Introduction to Linguistic

INTRODUCTION TO LINGUISTIC

“ PROBLEM and SOLUTION OF ENGLISH “A

R

R

A

N

G

E

D

By:

Name : Novita Sari Simaremare

NPM : 11120029

Lecturer : Dr. Tagor Pangaribuan, M.Pd

Group : A

THE FACULTY OF TEACHER TRAINING HKBP NOMMENSEN

PEMATANG SIANTAR

2013

ACKNOWLEDGEMENT

First of all, I would like to express my thanks to the Almighty God. It is His blessing strengthens and enable me in the completion of this paper.In this opportunity, I would also like to express my thanks tosome people who spiritually and materially give contributions to the completion of this paper.

My warm and sincere thanks would be addressed to all my friends who have extended the spiritual and material supports in the completion of this paper.Last but not least, I would also like to express my deepest thanks to my families. It is their full understanding which enable me in this completion. May the Almighty God bless them all.

I hope this paper can give a wider insight for readers. This paper is not perfect yet, so I need your suggestion and your critic.Thank you.

Pematangsiantar, July 2013

Novita Sari Simaremare

CHAPTER I

INTRODUCTION

Basically, teaching is commonly understood as a profession that can produce something great when the methods and ideas are correctly and accurately presented and implemented in the classroom. The purpose of teaching generally lies in getting students to truly understand the concepts and methods being taught. Teaching is also known as aseries of activities organized to support the learning process.

Learning, according to some experts, is acquiring new, or modifying existing, knowledge,

behaviors, skills, values, or preferences and may involve synthesizing different types of information. Learning is a

process, rather than a collection of factual and procedural knowledge.

Teaching is the main activity of teachers, and learning is an obligatory activity of students. Meanwhile, teaching material is a medium of teaching-learning process. These three components—teacher, student, and material—are major componentsof interactional education.

Several experts point out that teaching is a knowledge transfer process. Teacher is the subject, whereas, the studentis the object. This idea implies that the target of learning is that the students can get information or knowledge from their learning activities Therefore, in the teaching-learning process, the teachers are mostly active and the students are usually passive. The teachers explain or describe the topic and the students are hoped to understand it. This is generallyknown as a Teacher Centered Learning (TCL) method.

Other experts believe that teaching is an organizing activity in the learning process. The learning process has to be organized in order to be effective in transferring knowledge. The target of learning is how to make a good classroom situation so that the students can enjoy their learning activities. The students have to be active, and the teachers fill their roles as good motivators and facilitators. This is commonly called Student Centered Learning (SCL) method.

In the learning-teaching process, especially in teaching Indonesian as a foreign language, both the TCL and SCL methodshave been regarded very important methods in many classroom activities at higher education level in Indonesia. They alwaysframe any discussions of language teaching-learning activities. They are sometimes seen as in conflict, and sometimes as complementary. Each of these ideas has had its defenders in the course of Indonesian language learning and teaching activities. The learning and teaching experts have

emphasized first one, and then the other, as the most marked teaching methods that arose in many higher institutions in Indonesia.

However, based on the learning and teaching process conducted at BIPA (Bahasa Indonesia untuk Penutur Asing) or Indonesian as a Foreign Language Program at the Faculty of Cultural Sciences of UNHAS in Indonesia, the two methods have been found less effective and inefficient to improve the understanding of Indonesian language learners (students) toward the materials taught in the classrooms.

CHAPTER II

CONTENT

A. The quality of EnglishB. Steps for improving EnglishTo accomplish this, the teachers and students have to followa series of steps as follows:

First : The teachers and students need to be well-prepared:

The teachers should have good teaching skills, and students should be skillful in learning.

They both should have good attitudes, and They should be punctual any time to attend the class.

Second: The teachers have to prepare and manage their materials as good as possible, and the students should not hesitate to give comments and ask questions about the materials if it is necessary:

The topic of their materials should be adapted to the allotted time. Teachers can modify them: what and which topics appropriate to be taught in the morning, at noon, in the afternoon, or in the evening?

