Kamis, 28 Maret 2019
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Selasa, 26 Maret 2019
Senin, 25 Maret 2019
Activitas Untuk Mengajar Vocabulary
Vocabulary-building Activity
Lesson plan untuk pengajaran vocabulary
Ada banyak kegiatan untuk mengajarkan vocabulary yang
meaningful dan contextualized ways. Salah satunya menggunakan flashcard, tetapi
pengunaan flashcard hanya untuk memori sederhana. Mengajarkan siswa vocabulary
yang baru harus menggunakan kegiatan yang bermakna dan menyenangkan. Sehingga
dapat menambahkan kosa kata baru dan menggunakannya dalam kehidupan
sehari-hari. Saya akan menjelaskan kegiatan untuk vocabulary building yang bisa
digunakan dalam pengunaan kelas yang berbeda tingkatannya.
1.
Word Wall
Key content vocabulary are highlighted by the teacher
and written down in alphabetical order on the word wall, which is usually a
large sheet of paper pasted on the wall. Word walls serve as an effective
teaching tool to display the key terms for each theme or unit and to revisit
them as required (Echevarria, Vogt, & Short, 2016).
Guru bisa mengganti topic word wallnya dan mengganti
dengan tema yang berbeda. Murid bisa memutuskan kata mana yang mau dihapus dan
digantikan dengan kata yang lain.
https://klumbvocabularybuilder.weebly.com/word-walls.html
2. Word Cloud
A word cloud hamper sama dengan dengan word wall,
bedanya kita bisa mengatur kata randomly. Word cloud bisa digunakan sebagai
brainstorming didalam kelas. Kita bisa menggunakan sebagai warm-up diaktivitas
awal, Guru bisa meminta siswa untuk berpikir sebuah kata dan mengasosiasikan dengan konsep yang akan mereka diskusikan. Murid
diminta brainstorming kata, guru membuatkan kata-kata bisa digunakan ke dalam
word cloud dan menampilkan kata di dinding.
Word cloud bisa digunakan sebagai alat untuk menentukan jejak yang sudah
murid pelajari, guru bisa mengunakan itu sebagai alat ukur untuk mengetahui apa
yang sudah mereka pelajari sebelum dan sesudah.
Various websites offer to instantly make word clouds.
Some exsamples are:
3.
Personal Dictionary
While it is important to engage students in group
work, it is equally important for students to direct their own learning and
sometimes focus on the words that are important to them at their stage of
acquisition (Nation,2013). Membuat personal dictionary bisa membantu siswa
meningkatkan kosa kata, murid membaca text dibawah arahan guru, bisa
berpasangan atau dalam kelompok kecil dan daftar kata bisa berbentuk multiple
forms dan word cloud.
4.
Adopt a Word
Adopt a word bisa digunakan untuk berbagai mata
pelajaran. Murid memberikan presentasi singkat tentang kata tersebut
berdasarkan template yang disediakan. Murid bisa meningkatkan kemampuan
mempelajari kata baru dari setiap melihat kata tersebut dipapan madding.
Contoh Frayer Model yang menggambarkan kata yang
ditampilkan.
5.
Concept Map
A concept map adalah model graphic organizer yang
menggambarkan hubungan diantara berbagai macam konsep dan ide. Murid akan lebih
mudah memahami topik.
https://eltplanning.com/2015/12/16/help-please-frayer-models/
Websites yang bisa digunakan untuk membuat peta konsep
didalam kelas:
6. Role Play
More freedom to participants leads to the creation of
a non-threatening environment that encourages them to overcome their shyness,
and communicate more in the target language, and learn the content
(Stocker,2008)
7.
Infographics
Infographics bisa menggambarkan informasi kita bisa
menambahkan data, gambar, dan texts yang panjang.
Infographics can be used by teachers as a follow-up
task at the end of the topic or unit to allow students to demonstrate their
understanding of the concept. Exposure to infographics not only improves visual
recognition skills but can also enhance critical thinking abilities and lead to
effective communication among students (Vanichvasin, 2014;
Kibar&Akkoyunlu,2014).
https://visual.ly/community/infographic/technology/infographics-benefits-their-use-online
To create info graphics, following websites can be used:
8. Comic Strips
Kartun bisa menampilkan teks kompleks menjadi gambar sehingga mudah
memahami materinya. Dominasi gambar dimateri akan membuat siswa lebih creative
dan mencoba dengan bahasa dan presentasi informasi. Guru bisa menggunakan comic
strips untuk mengisi bubbles gambar dan membuat cerita kamu sendiri.
