TechBoard

Buat blogmu tampil cantik dengan template unik, dapatkan di http://btemplates.com/2013/blogger-template-techboard/demo/ segera

SELAMAT IDUL FITRI

I. IDENTITAS BUKU
1. Judul buku : Intisari Bahasa Inggris SMP
2. Pengarang : Drs. M. Ikhsan,M.Pd & Wiharto,S.Pd
3. Penerbit : Pustaka Setia, Bandung
Jl.BKR (Lingkar Selatan) No.162-164
4. Tahun terbit : 2007
5. Jumlah halaman : 352 halaman
6. ISBN : 979-730-010-2

II. PENILAIAN
Penilaian buku teks dapat ditinjau dari tiga aspek, yaitu kelayakan isi, kelayakan penyajian, dan kelayakan kegrafikan. Dari ketiga penilaian tersebut dapat dijabarkan sebagai berikut:
A. Kelayakan Isi
Dalam hal kelayakan isi, mencangkup tiga indikator yaitu:
1. Kesesuaian uraian materi dengan SK dan KD
Materi yang disajikan dalam buku ini sudah memuat semua rinngkasan materi pokok bahasan yang sesuai dengan silabus yang telah ditetapkan yang sesuai dengan KTSP 2006. Penyajian materi dalam buku ini sesuai dengan kebutuhan materi pokok yang mendukung tercapainya SK dan KD yang telah ada yaitu berisi tentang ringkasan materi pembelajaran, contoh-contoh dalam bentuk dialog, dan latihan soal yang variatif. Hal ini menunjukkan bahwa ringkasan materi dalam buku ini mengarah pada kemampuan siswa baik secara afektif, kognitif, maupun psikomotor.
2. Keakuratan materi
Dalam buku ini, materi sudah disajikan secara akurat yaitu konsep dan definisi sudah ada dalam buku ini, sehingga siswa bisa mengetahui apa yang akan dipelajari. Dalam menyusun materi ini terdapat prinsip yang jelas dan sesuai dengan prosedur agar siswa lebih mudah dalam memahami materi. Selain itu juga terdapat contoh, dan soal latihan untuk siswa. Hal itu membuat siswa merasa senang dalam belajar dan tidak mengalami kebosanan dalam mengikuti kegiatan pembelajaran.
3. Materi Pendukung Pembelajaran
Materi yang ada dalam buku ini sesuai dengan perkembangan ilmu dan teknologi, karena fitur yang ada mencerminkan kondisi terkini. Materi juga memuat soal-soal latihan dengan contoh yang berkaitan dengan topik yang dibicarakan. Selain itu, materi yang diajarkan juga terkait dengan kehidupan sehari-hari, misalnya dalam mengucapkan salam, meminta izin, menawarkan bantuan, dll. Hal ini membuat siswa bisa menerapkan materi itu dalam kehidupan yang nyata.
B. Kelayakan Penyajian
Dalam hal kelayakan penyajian, mencangkup tiga indikator yaitu:
1. Teknik Penyajian
Sistematika penyajian buku ini cukup bagus karena setiap bab sudah memuat ringkasan materi pelajaran bagi siswa yaitu dengan, pendahuluan dan isi yang sesuai dengan topik. Keruntutan penyajian menggunakan alur berpikir deduktif dari umum ke khusus yaitu materi disajikan dari dari yang mudah ke yang lebih sukar. Namun, materi antara bab satu dengan yang lainnya juga seimbang. Artinya substansi/isi antar bab saling berhubungan.
2. Penyajian Pembelajaran
Penyajian materi dalam buku ini lebih berpusat kepada siswa. Artinya siswa dituntut untuk aktif dalam kegiatan pembelajaran. Hal ini dapat mendorong siswa untuk lebih berpikir kritis dan kreatif/inovatif yaitu siswa disuruh mengidentifikasi pernyataan “benar/salah”, melengkapi percakapan/kalimat, dll. Penyajian materi juga bervariasi sehingga siswa tidak merasa bosan.
3. Kelengkapan Penyajian
Dalam buku ini sudah memuat prakata, dan daftar isi di bagian pendahulu. Pada bagian isi, penyajian materi sudah dilengkapi dengan ilustrasi dan latihan soal. Namun, pada bagian akhir buku ini tidak dicantumkan daftar pustaka atau daftar istilah.
C. Kelayakan Bahasa
Dalam hal kelayakan bahasa, mencangkup tiga indikator yaitu:
1. Kesesuaian dengan tingkat perkembangan siswa
Bahasa yang digunakan dalam buku ini sesuai dengan tingkat perkembangan intelektual dan sosial emosional siswa karena bahasa yang digunakan dapat menjelaskan konsep/ contoh yang secara imajinatif dapat dibayangkan oleh siswa dan menggambarkan lingkungan yang terdekat dengan siswa.
2. Kekomunikativan
Bahasa yang digunakan dalam buku ini sangat sederhana yaitu menggunakan kosakata yang mudah, sehingga siswa menjadi lebih mudah dalam menangkap pesan atau gagasan yang telah disampaikan.
3. Keruntutan dan keterpaduan alur pikir
Penyampaian pesan dalam buku ini, baik antar paragraf maupun antara satu bab dengan yang lain mencerminkan hubungan yang logis yaitu ada keterkaitan antara kalimat yang satu dengan kalimat yang lain.
D. Kelayakan Kegrafikan
Dalam hal kelayakan bahasa, mencangkup tiga indikator yaitu:

