SIti UmasiTAh' Blog's

Ayo Jadi Agen PULSA

2009-10-25T20:16:00.000-07:00

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BANDINGKAN DENGAN YANG DAFTARNYA BAYAR

BERGABUNG NGGAK ADA RUGINYA KARENA GRATIS, KALAU NGGAK COCOK Ya nggak Kehilangan APA APA

Alhamdulillah LULUS

2009-09-24T04:58:00.000-07:00

Setelah berjuang cukup lama maka tahun ini aku lulus S2 pendidikan bahasa inggris
Semoga ilmu yang aku dapatkan dari UNIVERSITAS MALANG ini dapat meningkatkan kwalitas pendidikan di lingkunganku bekerja

Ebooks gratis pelajaran SD, SMP, SMU dari Depdiknas

2008-09-16T21:08:00.000-07:00

Pemerintah melalui Departemen Pendidikan Nasional Republik Indonesia menyuguhkan sejumlah buku teks pelajaran layak-pakai yang hak ciptanya telah dilmiliki Departemen Pendidikan Nasional.

Buku-buku teks pelajaran tersebut tersedia di situs Depdiknas yang diberi nama Situs Buku Sekolah Elektronik yang disingkat BSE atau e-Book. Jumlah seluruhnya saat ini ada empat ratus tujuh (407) judul buku yang terdiri dari buku-buku untuk tingkat SD/MI, tingkat SMA/MA, tingkat SMP/MTs serta tingkat SMK.

Buku-buku teks pelajaran tersebut telah dinilai kelayakan pakainya oleh Badan Standar Nasional Pendidikan (BSNP) dan telah ditetapkan sebagai Buku Teks pelajaran yang memenuhi syarat kelayakan untuk digunakan dalam pembelajaran melalui Peraturan Menteri Pendidikan Nasional (Permendiknas) Nomor 46 Tahun 2007, Permendiknas Nomor 12 Tahun 2008, Permendiknas Nomor 34 Tahun 2008, dan Permendiknas Nomor 41 Tahun 2008.

Buku-buku teks pelajaran tersebut dapat digandakan, dicetak, difotokopi, dialihmediakan, dan/atau diperdagangkan oleh perseorangan, kelompok orang, dan/atau badan hukum dalam rangka menjamin akses dan harga buku yang terjangkau oleh masyarakat.