Contoh comic siswa SMAN 11 BATAM
Contoh comic siswa SMAN 11 BATAM
These sites allow you to make your own comic strip:
Aplikasi comic life3
Sabtu, 23 Maret 2019
Narrative Text
NARRATIVE TEXT
Narrative
Text
Narratives, for example, usually have an overall purpose which is “to
entertain” but they also may have other purposes such as “to gain and hold the
reader’s interest in a story . . . to teach or inform, to embody the writer’s reflections
on experience, and—perhaps most important—to nourish, and to extend the reader’s
imagination” (Derewianka, 2004, p. 40).
In narratives, authors usually take advantage of theme progression to
mark that events are happening in a time sequence. In addition, they draw on
textual themes or conjunctive devices of
time and sequence (after, as, before, since, till, until, when, while), contrast (although, even though, though,whereas, while, rather than), consequence (in
consequence, as
a consequence, as
a result, therefore, hence, for thisreason, that is why, and thus), to achieve various purposes. These purposes may include
signposting the unfolding of events, signaling the crisis point of the story,
or indicating a return to normality.
Moreover, they bring into play interpersonal themes (e.g., unfortunately, surprisingly) to indicate the
way the writer is evaluating the events of the complication. Finally, they
utilize marked circumstances as topical themes to set the story in a time and
place (Butt et al., 2006).
Generic
Structure of Narrative Text
# Orientation : It is about the
opening paragraph where the characters of the story are introduced.
# Complication : Where the problems in the story developed. What happened with the characters?
# Resolution : Where the problems in the story is solved. How did the characters overcome the problem?
# Coda / reorientation (optional) – Good values of the story
# Complication : Where the problems in the story developed. What happened with the characters?
# Resolution : Where the problems in the story is solved. How did the characters overcome the problem?
# Coda / reorientation (optional) – Good values of the story
Kinds of Narrative Text
Fairy tales usually tells a story of
characters such as peasants, witches, and royalty, and are set in places such
as castles, villages, and forests. Usually they feature good characters against
evil ones. However, fairy tales do not always have moral lessons to teach reader. While many
characters achieve happy endings through wits and kindness, many foolish and
unfortunate ones do so through a stroke of luck.
Legends are stories about events that
happened in the distant past. Often it is not clear if the characters really
existed or if the events really took place. Legends have often has embellishment
over the years as they are retold. Their original authors may not be known
because many people had a hand in shaping the stories over time.
The Dragon's Pearl (An Ancient Chinese Legend)
Long
ago, near the River Min in the province of Sichuan in China, there lived a
woman and her son. They were good people, but very poor. Every day the boy
hiked into the countryside to cut grass. This he gathered and sold to the
villagers for fodder and fuel. With his small earnings, mother and son managed
to survive.
One
year a terrible drought struck the land. Life became even harder for the
family. The boy went out as usual every day, gathering what he little he could.
He made less and less money. After a while his mother became ill from hunger.
One
day the boy was walking beside a dry streambed and came upon the lushest patch
of bright green grass he had ever seen. Amazed by his luck, he quickly cut the
whole patch, filled his sack and carried it to the village. He sold his grass
for more money than he had ever made before. Then he returned home and fed his
mother a hearty meal.
The
next day the boy returned to the same spot in the hills, hoping he might find
another green patch. To his astonishment, he saw that the grass he had cut the
day before had grown again, just as thick and green. He worked until sunset,
and once again traveled to the village and earned enough money to pay for a
fine meal.
On
the third day the boy again returned to the dry streambed. Again he saw the
grass had grown. For five days this went on. The boy and his mother were deeply
grateful for the miraculous patch of grass.
But
on the sixth day the boy woke and yawned, "Oh, it is so far to walk to my
spot." Then he smiled, for he had an idea. He would go to the patch again,
but this time he would dig up the magic grass by the roots and bring it back to
plant beside their house.
He
hiked back into the hills to his patch and worked there for hours, digging up
the earth and roots. Suddenly he found, buried in the soil, a beautiful white
pearl tinged with pink. He held it gently in his palm, watching it gleam in the
midday sun. Then he put it in his pocket and finished his work.
That
night the boy showed the pearl to his mother. "It's so lovely," she
said as she rolled the gem between her fingertips.
"We
can sell it!" the boy said happily.
"No,
let us keep it for a while," said the mother. "It will be nice to
have something so beautiful with us." She put the pearl in the rice jar,
and the boy went out to plant his grass.
