Speaking Rubric of Assessment

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http://www.4shared.com/file/hyxoy5nB/Rubric_of_assessment_speaking_.html

50 Common Irregular Verbs

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Lesson Plan Math

      made by Nurmalia Beladina

                                                                     DINAS PENDIDIKAN                                               

       SMP NEGERI 2 SEMARANG

                    Jl. Brigjen Katamso No.14 Telp (024) 8414168 Fax. (024)  8411211 Semarang-50125

      Website: www.smpn2-smg.com  e-mail: smpn2_semarang@yahoo.com

 

LESSON PLAN

Basic of Competence : 1.1

Standard of Competence:

To understand the properties of operations the numbers and capable of applying in problem solving.

Basic Competence :

To do the operations of integers and fractions.

Number of Hours : 2 x 40’ (1 meeting)

School : SMP Negeri 2 Semarang

1 meeting

Curriculum : KTSP

Subject : Mathematics

Class/Smt:VII / 1

Time: 2 x 40'

Subject Material: INTEGERS

Teacher: Nurmalia Beladina

Year        : 2012/2013

Standard of Competence 1.      To understand the properties of operations the numbers and capable of applying in problem solving.

Basic Competence : 1.1 To do the operations of integers and fractions.

Indicator : ·         Understanding the properties of division of integers accurately. ·         To solve the operation of integers (division) accurately. ·         Understanding the least common multiple (LCM) and the greatest common divisor (GCD) with respect each other. ·         To determine the value of LCM and GCD accurately.

Objectives: ·         Students are able to understand the properties of division of integers accurately. ·         Students are able to solve the operation of integers (division) accurately. ·         Students are able to understand the least common multiple (LCM) and the greatest common divisor (GCD) with respect each other. ·         Students are able to determine the value of LCM and GCD accurately.

Learning method Lecturing, questioning, discussion, assignment, and inquiry.

Learning Model : -       Cooperative Learning

Activity 1: Method- tick as applicable

Using ICT Game Discussion

v x v

Sosiodrama Observation Question and aswer

X V V

Individual presentation Group presentation

X V

Assesment activities-tick as applicable

Question and answer

V

Revision exercise

X

Individual learner review

X

Group Presentation

V

Observation

V

Homework

V

Individual presentation

X

Discussion

V

Scenario / Teaching and learning process

Meeting : ......1........

Content

Duration

Activities

Character

Introduction/Opening

10 minutes

The teacher come to the class on time. 1.   Greeting. 2.   Teacher and students start the lesson by praying together. 3.   Teacher check students attendance. 4.   Teacher inform about the topic that will be studied and its goal: §  Operation of integers (division). §  LCM and GCD 5.   Students are given motivation. 6.   Apperception §  Teacher and students discuss homework from the previous meeting (multiplication of integers) orally or by writing on the board.

polite religious

Main activity

60 minutes

Exploration 1.    Students learns the materials about operation of integers (division) by paying attention to the teacher’s slides and teacher’s explanations. 2.    Teacher explains the material by using good question such that the student can be active in the lecturing. Elaboration 1.      Teacher gives some questions to the students while showing the slides and students are given chances to answer by rising hand. The students that can answer correctly will be given a point. 2.      Teacher divides the students become some groups consist of 4-5 students. 3.      Teacher gives group assignment to students about operation of integers (division), LCM and GCD. 4.      The students can discuss with their friends by respect each other. 5.      The students can ask the question if they have problem in their discussion with courtesy. 6.      The students are motivated to solve their problems accurately. Confirmation 1.   Teacher gives chances for the students who want to answer orally or by writing on the board.

appreciative self- goverment, confidence cooperative confidence

Closing

10 minutes

1.      Teacher asks students to make conclusion. 2.      Teacher gives appreciation for the active students. 3.      Teacher gives homework from Mathematics Students Worksheet page 10-11 number 1-6. 4.      Teacher inform about next materials and asks the students to study it at home.

confidence appreciative responsible, self-goverment

Evaluation: Did all learners achieve all of the outcomes? How did you involve learners? What steps did you take to guide and support learners? What future improvements can be made of your lesson plan?

Can be completed after lesson : Written assessment        Teacher has given the assessment when on main activities

Reflection: Question and aswer the benefid of material/subject

Resources: Directorate of junior high school development. (2007). Mathematics for Junior High School Year VII Student Book. Jakarta. Adinawan, Cholik. 2009. Math for Junior High School 1st Semester Grade VII. Jakarta: Erlangga. MGMP RSBI Matematika. (2012). Mathematics Student Worksheet of RSBI. Semarang : Sarana Ilmu.

