HAKIKAT BELAJAR DAN BENTUK-BENTUK BELAJAR

1. Pengertian Belajar
Banyak definisi yang diberikan tentang belajar namun dalam makalah kami hanya akan disinggung satu definisi belajar menurut Gage (1984), belajar dapat didefinisikan sebagai suatu proses dimana suatu organisasi berubah prilakunya sebagai akibat pengalaman.
a. Perbahan Prilaku
Gagasan yang menyatakan bahwa belajar menyangkut perubahan dalam suatu organisasi, berarti juga bahwa belajar membutuhkan waktu. Untuk mengukur belajar, kita membandingkan cara organisme itu berprilaku pada waktu satu dengan cara organisme itu berprilaku pada waktu kedua dalam suasana yang serupa. Bila prilaku dalam suasana serupa itu berbeda untuk kedua waktu, maka kita dapat berkesimpulan bahwa telah terjadi belajar. Selanjutnya yang terjadi ialah perubahan prilaku dalam proses belajar.
Perubahan dalam sifat-sifat fisik, misalnya tinggi dan berat badan, tidak termasuk belajar. Demikian pula kekuatan fisik, misalnya kemampuan untuk mengangkat, yang terjadi sebagai hasil perubahan fisikologis besar otot atau definisi dari proses-proses sirkulasi dan respirasi.
b. Prilaku Terbuka
Prilaku menyangkut aksi atau tindakan, aksi aksi otot atau aksi-aksi kelenjar dan gabungan dari kedua aksi itu. Yang menjadi perhatian utama ialah perilaku verbal dari manusia, sebab dari tindakan menulisdan berbicara manusia, dapat kita tentukan apakah perubahan prilaku telah terjadi. Perbahan dari ba-ba menjadi bapak, dari menulis sekolat menjadi sekolah dan dari menulis H2O menjadi H2O, memungkinkan kita untuk menyimpulkan bahwa belajar telah terjadi.perilaku berbicara, menulis dan dergerak dan lain-lainnya memberikan kesempatan pada kita untuk mempelajar prilaku-prilaku berpikir, merasa dan mengingat.prilaku terbuka dari organisme selalu menjadi pusat perhatian kita, prilaku terbuka merupakan suatu tanda untuk menyimpulkan apa yang terjadi pada pikiran seseorang.



c. Belajar dan Pengalaman
Komponen terakhir dalam definisi belajar ialah sebagai suatu pengalaman. Pengalaman adalah sebagai sumber pengetahuan dan keterampilan, bersifat pendidikan, yang merupakan suatu kesatuan di sekitar tujuan murid, pengalaman pendidikan bersifat kontinu dan interaktif
d. Belajar dan kematangan
Proses lain yang menghasilkan perubahan prilaku yang tidak termasuk belajar ialah kematangan. Perubahan prilaku yang disebabkan oleh kematangan terjadi, bila prilaku itu disebabkan oleh perubahan-perubahan yang langsung dalam proses pertumbuhan dan pengembangan dan organism-organisme secara fisiologis. Berjalan dan berbicara berkembang dalam diri manusia pada umumnya lebih banyak disebabkan oleh kematangan dari pada oleh belajar.suatu tingkat kematangan tertentu merupakan persyaratan belajar berbicara, walaupun pengalaman dengan orang dewasa yang berbicara dibutuhkan untuk membantu kesiapan yang dibawa oleh kematangan.

2. Bentuk-Bentuk Belajar
Gegar (1984) mengemukakan ada lima bentuk belajar, yaitu:
a. Belajar responden
b. Belajar kontinuitas
c. Belajar operant
d. Belajar observasional
e. Belajar kognitif Selengkapnya...

