EAP - Module (Final Assignment)

At this time, I will present an example of an English learning module at an educational level. Here, I emphasize the material that will be implemented in the future. This is very useful for the development of English and is very helpful in the teaching process.

Actually, this is part of my campus assignment activities. I intentionally posted my activities and materials here for mutual needs and could be used by various students, especially students who were studying English.

This is an assignment from EAP (English Academic Purposes) courses. This course is very important in terms of developing an understanding of academics and also all the elements of English that we will face in the future. I hope that with this post, all students who are studying English can be helped and can get as many benefits as possible.

To make this post shorter, I make the learning module in PDF format, and for those who need data from the module, it can download it directly. Also, to make this post even more useful, hope that readers will share this post with their friends wherever they are.

Next is the link to download it. Just click on the blue text below. Enjoy and enjoy learning.

MODUL SMA KELAS 10

HAVE A GOOD DAY ^^

Src: IBI

Eo : Ahmad Zaman Huri

MENU OF VAMBURGER

 

As for this section, the admin will display the menu list for "Vamburger". There are several types of ingredients needed to make this "vamburger" look unique and taste very delicious. Even so, the results and taste will be different on each tongue. So, with all the admin shortcomings, here are the ingredients and ingredients needed for maximum results. 

Good luck ^^

1. African Burger

§   Mangat that - Daging + tempe + ubi

§   Dark bread - Roti + Roti Arang + Tinta Cumi

·    Lettuce

·    Tomato

·    Cucumber

·    Sause Homemade

·    Sause bean

·    Rumput Laut

2. Snacks

§  Spinach chips (red, green)

§  Dragon fruits chips (white, red)

§  Jackfruit chips

§  Apple chips (green, red)

§  Broccoli chips

Vegetables:

·         Mushroom

·         Kecombrang

 3. Drinks

§  Minuman Rumput Laut

§  Cabbage + mango juice

§  kulit manggis juice

That is an important part of the process of making "Vamburgers". 

Hope you all enjoy it.

Eo: Ahmad Zaman Huri ^^

Seminar on Communicative Learning with Willian Little

Introduction

William Little is a Regional English Language Officer (RELO) currently based in Jakarta, Indonesia.  He holds master’s degrees from the University of Colorado, Boulder (Sport Psychology) and the University of Texas, San Antonio (Bicultural – Bilingual Studies) and has over 20 years’ experience in the ESL/EFL field both domestically and overseas. Prior to joining the Bureau of Educational and Cultural Affairs, Bill was a professor at Georgetown University where he explored a variety of language teaching interests, from education technology (including video games, virtual platforms and online learning environments) to learner autonomy and social entrepreneurship.   He also served as a Senior English Language Fellow (2012-2013) in Turkey where he worked extensively with other Fellows, Fulbright ETAs and the Access programs in south and eastern Turkey.  Mr. Little lived in Tokyo, Japan for three years and has traveled widely in Indonesia and other countries in Southeast Asia.

Communicative Language Teaching and the Creative Classroom

The Communicative Language Teaching (CLT) movement started decades ago and has had its share of supporters and detractors from a variety of contexts.  A recent TESOL Journal article by Ariatna that highlights the need for CLT to be maintained in Indonesia also acknowledges the real challenges to its successful implementation.  This talk will discuss the Creative Classroom, a classroom that emphasizes critical thinking and collaborative learning, as one way to promote CLT and nurture confident and engaged students.  Ample time will be allowed for the audience to participate and discuss their own ideas on CLT in Indonesia

Src: T. Zulfikar (web)

Eo: Ahmad Zaman Huri

Opening Ceremony of PORA Jantho

JANTHO - Opening of the Aceh XIII Sports Week (PORA) in Aceh Besar was very lively at the Jantho City Jantho Sport City (JSC) Mini Stadium on Monday night (19/11/2018).

The excitement can be seen from the various attractions displayed at the beginning of the opening ceremony. Among them is a colossal dance with 650 Gurangsang dancers, a contingent, some fireworks display that illuminates the sky of Jantho. 

The opening ended with a closing performance, namely with several songs hit by national artists, Cakra Khan.

PORA XIII 2018 was officially opened by the Acting Governor of Aceh, Ir. Nova Iriansyah MT, marked by the beating of rapa-i, and lighting a PORA torch by the 1980s fencing Aceh srikandi, Ema Susana Madjaji who had won a gold medal in PON and Asian Games.

The program took place very lively for a week and left very beautiful voices and shadows during the history of PORA.