Assessment

Assessment indicator :

Techniques

Instruments

Students are able to determine the distribution of sweat gland

Written test Performance test Quis

Essay Multiple choice Matching

ASSESSMENT. Answer these questions clearly. 1.      Do the following divisions! a.       -75 : (-5) b.      60 : (-4) c.       -42 : 7 d.      0 : (-100) e.       31 : 0 2.      If k = -40, l = 8, and m = 2. Find the value of: a.       l : m b.      k : l 3.      Find the LCM and the GCD of 28 and 42! 4.      Find the LCM and GCD of 50, 60, and 75!

Minimum Mastery Creteria of Learning : 80

                                                                                                            Semarang,   Agustus 2012

Acknowledgment,

Mathematics Teacher                                                                          Teacher in Trining

Sumiyati, S.Pd                                                                                     Nurmalia Beladina

NIP. 196503221986012001                                                               NIM. 4101409114

Announcement

ANNOUNCEMENT

What is announcement? Announcement is something said, written or printed to make known what has happen or (more often) what will happen. The purpose is to inform someone about something.

If we want to write an announcement, we have to pay attention to the following points; Title/type of event, Date/Time, Place, Contact Person.

Drama Class

The Drama Class will put on a play called “Super Swayamvara”. All Lecturers and parents are invited to watch the play.

Date    : December 21^st

Time    : 07.00 p.m.

Place    : B6 FBS Unnes

Students who are interested in taking part in this play may register their names with Mr. Bambang. An audition will be held on October 3^rd to choose actors and actresses for the following parts:

1.      Rama

2.      Lakhsmana

3.      Sita

4.      Rahvana

5.      Supranaka

6.      King

7.      Soldiers

8.      Dancers

The play will be directed by Ms. Saki. Students who are chosen must come for practice at 2.00 p.m. in Gazebo b3.

Final Test Topics in Applied Linguistics

The Application of Bilingual Class in Indonesia should be Re-examined

Introduction

Bilingual became very popular in Indonesia in recent years. Most Indonesian schools struggling with bilingual education issue. Parents sent their children to bilingual school with aims that their child will became a great person in the future. In bilingual schools, all of the references book use English. Students and teachers should be able to use English as well. Means that every day they will use English in teaching process, it is good for students because they will practice English every day and became good-quality students. There are so many advantages in bilingual school but bilingual school also has disadvantages. Before we go further, what is bilingual education? Bilingual education is a form of education in which information is presented to the students in two (or more) languages. Any educational system that utilizes more than one language is bilingual.

Students are the target of bilingual school and they are the product of this program. It is the students’ process and product achievement that becomes the success indicator. Some students think that they are happy and enthusiasm in bilingual school because they can be more creative in using two languages and can sharing their knowledge with students in the world. For some students, they will be frustrated because of they should use more than one language in their daily activity and translate their lesson into English.

Teacher as the facilitator that has a direct contact with their students should be mastery English. Teachers must teach their students using English and change their mind set from teaching using Bahasa only into teaching using Bahasa and English. In this case, teacher is the key of bilingual program. If they can deliver their lesson in English to their students it can be successful program. But for those who can’t deliver their lesson in English it can be disaster. In some lesson there is difficulty using English in teaching process. Teacher should be efficient in deliver their lesson and give instruction or their students will get confused.

If we talk about parents in this program, they will fell proud because their children are on bilingual school. However, the big consideration goes back to their children readiness. Their roles are very important, for instance between the children and the parents should have a transaction communication at home.

Bilingual school is a good idea for us to increase our education quality. It can be very good for us if there is readiness from students, teachers and parents. But it can be disaster if they fails do their duty in this program. Government should re-examined school that doing this programs, is their school ready enough or only want to be a popular school.

Why I choose this topic is because there are a lot of students and teachers that fails doing their duty. Some students don’t understand their teachers’ explanation and can’t use English in their communication. Some teachers fail doing their duty because they can’t deliver their lesson clearly. Government should re-examined bilingual school because there are many schools that they not ready enough for this program. They choose this program only want to increase their rate and become popular school. Bilingual school is a good idea and can be a good way to increase our human resources if there is good correlation between students, teachers and parents.

Objectives

My essay will provide reasons why Indonesian Government should re-examined Bilingual school and the advantages and disadvantages of bilingualism application.

