HARIS ISMAIL TUGAS TAP

 

 

NAMA : HARIS ISMAIL

NIM : 031052192

PROGRAM STUDI : 58/Pendidikan Bahasa Inggris

UPBJJ-UT : 85/ GORONTALO

 

Questions:

 

1. Analyzing the problems of the teaching and learning process carried out by Mrs. Mari in terms of:

1. integration of language components such as grammar and language skills that he was trying to develop.
2. classroom management during the teaching process.

Explain your answer by referring to teaching and learning activities.

 

a.       By analyzing the learning provided by Mari Jadi's mother, both parties involved in the communication - must be equally have skills, in terms of learning the main language of the English language given which allows learners to have adequate opportunities to develop language and demonstrate in language activities, both productive and receptive activities accordingly with real situations , not artificial situations , which are out of context optimally so that each communication goal is easily achieved. In an effort to improve

The quality of educational resources, teachers are a component of human resources that must increase resources in terms of applying learning to their learners. The potential of the teacher's resources needs to continue to grow and develop in order to perform its functions potentially. especially English teachers will be the importance of teaching English Grammar clearly. Although we use the Communicative Language Teaching approach, we must teach explicit English grammar to our students. Why? Because here, we do not get enough exposure or real examples in the use of English, especially those using the correct grammar. A teacher must know the characteristics of his students. Use the right way of teaching, according to their age and ability. Do not be forced to use only one approach, teachers should be creative in combining several approaches when teaching.

However, Mari's mother developed language skills in English, namely 4 language skills. These 4 language skills give students the opportunity to be able to create the right context in an exchange of information. Mastering 4 language skills will also increase one's confidence. Listening (listening) and reading are receptive abilities (accepting understanding) because one does not need to produce language. Both of these language skills put a person to be able to accept and understand the language. This skill is a passive skill. Conversely, language skills that are neither receptive are productive language skills, namely speaking and writing because a person produces language. These two skills are active skills.

b.      Class management during Mrs. Mari's teaching, Good classing determines the quality of teaching and learning activities. If the quality of learning and teaching is good, then learners will also get a good level of understanding. But in this case, Mrs. Mari is less concerned about her class management well so that there are still many students who are noisy and shouting so that they can interfere with the activities of this other class because the students who sit at the back and corner will have difficulty looking at the teacher, because it is closed with other students. Students also need enough space for them to place their books and stationery. So that when they need something, they can easily find it. For example, when students need an eraser. They don't need to be confused looking for it, because they have enough places to put the eraser on the table.

Mom let's not anticipate the condition of the class. Mari's mother should condition all students both physically and psychically, including students who are late in the classroom. Before students are completely ready do not start teaching. There are times when we enter class, the atmosphere of the class is very rowdy or children walk to and fro from their seats. As educators we should not tolerate this.

Set the rules firmly but 'friendly' When there are students committing violations, we must be firm in giving consequences, in accordance with the agreed rules. Make sure students stay focused Some students may not focus on the material we provide. There are many reasons why students can not focus on the lesson, it can be because of sleepiness, boredom, tired, and other causes. As educators we must have many ways to keep students focused on paying attention while learning.

Serious but relaxed Start teaching seriously. When it has succeeded in herding students in such an atmosphere, set the rhythm of learning to be relaxed and then serious again, and so on. If serious only students will be sleepy or bored following lessons. Therefore, it is also necessary to intersperse learning interspersed with homor and intermezo as a refresher for students. There are times when we invite students to be serious in paying attention and following lessons, but there is no harm also if we invite students to laugh with fresh humor. Things that are humorous can be given to students in the form of stories, facial expressions, singing funny songs, and other humorous things that dilute the atmosphere.

 

2.      Do you think that the teaching strategies implemented by Ms. Mari effective to develop the communicative competence of a language? Argue your answer by referring to the teaching learning process and to the communicative competence

I think the teaching strategy implemented by Mrs. Mari is indeed communicative. She at the level of her structure exists, its functional exists, and its intrumental, but Marry's mother lacks understanding of management in the teaching process in her field. Because class management is also important, as I have explained in the answer to question number one above. Because there is an approach so that students have the competence to function the language is the application of a communicative competency approach. Because the communicative competency approach that has a mission to restore the essence of language function, namely language as a function of communication.

3.      What skills and what components of language are evaluated in the teaching and learning process implemented by Ms. Mari? Please support your answer by referring to the case of teaching-learning process and cite the activities if necessary.

 

In this case, evaluation is a process of measuring and assessing as a follow-up effort to find out the success or failure of the learning process or can also be interpreted as a process of collecting and interpreting information to assess decisions made in designing a teaching system at a certain level or educational institution. And evaluation is also a process to find out / test whether a learning activity process has been in accordance with the goals or criteria that have been determined. While learning evaluation is an activity in the form of measurement and assessment (assessment), processing and interpretation to make decisions about the level of learning outcomes that have been achieved by students or learners after doing learning activities in the classroom in an effort to achieve learning goals that have been set before.

