Four Competencies

Four competencies that must be owned by a teacher are:
a. Pedagogic competence is the ability of teachers in managing learning, for example a teacher should have an understanding or insight into the educational foundation and understanding of learners to the development of curriculum / syllabus and learning design so as to carry out an educational and dialogical learning. Besides, teachers should also be able to make use of learning technologies appropriately so as to evaluate the process and learning outcomes and developing students to actualize their potential range is able to ensure an optimal.
b. Competence personality where a teacher is obliged to have a noble character, capable of being wise and prudent, steady, dignified, stable, mature, and honest. It also could be a role model for students and the community and can develop themselves independently and sustainable which can objectively evaluate their own performance.
c. Social competence is the ability of teachers as part of the community, such as teachers must have the ability to communicate both verbally, written, and / or signal by using information and communication technologies are functional. Also a teacher must also interact effectively with students, fellow educators, staff, leadership education units, parents / guardians of students, which mingle with the surrounding community in a dignified manner with due regard for the norms and value systems that apply, and apply the principles principles of brotherhood and the spirit of togetherness.
d. Professional competence is the ability to master knowledge of teachers in science, technology, and / or mastery of the art as a teacher in the subject matter is broad and deep program content according to standard education units and control concepts and methods of scientific disciplines, technologies, or the art relevant that is conceptually coherent with shade or educational unit courses, subjects, and / or groups of subjects taught.

Cooperative learning : Jigsaw

COOPERATIVE LEARNING (JIGSAW) TO LEARN READING AND SPEAKING SKILL

Cooperative Learning is part of a group of teaching/learning techniques where students interact with each other to acquire and practise the elements of a subject matter and to meet common learning goals. It is much more than just putting students into groups and hoping for the best. Cooperative Learning is a very formal way of structuring activities in a learning environment that includes specific elements intended to increase the potential for rich and deep learning by the participants. One technique of cooperative learning is a jigsaw. Jigsaw was first developed and tested by Elliot Aronson and friends at the University of Texas, and later adapted by Slavin and friends at the Johns Hopkins University (Arends, 2001). Jigsaw teaching technique developed by Aronson as a method of Cooperative Learning. This technique can be used in teaching reading, writing, listening, or speaking. In this technique, the teacher noticed schemata or background experience of students and help students to activate schemata is that the material becomes more meaningful lessons. In addition, students work together with fellow students in an atmosphere of mutual help and have many opportunities to process information and improve communication skills. Jigsaw cooperative learning type is a type of cooperative learning that consists of several members in one group responsible for the mastery of the learning materials and be able to teach the material to other members in his group (Arends, 1997). Jigsaw cooperative learning model type is a model of cooperative learning where students learn in small groups consisting of 4-6 people work together in heterogeneous and positive interdependence, and responsible for the completeness of the subject matter must be studied and deliver such materials to members of the group Other (Arends, 1997). Jigsaw is designed to enhance students’ sense of responsibility towards their own learning and the learning of others. Students not only learn the assigned material, but they also must be ready to give and teach the material in the other group members. Thus, students are dependent on each other and must work together cooperatively to learn the material assigned.
The members of different teams with the same topic meet for discussions (expert team) help each other about the learning topic assigned to them. Then the students return to the team / group home to explain to other group members about what they have learned earlier in the meeting of the expert team. In type Jigsaw cooperative learning model, there are groups of origin and expert groups. Group of students from the stem group consisting of students with the ability, origin, and family backgrounds are diverse. Home group is a combination of several experts. The expert group is a group of students consisting of members from different groups are assigned to study and explore specific topics and completing tasks associated with the topic for later explained to members of the group home.
1. The steps in the application of the Jigsaw technique in learn reading skill is as follows:
a. The teacher divides a class into several groups, with each group consisting of 4-6 students with different abilities. This group is called the origin. Number of members in a home group match the amount of the subject matter will be studied students according to learning objectives to be achieved. In this type of Jigsaw, each student was given the task of studying one part of the learning materials. All students with the same learning materials learn together in groups called expert groups (Counterpart Group / CG). In expert groups, students discuss the same learning materials, such as retelling a story with its own language and to develop a plan of how to convey to his friend when returning to the home group. Origin of this group by Aronson called the Jigsaw (sawtooth). Suppose a class by the number of 40 students and learning materials that will be achieved in accordance with the purpose of learning consists of 5 parts of learning material, then from the 40 students there will be a five-member expert group 8 students and 8 home group consisting of 5 students. Each member of the expert group will return to the home group to provide information that has been acquired or learned in the expert group. The teacher facilitates discussion groups that exist both in the expert group or home group.
b. After the students discuss in groups of experts or a group home, then made a presentation of each group or do draw one group to present the results of group discussions that have been done so that teachers can make the perception of the learning materials that have been discussed.
c. The teacher gives a quiz for students on an individual basis related to the discourse that has been given previously.
d. The teacher gave the award to the group through the award scores based on the acquisition value of the increase results from the scores of individual learning base to score the next quiz.
e. Note that if using a jigsaw to learn new material it is necessary to prepare a guide and fill material and coherent enough so that learning objectives can be achieved.