Review of Related Literature

The  Act  of  the  Indonesian  Republic  Number  20  Year  2003  Article  50  Verse  3 advocates that the  Indonesian  government  and the local  government have to  establish at least a unit  of  education  which  holds  the  international  standard  at  all  levels  of  education  including elementary  school  and  secondary  school  levels.  This implies that every province of Indonesia including Yogyakarta Special Province has to establish bilingual class program from elementary school to secondary school level. This program is primarily aimed at facilitating students to gain global  perspectives  and  to  highly  acquire  the  target  language  (English)  as  the  international language  used  in  many  different  fields  such  as  education,  information,    communication, technology, trade, and social culture.       

The  implementation  of  the  bilingual  education  in  Indonesia  started  in  2004    and  gained  its popularity  for about 8  years  establishing 1300 schools categorized as international standardized schools  in  2012.  Since    2011  the  bilingual  education  program  have  been  criticized  by  some parties  which  argue  that  such  a  program  has  discriminated  the  poor  from  the  rich  as  those international  standardized  schools  are  mostly  enjoyed  by  the  rich  rather  than  the  poor.  This means that a great number of students of those schools are from the rich family. Added to this,the bilingual class students are exclusively treated in terms of school facilities, academic issues compared to non-bilingual class students. This drives some opponent parties to take the case into judicial review of the Act of the Indonesian Republic Number 20 Year 2003 Article 50 Verse 3 about the implementation of the bilingual class program.  With  regard  to  this  issue,  the Judicial Court in  Indonesian  called  MakamahKonstitusi   came to the agreement that the bilingual class program  has  to  be  eradicated  on  the  grounds  that  it  violates  the  basic  laws  of  Indonesian Republic Year 1945.  In other words, the bilingual class program has been banned to be carried out since January 2013. To counter the decision of the Judicial Court, some headmasters of the bilingual    schools    state  that  the  bilingual  class  program  is  beneficial  for  students  to  face  the global challenges.   

With  regard  to  the  above  issue,  this  paper  attempts  to  provide  theoretical  justification  of  the bilingual  education  program  which  has  currently  become  a  controversial  issue  in  Indonesia.  It primary  aims  to  review  a  theoretical  framework  of  the  bilingual  education  program  which  is believed to be an effective way to face some challenges of the global lives.

Mostly parents are happy send their kids to bilingual school, but the rest are anxious about their kids’ language development. Parents’ anxiety is understandable as studies on bilingualism often produce mixed results. Some studies have demonstrated positive effects of bilingualism, but many others have shown just the opposite. J.F. Hammers and M.H.A Blanc (2000) in their book Bilinguality and Bilingualism have managed to document numerous studies showing that bilingualism results in a greater ability in reconstruction perceptual situations and a greater sensitivity to semantic relations between words, produces superior results on verbal and non-verbal intelligence, better performance in rule-discovery tasks, and a greater degree of divergent thinking.

Indonesia is suffering from what Steve Krashen, a renowned American education specialist, dubs “English Fever” like other countries in Asia such as China, Japan, and Korean.

Analysis

Bilingualism is good for countries that have already prepared all the things that regarded to it. Meanwhile Indonesia is not ready yet for this program. Indonesian government should prepare all of those things that needed in this program. Such as qualified and competent teacher to teach using two languages, facilities in school that support this program and also qualified students.

In my opinion, Indonesia is not ready yet for this program. For Indonesian teachers are not able to use target language in their teaching process. They can open the class using target language but in their explanation they can’t use effective language to their students. The effect of this problem is students can’t understand what their teacher means and make them more confuse about the subject.

This program should be re-examined because there are many schools that don’t have qualified teachers and facilities. If this program isn’t re-examined students will be victims and the goal of Indonesia country to educate their citizen is fail. Students will get confuse in their learning activity. Their score and spirit will go down, they will think that school is boring. From language point of view, bilingualism is using two or more languages. If their teacher is not capable using more than one language, they will do code mixing. If their teacher does a code mixing, students can be influence and do the same thing. Their communication will be mix between Bahasa and English.

Parents are anxious about the condition of their children. What happen with their children in school, why they are not enthusiasm go to school and their communication with them is a bad (code mixing).

Summary and Recommendation

Indonesia has problem in their education system. Bilingual class that has a goal to make Indonesia better can be bad for students. The problems in bilingual class are; first, the unqualified of teachers. Second, the facilities can’t fulfill students’ need. Third, government is not ready enough about this program and the direct action after this program.