Tempat Download BSE Depdiknas

Sumber: Jawa Pos, Metropolis, Kamis 21 Agustus 2008, h. 29

TEAM TEACHING KONSEP SEDERHANA YANG MAMPU MENINGKATKAN PEROLEHAN NILAI SISWA DALAM MENGHADAPI UJIAN AKHIR NASIONAL

2008-01-29T18:06:00.000-08:00

Pemerintah senantiasa meningkatkan mutu pendidikan di Indonesia dengan cara menambah passing grade( standar kelulusan ) pada ujian akhir nasional dari tahun ke tahun, hal ini tentunya bertujuan untuk meningkatkan kualitas siswa yang nantinya bisa sejajar dengan negara lain dan akhirnya mampu bersaing di era global. Mengingat ujian akhir nasional masih merupakan satu satunya tolok ukur keberhasilan dari suatu sekolah dan masih merupakan sarana untuk seleksi masuk pada jenjang sekolah yang lebih tinggi secara otomatis pihak sekolah akan berupaya semaksimal mungkin memfasilitasi dan memberikan pelayanan terbaik kepada peserta didiknya, berbagai strategi diterapkan, bermacam macam metode diaplikasikan namun hasil yang diperoleh terkadang masih jauh dari harapan. Selaku pendidik hendaknya kita jeli dalam mengamati persoalan kelas yang timbul pada saat proses kegiatan belajar mengajar berlangsung dan mampu menjadikan persoalan tersebut sebagai objek penelitian sehingga membuahkan hasil yang tentunya berguna sebagai acuan dalam meningkatkan kualitas pendidikan. Salah satu metode yang disajikan disini adalah Team Teaching. Team teaching is a strategy used at many grade levels in many schools, Team teachers cite several characteristics of an outstanding team that really works for the benefit of students (Sharon Cromwell, 1987). Suatu kegiatan yang melibatkan beberapa orang guru ( kolaborasi ) yang bertujuan untuk peningkatan mutu juga dalam menagani suatu persoalan yang dihadapi siswa pada saat kegiatan pembelajaran di kelas.. Dengan tersedianya lebih dari satu guru dalam satu kelas, akan membuat siswa bebas meminta pelayanan dalam memecahkan masalah dan mendiskusikannya tanpa adanya batasan-batasan yang biasa mereka temui dalam kegiatan belajar reguler. Tentunya guru yang terlibat dalam Team Teaching telah menetapkan visi yang sama sehingga tidak terjadi overlapping dalam pemberian penjelasan. Pendekatan individu lebih ditekankan untuk membantu meringankan beban mental siswa sehingga mereka tidak merasa takut untuk mengemukakan persoalan yang mereka hadapi dan bebas mengekspose keingintahuan mereka. Team Teaching lebih efektif dilaksanakan pada saat pemberian jam pelajaran tambahan intensif atau diluar jam belajar reguler.
Secara umum tujuan dari pelaksanaan Team Teaching adalah meningkatkan perolehan nilai ujian akhir nasional, maka sasaran utamanya adalah siswa kelas sembilan yang akan menghadapi ujian. Adapun deskripsi tentang langkah-langkah pelaksanaan Team Teaching adalah sebagai berikut; 1). Pengumpulan data, data disini adalah nilai siswa yang didapat dari hasil try out atau hasil ulangan semester satu, kemudian nilai tersebut dikelompokkan menjadi tiga bagian yaitu kelompok tinggi, kelompok sedang dan kelompok rendah, untuk siswa kelompok sedang tidak diberikan tambahan layanan intesif karena dianggap dalam posisi yang tidak mengkhawatirkan mereka dianggap mampu dalam mengerjakan soal-soal ujian, sedang kelompok tinggi dan kelompok rendah diberikan tambahan layanan intensif dengan pertimbangan, siswa kelompok tinggi diharapkan mampu memperoleh nilai maksimal bahkan nilai sempurna 10, hal ini memungkinkan karena bentuk soal ujian adalah multiple choice sedang kelompok rendah diharapkan bisa lulus dari batas nilai minimal yang distandarkan pemerintah. 2). Pre test, pada tahap ini pemberian pre test dimaksudkan untuk mengetahui materi-materi apa yang tidak dikuasai oleh siswa terutama materi essensial (materi yang sering muncul pada soal-soal UAN) sehingga guru dapat menyiapkan materi tersebut yang akan disampaikan melaui pembahasan atau latihan soal. 3). Treatment, pada kelompok rendah dibagi lagi menjadi sub kelompok yang terdiri dari delapan sampai sepuluh siswa untuk tujuan efektifitas. Karena kalau jumlah siswa terlalu banyak guru tidak dapat mengakomodasi dengan baik. Tiap sub kelompok di fasilitasi oleh seorang guru, mengerjakan soal dan mendiskusikannya besama-sama atau secara individu. Hal yang sama juga dilaksanakan pada kelompok tinggi. Kegiatan ini berlangsung selama tiga atau empat kali pertemuan. 4) Post test, setelah mendapatkan beberapa kali treatment siswa dilihat pencapaian prestasinya melalui pos test yang dilaksanakan untuk mengukur sejauh mana perolehan siswa setelah diberi treatment secara intensif dengan menggunakan metode Team Teaching apakah ada peningkatan atau tidak, berdasarkan pengalaman yang telah diterapkan oleh penulis, bahwa metode Team Teaching bisa meningkatkan perolehan nilai siswa dalam menghadapi ujian akhir nasional. Tentunya ini adalah salah satu dari sekian banyak metode yang diharapkan bisa dijadikan referensi oleh pembaca. Pada prinsipnya komitmen tinggi dan niat yang tulus dari seorang pendidik untuk meningkatkan kualitas pribadi adalah kunci keberhasilan dalam menciptakan generasi masa depan yang siap bersaing di era global. Semoga.

EXTENSIVE READING

2007-12-12T16:55:00.000-08:00

SOURCES : Extensive Reading in the Second Language, Rirhard R.Day and Julian Bamford, Cambridge University Press.

