start from this..

Begin..

Nama Saya Umu Atiyah usia 22 tahun. Abis Minum Teh, Lagi dengerin musik 70-an di kantor.

Dari mana ya saya mulainya?

oh yaa.. saya ingat 28 november 2015 hari sabtu di Gedung ICE BSD dimana tali toga saya dipindah dari sebelah kiri ke sebelah kanan.. dan tentu saja butuh 4 tahun dan tekat kuat serta melawan rasa males bin ogah-ogahan biar bisa mindahin tali toga itu. alhamdulillah segala puji bagi Allah Tuhan semesta alam, skripsi saya dapat predikat B walaupun gak camlaude tapi saya bangga karena buah hasil saya sendiri. semua itu juga berkat mamah, dukungan  do'a, materi, dan semuanyaa itu berkat mamah, temen-temen saya pun. tak mungkin saya lupa dengan mereka. I love you...

Dan alhamdulillah lagi, di awal tahun 2016 saya mendapatkan pekerjaan baru, pekerjaan yang jauh dari dunia saya, ya sebelumnya saya mengajar di Taman Kanak Kanak, mereka lari saya ikut lari, mereka berantem saya melerai, mereka menangis saya menghiburnya. semua itu saya lakukan dengan lemah lembut walaupun sering galaknya heheh.. tapi saya sebenernya baik kok.

Ya, sampai lupa, sekarang saya bekerja di sebuah kantor swasta di daerah kebun jeruk, jakarta barat. baru training sih.. ya semoga lancar. aamiinn..

Emmm.. soal nikah?

Maaf untuk jangka dekat ini saya belum pengin banget, ya kepengen sih nikah tapi belum pengen banget heheh.. mau berangkatin mamah naik haji dulu aamiin...

Harapan saya di tahun 2016 ini, yang baik-baik aja jangan ada yang jahat lagi. yang jahat jadi baik, yang baik lebih baik lagi, yang sedih jadi bahagia, yang bahagia tambah bahagia lagi. semoga saya menjadi lebih baik, lebih bahagia dan bisa membahagiakan orang yang saya sayang dan orang yang menyayangi saya. aamiin..

today is gonna be okay... :)

becoming creative teacher through PAIKEM

Creativity isn’t always something that just happens. It can take quite a bit of work to nurture, grow, and develop creativity, even for those who are immersed in creative and dynamic fields. PAIKEM stands for Active, Innovative, Creative, Effective, and Fun. Active in the learning process meant that teachers must create an atmosphere so that students actively ask questions, and express ideas.

Most teachers have seen the reactions students can have to tasks and activities that they do not find engaging: the glassy or rolling eyes, the unfocused behavior, and the cries of "Not again!" or Because all your students do is just yawn or chat with their friends whenever you talk. How do you avoid that? Teaching creatively is highly essential to ensure your 1 hour with the students is made into full use.

 A creative teacher who did not want their students to feel bored and depressed at the time he gave a course material to their students. Then he will always find a way for their students to feel comfortable with the way of teaching which he gave.

Therefore, teachers are required to be creative as a teacher, teacher will make his creative  as well, be creative teacher really is not that difficult if you understand the principles PAIKEM (Active Learning, Innovative, Creative, Effective, and Fun), there are:

a. Provides opportunities for students to innovate
b. Making students as creative human
c. Build effective communication
d. Create a fun learning environment.

In teaching we also need to appreciate not only the result of the process. Often times teachers assess and appreciate the work of the student alone. While the process that students during their learning process is rarely appreciated.

In fact success in the classroom is influenced by how the ability of teachers to be able to alter the situation of the boring, saturating and strained into a relaxed, excited and feel good listening to people speaking in front.

Due to the good experience and fun in learning will positively impact the growth and development of the child. To support all necessary creative teachers.

For educators, it can be even more of a challenge to inspire creativity in students or embrace your own creativity while trying to juggle academic requirements, testing, and other issues in the classroom. It may be difficult but it’s certainly not impossible, and accomplishing it can help to create a classroom environment that’s more motivational, interesting, and educational for both teacher and students.