The topics should be adapted to ages of students. The teaching materials for children and adult learners of

Indonesian are not the same, even though their abilities may be similar. The age differences are sometimes recognized for the periods from infancy to the age of three, from three to five or six, from five or six to ten, and from eleven to thirteen (Piaget in Lado, 1998).

The topics should be adapted to the ability of the students or learners. Generally, the classification of ability is (Pre-Basic), Basic, (Pre-Intermediate), Intermediate, (Pre-Advanced), and Advanced. Before teaching, teachers should know their students’ ability orcomprehension level, so they can choose the appropriate topics for them.

The topics should be adapted to students’ cultural and linguistic backgrounds. The teachers cannot ignore the influence of cultural background of their students. The culturally acquired attitudes and information of the learners affect their learning of a second language.

Third : The teachers need to alert their students, and the students should alerted.

The teachers should advise the students to be ready and available to study before they are kindly taught.

The teachers should motivate their students and improve their ways of learning, as well as entice them to happilykeep studying.

The teachers should create friendly and casual classroom conditions in order that the students may feel studying at home.

The students should always be ready and get involve to participate on the learning-teaching process.

TEACHING AND LEARNING PROCESS

T R A I NIt is essential for good language teaching to provide ample participation of the students in meaningful language use. The

teachers let the students to be active in learning. The teachers do not only explain or describe the language and let the students listen to it, but they should persuade or let thestudents describe or explain it themselves. For example, when the students are learning reported speech, the teachers shouldgive them tasks of being reporter or interviewer. Let them demonstrate the task each other where one of them should be a speaker, and the other acts as reporters, and vice versa.

It is essential in the training that the students are not the object only, but they are subject as well. They should not be passive learners. They should demonstrate their good abilities. So, in teaching Indonesian, for example, the teachers provide “problem solving” to stimulate the students’ activities. This method is called learning by doing.

EVALUATEIn teaching, evaluation is a positive reinforcement to motivate students. The students will usually study hard when they know that their teachers will give them evaluation or a test. In this case, the teachers should be aware that even though the test should not be given to the students in every meeting, but it should be implicitly implemented in every session of the teaching process.

The teachers should let the students know their works or marks. By knowing them, they will have high motivation to study hard. When they find that their grades are good, they will keep trying to be more confident. Whereas, the students whose marks are bad, they should then try to improve them. In short, the teachers should have abilities to motivate their students.

ABBREVIATEWhen the teachers explain or describe their teaching topics, they should speak clearly and present simple but good explanation to the students. They should abbreviate their

language or explanation. A long explanation is usually found ineffective to the students’ comprehensions. If the teachers’ explanations are not systematic, the students will be confusedand they are unable to understand the lesson well.In order to make systematic and simple explanations, the teachers should prepare the scheme of lessons.

CONCENTRATEThe teachers should concentrate to their teaching topics. It is very often to find students ask something that is irrelevant to the topic when the teachers explain a topic. If this case happens, the teachers should have abilities to modify their teaching method to return to the discussing topic. It is usual that several teachers should answer all thestudents’ questions as they wish. They do not care that the questions are relevant or irrelevant to the discussing topic. They think that they will be a good teacher when they can answer all their students’ questions. In fact, they are not good teachers.

HARMONIZEA good teacher is the one who is able to harmonize the classroom situation. The teachers and students should have harmonious interaction or relationship in the teaching-learning process). The teachers should enjoy their teaching and the students enjoy their learning. This is called educative interaction.

In learning language, the teachers should let the students to be relaxed, so they will have bravery to express their opinions if they wish. Let the students have their own creativities. The authoritarian teachers are not so good, because they will make their students to be afraid to express their opinions. The authoritarian teachers will probably make the classroom situation calm, but it is not effective. The permissive teachers in the teaching-learning process, in contrary, are not so good as well because they will lead the

classroom in unmanageable situation. Therefore, the good teachers will be those who can manage the classroom situation very well. They should know when they will be authoritarian orpermissive teachers.