2. The steps in the application of the Jigsaw technique in speaking skill are as follows:
a. Classes are divided into four large groups (80-10 students per group).
b. Each member of the group at the request forward to the front of the class.
c. Students are given a sheet containing the drawings, and given a few questions:
Teacher : OK, what can you see on your worksheet?
Student : Pictures
Teacher : How many pictures are there?
Student: Four
Teacher: What is picture number one?
Student: A bread shop.
d. Students are required to register anything that can be bought from shops in the picture. Teachers provide the name of the goods that may be sold in the stores. Students are asked to add their own.
e. Presentation by some students.
Student 1: In a bread shop We can buy hamburgers, bread rolls, ….
Student 2: In a chemist We Can Buy Toothpaste, headache tablets, …
f. After the presentation, the authors invite one student to be invited to dialogue:
Teacher: Hello Aldi!
Student: Hello Mr. Bambang!
Teacher: Aldi, do you know a bread shop?
Student: Yes, I know.
Teacher: What can you buy in a bread shop?
Student: I can buy .. uh .. humburgers, bread rolls, sliced bread, etc.
Teacher: OK, thank you Aldi.
Student: You’re welcome.
g. Invite one group to make the same dialogue, as a model. After seeing these examples, students are asked to make the dialogue as an example by making use of pictures and a list of items can be purchased.
h. Students demonstrate the dialogue with the group practice.
i. The author traveled to ensure that students betulbetul dialogue in English practice.
j. Students who appear first select the group that finished berikutnya.Setiap couples be given credit in the form of applause.

The strength of cooperative learning to learn speaking skill in jigsaw technique is the wide range of positive outcomes that have been found in the research. The research demonstrates that when the classroom is structured in a way that allows students to work cooperatively on learning tasks, students benefit academically as well as socially and easy to implement. Teachers need minimal training to use these techniques. The widespread and growing use of cooperative learning techniques demonstrates that, in addition to their effectiveness, they are practical and attractive to teachers. While a weakness of Cooperative Learning in jigsaw technique to learn speaking skill is that students do not learn equally. Many believe that combining gifted students with lower achievers does not sufficiently challenge gifted students. When a teacher implements it in an ineffective manner. Despite the strong interest in cooperative learning, many practitioners are not implementing the concept effectively. So they just use it from time to time. It’s not seen as a big-deal innovation anymore. In some ways that undermines both the quality of implementation and the likelihood that people really understand what they’re doing.
The strength of cooperative learning to learn reading skill in jigsaw technique Helps foster mutual responsibility. Supported by research as an effective technique. Students learn to be patient, less critical and more compassionate. While a weakness of Cooperative Learning in jigsaw technique to learn reading skill ome students don’t work well this way. Loners find it hard to share answers. Aggressive students try to take over. Bright students tend to act superior.

Keuntungan penggunaan media pembelajaran

Mengemukakan keuntungan penggunaan media dalam pembelajaran adalah:
1) Membangkitakan ide-ide atau gagasan-gagasan yang bersifat konseptual, sehingga mengurang kesalahpahaman siswa dalam mempelajarinya.
2) Meningkatkan minat siswa untuk materi pelajaran.
3) Memberikan pengalaman-pengalaman nyata yang merangsang aktivitas diri sendiri untuk belajar.
4) Dapat mengembangkan jalan pikiran yang berkelanjutan.
5) Menyediakan pengalaman-pengalaman yang tidak mudah didapat melalui materi-materi yang lain dan menjadikan proses belajar mendalam dan beragam.Sehingga pembuatan media pembelajaran diperlukan untuk proses pelaksanaan pembelajaran dan proses berpikir siswa.