WRITING

Writing is much more than the simple mechanics of getting the words down: it also involves being creative, spelling, grammar, punctuation, choice of appropriate words, sentence linking, and text construction, and for older children, having idea about content, and the ability to be self critical and to edit their own work. The children learn some of these skills when they learn writing in their first language, but other have to be taught explicitly in the English class.
CORRECTION
When we correct writing we are correcting two things:
1. The text itself: are the ideas good? Are they put together in a way which is easy to follow and
2. Is the English correct? A child might invent an excellent story but be unable to get it down in accurate English: it is essential to recognize and praise inventiveness as well as pointing out language mistakes.
Read the child’s written work first for its content, if possible with the child at your side, so that you can make comments and talk about the story together. With older children who can write confidently, point out major error in the English and ask them to write story again.
1.1 VARIATIONS ON A GAP
Variation on a gap is for student in level 2, 3, age group B, C; the aims of this teaching method are to stimulate the imagination of the students and to increase the ability of the students in vocabulary and word order. In this activity the students fill in a gap in short English texts. The first variations are suitable for young learners and beginners and then they increase in difficulty and the maturity required.
We must choose a suitable text and rewrite it, substituting pictures for some of the words. The children should write the words, perhaps with the help of their picture dictionaries.
Example
This is my He eats

And drinks

Besides picture gaps, we can use adjective fill, opposites, other words and no gaps in this teaching method. They will be described and presented in our teaching demonstration.
1.2 THE OTHER DAY……
The other day… is for student in level 2, 3, age group B, C; the aims of this teaching method are to increase the ability of the students in vocabulary, to learn how story is constructed. Another aims is to use the imagination of the students. The children write story one line at a time, folding their papers over and passing them on after each sentence. The final story will be a nonsense story made up of several children’s sentences.
PREPARATION: 1. Read through the story in Worksheet 4.2 (see end of book) and adapt it for your class, or write a similar story yourself.
2. Make a copy of the story for each child.
IN CLASS : 1. Tell the children that they are going to write a story together.
2. Pre-teach or revise the vocabulary needed.
3. Give out the worksheets and show the children how to fold them over so that they can only see the first sentence. Then read the first sentence together and explain that they should write the end of the sentence, and then fold the paper over so that the next child cannot see what the have written, and pass it on.
4. Continue until they have completed all the sentences. Then put the children in groups of four or five and let them read one another’s stories and choose the one they like best. Then either they or you can read their favorite stories to the class.
1.3 THE CHOCOLATE CAKE
The chocolate cake is for student in level 3, age group C; the aims of this teaching method are to practice writing spontaneously, listening to stories, reading a dialogue with correct pronunciation, stress and intonation and another aims is to stimulate the children’s imaginations. The teacher tells the children a story that leads to an argument. When the story reaches a critical point the children continue writing who said what. Materials which are prepared by the students are pencils and papers.
PREPARATION : Practice telling the story, using a colleague as ‘the class’ if possible.
IN CLASS : 1. Set up the situation and put the children in groups of four. Get them to decide who is going to be Mark, his friend, his mother, and his sister. Adapt the number of characters to suit your class. Make sure they all have pencils and that each ‘mother’ has a sheet of paper.
2. Tell the story. Remember to spend time describing the personalities of the characters and then build up the suspense until you get to the point where the mother comes in.
3. At this point say and the mother said…, and in a non-storytelling voice say now write what the mother said. Give the ‘mothers’ a little time to think and write, and then say in your ‘story’ voice: And Mark said..Tell them to pass the paper to ‘Mark’ so that he can write. Carry on until each character has written two or three lines.
4. The groups practice saying their dialogues. Check their pronunciation and encourage them to be as dramatic as possible. Each group performs to the rest of the class.
VARIATION : You can use any story with in-built conflict.
1.4 Simple Poem
Simple Poem is for student in level 2, 3. Age group B, C, the aims of this teaching method are to expand vocabulary, creative use of language and use of adjective, give the children a sense of achievement in the foreign language. The children ask to write very simple poems on a given theme, where each line is made up on an adjective and noun.
MATERIALS : Pencils and paper.
PREPARATION : Prepare a short adjective noun poem yourself or use the one bellow
Summer
Hot days
Cold ice cream
Yellow sand
Blue water
Big waves
Small fish
IN CLASS : 1. Write your poem on the board and them read it out loud to the class. Ask them if they can see the pattern of the lines and if they can add any more.
2. Tell them that they are going to write a similar poem, and either gives them a topic or get the class to agree on one. The first time you do this activity it is a good idea to choose something that is very familiar such as ‘birthdays’, or something tangible, such as ‘out side the window’. Later you can use more abstract ideas like ‘pollution’, what makes me happy’ or a visual stimulus such as a picture or a sculpture.
3. Get the children to call out English word on the theme. Write them on the board and divided them into adjectives and nouns. Show the children how to combine an adjective and a noun as in the example.
4. Tell them to write their own poems using the word on the board. You might like to put on some gentle music to create a quiet, thoughtful atmosphere.
5. Go around the class while the children are writing, encouraging and commenting on their work. When they are satisfied with their poems get them to write them out neatly. You can either display them on the class room walls or make a class book of poem.
VARIATION 1 : If you think that is too difficult for your children, you could give them a poem and get them to change some of the words in it.
VARIATION 2 : Instead of the adjective-noun combination, you could use a verb-adverb combination
VARIATION 3 : The children can write a counting poem from one to ten. Each line could be a noun-adjective combination or a complete sentence, for example
In the garden
One dog sleeping in the sun
Two cats washing their ears
Three children playing in the grass
Four mothers drinking tea
Five trees with green leaves
Six butterflies flying in the sky
Seven clothes on the line
Eight birds in a tree
Nine cloud full of rain
Ten flowers with yellow heads.
1.5 Name Poem
Name Poem is for student in level 2, 3. Age group B, C, the aims of this teaching method are to expand vocabulary, creative use of language, and give the children a sense of achievement in the foreign language. The children write a very simple poem, based on the first letters of a chosen word, for example their name.
IN CLASS : 1. Write the letters of your name
2. Get the children to help you choose words from the board to make up a short poem where each letter of your name begins a line.
3. Now ask the children to do the same with their own names.