Src: Aceh.Tribunnews

Eo: Ahmad Zaman Huri

English Academic Purpose II - Assignment

I haven't made a post about anything here for a long time. And now I have been faced with the task of my course on campus. This is about the "English Academic Purpose" course. In this section, I was given the assignment by my lecturer, Ms. Asma, to create a blog and she also gave me 3 questions at once for posting in one post. I use this task as my latest post and I hope this can help me personally in terms of completing my assignments and can also be useful for all of my friends who are learning English wherever you are. Here's the assignment:

1. Explain Your Experience in Designing Your Blog.

Actually this is not my first experience in designing or managing a blog. I have known blogger in 2013 and it really interested me. Maybe that year many students in my school already had more complete facilities, but I only had an "internet cafe" to fulfill my desire to visit the blogger site, and even then once a week.

In mid-2013, I was accepted at Unsyiah, majoring in Geophysical Engineering. And that's where I started my career by designing a blogspot. The main reason I made blogspot was because my friends and I felt that there were limited teaching materials and books that explained about geophysics. With a simple minibook, I designed my blog about "geophysics". I recorded all the material taught by the lecturer there, and at night I posted the note as my post on the blog. The process of designing the blog itself is very easy and quickly understood. But the most important thing is just how to design templates that can attract readers to keep subscribing to our blog. I personally like a simple blog template with not many colors, and it's also very easy to find in a browser. I still remember the name of my first blog, it was "http://geophypalace.blogspot.com".

2. Explain What The Advantages You Will Get From Having The Blog

Personally, as long as I have a blog, I have several advantages such as:

• With blogs, we can express ourselves. We can share stories with readers and at the same time we can ask for solutions from our friends.
• Helping readers who need knowledge that they do not master. Besides stories, we can also share knowledge in a post, and it is very useful for us and the reader.
• Share the latest information like online news. That will be very beneficial for all of us. We can share about campus information, availability of boarding houses, lost items, and so on.
• Reminder. The use of blogs will also be a reminder for us in everyday life. It's like a written online note. Imagine that one day you forgot to bring your notebook, but you have posted it on your blog last night, you only need a connection and open the blog site, and your notes are back in your hands.

3. Explain The Steps You Choose In Designing Your Blog.

Here's How to Start a Blog:

• Choose a blogging platform
• Register a domain name and hosting
• Design your blog
• Add posts and pages
• Start growing your blog

It's easy, right? 

Forget all your problems, try with new things, write all your heart here.

JUST DO IT !!

That's my post this time. Hopefully it helps in the process of learning all of us. Keep the spirit, especially for you science hunters.

Eo: Ahmad Zaman Huri (150203152)

Mini-Lessons Basics/BOPPPS Model for Planning Lessons (Teaching and Learning)

Many models exist for planning lessons. The lesson basics used in Instructional Skills Workshops are sometimes referred to by an acronym. "BOPPPS" and are focused on the following six components

1. B (Bridge-in)

Begins the learning cycle, gains learner attention, builds motivation, and explains why the lesson is important.

Sometimes known as the "motivational statement" or "hook", the bridge-in helps the learners focus on what is about to happen in the lesson. Bridge-ins are usually short. Some simple strategies include: Providing reasons for learning this topic; explaining why this topic is important and how it may be useful in other situations; describing how it is a transferable skill

• Telling a story connected with the lesson topic
• Referring to something in the learners' realm of experience
• posing a provocative question linked to a current topic or the learners' personal lives
• Offering a startling statement or unusual fact
• Linking current topic to material already studied or to future learning

2. O (Objective or Outcome)

Clarifies and specifies the learning intention: clarifies what the learner should know, think, value or do by the end of the lesson, under what conditions and how well.

While a course may have a few broad general goals and a limited number of learning outcomes, individual lessons usually focus on one or more specific learning objectives to reach those goals or outcomes. Generally, an objective is written as one sentence that includes:

• Who (always the learner or student)
• Will do what (performance)
• Under what conditions
• How well (to what standard or criteria)

3. P (Pre-assessment)

Answers the question, "What does the learner already know about the subject of the lesson?"

Pre-assessment can:

• Reveal learners' interests
• Identify learners who can be resources within the class
• Allow learners to express their needs for review or clarification
• Focus attention and signal the purpose of the lesson
• Help the instructor adjust the lesson for depth and pace to better fit a particular group of learners
• Enable the instructor to respond to individual strengths and weaknesses

4. P (Participatory Learning)

This is the body of the lesson, where learners are involved as actively in the learning process as possible. There is an intentional sequence of activities or learning events that will help the learner achieve the specified objective or desired outcome. The lesson may include the use of media.

Some ways to encourage active participation include:

• Small group discussion around a specific question or problem arising from the course material
• Pauses in lectures for individual student reflection through writing or discussion, question development or short application tasks like solving an equation or a small problem
• Critical discussions of the main point of the lesson by the learners-perhaps through a think-pair-share strategy
• Prediction or forecasting (usually at the beginning of a concept or unit)
• Individual tasks/presentations
• Students working on a problem, then evaluating each other's work
• Role plays, case studies, scenarios, simulations
• Posing a "thought" question, one that is not answered until later in the activity

5. P (Post-assessment)

Formally or informally demonstrates if the learner has indeed learned and is linked directly with the objective or outcome.