INTERESTThe teachers should have abilities to please the students receive a new topic with sophisticated interests. Sometimes the students are not interested in finding a new topic or lesson on their learning process due to their inability to forget their previous topics or lessons. Changing the topics to the interested ones in such situation is very good, however, it sometimes does not easy. The teachers, then, have to be skilful at combining new topics of teaching-learning materials with the students past experience or remembrances. The teachers should keep convincing them to the new topics, but still relevant to the lesson plans, in order to make them interested. Overall, the teachers should prepare well their lesson plans and other components of education interaction, such as teaching medium or facilities.

NEGOTIATEIn the teaching process, teachers and students are two basic components. There is no teaching without learning process. It means that no teaching without student, no teaching without interaction. So, as a teacher, he or she should be a director or manager in the classroom. He should be able to manage all of the components in the classroom to support their teaching process. By this, it is hoped that educative interaction will be running well. The teachers are not authoritarian ones, but they should be able to negotiate with the students about the lesson schedules, materials, and so on if they wish.

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

A. IDENTITAS

NAMA SEKOLAH : MATA PELAJARAN : BAHASA INGGRISKELAS/SEMESTER : X/ GanjilALOKASI WAKTU : 2 x 45’

Standar Kompetensi : Reading/ MembacaMemahami makna Teks tulis fungsionalpendek sederhana berbentuk recount dalamkonteks kehidupan sehari-hari dan untukmengakses ilmu pengetahuan.

Kompetensi Dasar : Merespon makna dan Langkah Retorikateks tulis esai secara

akurat, lancer dan berterima dalam kontekssehari-haridan untuk mengakses ilmupengetahuan dalam teks berbentukprocedure.

Indikator : - Mengidentfikasi makna kata dalamteks yang dibaca

- Mengidentifikasi variasi susunankalimat dalam teks berbentuk procedure.

- Mengidentifikasi urutan peristiwa dalamteks yang dibaca.

B. Tujuan Pembelajaran : Siswa mampu menyusun langkah-langkah retorika dalam teks

berbentuk procedure.C. Materi Pembelajaran : - Menyusun gambar sehingga

terdapat sebuah susunan yangbenar mengenai perkembangan sebuahtubuh.

- Mencocokkan kata dengan arti dalamkalimat

D. Metode Pembelajaran : - Penjelasan- Tanya Jawab- Penugasan- Practice

E. Langkah-Langkah Pembekajaran Kegiatan Awal (10’)

Greet Apperception : Pernahkah kamu melakukan sebuah

percobaan?(Semuanya dalam Bahasa Inggris)

Kegiatan IntiNo Perilaku Guru Perilaku Siswa Alokas

iWaktu

1.

2.

3.

Mengajak siswamengamati gambar

Bertanya pada siswa Makanan apa yang

terdapat padagambar?

Yang manakahmakanan digambaryang paling kamusuka?

Tahukah kamubagaimana caramembuat makananpada gambar?(secara lisan)

Bertanya kepadasiswa tumbuhanapakah yangterdapat padastoples?

Mengajak siswamembentukkelompok diskusi

Menyusun gambardengan benardimana gambar

Mengamati gambar

Menjawab pertanyaan secaralisan dengan bergantian.

Masing-masing siswamemberikan pendapat

Siswa membentuk kelompokdiskusi

Mendiskusikan/ menyusungambar

Bagaimana prosesterbentuknya makanan/ tougedalam sebuah stoples.

15’

20’

25’

20’

tersusun rapi.Bagaimana prosesterbentuknyamakanan/ tougedalam sebuahstoples.

Meminta siswasatu orangperwakilan darisetiap kelompok,membacakan hasildiskusikelompok.

1 orang perwakilanmembacakan hasil masing-masing diskusi kelompok.

Kegiatan Akhir (5‘) Menugasi siswa membuat masing-masing bagaimana cara

membuat sebuah pecobaan.F. Sumber Pembelajaran

Buku Contextual Learning Grade X page 20-22G. Media Pembelajaran

Buku Paket Spidol Kamus

H. Penilaian Diskusi Penugasan Tulisan

Evaluasi1. How you can grow your own food in a jar2. Match the words taken from the text book with their meaningNo Word Meaning1.2.3.4.