 Teacher as learning center is not good for student’s behavior, because it will only make students pasive and bored, however  if we teaching in young learners, we should be able to fully understand their behavior because,  young learners are not little adults, they have very different needs, interests, and abilities from adult learners. Teaching english as foreign laguage(EFL) to young learners requires that teachers have a through understanding of young learners development, needs, and characteristics.

A teacher must have a confident nature. Of course the nature of self-confidence and always want to grow is in itself a creative teacher. Not easy being a creative teacher, because whatever work he created should be returned to their students. The success of a creative teacher lies in the satisfaction of the student after receiving a given subject matter. Even if students do not feel like or not satisfied, creative teachers should be sensitive in this regard. The next step, he will try to find another teaching method.

 Teaching methods that suit the tastes and abilities of their students. But for me, the problem students are satisfied or pleased with the method of teaching that we give is the recent affair. The important thing is never give up attitude to always give the best to her students. Because whatever teaching methods are given, if varied, the students certainly will not be bored.

A creative teacher should not be clueless, Clueless (Stuttering Technology) can be a barrier for a teacher to be creative. Creative teacher must be sensitive to the changing times. He could combine the character of "old-fashioned" into something interesting. That is something that could combine the ancient with the modern. For example, varying the traditional game with a modern game.

In curriculum 2013 we as teachers are required to make all students active in the classroom, teachers do not just focus on textbooks, but with a model learning fun and not boring below, are models or class room setting arrangement include:

a. horseshoe
b. models conference
c. Model panel discussion
d. models seminar
e. Model group

By learning these models, students have helped teacher by their teacher ideas, opinion, imagination, and involvement.

PAIKEM based learning helps students develop the thinking skills of high phase, critical thinking and creative thinking (critical and creative thinking). Critical thinking is a skill reason regular, systematic skills in assessing, solving the problem interesting decision, given beliefs, assumptions and analyze scientific quest. Creative thinking is a mental activity to improve the purity (originality), sharpness of understanding (insight) in developing something (generating). The ability to solve problems is a high-level thinking skills.

Excess PAIKEM:
a. The process of teaching and learning into a fun process (learning is fun) and  meaningful
b. According to the learning style (visual, auditory, and kinesthetic)
c. Making students possess the social skills and communication skills.

Weakness of  PAIKEM:

a. It took a lot of
b. Teachers are required to have the skills and creativity
c. Often the learning process just focus on the game alone
d. Costly
e. Requires thorough preparation.

If you’re want’s to be a creative teacher, you must know what they need. Be aware of the level you are teaching and the absorption of information according to age:

• Kindergarten: Attracted to vibrant colors & huge fonts, high absorption of information
• Elementary: Learning curve, fill them with more information in a 50 % text/ 50% pictorial method
• Secondary: Chances are they know what you’re saying, but there are many things that they could be ignorant on, tap on that. Study the style of each student, cater accordingly. You must always be more knowledgeable than them to awe them.

  Change the classroom environment: change seats every week, just for one lesson. Have fun making seats face each other or in a circle – focus on you being able to reach out to ALL students, no one sits in a corner where you can't go near them or catch them dozing away. Say please and thank you if they rebel – feed them compliments later on.

Basic Competence

a.       Applying the technique of the power of two

Engineering The Power of Two is one way that can be used by students to be able to learn to process their own thoughts. Teachers are expected to develop or find alternatives that can be used to help students learn effectively. The learning process will be more effective if teachers are conditioned so that each student actively involved and there is a dynamic relationship and mutual support between the students with other students.

b.      Snow balling

Snowball throwing technique is one of vocabulary games which make students enjoy and can decrease worry in learning vocabulary. Snowball throwing encourages the students to be active in speaking participation in the classroom, because this method contains a rich communication where students must be active. Snowball throwing techniques haves positive effect on the students memory development.

c.       Card sort

A student and teacher copy of a card sorting game where persuasive techniques are matched to their purpose.

d.      Information search

The purpose of the application of this method is to give learners an opportunity to discover a science to the process of looking itself.

