lecturettes: giving new information; need to cover material quickly; difficult material to grasp; need a break from participatory activities; want to make very clear points; keep lectures as short as possible; use effective visual aids to highlight key points
movies/slides/videos: can help participants focus on emotions; makes concepts more real to them; excellent for visual learners; use with the younger "video generation"; helps people to experience things through another's "eyes" / perspective; keep them short; do an energizer before; give participants an "advance organizer" of what to look for / major concepts / overview
debates: excellent tool to show differences in perspective/opinion; an effective challenge to break down absolute right/wrong thinking; helps members analyze / crystalize own values / beliefs; have speakers of equal skills or participants may not he able to fully appreciate all points of view; screen speakers; give them clear guidelines for the debate; have an assertive moderator; consider having participants be the members of the teams; challenge them to take sides that are different from their current perspective
panels: use when you want to display a variety of views / examples; shows breadth and depth of a subject; emphasizes that different is "ok" and normal; provides group members with a variety of role models; give clear guidelines for process; have an assertive moderator; consider having participants be the members of the panel; have an "empty chair" to represent views from people who can't join the panel; allow time for participants to ask questions / dialogue with panel
large group discussions: use when want to discuss / "process" an activity that all members experienced; use to gather new/different ideas; to process feelings; to give members a chance to "shine" and gain respect / recognition from peers; to develop speaking skills and confidence among members; get more participation; foster disagreements; allow members to challenge presenter; develop feelings of a "team"; presenter needs to have good group facilitation skills; set clear guidelines for process and rules for participation; monitor individual's use of air time; use open-ended questions; follow "SAGA" model for processing activities
Tuesday, December 30, 2008
Strategi Pembelajaran
Strategi Pembelajaran
lecturettes: giving new information; need to cover material quickly; difficult material to grasp; need a break from participatory activities; want to make very clear points; keep lectures as short as possible; use effective visual aids to highlight key points
movies/slides/videos: can help participants focus on emotions; makes concepts more real to them; excellent for visual learners; use with the younger "video generation"; helps people to experience things through another's "eyes" / perspective; keep them short; do an energizer before; give participants an "advance organizer" of what to look for / major concepts / overview
debates: excellent tool to show differences in perspective/opinion; an effective challenge to break down absolute right/wrong thinking; helps members analyze / crystalize own values / beliefs; have speakers of equal skills or participants may not he able to fully appreciate all points of view; screen speakers; give them clear guidelines for the debate; have an assertive moderator; consider having participants be the members of the teams; challenge them to take sides that are different from their current perspective
panels: use when you want to display a variety of views / examples; shows breadth and depth of a subject; emphasizes that different is "ok" and normal; provides group members with a variety of role models; give clear guidelines for process; have an assertive moderator; consider having participants be the members of the panel; have an "empty chair" to represent views from people who can't join the panel; allow time for participants to ask questions / dialogue with panel
large group discussions: use when want to discuss / "process" an activity that all members experienced; use to gather new/different ideas; to process feelings; to give members a chance to "shine" and gain respect / recognition from peers; to develop speaking skills and confidence among members; get more participation; foster disagreements; allow members to challenge presenter; develop feelings of a "team"; presenter needs to have good group facilitation skills; set clear guidelines for process and rules for participation; monitor individual's use of air time; use open-ended questions; follow "SAGA" model for processing activities
Jigsaw in 10 Easy Steps
The jigsaw classrom is very simple to use. If you're a teacher, just follow these steps:
1. Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability.
2. Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group.
3. Divide the day's lesson into 5-6 segments. For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin's death.
4. Assign each student to learn one segment, making sure students have direct access only to their own segment.
5. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.
6. Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.
7. Bring the students back into their jigsaw groups.
8. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.
9. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
10. At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.
Jigsaw in 10 Easy Steps
The jigsaw classrom is very simple to use. If you're a teacher, just follow these steps:
1. Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability.
2. Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group.
3. Divide the day's lesson into 5-6 segments. For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin's death.
4. Assign each student to learn one segment, making sure students have direct access only to their own segment.
5. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.
6. Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.
7. Bring the students back into their jigsaw groups.
8. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.
9. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
10. At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.
Kata Kerja Operasional untuk Indikator dalam Silabus - RPP
Kemampuan mengingat kembali materi pelajaran yang pernah dipelajari sebelumnya.
Kata Oprasional:
• Define (mendefiniskan....)
• Identify (mengidentifikasi.....)
• List (menyusun daftar.....)
• Name (menyebut nama.....)
• Recall (mengulang, mengingat....)
• Recognize (memperhatikan.....)
• Record (mengulang sebagaimana aslinya....)
• Relate (menghubungkan......)
• Repeat (mengulang.....)
• Underline (menggaris bawahi.....)
Kata Kerja Operasional untuk Indikator dalam Silabus - RPP
Kemampuan mengingat kembali materi pelajaran yang pernah dipelajari sebelumnya.
Kata Oprasional:
• Define (mendefiniskan....)
• Identify (mengidentifikasi.....)
• List (menyusun daftar.....)
• Name (menyebut nama.....)
• Recall (mengulang, mengingat....)
• Recognize (memperhatikan.....)
• Record (mengulang sebagaimana aslinya....)
• Relate (menghubungkan......)
• Repeat (mengulang.....)
• Underline (menggaris bawahi.....)
Sunday, December 28, 2008
TEKNIK MEMBACA PUISI (DEKLAMASI)
1. PENGANTAR
Deklamasi berasal dari bahasa Latin yang maksudnya declamare atau declaim yang membawa makna membaca sesuatu hasil sastera yang berbentuk puisi dengan lagu atau gerak tubuh sebagai alat bantu. Gerak yang dimaksudkan ialah gerak alat bantu yang puitis, yang seirama dengan isi bacaan.
Umumnya memang deklamasi berkait rapat dengan puisi, akan tetapi membaca sebuah cerpen dengan lagu atau gerak tubuh juga bisa dikatakan mendeklamasi. Mendeklamasikan puisi atau cerpen bermakna membaca, tetapi membaca tidak sama dengan maksud mendeklamasi. Maksudnya di sini bahwa apapun pengertian membaca tentunya jauh berbeda dengan maksud deklamasi.
2. MAKNA KATA DEKLAMASI
Sudah jelas deklamasi itu berasal dari bahasa asing, jadi maknanya ia bukan kata asli Indonesia. Memang keadaan semacam ini sering berlaku di Indonesia, misalnya kata neraka, izin, zaman, ajal, karam dan lain-lain berasal dari bahasa Arab, sedang tauco, tauge berasal dari bahasa Tionghua. Manakala dastar, kenduri, kelasi berasal dari bahasa Persi. Lampu, mesin, koki, repot dari bahasa Belanda, manakala pensil, botol berasal dari bahasa Inggris dan demikianlah halnya deklamasi berasal dari bahasa Latin.
Di Indonesia perkataan deklamasi sudah ada sebelum tahun 1950-an. Deklamasi artinya membawa puisi-puisi, sedang orang yang melakukan deklamasi itu disebut "Deklamator" untuk lelaki dan "Deklamatris" untuk perempuan.
TEKNIK MEMBACA PUISI (DEKLAMASI)
1. PENGANTAR
Deklamasi berasal dari bahasa Latin yang maksudnya declamare atau declaim yang membawa makna membaca sesuatu hasil sastera yang berbentuk puisi dengan lagu atau gerak tubuh sebagai alat bantu. Gerak yang dimaksudkan ialah gerak alat bantu yang puitis, yang seirama dengan isi bacaan.
Umumnya memang deklamasi berkait rapat dengan puisi, akan tetapi membaca sebuah cerpen dengan lagu atau gerak tubuh juga bisa dikatakan mendeklamasi. Mendeklamasikan puisi atau cerpen bermakna membaca, tetapi membaca tidak sama dengan maksud mendeklamasi. Maksudnya di sini bahwa apapun pengertian membaca tentunya jauh berbeda dengan maksud deklamasi.
