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Perangkat Mengajar Kelas X SKS Posted: August 30, 2017 in Uncategorized 0 RPP_KD3.5 (https://etabwi.files.wordpress.com/2017/08/rpp_kd3-5.doc)RPP_KD3.4 (https://etabwi.files.wordpress.com/2017/08/rpp_kd3-4.doc)RPP_KD3.3 (https://etabwi.files.wordpress.com/2017/08/rpp_kd3-3.doc)RPP_KD3.2 (https://etabwi.files.wordpress.com/2017/08/rpp_kd3-2.doc)RPP_KD3.1 (https://etabwi.files.wordpress.com/2017/08/rpp_kd3-1.doc)04. (https://etabwi.files.wordpress.com/2017/08/04-penentuan-kkm.xls)06. Alokasi waktu (https://etabwi.files.wordpress.com/2017/08/06-alokasi-waktu.docx)07. Prota (https://etabwi.files.wordpress.com/2017/08/07-prota.doc)08. Promes (https://etabwi.files.wordpress.com/2017/08/08-promes.xls)Penen (https://etabwi.files.wordpress.com/2017/08/04-penentuan-kkm.xls)Kartusoal_UKB1 (https://etabwi.files.wordpress.com/2017/08/kartusoal_ukb1.docx)Kisi_UKB1 (https://etabwi.files.wordpress.com/2017/08/kisi_ukb1.doc)Kunci dan Rubrik Penilaian_UKB1 (https://etabwi.files.wordpress.com/2017/08/kunci-dan-rubrik-penilaian_ukb1.docx)soal_UKB1 (https://etabwi.files.wordpress.com/2017/08/soal_ukb1.docx)tuan KKM (https://etabwi.files.wordpress.com/2017/08/04-penentuan-kkm.xls)02. Silabus (https://etabwi.files.wordpress.com/2017/08/02-silabus.docx)
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Learning Teaching Kits For X Grader Even Semester A.Y 2016/2017 Posted: January 19, 2017 in Uncategorized 0 Compulsary English X : https://drive.google.com/file/d/0B5RnMPUe7mVYc2hOeFBNUnMzcnc/view English Literature: https://drive.google.com/file/d/0B5RnMPUe7mVYeDQ4NTNYUnpEMVk/view (https://drive.google.com/file/d/0B5RnMPUe7mVYeDQ4NTNYUnpEMVk/view)
English Debate 2016#FinalRound Posted: March 3, 2016 in Uncategorized 0 The ETA’s EDC 2016 finally done. The Crash Of Ideas among High school students show us how brilliant they are. The final round leads SMA 1 Giri A as the first winner and Giri B as The second. The 3 and 4rt winner goes to SMAN Glagah and The 5th winner goes to SMAN Sanggar. Congratulation to all you guys, see you next year!!!
Adjudicators is ready to go
The clash of Ideas
The final Round Adjudicators: Emily, Vanica, Heri, Nanik and Jen
You Might Need this Kinda Books Posted: February 17, 2016 in Uncategorized 0
Referencing the ‘Gurus’
Referencing and quoting authors in your Unit one written exam as well as self evaluations is something highly recommended and will help your grade. This can be quite tricky, especially remembering an entire quote! I can’t even remember what I had to eat the night before let alone an entire quote by an ELT author! However, this can really up your grade. The key is to remember the idea or the point the author was trying to make rather than a word for word quote especially if it’s not a short catchy one like “Language consists of grammaticalised lexis, not lexicalised grammar” Lewis, 1993 (one of my favourites!) By referencing you not only make your essay look more professional but its argument becomes more powerful which in turn means points for you! What I found useful was to add quotes to the areas I was revising and as I did spider diagrams on those subjects I added the views of the author or actual quote if it was easy to remember. Below are some examples quotes linked to the different topics: 1. English as a Lingua Franca: Jenny Jenkins “There is really no justification for doggedly persisting in referring to an item as an error if the vast majority of the world’s L2 English speakers produce and understand it” 2000 Peter Trudgill “Standard English may be the most important variety of English, in all sorts of ways: it is the variety of English normally used in writing, especially printing; it is the variety associated with the education system in all the English-speaking countries of the world, and is therefore the variety spoken by those who are often referred to as “educated people”; and it is the variety taught to non-native Learners” 1999 David Crystal “I take the view that all varieties of the language have an intrinsic value and interest, while recognising that one of these varieties – formal standard English – carries more social prestige and has more universal standing than any other” 2004 2. Writing skills: Tricia Hedge “Writing… involves a number of activities: setting goals, generating ideas, organizing information, selecting appropriate language, making a draft, reading and reviewing it, then revising and editing”. 