1. Cooperative
Learning cooperative is a method learning where the students learned in smaller groups that have the ability of different, the small group of this every members are required to each other in collaboration between members of the group with each other.
The Model can be applied in the cooperative
1) Team Game Tournament (TGT)
2) Student Team Achievement Division (STAD)
3) Jigsaw
4) Group investigation (GI)
5) Rotating Trio Exchange
6) Group Resum
Method : Team game tournament (TGT)
Material : Report text
Syntax :
1. Early Activities (15 minutes)
∆. Teacher gives warming up to student ,such as giving motivation and revious lesson
∆. Pray together before the lesson begin
2. Presentation the lesson "Report text" ( 25 minute)
∆. Explain about definition of report
" Report text is the have a goal to explain a series of the fact logical about matter/ nature phenomenon ,thing/ it human phenomenon social in around we".
∆. Explain generic structure of report text
• Goal / purpose of text " To tell the past event ".
• Generic structure :
√ General classification " Tells what the phenomenon under discussion is "
√ Description " Tells what the phenomenon under discussion is like in the terms of parts ( and their functions ) qualities and habits or behavior"
∆. Language features
~ Report texts usually use simple present tense seldom use past tense
~ The language is neutral or should be objective
~ Frequent use of " passive sentence"
~ Use of "Be " is,are ,am,was,were
~ Use of " Verb" have
3. Group Formation ( 20 minute)
• Forming some groups for discussion and play the game each group consist of 4/5 people
• Teacher gives instruction on how to play the game ( each group is given a report text and the group must understand the contents of the text and must be able to make a gesture describing the contents of the report text. After the group understands the meaning of the text then the group presents in front of the class, and the other group guesses what the motions are made.)
• Game is about arrange then report text.
• Each group must be able to guess the report text for 3 minutes
• Groups that can guess will be given gifts
• The group that guess wrong will be given punishment
• The Punishment is go to give one example about report text
4. Quiz (30 minute)
√ The teacher gives example of text report for example (Earthquake)and ask to student now part of generic structure and language features from example
√ Theacher gives a gift to groups who can answer the question
SOURCE :
Bern dan Erickson (2001:5)
Johnson, et al. (1994); Hamid Hasan (1996)
Eggen and Kauchak (1996:279)
Kurniasari (2006),
Slavin,1994 dalam Nur, 2008)
Dimyati dan Mundjiono, 20
Erlangga focus un
2. Direct instruction
Direct instruction is a theory of education which posits that the most effective way to teach is by explicit, guided instructions. This method of teaching directly contrasts other styles of teaching, which might be more passive or encourage exploration. It is a very common teaching strategy, relying on strict lesson plans and lectures with little or no room for variation. Direct instruction does not include activities like discussion, recitation, seminars, workshops, case studies, or internships.
Though direct instruction is probably the oldest form of teaching, it came into a more modern light when a program was created by a professor at Johns Hopkins University in the mid-1980s as a way to address the problems of inner-city Baltimore schools. In this program, which focused on reading instruction, ninety minutes each day were dedicated to pre-ordained lesson plans and worksheets. The plan primarily featured scripted instruction and specific activities in which children engaged for defined periods of time. The program's goal was to teach every child in the class to read at the same level.
The Model can be applied in the Direct instruction
• Explicit instruction
• Air ( auditory intellectualy repitition)
Method : Explicit instruction
Material : Short functional
Syntax :
1. Early Activities (15 minutes)
∆. Teacher gives warming up to student ,such as giving motivation and revious lesson
∆. Pray together before the lesson begin
2. Presentation the lesson "Short functional " ( 35 minute)
∆. Explain about definition of Short Functional Text
"Short Functional Text is a short text (reading) that has certain daily meanings and functions in daily life.
∆. Types of Short functional text such as Notice, Short message, Announcement, Greeting card, Invitation, Advertisement and other.
∆. explanation of types short functional texs
√. 1. Notification / Attention / warning (Instructions / Warnings)
A short text containing brief information that is condemned for the benefit of many people. This text is to provide information about instructions or instructions to the public.