The post-assessment answers two questions:

• What did the learners learn?
• Were the desired objectives accomplished?

Basic knowledge and thinking (knowledge recall and comprehension) can be assessed by:

• multiple choice
• true/false
• matching
• completion
• short written answer
• short verbal answer (if testing through oral or interview format)

Higher level thinking (application, analysis, evaluation and creating) can be assessed by:

• problem solving tasks
• essays, critiques
• creating a novel theory or interpretation
• analysis of a scenario

Skill (doing) can be assessed by:

• checklists
• rating scales
• products or examples of production using the skill(s)
• performance or demonstration

Attitudes (values) can be assessed by:

• attitude scales
• performance
• essays
• journals and other personal reflection pieces
• artefacts

6. S (Summary/Closure)

Provides an opportunity for learners to reflect briefly and integrate the learning during the closing of the learning cycle.

The summary may include:

• content review (either instructor or learners briefly recap main points)
• group process (time for learners to discuss their group process)
• feedback
• recognition (acknowledgment of effort and achievement)
• application (how to use this later; create a personal action plan)
• individual voice (quick round-table for each person to have a "last word")

All of these articles can help us all in related issues ^^



Src : http://wiki.ubc.ca/Mini-Lessons_Basics/BOPPPS_Model_for_Planning_Lessons_(Teaching_and_Learning)

Eo : Ahmad Zaman Huri

Definition And Types Of Instructional Media

Hello all,
Forgive me for the void content on this site. This is because my busyness is beyond my own expectations. Actually very much content that I need to enter here, however, it will spend a lot of time.
So for this opportunity, I will discuss about "instructional Media and its types". I hope this can help all those who need the teaching materials or for your assignment in the lecture. This I quote from some sites and some of my own suggestion. Also, below will I include a mini mind-map.

Definition of instructional media
The word media comes from the Latin “medius” which means “middle”. In general, all forms of media is the intermediary for the spread, carry or convey something to the recipient of messages and ideas. Teaching media can be broadly defined as follows: “Any person, materials, equipment or events that establish the condition of the students acquire knowledge, skills and attitudes (Achsin, 1986). In this sense, teachers, books, computers, image and environment is the media.
According to Azikiwe (2007), instructional media cover whatever the teacher uses to involve all the five senses of sight, hearing, touch, smell and taste while presenting his/her lessons. In a similar vein Adegun (1997) says instructional media are things which are intended to help the teacher to teach more effectively and enable the students to learn more readily. Instructional media are information carriers designed specifically to fulfill objectives in a teaching-learning situation. They are very important in language teaching, especially the foreign language, because they facilitate the direct association between sounds and their symbols and also word sand the objects they represent. They help to vividly illustrate meanings of things because they are associated with materials used by the teacher to improve the quality of his teaching.

Types of Instructional Media
Instructional media according Mustapha et al. (2002) and Azikiwe (2007) are usually classified based on the characteristics they exhibit. There is a wide variety of instructional media which could be profitably and effectively used in the second language classroom learning situation. They could be broadly classified into four group namely visual aids, audio-visual aids, audio aids and resources (human and materials). Visual aids are resource materials and devices that appeal to the sense of sight and touch as well as sense of smell. They consist of:
• Non-projected aids which include chalkboard and adhesives.
• Pictorial aids which include charts and pictures.
• Mobile.
• Three-dimensional aids.
• Projected aids which include film-strips and slides, and slides projector.
• Laboratory equipment, chemical and apparatus.
• Books.
There may be numerous different kinds of learning media, as well as :
• Visual media: graphs, diagrams, charts, charts, posters, cartoons, comics
• Audial media: radio, tape recorders, language labs, and also the like
• Projected still media: slides; overhead projector (ohp), lcd projectors and also the like
• Projected motion media: movies, tv, video (vcd, dvd, vtr), computers and also the like.
• Study tour media: learning directly onto the object or study places like museums, temples, etc.

Above is the material I quoted from Nursitisadiah Websites and here I will also give an overview of my personal thoughts.

The types of instructional media in my own opinion is divided into 4 parts, while it is:

1. Visual

• White-Black Board
• Pictures
• Magazine
• Projector
• Real Object
• Newspaper
• Charts
• Books
• Slideshow

2. Electronics

• Projector
• E-mail
• Radio Computer
• Mobile
• CD-ROM
• Computer

3. Audio

• Language Lab
• Radio
• Sound Slide
• Cassette
• Tape Recorder

4. Audio Visual

• Mobile
• Television
• Film
• Youtube (Media)
• Video

As for the mini map with my version, please click the link below.

MIND MAP

Eo: Ahmad Zaman Huri