping
I said “hush! hush!” baby’s sleeping
What did you say?
What did you say?
I said “please be quiet!” baby’s sleeping
I said “please be quiet!” baby’s sleeping
What did you say?
What did you say?
I said “shut up! Shut up!” baby’s sleeping
I said “Shut up! Shut up!” baby’s sleeping
What did you say?
What did you say?
I said “sh! Sh!” baby’s sleeping
I said “sh! Sh!” baby’s sleeping
What did you say?
What did you say?
I said “hush! hush!” baby’s sleeping
I said “hush! hush!” baby’s sleeping
What did you say?
What did you say?
I said “please be quiet!” baby’s sleeping
I said “please be quiet!” baby’s sleeping
What did you say?
What did you say?
I said “shut up! Shut up!” baby’s sleeping
I said “Shut up! Shut up!” baby’s sleeping
What did you say?
What did you say?
THE TEACHER PRINCIPLES AND PHILOSOPHY
THE TEACHER PRINCIPLES (PHILOSOPHY)
• Theoretical Fondation
• What to teach
• How to teach
• Why to teach
TEACHER SHOULD HAVE....
• Knowledge
• Skills
• Attitude
WHAT KIND OF SKILL SHOULD THE TEACHER HAVE?
• Design the Lesson Plan
• Managing the class
• Make questions
• Reinforcement
• Make a group or pair
• Open and close the lesson
GENERAL TIPS OF CLASSROOM MANAGEMENT
• Arrange the students’ seating
• Stand up when directing activity (easy to dominate the class,
See all, use hands effectively)
• Look at the students, eye contact help the students concentration
• Use your hands to encourage and direct
• Vary your voice
• Don’t be afraid of silent; STT (Student Talking Time), TTT (Teacher Talking Time)
• Don’t be afraid of noise
• Use pair work to increase STT, even it seems chaos
• Theoretical Fondation
• What to teach
• How to teach
• Why to teach
TEACHER SHOULD HAVE....
• Knowledge
• Skills
• Attitude
WHAT KIND OF SKILL SHOULD THE TEACHER HAVE?
• Design the Lesson Plan
• Managing the class
• Make questions
• Reinforcement
• Make a group or pair
• Open and close the lesson
GENERAL TIPS OF CLASSROOM MANAGEMENT
• Arrange the students’ seating
• Stand up when directing activity (easy to dominate the class,
See all, use hands effectively)
• Look at the students, eye contact help the students concentration
• Use your hands to encourage and direct
• Vary your voice
• Don’t be afraid of silent; STT (Student Talking Time), TTT (Teacher Talking Time)
• Don’t be afraid of noise
• Use pair work to increase STT, even it seems chaos
1. Perkembangan Sapi betina jenis PO (Pembibitan) bulan november
No
Nomor sapi Lingkar Dada (LD) Panjang Tubuh(PT) Kesehatan
1. LM 1 159 134 Baik
2. LM2 154 119 Baik
3. LM3 154 122 Baik
4. LM4 155 125 Baik
5. LM5 155 122 Baik
6. LM6 153 122 Baik
7. LM7 154 120 Baik
8. LM8 160 127 Baik
9. LM9 157 122 Baik
10. LM10 154 122 Baik
11 LM11 155 120 Baik
12 LM12 162 132 Baik
13 LM13 155 121 Baik
14 LM14 158 120 Baik
15 LM15 160 120 Baik
16 LM16 155 118 Baik
17 LM17 154 122 Baik
18 LM18 155 125 Baik
19 LM19 157 129 Baik
20 LM20 155 120 Baik
No
Nomor sapi Lingkar Dada (LD) Panjang Tubuh(PT) Kesehatan
1. LM 1 159 134 Baik
2. LM2 154 119 Baik
3. LM3 154 122 Baik
4. LM4 155 125 Baik
5. LM5 155 122 Baik
6. LM6 153 122 Baik
7. LM7 154 120 Baik
8. LM8 160 127 Baik
9. LM9 157 122 Baik
10. LM10 154 122 Baik
11 LM11 155 120 Baik
12 LM12 162 132 Baik
13 LM13 155 121 Baik
14 LM14 158 120 Baik
15 LM15 160 120 Baik
16 LM16 155 118 Baik
17 LM17 154 122 Baik
18 LM18 155 125 Baik
19 LM19 157 129 Baik
20 LM20 155 120 Baik
Rabu, 10 November 2010
PUNCTUATION
Punctuation
What is punctuation?
Punctuation is a way of marking a sentence so it is easier to understand. Punctuation helps you to see the grammar of a sentence and which parts belong together. It also helps you to understand how the sentences would sound if the person using them was speaking instead of writing. However, many people find punctuation very confusing, and even many native English speakers use punctuation badly or even wrongly. Here we will look at basic punctuation and how to use it, and in the rest of the unit you will find exercises to help you practice. If you want to see some more complicated punctuation have a look at the intermediate and advanced parts of the course.
How do we learn punctuation?
Because punctuation is not a natural part of spoken language, everyone has to learn how to use it. Remember that punctuation is not the same in every language. Even in Europe, almost every language has its own punctuation and rules about how to use it. The best way to learn punctuation is to look at books and see how the punctuation is used there. (Try to look at fiction, as more kinds of punctuation are used, but not at comics or cartoons as they do not use standard punctuation. Also do not look at punctuation as it is used in web forums or emails - this is sometimes very far from the 'correct' form.)
What punctuation will I learn in this unit?
In this unit we will look at the comma, the semi-colon ; and the full stop . You will know a lot of this already, but there are some parts that may still surprise you.
The comma
As we have seen, one of the jobs of pronunciation is so that written text can be understood as speech. All speech has a natural rhythm. We say parts of a word (syllables) at a certain speed, and pause between them for a certain time. If the speed we say each syllable of a word is one beat, then a comma is a pause in the sentence for the same amount of time - one beat.
For example:This sentence
'We are going to the international airport now, and will be back, I think, this afternoon.'
can be made into syllables with the same beat like this
'We-are-going-to-the-in-ter-natio-nal-air-port-now- -and-will-be-back- -I think- - this afternoon.'
The places where there is a gap - - are where the comma in speech is shown by a silence lasting as long as it takes to say one of the syllables.
When do we use commas?
As you have seen, when we would pause for one beat in normal speech, we should insert a comma into the text. This is neccessary because sometimes whether or not a sentence has a comma can change the meaning. For example:
'A dark, red house.'
is not the same as
'A dark red house.'
In the first sentence we know the house is red - perhaps bright red - but that there are no lights showing inside it. In the second sentence we know that the colour of the house is dark red, but not whether there are any lights showing.
Commas are used with link words (usually and, but, for, or, nor, so or yet) to join phrases that would otherwise be two sentences.
For example:
'I'll be here for an hour. Then I'll go to the bank.'
has the same meaning as
'I'll be here for an hour, and then I'll go to the bank.'
Commas also show you which parts of a sentence belong together.
For example:In this non-defining relative clause
'Mr Smith, who is a greengrocer, lives in Oxford.'
the part which tells us about Mr Smith's job is separated from where he lives by commas.
The Semi-colon
Where a comma takes one 'beat' of normal speech, the semi-colon, like the full stop, takes two. This is because a semi-colon is used to put two separate clauses into one sentence, often without using a link word in the way that a comma does. (One way to tell whether you can use a semi-colon instead of a comma is whether you can make the clauses into two sentences.)
For example:
'I'll be here for an hour. Then I'll go to the bank.'
can be written as
'I'll be here for an hour; then I'll go to the bank.'
Link words with semi-colons
Some link words can be used with semi-colons because they show that even if the clauses are grammatically independent, they carry on the same idea.
For example:
'Semi-colons do not need link words; however this does not mean we never use them .'
'Semi-colons are useful; therefore it's a good idea to use them.'
'He used a semi-colon; consequently his text was more understandable.'
'Use semi-colons; otherwise there's no point in learning about them.'
Semi-colons with lists
You can make a list with commas, but when you need to be very clear what parts go together then using a semi-colon is better. Consider this sentence. 'He saw Ms Wilson, the secretary, Mr Jones, the manager and their boss walking into the room.' Are there five people walking into the room, or three, or two ? (Mr Jones can be the manager and their boss). You can make the sentence easier to understand by writing 'He saw Ms Wilson, the secretary; Mr Jones, the manager; and their boss walking into the room.' Now we know you are talking about three people.
The full stop
In American English this is called the 'period'. We see it most often at the end of the sentence. (In fact, one rule of academic writing is that you should give one fact in each sentence and one idea in a paragraph. So when you come to a full stop, you know that you have received information about one fact.) However, there are also other uses for the full stop.
Full stops are used to indicate abbreviations where the word has been cut short. Though there are many different methods to use when deciding whether or not to use a full stop, it is less important which rule you use, and more important that you use the same rule all the time. We suggest you should use a full stop if the word does not have its first and last letters. So 'Professor' is abbreviated to 'Prof.' with a full stop, but 'Mr' has no full stop because it has the first and last letters.
With acronyms (words made from the first letters of a longer phrase), the general rule is that if you spell the letters you put a full stop after them (e.g. with the World Health Organization, the abbreviation is W.H.O. because you say the letters, but we say 'Nato' for the North Atlantic Treaty Organization because we say it as a word). Exceptions are words which are very well known and the letters are said very quickly as a word - for example the USA ('Uesaye') and the BBC ('Beebesee'). Also, remember that if you finish a sentence with an abbreviation that ends with a full stop, this full stop is also the full stop for the end of the sentence. So you would say that 'Mr Juarez works for the U.N.' with only one full stop at the end, even though this full stop finishes both the 'N' and the sentence.
Finally, note that with titles of (for example) chapters you do not use a full stop, which is why the titles of the sections in this text do not have full stops, although they sometimes have question marks.
What is punctuation?
Punctuation is a way of marking a sentence so it is easier to understand. Punctuation helps you to see the grammar of a sentence and which parts belong together. It also helps you to understand how the sentences would sound if the person using them was speaking instead of writing. However, many people find punctuation very confusing, and even many native English speakers use punctuation badly or even wrongly. Here we will look at basic punctuation and how to use it, and in the rest of the unit you will find exercises to help you practice. If you want to see some more complicated punctuation have a look at the intermediate and advanced parts of the course.
How do we learn punctuation?
Because punctuation is not a natural part of spoken language, everyone has to learn how to use it. Remember that punctuation is not the same in every language. Even in Europe, almost every language has its own punctuation and rules about how to use it. The best way to learn punctuation is to look at books and see how the punctuation is used there. (Try to look at fiction, as more kinds of punctuation are used, but not at comics or cartoons as they do not use standard punctuation. Also do not look at punctuation as it is used in web forums or emails - this is sometimes very far from the 'correct' form.)
What punctuation will I learn in this unit?
In this unit we will look at the comma, the semi-colon ; and the full stop . You will know a lot of this already, but there are some parts that may still surprise you.
The comma
As we have seen, one of the jobs of pronunciation is so that written text can be understood as speech. All speech has a natural rhythm. We say parts of a word (syllables) at a certain speed, and pause between them for a certain time. If the speed we say each syllable of a word is one beat, then a comma is a pause in the sentence for the same amount of time - one beat.
For example:This sentence
'We are going to the international airport now, and will be back, I think, this afternoon.'
can be made into syllables with the same beat like this
'We-are-going-to-the-in-ter-natio-nal-air-port-now- -and-will-be-back- -I think- - this afternoon.'
The places where there is a gap - - are where the comma in speech is shown by a silence lasting as long as it takes to say one of the syllables.
When do we use commas?
As you have seen, when we would pause for one beat in normal speech, we should insert a comma into the text. This is neccessary because sometimes whether or not a sentence has a comma can change the meaning. For example:
'A dark, red house.'
is not the same as
'A dark red house.'
In the first sentence we know the house is red - perhaps bright red - but that there are no lights showing inside it. In the second sentence we know that the colour of the house is dark red, but not whether there are any lights showing.
Commas are used with link words (usually and, but, for, or, nor, so or yet) to join phrases that would otherwise be two sentences.
For example:
'I'll be here for an hour. Then I'll go to the bank.'
has the same meaning as
'I'll be here for an hour, and then I'll go to the bank.'
Commas also show you which parts of a sentence belong together.
For example:In this non-defining relative clause
'Mr Smith, who is a greengrocer, lives in Oxford.'
the part which tells us about Mr Smith's job is separated from where he lives by commas.
The Semi-colon
Where a comma takes one 'beat' of normal speech, the semi-colon, like the full stop, takes two. This is because a semi-colon is used to put two separate clauses into one sentence, often without using a link word in the way that a comma does. (One way to tell whether you can use a semi-colon instead of a comma is whether you can make the clauses into two sentences.)
For example:
'I'll be here for an hour. Then I'll go to the bank.'
can be written as
'I'll be here for an hour; then I'll go to the bank.'
Link words with semi-colons
Some link words can be used with semi-colons because they show that even if the clauses are grammatically independent, they carry on the same idea.
For example:
'Semi-colons do not need link words; however this does not mean we never use them .'
'Semi-colons are useful; therefore it's a good idea to use them.'
'He used a semi-colon; consequently his text was more understandable.'
'Use semi-colons; otherwise there's no point in learning about them.'
Semi-colons with lists
You can make a list with commas, but when you need to be very clear what parts go together then using a semi-colon is better. Consider this sentence. 'He saw Ms Wilson, the secretary, Mr Jones, the manager and their boss walking into the room.' Are there five people walking into the room, or three, or two ? (Mr Jones can be the manager and their boss). You can make the sentence easier to understand by writing 'He saw Ms Wilson, the secretary; Mr Jones, the manager; and their boss walking into the room.' Now we know you are talking about three people.
The full stop
In American English this is called the 'period'. We see it most often at the end of the sentence. (In fact, one rule of academic writing is that you should give one fact in each sentence and one idea in a paragraph. So when you come to a full stop, you know that you have received information about one fact.) However, there are also other uses for the full stop.
Full stops are used to indicate abbreviations where the word has been cut short. Though there are many different methods to use when deciding whether or not to use a full stop, it is less important which rule you use, and more important that you use the same rule all the time. We suggest you should use a full stop if the word does not have its first and last letters. So 'Professor' is abbreviated to 'Prof.' with a full stop, but 'Mr' has no full stop because it has the first and last letters.
With acronyms (words made from the first letters of a longer phrase), the general rule is that if you spell the letters you put a full stop after them (e.g. with the World Health Organization, the abbreviation is W.H.O. because you say the letters, but we say 'Nato' for the North Atlantic Treaty Organization because we say it as a word). Exceptions are words which are very well known and the letters are said very quickly as a word - for example the USA ('Uesaye') and the BBC ('Beebesee'). Also, remember that if you finish a sentence with an abbreviation that ends with a full stop, this full stop is also the full stop for the end of the sentence. So you would say that 'Mr Juarez works for the U.N.' with only one full stop at the end, even though this full stop finishes both the 'N' and the sentence.
Finally, note that with titles of (for example) chapters you do not use a full stop, which is why the titles of the sections in this text do not have full stops, although they sometimes have question marks.
Selasa, 09 November 2010
ENGLISH FOR CHILDREN UNDER FIVE
UNIT I
GREETINGS
Langkah – langkah pembelajaran:
1. Anak diberi contoh pengucapan dan pelafalan ungkapan salam oleh guru dengan benar
2. Anak menirukan ucapan guru dengan benar
3. Anak dibimbing untuk melakukan percakapan sederhana dengan menggunakan ungkapan salam
4. Anak melakukan percakapan dengan teman – temannya dengan bimbingan guru
Alokasi waktu : 4 kali pertemuan
1. Materi pembelajaran:
Teacher : Assalamu’alaikum Wr. Wb! Good morning, children
Children : Wa ‘alaikumussalaam Wr Wbr,
Good morning, Sir/Mam
Teacher : How are you?