4.6 Story Writing
Story Writing is for student in level 2, 3. Age group B, C, the aims of this teaching method are to write a short and cohesive text, to encourage creative writing and imagination. The children ask to write simple story.
MATERIALS : Pencils and paper, pictures, blu-tack
PREPARATION : See individual activities
IN CLASS : Following an example
1. Write or tell the children a simple story in English
2. Ask the children to write a similar story, illustrate it and perhaps make a book.
Stories on a theme
1. Choose a general theme for example,’ summer holidays’, ‘parties’, or ‘witches’, and write it in the middle of the board.
2. Ask the children to draw pictures connected to the title and stick them up on the board.
3. When you have a boardful, put the children in groups of three or four and tell them to invent a story, using three or four of the pictures on the board.
Beginning, middle, and end
1. Draw three shapes like these on the board:


2. Tell the children that they are the beginning, the middle, and the end of a story. Ask them either to suggest words for each box, or stick or draw a picture in each box
3. Put the children in groups of three or four and get them to write a story using some words from each box.
Modern fairy story
1. Tell the children a fairy story like ‘Little Red Riding Hood’ or ‘ The Three Little pigs’
2. The children write a modern version
Stories from pictures and words
1. Find some picture that make a story
2. Put the picture on the board one by one and ask the children for ideas and English words that go with each picture.
3. Then put the children in groups three or four to write the story
Writing speech bubbles
1. Find or draw a series of pictures showing two or more people.
2. Stick empty speech bubbles coming out their mouths. Photocopy one for each pair of children.
3. The children write what they think the people are saying in the bubbles.
If you do not have access to photocopier, give each speech bubbles a number and stick the pictures around the classroom walls. The children write the numbers in their exercise books and write what the people are saying by each number. When they have finished writing, they can compare their ideas and perhaps write the best ones on the pictures.
Stories from pictures
1. Cut pictures out of magazines and give four or five to each group of three or four children.
2. Each group makes up a story which includes all their pictures. Selengkapnya...

MATERIALS AND TECHNIQUES OF INSTRUCTION

PREFACE
First of all, I would like top express my gratitude to Ide Sang Hiang Widhi Wasa, who has given me mercy dan blessing so I can finish this paper entitled “Materials And Techniques Of Instruction”. The aim of this report is to fulfill the task from lecturer and to enrich our knowledge about Materials And Techniques Of Instruction.
I realize that this report is still far from being perfect but I have tried to finish it as a reasonable as posible in order all of the readers can understand the discription of this report. I hope some suggestions for the sake of its perfectness. I found many obstacles in finishing this report but fortunately all of them can be solved well. On this opportunity, I also would like to express my gratitude to all of the people who helped me to finish this report.