SeedBeanBowlJar

a. A new part of plantb. A deep brown container for food or

liquidc. A container usually made of glassd. Part of plant from which a new plant

grows in long pods.

Key Answer:I.1. Choose a bean or seed-for example, the mung or adzuki bean

or the sunflower seed.2. Put 75 grams of the beans of the seeds in a bowl.3. Cover them in water for 12 hours.4. Pou out all the water.5. Put the beans or seeds into a large jar. This must be

clean.6. Put a thin piece of cloth over the top of the jar. Hold

the cloth in place with an elastic band.7. Put the jar on its side in a warm, dark place. You must

not put the jar in sunlight.8. Pour a cup of cold water carefully through the cloth into

the beans and seeds twice a day-in the morning and atnight.

9. Make sure that you pour all the extra water out.10.When the beans look like those in picture 10, they are

ready to eat.II. 1. A new part of plant

2. Part of plant from which a new plant grows in long pods.3. A deep brown container for food or liquid4. A container usually made of glass

MengetahuiPematangsiantar, Juli 2013

Kepala Sekolah Guru MataPelajaran

B. Siahaan Novita, S.Pd.


A. IDENTITASNAMA SEKOLAH : MATA PELAJARAN : BAHASA INGGRISKELAS/SEMESTER : X/ GanjilALOKASI WAKTU : 2 x 45’

Standar Kompetensi : Writing/ MenulisMengungkapkan makna dalam teks tulisfungsional pendek dan esei sederhanaberbentuk procedure dalam kontekskehidupan sehari-hari.

Kompetensi Dasar : Mengungkapkan makna dalam langkah-langkah retorika secara

akurat, lancar dan berterima denganmenggunkan ragam bahasa tulis dalamkonteks kehidupan sehari-hari dalam teksberbentuk procedure.

Indikator : - Menulis gagasan utama- Mengelaborasi gagasan utama- Menyusun teks procedure- Menggunakan tata bahasa, kosa kata,

tanda baca, ejaan dan tata tulis denganbenar.

B. Tujuan Pembelajaran : Siswa mampu menuliskan sebuahparagraph berbentuk procedure

C. Materi Pembelajaran : - Teks tulis berbentuk procedure

- Menuliskan paragraph berbentukprocedure

- Menuliskan topic sentence dalam sebuahparagraph

D. Metode Pembelajaran : - Menyimak- Tanya Jawab- Diskusi- Practice


Greeting Apperception : Teacher Ask the student

1. Have you ever made the experiment?2. If you have, how did you do it?3. What items did need to conduct the

experiment?4. Was it delicious?


iWaktu

1.

2.

3.

4.

Meminta siswa membacateks paragraph yang adapada buku teks.

Menyuruh siswamenuliska topicsentences pada setiapparagraph.

Meminta siswa membentukkelompok diskusi.Masing-masing kelompokmendiskusikan bagaimanaproses membuat fried

Siswa membaca dengancermat dalam hati.

Menuliskan topicsentences pada setiapparagraph.

Membentuk kelompok danmendiskusikan prosesmembuat nasi goring.

1 orang perwakilanmenulis kepapan tulis

10’

15’

20’

15’

5.

rice.

Meminta masing-masingperwakilan dari setiapkelompok menuliskankepapan tulis bagaimanaproses membuat nasigoreng.

Memberikan kesempatankepad setiap kelompokuntuk memberikanpendapat atas hasilpekerjaan kelompok lain

dari setiap kelompok.

Siswa memberika komentarpada setiap kelompok atashasil pekerjaan kelompoklainnya.

15’

Kegiatan Akhir (5’)Menugasi siswa stages in the production of canned

pineapples (Take Home Test)F. Sumber Pembelajaran

Book Contextual Learning Grade X page 24-26 BSE dan Buku-buku yang relevant

G. Media Pembelajaran Buku Teks Kamus Spidol Gambar

H. Penilaian Penugasan Tulisan Diskusi

EvaluasiLook at following stage in the production of cannedpineapples.

pineapples → harvest → send by road or rail to → load onto trucks → send to factorycollection centre ↓

fill with syrup ←boil in syrup←chop into cubes or slices←wash and clean←pare,core,cut to similar sizeand pineapples

↓cool contents→seal cans→label cans→pack in cartoons→send to shop,exportWhich parts of the stages are done manually and which are doneusing machines (mechanically)? Discuss the stages with yourfriends and write them in paragraph.