Children : I am fine, thank you.
(Anak dilatih sampai lancar mengucapkan ungkapan salam tersebut)
2. Latihan pengucapan dan pelafalan salam
Good morning Good day Good afternoon
Good evening Good night Good bye
How are you I am fine
3. Apabila anak sudah lancar mengucapkan salam, anak dilatih untuk melakukan percakapan sederhana seperti contoh dialog di atas.
Let’s sing a song
a, b, c, d, e, f, g
h, i, j, k, l, m, n
o, p, q, r, s, t, u
v, w, x, y, z
UNIT II
MY NAME IS……..
Langkah – langkah dan alokasi waktu pembelajaran sama dengan Unit I.
1. Anak menyimak percakapan yang dicontohkan guru
Teacher : Hallo, My name is Ali. What is your name?
Chidren : Hallo, My name is Umar. I live in Situnagara
2. Anak dilatih mengucapkan percakapan tersebut sampai lancar
3. Anak dilatih pengucapan dan pelafalan tentang identias diri
Hallo / Hi My name is…… I am ……..
I live in….. What is your name?
4. Anak dilatih percakapan yang dipelajari sampai lancar.
Let’s play a Puzzle
What is it?
A I U
Is this A, E, or D? Is this M or I? Is this O, B, or U?
UNIT III
MY FAMILY
Langkah – langkah dan alokasi waktu pembeljaran sama dengan unit sebelumnya.
1. Anak menyimak percakapan yang diperagakan guru
Zahra : Who is she?
Ahmad : She is my mother
Zahra : Who is he?
Ahmad : He is my father
2. Anak dilatih mengucapkan percakapan tersebut sampai lancar
3. Anak dilatih mengucapkan dan melafalkan kata – kata yang berhubungan dengan keluarga dengan ucapan yang benar
Who is she? Who is he? She is….
He is…. Mother Father
Sister brother grandfather
grandmother
4. Anak dilatih melafalkan kata ganti (Pronoun) melalui lagu berikut dengan benar
You and I, kamu dan saya
He and She, dia dan dia
They – mereka, We – kita
It – inilah, hanya untuk benda
Let’s say it, Marilah ucapkan
You and I, bersama – sama
5. Anak dilatih melakukan percakapan yang dipelajari dengan menggunakan berbagai kata ganti dengan benar
UNIT IV
THIS IS A…./THAT IS A….
Langkah – langkah dan alokasi waktu pembelajaran sama dengan unit sebelumnya.
1. Anak menyimak contoh percakapan yang diperagakan guru
Fallah : What is this?
Usman : This is a book
Fallah : What is that?
Usman : That is a pen
2. Anak dilatih melakukan percakapan dengan cara mengikuti ucapan guru
3. Anak dilatih mengucapkan dan melafalkan kata dan frasa yang berhubungan dengan benda – benda yang ada di sekitar rumah.
What is this? What is that? What is it?
Book pen eraser
Scissors pencil uniform
Table chair picture
Socks shoes shirt
Dress hat bag
4. Anak dilatih melakukan percakapan seperti contoh dengan menggunakan berbagai nama benda yang dipelajari
My Head
This is my eyes
This is my nose
This is my mouth
This is my chin
This is my cheek
This is my ears
This is my hair
This is my head
UNIT V
I WANT TO …..
Langkah – langkah dan alokasi waktu pembelajaran sama dengan unit sebelumnya.
1. Anak menyimak percakapan yang dicontohkan guru
Ari : Mother, I am hungry
Mother : Are you?
Ari : Yes, I want to eat
2. Anak dilatih melakukan percakapan dengan benar
3. Anak dilatih mengucapkan ungkapan keinginan dengan benar
eat
drink
sleep
I want to … play game
study
watch TV
take a bath
4. Anak dilatih melakukan percakapan seperti contoh dengan mengganti berbagai keinginan
5. Anak menyebutkan berbagai gambar kegiatan yang ditunjukkan oleh guru
GREETINGS
Langkah – langkah pembelajaran:
1. Anak diberi contoh pengucapan dan pelafalan ungkapan salam oleh guru dengan benar
2. Anak menirukan ucapan guru dengan benar
3. Anak dibimbing untuk melakukan percakapan sederhana dengan menggunakan ungkapan salam
4. Anak melakukan percakapan dengan teman – temannya dengan bimbingan guru
Alokasi waktu : 4 kali pertemuan
1. Materi pembelajaran:
Teacher : Assalamu’alaikum Wr. Wb! Good morning, children
Children : Wa ‘alaikumussalaam Wr Wbr,
Good morning, Sir/Mam
Teacher : How are you?
Children : I am fine, thank you.
(Anak dilatih sampai lancar mengucapkan ungkapan salam tersebut)
2. Latihan pengucapan dan pelafalan salam
Good morning Good day Good afternoon
Good evening Good night Good bye
How are you I am fine
3. Apabila anak sudah lancar mengucapkan salam, anak dilatih untuk melakukan percakapan sederhana seperti contoh dialog di atas.
Let’s sing a song
a, b, c, d, e, f, g
h, i, j, k, l, m, n
o, p, q, r, s, t, u
v, w, x, y, z
UNIT II
MY NAME IS……..
Langkah – langkah dan alokasi waktu pembelajaran sama dengan Unit I.
1. Anak menyimak percakapan yang dicontohkan guru
Teacher : Hallo, My name is Ali. What is your name?
Chidren : Hallo, My name is Umar. I live in Situnagara
2. Anak dilatih mengucapkan percakapan tersebut sampai lancar
3. Anak dilatih pengucapan dan pelafalan tentang identias diri
Hallo / Hi My name is…… I am ……..
I live in….. What is your name?
4. Anak dilatih percakapan yang dipelajari sampai lancar.
Let’s play a Puzzle
What is it?
A I U
Is this A, E, or D? Is this M or I? Is this O, B, or U?
UNIT III
MY FAMILY
Langkah – langkah dan alokasi waktu pembeljaran sama dengan unit sebelumnya.
1. Anak menyimak percakapan yang diperagakan guru
Zahra : Who is she?
Ahmad : She is my mother
Zahra : Who is he?
Ahmad : He is my father
2. Anak dilatih mengucapkan percakapan tersebut sampai lancar
3. Anak dilatih mengucapkan dan melafalkan kata – kata yang berhubungan dengan keluarga dengan ucapan yang benar
Who is she? Who is he? She is….
He is…. Mother Father
Sister brother grandfather
grandmother
4. Anak dilatih melafalkan kata ganti (Pronoun) melalui lagu berikut dengan benar
You and I, kamu dan saya
He and She, dia dan dia
They – mereka, We – kita
It – inilah, hanya untuk benda
Let’s say it, Marilah ucapkan
You and I, bersama – sama
5. Anak dilatih melakukan percakapan yang dipelajari dengan menggunakan berbagai kata ganti dengan benar
UNIT IV
THIS IS A…./THAT IS A….
Langkah – langkah dan alokasi waktu pembelajaran sama dengan unit sebelumnya.
1. Anak menyimak contoh percakapan yang diperagakan guru
Fallah : What is this?
Usman : This is a book
Fallah : What is that?
Usman : That is a pen
2. Anak dilatih melakukan percakapan dengan cara mengikuti ucapan guru
3. Anak dilatih mengucapkan dan melafalkan kata dan frasa yang berhubungan dengan benda – benda yang ada di sekitar rumah.
What is this? What is that? What is it?
Book pen eraser
Scissors pencil uniform
Table chair picture
Socks shoes shirt
Dress hat bag
4. Anak dilatih melakukan percakapan seperti contoh dengan menggunakan berbagai nama benda yang dipelajari
My Head
This is my eyes
This is my nose
This is my mouth
This is my chin
This is my cheek
This is my ears
This is my hair
This is my head
UNIT V
I WANT TO …..
Langkah – langkah dan alokasi waktu pembelajaran sama dengan unit sebelumnya.
1. Anak menyimak percakapan yang dicontohkan guru
Ari : Mother, I am hungry
Mother : Are you?
Ari : Yes, I want to eat
2. Anak dilatih melakukan percakapan dengan benar
3. Anak dilatih mengucapkan ungkapan keinginan dengan benar
eat
drink
sleep
I want to … play game
study
watch TV
take a bath
4. Anak dilatih melakukan percakapan seperti contoh dengan mengganti berbagai keinginan
5. Anak menyebutkan berbagai gambar kegiatan yang ditunjukkan oleh guru
Beginning Guide to Teaching
By Kenneth Beare, About.com Guide
Learn English FreeAmerican Accent English 365 Video Lessons for BeginnersHugosite.com
Business EnglishExpert Online Coaching etiquettes and business writingAvignaLearning.com/corporate.html
Over the past few months, I have received a number of requests from non-professional teachers who are teaching English as a 2nd or foreign language. The teaching setting varies widely; to friends, at a charity, on a volunteer basis, as a part-time job, as a hobby, etc. One thing quickly becomes clear: Speaking English as a mother tongue does not a ESL or EFL (English as second language / English as foreign language) teacher make! This guide is provided for those of you who would like to know some of the basics of teaching English to non-native speakers of English. It provides some fundamental guidelines which will make your teaching more successful and satisfying for both the student and you.
Get Grammar Help Fast!
Teaching English grammar is tricky as there are just SO many exceptions to rules, irregularities of word forms, etc. that, even if you do know your grammar rules, you are probably going to need some help when providing explanations. Knowing when to use a certain tense, word form or expression is one thing, knowing how to explain this rule is quite another. I highly recommend getting a good grammar reference as quickly as you can. Another point to consider is that a good university level grammar guide is really not appropriate for teaching non-native speakers. I recommend the following books which have been especially designed for teaching ESL / EFL:
British Press
• Practical English Usage by Michael Swan published by Oxford University Press - Advanced - great for teachers
• English Grammar in Use by Raymond Murphy published by Cambridge University Press - for both beginners and intermediate
American Press
• Understanding and Using English Grammar by Betty Schrampfer Azar published by Pearson ESL - Intermediate to advanced
• The Advanced Grammar Book by Jocelyn Steer and Karen Carlisi published by Heinle & Heinle
Keep It Simple
One problem that teachers often encounter is that of trying to do too much, too quickly. Here is an example:
Let's learn the verb "to have" today. - OK - So, the verb "to have" can be used in the following ways: He has a car, He's got a car, He had a bath this morning, He has lived here for a long time, If I had had the opportunity, I would have bought the house. Etc.
Obviously, you are focusing on one point: The verb "to have". Unfortunately, you are covering just about every usage of have which then also brings into play the present simple, have for possession, past simple, present perfect, "have" as an auxiliary verb etc. Overwhelming to say the least!
The best way to approach teaching is to choose just one use or function, and focus on that specific point. Using our example from above:
Let's learn the use "have got" for possession. He has got a car is the same as saying He has a car... etc.
Instead of working "vertically" i.e. uses of "have", you are working "horizontally" i.e. the various uses of "have" to express possession. This will help keep things simple (they are actually pretty difficult already) for your learner and give him/her tools on which to build.
Slow down and Use Easy Vocabulary
Native speakers are often not aware of how quickly they speak. Most teachers need to make a conscious effort to slow down when speaking. Perhaps more importantly, you need to become aware of the type of vocabulary and structures you are using. Here is an example:
OK Tom. Let's hit the books. Have you got through your homework for today?
At this point, the student is probably thinking WHAT! (in his/her native language)! By using common idioms (hit the books), you increase the chance that the student will not understand you. By using phrasal verbs (get through), you can confuse students who may already have quite a good grasp of basic verbs ("finish" instead of "get through" in this case). Slowing down speech patterns and eliminating idioms and phrasal verbs can go a long way to helping students learn more effectively. Maybe the lesson should begin like this:
OK Tom. Let's begin. Have you finished your homework for today?
Focus on Function
I find the one of the best ways of giving a lesson shape is to focus on a certain function and take that function as the cue for the grammar that is taught during the lesson. Here is an example:
This is what John does everyday: He gets up at 7 o'clock. He takes a shower and then he eats breakfast. He drives to work and arrives at 8 o'clock. He uses the computer at work. He often telephones clients... etc. What do you do everyday?
In this example, you use the function of talking about daily routines to introduce or expand on the simple present. You can ask the students questions to help teach the interrogative form, and then have the student ask you questions about your daily routines. You can then move on to questions about his/her partner - thereby including the third person singular (When does he go to work? - instead of - When do you go to work?). In this way, you help students produce language and improve language skills while providing them with structure and understandable chunks of language.
The next feature in this series will focus on standard curriculums to help you structure your study and some of the better classroom books that are currently available.
In the meantime, take a look at some of the lessons provided in the "Lesson Plans" section of ESL.about.com . These lessons provide printable materials, explanations of the objectives, activities, and step by step instructions to using the lessons in class.
By Kenneth Beare, About.com Guide
Learn English FreeAmerican Accent English 365 Video Lessons for BeginnersHugosite.com
Business EnglishExpert Online Coaching etiquettes and business writingAvignaLearning.com/corporate.html
Over the past few months, I have received a number of requests from non-professional teachers who are teaching English as a 2nd or foreign language. The teaching setting varies widely; to friends, at a charity, on a volunteer basis, as a part-time job, as a hobby, etc. One thing quickly becomes clear: Speaking English as a mother tongue does not a ESL or EFL (English as second language / English as foreign language) teacher make! This guide is provided for those of you who would like to know some of the basics of teaching English to non-native speakers of English. It provides some fundamental guidelines which will make your teaching more successful and satisfying for both the student and you.
Get Grammar Help Fast!
Teaching English grammar is tricky as there are just SO many exceptions to rules, irregularities of word forms, etc. that, even if you do know your grammar rules, you are probably going to need some help when providing explanations. Knowing when to use a certain tense, word form or expression is one thing, knowing how to explain this rule is quite another. I highly recommend getting a good grammar reference as quickly as you can. Another point to consider is that a good university level grammar guide is really not appropriate for teaching non-native speakers. I recommend the following books which have been especially designed for teaching ESL / EFL:
British Press
• Practical English Usage by Michael Swan published by Oxford University Press - Advanced - great for teachers
• English Grammar in Use by Raymond Murphy published by Cambridge University Press - for both beginners and intermediate
American Press
• Understanding and Using English Grammar by Betty Schrampfer Azar published by Pearson ESL - Intermediate to advanced
• The Advanced Grammar Book by Jocelyn Steer and Karen Carlisi published by Heinle & Heinle
Keep It Simple
One problem that teachers often encounter is that of trying to do too much, too quickly. Here is an example:
Let's learn the verb "to have" today. - OK - So, the verb "to have" can be used in the following ways: He has a car, He's got a car, He had a bath this morning, He has lived here for a long time, If I had had the opportunity, I would have bought the house. Etc.
Obviously, you are focusing on one point: The verb "to have". Unfortunately, you are covering just about every usage of have which then also brings into play the present simple, have for possession, past simple, present perfect, "have" as an auxiliary verb etc. Overwhelming to say the least!
The best way to approach teaching is to choose just one use or function, and focus on that specific point. Using our example from above:
Let's learn the use "have got" for possession. He has got a car is the same as saying He has a car... etc.
