RPP Bahasa Daerah (jawa) kelas VIII

Pendekatan CTL / pakem dan life skill dengan metode Tanya Jawab dan pemberian tugas.
Tujuan Pembelajaran
1. Dengan berlatih menulis aksara jawa siswa dapat menulis panjingan La dan Wa
2. Dengan berlatih menulis aksara siswa dapat menulis angkara Pa cerek dan Nga lelet
3. Dengan berlatih menulis jawa siswa dapat menulis sandhangan wyanjana.
4. Dengan berlatih menulis jawa siswa dapat menulis kata / kalimat yang mengandung panjingan La dan Wa
5. Dengan berlatih siswa dapat menulis kata / kalimat yang mengandung Pa cerek lan Nga lelet.
6. Dengan berlatih siswa dapat menulis kata / kalimat yang mengandung sandangan wyanjana.

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atau dibawah ini
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RPP Bahasa Daerah (jawa) kelas VIII

PTK matematika SMK / SMP

A. Latar Belakang
Kesadaran masyarakat akan pentingnya pendidikan semakin kelihatan nyata. Dengan kesadaran ini, pemerintah dan masyarakat, terutama pendidik, mencurahkan sebagian besar tenaga, dana dan pikirannya untuk meningkatkan mutu pendidikan. Misalnya melakukan perubahan kurikulum, perubahan teknik pengajaran dan penyelenggaraan kerja sama antara lembaga pendidikan dengan lembaga lain (Kadir dan Ma’sum, 1982, 1991-1992). Untuk meningkatkan mutu pendidikan, pemerintah telah melakukan berbagai upaya antara lain, (1) meningkatkan kualitas guru SLTP/MTs dari lulusan D1 dan D2 menjadi lulusan S1 penyetaraan, (2) menerbitkan suplemen kurikulum SLTP/MTs 1994 yang berisi tentang materi pelajaran mana yang masih tetap diajarkan pada kelas-kelas tertentu dan materi mana yang tidak perlu lagi diajarkan serta materi yang wajib diajarkan (Depdikbud, 1999:5), (3) mendirikan sekolah-sekolah baru, dan (4) meningkatkan perbaikan proses belajar mengajar dan hasil belajar melalui pelatihan-pelatihan guru SD, SLTP, dan SMU.
Matematika merupakan salah satu pelajaran yang diberikan sejak dari tingkat Sekolah Dasar (SD) sampai Perguruan Tinggi (PT). Pada umumnya matematika dirasakan lebih sulit untuk dipahami daripada ilmu-ilmu lainnya. Salah satu penyebabnya adalah tidak adanya kesesuaian antara kemampuan siswa dengan cara penyajian materi sehingga matematika dirasakan sebagai pelajaran yang sulit untuk diterima. Menurut garis-garis Besar program Pengajaran (GBPP) Sekolah Menengah Pertama (SMP) atau Madrasah Tsanawiyah (MTs) kurikulum 1994 dengan suplemen 1999, pada pokok bahasan Teorema Pythagoras yang berbunyi: “Kuadrat ukuran hipotenusa dari segitiga siku-siku sama dengan jumlah kuadrat ukuran sisi-siku-sikunya”, merupakan pokok bahasan yang diberikanpada siswa SMP/MTs kelas II. Seorang guru harus dapat menentukan strategi pengajaran yang sesuai dengan kemampuan siswanya sehingga mudah dipahami. Secara khusus ada sebagian masyarakat sekolah yang memprihatinkan pengajaran matematika tidak hanya diperlukan oleh orang yang terjun dalam dunia pendidikan, tetapi juga diperlukan oleh orang yang terjun di bidang lain, menurut Mardiati Busono (1988:5). Melalui proses belajar matematika, mempelajari dan menerapkan ke dalam situasi baru, misalnya dengan menyelesaikan masalah baik dalam matematika sendiri, dalam ilmu lain maupun dalam kehidupan sehari-hari.