Choosing a Suitable Text

How to Choose a Suitable Text/Book

• The topic is interesting

• A text that you can read and understand on your own

• A text that you can read with a partner

• A text that someone older can read to you so that you can understand it.

• A text you are interested in reading

• A text you are reading for a specific purpose

• A text by an author you like

• It’s part of a series

• It’s a book that the teacher has read during read aloud or shared reading

• It’s a text where you can get information from the pictures

example of lesson plan

LESSON PLAN

School : SMA NGURAH RAI
Subject : English
Class/Semester : X/II
Skill : Listening
Standard Competence : Understand the meaning in transactional and interpersonal conversation in the context of everyday life.
Basic Competence : Responding meaning in conversational and interpersonal transactional official and unofficial accurately, smoothly and appreciate the use of simple spoken language diversity in the various contexts of everyday life; praised and congratulated.
Indicators : – Respond the meaning of speech act praised.
- Respond the meaning of speech act congratulate
Time Allotment : : 2 x 40 minute

A. Learning Objective :
1. Students can respond to the meaning, praised the speech act.
2. Students can respond to the meaning, speech act congratulate
B. Learning Material :
1. Complementing Response:
 I (really) like your… – Thanks
 That’s a nice jacket! – Thank you
 You’re great! – Thanks for saying that
 I think you’re very talented! – Really!
 You’re wonderful on…
 Nice work!
 You are great!

2. Congratulating Response:
 Congratulations! – Thanks
 Congratulations on your success! – Thank you
 Happy birth day! – Thank for saying that
 Happy Lebaran Day/Happy Ied! – The same to you
 Merry Christmas!
 Happy New Year!
 Happy Valentine!
C. Learning Method/Technique :
1. Questioning and dialogue.
2. Cooperative Learning
D. Learning Steps/Procedure :
1. Meeting1
Introduction:
 Teacher attendance learners to get to know more.
 Teachers explained speech acts in discourse transactional / interpersonal praise.
 Teachers expressed SK, SD and indicators to be achieved at this meeting
Core Activities
 Teacher divides students into several groups
 Learners listen to a dialogue from a radio tape containing the speech act praise.
 Explaining the words used to praise the speech act “you look slimmer.”
 Learners respond dialogue conversation tape is heard while the teacher directed.
End Activity
 Students conclude the learning materials with teacher guidance
 Teachers give homework to students (follow up)
2. Meeting 2
Introduction
 Teacher attendance Learners to get to know more.
 Teachers explained speech acts in discourse transasional / interpersonal congratulated.
 Teachers expressed SK, SD and indicators to be achieved at this meeting
Core Activities
 Teacher divides students into several groups
 Learners listen to a dialogue from a radio tape containing the speech act congratulate
 Explaining the words used in speech act congratulated.
 Learners respond dialogue conversation tape is heard while the teacher directed.
End activity
 Students conclude the learning materials with teacher guidance
 Teachers give homework to students (follow up)
E. Learning Source, Media :
1. Modul bahasa Inggris by: Andrian
2. Kaset dan buku pegangan guru Kelas X Platinum page 195
3. Link to the world kelas X, Yudistira, F.A Suprapto dkk, Hal 20
F. Evaluation/Asessment :
- Evaluation Technique : Responding to the expression/statement orally
- Instrument Form : Oral question
- Instruments Items :
1. Listen the dialogue carefully from the tape recorder, and then answer the questions!
Elizabeth : Good morning, sir. I am sorry, perhaps I’m late. I’ve caught the traffic jam.
Interviewer : Good morning, that’s all right. I’ll start asking you why do you want to work with us at Camp Elizabeth?
Elizabeth : I love working with children and I’d like to get some experience.
Interviewer : What experience do you have?
Elizabeth : I help with youth club at school. I’ve organized sports.
Interviewer : I see. It’s shown in your resume. You’re great!
Elizabeth : Oh, thank you. I think my qualification is still limited. But
I’ll try to do best if I join at camp.
Interviewer : Well, I am going to recommend you to an art program at the camp. Congratulations.
Elizabeth : I can’t believe this. Thanks, Sir! You just made my day.
Question :
1. What was the first interviewer’s questions?
2. How will Elizabeth do, if she gets the job?
3. Why did Elizabeth feel sorry?
4. Find the Expression of compliment in the dialogue?
5. Find the Expression of congratulation in the dialogue?