Instead of working "vertically" i.e. uses of "have", you are working "horizontally" i.e. the various uses of "have" to express possession. This will help keep things simple (they are actually pretty difficult already) for your learner and give him/her tools on which to build.
Slow down and Use Easy Vocabulary
Native speakers are often not aware of how quickly they speak. Most teachers need to make a conscious effort to slow down when speaking. Perhaps more importantly, you need to become aware of the type of vocabulary and structures you are using. Here is an example:
OK Tom. Let's hit the books. Have you got through your homework for today?
At this point, the student is probably thinking WHAT! (in his/her native language)! By using common idioms (hit the books), you increase the chance that the student will not understand you. By using phrasal verbs (get through), you can confuse students who may already have quite a good grasp of basic verbs ("finish" instead of "get through" in this case). Slowing down speech patterns and eliminating idioms and phrasal verbs can go a long way to helping students learn more effectively. Maybe the lesson should begin like this:
OK Tom. Let's begin. Have you finished your homework for today?
Focus on Function
I find the one of the best ways of giving a lesson shape is to focus on a certain function and take that function as the cue for the grammar that is taught during the lesson. Here is an example:
This is what John does everyday: He gets up at 7 o'clock. He takes a shower and then he eats breakfast. He drives to work and arrives at 8 o'clock. He uses the computer at work. He often telephones clients... etc. What do you do everyday?
In this example, you use the function of talking about daily routines to introduce or expand on the simple present. You can ask the students questions to help teach the interrogative form, and then have the student ask you questions about your daily routines. You can then move on to questions about his/her partner - thereby including the third person singular (When does he go to work? - instead of - When do you go to work?). In this way, you help students produce language and improve language skills while providing them with structure and understandable chunks of language.
The next feature in this series will focus on standard curriculums to help you structure your study and some of the better classroom books that are currently available.
In the meantime, take a look at some of the lessons provided in the "Lesson Plans" section of ESL.about.com . These lessons provide printable materials, explanations of the objectives, activities, and step by step instructions to using the lessons in class.
Beginning Guide to Teaching
By Kenneth Beare, About.com Guide
Learn English FreeAmerican Accent English 365 Video Lessons for BeginnersHugosite.com
Business EnglishExpert Online Coaching etiquettes and business writingAvignaLearning.com/corporate.html
Over the past few months, I have received a number of requests from non-professional teachers who are teaching English as a 2nd or foreign language. The teaching setting varies widely; to friends, at a charity, on a volunteer basis, as a part-time job, as a hobby, etc. One thing quickly becomes clear: Speaking English as a mother tongue does not a ESL or EFL (English as second language / English as foreign language) teacher make! This guide is provided for those of you who would like to know some of the basics of teaching English to non-native speakers of English. It provides some fundamental guidelines which will make your teaching more successful and satisfying for both the student and you.
Get Grammar Help Fast!
Teaching English grammar is tricky as there are just SO many exceptions to rules, irregularities of word forms, etc. that, even if you do know your grammar rules, you are probably going to need some help when providing explanations. Knowing when to use a certain tense, word form or expression is one thing, knowing how to explain this rule is quite another. I highly recommend getting a good grammar reference as quickly as you can. Another point to consider is that a good university level grammar guide is really not appropriate for teaching non-native speakers. I recommend the following books which have been especially designed for teaching ESL / EFL:
British Press
• Practical English Usage by Michael Swan published by Oxford University Press - Advanced - great for teachers
• English Grammar in Use by Raymond Murphy published by Cambridge University Press - for both beginners and intermediate
American Press
• Understanding and Using English Grammar by Betty Schrampfer Azar published by Pearson ESL - Intermediate to advanced
• The Advanced Grammar Book by Jocelyn Steer and Karen Carlisi published by Heinle & Heinle
Keep It Simple
One problem that teachers often encounter is that of trying to do too much, too quickly. Here is an example:
Let's learn the verb "to have" today. - OK - So, the verb "to have" can be used in the following ways: He has a car, He's got a car, He had a bath this morning, He has lived here for a long time, If I had had the opportunity, I would have bought the house. Etc.
Obviously, you are focusing on one point: The verb "to have". Unfortunately, you are covering just about every usage of have which then also brings into play the present simple, have for possession, past simple, present perfect, "have" as an auxiliary verb etc. Overwhelming to say the least!
The best way to approach teaching is to choose just one use or function, and focus on that specific point. Using our example from above:
Let's learn the use "have got" for possession. He has got a car is the same as saying He has a car... etc.
Instead of working "vertically" i.e. uses of "have", you are working "horizontally" i.e. the various uses of "have" to express possession. This will help keep things simple (they are actually pretty difficult already) for your learner and give him/her tools on which to build.
Slow down and Use Easy Vocabulary
Native speakers are often not aware of how quickly they speak. Most teachers need to make a conscious effort to slow down when speaking. Perhaps more importantly, you need to become aware of the type of vocabulary and structures you are using. Here is an example:
OK Tom. Let's hit the books. Have you got through your homework for today?
At this point, the student is probably thinking WHAT! (in his/her native language)! By using common idioms (hit the books), you increase the chance that the student will not understand you. By using phrasal verbs (get through), you can confuse students who may already have quite a good grasp of basic verbs ("finish" instead of "get through" in this case). Slowing down speech patterns and eliminating idioms and phrasal verbs can go a long way to helping students learn more effectively. Maybe the lesson should begin like this:
OK Tom. Let's begin. Have you finished your homework for today?
Focus on Function
I find the one of the best ways of giving a lesson shape is to focus on a certain function and take that function as the cue for the grammar that is taught during the lesson. Here is an example:
This is what John does everyday: He gets up at 7 o'clock. He takes a shower and then he eats breakfast. He drives to work and arrives at 8 o'clock. He uses the computer at work. He often telephones clients... etc. What do you do everyday?
In this example, you use the function of talking about daily routines to introduce or expand on the simple present. You can ask the students questions to help teach the interrogative form, and then have the student ask you questions about your daily routines. You can then move on to questions about his/her partner - thereby including the third person singular (When does he go to work? - instead of - When do you go to work?). In this way, you help students produce language and improve language skills while providing them with structure and understandable chunks of language.
The next feature in this series will focus on standard curriculums to help you structure your study and some of the better classroom books that are currently available.
In the meantime, take a look at some of the lessons provided in the "Lesson Plans" section of ESL.about.com . These lessons provide printable materials, explanations of the objectives, activities, and step by step instructions to using the lessons in class.
By Kenneth Beare, About.com Guide
Learn English FreeAmerican Accent English 365 Video Lessons for BeginnersHugosite.com
Business EnglishExpert Online Coaching etiquettes and business writingAvignaLearning.com/corporate.html
Over the past few months, I have received a number of requests from non-professional teachers who are teaching English as a 2nd or foreign language. The teaching setting varies widely; to friends, at a charity, on a volunteer basis, as a part-time job, as a hobby, etc. One thing quickly becomes clear: Speaking English as a mother tongue does not a ESL or EFL (English as second language / English as foreign language) teacher make! This guide is provided for those of you who would like to know some of the basics of teaching English to non-native speakers of English. It provides some fundamental guidelines which will make your teaching more successful and satisfying for both the student and you.
Get Grammar Help Fast!
Teaching English grammar is tricky as there are just SO many exceptions to rules, irregularities of word forms, etc. that, even if you do know your grammar rules, you are probably going to need some help when providing explanations. Knowing when to use a certain tense, word form or expression is one thing, knowing how to explain this rule is quite another. I highly recommend getting a good grammar reference as quickly as you can. Another point to consider is that a good university level grammar guide is really not appropriate for teaching non-native speakers. I recommend the following books which have been especially designed for teaching ESL / EFL:
British Press
• Practical English Usage by Michael Swan published by Oxford University Press - Advanced - great for teachers
• English Grammar in Use by Raymond Murphy published by Cambridge University Press - for both beginners and intermediate
American Press
• Understanding and Using English Grammar by Betty Schrampfer Azar published by Pearson ESL - Intermediate to advanced
• The Advanced Grammar Book by Jocelyn Steer and Karen Carlisi published by Heinle & Heinle
Keep It Simple
One problem that teachers often encounter is that of trying to do too much, too quickly. Here is an example:
Let's learn the verb "to have" today. - OK - So, the verb "to have" can be used in the following ways: He has a car, He's got a car, He had a bath this morning, He has lived here for a long time, If I had had the opportunity, I would have bought the house. Etc.
Obviously, you are focusing on one point: The verb "to have". Unfortunately, you are covering just about every usage of have which then also brings into play the present simple, have for possession, past simple, present perfect, "have" as an auxiliary verb etc. Overwhelming to say the least!
The best way to approach teaching is to choose just one use or function, and focus on that specific point. Using our example from above:
Let's learn the use "have got" for possession. He has got a car is the same as saying He has a car... etc.
Instead of working "vertically" i.e. uses of "have", you are working "horizontally" i.e. the various uses of "have" to express possession. This will help keep things simple (they are actually pretty difficult already) for your learner and give him/her tools on which to build.
Slow down and Use Easy Vocabulary
Native speakers are often not aware of how quickly they speak. Most teachers need to make a conscious effort to slow down when speaking. Perhaps more importantly, you need to become aware of the type of vocabulary and structures you are using. Here is an example:
OK Tom. Let's hit the books. Have you got through your homework for today?
At this point, the student is probably thinking WHAT! (in his/her native language)! By using common idioms (hit the books), you increase the chance that the student will not understand you. By using phrasal verbs (get through), you can confuse students who may already have quite a good grasp of basic verbs ("finish" instead of "get through" in this case). Slowing down speech patterns and eliminating idioms and phrasal verbs can go a long way to helping students learn more effectively. Maybe the lesson should begin like this:
OK Tom. Let's begin. Have you finished your homework for today?
Focus on Function
I find the one of the best ways of giving a lesson shape is to focus on a certain function and take that function as the cue for the grammar that is taught during the lesson. Here is an example:
This is what John does everyday: He gets up at 7 o'clock. He takes a shower and then he eats breakfast. He drives to work and arrives at 8 o'clock. He uses the computer at work. He often telephones clients... etc. What do you do everyday?
In this example, you use the function of talking about daily routines to introduce or expand on the simple present. You can ask the students questions to help teach the interrogative form, and then have the student ask you questions about your daily routines. You can then move on to questions about his/her partner - thereby including the third person singular (When does he go to work? - instead of - When do you go to work?). In this way, you help students produce language and improve language skills while providing them with structure and understandable chunks of language.
The next feature in this series will focus on standard curriculums to help you structure your study and some of the better classroom books that are currently available.
In the meantime, take a look at some of the lessons provided in the "Lesson Plans" section of ESL.about.com . These lessons provide printable materials, explanations of the objectives, activities, and step by step instructions to using the lessons in class.
KPK Diminta Usut Korupsi Dana Pendidikan
By Arry Anggadha, Suryanta Bakti Susila - Jumat, 30 April 2010
VIVAnews - Indonesia Corruption Watch meminta Komisi Pemberantasan Korupsi serius menangani dugaan korupsi pendidikan. Sebab, korupsi pendidikan telah menghambat warga mendapatkan hak konstitusionalnya, merugikan keuangan negara, serta menjadikan institusi pendidikan sebagai tempat belajar untuk korupsi.
"KPK mesti lebih serius membongkar dan menangani kasus di sektor pendidikan," kata Koordinator Divisi Monitoring Pelayangan Publik ICW, Ade Irawan usai audiensi dengan bagian pengaduan masyarakat KPK, Handoyo Sudrajat, di Kantor KPK, Kamis 29 April 2010.
Menurut Ade, melawan korupsi pendidikan tidak cukup hanya dengan membuat kurikulum antikorupsi dan membuat warung kejujuran. "Tapi, mesti diawali dengan menindak pada mafia pendidikan di semua tingkat penyelenggaraan pendidikan," ujarnya.
Ade memaparkan data Badan Penelitian dan Pengembangan Kementrian Pendidikan Nasional, dari 865 ribu Sekolah Dasar, 57,88 persen rusak. "23,26 persen atau 201.237 gedung diantaranya dalam kondisi rusak berat," ujarnya.
Dia juga melansir data guru sekolah dasar. Dari total 1.234.927 guru, sebanyak 49,03 persen atau 609.217 guru dinyatakan tidak layak mengajar.
Ade menegaskan, faktor buruknya kualitas pelayanan pendidikan karena korupsi yang terjadi di semua tingkat penyelenggara. "Mulai kementerian pendidikan nasioanal, dinas pendidikan, hingga sekolah dan perguruan tinggi," ujarnya.
By Arry Anggadha, Suryanta Bakti Susila - Jumat, 30 April 2010
VIVAnews - Indonesia Corruption Watch meminta Komisi Pemberantasan Korupsi serius menangani dugaan korupsi pendidikan. Sebab, korupsi pendidikan telah menghambat warga mendapatkan hak konstitusionalnya, merugikan keuangan negara, serta menjadikan institusi pendidikan sebagai tempat belajar untuk korupsi.
"KPK mesti lebih serius membongkar dan menangani kasus di sektor pendidikan," kata Koordinator Divisi Monitoring Pelayangan Publik ICW, Ade Irawan usai audiensi dengan bagian pengaduan masyarakat KPK, Handoyo Sudrajat, di Kantor KPK, Kamis 29 April 2010.
Menurut Ade, melawan korupsi pendidikan tidak cukup hanya dengan membuat kurikulum antikorupsi dan membuat warung kejujuran. "Tapi, mesti diawali dengan menindak pada mafia pendidikan di semua tingkat penyelenggaraan pendidikan," ujarnya.
Ade memaparkan data Badan Penelitian dan Pengembangan Kementrian Pendidikan Nasional, dari 865 ribu Sekolah Dasar, 57,88 persen rusak. "23,26 persen atau 201.237 gedung diantaranya dalam kondisi rusak berat," ujarnya.
Dia juga melansir data guru sekolah dasar. Dari total 1.234.927 guru, sebanyak 49,03 persen atau 609.217 guru dinyatakan tidak layak mengajar.
Ade menegaskan, faktor buruknya kualitas pelayanan pendidikan karena korupsi yang terjadi di semua tingkat penyelenggara. "Mulai kementerian pendidikan nasioanal, dinas pendidikan, hingga sekolah dan perguruan tinggi," ujarnya.