The
next morning the boy awoke early, eager to see his new patch of grass. But when
he ran to the window, he saw that the grass was withered and dying. "Oh, I
am a fool," he cried. "I have destroyed that which was good. If only
I had not been so lazy."
Then
he remembered the pearl. He ran to the jar to make certain the precious gem was
still there. To his great surprise, the jar, which had been nearly empty, now
brimmed with rice, and the lovely pearl sat on the top, gleaming in the morning
light. "Mother, come quickly," he called.
When
she saw this miracle, she rejoiced. "We will eat a big bowl of rice in
celebration," she said. This they did. "Let us put the pearl back as
it was," she said.
The
next morning, to their great joy, they found the jar was full once more.
"This
is a magical pearl," said the mother. "We must care well for our
treasure." That night she put the pearl in the money box. The next morning
the box was overflowing with coins. That night they placed the pearl inside the
oil jar. In the morning, the jar overflowed with oil.
The
mother and her son no longer had any worries. Whatever they needed, the pearl
created for them. Their friends and neighbors noticed the change in their
fortunes, but no one minded in the least, for mother and son were generous
beyond compare. They were always giving things to others.
Two
men in the village, though, were selfish and greedy, and were suspicious of the
good fortune the mother and son possessed. One day these men went to the house
and bullied the woman to share the secret of her wealth.
"But
gentlemen," said the woman, "our fortune is no secret. We are lucky
enough to own a magical pearl." She took the pearl from its safe place in
the cupboard.
The
men crowded close. Suddenly one of them snarled, "We shall have your
pearl," but before he could grab it, the boy snatched it up and put it in
his mouth.
"Give
it to us!" cried the men. One of them began to shake the boy. He shook so
hard, the boy swallowed the pearl.
The
boy felt a burning sensation in his stomach. He was thirstier than he had ever
been. "Oh, Mother," he cried. "I am so thirsty! I need water,
tea -- anything."
Distressed
to see her son in pain, the mother poured him glass after glass of tea and
water, but soon she had nothing more to offer. The boy dashed outside to the
well and drank the well dry, and still he was thirsty.
He
ran to the river. His mother and the two men and all the neighbors stood
helplessly nearby by as the boy drank the river dry.
And
then, suddenly, a loud crack of thunder sounded. Wind roared. Lightning flashed.
Rain poured from the heavens. The earth trembled, and people fell to the
ground, grateful that their drought had ended.
But
now they were astonished at the sight before them, for the boy began to grow.
Larger and larger he grew, and soon scales appeared on his back. Horns sprouted
from his head. His eyes grew and bulged from his head. The woman wept as she
watched her son turn into a dragon. She knew the pearl was to blame.
Rain
kept coming, and the dragon walked into the overflowing river. The mother wept.
"Come back, child," she said. The boy could not help himself from
turning around to look at her. As he did, his mighty tail swept the river's
edge, creating huge mud banks.
The
boy then knew that he would not change back. He had become a dragon, the
guardian of the river. His mother understood this, too. "Farewell, my
son," she called. "Guard the river well."
And
from then on the guardian dragon lived in the River Min. There he kept the
magical pearl safe. The pearl gave off a glowing light that never faded, and it
continued to increase the things among which it was placed.
The
mud banks are there still, testament to the boy's farewell as he disappeared
into the river, thrusting his mighty dragon's tail. For many years, until the
mother's death, she visited the river daily and spoke with her child, the
guardian dragon. That is why the people call these banks beside the River Min
the "Looking at Mother Banks.
Rubric for assessing students’ Narrative texts.
Jumat, 22 Maret 2019
GRAMMAR LESSON
SIMPLE PRESENT PERFECT
Tenses is the change of
predicate of sentence, namely Auxiliary Verb or To Be or Verb in accordance
with the change of the following elements based on its subsequent priorities : conditions
or Deed or Time.
There are 12 tenses in English. They are divided up like
this:
-
3 times: past, present, future
4 aspects: simple, continuous, perfect, perfect
When to Use Present Perfect
The present perfect can be a little trickier than other present
tenses, So let’s look closely at three of its uses.
1. A finished action or state that occurred at an
indefinite time in the past.
I have been to France.
She has eaten rending.
Each of these actions occurred but we don’t state exactly when they occurred. This use is very
common but also quite vague.
2. Something that has happened in the past but may
happen again in the future because the time period is not yet finished
She has had four coffees this morning
It has rained today
3. Present perfect used for events that started in
the past and may or may not be continued into the future.
We’ve lived in Indonesia for six years.
They’ve been a couple since 2012.
Fluency MC and Irregular Verbs
Langganan:
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