As William Grabe states:

One major way to round out a reading program is to introduce

extensive reading material into the curriculum

--William Grabe (1986, p.43)

The purpose of this chapter is to; a) discuss how extensive reading can be integrated into second language program. b) discuss reasons for including extensive reading in programs whose goal is the preparation of students for academic work in the second language. c) present possible goals of an extensive reading program. d) speculate as to why extensive reading is not a more common approach to the teaching of second language reading. The important role extensive reading must play at all stages of the second language reading curriculum. Beatrice Mikulecky (1990) and Christine Nuttall (1982, 1996) include a chapter of extensive reading. Mikulecky states that “students must develop the habit of readingmassive amounts”(1990, p.13). Nuttal says,”we learn to read by reading...We want students to read better ... to do this they need to read more” (1996, p.128). Fredericka Stoller's proposal for a low-level reading skill course has extensive reading as a built-in component and Linda Jensen includes extensive reading as the third in a three component advance reading skill course.

Integrating extensive reading into second language program

Extensive reading can be included in a second language curriculum in at least four broad ways: a) as a separate, stand-alone class. Setting up an independent extensive reading course involves basically what the establishing of any other course does; a teacher, a syllabus, a classroom, materials and a set time slot. b) as part of an existing reading course. This involves building into an existing course a certain amount of extensive reading. c) as a noncredit addition to an existing course. Students are encouraged to read according to their intersts and for their own enjoyment. d) as an extracurricular activity. Optional extensive reading can also take the form of an extracurricular reading club, not connected to required courses in the curriculum.

Extensive reading and second language academic program

A first, understandable reaction to extensive reading from administrators and teachers in programs that prepare students for the stringent demands of academic work in a second language may be one of dismissal. There are reasons why extensive reading should be an integral, even major, part of preparing students for academic reading. Extensive reading has essential role in developing the sight of vocabulary and world knowledge on which fluent reading is based.

Goals of an extensive reading program

Possible goals are that students will: 1) have a positive attitude toward reading in the second language. 2) have confidence in their reading. 3) have motivation to read in the second language. 4) read without constantly stopping to look up unknown or difficult words in the dictionary. 5) have increase their word recognition ability. 6) know for what purpose they are reading when they read . 7) read at an appropriate rate for their purpose in reading. 8) know how to choose appropriate reading materials for their interest and language ability.

Why extensive reading the approach less travelled?

An obvious question why extensive reading is not more common in second language program. Various reasons have been suggested including:

Cost, indeed a major consideration to fund adequate library.
The work required to set up a program, the amount of attention and organization involved in setting up an extensive reading program is another real concern.
The difficulty of finding time for it in the already-crowded curriculum, finding time for extensive reading is a matter of priorities.
The different role of the teacher in extensive reading can be a problem for teachers used traditional roles.
The nature of the material used in extensive reading may be controversial. Krashen observes 'light reading' may be regarded as lacking literary merit. The use of such light reading can be a spring board into classics. He cites a 1992 study by James Davis, Lynn Gorell, Rebecca Kline and Gloria Hsieh that found leisure reading in the foreign language as among the strongest predictors of positive attitudes toward literature.
The emphasis on the teching of reading skills might contribute to the lack of attention given to the extensive reading.
The belief that reading should be delayed until students have a solid ability to speak and understand the second language is still held by some teachers.
Confusion between extensive reading and class readers may have led to less attention to extensive reading . Collin Davis ( 1995, pp. 330-331) suggests that a program of class readers may appear to be a way of avoiding the drawbacks of an extensive reading approach, such as the cost and the work involved in organizing it.

COMMENT :

We sometimes find difficulties to encourage students to read, because it is a matter individual needs, It needs high motivation to the Indonesian learners who study English as foreign Language. We, as English teacher should be able to create the method in order the students enjoy the reading activity. Extensive Reading is really useful as one way to force the students to read. As a matter of fact, this activity is not merely conduct in the class but we can also do it outside and will be not limited the time. In some experiences, Extensive Reading can improve the learners innate to expose the reading materials as well as for pleasure.