Example:
"NO SMOKING" (Prohibited from Cancer!)
"DON'T WATIMMING" (Don't swim!)
√. 2. Greeting Cards (Greeting Cards)
A short text form that contains expectations or sayings sent to someone at certain times. For example, birthday greetings, Eid, New Year, etc.
The forms of greeting cards include:
a. Birthday card. (Birthday card)
Given on someone's birthday
b. Thank you Card. (Thank you card)
Given to express gratitude
√. 3. Short Message
Short Message is a short text form that functions to tell someone about certain information. The message was delivered because it was unable to meet directly with the person. This can be done by writing a short message on a piece of paper or through a mobile phone.
Example:
To: Doni
Don't forget to pick up your little sister at school at 10.am.
Because today is very hot, don't forget to bring an umbrella.
Mom
√. 4. Announcement
Announcement is a short text that has the function of giving a lot of official information about something to people.
Announcement
To celebrate the School Anniversary, TUNAS BANGSA Middle School will hold some contest:
1. English speech contest
2. Volley ball
3. Football
The contest will be held 17 July -21 July 2016. Each class must send participant for the contest. For the more contact information committee Ricky S (chairperson of the Student Council).
√. 5. Advertisement (Iklan)
Advertisement is text short of a notice that aims to encourage, merayu/membujuk many people so membeli/menggunakan barang/jasa offered.<br />The advertising usually published through the print media ( newspapers, magazines, etc. ) and the electronic media like Tv or radio.
√. Invitation
Invitation is a short text in the form of an invitation given to someone to attend a certain event. Like wedding invitations, birthdays and more.
3. Group Formation ( 40 minute)
The teacher explain lesson about short functional text and prepare student to study
Teacher give a inform about short functional with step by step
Teacher give a exercise about short functional and quide students making it
Teacher exemine the result of student assignment whether the students have understood or no
Teacher give a question about material
The teacher gave the task and directs the students to implement them in daily
SOURCE :
Arends (2001)
Hamzah (2008)
Bruce dan Weil (1996)
Slavin (2003)
Arends (dalam Trianto, 2009:41)
Archer & Hughes (dalam Huda, 2013: 186)
Archer & Hughes (dalam Huda, 2013: 186)
l
3. Contextual teaching and learning
DEFINITION OF CONTEXTUAL TEACHING AND LEARNING
Contextual teaching and learning is an approach of learning that can’t be separated with behaviorism and constructivism theories. It is a conception of teaching and learning that helps teachers relate subject matter content to real world situation and its application to their lives as family, citizen, and workers and engage in the hard work that learning requires (Hudson& Whistler, 2007:1). This theory emphasizes students’ interest and experience (Satriani, Emilia, & Gunawan, 2012:11). Overall, contextual teaching and learning is an approach that focuses on the students’ center. The purpose of the approach is to motivate the learners to take charge of their own learning and to relate between knowledge and its application to the various contexts of their lives (Satriani, Emilia, & Gunawan, 2012:11).
The Model can be applied in the Contextual teaching and learning
Make a match
Role playing
Snowball throwing
Demontration
Pair checks
MID (Meaningful Instructionnal Design)
Two stay two stray
Project based learning
Method : Project based learning
Material : Procedure text
Syntax :
1. Early activities ( 15 minute)
Doing pray before the beginning of study activity
Teacher gives warming up, such as motivation and play game
2. Presentation of the lesson ( 30 minute)
Tell the purpose of study the purpose of this study is to understand about procedure text and make a something based procedure text
√.Teacher explain about procedure text
Procedure text
The Definition Of Procedure Text Procedure text is a text that is designed to describe how something is achieved through a sequence of actions or steps. It explains how people perform different processes in a sequence of steps. This text uses simple present tense, often imperative sentences. It also uses the temporal conjunction such as first, second, then, next, finally, etc.