A creative classroom is a joyful and motivating place where children feel empowered to learn, where all ideas are welcomed, and where learning is deep and meaningful. Children who are allowed to be creative are better learners, and they are more aware of their own learning styles. Creativity is a lifelong skill that our students will take with them into their adult lives to solve problems and help build a better world.

Inspiring and creative teacher is the key to success in the implementation of Curriculum 2013, which always puts the needs, requirements, and interests of learners and the environment. It is expected that, with the presence of inspirational and creative teachers in the curriculum in 2013, can produce students who have the ability to communicate, think critically and creatively, and able to face the global challenges.

semoga bermanfaat ^ ^

LESSON PLAN writing and speaking skill

LESSON PLAN

SMP PLUS  IBADURRAHMAN

KELAS : VII/2

ACCOMPLISHED BY:

UMU ATIYAH

1188203101

A3/VI

Lesson Plan

School                         : SMP PLUS IBADURRAHMAN KOTA TANGERANG

Subject                         : BAHASA INGGRIS

Class/Semester             : VII/2

Subject  Material          : Speaking and Writing Text For Stating and Asking A Causal Relationship and Inverse Relationship

Time Allocation           : 8x40 Minutes.

A.     Core Competencies (KI): Managing, and reasoning in the realm of the concrete (using, parse, compose, modify, and create) and the realm of abstract (writing, reading, and composing) according to the learned in schools and other sources in the same viewpoint / theory.

B.      Basic Competencies and Indicators .
1.1. Grateful for the opportunity to learn the English language as the medium of international communication embodied in the spirit of learning.
2.1. Demonstrate courtesy and caring behavior in conducting interpersonal communication with teachers and friends.
2.2. Shows the behavior of honest, disciplined, confident, and responsible in implementing transactional communication with teachers and friends.
2.3. Demonstrate responsible behavior, care, cooperation, and peace-loving, in performing functional communication.
3.3. Applying text structure and linguistic elements to carry out social functions declared and asking a causal relationship and inverse relationship, according to the context of its use.
3.4. Formulate oral and written text to state and inquire about the actions / events that are conducted / underway today, with attention to social functions, text structure, and linguistic elements are correct and appropriate context.

C.     Indicator

Ø  Shows earnest attitude in learning

Ø   Honest, disciplined, confident, responsible, caring, cooperation, and peace-loving in performing communication

Ø  In understanding, states, and asked the spoken text and written text that states and ask the causal relationship and inverse relationship.

Ø  By using coherent text structure and appropriate context.
And using elements of language (intonation, pronunciation and word stress) correct.

D.      learning Materials .
social function
Stating and asking a causal relationship and inverse relationship.

The structure of the text...

a.       Why didn’t you go to school yesterday?

b.      I couldn’t go to school yesterday because I was ill.

c.       Why are you late?

d.      I got up late, so I am late.

e.       I tried to do the test well although it was difficult for me.

f.       I was overslept but I went to school

Linguistic Elements

Greeting, word stress, intonation, vocabulary and grammar.

Topics

Various issues related to the relationship cause / effect actions / events that occur during the process of learning, in the classroom, outside the classroom, or in the surrounding environment.

Learning Method

Scientific Approach

E.    Media, tools, and learning resources
1. The Media: Laptops, paper assignments, student books
2. Equipment / material: the Worksheet
3. Sources of learning: the Internet (www.dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

F.      Steps Learning Activities.
General Lesson.
The focus of the stages of learning: Observing and asking.

Ø  Students listen / watch some examples of sentences stating and asking a causal relationship and inverse relationship in context.

Ø  Students are asked to read a sentence stating and the causal relationship and inverse relationship

Ø   Students imitating models of pronunciation and intonation of the sentence stating and asking a causal relationship and inverse relationship ask

Ø  With the guidance and direction of teachers, students ask the differences between the various expressions states and ask the causal relationship and inverse relationship in a variety of contexts.
exploring

Ø  Students read examples of sentences stating and asking a causal relationship and the inverse relationship of various other sources.

Ø   Students random sentences into sentences of cause and effect.

Ø   Students states and ask the causal relationship and inverse relationship using English in the context of simulations, role-plays, and other activities are structured.

Associate.