KHUTBAH JUM'AT BAHASA SUNDA
قُلْ يَا عِبَادِيَ الَّذِيْنَ أَسْرَفُوْا عَلَى أَنْفُسِهِمْ لَا تَقْنَطُوْا مِنْ رَحْمَةِ اللهِ إِنَّ اللهَ يَغْفِرُ الذُّنُ
وْبَ جَمِيْعًا إِنَّهُ هُوَ اْلغَفُوْرُ الرَّحِيْمُ . ( الزُّمَر : 53
“ Ucapkeun: Hei hamba-hamab Kami nu ngaleuwihan wates wangen ka diri diri maranehna, Poma aranjeun ulah putus harepan tina Rahmat Alloh. Saestuna Alloh ngahampura sakabeh dosa, saenyana Mantena Nu Maha Pangampura sareng Maha Heman “. ( QS. Az Zumar : 53 )
Geus jadi sunatulloh, yen manusa baris moal lesot tina gawe salah sarta dosa, da memang kitu nu jadi katangtuanana, hirup di riung ku gogoda jeung dodoja, hawa nafsu teu weleh elekesekeng ngabibita lampah maksiat nu di buleun ku rupa rupa kanikmatan dunya, sarta Alloh kacida maklumna kana ieu kalemahan manusa, da memang maksud Alloh ngadangdadanan manusa ku sifat condong migawe dosa taya lian maksud jeung tujuanana pikeun nembongkeun salah sawios kakawasanana sareng kaheman, sarta kanyaah Mantena, Alloh Zat nu mibanda sifat Gofuururrohiim
وْقُلْ يَا عِبَادِيَ الَّذِيْنَ أَسْرَفُوْا عَلَى أَنْفُسِهِمْ لَا تَقْنَطُوْا مِنْ رَحْمَةِ اللهِ إِنَّ اللهَ يَغْفِرُ الذُّنُ
بَ جَمِيْعًا إِنَّهُ هُوَ اْلغَفُوْرُ الرَّحِيْمُ . ( الزُّمَر : 53
“ Ucapkeun: Hei hamba-hamba Kami nu ngaleuwihan wates wangen ka diri diri maranehna (dina migawe dosa), Poma aranjeun ulah putus harepan tina Rahmat Alloh. Saestuna Alloh ngahampura sakabeh dosa, saenyana Mantena Nu Maha Pangampura sareng Maha Heman “. ( QS. Az Zumar (39) : 53 )
Hadits Qudsiy riwayat Al Imam Bukhari dan lainnya
أَنَا عِنْدَ ظَنِّ عَبْدِيْ بِيْ ...
“Kami (Allah) marengan (nuturkeun) sangkaan Hamba Kami “. Mangsa hiji hamba /manusa aya kereteg dina hatena hayang dipikanyaah ku Alloh, mangka mangsa eta Alloh keur mikanyaah manehna, mangsa hiji hamba keur sono ka Alloh nya pon kitu Alloh keur mikasono eta hamba, malah mangsa aya kereteg sangka goreng ka samodel boga rasa yen Alloh teu adil ka dirina, mangsa eta Alloh mere ka teu adilan ka eta hamba.(shahih Bukhari) lamun hiji hamba boga rasa dina dirina miharep dihampura ku Alloh tina rupa rupa dosana , saestuna doa sareng munajatna baris ditarima ku Alloh sarta dosa dosana baris dihampura. Gusti Nu Maha Kawasa Alloh Azza Wajalla, kalintang endah Sifat Gusti,
Hadirin...
kukituna Allah nengtremkeun jiwa manusa nu teu elat migawe dosa nu peunggas harepan tina Asih sareng Heman Mantena. Firman Allah SWT :
Hei hamba-hamba Kami nu ngaleuwihan wates wangen ka diri diri maranehna (dina migawe dosa), Poma aranjeun ulah putus harepan tina Rahmat Alloh. Saestuna Alloh ngahampura sakabeh dosa, saenyana Mantena Nu Maha Pangampura sareng Maha Heman “.
Hadirin…
Ramadhan nu dasarengan ku pirang pirang kamulyaan pantos lekasan, ngajauhan waktu sesa umur urang, bari jeung urang teu apal naha urang baris pinanggih deui sareng bulan romadon anu mulya taun payun. Mangsa mangsa solat jamah tarowih geus liwat, mangsa nikmatna buka puasa geus liwat, mangsa sumanget tadarus geus liwat, mangsa hudang ti peuting geus liwat, mangsa pahala pahala amal nu di lipat gandakeun oge geus liwat. Mangsa kaagungan peuting Lailatul Qadr sareng nu sanesna oge geus lekasan, Ngan anu tinggal prak prakan dinan mere jiwa poe kahareup ku jiwa jiwa nu aya dina bulan romadon, naha aya tapakna ladang tarbiyah ruhiyah jasadiyah (didikan ruh sareng jasad) anu diamalkeun dina sabadana romadon? Salah sawios conto amal romadon qiyamul lail/tarowih/tahajud, naha masih keneh diamalkeun mangsa rengsena/ sabada romadon, padahal urang geus dididik ku solat tarowih sareng hudang peuting mangsa sahur. Padahal pirang pirang katerangan nguningakeun leberna fadilah kautamaan sholat sunat tahajud/qiyamul lail, ruku’ sujud paduduaan sareng Alloh dina mangsa sepi jempling, raket caket sareng nu ngusik malikkeun diri mangsa rehe combrek, ngagungkeun, sarta muji muji kakawasaan Mantena, Allah SWT ngadawuh dina hadits qudsiy riwayat Al Imam Bukhari dan Muslim, Allah SWT ngagero dina sapertilu peuting panungtung ka(manusa) hamba hamba mantena, sing saha nu menta ampunan ka Kami pasti di hampura, sing saha anu taubat ka Kami pasti ditarima tobatna. “
Hadirin Hadirat yang dimuliakan Allah..
Ladang didikan latihan salami romadon anu salah sawiosna qiyamul lail/tahajud, sing dugi ka aya tapakna, kalintang rugelna mangsa awal peuting, tengah peuting nepi ka janari leutik nu pinuh ku barokah sarta jadi mangsa nu utama pikeun diijabahna doa, ngaliwat kitu wae tanpa dimangfaatkeun ku urang sadayana nu teu weleh migawe maksiat sareng dosa ka Alloh SWT. Naha teu maksakeun diri, minimal tina sawengi 5 menit pikeun nyaketan nu mukprukkan rizki Alloh Robbul Izzati, majar maneh ngaku umat Rosulloh SAW, sarta miharep syafaat mantena dina poe kiamah, tapi geuning jajauheun nuturkeun sunah nu utama nu salawasna dilakonan ku Mantena Rosululloh SAW, nyatatana kabiasaan sholat tahajud. Geus jadi sabiwir hiji, yen sholat tahajud jadi amal nu teu pernah dikantunkeun ku Rosululloh SAW, boh dina mangsa mukim atawa safar, bahkan Rosul kantos sholat witir dina tunggangan kuda mantena, sanajan nuju teu damang teu weleh mantena sholat tahajud/witir, Bahkan Siti Aisyah rha, dugi ka ngeclakkeun cimata mangsa ningali sampean Rosul SAW barareuh alatan lami teuing tatih ngadegkeun sholat tahajud sawengi jeput. Subhanalloh, Insan nu dijaga tina dosa sarta dijamin pangampura ku Alloh SWT tetep isqomah midamel amal. Waler mantena Rosul SAW, yen ieu teh wujud syukur mantena ka Alloh SWT.
Hadirin Hadirat…, diriwayatkan oleh istri Rasul SAW Sayyidatuna Ummu Salamah RA, yen dina hiji wengi Rosul gugah tina kulemna, wangun ngaraos reuwas lajeng ngadawuh :
سُبْحَانَ الله مَاذَا أُنْزِلَ اللَّيْلَةَ مِنَ اْلفِتْنَةِ مَاذَا أُنْزِلَ مِنَ اْلخَزَائِنِ مَنْ يُوْقِظُ صَوَاحِبَ اْلحُجُ
رَاتِ يَارُبَّ كَاسِيَةٍ فِي الدُّنْيَا عَارِيَةٌ فِي اْلآخِرَةِ .
Rasul SAW berkata dengan kagetnya : “Subhanallah, Enya peuting ieu diturunkeun fitnah atawa musibah nu baris terjadi, sarta peuting ieu oge diturunkeun pirang pirang anugerah-anugerah “, didieu Rasul SAW ngucapkeun hiji kalimat fitnah sanes fitan , fitnah hartosna hiji atawa ada musibah yang akan terjadi suatu hari pada diri kita, mungkin.
Hadirin Hadirat yang dimuliakan Allah…
Makna/hartos tina Hadits ini nyaeta, unggal peuting memeh datang fajar dina mangsa eta Allah nangtukeun kejadian-kejadian nu bakal kajadian dina poe isuk, mana musibah nu baris kajadian, mana nu moal, mana musibah nu ditambahan sareng mana musibah nu dikurangann. Urang maklum yen setiap musibah mupus dosa, Allah ningali hamba-hambaNya, si ieu ieu nu jadi musibahna, si eta itu nu jadi musibahna, dina peuting eta oge di tiap sepertilu wengi akhir pirang pirang anugerah yang diturunkan, nu ieu doanya di kabulkan, nu itu hajatna dibere, si eta pamentana ditunda sapoe sabulan satun terus dibere, leuwih gede anugerah yang di turunkeun ku Allah daripada musibah.
Hadirin......
Kalintang ageungna fadilah amal sholat tahajud/witir dina unggal wengina, lamun seug urang tiasa ikhlas ngamalkeunana, katerangan di luhur nembe mung ukur sakedik tina katerangan nu dicutat tina bab kautamaan sholat tahajud/witir dumasar tina hadits – hadits shohihain.
Mudah mudahan sabadana dilatih salami romadon ku ngalaksanakeun solat tarowih nu parantos kalangkung urang tiasa ngadawamkeun, istiqomah ngamalkeun sholat tahajud/witir dina ngeusian waktos sabadana romadon.
Barokallohu walakum
AL ZALZALAH (GUNJLANG GENJLONG)
SURAT KE 99 : 8 ayat
Hadirin......
Rasa jeroning jajantung pagaliwota, antara sedih, ngangres, ketar ketir, sieun jeung nalangsa, mangsa kakawasaan Alloh Azza wa jalla dipintonkeun dina layar kaca berita, banjir laut tsunami di mentawai nu ngaleled ratusan nyawa, 200 san perlaya , sarta 400 san nyawa can aya laratanana, harta banda teu aya nu mangga pulia, jakarta di jarah banjir cileuncang nu mateni urat nadi transportasi, dina wilangan jam jakarta lir kota mati ngawujud leuwi cileuncang dimana mendi, can rengse hate tagiwur, beledug, wedus gembel, haseup nu kaluar tina eusi beuteung gunung merapi di wewengkon jawa tengah, gunung nu pangaktifna sadunya tea, ngaluarkeun haseup panas nu panasna kurang leuwih 600 darajat, manusa rungah ringeuh, tagiwur muru tempat pangungsian neangan kasalametan, nu teu kaburu nyumput, perlaya ... tutung karurub ku lebu panas, sato jeung ingon ingon pirang pirang jadi korban hawa panas, panas alah batan cai ngagolak, langit wewengkon jawa tengah dihalimunan haseup panas, poek lir ibarat poe eta langit saenyana piruntuheun. Idzaa zulzilatil ardhu jiljaalahaa, lamun seug ieu bumi digenjlongkeun sagenjlong genjlongna, wa akhrojatil ardhu ats qoolaha, jeung bumi geus ngabudalkeun eusi beungbeuratna, bencana banjir tsunami jeung gunung merapi nu bitu mangrupa potret leutik tina kajadian dahsyat nu baris datang dina mangsa poe kiamat, gunjlang genjlong alam dunya oyag kabeh, kabeh jalma pangeusi alam dunya lir nu limbung salayang soloyong led kakaler brul kakidul, sawatara laut bedah, gunung bitu, malah lain ukur bitu, tapi ngacleng ngapung ngawang ngawang, boro boro jalma, dalah sato hayawan nu tadina galak silih hakan, poe harita baris anut teu nolih kana silih mangsa silih kerekeb. Hawa panas nu nyirorot tina beungeut mata poe nu ngadeukeutan, panasna teu kaukur ku alat, panas kacida, ngabudalkeun kesang tina masing masing awak manusa. Anak poho ka kolot, kolot teu nolih ka anak, cul jeun teu hayang mirosea, awewe nu kakandungan brul brol arucutan, ngalahirkeun lain dina mangsana, kadituna mangsa papaes langit samawi, kabeh planet nu aya di awang awang diaradu sing jelegur, pluto nabrak jupiter, venus nabrak merkurius, pinasti bulan oge nabrak bumi jeung pangeusina, paburantak saenyana taya nu mangga pulia..., waqoolal insaanu maa lahaa, jeung manusa pada nyarita “kunaon bumi jadi kieu”, hemeng, heran olohok mata simeuteun, ukur ucap manusa “kunaon bumi jadi kieu?” yauma idzin tuhadditsu akh baa rohaa dina poe ieu bumi bakal nyaritakeun beja caritana, beja mangrupa timbalan ti Alloh, pamungkas adegan kahirupan pangeusi alam dunya, bi anna robbaka aw haa lahaa. Yauma idziy yasdurunnaasu asytaatal liyurou a’maalahum, dina poe eta manusa nu geus nganjrek di alam kubur kabeh kalaluar taya nu tinggaleun najan maotna geus rebuan taun, kaluar ti alam kuburna pikeun nempo sagala catetan amal amalna. Kaluar ti alam kuburna dina kaayaan rupa rupa beungeut jeung tangtungan awakna, sakumaha kaayaan hirup di alam dunyana, kabeh manusa ti kawit jaman nabi Adam AS dugi ka rundayan turunanana kiwari, nu jumlahna pasti milyaran, ngaleut ngeungkeuy ngabandaleut, ngalabring ka padang mahsyar pikeun narima catetan amal hirupna sewang sewangan, nangtukeun kulak canggem nasib diri, tempat mana nu baris dianjrekkan salilana, antara sawarga atawa naraka. Moal pahili moal pahiri hiri, najan jumlah manusa milyaran, tetep titis tulis ajali aya dina catetan amal, famay ya’mal mitsqoola dzarrotin khoiroyyaroh, wamayya’mal mitsqoola dzarrotin syarroy yaroh. Najan ukur amal sakeprul boh amal jahat atawa amal soleh tetep aya gurat sarta tulisanana
Hadirin...
Musibah bencana alam ceuk basa manusa, anu tumiba di payuneun urang sadayana, tsunami, banjir, longsor, gunung bitu jrrd, mangrupa tanda tanda, pertanda ti Alloh sangkan urang pertela kana panggeugeuruh ti Alloh, lian ti umur bumi/alam dunya teh geus kolot langitna geus koropos oge ngandung harti, ajaran /didikan Mantena nu Ngawasa Alam dunya, sangkan tetep eling kanu ngusik malikkeun diri, da geuning kakara ku diendagkeun saeutik oge manusa teu mangga pulia. Mudah mudahan urang sadaya tiasa metik pelajaran tina sadaya kajadian bencana alam nu tumiba, atuh ka sadaya baraya nu nuju kamusibahan di wewengkon nu keuna bencana, boh di mentawai, di jawa tengah, dimana wae ayana, muslimin anu janten korban perlaya mugia ditampi amal ibadahna, anu masih keneh dipasihan waktos kumelip di alam pawenangan mugia tiasa shobar sarta metik pelajaran langkung taqorub raket caket sareng Alloh, Amin...