The generic structures of procedure text are :
Goal/aim ( or title)
Materials (not required for all procedural texts)
Steps (the actions that must be taken)
Other definition:
A procedure is a specified series of actions or operations which have to be executed in the same manner in order to always obtain the same result under the same circumstances (for example, emergency procedures). Less precisely speaking, this word can indicate a sequence of tasks, steps, decisions, calculations and processes, that when undertaken in the sequence laid down produces the described result, product or outcome. A procedure usually induces a change. It is in the scientific method.
Language Features of Procedure Text
In the Procedure Text, we use
SIMPLE PRESENT TENSE. And:
Use of imperatives (e.g.: cut, don’t mix)
Use of action verbs (e.g.: turn, put, mix)
Use of connectives (e.g. : first, then, finally, …)
Use of adverbial phrases (e.g. : for five minutes, 2 centimeters from the top)
Generic Structure of Procedure
Goal : It is containt the purpose of the text. (e.g : How to make spagheti)
Material or Ingredient : it is containt of the materials that used in the process. (e.g : the material to cook omelette are egg, onion, vegetable oil, etc)
Step : it is containt of the steps to make something in the goal. (e.g : first, wash the tomatoes, onion, ...., second cut the onions becomes slice. . . )
Purpose of a Procedure Text
An anticipated outcome that is intended or that guides your planned actions. A particular course of action intended to achieve a result. Or To help us do a task or make something. They can be a set of instructions or directions.
3.Group formation ( 35 minute)
The teacher give direction so student form group
The teacher give a paper to each group in the paper there are steps to make a something
The teacher gives direction so that each step in the paper is guessed the title
Example :
cook water until boiling
Provide glasses sugar and tea
Put sugar and tea in to a glass
Add boiling water to the glass
Stir sugar and tea until evenly smooth
What make it ?
A group lost guesses was considered a failure and give a punishment , which is made steps cook a meal that they know it
Closing
Teacher give a summary about material today and teacher give a assignment for student
SOURCE :
Blanchard (Trianto, 2007)
Muslich (2007)
Duch (1995) dalam Aris Shoimin (2014:130)
KONSEP STRATEGI PEMBELAJARAN (Dr. Hanafiah, M.P and Drs.Cucu Suhana,M.M.Pd
4. PROBLEM-BASED LEARNING (PBL)
Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning (Duch et al, 2001).
The Model can be applied in the Problem-Based Learning (PBL)
DLPS ( double loop problem solving)
LAPS- heuristik
MEA ( means-Ends analysis
Cps ( Creative problem solving)
focus group discussion
Method : Focus group discussion
Material : compile effective sentences
Syntax :
1. Early Activities (15 minutes)
∆. Teacher gives warming up to student ,such as giving motivation and revious lesson
∆. Pray together before the lesson begin
2. Presentation the lesson " compile effective sentences".( 35 minutes)
Explain about definition of compile effective sentences
Do you know what is meant by effective sentences? Pay attention to the following sentence!
Wednesday. January 26, 2005 at around 10:00, I saw the title of a traffic order operation on Jalan Tentara Pelajar, Magelang.
The sentence above is an example of an effective sentence. Effective sentences are sentences that fulfill the following conditions:
precisely representing the idea of the author;
raises the exact same idea between the mind of the reader as thought by the author. Effective talents have characteristics of completeness, accuracy of word order, alignment, and emphasis.
Complete Sentence
Complete sentences are sentences that are at least formed by the function of the subject, predicate and or object, and description.
The completeness of the two sentences above is indicated by the presence of all the core elements of the sentence. The core elements of the sentence (a) are the subject and predicate, while the core elements of the sentence (b) are the subject, predicate, object, and description. The presence of objects and information on sentences (b) are manasuka.
The release of one element of the sentence causes the sentence structure to be imperfect. This kind of sentence is often called an elliptical sentence or a minor sentence. The elliptical sentence generally appears as an answer to a question.
Mother calls father.
Father calls mom.
The two sentences above clearly differ because the word order is different. In sentence a, the one who calls is the mother and the one who is called is the father, whereas in the sentence b that calls the father and the one called the mother.