Ø  In the focus groups guided the students analyze the social function, meaning and function of the expression states and ask the causal relationship and inverse relationship, text structure, and linguistic elements, as well as authoring format.

Ø  Students ask feedback (feedback) from teachers and friends about what he said in any group work.

Ø   Students conclude analyze results related social functions, text structure and linguistic elements of the sentence / phrase states and ask the causal relationship and inverse relationship.

Communicating.

Ø   Students states and ask the causal relationship and inverse relationship with the English language, both inside and outside the classroom as well as the surrounding environment according to context

Ø   Students write a journal to express their experience acquired during learning, things are tough and easy to learn and strategies that have been or will be done about it.

1.      Steps Specific Learning.
first meeting

Students	Teacher
activity observed
-          Learners observe utterances expressed by the teacher. -          Students are asked to read a sentence stating and the causal relationship and inverse relationship	-          Teachers example of how to read a simple conversation related to the causal relationship and inverse relationship -          Teachers observe students as he read that sentence.
activity asks
-          students ask the differences between the various expressions states and ask the causal relationship and inverse relationship in a variety of contexts	-          the teacher asks the students' understanding of the material being taught -          the teacher asked the students to explain what.
exploration activities
-          Students read examples of sentences stating and asking a causal relationship and the inverse relationship of various other sources.	-          Teacher gives examples of sentences stating and asking a causal relationship and the inverse relationship from various other sources.
Kegiatan mengasosiasi
-          In the focus groups guided the students analyze the social function, meaning and function of the expression states and ask the causal relationship and inverse relationship, text structure, and linguistic elements, as well as authoring format.	-          Teachers provide assistance to students on the activities that are being carried out.
activity communicate
-          students  ask expressed a causal relationship and inverse relationship with the English language, both inside and outside the classroom as well as the surrounding environment according to context	-          Teachers provide feedback on the results of their cooperation.

Instrumen

Read this dialogue with your partner!

Miss anne  : “Why are you sleeping in class?”

Student      : “I stayed up late last night watching the world cup because on television”.
Miss anne  : “why did you get a very bad value in daily test yesterday?”
student       :”maybe my lack of concentration and I am tired of having a day to help my mother in the market “
Miss Anne :” If this continues, you're not going to the next grade!”
Student      :” okay, I will not miss it again and I will learn to  seriously”

		ASSESSMENT SHEET READING ALOUD           Student’s  Name                     : _________________________ Class                             : _________________________
		ASPECT	SCORE				TOTAL
			50	60	70	80
		1. Fluency
		2. Accuracy
		3. Pronunciation
		4. Intonation

Individual Works

Make the dialogue about  stating a causal relationship and inverse relationship!

Ø  Second meeting

Students	Teacher
activity observed
-          Students are asked to read a sentence stating and the causal relationship and inverse relationship	-          Teachers notice when students are reading
activity asks
-          Students asked about the differences in causal relations and inverse relations	-          The teacher explains and gives examples of conversations tntang causal relationship and inverse relationship.
exploration activities
-          Students random sentences into sentences of cause and effect.	-          Teachers check their work.
activity associate
-          Students ask feedback  from teachers and friends about what he said in any group work.	-          Teachers provide learning evaluation
activity communicate
-          Students give examples of sentences that state and asks causal relationships outside the classroom as well as the surrounding neighborhood context.	-          The teacher asks what are examples of sentences that state and ask for a causal relationship outside the classroom as well as the surrounding environment.

 Arrange the following sentences into the correct order!

1.      Budi was late so he could not get in and follow the flag ceremony. Because I got a very bad flu. Why didn’t you go to school yesterday?

2.      I walk to school but I’m never late. Although it is small, our school will win “The Best School of the Year” trophy because it is very clean.

3.      Because my mother was sick. Andi was look sad, Why are you look so sad? his mother was in hospital because his mother was sick.