Key Answer:The manually are: pineapples; harvest; send by road or rail to

collection centre; load onto trucks; send tofactory; send to shop, export.

The mechanically are: pare, core, cut to similar size; washand clean; chop into cubes or slices; boil insyrup; fill with syrup and pineapples; coolcontents; seal cans; park on cartoons.



B. Siahaan Novita, S.Pd


A. IDENTITASNAMA SEKOLAH : MATA PELAJARAN : BAHASA INGGRISKELAS/SEMESTER : X/ GanjilALOKASI WAKTU : 2 x 45’ (1 x Pertemuan)

Standar Kompetensi : Mendengarkan / ListeningMemahami makna dalam percakapantransaksional dan interpersonal dalamkonteks kehidupan sehari-hari.

Kompetensi Dasar : Merespon makna yang terdapat dalampercakapan transaksional

dan interpersonal resmi dan tidak resmiyang menggunakan Ragam Bahasa lisansederhana akurat, lancer, dan berterimadalam konteks kehidupan sehari-hari danmelibatkan tindak tutur:Mengungkapkan perasaan bahagia danmenunjukkan perhatian.

Indikator : - Mengidentifikasi kata yang didengaryang melibatkan ujaran mengungkapkanperasaan bahagia, menunjukkan simpati.

- Menemukan makna kalimat yang didengardalam mengungkapkan perasaan bahagia,menunjukkan perhatian/ simpati.

- Merespon makna ujaran mengungkapkanperasaan bahagia, menunjukkan simpati/perhatian.

B. Tujuan Pembelajaran : Siswa mampu mengidentifikasipercakapan yang didengar.

C. Materi Pembelajaran : 1. Mengungkapkan perasaanbahagia

Ex: A: I’m happy to get my scholarship B: I’ m happy for you

1. Menunjukkan simpatiA: Please accept my condolencesB: Thank you so much

D. Metode Pembelajaran : - Menyimak- Tanya Jawab- Ceramah- Practice


Greeting Apperception : Teacher Ask the student

1. Have you done something very importantin your life recently

2. What was it?3. Did it work?4. Were your fried happy?5. What do they say to express it?6. What did you say to respond to their

compliment and congratulation?


iWaktu

1. Menjelaskan tentangExpression Compliment danCongratulation dan respond

Menyimak 20’

2.

3.

4.

5.

6.

7.

dari pada expressiontersebut serta membuatcontoh.

Guru memutar kaset yangberisikan ExpressionCompliment danCongratulation dan memintakepada siswa untukmelingkari respon dariexpression diatas yang adapada buku teks (2-3).

Meminta kepada siswamenyebutkan respond dariexpression compliment.

Meminta kepada siswamenyebutkan respond daripada expressioncongratulation.

Memutar kembali kaset yangberisikan dialogueexpression compliment dancongratulation.

Meminta kepada siswa untukmenyempurnakan teksdialogue/ mengisi kolom yangkosong pada teks dialogue.

Meminta siswa satu persatumenyebutkan kata yangdidengar sehingga dialoguemenjadi sempurna.

Menyimak

Siswa menyebutkan

Siswa menyebutkan

Siswa menyimak

Siswa mengisi titik-titik untukmenyempurnakandialogue.

Satu persatu siswamenyempurnakandialogue yang sudahdidengar.

15’

5’

5’

10’

10’

10’

Kegiatan Akhir (10’)Menugasi siswa menuliskan dialogue yaitu ExpressionCompliment dan Congratulation serta Responding ExpressionCompliment dan Congratulation.

