Nama: Anna Anganita Theresia Latumeten NIM: 0905085164 Kelas: D Reguler Tugas TEFL

1. SUMMARY 3 MAKALAH PDF. A. MAKALAH 1

British Council | Education UK Study English language teaching

English is spoken by millions of people worldwide. There are many excellent training organizations in the UK and worldwide. There are some reason why study in UK, The UK has a long tradition of high-quality training programmes combining hands on practice with theory; The UK offers internationally recognised, quality-assured qualifications for both new and experienced teachers; UK training providers have extensive experience in dealing with teachers and learners from other cultures. These are common acronyms in the English teaching field. There is some difference in meaning, but they are often used interchangeably. TEFL stands for Teaching English as a Foreign Language. Programs that use this label usually place emphasize on teaching English to people whose first language is not English, but who need to learn it for work or leisure.

TESOL is a more general term, meaning Teaching English to Speakers of Other Languages. This term is often used when teaching people for whom English is not their only or main language. It is now also the term used by the Further Education sector in the UK to refer to the teaching of English to all newcomers to the UK. TESL means Teaching English as a Second Language. This is the term more commonly used when learners of English are studying within a community in which most residents speak English, for instance in programmes for new immigrants to English-speaking countries. However, there is a lot of overlap between TESL and TEFL. Many people with TESL certificates are teaching successfully in TEFL environments, and vice versa. The important issue for would-be teachers of English is to know where and in what sectors (private, state primary, secondary, etc.) they think they would like to teach so that they can find out what qualifications are required for those teachers. To obtain a more senior teaching post or managerial position you will need to take a more advanced diploma qualification. (A certificate and at least two years teaching experience are required.) A Masters programme may be required for the most senior positions in training organisations. In order to teach in the state school system in England and Wales you need to have Qualified Teacher Status (QTS). If you are a teacher from an EEA country, with qualifications and experience, you can apply for QTS from the General Teaching Council in England. To teach in the state system in Scotland, and in Northern Ireland,

you would apply for registration to the General Teaching Council for Scotland, and in Northern Ireland the Department of Education for Northern Ireland. You should also bear in mind that in order to teach in the state sector in most countries you will need at least a degree and possibly a teacher training qualification offered in the state sector of that country. Check out the particular requirements for teaching before moving to that country to work. The British Council does not recommend TESOL or TEFL courses, nor does it operate an accreditation scheme for TESOL/ TEFL courses. You should check that the course you propose to take is recognised by reputable employers in the UK and around the world, and that it is externally validated by a recognised awarding body (examinations board) or higher education institution (e.g. university). The course should include substantial observed and assessed teaching practice with real learners. The main accrediting body for these kinds of course is the UK Qualifications and Curriculum Authority (QCA). You can get some TESOL/ TEFL qualifications by distance learning. However, most initial qualifications that are widely recognized and respected are taught on a faceto-face basis. You should make sure that your future employers recognise the status of any distance learning qualification that you take. If it does not include an element of observed and assessed teaching practice, it may well carry less status than those

courses which do. Trinity and Cambridge both offer diploma qualifications on a partly distance basis. If you want to qualify as a TESOL/ TEFL teacher in the UK, your written and spoken English must be of a high standard. Whether English is your first, second or foreign language you must be competent, not simply as someone who uses the language every day, but as a model for learners. You do not normally need a degree to enrol on a certificate or initial-level course although you will need at least a higher education entry-level qualification. You will need a degree or equivalent to enrol on a diploma or higher-level course, and on a Master's course. It is important to note that many employers, particularly in state sectors around the world, do require teachers to have a degree. For further information, you can find details of your nearest office at www.britishcouncil.org/home-contact-worldwide.htm which includes links to all our country web pages and a worldwide address book giving contact details for all offices.

B. MAKALAH 2

Issues in Language Learning Strategy Research and Teaching Anna Uhl Chamot
1.

Introduction

Learning strategies are the conscious thoughts and actions that learners take in order to achieve a learning goal. Strategic learners have met cognitive knowledge about their own thinking and learning approaches, a good understanding of what a task entails, and the ability to orchestrate the strategies that best meet both the task demands and their own learning strengths. This paper first examines a number of current issues in language learning strategy research that have emerged from earlier descriptive and intervention research and discusses how these issues affect teachers and learners of second and foreign languages. Finally, suggestions are made for needed future research in discovering how language learning strategies can assist students in becoming more effective second language learners.
2.