2. Listen the dialogue carefully from the tape recorder, and then answer the questions below!

Rony: “Hi, Irfan, how are you?”
Irfan: “I’m fine, thanks. How’s your final exam?”
Rony: “It’s great! I got the best score in every lesson at school”
Irfan: Wow, Nice work! Congratulations on your success!
Rony: “Thank you very much”
Irfan: “You’re welcome. You deserved to get that because you are the diligent boy.

Answer the questions.
1. What do the students talk about?
2. Who does get the best score?
3. Find the Expression of gratitude in the dialogue?
4. Find the Expression of congratulation in the dialogue?
5. Find the Expression of congratulation in the dialogue?

- Assessment guidelines
1. For question no. 1 each correct answer, score 2 x 5 = 10
2. For question no. 2 each correct answer, score 2 x 5 = 10
Score =10 x 10 = 100

Approved by Denpasar,………….
Head Master Subject Teacher

_______________ _________________
NIP/NPK NIP/NPM

TPR – “Total Physical Response”

Have you ever seen students who can’t respond to English when it is spoken at normal speed? TPR trains students to respond quickly and naturally while also teaching vocabulary in a fun, lively lesson. Most often, TPR is used with basic commands. The teacher tells the students to stand up, put their hands in the air, pick up something and give it to another student, sit down, etc. The teacher should say these naturally to see how students respond. By modelling the action and repeating as many times as necessary, the students learn the meaning of the commands.

To make this basic TPR more interesting, Teacher Joe uses some rather funny commands. For example, after telling students to put their left hand in the air, he has them put both hands in the air, then follows up by asking students to put both FEET in the air. The whole sequence is below:

– put your left hand in the air
– put it down
– put your right hand in the air
– put it down
– put both hands in the air
– put them down
– put your left foot in the air
– put it down
– put your right foot in the air
– put it down
– put both feet in the air!

Students try jumping in the air or attempt a handstand on their desks! Another funny sequence of basic TPR is this:

– clap your hands
– clap your hands three times
– clap them five times
– clap your hands 800 times!
– turn around
– turn around twice then clap once
– jump once
– jump seven times
– turn around, jump once and clap twice
– turn three times, jump five times and clap twice!

Students really struggle hard to remember this last one, but if you do it step by step and repeat often, they can do it eventually.

When students have mastered these verbs, you can turn (800 times!) to classroom TPR. Use any verbs that could be used while teaching. Combine the verbs with nouns in lots of interesting ways. Some combinations include “come to the blackboard”, “pick up a piece of chalk”, “give the chalk to me”, “go back to your chair”, “everyone open your books to page 37″, “take out a piece of paper”, “write your name at the top”, “fold your paper”, etc. You can add any verb you want, including some funny once. Ask students to put their paper on their heads or to eat their pens and see how they respond!

When students come to the blackboard, you can have them write all kinds of useful things. They can write words, making this a kind of dictation. You can have them write numbers and let the following students do arithmetic using those numbers. This is a good way to teach “add”, “subtract”, etc. You can even ask them to draw pictures of any vocabulary you want to teach. To add some fun, divide the board into five or six sections so that one student from each row can come to the board. The person who can write or draw the fastest earns one point for his or her row. If you want the entire class to practice, you can have them take out a piece of paper and write with their pens.

When students successfully follow your commands at the blackboard, they are ready for Drawing TPR which Teacher Joe has used successfully with students of all ages and all levels.

Now, when students can easily do basic TPR, classroom TPR, written TPR, and drawing TPR, they are ready for advanced TPR. You can use any process or sequence of events for advanced TPR.