REMEDIAL FINAL TEST OF WRITING 1 (IKIP BUDI UTOMO)

Date  : March 3, 2012 (Regular Class)

1. Write an essay covering three (200) hundreds words.
2. The essay you write should correspond to the following text type: Exposition.
3. Choose one of the following topics you think that corresponds to your mind.

• Educating people in remote area
• Preserving endangered culture in your hometown
• Promoting tourism site in your area as the national potential

The essay should fit the following criteria:

NO	CRITERIA	SCORE
1	Clearness of the Topic Sentence/Main Idea in the paragraph	20
2	Clearness of the Supporting Sentences/Details in each paragraphs	20
3	The Unity: the relevancy of main idea and its supporting information in both paragraph and text	20
4	Grammar	10
5	Content (message/benefit)	20
6	Essay Length	10
TOTAL SCORE		100

1. Create your own writing INDEPENDENTLY, HONESTLY, and THOUGHTFULLY.
2. No “Translator machines”, e.g. Google Translator, or any existing articles are allowed.
3. Any conducts which do not fit those criteria WILL NOT BE CONSIDERED.
4. Submit your writing by commenting on the blog by Thursday, March 8, 2012 no later than 24.00
5. If there are any questions as necessary, please contact me (P. Andika) by text.

Have a good work and Good Luck!

 

Lesson Planning

Structure the Lesson

A language lesson should include a variety of activities that combine different types of language input and output. Learners at all proficiency levels benefit from such variety; research has shown that it is more motivating and is more likely to result in effective language learning.

An effective lesson has five parts:

• Preparation
• Presentation
• Practice
• Evaluation
• Expansion

The five parts of a lesson may all take place in one class session or may extend over multiple sessions, depending on the nature of the topic and the activities.

The lesson plan should outline who will do what in each part of the lesson. The time allotted for preparation, presentation, and evaluation activities should be no more than 8-10 minutes each. Communication practice activities may run a little longer.

 

Guidelines for Communicative, Learner-centered Instruction

These ten guidelines will help you make communicative language teaching and learner-centered instruction part of your own instructional approach.

• Provide appropriate input
• Use language in authentic ways
• Provide context
• Design activities with a purpose
• Use task-based activities
• Encourage collaboration
• Use an integrated approach
• Address grammar consciously
• Adjust feedback/error correction to the situation
• Include awareness of cultural aspects of language use

 

Models of Language Teaching and Learning

Language instructors at the basic, middle, or in the university level are often in one of three situations:

• They are language instructors with experience teaching in their countries of origin, but little or no training in the teaching approaches commonly used.
• They are professionals in other fields who are native speakers of the language, but are not trained as teachers.
• They are graduate students who have extensive knowledge of language, literature, and culture, but are not trained as language teachers.

These instructors often must begin their work in the classroom with little or no guidance to help them appreciate which methods work, how, and why. In response, they may fall back on an outdated model for understanding language teaching and language learning.

Older model: Language learning is a product of transmission. Teacher transmits knowledge. Learner is recipient.

 

Australian Government funded scholarships for Postgraduate Students from Indonesia 2012

Study Subject(s): Various
Course Level: Postgraduate
Scholarship Provider: Australian Government
Scholarship can be taken at: Australia

Eligibility:
-Be an Indonesian citizen and not have permanent residence in Australia or New Zealand;
-Not be married or engaged to a person who is eligible to hold Australian or New Zealand citizenship or permanent residence status, at any stage of application, selection, mobilisation processes or while on-scholarship in Australian;
-Satisfy Australian Government requirements for international student entry to Australia (health, character, etc);
-Not hold or have held a Government of Australia Scholarship to study outside Indonesia in the 24 months preceding the application – 24 months to be calculated from the of arrival back in Indonesia to the ADS application closing date;
-Be applying to commence a new course of study and not be seeking support through ADS for a course already commenced in Australia;
-Be able to take up the scholarship in the year for which it is offered;
-Be able to satisfy all requirements of the Department of Immigration and Citizenship (DIAC) for an AusAID student visa; and
-Be able to satisfy the admission requirements of the Australian university at which the scholarship is to be undertaken.

 

BEASISWA UNGGULAN KEMDIKNAS

I. PROGRAM PROGRAM ATDIKBUD RI DILUAR NEGERI
Beasiswa unggulan Atdikbud RI diluar negri adalah merupakan program pemberian beasiswa kepada lulusan terbaik dari berbagai institusi pendidikan di Indonesia untuk disekolahkan di institusi pendidikan di luar negri di negara yang terdapat Atdikbud RI.
Download keterangan lengkapnya: 

1. FORM PENDAFTARAN

2. BUKU PANDUAN

3. ALAMAT-ALAMAT ATDIKBUD RI

II.  PROGRAM D4/S1/S2/S3 REGULAR
Beasiswa unggulan adalah program beasiswa lingkup nasional dan internasional dalam rangka menyiapkan insan indonesia yang cerdas dan kompetitif sesuai dengan visi pendidikan nasional. Untuk keterangan lebih jelas dapat mendownload buku panduan dibawah ini :

 

BEASISWA BESWAN DJARUM

Beasiswa & Pengembangan Karakter

Djarum menyadari, pendidikan merupakan salah satu upaya untuk meningkatkan kesejahteraan masyarakat dan bangsa dalam mewujudkan masa depan yang lebih baik.