Issues in language learning strategy research The preponderance of research on language learning strategies has been descriptive, as researchers have sought to discover what learning strategies are reported by learners of different languages. The issues that arise from this body of research are: identification procedures of learning strategies, terminology and classification of strategies, the effects of learner characteristics on strategy use, and the effects of culture and context on strategy use.

2.1 Identification of language learning strategies

Learning strategies are for the most part unobservable, though some may be associated with anobservable behavior. For example, a learner could use selective attention (unobservable) to focuson the main ideas while listening to a newscast and could then decide to take notes (observable) in order to remember the information. Researchers have asked language learners to describe their learning processes and strategies through retrospective interviews, stimulated recall interviews,

questionnaires, written diaries and journals, and think-aloud protocols concurrent with a learning task. Each of these methods has limitations, but each provides important insights into unobservable mental learning strategies. 2.2 Terminology and classification of language learning strategies Language learning strategy classification schemes have generally been developed for research purposes. However, in the discussions surrounding the various ways of naming, describing, and classifying language learning strategies, little attention has been paid to students learning goals orteachers instructional goals. These goals can be expected to vary by general purpose in learning orteaching a new language, such as the need for survival communication skills, a foreign language requirement in school, academic study in a second language at different educational levels, passing examinations, traveling to a country where the target language is spoken, advanced translation/interpretation, and the like. The context of learning, shaped by the educational/cultural values of the society in which individuals are studying a new language, combined with

language learnersgoals together determine the types of learning tasks engaged in and thus the types of learning strategies that can be expected to best assist learning. 2.3 Learning strategies and learner characteristics the relationship between language learning strategies and the students proficiency level is far clearer. More proficient language learners use a greater variety and often a greater number of learning strategies (Anderson, 2005; Bruen, 2001; Chamot & ElDinary, 1999; Green & Oxford, 1995; OMalley & Chamot, 1990; Wharton, 2000). Differences between more and less proficient language learners have been found in the number and range of strategies used, in how the strategies are applied to the task, and in the appropriateness of the strategies for the task. In these studies, students understanding of the tasks requirements and whether they could match a strategy to meet those requirements seemed to be a major determinant of effective use of language learning strategies. Higher levels of language proficiency have also been associated with less anxiety and more confidence, indicating that affective factors in addition to learning strategies can influence performance on a task (Khaldieh, 2000). 2.4 Influence of culture and context As discussed above, the learners goals, the context of the learning situation, and the cultural values of the learners society can be expected to have a strong influence on choice and acceptability of language learning strategies. For example, in a culture that prizes individual competition and has organized its educational system around

competitive tasks, successful language learners may prefer strategies that allow them to work alone rather than social strategies that call for collaboration with others. 2.5 Explicit and integrated strategy instruction Explicit learning strategy instruction essentially involves the development of students awareness of the strategies they use, teacher modeling of strategic thinking, student practice with new strategies, student self-evaluation of the strategies used, and practice in transferring strategies to new tasks (Chamot et al., 1999; Grenfell & Harris, 1999; Harris, 2003; Oxford, 1990). Given the current state of knowledge about explicit and integrated learning strategy instruction, teachers should certainly opt for explicit instruction and should probably integrate the instruction into their regular course work, rather than providing a separate learning strategies course. An ideal situation would be one in which all teachers in all subject areas teach learning strategies, as students would then be more likely to transfer strategies learned in one class to another class. 2.6 Language of instruction Few researchers have addressed the issue of language of instruction in teaching learning strategies to second language learners. This is not an issue in learning strategy research in first language contexts, as the strategies are taught in the students native language. In second and foreign languagecontexts, however, this is not the case. Beginning level students do not yet have the L2 proficiency to

understand explanations in the target language of why and how to use learning strategies. Learning strategy instruction should not be postponed until intermediate or advanced level courses because beginners also need strategies that can make their language learning more successful and increase their motivation for further study. 2.7 Transfer of strategies to new tasks Early research on learning strategies in first language contexts found that students often were unable to transfer strategies to new tasks and later studies showed that transfer increased significantly when teachers helped students understand their own learning processes and metacognition 2.8 Models for language learning strategy instruction A number of models for teaching learning strategies in both first and second language contexts have been developed. All three models begin by identifying students current learning strategies through activities such as completing questionnaires, engaging in discussions about familiar tasks, and reflecting on strategies used immediately after performing a task. These models all suggest that the teacher should model the new strategy, thus making the instruction explicit.