F. Sumber Pembelajaran Book Contextual Learning Grade X page 30-31 BSE dan Buku yang relevant

G. Media Pembelajaran Buku Teks Kamus Spidol Papan Tulis

H. Penilaian Lisan Penugasan

Evaluasi:Complete the following dialogue as you listening to it.Rico: Hi, I heard you were the best of the Tale Readers

Competition which was (1)……………in our school last month.Rinai : Yeach. I (2)………….. the competition. It was n un

forget table moment for me.Rico : Really? I am so happy to hear that. How long did you (3)

………….. for the competition?Rinai : One week. That was s short time to prepare the

competition.Rico : What the story did you read, Rinai?Rinai : I(4)………………. “The Flying Carpet” as my story.Rico : That’s good! It was great to hear you (5)……………. The

competition.Rico : I’m good you think so, thanks.

Key Answers:1. Heed2. Enjoyed3. Prepared4. Took

5. Won





A. IDENTITASNAMA SEKOLAH : MATA PELAJARAN : BAHASA INGGRISKELAS/ SEMESTER : X/ GanjilALOKASI WAKTU : 2 x 45’ (2 x Pertemuan)

Standar Kompetensi : Speaking/ BerbicaraMengungkapkan makna dalam percakapantransaksional dan interpersonal resmidan tidak resmi secara akurat, lancar,dan berterima dengan menggunakan ragambahasa lisan sederhana dalam kontekskehidupan sehari-hari dan melibatkantindak tutur: Mengungkapkan perasaanbahagia, menunjukkan perhatian.

Kompetensi Dasar : Mengungkapkan makna dalampercakapan transaksional dan

interpersonal resmi dan tidak resmi secaraakurat, lancar dan berterima denganmenggunakan ragam bahasa lisan sederhanadalam konteks kehidupan sehari-hari danmelibatkan tindak tutur: Mengungkapkanperasaan bahagia dan menunjukkanperhatian.

Indikator : - Siswa mampu mengidentifikasi tindaktutur ungkapan parasaanbahagia, dan menunjukkan perhatian.

- Merespon makna mengungkapkan perasaanbahagia menunjukkan perhatian.

B. Tujuan Pembelajaran : Siswa mampu mengekspresikan/merespon ungkapan tindak

tutur perasaan bahagia, menunjukkanperhatian.

C. Materi Pembelajaran : A. Menunjukkan perasaan bahagia(showing happiness)

It’s really great, I’m so happy I’m delighted to hear that It gives me a great pleasure Nice news or good news! It’s make me

happy Hooray It’s lovely

B. Showing Affection (menunjukkanperhatian)

What should I do to cheer you up? I really care about you? Don’t you worry, I’m with you. What’s wrong with you. Hope you will be fine. Are you okey?

D. Metode Pembelajaran : - Menyimak- Practice- Tanya Jawab

E. Langkah-Langkah PembekajaranPertemuan I

Kegiatan Awal (10’) Greeting Apperception : Teacher Ask to the student

1. Do you taken a good result forexamination?

2. What was the result?

3. What about you’re fried?4. Did she/ he get a good result?5. What did you say to congratulation to

her/ him? Kegiatan Inti

No Perilaku Guru Perilaku Siswa AlokasiWaktu

1.

2.

3.

4.

5.

Menjelaskan fungsiungkapan perasaan bahagia,perhatian.

Melatih ungkapan bahagia,ungkapan menunujukkanperhatian.Meminta siswa berperandidepan kelasmempraktekkan dialogueungkapan bahagia, danmenunjukkan perhatian yangada pada buku teks.

Meminta siswa menuliskandialogue singkat tentangmengekspresikan ungkapanperasaan bahagia danmenunjukkan perhatian.

Meminta siswa membacakanhasil kerjanya masing-masing.

Menyimak

Mempraktekkanungkapan perasaanbahagia.Bergantianmempraktekkandialogue ungkapanperasaan bahagia danmenunjukkanperhatian.

Siswa menuliskandialogue singkatuntuk mengekspresikanungkapan perasaanbahagia danmenunjukkanperhatian.

Secara bergiliranmembacakan dialoguesingkat.