Oleh sebab itu, sejak tahun 1984 melalui program Djarum Bakti Pendidikan, Djarum memberikan beasiswa kepada para mahasiswa-mahasiswi strata satu berprestasi tinggi dari berbagai Perguruan Tinggi baik Negeri maupun Swasta di seluruh Indonesia. Untuk semakin menegaskan komitmennya memajukan dunia pendidikan, mulai tahun ini Djarum Bakti Pendidikan telah berubah menjadi Djarum Beasiswa Plus. Hal ini sesuai dengan arah kegiatan CSR PT Djarum di bidang pendidikan yang akan fokus dan identik dengan pemberian beasiswa.

Para calon penerima Djarum Beasiswa Plus tersebut diseleksi secara ketat dan harus memenuhi persyaratan IQ dan EQ sehingga mereka memiliki kecerdasan emosional dalam proses meraih prestasi.

 

SENTENCE VARIETIES

When writing in scope of paragraphs, the writer must always remember to construct understandable sentences. Anyhow, a paragraph is composed of sentences. To make the paragraph could be well-comprehended, the writer have to do some varieties. There are four major categories of sentence varieties, that is: 1) Sentence beginnings, 2) Sentence types, 3) Sentence patterns, and 4) Sentence lengths.

1.       The Sentence Beginning

A normal sentence in English (except the imperative) starts with the Subject, and then followed by the verb. Then perhaps by the object (if any) or adverb (also, if any). As a creative writer we should avoid the monotonous order S + V + (O) + (A) throughout the paragraph.

Let us compare the following sentences:

1. We will sit for the test next week, not next month. (S+V+O+A)
2. Next week, not next month, we will sit for the test. (A+S+V+O)

The variation of sentence beginnings can be done through using:

 

APPRENDRE LE FRANCAIS (Belajar Bahasa Prancis)

Do you want to learn French and know anything about its culture?

Just click the following links!

1. Alphabetique du Francais (French Alphabet)
2. La Prononciation (French Pronunciation)
3. Les Mots (Vocabulary)
4. La Grammaire (Grammar)
5. La Conversation (French Conversation)
6. La Cultur (Culture)

If you’ve done citing the links above you can test your French by doing the online exam below:

1. Debutant Niveau 1 (Basic Level 1). (Examination deadline delayed until Sunday, June 5, 2011)
2. Le Resultat Final de la Classe Niveau 1, Privat 1, et Niveau 2 de l’annee 2011.
3. Debutant Niveau 1 pour Classe de HI
4. Debutant Niveau 2 (Basic Level 2)
5. Debutant Niveau 2 pour Classe de HI
6. La Preparation de DELF (DELF Preparation)
7. Le Resultat d’Examen Final de Privat Niveau 2 (Indro)

 

PARAGRAPH COHERENCE

COHERENCE

In addition to Unity, Coherence plays a crucial part of writing a paragraph. Every coherent paragraph containts smoothly-connected ideas. Each sentence moves on naturally. Tshe paragraph is like a well-built high-way. Vehicles will run smoothly without encountering too many obstacles. On the contrary, the incoherent paragraph might be like a zig-zag bumpy mountain road; as the result vehicles can’t run fast and easily.

To achieve coherence, the writer need to use the transitions, such as however, although, finally, and nevertheless. As the word implies, a transition is similar to change one item idea to another. So that able to support the writer to make smooth way to produce a coherent paragraph. Using appropriate transisitons, the writer will not jump out of the blue or sound too abrupt. The idea will run smoothly.

Pay attention to the following transitions in the paragraph below:

Recently, I went to Surabaya, a lovely big city in East Java, to visit my penfriend, Arda, for the first time. Although the bus was full, I was lucky enough to get a comfortable seat and could enjoy the trip. After about a forty-five minutes, I got off at the station and began to look for my friend’s address. Unfortunately, I failed completely in my attempt. To cheer myself up, I then window-shopped downtown. Moreover, I had a walk in the town-square park. Nevertheless, I still ferlt rather dissapointed. Therefore, I decided to go home and said to myself, “Certainly, I shall ‘visit’ Arda another time.”

As we can observe, every sentence in the paragraph above begins with a transitional word. As a matter of fact we can delete some of them. Since we intended to supply a sample paragraph as many transitional words or expressions as possible, we included all the transitions by intention. It is understandable if some of us argue that the paragraph, in fact, does not read naturally: It contains too many transitions.

SITE THE HANDOUT HERE