The skills and language components that Mari's mother has explored are students who understand comparative and superlative degrees and their students have understood the lesson.

"He explained everything in Indonesian. He said that there are three types of comparisons: positive degrees, comparative degrees, and superlative titles. To form sentences with positive degrees, the students add as... for adjectives. To create a comparative degree, the students added... er to adjectives one syllable and two syllables ending with -er and -y, and add rather. For three or more of the three adjective syllables, comparative levels are formed by adding more... than. Superlative titles are formed by adding ... est for adjectives one syllable and two syllables ending with -er and -y. For three or more of the three adjective syllables, a superlative title is formed by adding the most before the adjective. He also explained irregular adjective comparisons such as good, bad, and few.

Mother Let's write examples of sentences like the following.

 

Comparative Degree Positive Degree Superlative Degree

Adi is as smart as Arman. Adi is smarter than Anton. Abas is the smartest child in the world.

class.

Dodi is as happy as Dino. Dino is happier than Dedy. Eddy is the happiest now.

Maria is as beautiful as Ita. Maria is more beautiful than Tia. Mary is the most beautiful person in the world.

Family.

Andi's score in Mathematics is Andi's score in Mathematics is better Maria's score in Mathematics is the best

As good as Marla. from Sarah. in class".

 

4.      Write an RPP focusing on the integration of the language components and the language skills. Your RPP should consist of the warming up activity, the main activity, and the closing activity.

 

 

 

RENCANA PELAKSANAAN PEMBELAJARAN ( R P P )

 

Satuan Pendidikan        : SMP SATAP 5 MOOTILANGO GORONTALO

Mata Pelajaran              : Bahasa Inggris

Kelas / Semester            :  VIII (Delapan) / 1

Materi                            : Asking and Stating Ability and Willingness

Alokasi Waktu               : 2 x 40 menit (1 pertemuan)

 

A.    KOMPETENSI INTI (KI)

KI-1: Respecting and living the teachings of the religion he embraced

KI-2: Respect and live honest behavior, discipline, responsibility, caring (tolerance, mutual cooperation), politeness, confidence, in interacting effectively with the social and natural environment within the reach of association and its existence.

KI-3: Understanding and applying knowledge (factual, conceptual, and procedural) based on his curiosity about science, technology, art, culture related to phenomena and visible events of the eye.

KI-4: Cultivating, studying, and reasoning in concrete realms (using, parsing, arranging, modifying, and creating) and abstract realms (writing, reading, counting, drawing, and making up) according to those studied in school and other sources in the same point of view/theory

B.     KOMPETENSI DASAR (KD)

     3.2 Apply text structures and linguistic elements to carry out social functions expressing and inquiring about the ability and willingness to perform an action, in accordance with the context of its use.

4.2 Compose oral and written texts to express and inquire about the ability and willingness to perform an action, taking into account social functions, text structure, and elements of language that are correct and context-appropriate.

C.     INDIKATOR PENCAPAIAN KOMPETENSI

3.2.1 Learners can identify the phrases used to express and inquire about the ability to perform an action that is in the pdf file book on telegram.

3.2.2 Learners can identify the phrase used to state and ask the willingness to do something that is in the pdf file book on telegram

3.2.3 Learners can identify expressions to respond to expressions expressed and ask the ability to do something that is in the pdf book file on telegram

3.2.4 Learners can identify expressions to respond to expressions stating and asking for the willingness to do something that is in the pdf file book on telegram

4.2.1 Learners can use phrases stating and asking about the ability and willingness to do things orally in a live chat / video on telegram

4.2.2 Learners can make expressions stating and asking about the ability and willingness to do things in writing in a live chat / video on telegram

4.2.3 Learners may use expressions responding to questions and statements of ability and willingness to do things both orally and in writing in a live chat / video on telegram.

D.    TUJUAN PEMBELAJARAN

After participating in this learning activity, it is expected that students will be able to: 3.2.1.1 Identify the phrases used to express and ask about the ability (capability) to perform something that is in the pdf file book on telegram

3.2.2.1 Identify the phrase used to express and ask the willingness to do something.

3.2.3.1 Identify expressions to respond to expressions expressing and asking about the ability to do things.

3.2.4.1 Identify expressions to respond to expressions expressing and asking for willingness to do something.

4.2.1.1 Using the phrase express and asking about the ability (capability) and willingness (willingness) to do something orally.

4.2.2.1 Make a phrase to state and ask the ability (capability) and willingness (willingness) to do something in writing.