15’

15’

15’

15’

20’

Kegiatan Akhir (5’)Menugasi siswa untuk menjawab pertanyaan yang ada padaBuku Teks

Pertemuan II

Kegiatan Awal (5’) Greeting Apperception: Menyinggung sekilas makna yang sudah

lewat


iWaktu

1.

2.

3.

4.

5.

6.

Menjelaskan expressioncongratulation dancompliment.

Membaca dialogue yang adapada buku teks.

Meminta siswa secarabergantian dengan denganpasangan mempraktekkanexpression congratulationdan compliment yang adapada buku teks.

Meminta siswa menuliskanexpression congratulationdan compliment secaraberpasangan.

Menyuruh siswamempraktekkan expressioncongratulation dancompliment didepan kelas.

Meminta kepada siswa untuk

Mengikuti dalam hati

Bergantianmempraktekkan didepankelas.

Menyimak

Siswa menuliskandialogue secaraberpasangan.

Secara bergantianmempraktekkanexpressioncongratulation dancompliment denganpasangan didepankelas.

Menunjukkan setiapexpression dengan

10’

20’

15’

10’

15’

10’

mengidentifikasi yang manaexpression congratulationdan expression complimentpada setiap dialogue yangada pada buku paket.

menggarisbawahikalimat yang diminta.

Kegiatan Akhir (5’) Bertanya secara lisan tentang expression congratulationdan compliment

F. Sumber Pembelajaran Buku Contextual Learning Grade X page 36-38 BSE dan Buku-buku yang relevan

G. Media Pembelajaran Buku Paket Kamus Spidol Papan Tulis

H. Penilaian Penugasan Lisan

I. EvaluasiA. Menjawab pertanyaan yang ada pada buku text.1. My elder brother graduated from university with goodmarks.2. A: I have a new motorcycleB: ………………

3. A: ……………… B: ……… I’ m so happy for you

1. A: My cat………….B: ……………..

2. A: I………………. yesterdayB: It’s great

Key Answer:1. Congratulation

2. Fantastic3. I got an I am for English 4. a. was dead

b. I’m sorry to hear that5. I got good mark

II. Lisan: Lengkapi kalimat berikut secara lisan1. A: My sister got a high mark last week about her job

B: …………….The best response is…………a. It’s really great, I’m so happyb. I’m very sorry to hear that

2. A: Ani said that ady got a car accident last weekB: …………………The best response is……………a. Are you ok?b. What a terrible situation for you.

Key Answer:1. a2. b




LESSON PLAN

A. Identify

School :

Class : X/ 1

Subject : English

Time Allocation : 2 x 45’

Skill : Listening

Competency Standard : Understanding meaning oftransactional and interpersonal conversation in daily life

Basic Competency : Responding meaning in formaland informal transaction

( to get things done ) andinterpersonal ( to socialize ) conversation using simplespoken language accurately, and understandably in theform of introducing people.

Indicator :- Responding the meaning ofgreeting and introducing in conversation

- Responding the purpose and thekinds of greeting and introducingin conversation

- Analyzing the greeting andintroducing in conversation

B. Learning Objective After studying this unit, students are able to:

- Respond the meaning of greeting andintroducing in conversation

- Respond the purpose and kinds ofgreeting and introducing inconversation

- Analysis the greeting andintroducing in conversation

C. Learning Material Greeting Kind of greeting ( in formal and formal )

Formal : How are you? Fine,thanks How do you do?How do you do? Nice to meet youNice to meet you to

Informal : Hi Hi! How are things yeah Hello Hello

Picture

Example of Greeting Anton : Hi, How are you?Jane : oh, hiAnton : by the way, my name is Anton.Jane : my name is Jane Anton : Are you a tenth grade student here?Jane : yes, I am. And how about you?Anton : I am a tenth grade student, too.Jane : oh, really? And in which class do you belongto?Anton : my class is tenth oneJane : great! I am in tenth twoAnton : well, nice talking to youJane : byeAnton : bye

Question:

1. How many people in the conversation?2. What are they talking about?3. How did Anton himself to Jane? What did he say?4. How did Jane respond to Anton? What did she say?5. What did they say when they want to go?