C. MAKALAH 3

Tradition and Transition in Second Language Teaching Methodology

Teresa Pica University of Pennsylvania Graduate School of Education
The field of English language teaching is in tradition and transition since its inceptions hundred, indeed, by some accounts, thousands of years ago. In the past fifty years ago, English language teaching has gone through a whirlwind of transitions in its methodology, from grammar translation to direct method, to audiolingualism, to cognitive code and a host of variations in each. Currently, English teaching methodology is going through yet another transition. Secondly, there has been a growing body of research that is related to instructional issues. First, however, the paper will review several traditions that characterize most every method, across transitions and overtime. Each of the method has its own distinctive characteristics, of course, but together they share several important commonalities. As many researchers point out, in addition, language teaching and learning are too complex for any individual method to be able to address for an extended period of time. Second, each method is affected by the contexts in which is implemented. Third, each method embraces a number of goals, concerns and values that have been sustained over time. Our goals are numerous, but one of our foremost goals is

that our students succeed in their language learning. Together, these concerns find particular focus in the case of English. Our values are typically focused on a few time cherished traditions. These are a few of the time honored goals, concern and values we bring to the classroom, no matter which method we employ in our teaching. During this time of transition in language teaching methodology, as traditions of other methodologies interface with communicative methodology, it is important to point out the very robust contributions that communicative methodology has made to the education of language learners. Much of communicative methodology was developed as definitions of language competence expanded from grammatical competence to communicative competence, and give rise to new thinking about the importance of communication to the purposes of language, to the needs of learners, and to the processes of language learning. Thus, in many communicative classrooms, grammar rules are made available to learners in indirect ways, through reading and listening to meaningful, comprehensible input. In addition, traditional techniques such as dictation, recitation, drill and dialogue are typically placed in the background, or eliminated entirely in communicative classrooms, in order to emphasize classroom communication and discussion. In their emphasis on language learning for purposes of communication, the activities, materials, and strategies of communication methodology have come to constitute a rich and enriching curriculum that has assisted many students. These activities, materials, and strategies, however, have not been sufficient to bring learners to the levels of proficiency that many now require for effective English language use. Thus, we find

in English teaching methodology the need for yet another transition. Indeed, it now appears that some of important dimensions of the learning process might be better served by the activities, materials, and instructional practices that integrate communicative methodology with traditional methodologies, and do so in creative, yet highly principle ways. There are several characteristics of successful second language learning: first, second language learners must have access to second language input that is meaningful and comprehensible. As designed in theory, if not always realized in practice, communicative methodology can create an environment in which such input can be made available. More specifically, learners need to know the ways in which concepts such as time, action and activity, space, number, and gender, are encoded in the second language, and how social norms are observed and maintained linguistically. Third, learners need to produce spoken and written output, and to modify their speech or writing when it is not comprehensible, appropriate or accurate. For certain features of grammar, some learners might be led to maintain a level of proficiency, characterized by fluency, but not accuracy. These dimensions of second language learning are important from a theoretical and empirical point of view. There are many communicative activities, materials, and instructional strategies that strive to bring learners opportunities to experience these four dimensions of successful language learning. This is where teaching strategies, activities, and materials drawn from traditional methods, when integrated into a communicative curriculum, can play a vital role in language learning. The major teaching strategies to be described are direct instructions and

correction, as they can be implemented to help learners acquire features in a second language that are difficult to access from simply listening to, or reading, its messages and texts, and from emphasizing message meaning without attention to message form. Also to be discussed below are several types of activities through which these teaching strategies can be implemented in the classroom. Activities such as these, however, even when carried out among students as they work in small groups or pairs, cannot be accomplished without the careful planning, input, and orchestration of teachers who are thoroughly involved in their students language learning. What is seen during this time of transition is not a shifting back and forth between communicative and traditional methodologies, but rather and integration of these two approaches. Instruction, correction and communication each plays a role in second language learning. In prior years, when attention was given to instruction and correction, this was largely on the basis of textbook writers ideas of how this should be done. Fortunately, research on language learning has uncovered a good deal about the scope and sequence of grammar learning and the role of instruction and correction in this activity. Learners need instructions and correction for features in a second language with any or all of the following characteristics: 1. They closely resemble features in the learners native language. 2. They are (nearly or totally) imperceptible to the learner. 3. They occur infrequently in the input available to the learner. 4. They have complex morphosyntax. Recent research has provided a basis for the following guidelines regarding the implementation of grammar and correction in the classroom, such as: 1. Effective activities for grammar learning

focus learners attention on second language form in relation to message meaning. 2. Effective activities for grammar learning focus learners attention on one error at a time. 3. Effective activities for grammar learning are provided when learners are ready to learn.