CHAPTER II
MATERIALS AND TECHNIQUES OF INSTRUCTION
The teacher is the most important single factor in the teaching learning process. There can be no question that given the students with some interest in language learning. It is what we as teachers promote a friendly environment in the classroom, to create and organize materials, to overcome shortcoming in our textbooks, to stimulate and maintain interest through varied practice activities, to emphasize certain enjoyable aspects of language learning while minimizing other features. In this section, therefore, will be indicated some of the materials and techniques which will help bring motivation into the language learning classroom
1. Some Materials of Instruction
1.1 The Picture File
Every classroom should contain a file of pictures which can be use not only to illustrate the aspects of the socio-cultural topic listed, but also to give interesting, meaningful practice in the sounds, structure, and vocabulary of English.
The file should contain three kinds of pictures, such as picture of individual object and subject, picture of situation, a series of picture on one chart you may wish to create several of these charts: for example, one for count nouns, one for mass nouns, one for count and mass nouns placed at random, one for words illustrating difficult consonant clusters without regard to “count” and “mass”, one for work activities, one for verbs which cannot add “ing”, one for verbs like “seem”, many with four scenes depicting four situations which will enable pupils to create a sequential dialogue or oral narrative paragraph. The file should contain more than one picture of individuals and of objects. The pictures bellow will show about individual picture and the series of picture
1. Invidual pictures

Count nouns chart

Massa Nouns Chart

Work Activities Chart]

2. The Series of Picture

1.2 Charts
Simple charts showing various grammatical relationships are extremely valuable.
1.3 Flash Card or Word Card
Cards with individual words (either printed or in manuscript) can be prepared and filed within the same categories and in the same order as the individual pictures.Younger children can be asked to match cards and pictures as soon as they can read. They can also match the cards with words written on the blackboard
1.4 The Pocket Chart
This simple teaching tool is an excellent device for dramatizing word order. It is easily made by taking a piece of cardboard or hand paper, and pinning to it two narrow pockets about two inches high.
Younger children particularly will enjoy going to the pocket chart themselves and making question from statements: placing not or don,t in sentences, or later changing questions to indirect questions or statements.
1.5 The Flannel Board
With younger students, it is useful in playing games or in dramatizing stories. All that you need is a piece of the cheapest flannel glued, pinned, or thrown over a piece of wood or heavy cardboard about two feet long by two feet in height. A use of the flannel board which has been popular in many counties is one in which I cut out the figure of a person from another piece of flannel: the head, ears, nose, mouth, eyes, neck, arms, body, and legs. We’ve named it poor jim.
1.6 Games and Song
There are all kinds of language games and songs ranging from very simple to difficult ones which help give practice in language while keeping the class lively and interesting. The type of song you teach to your class will depend on the age, interests, and learning level of the students. Song for children, for example, should contain a repetitive motif where possible song for intermediate levels or older student. The songs should reflect the culture of English speaking people both musically and thematically.
1.7 Real Objects.
A corner of the room and a large box on reserve should contain anything you can gather together to illustrate vocabulary items or cultural concepts. There are such as table, chair, computer, door, window, Etc.
1.8 The Record Player
The record player may be used within the classroom lesson to accustom students to voice other than teachers, to provide concerted drill and/or to introduce songs and dances. Songs, dances, stories, plays, and other language learning mater can be found on records.
1.9 The Language Laboratory
Language laboratory is known as tape recorder. Tapes have the advantage of maintaining the same intonation repeating endlessly without tiring , providing a uniform length of pause for student repetition, etc.
There are some about language laboratory :
 A language laboratory need to be an elaborate installation of twenty or more sound booths. One tape recorder, when properly used may be considered a “laboratory”
 The directions on the tape may be in the language of the students followed immediately by the English equivalent unless the teacher clarified the directions in class or is present to clarify them.
 When students use the laboratory outside of the class time, you should give them the opportunity to display their greater accuracy or fluency when they return to the classroom.
 The laboratory or tape recorder with additional jacks is very valuable for individualizing instruction.
 The language laboratory can be effective for individual or group testing or for listening or reading comprehensions dictation.
 You can use the laboratory as a library where students may go during a free hour.
 Listening should not be a passive activity. While listening, you should ask students to look at slide or filmstrips, reading passages, dictations in which words have have been omitted or at any other material which will insure attentive activity.
The tape recorder should be used not only to reinforce drills done in class but also to broaden the horizons of the students..
1.10 Filmstrips. Film. Radio. Television.
a. Filmstrip is slides which are combined in sequence and which can be projected with a filmstrip projector on a wall or on a screen. Can be used effectively to practice vocabulary, structures, and real communication while taking the pupils out of the confines of the classroom.
b. Films is those which give insight into various cultural aspects of English speaking countries.
Film is those which are designed to teach the language at various learning levels. All films have disadvantage of not being able to be turned back easily and quickly to a scene or language exchange that the students did not grasp.
c. Loop films are available which keep turning automatically so that the students can see and hear the same material as often as the teacher deems it necessary.
d. The radio is good as an additional means of immersing our students in sound, but, for beginning students.
e. Television offers possibilities as a learning medium. Several courses for teaching English from the beginning to more advanced level have been already prepared. The television programs which have been designed especially for language learners try to duplicate the classroom situation. Television programs, however cannot do the whole job. The majority of programs may be of only twenty minutes duration. Much more time is needed to learn a slice of language. The television teacher cannot hear students difficulties and errors “free” answers are impossible. Many oral activities cannot be done.