D. Learning Method: Direct Method

E. Step by step Procedure

1st meeting22 Mei 2012

TimeAllocation

A. Pre-Activities Greeting Absence Motivation

B. Main Activities

5’

No. Teacher’s Activities

Students’

Activities

TimeAllocation

1. The teacher explain aboutgreeting and introducing

Thestudentspayingattention toteachers

10’

2. The teacher gives some words aboutkinds of greeting and introducing

Thestudentslistento theteacher.

10’

3. The teacher explains greeting andintroducing by picture.

Thestudentslistenand alsogive anattention to thepicture.

10’

4. The teacher explain kinds ofgreeting Ask the students todevelop vocabulary

Thestudentsgive

10’

attention to theteacher.

5. The teacher gives the example ofgreeting by recording.

Thestudentslistento therecordand givetherespond.

15’

6. The teacher asks the students tolistening to the incomplete textof greeting and ask the studentsto fill the blank

Thestudentsdo theexercise.

20’

C. Closing Conclude the

material 10’

F. Source Material English text book Dictionary Picture

G. MediaPicture

H. Evaluation Technique : Written testForm : Fill the blankInstrument : Fill the blank in given text by listen

to the recording. Listen to the recording about greeting in conversation

Script:

Danny : …………… I’m DannyRonny : I’m Ronny ……………Danny : Nice to Meet You, tooDanny : ………….. is it, now?Ronny : it’s 8 pmDanny : oh gosh! I’m late, I ……. See youtomorrow Ronny : ………….. take care!Danny : You too.

Key Answer1. Hi2. Nice to meet you3. What time4. I must go5. bye

Scoring :

1. True answer for each question = 202. Score maximal 5 x 20 = 1003. Students Value : Achieved score x 10

Maximal Score Pematangsiantar, July , 2013

Lecturer Teacher Teacher Candidate

Chapter III

Conclusion

A creative approach to teaching English encompasses several core

features that enable teachers to make informed decisions, both at

the level of planning and in the moment-to-moment interactions in

the classroom. The elements of creative English practice that are

examined throughout the book are introduced here. They include:

1.profiling meaning and purpose;

2.foregrounding potent affectively engaging texts;

3.fostering play and engagement;

4.harnessing curiosity and profiling agency;

5.encouraging collaboration and making connections;

6.integrating reflection, review, feedback and celebration;

7.taking time to travel and explore;

8.ensuring the creative involvement of the teacher.

In this era of personalisation, a creative approach to teaching

English offers children a voice in the learning conversation and the

chance to direct more of their own work, making choices and

decisions in collaboration with others during purposeful and

engaging learning journeys. Such an approach can help teachers

respond to the dual pressures of prescription and accountability and

the demands to teach creatively and teach for creativity. Adopting a

creative approach can additionally help teachers

construct a better balance between form and freedom, structure and

innovation in their teaching. If teachers integrate the eight

elements of teaching English creatively into their planning, and

work to extend their engagement as language artists, they will be

fostering children’s creativity: enriching their capacity to

question, pose problems, make connections, generate, innovate and

imagine alternatives and reflect critically as readers and writers,

speakers and listeners. Creative English teaching fosters creative

English learning.

Preferences

Berns, M. S. (1984). Functional approaches to language and language teaching: Another look. In S. Savignon & M. S. Berns (Eds.), Initiatives in communicative language teaching. A book of readings (pp. 3-21). Reading, PA: Addison-Wesley.

Gerngross, G., & Puchta, H. (1984). Beyond notions and functions: Language teaching or the art of letting go. In S. Savignon & M. S. Berns (Eds.), Initiatives in communicative language teaching. A book of readings (pp. 89-107). Reading, PA: Addison-Wesley.

Larsen-Freeman, D. (1986). Techniques and principles in language teaching. Oxford: Oxford University Press.

Littlewood, W. (1981). Language teaching. An introduction. Cambridge: Cambridge University Press.

Introduction to Linguistic

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Transcript of Introduction to Linguistic