1. Ukuran buku
Ukuran buku ini sesuai dengan standar ISO yaitu 176 x 250mm atau B5 dengan spesifikasi bahan dan isi menggunakan kertas CD 70 gram.dan juga sesuai dengan materi yang termuat dalam buku ini dengan jumlah halaman.
2. Desain Cover Buku
Desain kulit buku ini cukup menarik dengan perpaduan waran yang seimbang dengan menggunakan art paper 230 gram Ada keseimbangan unsur tata letak, baik judul, pengarang, ilustrasi, logo, dll. Selain itu, huruf yang digunakan mudah dibaca dan ukuran huruf pada judul buku lebih dominan dibandingkan dengan nama pengarang dan penerbit.
3. Desain isi buku
Desain buku ini sangat bagus. Bentuk, warna, ukuran, proporsi objek sesuai standart yang telah ditetapkan. sehingga tidak menimbulkan salah penafsiran pada siswa. Penempatan unsur tata letak berdasarkan pola, pemisahan antar judul dan sub judul jelas dengan ukuran huruf, spasi, dan marjin yang jelas. Selain itu, judul bab ditulis secara lengkap disertai dengan angka bab dan ilustrasi atau keterangan gambar jelas, dan tidak mengganggu judul. Tipografi isi buku menggunakan jenis Times New Romans dengan ukuran font 12.

III. KESIMPULAN
Buku ini sangat bagus, baik dari segi isi, penyajian maupun bahasa. Karena Buku ini merupakan Intisari dari seluruh pelajaran Bahasa Ingris untuk tingkatan SMP Kelas VII, VIII dan IX. Selain itu, penyajian materi cukup tersusun dengan baik dan dilengkapi dengan berbagai contoh-contoh soal sehingga dapat merangsang siswa sebagai bahan latihan. Buku ini sangat tepat untuk siswa SMP dan sangat bermanfaat karena buku ini dapat membantu para siswa untuk lebih siap dalam menghadapi uji kompetensi dan buku ini juga dapat membantu para siswa dalam menghadapi Ujian Akhir ataupun UN. Akan tetapi, alangkah baiknya jika dalam soal-soal latihan lebih mengarah pada siswa untuk berpikir secara logis, misalnya menganalisis suatu masalah, kemudian cara mengatasinya. Didalam buku ini hanya ada latihan soal yang sederhana. Namun demikian, secara keseluruhan buku ini sangat bagus dan cocok untuk siswa pada tingkat SMP dalam belajar Bahasa Inggris.

Teaching English to Children in Asia

Teaching English to Children in Asia
David Paul

1. In search of an approach
Millions of children are learning English in asia, and thousands of teachers are searching for an approach to teaching that will work most effectively. yet, there is very little theory and research on how to teach asian elementary school children. standart international approaches can certainly help us, but we need to think carefully about which aspects of these approaches are appropriate for our own particular teaching situations.
a. Finding an effective approach
Its time for each of us to build an approach that’s fits the particular needs of asian elementary school children learning English as foreign language.

b. Influential approached
Many influenced have had an influence on the way to taught. sometimes this influence has been clear and specific and sometimes it permeates almost every aspect of a lesson.

c. Child centered approaches
The key influences on the child centered approach taken in this book are humanistic and constructivist.
2. Children centered learning
In a successful child centered approach each child is a motivated active learner eagerly exploring the world of English and successfully building a mental model of how the bits of English she encounters fit together. what factors created the necessary conditions for this to occur.
a. Active learning
In a child centered lesson the children are active learners exploring the world of English.

b. Thinking and learning
Its often said that children should be physically active in a child centered lesson the crucial point is whether or not they are mentally active.

c. Personal involvement
In a child centered lesson children are real individual people involved with their whole selves not just their intellect.




3. A child centered lesson
A child centered lesson can take various forms and we need to establish what style is appropriate for asian learners and how a lesson can work in practice. how do we plan the lesson? how do we introduce new words and pattern? what technique work well? do the children run around doing what they want or should we have a clear syllabus?
a. Points to consider
In an effective child centered lesson we use time efficiently and actively help children reach their full potential.

b. Planning a lesson
careful preparation is essential it can give us the confidence to relax enjoy the lesson and treat the children as valuable individual people.

c. Techniques
in a child centered lesson are no more difficult to learn and use than those in a teacher centered lesson and they are a lot more fun.