Wallohu a’lam
Baarokalloohu lii walakum
وْبَ جَمِيْعًا إِنَّهُ هُوَ اْلغَفُوْرُ الرَّحِيْمُ . ( الزُّمَر : 53
“ Ucapkeun: Hei hamba-hamab Kami nu ngaleuwihan wates wangen ka diri diri maranehna, Poma aranjeun ulah putus harepan tina Rahmat Alloh. Saestuna Alloh ngahampura sakabeh dosa, saenyana Mantena Nu Maha Pangampura sareng Maha Heman “. ( QS. Az Zumar : 53 )
Geus jadi sunatulloh, yen manusa baris moal lesot tina gawe salah sarta dosa, da memang kitu nu jadi katangtuanana, hirup di riung ku gogoda jeung dodoja, hawa nafsu teu weleh elekesekeng ngabibita lampah maksiat nu di buleun ku rupa rupa kanikmatan dunya, sarta Alloh kacida maklumna kana ieu kalemahan manusa, da memang maksud Alloh ngadangdadanan manusa ku sifat condong migawe dosa taya lian maksud jeung tujuanana pikeun nembongkeun salah sawios kakawasanana sareng kaheman, sarta kanyaah Mantena, Alloh Zat nu mibanda sifat Gofuururrohiim
وْقُلْ يَا عِبَادِيَ الَّذِيْنَ أَسْرَفُوْا عَلَى أَنْفُسِهِمْ لَا تَقْنَطُوْا مِنْ رَحْمَةِ اللهِ إِنَّ اللهَ يَغْفِرُ الذُّنُ
بَ جَمِيْعًا إِنَّهُ هُوَ اْلغَفُوْرُ الرَّحِيْمُ . ( الزُّمَر : 53
“ Ucapkeun: Hei hamba-hamba Kami nu ngaleuwihan wates wangen ka diri diri maranehna (dina migawe dosa), Poma aranjeun ulah putus harepan tina Rahmat Alloh. Saestuna Alloh ngahampura sakabeh dosa, saenyana Mantena Nu Maha Pangampura sareng Maha Heman “. ( QS. Az Zumar (39) : 53 )
Hadits Qudsiy riwayat Al Imam Bukhari dan lainnya
أَنَا عِنْدَ ظَنِّ عَبْدِيْ بِيْ ...
“Kami (Allah) marengan (nuturkeun) sangkaan Hamba Kami “. Mangsa hiji hamba /manusa aya kereteg dina hatena hayang dipikanyaah ku Alloh, mangka mangsa eta Alloh keur mikanyaah manehna, mangsa hiji hamba keur sono ka Alloh nya pon kitu Alloh keur mikasono eta hamba, malah mangsa aya kereteg sangka goreng ka samodel boga rasa yen Alloh teu adil ka dirina, mangsa eta Alloh mere ka teu adilan ka eta hamba.(shahih Bukhari) lamun hiji hamba boga rasa dina dirina miharep dihampura ku Alloh tina rupa rupa dosana , saestuna doa sareng munajatna baris ditarima ku Alloh sarta dosa dosana baris dihampura. Gusti Nu Maha Kawasa Alloh Azza Wajalla, kalintang endah Sifat Gusti,
Hadirin...
kukituna Allah nengtremkeun jiwa manusa nu teu elat migawe dosa nu peunggas harepan tina Asih sareng Heman Mantena. Firman Allah SWT :
Hei hamba-hamba Kami nu ngaleuwihan wates wangen ka diri diri maranehna (dina migawe dosa), Poma aranjeun ulah putus harepan tina Rahmat Alloh. Saestuna Alloh ngahampura sakabeh dosa, saenyana Mantena Nu Maha Pangampura sareng Maha Heman “.
Hadirin…
Ramadhan nu dasarengan ku pirang pirang kamulyaan pantos lekasan, ngajauhan waktu sesa umur urang, bari jeung urang teu apal naha urang baris pinanggih deui sareng bulan romadon anu mulya taun payun. Mangsa mangsa solat jamah tarowih geus liwat, mangsa nikmatna buka puasa geus liwat, mangsa sumanget tadarus geus liwat, mangsa hudang ti peuting geus liwat, mangsa pahala pahala amal nu di lipat gandakeun oge geus liwat. Mangsa kaagungan peuting Lailatul Qadr sareng nu sanesna oge geus lekasan, Ngan anu tinggal prak prakan dinan mere jiwa poe kahareup ku jiwa jiwa nu aya dina bulan romadon, naha aya tapakna ladang tarbiyah ruhiyah jasadiyah (didikan ruh sareng jasad) anu diamalkeun dina sabadana romadon? Salah sawios conto amal romadon qiyamul lail/tarowih/tahajud, naha masih keneh diamalkeun mangsa rengsena/ sabada romadon, padahal urang geus dididik ku solat tarowih sareng hudang peuting mangsa sahur. Padahal pirang pirang katerangan nguningakeun leberna fadilah kautamaan sholat sunat tahajud/qiyamul lail, ruku’ sujud paduduaan sareng Alloh dina mangsa sepi jempling, raket caket sareng nu ngusik malikkeun diri mangsa rehe combrek, ngagungkeun, sarta muji muji kakawasaan Mantena, Allah SWT ngadawuh dina hadits qudsiy riwayat Al Imam Bukhari dan Muslim, Allah SWT ngagero dina sapertilu peuting panungtung ka(manusa) hamba hamba mantena, sing saha nu menta ampunan ka Kami pasti di hampura, sing saha anu taubat ka Kami pasti ditarima tobatna. “
Hadirin Hadirat yang dimuliakan Allah..
Ladang didikan latihan salami romadon anu salah sawiosna qiyamul lail/tahajud, sing dugi ka aya tapakna, kalintang rugelna mangsa awal peuting, tengah peuting nepi ka janari leutik nu pinuh ku barokah sarta jadi mangsa nu utama pikeun diijabahna doa, ngaliwat kitu wae tanpa dimangfaatkeun ku urang sadayana nu teu weleh migawe maksiat sareng dosa ka Alloh SWT. Naha teu maksakeun diri, minimal tina sawengi 5 menit pikeun nyaketan nu mukprukkan rizki Alloh Robbul Izzati, majar maneh ngaku umat Rosulloh SAW, sarta miharep syafaat mantena dina poe kiamah, tapi geuning jajauheun nuturkeun sunah nu utama nu salawasna dilakonan ku Mantena Rosululloh SAW, nyatatana kabiasaan sholat tahajud. Geus jadi sabiwir hiji, yen sholat tahajud jadi amal nu teu pernah dikantunkeun ku Rosululloh SAW, boh dina mangsa mukim atawa safar, bahkan Rosul kantos sholat witir dina tunggangan kuda mantena, sanajan nuju teu damang teu weleh mantena sholat tahajud/witir, Bahkan Siti Aisyah rha, dugi ka ngeclakkeun cimata mangsa ningali sampean Rosul SAW barareuh alatan lami teuing tatih ngadegkeun sholat tahajud sawengi jeput. Subhanalloh, Insan nu dijaga tina dosa sarta dijamin pangampura ku Alloh SWT tetep isqomah midamel amal. Waler mantena Rosul SAW, yen ieu teh wujud syukur mantena ka Alloh SWT.
Hadirin Hadirat…, diriwayatkan oleh istri Rasul SAW Sayyidatuna Ummu Salamah RA, yen dina hiji wengi Rosul gugah tina kulemna, wangun ngaraos reuwas lajeng ngadawuh :
سُبْحَانَ الله مَاذَا أُنْزِلَ اللَّيْلَةَ مِنَ اْلفِتْنَةِ مَاذَا أُنْزِلَ مِنَ اْلخَزَائِنِ مَنْ يُوْقِظُ صَوَاحِبَ اْلحُجُ
رَاتِ يَارُبَّ كَاسِيَةٍ فِي الدُّنْيَا عَارِيَةٌ فِي اْلآخِرَةِ .
Rasul SAW berkata dengan kagetnya : “Subhanallah, Enya peuting ieu diturunkeun fitnah atawa musibah nu baris terjadi, sarta peuting ieu oge diturunkeun pirang pirang anugerah-anugerah “, didieu Rasul SAW ngucapkeun hiji kalimat fitnah sanes fitan , fitnah hartosna hiji atawa ada musibah yang akan terjadi suatu hari pada diri kita, mungkin.
Hadirin Hadirat yang dimuliakan Allah…
Makna/hartos tina Hadits ini nyaeta, unggal peuting memeh datang fajar dina mangsa eta Allah nangtukeun kejadian-kejadian nu bakal kajadian dina poe isuk, mana musibah nu baris kajadian, mana nu moal, mana musibah nu ditambahan sareng mana musibah nu dikurangann. Urang maklum yen setiap musibah mupus dosa, Allah ningali hamba-hambaNya, si ieu ieu nu jadi musibahna, si eta itu nu jadi musibahna, dina peuting eta oge di tiap sepertilu wengi akhir pirang pirang anugerah yang diturunkan, nu ieu doanya di kabulkan, nu itu hajatna dibere, si eta pamentana ditunda sapoe sabulan satun terus dibere, leuwih gede anugerah yang di turunkeun ku Allah daripada musibah.
Hadirin......
Kalintang ageungna fadilah amal sholat tahajud/witir dina unggal wengina, lamun seug urang tiasa ikhlas ngamalkeunana, katerangan di luhur nembe mung ukur sakedik tina katerangan nu dicutat tina bab kautamaan sholat tahajud/witir dumasar tina hadits – hadits shohihain.
Mudah mudahan sabadana dilatih salami romadon ku ngalaksanakeun solat tarowih nu parantos kalangkung urang tiasa ngadawamkeun, istiqomah ngamalkeun sholat tahajud/witir dina ngeusian waktos sabadana romadon.
Barokallohu walakum
AL ZALZALAH (GUNJLANG GENJLONG)
SURAT KE 99 : 8 ayat
Hadirin......
Rasa jeroning jajantung pagaliwota, antara sedih, ngangres, ketar ketir, sieun jeung nalangsa, mangsa kakawasaan Alloh Azza wa jalla dipintonkeun dina layar kaca berita, banjir laut tsunami di mentawai nu ngaleled ratusan nyawa, 200 san perlaya , sarta 400 san nyawa can aya laratanana, harta banda teu aya nu mangga pulia, jakarta di jarah banjir cileuncang nu mateni urat nadi transportasi, dina wilangan jam jakarta lir kota mati ngawujud leuwi cileuncang dimana mendi, can rengse hate tagiwur, beledug, wedus gembel, haseup nu kaluar tina eusi beuteung gunung merapi di wewengkon jawa tengah, gunung nu pangaktifna sadunya tea, ngaluarkeun haseup panas nu panasna kurang leuwih 600 darajat, manusa rungah ringeuh, tagiwur muru tempat pangungsian neangan kasalametan, nu teu kaburu nyumput, perlaya ... tutung karurub ku lebu panas, sato jeung ingon ingon pirang pirang jadi korban hawa panas, panas alah batan cai ngagolak, langit wewengkon jawa tengah dihalimunan haseup panas, poek lir ibarat poe eta langit saenyana piruntuheun. Idzaa zulzilatil ardhu jiljaalahaa, lamun seug ieu bumi digenjlongkeun sagenjlong genjlongna, wa akhrojatil ardhu ats qoolaha, jeung bumi geus ngabudalkeun eusi beungbeuratna, bencana banjir tsunami jeung gunung merapi nu bitu mangrupa potret leutik tina kajadian dahsyat nu baris datang dina mangsa poe kiamat, gunjlang genjlong alam dunya oyag kabeh, kabeh jalma pangeusi alam dunya lir nu limbung salayang soloyong led kakaler brul kakidul, sawatara laut bedah, gunung bitu, malah lain ukur bitu, tapi ngacleng ngapung ngawang ngawang, boro boro jalma, dalah sato hayawan nu tadina galak silih hakan, poe harita baris anut teu nolih kana silih mangsa silih kerekeb. Hawa panas nu nyirorot tina beungeut mata poe nu ngadeukeutan, panasna teu kaukur ku alat, panas kacida, ngabudalkeun kesang tina masing masing awak manusa. Anak poho ka kolot, kolot teu nolih ka anak, cul jeun teu hayang mirosea, awewe nu kakandungan brul brol arucutan, ngalahirkeun lain dina mangsana, kadituna mangsa papaes langit samawi, kabeh planet nu aya di awang awang diaradu sing jelegur, pluto nabrak jupiter, venus nabrak merkurius, pinasti bulan oge nabrak bumi jeung pangeusina, paburantak saenyana taya nu mangga pulia..., waqoolal insaanu maa lahaa, jeung manusa pada nyarita “kunaon bumi jadi kieu”, hemeng, heran olohok mata simeuteun, ukur ucap manusa “kunaon bumi jadi kieu?” yauma idzin tuhadditsu akh baa rohaa dina poe ieu bumi bakal nyaritakeun beja caritana, beja mangrupa timbalan ti Alloh, pamungkas adegan kahirupan pangeusi alam dunya, bi anna robbaka aw haa lahaa. Yauma idziy yasdurunnaasu asytaatal liyurou a’maalahum, dina poe eta manusa nu geus nganjrek di alam kubur kabeh kalaluar taya nu tinggaleun najan maotna geus rebuan taun, kaluar ti alam kuburna pikeun nempo sagala catetan amal amalna. Kaluar ti alam kuburna dina kaayaan rupa rupa beungeut jeung tangtungan awakna, sakumaha kaayaan hirup di alam dunyana, kabeh manusa ti kawit jaman nabi Adam AS dugi ka rundayan turunanana kiwari, nu jumlahna pasti milyaran, ngaleut ngeungkeuy ngabandaleut, ngalabring ka padang mahsyar pikeun narima catetan amal hirupna sewang sewangan, nangtukeun kulak canggem nasib diri, tempat mana nu baris dianjrekkan salilana, antara sawarga atawa naraka. Moal pahili moal pahiri hiri, najan jumlah manusa milyaran, tetep titis tulis ajali aya dina catetan amal, famay ya’mal mitsqoola dzarrotin khoiroyyaroh, wamayya’mal mitsqoola dzarrotin syarroy yaroh. Najan ukur amal sakeprul boh amal jahat atawa amal soleh tetep aya gurat sarta tulisanana
Hadirin...
Musibah bencana alam ceuk basa manusa, anu tumiba di payuneun urang sadayana, tsunami, banjir, longsor, gunung bitu jrrd, mangrupa tanda tanda, pertanda ti Alloh sangkan urang pertela kana panggeugeuruh ti Alloh, lian ti umur bumi/alam dunya teh geus kolot langitna geus koropos oge ngandung harti, ajaran /didikan Mantena nu Ngawasa Alam dunya, sangkan tetep eling kanu ngusik malikkeun diri, da geuning kakara ku diendagkeun saeutik oge manusa teu mangga pulia. Mudah mudahan urang sadaya tiasa metik pelajaran tina sadaya kajadian bencana alam nu tumiba, atuh ka sadaya baraya nu nuju kamusibahan di wewengkon nu keuna bencana, boh di mentawai, di jawa tengah, dimana wae ayana, muslimin anu janten korban perlaya mugia ditampi amal ibadahna, anu masih keneh dipasihan waktos kumelip di alam pawenangan mugia tiasa shobar sarta metik pelajaran langkung taqorub raket caket sareng Alloh, Amin...
Wallohu a’lam
Baarokalloohu lii walakum
Approach, Method, Procedures, and Technique
Approaches, methods, procedures, and techniques
•Approach: theories about the nature of language and language learning (the sources of the way things are done in the classroom and the reasons for doing them)
•Method: the practical realization of an approach (the decisions about types of activities, roles of teachers and learners, the materials, and syllabus organization)
•Method includes various procedures and techniques
Approaches, methods, procedures, and techniques
•Procedure: an ordered sequence of techniques
•Technique: any of a wide variety of exercise, activities, or devices used in the language classroom for realizing lesson objectives
•Approach: theories about the nature of language and language learning (the sources of the way things are done in the classroom and the reasons for doing them)
•Method: the practical realization of an approach (the decisions about types of activities, roles of teachers and learners, the materials, and syllabus organization)
•Method includes various procedures and techniques
Approaches, methods, procedures, and techniques
•Procedure: an ordered sequence of techniques
•Technique: any of a wide variety of exercise, activities, or devices used in the language classroom for realizing lesson objectives
MIME STORY, A TECHNIQUE OF TEACHING READING
Mime Story
Mime story is one of drama activities, Wessels (1987: 9) says, “There is a scope within application of drama techniques such as improvisation, mime, character analysis, obsevatin, interpretation and invention to help the learners in their acquisition of the language.”