When governments apply this program in a school that they are not ready, it will be a program that consumes much money and the result isn’t the expectation. Students as the product of this program can be suffering. They will get confuse in their lesson and their politeness will be decrease because of using more than one language that they are not mastery in it.

My recommendation is government should re-examine this program with more intensive supervision and assessment in a school that will use this program.

Bibliography

           Margana.(2013). Theoretical Justification of Bilingual Education Program in Indonesia. Yogyakarta

            Rosita.Evaries. (2010). Bilingual Education:Problems and Solutions. Jakarta. The Jakarta Post

          Hallet. E. Eric. (2005). Most Indonesian Schools Struggling with Bilingual Education. Jakarta. The Jakarta Post

            Fadillah.Afi.Sekolah bilingual standar international di Indonesia. Bandung

Lesson Plan Science

LESSON PLAN

Subject                    :    Science

Grade/Semester      :    5/2

Topic                       :    Photosynthesis

Meeting                  :    1

Time Allocation      :    60 minutes

I.       Standard of Competence

2. Comprehending the way of greenery make food.

II.    Basic Competence

2 . 1 Identifying the way of greenery make food.

III. Indicators

1.      Observing plants in surroundings.

2.      Identify what is photosynthesis.

IV. Learning Objectives

a.       Content Objectives

At the end of study,

Students are able to know what photosynthesis is

Students are able to describe the process of photosynthesis

b.      Language Objectives

At the end of the study,

Students are able to pronounce some terms related to photosynthesis.

Students are able to understand the meaning of terms related to photosynthesis.

Students are able to use the terms related to plants in sentences

c.       Character Education

·         Care about green plants

·         Cooperation

·         Admiring

·         Respect

·         Diligence

V.                Learning Materials

·         Pictures of process photosynthesis

·         Explanation about photosynthesis

·         Explanation about how to pronoun word relating to the photosynthesis

·         Example of sentences using terminology dealing with photosynthesis

Content materials:

plant                            /plɑːnt/                         tumbuhan

Leaf                             /liːf/                              daun

Chlorophyll                 /ˈklɒr.ə.fɪl/                  klorofil

Photosynthesis                        /ˌfəʊ.tə ʊ  ˈsɪn t  .θə.sɪs/                      fotosintesis

PHOTOSYNTHESIS

PART I: THE SUN AND LIGHT

Not all of the light from the Sun makes it to the surface of the Earth. Even the light that does make it here is reflected and spread out. The little light that does make it here is enough for the plants of the world to survive and go through the process of photosynthesis. Light is actually energy, electromagnetic energy to be exact. When that energy gets to a green plant, all sorts of reactions can take place to store energy in the form of sugar molecules.

Remember we said that not all the energy from the Sun makes it to plants? Even when light gets to a plant, the plant doesn't use all of it. It actually uses only certain colors to make photosynthesis happen. Plants mostly absorb red and blue wavelengths. When you see a color, it is actually a color that the object does NOT absorb. In the case of green plants, they do not absorb light from the green range.

PART II: THE CHLOROPLAST

We want to reinforce that photosynthesis happens in the chloroplast. Within this cell organelle is the chlorophyll that captures the light from the Sun. We'll talk about it in a bit, but the chloroplasts are working night and day with different jobs. The molecules are moved and converted in the area called the stroma.

PART III: THE MOLECULES

Chlorophyll is the magic compound that can grab that sunlight and start the whole process. Chlorophyll is actually quite a varied compound. There are four (4) types: a, b, c, and d. Chlorophyll can also be found in many microorganisms and even some prokaryotic cells. However, as far as plants are concerned, the chlorophyll is found in the chloroplasts. The other big molecules are water (H₂O), carbon dioxide (CO₂), oxygen (O₂) and glucose (C₆H₁₂O₆). Carbon dioxide and water combine with light to create oxygen and glucose. That glucose is used in various forms by every creature on the planet. Animal cells require oxygen to survive. Animal cells need an aerobic environment (one with oxygen).

PART IV: LIGHT AND DARK REACTIONS

The whole process doesn't happen all at one time. The process of photosynthesis is divided into two main parts. The first part is called the light dependent reaction. This reaction happens when the light energy is captured and pushed into a chemical called ATP. The second part of the process happens when the ATP is used to make glucose (the Calvin Cycle). That second part is called the light independent reaction.

Vocabulary

Chlorophyll-A green substance which gives leaves their color. Chlorophyll absorbs energy from sunlight which a plant uses to make food.