Alignment
The intended alignment is the use of the form of an affixed word or phrase that has similarities, both in function and form. If that part of the sentence uses an affixed verb, the other part of the sentence must also be used.
3.Group formation ( 40 minutes)
1.The teacher form of students to be a group of every group consist of 6
2 teachers explain the material to be discussed
3. teacher gives questions about problems contained in effective sentences
4, the teacher asks students to look for problems found in the problem
5. you are asked to discuss it
6. each group that has found a problem in the sentence, presents in front of the class
Source :
Riyanto (2009:288)
Riyanto (2009:288)
Jhon Dewey dalam Abidin (2014: 158)
Mustaji (2005:76)
Delisle dalam Abidin (2014: 159)
5.CLASSROOM DISCUSSION
group discussion results The guidance process where students will get the opportunity to contribute their own thoughts in solving common problems.
Discussion learning method is a way of presenting lesson material where the teacher gives the opportunity for students (groups of students) to hold scientific talks to gather opinions, make conclusions, or arrange various alternatives to solve a problem.Based on this understanding, it can be concluded that tutoring services in the form of groups in the form of group discussions are a method or guidance technique that involves a group of people in face-to-face interactions, where in each group member will have the opportunity to contribute their thoughts and share experiences or information for problem solving or decision making.
The Model can be applied in the Classroom Discussion
Numbered Head Together (NHT)
Mind mapping
Jigsaw
Student Teams Achievement divisions (STAD)
Debate (Debat)
Group Investigation
Keliling Kelompok
Two Stay Two Stray ( Dua Tinggal Dua Tamu)
Focus group Discussion
Method : Jigsaw
Material : Analytical expositon
Syntax :
1 .Early Activities (15 minutes)
Pray together before the lesson begin.
Teacher gives warming up to students : Brain exercise
2.Presentation the lesson about “ Analytical expositon “ (30 minutes)
∆.Explain about Definition of Analytical expositon
"Exposition is a text that elaborates the writer‘s idea about the phenomenon surrounding. Its social function is to persuade the reader that the idea is important matter".
∆.Explain Generic Structure of Analytical expositon :
Introducing the topic and indicating the writer’s position
Argument 1: Explaining the argument to support the writer’s position
Argument 2: Explaining the other arguments support the writer’s position more
Reiteration: Restating the writer’s position
Explain the goal / purpose of Analytical Exposition
" To reveal the readers that something is the important case" .
∆.Explain the Features Language Features of Analytical Exposition
Using relational process
Using internal conjunction
Using causal conjunction
Using Simple Present Tense
∆.Giving an Example of Analytical Exposition
A. Is Smoking Good for Us?
Before we are going to smoke, it is better to look at the fact. About 50 thousands people die every year in Britain as direct result of smoking. This is seven times as many as die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking.
Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six times more likely to die of lung cancer than a non smoker. If we smoke twenty cigarettes a day, the risk is nineteen greater. Ninety five percent of people who suffer of bronchitis are people who are smoking. Smokers are two and half times more likely to die of heart disease than non smokers.
Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non smoker breathes as much as substance causing cancer as if he had smoked fifteen cigarettes.
Smoking is really good for tobacco companies because they do make much money from smoking habit. Smoking however is not good for every body else.
3. Group formation (45 minutes)
The teacher forms students into groups,
Each group has 4 people.
Each student in the team is given a different material section.
Each student in the team is given the material on assignment.
Members from different teams meet with new groups that have the same material.
Then students discuss the material they get
Then each group presented the results of their discussion in front of the class.
Other groups pay attention and give opinions about presenter material
The teacher gives supervision and evaluation to each group.
The presenter group closed the discussion session.
Source :
Moh. Uzer Usman (2005:94),
Suryosubroto (1997),
Sudrajat (2008:1)
Elliot Aronson
John Hopkins (Arends, 2001:78)
Dr. Nanang Hanafiah,M.M.Pd.