2000 David Crystal “Speech is time-bound, dynamic, transient… Writing is space-bound, static, permanent” 2005 3. Learner autonomy: Henri Holec “The ability to take charge of one’s learning…to have and to hold responsibility for all the decisions concerning all aspects of this learning” 1981 David Little– Learner autonomy is “a capacity for detachment, critical reflection, decision making, and independent action” 1991 4. Lexical Approach: Michael Lewis “Much of what we say, and a significant proportion of what we write, consists of prefabricated multi- word items” 1993 Richards and Rodgers – The Lexical Approach “is still an idea in search of an approach and a methodology” 2001 Michael Lewis “A central element of language teaching is raising students’ awareness of, and developing their ability to ‘chunk’ language” 1993 5. Authenticity: Jim Scrivener “Authenticity means behaving in a way that is appropriately real…letting students see something of your genuine reaction to things, your moods and your natural behaviour, rather than covering everything up in a performance” 1994 L Herod ”authentic learning ‘ materials and activities’ are designed to imitate the real world situations” 2002 C Nuttal on authentic materials and three main criteria used to choose and access texts to be used in the classroom “suitability of the content, exploitability and readability” 1996 6. Differentiation and multiple intelligences: Jeremy Harmer “If we accept that different intelligences predominate in different people, it suggests that the same learning task may not be appropriate for all our students” 2001 Doug Evans “…there are three fundamental building blocks to effective differentiation: Assessment, Task worthiness and Frequent student interaction.” 2008 7. Continuous professional development (CPD): Sandra Piai “You can train me, and you can educate me, but you can’t develop me—I Develop” 2006 Duncan Foord “It isn’t the same having ten years’ experience as having one year’s experience repeated ten times” 2009 8. Technology in ELT: Hugh Dellar “IWBs are simply used as giant held-up coursebooks, as another form of crowd control. Interactivity in the classroom has to happen between teacher and students – and among students themselves”2012 Marc Prensky “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach”. 2001 9. Listening: Penny Ur “In principle, the objective of listening comprehension practice in the classroom is that students should learn to function successfully in real-life listening situations” 1984 10. Speaking: Scott Thornbury “Speakers need to be able to work fast, be spontaneous, and cope with unpredictability” Scott Thornbury ““Classroom speaking is traditionally thought of either as a way of reinforcing newly learned language structures – that is, as accuracy practice – or as a means of developing the skill of speaking itself, i.e.as fluency practice. retrieved from:https://tesoldipblog.wordpress.com/2016/02/14/referencing-the-gurus/ (https://tesoldipblog.wordpress.com/2016/02/14/referencing-the-gurus/)
CURRICULUM SHIFTING Posted: February 17, 2016 in Uncategorized 0
Hasil Revisi Kurikulum 2013 edisi final 2016, Revisi K13 ini diyakini sudah final. Sistem Penilaian dalam Kurikulum 2013 akan mengalami perubahan kembali, dari sistem satuan (1 – 4) dikembalikan menjadi puluhan (0 – 100) seperti pada sistem sebelumnya. Ini disebabkan karena banyaknya aduan dari Orang Tua Wali murid yang sulit mengerti dengan sistem Penilaian yang dilakukan seperti di Perguruan Tinggi. Beberapa Perubahan Penilaian dalam K13 yang akan diterapkan dalam tahun ini antara lain : 1. 2. 3. 4. 5.