Mime is defined as a facial expression. According to Dougill (1987: 13), “Mime is a non verbal representation of an idea or a story through gesture, bodily movement and expression.”
Mime story in in learning language is imitating or pretending story to guess the meaning of words (Revell, 1979: 20). He gives an example about th story as follows: “He is woken up in the middle of night by a noise down stairs. He is terrified – thinks it must be a burglar. Finally he plucks up courage – gets out bed – puts on his dressing – gown and slippers – takes a torch – creeps down stairs. He flings open the door, and discover a …..cat!”
According to Scotts and Ytreberg (1990: 23), “Mime story technique is a technique applied by the teacher in which the teacher tells the story to the pupils and pupils do the action.”
Mime story is used in teaching vocabulary, speaking, listening, writing, and also reading. Teaching reading using mime story can help the students comprehend the meaning of the text. Through mime story, the students can guess the meaning of words after they mime the words.
Pitman (1973), there are some activities in teaching using mime story technique, as follows:
• Preparation
1. Choose a simple story that some pupils may already know the gist of, such as a well – known fairy tale.
2. Practise telling it, to a colleague if possible
3. Sellect key words from the story and think of gestures to illustrate them
4. Practise to telling the story, making the gestures at the same time
• In the class
1. Explain what they are going to do
2. Get the pupils sitting comfortably: they should be relaxed, free of bags and writing materials
3. Teachers reads the story through twice at slow story telling pace. Offer no explanation
4. Teacher mime the story slowly and clearly
5. Ask the pupils what they think the story was. Teacher can help them by miming each part again
6. Get the pupils to stand up, if possible clear away the furniture. Then ask the pupils to form up one behind the other in a large circle round the room. Tell them you are going to read the story again, this time sentence by sentence, and ask them to mime what they understand has happened
7. Read the first sentence of the story, one or two pupils are likely to start miming it.
8. Read the same sentence again, so the other pupils imitte the mime
9. Go through the whole story like this, sentence by sentence without hurrying
10. Repeat the process, the pupils miming on each occasion
11. Ask the pupils to sit down, and divide class into groups
12. ask one pupil in each group to mime the story, and the other try to guess the mening of what they see.
2.3 Teaching Reading and Mime Story
Mime story as a medium that involves performing arts is used in teaching vocabulary, speking, listening, writing and also reading.According to Webster, The performing arts emphasis helps students develop wrting and reading skill through the performing arts: story telling, oral interpretation, readre’s theatre, story theatre, creative drama, puppetry, mime or movement, and music. Courses in these subjects are offered in rotation and taught in avariety formats. Students in the emphasis become active participants in writing-reading processes that lead to original works incorporating the performing arts.”
Based on the above explanation, the writer assumes that mime story technique is a suitable technique in teaching reading. This will make reading comprehension easier to be comprehended by students, and they will become active participants in learning process.
Mime story is one of drama activities, Wessels (1987: 9) says, “There is a scope within application of drama techniques such as improvisation, mime, character analysis, obsevatin, interpretation and invention to help the learners in their acquisition of the language.”
Mime is defined as a facial expression. According to Dougill (1987: 13), “Mime is a non verbal representation of an idea or a story through gesture, bodily movement and expression.”
Mime story in in learning language is imitating or pretending story to guess the meaning of words (Revell, 1979: 20). He gives an example about th story as follows: “He is woken up in the middle of night by a noise down stairs. He is terrified – thinks it must be a burglar. Finally he plucks up courage – gets out bed – puts on his dressing – gown and slippers – takes a torch – creeps down stairs. He flings open the door, and discover a …..cat!”
According to Scotts and Ytreberg (1990: 23), “Mime story technique is a technique applied by the teacher in which the teacher tells the story to the pupils and pupils do the action.”
Mime story is used in teaching vocabulary, speaking, listening, writing, and also reading. Teaching reading using mime story can help the students comprehend the meaning of the text. Through mime story, the students can guess the meaning of words after they mime the words.
Pitman (1973), there are some activities in teaching using mime story technique, as follows:
• Preparation
1. Choose a simple story that some pupils may already know the gist of, such as a well – known fairy tale.
2. Practise telling it, to a colleague if possible
3. Sellect key words from the story and think of gestures to illustrate them
4. Practise to telling the story, making the gestures at the same time
• In the class
1. Explain what they are going to do
2. Get the pupils sitting comfortably: they should be relaxed, free of bags and writing materials
3. Teachers reads the story through twice at slow story telling pace. Offer no explanation
4. Teacher mime the story slowly and clearly
5. Ask the pupils what they think the story was. Teacher can help them by miming each part again
6. Get the pupils to stand up, if possible clear away the furniture. Then ask the pupils to form up one behind the other in a large circle round the room. Tell them you are going to read the story again, this time sentence by sentence, and ask them to mime what they understand has happened
7. Read the first sentence of the story, one or two pupils are likely to start miming it.
8. Read the same sentence again, so the other pupils imitte the mime
9. Go through the whole story like this, sentence by sentence without hurrying
10. Repeat the process, the pupils miming on each occasion
11. Ask the pupils to sit down, and divide class into groups
12. ask one pupil in each group to mime the story, and the other try to guess the mening of what they see.
2.3 Teaching Reading and Mime Story
Mime story as a medium that involves performing arts is used in teaching vocabulary, speking, listening, writing and also reading.According to Webster, The performing arts emphasis helps students develop wrting and reading skill through the performing arts: story telling, oral interpretation, readre’s theatre, story theatre, creative drama, puppetry, mime or movement, and music. Courses in these subjects are offered in rotation and taught in avariety formats. Students in the emphasis become active participants in writing-reading processes that lead to original works incorporating the performing arts.”
Based on the above explanation, the writer assumes that mime story technique is a suitable technique in teaching reading. This will make reading comprehension easier to be comprehended by students, and they will become active participants in learning process.
RENCANA PELAKSANAAN PEMBELAJARAN BAHASA INGGRIS
RENCANA PELAKSANAAN
PEMBELAJARAN
Nama Sekolah : SMP Negeri 2 Cisitu
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII / Genap
Aspek/Skill : Mendengarkan
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi :
1. Berkomunikasi secara lisan dan tertulis dengan menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog pendek terutama wacana yang berbentuk naratif, deskriptif, dan recount sederhana.
Kompetensi Dasar :
1.1 Memahami wacana transaksional dan interpersonal serta monolog lisan pendek terutama yang berbentuk naratif dan deskriptif.
Indikator :
1.1.1 Mengidentifikasi makna dalam teks fungsional pendek berupa teks lagu.
1.1.2 Melengkapi teks fungsional pendek dengan kata atau frase yang disimak
1.1.3 Mengidentifikasi pola kalimat the present continous tense yang digunakan dalam teks lagu.
1.1.4 Menggunakan the present continous tense dengan tepat.
A. Tujuan Pembelajaran:
Setelah siswa didik belajar maka siswa diharapkan dapat:
a. Menjawab pertanyaan berdasarkan teks yang disimak
b. Melengkapi teks berbentuk lagu dengan kata atau frase yang tepat.
c. Menyusun pola kalimat the present continous tense
B. Materi Pembelajaran:
Teks Fungsional Pendek berupa lagu tradisional sunda versi bahasa Inggris :
CING CANG KELING (English Version)
Arranged by Mamat Rahmat, S.Pd
Cing cang keeling
A cingkleung bird is ….(1)….
Plos going down
Mr. Satar is …..(2)……
Come all my friends
Let’s sing a song we’ll get fun
Please don’t be sad
We are….(3)…..to make friends
Come don’t be ….(4)….
We want …(5)….your best friend
….(6)….all my hands
Then we can…(7)…..together
Missing words: whistling, trying, singing, shy, to be, shake, dance
C. Metode / Teknik : Three Phase Technique
D. Langkah – langkah :
Pertemuan ke - 1
a. Kegiatan Awal
- Salam dan tegur sapa (Greetings)
- Mengabsen siswa
- Tanya jawab seputar tema
a. Kegiatan Inti
1. Siswa menyimak teks lisan berupa lagu yang dinyanyikan oleh guru dengan iringan alat musik gitar
2. Siswa melengkapi teks lisan pendek berupa lagu yang belum lengkap dengan kata - kata yang tepat yang dinyanyikan oleh guru
3. Siswa mendiskusikan hasil latihan dengan bimbingan guru
4. Siswa menjawab pertanyaan berdasarkan teks lisan berupa lagu yang dinyanyikan oleh guru
5. Siswa melengkapi pola kalimat present continous tense
6. Siswa mendiskusikan hasil latihan dengan bimbingan guru.
c. Kegiatan Akhir
1. Guru menanyakan kesulitan yang dihadapi siswa.
2. Menyimpulkan materi pembelajaran
3. Guru menugaskan siswa untuk mengubah kalimat berpola simple present tense ke dalam pola present continous tense
E. Sumber Belajar
1. Script teks fungsional berupa lagu
2. CTL Mata Pelajaran Bahasa Inggris, Buku Siswa Kelas VII, Dirjen Manajemen Dikdasmen, Depdiknas 2007.
3. LKS Intensif Bahasa Inggris VII A
F. Penilaian
1. Teknik : Tes lisan dan tes tulis
2. Bentuk : Melengkapi teks lisan
3. Instrumen :
Listen to the text read by the teacher and complete the missing words!
Ahmad : Hi, Umar! Can we…(1)…and…(2)…
Umar : Sorry, Ahmad. I’am…(3)…
Ahmad : What are you…(4)…
Umar : I am…(5)…my mother. We are…(6)…the house
Ahmad : Are you?
Umar : Yes, we …(7)…every year. We…(8)…during the holiday
Ahmad : That’s good! Can I …(9)….you?
Umar : Sure, Let’s …(10)…busy!
Keys:
1. go out 2. play 3. busy 4. doing 5. helping
6. cleaning 7. do 8. clean up 9. help 10. get
4. Pedoman Penilaian:
RENCANA PELAKSANAAN
PEMBELAJARAN
Nama Sekolah : SMP Negeri 2 Cisitu
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IX / Genap
Aspek/Skill : Berbicara
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi :
9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dan monolog pendek sederhana berbentuk naratif dan report untuk berinteraksi dalam konteks kehidupan sehari – hari.
Kompetensi Dasar :
9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari – hari yang melibatkan tindak tutur mengungkapkan keyakinan dan ketidakyakinan.
Indikator :
9.1.2 Bertanya tentang keyakinan dan ketidakyakinan
9.1.3 Menjawab pertanyaan tentang keyakinan dan ketidakyakinan
A. Tujuan Pembelajaran:
Setelah siswa didik belajar maka siswa diharapkan dapat:
1. Menjawab pertanyaan berdasarkan dialog yang diberikan
2. Menemukan arti kosakata dan tata bahasa yang digunakan dalam percakapan
3. Menirukan percakapan tentang ungkapan keyakinan dan ketidakyakinan
4. Membuat kalimat ungkapan keyakinan dan ketidakyakinan sesuai dengan situasi yang diberikan.
5. Melakukan monolog dengan menggunakan ungkapan keyakinan dan ketidakyakinan.
B. Materi Pembelajaran :
Ahmad : Are you sure you will be the winner of the competition?
Dani : Yes, Certainly, it is not big deal for me
Ahmad : Why are you so sure?
Dani : Because, I had practised very hard
C. Metode / Teknik : Role Play
D. Langkah – langkah :
a. Kegiatan awal
- Salam dan tegur sapa (greetings)
- Mengabsen siswa
- Tanya jawab seputar tema yang akan diajarkan
b. Kegiatan inti
1. Siswa membaca teks yang berisi ungkapan tentang keyakinan dan ketidakyakinan
2. Siswa sesuai kelompoknya masing – masing membagi peran berdasarkan dialog yang dipelajari pada wktu siklus 1
3. Siswa mempresentasikan dialog di depan kelas sesuai peran dan cerita masing – masing kelompok secara bertgantian
4. Siswa menjawab pertanyaan dari teks dialog yang diberikan
5. Memeriksa hasil pekerjaan dengan bimbingan guru
6. Menentukan kata, makna dan bentuk kata yang digunakan dalam dialog yang dipelajari
7. Siswa membuat/menyusun dialog berdasarkan urutan gambar dan situasi yang diberikan
8. Siswa melakukan tanya jawab sederhana berdasarkan gambar dan situasi yang diberikan
c. Kegiatana akhir
1. Menanyakan kesulitan siswa dalam memahami ungkapan keyakinan dan ketidakyakinan
2. Menyimpulkan materi
3. Melaksanakan tes sesuai materi yang dipelajari
4. Menugaskan siswa membuat contoh dialog dengan menggunakan ungkapan keyakinan dan ketidakyakinan
E. Sumber Belajar
1. CTL Mata Pelajaran Bahasa Inggris, Buku Siswa Kelas IX, Dirjen Dikdasmen, Depdiknas, 2007
2. LKS “Intensif” Bahasa Inggris Kelas IX B
F. Penilaian
1. Teknik : Tes Lisan
2. Bentuk : Performance
3. Instrumen :
Look at this picture! Make questions and answer based on the pictures using certinity and uncertainity expression! (gambar terlampir)
RENCANA PELAKSANAAN
PEMBELAJARAN
Nama Sekolah : SMP Negeri 2 Cisitu
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IX / Genap
Aspek/Skill : Membaca
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi :
11. Memahami makna teks tulis fungsional dan esi pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari – hari.
Kompetensi Dasar :
11.1 Membaca nyaring bermakna teks tulis fungsional dan esei pendek sederhana berebentuk narrative dan report dengan ucapan, tekanan dan intonasi yang berterima untuk berinteraksi dalam konteks kehiduoan sehari – hari.
11.2 Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari – hari.
Indikator :
11.1.1 Membaca nyaring dan bermakna teks monolog berbentuk narrative.
11.2.1 Mengidentifikasi makna dalam teks monolog berbentuk narrative
11.2.2 Mengidentifikasi berbagai informasi dalam teks monolog berbentuk narrative
A. Tujuan Pembelajaran:
Setelah siswa didik belajar maka siswa diharapkan dapat:
1. Membaca nyaring teks monolog pendek narrative
2. Menjawab pertanyaan berdasarkan teks bacaan
3. Menjawab pertanyan terkait jenis teks, tujuan komunikatif, ciri kebahasaan, dan langkah retorika.
4. Tanya jawab terkait tema , topik, dan jenis teks.
B. Materi Pembelajaran:
Teks monolog berbentuk narrative dengan judul,
”THE LEGEND OF MOUNT TAMPOMAS”
(Teks terjemahan cerita rakyat Sumedang oleh Mamat Rahmat, S.Pd)
C. Metode / Teknik : Three Phase Technique
D. Langkah – langkah :
a. Kegiatan Awal
- Salam dan tegur sapa (greetings)
- Mengabsen siswa
- Tanya jawab seputar tema yang akan dipelajari
b. Kegiatan inti
1. Siswa membaca teks berjudul “The Legend of Mount Tampomas” dengan nyaring dan bermakna.
2. Siswa menyatakan Benar – Salah informasi sesuai dengan isi teks bacaan
3. Siswa menjawab pertanyaan dari teks bacaan terkait jenis teks, tujuan komunikatif, ciri kebahasaan, dan langkah retorika.