2. SUMMARY 6 JENIS SYLLABUS DIHUBUNGKAN DENGAN PERKEMBANGAN MODEL MENGAJAR, ERROR ANALYSIS DAN PERFORMANCE ANALYSIS.

A. Structural syllabus is a syllabus where the content of the language teaching is a collection of the forms and structures, and also grammatical of the language being taught. This is recognized as the traditional syllabus which is often organized along grammatical lines giving primacy to language form. The focus is on the outcomes or the product. The learner is expected to master each structural step and add it to his/her grammar collection. B. Notional/Functional syllabus is a syllabus where the content of the language teaching is a collection of the functions that are performed when language is used, or of the notions that language is used to express. The chief emphasis of this syllabus is upon the communicative purpose and conceptual meaning of language i.e. notions and functions. In other words, the content of the language teaching is a number of the functions that are performed on using the language, or of the notions that language is utilized to express. Functions can be exemplified by instances such as inviting, requesting, agreeing, apologizing; and notions embrace age, color, size,

comparison, time, etc. Besides, grammatical items and situational elements are considered at subsidiary level of importance. C. Situational syllabus is when the content of the syllabus is a collection of real or imaginary situations in which language occurs or is used. A situation usually involves several participants who are engaged in some activity in a specific setting. With this type of syllabus, the essential component of organization is a non-linguistic category, i.e. the situation. The underlying premise is that language is related to the situational contexts in which it occurs. The designer of a situational syllabus tries to predict those situations in which the learner will find him/herself, and applies these situations, for instance; seeing the dentist, going to the cinema and meeting a new student, as a basis for selecting and presenting language content. The content of language teaching is a collection of real or imaginary situations in which language occurs or is used. A situation usually includes several participants who are involved in some activity in a particular setting. In this syllabus, situational needs are important rather than grammatical units. D. Skill-based syllabus is a syllabus that the focus is in specific abilities in using language. The purposes of skill-based instruction are to learn the specific language skill and to develop more general competence in the language. Skills are abilities that people must be able to do to be competent enough in a language, rather independently of the situation or context in which the language use can occur. In this syllabus, the content of the language teaching involves a collection of particular skills that may play a role in using language. Although situational syllabuses combine

functions together into specific settings of language use, skill-based syllabi merge linguistic competencies (pronunciation, vocabulary, grammar, and discourse) together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, delivering effective lectures, and so forth. The chief rationale behind skill-based instruction is to learn the specific language skill. E. Task-based syllabus is a series of complex and purposeful students tasks syllabus. The tasks are defined as activities with a purpose that intended to develop second language ability. Tasks integrate language (and other) skills in specific settings of language use. Task-based teaching has the goal of teaching students to draw on resources to complete some piece of work (a process). The students draw on a variety of language forms, functions, and skills, often in an individual and unpredictable way, in completing the tasks. F. Content-based-syllabus is where the primary purpose of instruction is to teach some content or information using the language that the students are also learning. Content-based language teaching is concerned with information. An example of content-based language teaching is a science class taught in the language the students need or want to learn.

3. PERBEDAAN COOPERATIVE LEARNING DAN COLLABORATIVE LEARNING, PAKEM/PAIKEM DAN DAFTAR JENIS METODE UNTUK MASING-MASING MODEL MENGAJAR.

Perbedaan cooperative learning dan collaborative learning :

Beberapa pakar memang membedakan antara belajar yang kooperatif dan kolaboratif. Panitz ( 1987 ) mendefinisikan belajar yang kolaboratif sebagai falsafah tentang tanggung jawab pribadi dan sikap menghormati sesame. Para pelajar bertanggung jawab atas belajar mereka sendiri dan berusaha menemukan informasi untuk menjawab pertanyaan pertanyaan yang dihadapkan pada mereka. Disini guru bertindak sebagai fasilitator, yang memberikan dukungan tetapi tidak menyetir kelompok kearah hasil yang sudah disiapkan sebelumnya. Bentuk bentuk peer assessment ( asesmen/ penilaian oleh sesama murid ) digunakan untuk melihat hasil prosesnya. Sedangkan, model pembelajaran kooperatif adalah salah satu model pembelajaranyang menempatkan siswa sebagai subject pembelajaran ( student oriented ). Dengan suasana kelas yang demokratis, yang saling membelajarkan memberi kesempatan peluang lebih besar dalam memberdayakan potensi siswa secara maksimal. Model pembelajaran kooperatif akan dapat memberikan nuansa baru didalam pelaksaan pembelajaran oleh semua bidang studi atau mata pelajaran yang diberikan oleh guru. Pembelajaran Kooperatif dapat didefinisikan sebagai system kerja / belajar kelompok yang terstruktur. Dan juga menekankan pada sikap atau perilaku bersama dalam bekerja atau membantu di antara sesama dalam struktur kerjasama yang teratur dalam kelompok, yang terdiri dari dua orang atau lebih. Jadi, perbedaannya adalah cooperative lebih mencerminkan ilmu pengetahuan yang popular dalam zaman colonial sedangkan kolaboratif lebih menegaskan