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http://docs.google.com/View?id=d2n2fxh_6gmpnfhg2

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PTK matematika SMK / SMP

The Benefits of the Study

This study gives some contributions for the improvement of the English language teaching and learning. The benefits are: It enables teachers to get information and to select a suitable technique in teaching vocabulary at Elementary Schools. It is an important thing for the teacher to develop the technique in their classroom in order to make the students interested in the subject. It enables other researcher to get reference about the implementation of Contextual Teaching and Learning in improving students' vocabulary mastery. It gives inputs to school about a suitable method in teaching vocabulary. The result of this study is expected to give more information about Contextual Teaching and Learning so that it can be applied in SD It gives spirit and knowledge for students that learning English can be fun and interesting. The students will not feel to be forced in learning English but they will feel happy to learn since they are put in an enjoyable situation. Contextual Teaching and Learning stimulates the students to work in teams. They try to cooperate with other students to practice the language together. Students are expected to have a good improvement in vocabulary mastery.

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The Benefits of the Study

Teaching English as a foreign language in Indonesian elementary school

teaching English as a foreign language in Indonesian elementary school faces many serious challenges. The problems are the students find it difficult to spell, understand the meaning and pronounce English words. Some factors can cause these problems, like: (1) the way English words are written differ from the way the words are pronounced; (2) the rare use of the English language; (3) the lack of understanding of the teacher about who the children are; (4) there is no media used in teaching and learning process; and (5) the method used is not suitable for the students. An appropriate method for teaching English for children is very important because appropriate method determines the result of teaching vocabulary, that is, improving student's vocabulary mastery. There are many methods that are appropriate in teaching English such as task based learning, experiential learning, Contextual Teaching and Learning, etc. Contextual teaching and learning involves students totally in learning process. Students are motivated to be active to study the materials of learning suitable with the topic. CTL emphasizes on the process of students' involvement in order to be able to find the materials they will learn and connect it with the real situation, so it will motivate the students to apply what they learn in their daily lives. Learning in CTL is not just listening and take notes but learning is direct experiencing process. By that experience, it is hoped that students' development can happen; they do not only develop cognitive aspect, but also affective and psychomotor aspects. By using CTL, it is hoped that the students find the learning materials directly (not given by the teacher).

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Teaching English as a foreign language in Indonesian elementary school

Knowledge is constructed by humans

Knowledge is not a set of facts, concepts, or laws waiting to be discovered. It is not something that exists independent of knower. Humans create or construct knowledge as they attempt to bring meaning to their experience. Everything that we know, we have made. Based on this opinion, learning process which focuses on the teacher is no longer suitable. It is because our brain is continuously finding meaning and saving meaningful cases, and learning process has to involve students in finding meaning. Teaching and learning process has to make it possible for the students to understand the meaning of their learning material. Students as the learning subject are the starting point in teaching and learning which measure the success of the teaching learning process. Teaching and learning can be successful when the students can directly feel the advantages of learning materials by experiencing and learning it. There are many other factors supporting teaching and learning process, such as the using of appropriate media, learning materials which support teaching learning process, class management, and teacher's ability and creativity in developing and managing learning process optimally. When the teaching and learning process takes place, problems would appear to the teacher. They have problems of how to teach them in order to gain satisfying result. The teacher should prepare and find out the appropriate techniques which are implemented to the students. A good teacher should prepare himself or herself with various and up-to-date techniques and mastering the material in order to be understood by students, and make children interested and happy in teaching and learning process in the classroom. The teachers should concern that teaching vocabulary is something new and different from student's native language. They have to take into account that teaching English for young learners is different from adults. The teachers have to know the characteristics of young learners. The teachers need to prepare good techniques and a suitable material in order to gain the target of language teaching to the children. Unlike adults who can learn formally in the classroom by following and attending teachers' explanation in the classroom, children tend to learn things by playing. For children, things are easy to learn when they are totally in their context. Children will learn something more meaningfully and interestingly when they can relate these things with their needs and personal experience. Students learn best by actively constructing their own understanding. http://kumpulanptk.blogspot.com/

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Knowledge is constructed by humans

Background of the Study

In recent year, English as a foreign language has been learned by Indonesian learners since they were in Elementary School. At the elementary school, English is taught as local content subject. The importance of English as the key to the international communication and commerce makes it compulsory subject for students from the Junior High School up to the Senior High School.