4. Siswa mendiskusikan hasil pekerjaan dengan bimbingan guru
5. Siswa melakukan Tanya jawab terkait teks monolog pendek yang dibahas dengan panduan guru
c. Kegiatan Akhir
1. Guru menanyakan kesulitan yang dihadapi siswa
2. Menyimpulkan materi
3. Guru menugaskan siswa mencari jenis teks narrative yang lain dari majalah atau cerita rakyat penduduk lokal.
E. Sumber Belajar
1. Skrip terjemahan cerita rakyat Sumedang oleh Mamat Rahmat, S.Pd
2. CTL Mata Pelajaran Bahasa Inggris, Buku Siswa kelas IX, Dirjen Manajemen Dikdasmen, Depdiknas, 2007
3. Majalah dan Chart
F. Penilaian
1. Indikator : Menjawab pertanyaan dari teks bacaan terkait jenis teks, tujuan komunikatif, ciri kebahasaan, dan langkah retorika.
2. Teknik : Tes tertulis
3. Bentuk : Pilihan Ganda dan Uraian
4. Instrumen
Teks bacaan dengan judul “GOLDILOCKS AND THE THREE BEARS”
(Adapted from CTL Bahasa Inggris Kelas IX, halaman 122)
I. Answer the questions below based on the text by crossing a, b, c, or d!
1. Why did the three bears take a walk that morning?
a. to get a cool air c. to let their porridge cool
b. to get refresh d. to get breakfast
2. What did the Goldilocks smell?
a. The porridge c. The soup
b. The cookies d. The donuts
3. “Then she sat on the big chair” The word she refers to….
a. mama bear c. baby bear
b. the writer d. Goldilocks
4. How did Goldilocks feel after eating the porridge?
a. She felt happy c. she felt awful
b. she wanted to get fresh air d. she wanted to get some sleep
5. Paragraph four tells about….
a. The three bears took a walk c. The three bears got breakfast
b. Goldilocks found the bear’s house d. The three bears came home from a walk
II. Answer the questions based on the text correctly!
1. What does the writer say to start the story?
2. What does the writer tell you to show that a problem started to happen?
3. What were the problems in the story?
4. What was the most serious problem in the story?
5. How does the writer end the story?
5. Pedoman Penilaian:
a. Setiap jawaban benar berbobot nilai 1 untuk pilihan ganda dan berbobot nilai 2 untuk soal uraian.
b. Nilai siswa = ( Skor I + Skor II) X 2
5
6. Rubrik Penilaian
a. Untuk soal bagian I, pilihan jawaban benar = 1
b. Untuk soal bagian II, isi benar, tata bahasa benar, penulisan tepat = 2
c. Isi benar, tata bahasa benar, penulisan kurang tepat atau salah satu unsurnya = 1,5.
d. Isi kurang tepat, tata bahasa kurang tepat, penulisan kurang tepat = 1
e. Isi, tata bahasa, dan penulisan tidak bias dipahami = 0,5
f. Tidak menulis apa – apa = 0
RENCANA PELAKSANAAN
PEMBELAJARAN
Nama Sekolah : SMP Negeri 2 Cisitu
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII / Ganjil
Aspek/Skill : Menulis
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi :
1. Berkomunikasi secara lisan dan tertulis dengan menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog pendek terutama wacana yang berbentuk naratif, deskriptif dan recount sederhana.
Kompetensi Dasar :
1.4 Mengungkapkan berbagai makna dengan langkah – langkah pengembangan retorika yang benar di dalam teks tertulis
Indikator :
1.4.1 Menulis kalimat fungsional (komunikatif) sederhana
1.4.2 Menulis pesan, pengumuman singkat, dan kartu – kartu.
A. Tujuan Pembelajaran:
Setelah siswa didik belajar maka siswa diharapkan dapat:
a. Bertanya jawab tentang tanggal lahir teman
b. Menulis hasil Tanya jawab tersebut di dalam tabel
c. Menginterview teman untuk mengetahui identitasnya
d. Membuat kartu identitas berdasarkan data yang diperoleh, lalu membacanya dengan nyaring
B. Materi Pembelajaran:
1. Data tentang tanggal lahir teman
Contoh:
Ahmad : Where and When were you born, Yanti?
Yanti : I was born in Surabaya 3rd of June 1997
Name Place, Date of Birth
Andi Suseno
Ahmad Gani
Budi Gunadi
Yanti Sumedang, 5Th of January 1997
Bandung, 2nd of May 1996
Majalengka, 29th of December 1997
Surabaya, 3rd of June 1997
2. Identity Card
Firda : Have you got your OSIS member card?
Ridho : Yes I have
Firda : May I take a look?
Ridho : Sure, here it is
OSIS MEMBER CARD
SMP NEGERI 1 SUMBERJAYA
Name : Ridho Amanah
Place, Date of Birth : Sumedang. 7th of July 1998
Address : Aggrek street, Cisitu
SUMEDANG
Class/Grade : VII A
Headmaster Student’s Signature
Drs. Yaya Nurinta Ridho Amanah
C. Metode / Teknik : Three Phase Technique
D. Langkah – langkah :
a. Kegiatan Awal
- Salam dan tegur sapa (Greetings)
- Mengabsen siswa
- Tanya jawab seputar tem yang akan diajarkan
b. Kegiatan Inti
1. Siswa menyimak penjelasan guru
2. Siswa bertanya jawab dengan teman sekelasnya untuk melengkapi tabel tempat dan tanggal lahir
3. Mendiskusikan hasil latihan dengan bimbingan guru
4. Siswa menyimak penjelasan guru
5. Siswa melengkapi kartu identitas lengkap sesuai dengan situasi yang diberikan
6. Mendiskusikan hasil latihan dengan bimbingan guru
E. Sumber Belajar
1. CTL Mata Pelajaran Bahasa Inggris, Buku Siswa Kelas VII, Dirjen Manajemen Dikdasmen, Depdiknas, 2007.
2. LKS “Intensif” Bahasa Inggris VII A
3. Beberapa jenis kartu identitas (KTP, SIM, Kartu OSIS) dan Chart
F. Penilaian
1. Teknik : Tes Tulis
2. Bentuk : Uraian bebas
3. Instrumen
“Make an identity card of your friend and share your work with the class!”
RENCANA PELAKSANAAN
PEMBELAJARAN
Nama Sekolah : SMP Negeri 1 Sumberjaya
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII / Genap
Aspek/ Skill : Mendengarkan
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi :
1. Berkomunikasi secara lisan dan tertulis dengan menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog pendek terutama wacana yang berbentuk naratif, deskriptif, dan recount sederhana.
Kompetensi Dasar :
1.1 Memahami wacana transaksional dan interpersonal ringan serta monolog lisan pendek terutama yang berbentuk naratif dan deskriptif.
Indikator :
1.1.1 Mengidentifikasi informasi yang terdapat dalam teks berbentuk lagu
1.1.2 Mengidentifikasi pola kalimat the present continous tense yang digunakan dalam teks berbentuk lagu
1.1.3 Menggunakan the present continous tense dengan tepat
A. Tujuan Pembelajaran:
Setelah siswa didik belajar maka siswa diharapka dapat:
a. Menyimak teks deskriptif berbentuk lagu dengan baik
b. Melengkapi teks berbentuk lagu dengan tepat
c. Menjawab pertanyaan dari teks yang disimak
d. Menysusun pola kalimat present continous tense
B. Materi Pembelajaran:
Lagu tradisional sunda versi bahasa Inggris
CING CANGKELING (English Version)
By Mamat Rahmat,S.Pd.
Cing Cangkeling
A Cingkleung bird is…(1)…
Plos going down
Mr. Satar is…(2)…
Come all my friends
Let’s sing a song we’ll get fun
Please don’t be sad
We are…(3)… to make friends
Come don’t be…(4)…
We want ….(5)…your best friend
…(6)…all my hands
Then we can…(7)…together
Missing words: whistling, trying, singing, ashamed, to be, shake, dance
C. Metode / Teknik : Teaching English through song
D. Langkah – langkah :
a. Kegiatan Awal
- Salam dan tegur sapa (greetings)
- Mengabsen siswa
- Tanya jawab seputar tema/materi
b. Kegiatan Inti
1. Siswa menyimak sebuah lagu yang dinyanyikan oleh guru
2. Siswa melengkapi teks lagu yang belum lengkap dengan kata – kata yang tepat
3. Mendiskusikan hasil latihan dengan bimbingan guru
4. Menemukan informasi yang terkandung dalam teks lagu
5. Menemukan pola kalimat present continous tense yang digunakan dalam lagu
6. Mendiskusikan hasil latihan dengan bimbingan guru.
c. Kegiatan Akhir
1. Guru menanyakan kesulitan yang dihadapi siswa
2. Menyimpulkan materi
3. Guru menugaskan siswa untuk mengubah kalimat berpola simple present tense ke dalam present continous tense.
E. Sumber Belajar
1. Teks lagu dan alat musik
2. CTL Mata pelajaran Bahasa Inggris Buku Siswa Kelas VII, Dirjen Manajemen Dikdasmen, Depdiknas, 2007.
3. LKS “Intensif” Bahasa Inggris Kelas VII B
F. Penilaian
1. Teknik : Tes lisan
2. Bentuk : Melengkapi
3. Instrumen
Listen to the text read by the teacher and complete the missing words!
Danny : Hi Wisnu, Can we …(1)…and …(2)…?
Wisnu : Sorry Danny, I’m…(3)…
Danny : What re you…(4)…?
Wisnu : I am …(5)…my mother. We are…(6)…the house.
Danny : Are you?
Wisnu : Yes, We…(7)…this every year. We …(8)…during the holiday
Danny : That’s good! Can I …(9)…you?
Wisnu : Sure, Let’s…(10)…busy!
Keys:
1. go out 2. play 3. Busy 4. doing 5. helping
6. cleaning 7. do 8. clean up 9. help 10. get
Mengetahui Majalengka, Januari 2008
Kepala Sekolah Guru Mata pelajaran
Dedi Rasidin, S.Pd. Mamat Rahmat, S.Pd
NIP. 131 097 990 NIP.131 954 976
Listen to the ext and complete the text with the correct words!
1. Monday to Thursday , September, 18 – 21, is PORSENI. It is done to …(1)… the students’ talent and …(2)… at school. Each class must …(3)…it. There are four…(4)… held in PORSENI. They are futsal, …(5)…, English speech competition, basket ball match, and dance competition. All competition can be followed by boys and girls. For more …(6)…..,please….(7)….your class techer.
2. listen to the short message read by the teacher, and answer the questions based on the text you listen to!
Dear Andika,
We are sorry to hear that you are sick.
Anyway, we all hope that you will get well soon.
Yours truly,
Amarta
1. Who send the message?
2. What is the purpose of the text?
3. What do Andika and his friends hope?
Keys:
1. develope 2. 1. Andika
2. creativity 2. Expressing sorry
3. competition 3. Amir will get well soon
4. match
5. join
6. information
7. confirm
PEMBELAJARAN
Nama Sekolah : SMP Negeri 2 Cisitu
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII / Genap
Aspek/Skill : Mendengarkan
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi :
1. Berkomunikasi secara lisan dan tertulis dengan menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog pendek terutama wacana yang berbentuk naratif, deskriptif, dan recount sederhana.
Kompetensi Dasar :
1.1 Memahami wacana transaksional dan interpersonal serta monolog lisan pendek terutama yang berbentuk naratif dan deskriptif.
Indikator :
1.1.1 Mengidentifikasi makna dalam teks fungsional pendek berupa teks lagu.
1.1.2 Melengkapi teks fungsional pendek dengan kata atau frase yang disimak
1.1.3 Mengidentifikasi pola kalimat the present continous tense yang digunakan dalam teks lagu.
1.1.4 Menggunakan the present continous tense dengan tepat.
A. Tujuan Pembelajaran:
Setelah siswa didik belajar maka siswa diharapkan dapat:
a. Menjawab pertanyaan berdasarkan teks yang disimak
b. Melengkapi teks berbentuk lagu dengan kata atau frase yang tepat.
c. Menyusun pola kalimat the present continous tense
B. Materi Pembelajaran:
Teks Fungsional Pendek berupa lagu tradisional sunda versi bahasa Inggris :
CING CANG KELING (English Version)
Arranged by Mamat Rahmat, S.Pd
Cing cang keeling
A cingkleung bird is ….(1)….
Plos going down
Mr. Satar is …..(2)……
Come all my friends
Let’s sing a song we’ll get fun
Please don’t be sad
We are….(3)…..to make friends
Come don’t be ….(4)….
We want …(5)….your best friend
….(6)….all my hands
Then we can…(7)…..together
Missing words: whistling, trying, singing, shy, to be, shake, dance
C. Metode / Teknik : Three Phase Technique
D. Langkah – langkah :
Pertemuan ke - 1
a. Kegiatan Awal
- Salam dan tegur sapa (Greetings)
- Mengabsen siswa
- Tanya jawab seputar tema
a. Kegiatan Inti
1. Siswa menyimak teks lisan berupa lagu yang dinyanyikan oleh guru dengan iringan alat musik gitar
2. Siswa melengkapi teks lisan pendek berupa lagu yang belum lengkap dengan kata - kata yang tepat yang dinyanyikan oleh guru
3. Siswa mendiskusikan hasil latihan dengan bimbingan guru
4. Siswa menjawab pertanyaan berdasarkan teks lisan berupa lagu yang dinyanyikan oleh guru
5. Siswa melengkapi pola kalimat present continous tense
6. Siswa mendiskusikan hasil latihan dengan bimbingan guru.
c. Kegiatan Akhir
1. Guru menanyakan kesulitan yang dihadapi siswa.
2. Menyimpulkan materi pembelajaran
3. Guru menugaskan siswa untuk mengubah kalimat berpola simple present tense ke dalam pola present continous tense
E. Sumber Belajar
1. Script teks fungsional berupa lagu
2. CTL Mata Pelajaran Bahasa Inggris, Buku Siswa Kelas VII, Dirjen Manajemen Dikdasmen, Depdiknas 2007.
3. LKS Intensif Bahasa Inggris VII A
F. Penilaian
1. Teknik : Tes lisan dan tes tulis
2. Bentuk : Melengkapi teks lisan
3. Instrumen :
Listen to the text read by the teacher and complete the missing words!
Ahmad : Hi, Umar! Can we…(1)…and…(2)…
Umar : Sorry, Ahmad. I’am…(3)…
Ahmad : What are you…(4)…
Umar : I am…(5)…my mother. We are…(6)…the house
Ahmad : Are you?
Umar : Yes, we …(7)…every year. We…(8)…during the holiday
Ahmad : That’s good! Can I …(9)….you?
Umar : Sure, Let’s …(10)…busy!
Keys:
1. go out 2. play 3. busy 4. doing 5. helping
6. cleaning 7. do 8. clean up 9. help 10. get
4. Pedoman Penilaian:
RENCANA PELAKSANAAN
PEMBELAJARAN
Nama Sekolah : SMP Negeri 2 Cisitu
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IX / Genap
Aspek/Skill : Berbicara
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi :
9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dan monolog pendek sederhana berbentuk naratif dan report untuk berinteraksi dalam konteks kehidupan sehari – hari.
Kompetensi Dasar :
9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari – hari yang melibatkan tindak tutur mengungkapkan keyakinan dan ketidakyakinan.
Indikator :
9.1.2 Bertanya tentang keyakinan dan ketidakyakinan
9.1.3 Menjawab pertanyaan tentang keyakinan dan ketidakyakinan
A. Tujuan Pembelajaran:
Setelah siswa didik belajar maka siswa diharapkan dapat:
1. Menjawab pertanyaan berdasarkan dialog yang diberikan
2. Menemukan arti kosakata dan tata bahasa yang digunakan dalam percakapan
3. Menirukan percakapan tentang ungkapan keyakinan dan ketidakyakinan
4. Membuat kalimat ungkapan keyakinan dan ketidakyakinan sesuai dengan situasi yang diberikan.
5. Melakukan monolog dengan menggunakan ungkapan keyakinan dan ketidakyakinan.
B. Materi Pembelajaran :
Ahmad : Are you sure you will be the winner of the competition?