The answer

---

---

---

---

---

Assesment for writing skill

Score
Feasibility form (the extent to which the writing meets the rules form spelling, neatness, etc.)	20-18	Excellent to very good : Layout, spelling, verb conjunction, punctuation, accents, agreements, capitalization, and neatness very fulfilling rules text (genre)
	17-16	Good : Layout, spelling, verb conjunction, punctuation, accents, agreements, capitalization, and neatness generally meet the rules text (genre)
	15-14	Fair : Layout, spelling, verb conjunction, punctuation, accents, agreements, capitalization, and neatness partially meets the rules text (genre)

Ø  Third meeting

Students	Teacher
activity observed
-          Students are required to follow the example of the habit by saying and asking about (a) the causal relationship and (b) the inverse relationship, in English, the linguistic elements which correspond to its social function.	-          The teacher gives an example of a phrase that states and ask causality and relationships interverse n in the neighborhood.
activity asks
-          Students ask different expressions of English and Indonesian on the sentence that asks and states the cause and effect and the inverse relationship.	-          The teacher explains and gives examples of conversations about the causal relationship and inverse relationship.
exploration activities
-          ask students expressed a causal relationship and inverse relationship using English in the context of simulations, role-plays, and other activities are structured	-          The teacher instructed the students to make a group consist 2  person  to play role
activity associate
-          Students ask feedback (feedback) from teachers and friends about what he said in any group work.	-          Teachers provide learning evaluation
activity communicate
-          Students give examples of sentences that state and asks causal relationships outside the classroom as well as the surrounding neighborhood context.	-          The teacher asks what are examples of sentences that state and ask for a causal relationship outside the classroom as well as the surrounding environment.

Task 1

Read and memorize this dialogue with your group!

Indra              : Haii, gus…!!!

Agus               : Haiii…

Indra              : What’s wrong with you…?

Agus               : I feel bad now.

Indra              : Why…?

Agus               : I have a problem with my dad.

Indra              : What ‘s your problem with your dad…?

Agus               : Mmm…

                        My dad always arrived home late, and he always say about job.

Indra              : What’s wrong if your dad arrived late. Maybe he want to finished the job.

Agus               : But I think he was lying.

Indra              : why do you say your father was lying?

Agus               : because he looked suspicious, he always just never noticed me, he always lied with an employment base. I do not like it.

Indra              : Okey, I agree with you, but you also have to understand how the state of your father, he works too right for you, he wants to find money to make you happy.

Indra              : if he did want to see me happy should he pay attention to me.

Indra              : Yes, but now maybe he is being a lot of tasks, so there is no time for you, so try to understand how condition  your parents.

		Speaking Assessment Rubric
		ASPECT	SCORE	DESCRIPTION
		Pronunciation	5	□	Easy to understand and has a native accent
			4	□	Easy to understand although with certain accents
			3	□	There is a problem of pronunciation that makes the listener must complete concentration and sometimes there is a misunderstanding
			2	□	It is difficult to understand because there are problems of pronunciation, are often asked to repeat
			1	□	Serious pronunciation problems that can not be understood

Ø  4^th meeting

Students	Teacher
activity observed
-          Students are required to follow the example of the habit by saying and asking about (a) the causal relationship and (b) the inverse relationship, in English, the linguistic elements which correspond to its social function.	-          The teacher gives an example of a phrase that states and ask causality and relationships interverse n in the neighborhood.
activity asks
-          Students ask different expressions of English and Indonesian on the sentence that asks and states the cause and effect and the inverse relationship.	-          The teacher explains and gives examples of conversations about the causal relationship and inverse relationship.
exploration activities
-          Students write a journal to express their experience gained during learning, things are tough and easy to learn and strategies that have been or will be done to overcome	-          teachers instruct students to keep a journal that states and ask the causal relationship and inverse relationship
activity associate
-          Students ask feedback (feedback) from teachers and friends about what he said in any group work.	-          Teachers provide learning evaluation
activity communicate
-          Students use English whenever opportunity arose to mention and inquire about (a) the causal relationship and (b) the inverse relationship, inside and outside the classroom, with the linguistic elements which correspond to its social function.	-          The teacher asks what are examples of sentences that state and ask for a causal relationship outside the classroom as well as the surrounding environment.

Task 1

Make the journal!

write a journal to express their experience gained during learning, things are tough and easy to learn and strategies that have been or will be done to overcome!