English vocabulary is one of the elements in teaching English at the elementary school. Vocabulary is the basic competence that must be reached by students in order to get other competencies like reading, writing, listening, and speaking. It is difficult to master the other competences without mastering and understanding the vocabulary. Rivers in Nunan (1991: 117) argues that the acquisition of an adequate vocabulary is essential for successful second language use because without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication. In the field of education, including English education in Indonesia, our education is still dominated by the view that knowledge is a set of facts which have to be memorized. Teaching learning process focuses on teacher as prominent source of knowledge. As a result, students have problems to understand academic concepts as what they usually get is
something abstract and lecture method. Many students can serve good level of memorization of teaching material but in the end of teaching learning process they actually do not understand it at all. Actually memorization of teaching materials lasts for a short time in their memory and knowledge is not sets of facts which have to be memorized.

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Background of the Study

Writing Recount Text By Using Sequence Pictures

Enhancing the Competence of Writing Recount Text By Using Sequence Pictures (A Classroom Action Research on the Eighth Year Students of MTs Sunan Kalijaga Siwuluh Brebes in Academic Year 2010/2011).

The use of Sequence Pictures, Students' Writing Recount Text This classroom action research (CAR) is intended to improve the eighth year students' competence writing recount text at SMK Kosgoro Nganjuk in the 2010/2011 Academic Year by using sequence pictures. This CAR consists of three cycles, in which each cycle covers four main stages including: the planning of the action, the implementation of the action, classroom observation and reflection. Meanwhile, the supporting data are taken observation. The subject of this research is class X SMK Kosgoro Nganjuk. In order to know the students' competence writing recount text, the result of each test is analyzed.

The students' participation during the teaching and learning process is gained from result of observation. The result of the average score of the writing test in the first cycle is M=63.75 and second cycle is M=69,5 that is classified in the fair category. This result doesn't achieved the target average score in this research that is M>70. Besides, based on the classroom observation that is done in the first and the second cycle, it was found that the students' involvement in the process of writing recount text is 72.5% and 80%. Therefore, the actions are proceeded to the third cycle by revising the first and the second action cycle such as: optimalizing the students' participation in the process of activities, giving enough vocabularies and some information related to the text and the way to write recount text. The results of the average score of the writing test in the third cycle is better M=73.25 that is classified in the good category. Besides, the students' involvement in the writing process improved from 72.5% in the first cycle up to 87.5% in the third cycle.

It means that both the students' writing test and the students' involvement in the writing process improved in the third cycle and fulfilled the target of this research. Based on the results, it can be concluded that the using sequence pictures can improve students' writing recount text. Then it is suggested to the English teacher to apply sequence pictures as the alternative media of English teaching media, especially in teaching writing recount text. This is expected to facilitate and to help the students collaborate and share knowledge and experiences with their peers to solve the writing recount text problems.

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Writing Recount Text By Using Sequence Pictures

PROSEDUR PENENTUAN PESERTA PLPG SERTIFIKASI GURU DALAM JABATAN TAHUN 2011

PROSEDUR PENENTUAN PESERTA PLPG SERTIFIKASI GURU DALAM JABATAN TAHUN 2011

Seperti yang telah dijelaskan sebelumnya, bahwa penyelenggaraan sertifikasi guru dalam jabatan tahun 2011 dibagi dalam 3 (tiga) pola sebagai berikut:

1. Penilaian Portofolio (PF)
2. Pemberian Sertifikat Pendidik secara Langsung (PSPL)
3. Pendidikan dan Latihan Profesi Guru (PLPG)

Adapun alur pola sertifikasi guru dalam jabatan tahun 2011 adalah sebagai berikut:

1. Guru dalam jabatan yang memenuhi persyaratan sebagai peserta sertifikasi guru pertama kali harus melakukan penilaian terhadap kesiapan dirinya dalam mengikuti uji kompetensi melalui penilaian portofolio untuk mendapatkan sertifikat pendidik. Kesiapan yang dimaksud adalah: (1) ketersediaan dan kelengkapan dokumen portofolio yang dimilikinya, (2) telah melakukan penilaian sendiri terhadap dokumen portofolio yang dimilikinya, dan (3) memiliki kesiapan diri untuk mengikuti tes awal.

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PROSEDUR PENENTUAN PESERTA PLPG SERTIFIKASI GURU DALAM JABATAN TAHUN 2011