keterkaitan dengan gerakan konstruktivisme social sebagai dampak dari perubahab ilmu pengetahuan yang dramatis dalam abad ini. Jenis metode mengajar cooperative dan collaborative : STAD ( Student Team Achievement Division )

adalah pembelajaran kooperatif di mana siswa belajar dengan menggunakan kelompok kecil yang anggotanya heterogen dan menggunakan lembar kegiatan atau perangkat pembelajaran untuk menuntaskan materi pembelajaran, kemudian saling membantu satu sama lain untuk memahami bahan pembelajaran melalui tutorial, kuis satu sama lain dan atau melakukan diskusi. PAKEM/PAIKEM

PAKEM adalah singkatan dari Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan. Dalam penggunaannya di lapangan, ada yang menambahkan dengan satu huruf I: inovatif, sehingga menjadi PAIKEM. Sedangkan huruf P merupakan pembelajaran yang didefinisikan sebagai pengorganisasian atau penciptaan atau pengaturan suatu kondisi lingkungan yang sebaik-baiknya yang memungkinkan terjadinya belajar peserta didik. 1. Pembelajaran Aktif, yaitu pembelajaran lebih berpusat pada peserta didik (student centered) daripada berpusat pada guru (teacher centered). Untuk mengaktifkan peserta didik, kata kunci yang dapat dipegang guru adalh adanya kegiatan yang dirancang untuk dilakukan siswa baik kegiatan berpikir (minds-on) dan berbuat (hands-on). Fungsi dan peran guru lebih banyak sebagai fasiltator.

2. Pembelajaran

Kreatif,

yaitu

pembelajaran

yang

menstimulasi

siswa

untuk

mengembangkan gagasannya dengan memanfaatkan sumber belajar yang ada. 3. Pembelajaran Efektif, yaitu pembelajaran yang menghasilkan apa yang harus dikuasai siswa setelah proses pembelajaran berlangsung. 4. Pembelajaran yang Menyenangkan. Dave Meier (2002:36) member pengertian menyenangkan atau fun sebagai suasana belajar dalam keadaan gembira. Suasana gembira disini bukan berarti suasana ribut, hura-hura, kesenangan yang sembrono dan kemeriahan yang dangkal. Dengan cara PAKEM/PAIKEM, sejak awal anak anak terlatih untuk berani, percaya diri, terampil berkomunikasi, toleran, bekerjasama, kritis, kreatif, dsb. Disisi lain pembelajaran perlu memberikan tantangan kepada siswa untuk berfikir, mencoba dan belajar lebih lanjut, penuh dengan percaya diri dan mandiri untuk mengembangkan potensi positifnya secara optimal. Menjadi manusia yang berkarakter penuh percaya diri, menjadi dirinya sendiri dan mempunyai semangat kompetitif dalam nuansa kebersamaan. Sekolah, guru, serta media dan sarana yang ada hanya mendukung dan memfasilitasi. Namun, walaupun hanya memfasilitasi sekolah dan guru serta stakeholder lain termasuk pemerintah haruslah mengupayakan agar potensi yang ada, serta inner motivation dan kemandirian siswa dapat terbentuk. Pembelajaran juga perlu memberikan tantangan untuk memotivasi rasa ingin tahu dan belajar lebih lanjut, kreatif dan inovatif, tekun dan menyadari potensi diri, yang perlu