1.11 Program Instructions (teaching machines)
The last several years have seen the wider use of so-called teaching machines. This is a misnomer because they are not in fact machines. A teaching machine may consist of a simple box with an opening on top in which a program is inserted and a knob on the side which a learner can turn.
The program is the important part of the teaching machine. A good program is based on several principles:
• It is very carefully graded
• Each item of learning is broken up into its smallest part and practiced in as many ways as possible
• It permits a student to work at his own speed
• It is self-teaching
• It gives immediate confirmation of the correctness of one’s response.
2. Some Teaching Techniques:
1. Use the students and yourself ; to teach appropriate vocabulary before using pictures or other materials.
Example : your clothing, the things you carry
2. Start with the known environment of your students before fanning out to the wider. English –speaking world. Relate your presentation to facets of language or of culture with which you can expect your students to be familiar.
3. Example : if you are going to teach vocabulary related to a beach scene of Hawaii, help students recall a beach scene closer to their homes. Use many questions starting with “Do you” or “have you”
4. Use dialogs wherever possible. Dialog duplicate the communication situation in everyday life. Keep building on the same dialog situation where possible.
Example :
• Do you ( have) a notebook?
Yes , I do.
• Do you (have) your English notebook?
(No),I ( don’t)
• Do you want a notebook with lines?
Yes, please. How much is this one?
Twenty cents.
All right. I’ll take it.
To help students understand the dialog or the segment of a longer dialog you are teaching. You may use anyone or combination of these procedures:
1. Give the situation of the entire dialog simply and briefly in English, pointing to objects or pictures and pointing to each of the figures.
2. Teach new words and expressions thought association with pictures, real objects, pantomime, or gestures before saying the dialog. Selengkapnya...

RPP BAHASA INGGRIS UNTUK SMP

LESSON PLAN
School : SMP N 2 Kerambitan
Subject : English
Theme : Self Identity
Skill : Speaking
Class/semester : 1/1th
Meeting : 1st meeting
Time allotment : 2x40 minutes

