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.
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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 Master’s 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 face-
to-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 learners’goals 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 student’s 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 & El-
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 teachingPembelajaran 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 baik2 70-84 7.0-8.4 3 B Baik3 55-69 5.5-6.9 2 C Sedang4 50-54 5.0-5.4 1 D Kurang5 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 baik2 70-79 3 B Baik3 60-69 2 C Sedang4 50-59 1 D Kurang5 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. soal harus sesuai indikator
2. pilihan jawaban harus homogen dan logis
3. hanya ada satu jawaban yang paling benar
4. pokok soal harus dirumuskan dengan jelas, singkat dan tegas
5. rumusan pokok soal dan pilihan jawaban harus merupakan persyaratan yang
diperlukan
6. pokok soal jangan memberikan petunjuk ke kunci jawaban
7. pokok soal tidak menggunakan pertanyaan yang bersifat negative ganda
8. gambar/grafik/table/diagram/ dan sejenisnya jelas dan berfungsi
9. panjang rumusan jawaban relatif sama
10. 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