dikembangkan lebih lanjut. Pembelajaran juga harus memacu semangat kompetitif. Jadi tidak sekedar Joyful dalam arti bersenang-senang dan bergembira bersama saja. Ciri ciri PAKEM/PAIKEM: 1. Menggunakan berbagai metode: bermain peran, diskusi, pemecahan masalah, pemberian tugas, ceramah, expositoring, tanya jawab, dsb. 2. Menggunakan berbagai media: media cetak, media elektronika, dsb. 3. Menggunakan berbagai: alam lingkungan, beli dari pabrik, buatan sendiri. 4. Berisi berbagai kegiatan: percobaan, merangkum bacaan, merancang sesuatu, membuat laporan, menyajikan laporan,tindak lanjut. 5. Menggunakan berbagai sumber: lingkungan, minat siswa, kehidupan sehari hari. Penggolongan dan jenis-jenis model pembelajaran: 1. Rumpun Model Pembelajaran Pemrosesan Informasi 2. Rumpun Model Pembelajaran Personal 3. Rumpun Model Pembelajaran Sosial 4. Rumpun Model Pembelajaran Perilaku

Model-model pembelajaran berorientasi PAKEM: 1. Model Pembelajaran Pelatihan Inkuari

Model pembelajaran ini menuntut partisipasi aktif peserta didik dalam inkuari (penyelidikdan) ilmiah. Peserta didik memiliki keingintahuan dan ingin berkembang. Tujuan umum dari model latihan inkuari adalah membantu peserta didik mengembangkan keterampilan intelektual dan keterampilan-keterampilan lainnya, seperti mengajukan pertanyaan dan menemukan jawaban yang berawal dari keingintahuan mereka. 2. Model Pembelajaran Siklus Belajar Model siklus belajar merupakan satu model pembelajaran yang dapat digunakan sebagai kerangka umum untuk melaksanakan kegiatan kontruktivis. 3. Model Pembelajaran P.O.E (Predict-Observe-Explain) P.O.E sering juga disebut suatu strategi pembelajaran dimana guru menggali pemahaman peserta didik dengan cara meminta mereka untuk melaksanakan tiga tugas utama, yaitu predik, observasi, dan memberikan penjelasan (explain). 4. Model Pembelajaran IPA-Teknologi-Masyarakat atau Science Technology-Society Yager (1992:20) mendefinisikan STS sebagai belajar dan mengajar mengenai IPA/teknologi dalam konteks pengalaman manusia. 5. Model Mengajar Langsung (Direct atau Directive Instruction) Direct atau Directive Instruction dibahasa-Indonesiakan menjadi pembelajaran langsung, digunakan oleh para peneliti untuk merujuk pada pola-pola pembelajaran dimana guru banyak menjelaskan konsep atau keterampilan kepada sejumlah kelompok siswa dan menguji keterampilan siswa melalui latihan-latihan dibawah bimbingan dan arahan guru. Dengan demikian, tujuan pembelajaran distrukturkan oleh guru. Tujuan

utama pembelajaran langsung adalah untuk memaksimalkan penggunaan waktu belajar siswa. 6. Model Pembelajaran Kooperatif Pembelajaran kooperatif merupakan suatu strategi pembelajaran yang

mengembangkan hubungan kerjasama di antara peserta didik dalam mengerjakan tugas-tugas akademik di dalam kelas. Di dalam strategi kooperatif inji terdapat tiga aspek pengelolaan pembelajaran yang harus diperhatikan, yaitu tugas-tugas yang terstruktur yang harus dikerjakan peserta didik dalam bekerja sama dengan yang lainnya, struktur tujuan, dan struktur penghargaan yang bergantung pada kinerja kelompok baik produk maupun hasil belajar lainnyayang ditampilkan oleh setiap peserta didik dalam proses pembelajaran.

4. DEFINISI CONTEXTUAL TEACHING DAN 7 CIRINYA, DEFINISI KBK (STANDAR KOMPETENSI, KOMPETENSI DASAR, INDIKATOR, TUJUAN PEMBELAJARAN), MATERI POKOK DALAM DOKUMEN BSNP, KATA KERJA OPERASIONAL BLOOM DAN BSNP.
Contextual teaching Pembelajaran kontekstual adalah terjemahan dari istilah Contextual Teaching Learning (CTL). Kata contextual berasal dari kata contex yang berarti hubungan, konteks, suasana, atau keadaan. Dengan demikian contextual diartikan yang berhubungan dengan suasana (konteks). Sehingga Contextual Teaching Learning (CTL) dapat diartikan sebagi suatu pembelajaran yang berhubungan dengan suasana tertentu.