Penilaian Sikap Ketuntasan Belajar Mekanisme dan Prosedur Pengolahan Laporan Hasil Belajar
Konsep Penilaian Tujuan penilaian: Formatif(membentuk karakter dan perilaku, menjadikan peserta didik sebagai pembelajar sepanjang hayat); diagnostik(melihat perkembangan peserta didik dan feedback-koreksi pembelajaran), dan mengukur achievement/capaian agar dapat dilakukan evaluasi hasil pembelajaran Ranah yang dinilai: Pengetahuan Keterampilan dan Sikap dan perilaku (attitude and behavior pembiasaan dan pembudayaan)
(http://windows.gurusd.net/2015/11/web-hosting-and-domain-registration-free.html? url=aHR0cHM6Ly8xLmJwLmJsb2dzcG90LmNvbS8tdm15aTV5ckdCMlkvVnI4WGFMSkVrYkkvQUFBQUFBQUFCN1EvWDlfRVFfWDhqZVkvczE2MDAvSzEzJTJCTkVUJTJCUk Proses penilaian: lebih sederhana, terjangkau untuk dilakukan, tidak menjadi beban bagi guru/siswa, tetapi tetap mengutamakan prinsip dan kaidah penilaian Penilaian yang dilakukan tidak hanya penilaian atas pembelajaran (assessment of learning), melainkan juga penilaian untuk pembelajaran (assessmet for learning) dan penilaian sebagai pembelajaran (assessment as learning). Penilaian Untuk, Sebagai dan Atas Pembelajaran Pengertian Penilaian Autentik Penilaian Autentik adalah bentuk penilaian yang menghendaki peserta didik menampilkan sikap, menggunakan pengetahuan dan keterampilan yang diperoleh dari pembelajaran dalam melakukan tugas pada situasi yang sesungguhnya Tujuan Penilaian Authentic
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28.
Menjadikan siswa pembelajar yang berhasil menguasai pengetahuan Melatih ketrampilan siswa menggunakan pengetahuannya dalam konteks kehidupannya Memberi kesempatan siswa menyelesaikan masalah nyata Prinsip Penilaian Mendorong siswa berpikir krirtis dan menerapkan pengetahuan Mengukur capaian kompetensi siswa Penilaian berdasar kriteria (criterion-referenced) Berkelanjutan, untuk perbaikan dan peningkatan Analisa untuk tindak lanjut pembelajaran Sesuai pengalaman belajar siswa Prinsip Khusus Penilaian Authentic Materi penilaian dikembangkan dari kurikulum. Bersifat lintas muatan atau mata pelajaran. Berkaitan dengan kemampuan peserta didik. Berbasis kinerja peserta didik. Memotivasi belajar peserta didik. Menekankan pada kegiatan dan pengalaman belajar peserta didik. Memberi kebebasan peserta didik untuk mengkonstruksi responnya. Menekankan keterpaduan sikap, pengetahuan, dan keterampilan. Mengembangkan kemampuan berpikir divergen. Menjadi bagian yang tidak terpisahkan dari pembelajaran. Menghendaki balikan yang segera dan terus menerus. Menekankan konteks yang mencerminkan dunia nyata. Terkait dengan dunia kerja. Menggunakan data yang diperoleh langsung dari dunia nyata. Menggunakan berbagai cara dan instrumen. Tujuan Penilaian Penilaian Hasil Belajar oleh Pendidik bertujuan untuk:
Formatif (membentuk karakter dan perilaku, menjadikan pembelajar sepanjang hayat – to drive learning, terampil), Diagnostik (melihat perkembangan siswa dan feedback-koreksi pembelajaran), serta Achievement (mengukur capaian agar dapat dilakukan evaluasi hasil pembelajaran Prinsip-prinsip Penilaian Penilaian Hasil Belajar oleh Pendidik dilakukan terhadap penguasaan tingkat kompetensi sebagai capaian pembelajaran. Jadi bukan KOMPETISI Penilaian kompetensi merupakan penilaian DISKRIT bukan KONTINU Penilaian DISKRIT pada skala 0 – 100 Penilaian dalam bentuk deskripsi dengan klasisfikasi: tidak/atau kurang kompeten, cukup kompeten, kompeten, sangat kompeten Kriteria Ketuntasan Penilaian berdasarkan Acuan Kriteria: penilaian kemajuan peserta didik dibandingkan dengan kriteria capaian kompetensi yang ditetapkan. Ketuntasan kompetensi sikap dalam