d. Organization
children respond positively to a well organized lesson.
4. Games and song
When playing, singing, and learning are integrated into a total learning experience the combination is very powerful. How do we ensure that they are integrated? How do we ensure that the games and songs help children reach their full potential as learners? how can games and songs be part of planned syllabus that uses time efficiently?
a. Child centered games
Games play a central role in a child centered lesson and make it possible for children to fully immerse themselves in learning.

b. Points to consider
teachers who would like to give games a central role in lesson often to raise the following questions.
c. Songs
Songs add a whole dimension to children`s classes and make it easier to for the children to remember words and patterns and natural chunks of language.
5. Listening and speaking
The children are listening to and speaking English throughout our lesson some issues related to these skills are discussed throughout this book. However there are some aspects of teaching listening and speaking that require independent attention, such as how we ensure the children get enough active listening practice and how we have integrate functional and grammatical pattern.
a. Listening
we should encourage children to listen to English as often as possible and encourage parents to give the children many chances to do is.

b. Speaking
The children need to speak, speak and speak.
6. reading and writing
Asian learners need to read and write in order to deeply internalize the English they learn. but which methods are effective with children who have a different writing system in their native language? how can we make reading and writing fun and achievable? how can we prepare the children to read with confidence and communicative meaningfully when they write?
a. A balance of skills
being able to read and write enables learners to speak more communicatively.

b. Reading
Learning to read can be a wonderful adventure for children if only we use appropriate methods.

c. Active phonics
the children need an approach that helps them notice pattern and use these pattern to make guesses.

d. Writing
When children can express themselves in writing using new target patterns they are clearly ready to move forwards to the next stage of learning.
7. The learning environment
The way the classroom is arranged the material we use the resource at our disposal and how they are organized and the physical environment in which the children learn all combine to create a positive or not so positive learning environment. this environment can have a profound effect on how children learn and whether they learn successfully.
a. Setting up a classroom
Improving the classroom environment can sometimes have a dramatic and positive effect on the children`s behavior and motivation.

b. Lesson materials and equipment
We need to walk into a lesson with our games materials prepared flash cards ready and tapes and CD`s set to the right place.

8. Classroom management
A child centered lesson is a lot of fun and we have a warm relationship with the children. so how can we get them to behave well? how can we get them to focus on learning? Effective management of a child centered lesson involves techniques that are often very different from those used in a teacher centered lesson.
a. Rewards, praise, and punishment
many teachers assume that it is natural to reward, praise and punish.

b. Advice and techniques
there is always a reason behind every behavior.
9. Being an effective teachers
Society is changing, children are changing and we need to adapt to these new realities. being an effective teacher today involves different skills than it did in the past. the teacher centered style is becoming ineffective. how can we be effective and respected teachers in a modern child centered lesson.
a. The role of the teacher
effective teacher have much in common with effective learners. we also build theories make guesses based on these theories reflect on the result and so learn.

b. How the children see us
the way the children see us as people affects how seriously they take our lessons, and how much effort they feel like putting into learning English.

c. Knowing the children
the extent to which we know a child determines how much of a role we can play in helping her learn English and develop as a person.

d. Teachers as reflective practitioners
in order to learn we need to think and do not just do this applies to us just as much as to the children.
10. looking into the future
whenever we teach children we need to constantly ask ourselves “what kind of adults do we want these children to be in the future?” and “ What attitudes do we want them to have towards English and towards the international world?”

a. Deciding on our goals
Focusing on the teaching of the English language is not enough. there are deeper and wider responsibilities that we need to be conscious of whenever we interact with the children.

b. Fostering international attitudes
the English lesson is the lens through which many of the children view the international world and our lesson can play a central role in encouraging or discouraging international attitudes.
11. A child centered approach for asia
Its time to return to the established approaches mentioned in chapter 1 and examine how the ideas put forward in this book concur or contras with these approaches. its also time for me to suggest some answers to the question I raised at that time and for you to try and pinpoint the areas where you agree and disagree.
a. Influential approaches
every approach has origin and influences, examining these influences can help us understand our own teaching style, and so help us make changes if necessary.

b. Child centered approaches
humanistic and constructivist influences are behind everything in this book but standard practice has often been questioned and modified to suit the needs of asian learners.
c. An additional perspective>brain research is likely to prove the most important element in the future development of our understanding of how to help children learn most effectively.
Using Games Bank
All the games in the games bank can be used for a variety of language targets such as vocabulary review and the introduction of new English structures. Some involve the children playing games actively, while others have the children writing things on a notepad or bingo grid. Every class is different. A game that is popular with one group of children may not be popular with another so we need to enter a new class with variety of games at our disposal.Provides an overview on selecting,adapting and using games activities and the games bank provides a starting point for you to assemble a “basket” games for each of your classes
Conclusion
This book is writen for teachers or student teacher of Asian elemntary school children aged 6-12, In situations where the children have little time each week to learn english. And for elementary school teachers with experience teaching children outside Asia who are finding it difficult to adapt to the needs of Asian children. It also for teachers with many years experience teaching children in Asia who are looking for or want to experiment with new&different ideas .

Empty

Kosong = isi dan isi = Kosong, gak percaya lihat aja Kera sakti.