Standard competence : Expressing very simple transactional and interpersonal conversation for doing the interaction with the nearest environtment
Basic competence ; Doing interaction with the nearest environtment by greeting the people, introducing ourselves or others people.
Indicator : Expressing many kinds of expression such as
 Greeting people
 Introducing ourselves or other people
A. Learning objectives : - The students are able to respond and answer the greeting of other people
- The students are able to respond the expression on indroduction self identity
- The students are able to express the the expression on indroduction self identity
B. Learning material
 Say hello and greeting
 Introducting yourself and other people
C. Learning method/technique
 Drill
 Demonstration
 Role play
D. Learning step/procedures
 First activity (15 minutes)
- The students greets the teacher and the teacher greet the students too
- The teacher introduces her/his identity to the students
- The teacher checks the students attendance list
- The teacher makes the agreement of giving the score with the student
 Main activity (50 minutes)
- The teacher and the students do the activity of asking and answering about material that will be given by the teacher
- The students repeat and respond the expression about greeting
- The teacher and the students discuss about the vocabularies and the structure of the conversation
- The teacher asks the students to practice the conversation in front of the class
- The teacher asks the students to express the expression on the real conversation in its relation with the material
 Last activity (15 minutes)
- The teacher gives chances to the students to ask something if they have problem about the grammar and the conversation.
- The teacher responds the questions from the students
- The teacher summarizes the topics which just have studied
E. Learning source, media
 Teacher voice
 Authentic text
 Book : Sudirga, Wayan and group.2009.Buku Pengayaan Materi Bahasa Inggris. Tabanan: CV. Dwijaya Mandiri
F. Evaluation/assesment :
 Oral test
 Performance of indroducting of your self and your friend in front of the class



Denpasar, March 28,2011

Principle English teacher


Rahayuni, S.Pd Metta Dhiva, S.Pd Selengkapnya...

TEACHING READING, SPEAKING and WRITING for 5th GRADE of ELEMENTARY SCHOOL

Silakan Download di sini Selengkapnya...

Peran Internet bagi Siswa

Bagi siswa, internet sangat berguna sebagai alat komunikasi dan informasi untuk mencari tugas-tugas yang diberikan guru. Internet dapat mempermudah mencari materi pelajaran. Selain itu juga, bagi siswa internet juga berguna sebagai sarana mencari teman ataupun hiburan, . Internet memungkinkan anak mengambil dan mengolah ilmu pengetahuan ataupun informasi dari situs-situs yang dikunjunginya tanpa adanya batasan jarak dan waktu, internet juga berperan sebagai sumber pengetahuan dan Meningkatkan pengetahua, menciptakan kegiatan belajar yang interaktif, mengembangkan kemampuan siswa di bidang penelitian dan sebagai media praktek dari teori yang telah dipelajari internet juga mampu membantu siswa untuk meningkatkan komunikasi dengan siswa lain dan meningkatkan kepekaan akan permasalahan yang ada diseluruh dunia. Di samping itu masih ada manfaat lain yang didapat dari internet, misalnya surat menyurat (E-mail), berbincang (chatting), mengambil dan menyimpan informasi (download). Untuk perkembangan pendidikan selanjutnya teknologi “Teleconference” (Konferensi interaktif secara on line dari jarak jauh) dirasakan sudah pantas di coba dan dikembangkan, karena dapat menghemat waktu, tenaga pengajar, kapasitas ruang belajar serta tidak mengenal letak geografis.

sumber:1.http://ardiansyah-review.blogspot.com
2.http://tamacage.blogspot.com
3.http://mgmp-bb.blogspot.com Selengkapnya...

Peran Internet bagi Guru

Kehadiran internet juga bermanfaat bagi guru yang mau memanfaatkan sarana internet ini. Bagi guru, internet ini adalah sebagai alat komunikasi dan informasi yang berguna untuk menambah wawasan, pengembangan bahan pelajaran dan sumber bahan ajar, berbagi sumber dengan seprofesi, Mengakses rencana belajar mengajar & metodologi baru, kerjasama dengan guru diluar negeri , Berpatisipasi dalam forum dengan rekan sejawat baik
local maupun internasional serta meningkatkan pengetahuan guru . Contohnya: internet juga berfungsi mengrealkan gambar yang terkadang sulit diterima oleh siswa. Dan sekaligus menjadi tambahan perpustakaan di sekolah. Dari internet guru juga bias dapat mengambil (down-load) berita dan kejadian terkini yang bisa digunakan sebagai bahan mengajar di kelas pada hari yang sama saat itu juga.


sumber: 1.http://ardiansyah-review.blogspot.com
2.http://tamacage.blogspot.com
3.http://mgmp-bb.blogspot.com Selengkapnya...