7 ciri contextual teaching adalah: 1. Keadaan yang mempengaruhi langsung kehidupan siswa dan

pembelajarannya. 2. Dengan menggunakan waktu/kekinian, yaitu masa yang lalu, sekarang, dan yang akan datang; 3. Lawan dari textbook centered; 4. Lingkungan budaya, sosial, pribadi, ekonomi, dan politik; 5. Belajar tidak hanya menggunakan ruang kelas, bisa dilakukan di dalam kehidupan keluarga, masyarakat, bangsa dan negara; 6. Mengaitkan isi pelajaran dengan dunia nyata dan memotivasi siswa membuat hubungan antara pengetahuan dengan penerapannya dalam kehidupan mereka; dan 7. Membekali siswa dengan pengetahuan yang fleksibel dapat diterapkan dari satu permasalahan ke permasalahan lain, dari satu konteks ke konteks lain. Definisi KBK KBK adalah perangkat rencana dan pengaturan kompetensi dan hasil belajar yang harus dicapai siswa, penilaian, kegiatan belajar mengajar, dan pemberdayaan sumber daya pendidikan dalam pengembangan kurikulum sekolah. STANDAR KOMPETENSI SK merupakan kualifikasi kemampuan minimal peserta didik yang menggambarkan penguasaan pengetahuan, sikap dan keterampilan yang

diharapkan dicapai pada setiap kelas dan/atau semester pada suatu satuan pendidikan. KOMPETENSI DASAR Memahami kedudukan, fungsi, kualifikasi, hak dan kewajiban guru di Indonesia sesuai dengan UU yang berlaku. INDIKATOR Indikator kompetensi adalah perilaku yang dapat diukur dan/atau diobservasi untuk menunjukkan ketercapaian KD tertentu yang menjadi penilaian mata pelajaran. TUJUAN PEMBELAJARAN Tujuan pembelajaran menggambarkan proses dan hasil belajar yang diharapkan dicapai oleh peserta didik sesuai dengan kompetensi dasar.

Nama: Anna Anganita Theresia Latumeten NIM: 0905085164 Kelas: D Reguler Tugas Language Testing and Assesment

1. PERBEDAAN TES FORMATIF DAN SUMMATIF SERTA KRITERIA PENILAIANNYA

Tes formatif atau tes harian diselenggarakan setelah satu atau dua unit selesai diajarkan. Penekanan pada tes ini ialah ketuntasan bahan ajar dalam waktu pendek. Di perguruan tinggi, tes formatif biasanya diberikan untuk memberi penguatan penguasaan bahan ajar dan variasi tes diberikan dalam bentuk kuiz, tugas, atau UTS (ujian tengah semester). Tes sumatif diselenggarakan dalam rentang waktu setelah satu periode belajar diselesaikan, misalnya satu semester. Karena akhir semester bisa juga terjadi bersamaan dengan kenaikan kelas atau lulusan, tes sumatif difungsikan juga untuk tes kenaikan kelas atau evaluasi akhir. Kriteria penilaian Patokan Acuan Norma (PAN) Dalam PAN, nilai batas lulus (passing grade) tidak ditentukan lebih dulu. Patokan yang digunakan ialah rata-rata kelas. Jadi, nilai rata-rata dikatagorikan sebagai nilai sedang

atau C. Selanjutnya, sebaran nilai ke dalam katagori A, B, D dan E ditetapkan berdasarkan besaran standar deviasai ditambah rata-rata. Patokan Acuan Patokan (PAP) Dalam penilaian PAP, kriteria batas lulus sudah ditetapkan secara ketat, misalnya 70 atau 80. Contoh Kriteria PAP
----------------------------------------------------------------------------------------------------------No Skala 100 Skala 10 Skala 4 Nilai Kualifikasi ----------------------------------------------------------------------------------------------------------1 85-100 8.5-10 4 A Sangat baik 2 70-84 7.0-8.4 3 B Baik 3 55-69 5.5-6.9 2 C Sedang 4 50-54 5.0-5.4 1 D Kurang 5 10-49 1.0-4.9 0 E Sangat Kurang -----------------------------------------------------------------------------------------------------------

- Kombinasi PAN & PAP

Dalam praktik, penggunaan PAN dan PAP sering dikombinasikan sehingga melahirkan kriteria tertentu.
Tabel 3. Kombinasi PAN dan PAP ----------------------------------------------------------------------------------------------------------No Rentangan Skor Nilai Kualifikasi ----------------------------------------------------------------------------------------------------------1 80-100 4 A Sangat baik 2 70-79 3 B Baik 3 60-69 2 C Sedang 4 50-59 1 D Kurang 5 10-49 0 E Sangat Kurang -----------------------------------------------------------------------------------------------------------