4.2.3.1 Using expressions responding to questions and statements of ability (capability) and willingness (willingness) to do something both orally and in writing.

 

E.     MATERI PEMBELAJARAN

·         Subject Matter:

1)       Stating Capability

Capability means the ability /ability to do /do something. To express ability or capability in English, we can use the capital "can, could, or be able" which means "can/can"

Can

Can can be used to express capabilities in the form of present tense/ present.

General pattern: S+Can +V1

Be able to

This form can also be used to express capabilities. Be(am, is, are/was, were) can be used both present tense and past tense. General pattern: S+be able to + V1

2)       Stating willingness

Willingness means willingness, willingness to do something. To state that we can use capital –will/would. Which means it will/want/is ready. Will and would have something in common. The difference is that Will is used for the present tense (Now) and would for the past tense.

Common patterns:

S + Will/would + V1 (+)

S + Will/Would + not + V1

(-) Will/would + S + V1? (?)

·         Social Functions:

Demonstrate a personal attitude about the ability and willingness of yourself and others to perform an action.

·         The text structure of the conversation that uses the phrases ability and willingness, namely:

- opening

- content/sustaining

- closing

·         Language Elements:

- Modal auxiliary verbs : can, will

Vocabulary related to daily activities and actions in the home, classroom, school, and community environment.

- Proper use of singular and plural nominals, with or without a, the, this, those, my, their, etc. appropriately in nominal terms.

- Speech, word pressure, intonation

- Spelling and punctuation

- Handwriting

F.      MEDIA ALAT DAN SUMBER BELAJAR

1) Media / Tools

·         Pictures, laptop, Mobile Phone

2) Learning Resources

·         Teacher's Book and Class VIII English Student Book, When English Rings a    Bell, Ministry of Education and Culture, Jakarta: 2014

·         Pdf file book on the material "Asking and Stating Ability and Willingness"

·         Power point tutorial about "Asking and Stating Ability and Willingness"

G.    METODE PEMBELAJARAN : Project Based Learning

H.    LANGKAH – LANGKAH PEMBELAJARAN.

1St MEETING ( Pertemuan pertama)

	Activity Description (Deskripsi Kegiatan)	KDP (PPK)	Time (waktu)
Preliminary Activities	- Teachers greet in live videos and invite students to start activities by praying, and checking the presence of students through @votebot on telegram or asking students to fill out an online attendance list on google form bit.ly/DaftarHadir_Kelasnya_BuLusi - The teacher conveys about the learning objectives or basic competencies to be achieved and conveys the assessment that will be done through chat on telegram - Teachers convey the scope of materials and descriptions of activities to be taught through chat on telegram		10 Minute
Core Activities Orientation of learners on the problem	Observing (ICT Integration) - Learners listen to and imitate the teacher's remarks about capability expressions and their responses in pdf file books uploaded on telegram - In pairs, learners use role training by using capability expressions and their responses by using the correct intonation and pronunciation in live videos on telegram - Learners identify direct sentences that use expressions expressing the ability / capability to complete the sentences in the pdf file book	Collaborate Creative Curiosity	20 minutes
Organize Guiding research	Guiding research Menanya (critical thinking and problem solving) With the guidance of teachers, students are motivated to ask questions about social functions, text structures and elements of language expressions expressing and asking the ability to do things (asking and stating capability) in chats on telegrams.	Critical thinking	10 minutes
Guiding research Organize	Exploring (critical thinking and problem solving) - Learners interview classmates using phrases asking for capabilities and completing tables available on worksheets in pdf file books - In groups, learners make sentences about capability based on data from interviews with classmates	Critical thinking	20 minutes
Developing and presenting the work	Associate Group representative learners present group results with other groups and correct each other's errors in live chat / video on telegram	Creative Cooperation Critical thinking	10 minutes
Analyze and evaluate problem-solving processes	Communicate - Group representative learners present their revised group results in a live video on telegram. - Learners with teachers give feedback on the presentation of representatives of other groups in chats on telegram.	Communicative Creative	10 minutes
Closing Activities	- Teachers and learners together make conclusions and reflections on the material that has been studied at this meeting through chat on telegram. - The teacher explains the plan of upcoming learning activities through chat on telegram. - Teacher closes the activity with greetings mealui live video on telegram	Religious	5 minutes
Mengetahui ,                                                                     Mootilango Gorontalo 26/05/202  Kepala SMP 5 SATAP Mootilango                                             Guru Mapel     Mariani Bagoe, S.pd, M.pd                                                          Haris Ismail

 

 

 

 

 

 

 

 

Asli

Walaupun kita menggunakan pendekatan Communicative Language Teaching, kita harus mengajarkan tata bahasa Bahasa Inggris secara explicit kepada anak didik kita.