Chloroplast-A small particle that contains chlorophyll and is the site where photosynthesis and starchnformation occur.

Photosynthesis-The formation of carbohydrates in the chlorophyll-containing tissues of plants exposednto light.

Stomata-Very small holes in the surface of a leaf. Oxygen and carbon dioxide from the air enter throughnthe stomata; oxygen, carbon dioxide and water vapor leave through the stomata.

Sun                                          /sʌn/                                                   Matahari

Earth                                       /ɜːθ/                                                     bumi

Plants                                      /plɑːnt/                                                 tumbuh-tumbuhan

Photosynthesis                        /ˌfəʊ.tə ʊ  ˈsɪn t  .θə.sɪs/                       fotosintesis

Chloroplasts                            /ˈklɒr.ə.plɑːst/                                      kloroplas

Chlorophyll                             /ˈklɒr.ə.fɪl/                                           klorofil

Organelle                                 /ˌɔː.g ə nˈel/                                         organel

Stoma                                      /ˈstəʊ.mə/                                            stoma

Carbon dioxide                       /ˈkɑː.b ə n daɪˈɒk.saɪd/                        karbon dioksida

Cell                                          /sel/                                                      sel

VI.             Method

1.      Icebreaker

2.      Lecturing

3.      PP game (pleasant photosynthesis)

4.      Exercises

5.      Closing (team pair solo)

VII.          Learning Activities

1.Opening ( 3 minutes)

Teacher’s Roles	Student’s Roles
Teacher open the class	Students are listening and answering teachers questions
Teacher check the attendant	Student rise their hand if their name is called
Teacher give students icebreaker	Students do what their teacher ask and pay attention
Teacher tell the students what will they learn in this class	Students are listening

2. main activity

Teacher’s Roles	Students’ Roles
·         Teacher explains about how plants get their own food.	·         Students are listening to teacher’s explanation.
·         Teacher asks seven students to come in front of the class.	·         Students’ representative comes forward.
·         Teacher divided the students into the sun, plant, water, carbon dioxide, nutrient, sugar, and narrator.	·         Students listen and doing their job.
·         Teacher asks students to practice that they were as a photosynthesis process.	·         Students doing their role and the rest watch their friends.
·         Teacher asks two or three students to come forward to act that they are an animal and human.	·         Students learn a process of photosynthesis by different way.
·         Teacher gives comment and also compliment and a little description of PP game.	·         Students listen and rest for a while.

3.Closing ( 5 minutes )

Teacher’s Roles	Student’s Roles
Teacher gives their students opportunity to ask	Students ask their teacher if they have a question or problem in learning photosynthesis process
Teacher ask their students to write summary of photosynthesis	Students write summary
Teacher gives students assignment and some comment that can increase their spirit	Students write the assignment
Teacher closes the class.	Students ready to end the class

VIII.       Learning Media and Resource

1.      White board and some board marker

2.      Laptop and LCD

3.      Resource book

4.      PPT slides

IX.             Assessment

1.      Spoken test

2.      Written test

Indicators	Technique	Form	Instrument
o  Identifying what photosynthesis is o  Making summary of photosynthesis	Written test Written  test	Individual and group tasks An essay	o  Description about photosynthesis o  Make an essay about photosynthesis

Written test

1.      What is photosynthesis?

2.      Why plants need photosynthesis?

3.      Do plants need light in photosynthesis? Why?

4.      What is the result of photosynthesis?

5.      Does photosynthesis damage our life? Why?

Project 1

Make a summary of photosynthesis process and draw the picture of it.

Rubric of project 1

Criteria	Very poor (5-9)	Poor (10-14)	Medium (15-19)	Good (20-24)	Excellent (25)
Spelling	Many spelling errors.	Some spells errors. (10-14)	Few spell errors. (6-9)	Few spell errors. (1-5)	No spelling errors.
Grammar	More than 15 grammatical errors.	11-15 grammatical error.	6 to 10 grammatical errors.	1 to 5 grammatical errors.	There is no grammatical error.
Topic	Key words not clear	Main idea not clear	Good main idea	Very good main idea	Interesting, well-stated idea
Punctuation	.many punctuation and case errors	Few punctuation and case errors	Minor punctuation and case errors	Correct punctuation and case errors	punctuation and case errors; variety used

Spoken assessment

NO	Criteria	Score 60-70	71-85	86-100
1	Vocal	Sometimes clear	Clear	Very clear
2	Participation	Passive	Sometimes Active	Active
3	Manner	Bad manner	Sometimes good	Good manner