bentuk deskripsi minimal Baik. Skor rerata untuk ketuntasan kompetensi pengetahuan ditetapkan minimal 60. Capaian optimum untuk ketuntasan kompetensi keterampilan ditetapkan minimal 60. Sekolah dapat menentukan batas ketuntasan diatas standar dengan mempertimbangkan aspek-aspek tertentu sesuai dengan karakteristik dan potensi sekolah Nilai pengetahuan dan keterampilan menggunakan angka 0 – 100. (tanpa dilengkapi dengan predikat D-A ) Penyempurnaan pada Penilaian Kelas Penilaian sikap dilakukan dengan menggunakan observasi yang dituangkan dalam catatan guru mata pelajaran, guru bimbingan konseling (BK), dan wali kelas yang berupa catatan anekdot (anecdotal record), catatan kejadian tertentu (incidental record), dan informasi lain yang valid dan relevan. Dalam pelaksanaan penilaian sikap diasumsikan setiap peserta didik memiliki perilaku yang baik, sehingga jika tidak dijumpai perilaku yang sangat baik atau kurang baik maka nilai sikap peserta didik tersebut dianggap sesuai dengan indikator yang diharapkan. Penilaian diri dan penilaian antar teman dapat dilakukan dalam rangka pembinaan dan pembentukan karakter siswa, sehingga hasilnya dapat dijadikan sebagai salah satu alat konfirmasi dari hasil penilaian sikap oleh pendidik. Penilaian Sikap Penilaian Sikap adalah penilaian terhadap perilaku peserta didik dalam proses pembelajaran, di dalam kelas, dan di luar kelas untuk menumbuhkembangkan sikap, perilaku dan karakter setiap peserta didik. Penilaian sikap Spiritual dilakukan dalam rangka membentuk sikap siswa agar mampu menghargai, menghayati, dan mengamalkan ajaran agama yang dianutnya. Penilaian sikap Sosial dilakukan utk membentuk sikap sosial siswa yang mampu menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli, santun, dan percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial dan lingkungan alam dimana mereka berada ALUR PENILAIAN SIKAP Langkah-langkah membuat rekapitulasi penilaian kompetensi sikap selama satu semester: Guru MP, wali kls, dan BK melakukan penilaian sikap selama pembelajaran melalui pengamatan dengan mencatat setiap kejadian yang menonjol Catatan hasil pengamatan sikap yang dilakukan oleh guru MP , wali kls, dan BK serta hasil catatan penilaian diri dan antar teman dikelompokkan ke dalam kompetensi sikap spiritual dan kompetensi sikap sosial. Buat deskripsi pada kompetensi sikap spiritual dan kompetensi sikap sosial yang sesuai dengan pencapaian peserta didik berdasarkan catatan observasi. Deskripsi pada kompetensi sikap ditulis dengan kalimat positif berdasarkan kumpulan hasil observasi (catatan) aspek yang menonjol. Deskripsi kompetensi sikap spiritual dan sikap sosial yang belum mencapai kriteria (indikator) dideskripsikan sebagai aspek yang perlu pembimbingan. Deskripsi sikap setiap siswa oleh guru MP diserahkan ke wali kelas Wali kelas mengolah deskripsi setiap siswa asuhnya untuk menjadi deskripsi sikap akhir Wali kelas menulis deskripsi sikap setiap siswa pada rap
ENGLISH DEBATE 2016 Is Coming SOON Posted: February 17, 2016 in Uncategorized 0
English Debate 2016 will coming soon. The Preliminary Session will be helad at SMAN Bangorejo on February 22, 2016 and the final round will be held at Waduk Sidodadi Glenmore on
February 24,2016. Lets battle the ideas,,,see you soon
Bedah SKL 2016 Posted: February 17, 2016 in Uncategorized 0
ETA helds a discussion on National Examination Frame works of test (SKL) on Kdai Kampung January 13, 2016. The discussion mainly talk about the prediction and break down of next National Exam. On the event, each teacher has chance to discuss and share their experince in teaching lexis, texts and listening.