Assesment for writing skill

Kriteria Skor
Kelayakan bentuk (sejauh mana tulisan memenuhi aturan-aturan bentuk spelling, kerapian, dll)	20-18	Excellent to very good : Layout, spelling, verb conjunction, punctuation, accents, agreements, capitalization, dan neatness sangat memenuhi aturan-aturan teks (genre)
	17-16	Good : Layout, spelling, verb conjunction, punctuation, accents, agreements, capitalization, dan neatness umumnya memenuhi aturan-aturan teks (genre)
	15-14	Fair : Layout, spelling, verb conjunction, punctuation, accents, agreements, capitalization, dan neatness sebagian memenuhi aturan-aturan teks (genre)

Find out,                                                                                             Tangerang, 07 July 2014

Headmaster of SMP IBADURRAHMAN                                             Guru Bahasa Inggris

Indra Irawan

NIP: 11262726893933                                                                                               Umu Atiyah

                                                                                                                        NIM:1188203101

HANDOUT

Stating and asking a causal relationship and inverse relationship.

Various issues related to the relationship cause / effect actions / events that occur during the process of learning, in the classroom, outside the classroom, or in the surrounding environment.

Example

Why didn’t you go to school yesterday? Because I got a very bad flu. Budi was late so he could not get in and follow the flag ceremony. Although it is small, our school will win “The Best School of the Year” trophy because it is very clean. I walk to school but I’m never late.

Words stating a causal relationship: Why?, Because, so,
Said that states the opposite relationship: although, but
Vocabulary: nouns, verbs, and adjectives associated with people, animals, objects in the classroom, school, home, and surrounding areas.
The use of singular and plural nominal right, with or without a, the, this, those, my, their, etc. appropriately in noun phrases

Read the dialogue carefully!

A: Why didn’t you go to school yesterday?

B: I couldn’t go to school yesterday because I was ill.

A: Why are you late?

B: I got up late, so I am late.

The reason:

I tried to do the test well although it was difficult for me.

I was overslept but I went to school

WORKSHEET

Task 1

Read this dialogue with your partner in front of class!

Miss anne  : “Why are you sleeping in class?”

Student     : “I stayed up late last night watching the world cup because on television”.
Miss anne  : “why did you get a very bad value in daily test yesterday?”
student      :”maybe my lack of concentration and I am tired of having a day to help my mother in the market “
Miss Anne :” If this continues, you're not going to the next grade!”
Student     :” okay, I will not miss it again and I will learn to  seriously”

Individual Works

Make the dialogue about  stating a causal relationship and inverse relationship!

Task 2

Arrange the following sentences into the correct order!

1.      Budi was late so he could not get in and follow the flag ceremony. Because I got a very bad flu. Why didn’t you go to school yesterday?

2.      I walk to school but I’m never late. Although it is small, our school will win “The Best School of the Year” trophy because it is very clean.

3.      Because my mother was sick. Andi was look sad, Why are you look so sad? his mother was in hospital because his mother was sick.

The answer

---

---

---

---

---

Task 3 (ROLE PLAY)

Read and memorize this dialogue with your group!

Indra              : Haii, gus…!!!

Agus               : Haiii…

Indra              : What’s wrong with you…?

Agus               : I feel bad now.

Indra              : Why…?

Agus               : I have a problem with my dad.

Indra              : What ‘s your problem with your dad…?

Agus               : Mmm…

                        My dad always arrived home late, and he always say about job.

Indra              : What’s wrong if your dad arrived late. Maybe he want to finished the job.

Agus               : But I think he was lying.

Indra              : why do you say your father was lying?

Agus               : because he looked suspicious, he always just never noticed me, he always lied with an employment base. I do not like it.

Indra              : Okey, I agree with you, but you also have to understand how the state of your father, he works too right for you, he wants to find money to make you happy.

Indra              : if he did want to see me happy should he pay attention to me.

Indra              : Yes, but now maybe he is being a lot of tasks, so there is no time for you, so try to understand how condition  your parents.

Task 4

Make the journal!

write a journal to express their experience gained during learning, things are tough and easy to learn and strategies that have been or will be done to overcome!