2. MAKNA KATA DEKLAMASI
Sudah jelas deklamasi itu berasal dari bahasa asing, jadi maknanya ia bukan kata asli Indonesia. Memang keadaan semacam ini sering berlaku di Indonesia, misalnya kata neraka, izin, zaman, ajal, karam dan lain-lain berasal dari bahasa Arab, sedang tauco, tauge berasal dari bahasa Tionghua. Manakala dastar, kenduri, kelasi berasal dari bahasa Persi. Lampu, mesin, koki, repot dari bahasa Belanda, manakala pensil, botol berasal dari bahasa Inggris dan demikianlah halnya deklamasi berasal dari bahasa Latin.
Di Indonesia perkataan deklamasi sudah ada sebelum tahun 1950-an. Deklamasi artinya membawa puisi-puisi, sedang orang yang melakukan deklamasi itu disebut "Deklamator" untuk lelaki dan "Deklamatris" untuk perempuan.
Friday, December 26, 2008
Kata Serapan Bahasa Indonesia dari Bahasa Sansakerta
A
adi (ādi): utama, pertama
adicita (ādicitta)
adikara (adhikara)
adipati (ādipati): raja agung
adiraja (ādirāja): raja utama
Aditya (Āditya): (Dewa) Matahari
agama (āgama): din; tradisi suci
aji: mantra
aja: hanya
aksara (akṣara): huruf
aksi (akṣi): mata, sesuatu yang dilihat
alpa : teledor, kekurangan
amerta (amṛta): ambrosia, nektar, air kehidupan
ancala (acala): gunung
aneka : macam-macam
angka : bilangan
angkara : murka
angkasa (ākāśa): langit
angsa (haṃśa): sowang
angsoka (aśoka): sejenis pohon
aniaya (anyāya): siksa
antara (antara): lain
antariksa (antarikṣa): luar angkasa
anugerah (anugraha): pemberian
arca (arcā): patung
ardi (ardi): gunung
Arya : bangsawan, orang India Utara
asa : jiwa (dalam frasa "putus asa")
asmara (smara): cinta
asrama (āśrama): tempat padepokan
asta (aṣṭa): delapan
astana (āsthāna): tempat pemakaman raja dan kerabatnya. Lihat pula istana.
Atharwaweda (atharvaveda): salah satu dari empat kitab Weda
atma (ātmā atau ātma): jiwa
atmaja (ātmaja atau ātmajā): anak
Awatara (avatāra): penjelmaan, penampakan Dewa di dunia.
Kata Serapan Bahasa Indonesia dari Bahasa Sansakerta
A
adi (ādi): utama, pertama
adicita (ādicitta)
adikara (adhikara)
adipati (ādipati): raja agung
adiraja (ādirāja): raja utama
Aditya (Āditya): (Dewa) Matahari
agama (āgama): din; tradisi suci
aji: mantra
aja: hanya
aksara (akṣara): huruf
aksi (akṣi): mata, sesuatu yang dilihat
alpa : teledor, kekurangan
amerta (amṛta): ambrosia, nektar, air kehidupan
ancala (acala): gunung
aneka : macam-macam
angka : bilangan
angkara : murka
angkasa (ākāśa): langit
angsa (haṃśa): sowang
angsoka (aśoka): sejenis pohon
aniaya (anyāya): siksa
antara (antara): lain
antariksa (antarikṣa): luar angkasa
anugerah (anugraha): pemberian
arca (arcā): patung
ardi (ardi): gunung
Arya : bangsawan, orang India Utara
asa : jiwa (dalam frasa "putus asa")
asmara (smara): cinta
asrama (āśrama): tempat padepokan
asta (aṣṭa): delapan
astana (āsthāna): tempat pemakaman raja dan kerabatnya. Lihat pula istana.
Atharwaweda (atharvaveda): salah satu dari empat kitab Weda
atma (ātmā atau ātma): jiwa
atmaja (ātmaja atau ātmajā): anak
Awatara (avatāra): penjelmaan, penampakan Dewa di dunia.