Pronounciation Practice Series and UKG Rehearsal Posted: November 5, 2015 in Uncategorized 0
(https://etabwi.files.wordpress.com/2015/11/12190918_10205185199125391_2942736087377707346_n.jpg) The ETA end year meeting was helad at SMAN Bangorejo. It was very fruitfull since we discussed and do Rehearsal of UKG. Mr. Craig, Miss Jen, Miss Vanika and Miss Keela run pronounciation practice. We are very lucky to have 4 of them. We were also discussing the professional test for this year UKG. Alot of discussions and sharing were flowing like stream. For those who want to do self practice of UKG, this test may fit you TRY OUT SOAL UKG 2015 (https://etabwi.files.wordpress.com/2015/11/try-out-soal-ukg-2015.pdf). Please feel free to download and read at home. Thank to bu Grace Syang for this test. Take care
Shaping The Way We Teach English Posted: November 1, 2015 in Uncategorized 0
(https://etabwi.files.wordpress.com/2015/11/12105828_10205122423996052_4519663688238457983_n.jpg) English Teacher Association Banyuwangi held a English workshop at SMAN Glagah on October 21, 2015. More than 70 teachers join the event. The workshop was special since the speakers are coming from States. Mr. Craig, Miss Jen and Miss Vanika.
UKG : Igniting our competency Posted: October 11, 2015 in Uncategorized 0 For those who will join UKG (teacher competency test) on this November 2015, these materials may fit your need. You are free to download these pdf’s . Not to forget to studyand be prepared for the test. Happy reading (1) PTK (https://etabwi.files.wordpress.com/2015/10/ptk.pdf) EDISI 3 (https://etabwi.files.wordpress.com/2015/10/edisi-3-proses-penilaian.pdf) (2) Proses Penilaian EDISI 1 (https://etabwi.files.wordpress.com/2015/10/edisi-1-teori-belajar.pdf) (3) teori belajar (https://etabwi.files.wordpress.com/2015/10/edisi-1-teori-belajar.pdf)EDISI 2 (https://etabwi.files.wordpress.com/2015/10/edisi-2-pengembangan-rpp.pdf) (4) Pengembangan RPP (https://etabwi.files.wordpress.com/2015/10/edisi-2-pengembangan-rpp.pdf)EDISI 3 Proses (https://etabwi.files.wordpress.com/2015/10/edisi-3-proses-penilaian.pdf) (5) Penilaian (https://etabwi.files.wordpress.com/2015/10/edisi-3-proses-penilaian.pdf)EDISI 4 (https://etabwi.files.wordpress.com/2015/10/edisi-4-pengembangan-silabus.pdf) (6) Pengembangan Silabus (https://etabwi.files.wordpress.com/2015/10/edisi-4-pengembangan-silabus.pdf)EDISI 5 (https://etabwi.files.wordpress.com/2015/10/edisi-5-kompetensipedagogik-guru.pdf) (7) Kompetensi Pedagogik Guru (https://etabwi.files.wordpress.com/2015/10/edisi-5-kompetensi-pedagogik-guru.pdf)EDISI 7 (https://etabwi.files.wordpress.com/2015/10/edisi-7-ptk.pdf) (8) PTK (https://etabwi.files.wordpress.com/2015/10/edisi-7-ptk.pdf) (9) KISI UJI KOMPETENSI GURU 2015 (https://etabwi.files.wordpress.com/2015/10/kisi-uji-kompetensi-guru-2015.pdf) Older posts
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