2. LANGKAH PENYUSUNAN SOAL OBJEKTIF DAN SOAL ESSAY TERBUKA

Langkah penyusunan soal objektif: Jenis soal objektif adalah menjodohkan, benar salah, pilihan ganda, isian pendek

dengan satu jawaban. berikut ini adalah penyusunan soal pilihan ganda: 1. 2. 3. 4. 5. soal harus sesuai indikator pilihan jawaban harus homogen dan logis hanya ada satu jawaban yang paling benar pokok soal harus dirumuskan dengan jelas, singkat dan tegas rumusan pokok soal dan pilihan jawaban harus merupakan persyaratan yang diperlukan 6. 7. 8. 9. 10. pokok soal jangan memberikan petunjuk ke kunci jawaban pokok soal tidak menggunakan pertanyaan yang bersifat negative ganda gambar/grafik/table/diagram/ dan sejenisnya jelas dan berfungsi panjang rumusan jawaban relatif sama pilihan jawaban jangan menggunakan pernyataan semua jawaban diatas salah dan sejenisnya 11. pilihan jawaban yang berbentuk angka atau waktu harus disusun berdasarkan urutan besar kecilnya angka atau secara kronologis 12. butir soal jangan begantung pada jawaban soal sebelumnya

Langkah penyusunan soal essay terbuka:

Agar soal tes essay yang disusun itu baik, maka kita perlu memperhatikan hal-hal berikut: 1. Sediakan waktu yang cukup untuk menyusun soal. 2. Soal-soal harus mengandung persoalan/masalah, karena tes essay itu bukan sekedar mengukur pengetahuan. Tetapi memerlukan proses mental yang tinggi. 3. Masalah itu dirumuskan secara ekplisit (jelas). 4. Hendaknya soal tidak mengambil kalimat-kalimat yang disalin lansung dari buku atau catatan. 5. Pada waktu menyusun, soal-soal itu sudah dilengkapi dengan kunci/ancer-ancer jawaban serta pedoman penilaiannya. 6. Hendaknya diusahakn agar pertanyaan bervariasi antara jelaskan. Mengapa, mengapa, bagaimana, seberapa jauh, agar dapat diketahui lebih jauh penguasaan siswa terhadap bahan. 7. Petunjuk/perintah tes harus eksplisit/tegas. Di dalam tes essay tidak diberi kesempatan untuk memilih soal, karena: a. Dengan memilih berarti spekulasi mulai berlaku b. Untuk memilih soal yang mana yang mudah, memerlukan waktu, sehingga dapat mengurangi waktu untuk mengerjakan tes. c. Sukar memberi angka, karena sukar membandingkan jawaban murid yang satu dengan yang lain.

3. KRITERIA PENILAIAN SOAL OBJEKTIF (DISCRETE POINT) DAN PENILAIAN ESSAY TERBUKA (SCALING POINT)
Objective assessment is a form of questioning which has a single correct answer. Usually use discrete point to measure it. Discrete point Discrete point tests are made up of tests questions each of which is meant to measure one content point. Discrete point testing is associated with multiple choices and true/false format. Scaling point Scaling point is a method to measure the question of the test which uses point to scale the answer correctness. There is a limitation for the question, like 1-100 point. Usually scaling point is use in essay format test.

4. AUTHENTIC ASSESMENT
Authentic assessment is .Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas or analogous to the kind of problems faced by adult citizens and consumers or professionals in the field Grant Wiggins (Wiggins, 1993, p.229). There are 4 forms of authentic assessment, they are:

a. Portfolio is a collection of students work specifically selected to tell a particular story about the student. A portfolio is not the pile of student work that accumulates over a semester or year. CRADLE (Gottlied, 1995) Collecting Reflecting Assessing Documenting Linking Evaluating

b. Project is a short or long-term activity to complete; including objective, process, product, responsibility. Similar to performance but different emphasis: dig up detail topic or focus 1. Individual project 2. Group project c. Performance assessment (or Performance based) so called because students are asked to perform meaningful tasks. This is the other most common term for this type of assessment. For these educators, authentic assessments are performance assessment using real-world or authentic tasks or contexts. Requirements: 1. Task (scope of work cognitive/affective or psychomotor operational work to cope with.

2. Scoring rubric: criteria and scoring system to apply to evaluate appropriate, inappropriate answer d. Extended writing is likely to be an important part of the assessment. These assignment offer linked guidance for every stage of the process. Extended writing assessments are like : 1. Term paper 2. Literature review 3. Book summary 4. Writing an article 5. Research report