Dani : Yes, Certainly, it is not big deal for me
Ahmad : Why are you so sure?
Dani : Because, I had practised very hard
C. Metode / Teknik : Role Play
D. Langkah – langkah :
a. Kegiatan awal
- Salam dan tegur sapa (greetings)
- Mengabsen siswa
- Tanya jawab seputar tema yang akan diajarkan
b. Kegiatan inti
1. Siswa membaca teks yang berisi ungkapan tentang keyakinan dan ketidakyakinan
2. Siswa sesuai kelompoknya masing – masing membagi peran berdasarkan dialog yang dipelajari pada wktu siklus 1
3. Siswa mempresentasikan dialog di depan kelas sesuai peran dan cerita masing – masing kelompok secara bertgantian
4. Siswa menjawab pertanyaan dari teks dialog yang diberikan
5. Memeriksa hasil pekerjaan dengan bimbingan guru
6. Menentukan kata, makna dan bentuk kata yang digunakan dalam dialog yang dipelajari
7. Siswa membuat/menyusun dialog berdasarkan urutan gambar dan situasi yang diberikan
8. Siswa melakukan tanya jawab sederhana berdasarkan gambar dan situasi yang diberikan
c. Kegiatana akhir
1. Menanyakan kesulitan siswa dalam memahami ungkapan keyakinan dan ketidakyakinan
2. Menyimpulkan materi
3. Melaksanakan tes sesuai materi yang dipelajari
4. Menugaskan siswa membuat contoh dialog dengan menggunakan ungkapan keyakinan dan ketidakyakinan
E. Sumber Belajar
1. CTL Mata Pelajaran Bahasa Inggris, Buku Siswa Kelas IX, Dirjen Dikdasmen, Depdiknas, 2007
2. LKS “Intensif” Bahasa Inggris Kelas IX B
F. Penilaian
1. Teknik : Tes Lisan
2. Bentuk : Performance
3. Instrumen :
Look at this picture! Make questions and answer based on the pictures using certinity and uncertainity expression! (gambar terlampir)
RENCANA PELAKSANAAN
PEMBELAJARAN
Nama Sekolah : SMP Negeri 2 Cisitu
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IX / Genap
Aspek/Skill : Membaca
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi :
11. Memahami makna teks tulis fungsional dan esi pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari – hari.
Kompetensi Dasar :
11.1 Membaca nyaring bermakna teks tulis fungsional dan esei pendek sederhana berebentuk narrative dan report dengan ucapan, tekanan dan intonasi yang berterima untuk berinteraksi dalam konteks kehiduoan sehari – hari.
11.2 Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari – hari.
Indikator :
11.1.1 Membaca nyaring dan bermakna teks monolog berbentuk narrative.
11.2.1 Mengidentifikasi makna dalam teks monolog berbentuk narrative
11.2.2 Mengidentifikasi berbagai informasi dalam teks monolog berbentuk narrative
A. Tujuan Pembelajaran:
Setelah siswa didik belajar maka siswa diharapkan dapat:
1. Membaca nyaring teks monolog pendek narrative
2. Menjawab pertanyaan berdasarkan teks bacaan
3. Menjawab pertanyan terkait jenis teks, tujuan komunikatif, ciri kebahasaan, dan langkah retorika.
4. Tanya jawab terkait tema , topik, dan jenis teks.
B. Materi Pembelajaran:
Teks monolog berbentuk narrative dengan judul,
”THE LEGEND OF MOUNT TAMPOMAS”
(Teks terjemahan cerita rakyat Sumedang oleh Mamat Rahmat, S.Pd)
C. Metode / Teknik : Three Phase Technique
D. Langkah – langkah :
a. Kegiatan Awal
- Salam dan tegur sapa (greetings)
- Mengabsen siswa
- Tanya jawab seputar tema yang akan dipelajari
b. Kegiatan inti
1. Siswa membaca teks berjudul “The Legend of Mount Tampomas” dengan nyaring dan bermakna.
2. Siswa menyatakan Benar – Salah informasi sesuai dengan isi teks bacaan
3. Siswa menjawab pertanyaan dari teks bacaan terkait jenis teks, tujuan komunikatif, ciri kebahasaan, dan langkah retorika.
4. Siswa mendiskusikan hasil pekerjaan dengan bimbingan guru
5. Siswa melakukan Tanya jawab terkait teks monolog pendek yang dibahas dengan panduan guru
c. Kegiatan Akhir
1. Guru menanyakan kesulitan yang dihadapi siswa
2. Menyimpulkan materi
3. Guru menugaskan siswa mencari jenis teks narrative yang lain dari majalah atau cerita rakyat penduduk lokal.
E. Sumber Belajar
1. Skrip terjemahan cerita rakyat Sumedang oleh Mamat Rahmat, S.Pd
2. CTL Mata Pelajaran Bahasa Inggris, Buku Siswa kelas IX, Dirjen Manajemen Dikdasmen, Depdiknas, 2007
3. Majalah dan Chart
F. Penilaian
1. Indikator : Menjawab pertanyaan dari teks bacaan terkait jenis teks, tujuan komunikatif, ciri kebahasaan, dan langkah retorika.
2. Teknik : Tes tertulis
3. Bentuk : Pilihan Ganda dan Uraian
4. Instrumen
Teks bacaan dengan judul “GOLDILOCKS AND THE THREE BEARS”
(Adapted from CTL Bahasa Inggris Kelas IX, halaman 122)
I. Answer the questions below based on the text by crossing a, b, c, or d!
1. Why did the three bears take a walk that morning?
a. to get a cool air c. to let their porridge cool
b. to get refresh d. to get breakfast
2. What did the Goldilocks smell?
a. The porridge c. The soup
b. The cookies d. The donuts
3. “Then she sat on the big chair” The word she refers to….
a. mama bear c. baby bear
b. the writer d. Goldilocks
4. How did Goldilocks feel after eating the porridge?
a. She felt happy c. she felt awful
b. she wanted to get fresh air d. she wanted to get some sleep
5. Paragraph four tells about….
a. The three bears took a walk c. The three bears got breakfast
b. Goldilocks found the bear’s house d. The three bears came home from a walk
II. Answer the questions based on the text correctly!
1. What does the writer say to start the story?
2. What does the writer tell you to show that a problem started to happen?
3. What were the problems in the story?
4. What was the most serious problem in the story?
5. How does the writer end the story?
5. Pedoman Penilaian:
a. Setiap jawaban benar berbobot nilai 1 untuk pilihan ganda dan berbobot nilai 2 untuk soal uraian.
b. Nilai siswa = ( Skor I + Skor II) X 2
5
6. Rubrik Penilaian
a. Untuk soal bagian I, pilihan jawaban benar = 1
b. Untuk soal bagian II, isi benar, tata bahasa benar, penulisan tepat = 2
c. Isi benar, tata bahasa benar, penulisan kurang tepat atau salah satu unsurnya = 1,5.
d. Isi kurang tepat, tata bahasa kurang tepat, penulisan kurang tepat = 1
e. Isi, tata bahasa, dan penulisan tidak bias dipahami = 0,5
f. Tidak menulis apa – apa = 0
RENCANA PELAKSANAAN
PEMBELAJARAN
Nama Sekolah : SMP Negeri 2 Cisitu
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII / Ganjil
Aspek/Skill : Menulis
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi :
1. Berkomunikasi secara lisan dan tertulis dengan menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog pendek terutama wacana yang berbentuk naratif, deskriptif dan recount sederhana.
Kompetensi Dasar :
1.4 Mengungkapkan berbagai makna dengan langkah – langkah pengembangan retorika yang benar di dalam teks tertulis
Indikator :
1.4.1 Menulis kalimat fungsional (komunikatif) sederhana
1.4.2 Menulis pesan, pengumuman singkat, dan kartu – kartu.
A. Tujuan Pembelajaran:
Setelah siswa didik belajar maka siswa diharapkan dapat:
a. Bertanya jawab tentang tanggal lahir teman
b. Menulis hasil Tanya jawab tersebut di dalam tabel
c. Menginterview teman untuk mengetahui identitasnya
d. Membuat kartu identitas berdasarkan data yang diperoleh, lalu membacanya dengan nyaring
B. Materi Pembelajaran:
1. Data tentang tanggal lahir teman
Contoh:
Ahmad : Where and When were you born, Yanti?
Yanti : I was born in Surabaya 3rd of June 1997
Name Place, Date of Birth
Andi Suseno
Ahmad Gani
Budi Gunadi
Yanti Sumedang, 5Th of January 1997
Bandung, 2nd of May 1996
Majalengka, 29th of December 1997
Surabaya, 3rd of June 1997
2. Identity Card
Firda : Have you got your OSIS member card?
Ridho : Yes I have
Firda : May I take a look?
Ridho : Sure, here it is
OSIS MEMBER CARD
SMP NEGERI 1 SUMBERJAYA
Name : Ridho Amanah
Place, Date of Birth : Sumedang. 7th of July 1998
Address : Aggrek street, Cisitu
SUMEDANG
Class/Grade : VII A
Headmaster Student’s Signature
Drs. Yaya Nurinta Ridho Amanah
C. Metode / Teknik : Three Phase Technique
D. Langkah – langkah :
a. Kegiatan Awal
- Salam dan tegur sapa (Greetings)
- Mengabsen siswa
- Tanya jawab seputar tem yang akan diajarkan
b. Kegiatan Inti
1. Siswa menyimak penjelasan guru
2. Siswa bertanya jawab dengan teman sekelasnya untuk melengkapi tabel tempat dan tanggal lahir
3. Mendiskusikan hasil latihan dengan bimbingan guru
4. Siswa menyimak penjelasan guru
5. Siswa melengkapi kartu identitas lengkap sesuai dengan situasi yang diberikan
6. Mendiskusikan hasil latihan dengan bimbingan guru
E. Sumber Belajar
1. CTL Mata Pelajaran Bahasa Inggris, Buku Siswa Kelas VII, Dirjen Manajemen Dikdasmen, Depdiknas, 2007.
2. LKS “Intensif” Bahasa Inggris VII A
3. Beberapa jenis kartu identitas (KTP, SIM, Kartu OSIS) dan Chart
F. Penilaian
1. Teknik : Tes Tulis
2. Bentuk : Uraian bebas
3. Instrumen
“Make an identity card of your friend and share your work with the class!”
RENCANA PELAKSANAAN
PEMBELAJARAN
Nama Sekolah : SMP Negeri 1 Sumberjaya
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII / Genap
Aspek/ Skill : Mendengarkan
Alokasi Waktu : 2 X 40 menit
Standar Kompetensi :
1. Berkomunikasi secara lisan dan tertulis dengan menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional dan monolog pendek terutama wacana yang berbentuk naratif, deskriptif, dan recount sederhana.
Kompetensi Dasar :
1.1 Memahami wacana transaksional dan interpersonal ringan serta monolog lisan pendek terutama yang berbentuk naratif dan deskriptif.
Indikator :
1.1.1 Mengidentifikasi informasi yang terdapat dalam teks berbentuk lagu
1.1.2 Mengidentifikasi pola kalimat the present continous tense yang digunakan dalam teks berbentuk lagu
1.1.3 Menggunakan the present continous tense dengan tepat
A. Tujuan Pembelajaran:
Setelah siswa didik belajar maka siswa diharapka dapat:
a. Menyimak teks deskriptif berbentuk lagu dengan baik
b. Melengkapi teks berbentuk lagu dengan tepat
c. Menjawab pertanyaan dari teks yang disimak
d. Menysusun pola kalimat present continous tense
B. Materi Pembelajaran:
Lagu tradisional sunda versi bahasa Inggris
CING CANGKELING (English Version)
By Mamat Rahmat,S.Pd.
Cing Cangkeling
A Cingkleung bird is…(1)…
Plos going down
Mr. Satar is…(2)…
Come all my friends
Let’s sing a song we’ll get fun
Please don’t be sad
We are…(3)… to make friends
Come don’t be…(4)…
We want ….(5)…your best friend
…(6)…all my hands
Then we can…(7)…together
Missing words: whistling, trying, singing, ashamed, to be, shake, dance
C. Metode / Teknik : Teaching English through song
D. Langkah – langkah :
a. Kegiatan Awal
- Salam dan tegur sapa (greetings)
- Mengabsen siswa
- Tanya jawab seputar tema/materi
b. Kegiatan Inti
1. Siswa menyimak sebuah lagu yang dinyanyikan oleh guru
2. Siswa melengkapi teks lagu yang belum lengkap dengan kata – kata yang tepat
3. Mendiskusikan hasil latihan dengan bimbingan guru
4. Menemukan informasi yang terkandung dalam teks lagu
5. Menemukan pola kalimat present continous tense yang digunakan dalam lagu
6. Mendiskusikan hasil latihan dengan bimbingan guru.
c. Kegiatan Akhir
1. Guru menanyakan kesulitan yang dihadapi siswa
2. Menyimpulkan materi
3. Guru menugaskan siswa untuk mengubah kalimat berpola simple present tense ke dalam present continous tense.
E. Sumber Belajar
1. Teks lagu dan alat musik
2. CTL Mata pelajaran Bahasa Inggris Buku Siswa Kelas VII, Dirjen Manajemen Dikdasmen, Depdiknas, 2007.
3. LKS “Intensif” Bahasa Inggris Kelas VII B
F. Penilaian
1. Teknik : Tes lisan
2. Bentuk : Melengkapi
3. Instrumen
Listen to the text read by the teacher and complete the missing words!
Danny : Hi Wisnu, Can we …(1)…and …(2)…?
Wisnu : Sorry Danny, I’m…(3)…
Danny : What re you…(4)…?
Wisnu : I am …(5)…my mother. We are…(6)…the house.
Danny : Are you?
Wisnu : Yes, We…(7)…this every year. We …(8)…during the holiday
Danny : That’s good! Can I …(9)…you?
Wisnu : Sure, Let’s…(10)…busy!
Keys:
1. go out 2. play 3. Busy 4. doing 5. helping
6. cleaning 7. do 8. clean up 9. help 10. get
Mengetahui Majalengka, Januari 2008
Kepala Sekolah Guru Mata pelajaran
Dedi Rasidin, S.Pd. Mamat Rahmat, S.Pd
NIP. 131 097 990 NIP.131 954 976
Listen to the ext and complete the text with the correct words!
1. Monday to Thursday , September, 18 – 21, is PORSENI. It is done to …(1)… the students’ talent and …(2)… at school. Each class must …(3)…it. There are four…(4)… held in PORSENI. They are futsal, …(5)…, English speech competition, basket ball match, and dance competition. All competition can be followed by boys and girls. For more …(6)…..,please….(7)….your class techer.
2. listen to the short message read by the teacher, and answer the questions based on the text you listen to!
Dear Andika,
We are sorry to hear that you are sick.
Anyway, we all hope that you will get well soon.
Yours truly,
Amarta
1. Who send the message?
2. What is the purpose of the text?
3. What do Andika and his friends hope?
Keys:
1. develope 2. 1. Andika
2. creativity 2. Expressing sorry
3. competition 3. Amir will get well soon
4. match
5. join
6. information
7. confirm
Langganan:
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