THEORIES OF SECOND LANGUAGE ACQUISITION

2007-12-09T18:38:00.000-08:00

The main aim of this chapter is to review theories in SLA that reflect the variety of perspectives evident in SLA studies, They are :1) The acculturation Model ( and closely with it, the nativization model). 2) Accomodation theory. 3) Discourse theory. 4) The monitor model. 5) The variable competence model. 6) The Universal hypothesis. 7) A neurofunctional theory.
The role of theory in SLA research is like what Hakuta (1981: 1) stated “the game of language acquisition research can be described as the search for an appropriate level of description for the learner's system of rules”. Other researchers have aim at more than just description, as Rutherford (1982:85) put it, “ We wish to know what it is that is acquired, how it is acquired and when it is acquired. But were we to have the answers even to these question, we would still want to know why ...”. Theory building is concerned with explanation as well as with description. But the term explanation is ambigous, Firstly, it can refer to the way in which the learners work in samples of the input data, converting them into intake, and using knowledge to produce output. Secondly, what motivates the learner to learn and what causes him to cease learning. Schumann (1976) distingushes explanation which refers to 'cognitive processes' responsible and 'initiating factors' responsible. Ellis (1984a) refers to the two types as ' assembly mechanisms' and 'power mechanisms'.
Long (1983e), drawing on the work of Reynolds (1971), distingushes two approaches to theory building; the theory-then-research approach and the research-then-theory approach. The theory-then-research approach involves five stages: 1) Develop an explicity theory. 2) Derive a testable prediction from theory. 3) Conduct research to test the prediction. 4) Modify the theory if the prediction is disconfirmed. 5) Test a new prediction if the first prediction is confirmed. The starting point of this approach is to invent a theory using a hunches and relevant research what Popper (1976) calls 'dogmatic thinking'. This theory has strength and weaknesses, it provides an approximate answer and a basis for systematically testing aspects of the overall theory. But researchers are not always prepared to abandon theory even in the face of substantial disconfirmatory evidence. The research-then-theory approach has four stages : 1) Select a phenomenon for investigation. 2) Measure its characteristics. 3) Collect data and look for systematic patterns. 4) Formalize significant patterns as rules describing natural event. The strenght and weak of this theory approach means that the researcher is less likely to be 'wrong' at any time and can provide valuable insight into selected aspects of the whole process being investigated.
SEVEN THEORIES OF SLA:
1.The Acculturation Model
Brown (1980) defined 'as the process of becoming adapted to a new culture'. In addition, an elaborated version of Schumann's model--the Nativization Model-- is discussed, with reference to Andersen (1980;1981;1983b) “... second language acquisition is just one aspect of acculturation and the degree to which a learner acculturates to the terget language group will control the degree to which he acquires the second language.(Schumann 1978:34)
Acculturation, and hence SLA determined by the degree of social and psycological distance between the learner and the language culture. Schumann (1978b) lists the various factors that determined them. The social variables govern whether the learning is 'good' or 'bad' . The psycological factors are effective in nature. They include 1) language shock 2) culture shock 3) motivation and 4) ego boudaries.
The Nativization Model
Andersen builds on Schumann's acculturation model, in particular by providing a cognitive dimension which Schumann does not consider. He, to a much greater extent, is concerned with learning processes. Andersen sees two general forces; nativization and denativization. Nativization consists of assimilation while denativization involves accomodation.
Evaluation; The acculturation and nativist models focus on the power mechanisms of SLA. They provide explanations of why L2 learners, unlike first language learners, often fail to achieve a native-like competence. The acculturation and nativization Models address naturalistic SLA, where the L2 learners has contact with the target language community.
2.Accomodation Theory
Giles concerns to investigate how intergroup uses language reflect basic social and psycological attitudes in inter etnic communication. Giles agrees with Gardner(1979) that motivation is the primary determinant of L2 proviciency. This is governed by a number of key variables: 1) Identification of the individual learner with his ethnic in group. 2) Inter – ethnic comparison. 3) perception of ethno-linguistic vitality. 4) Perception of in group boundaries. 5) Identification with other ingroup social categories. Accomodation theory also accounts for learner's variable linguistic output. Giles et al.(1977) writes ...people are continually modifyng their speech with others so as to reduce or accentuate the linguistic(and hence) social differences between them depending on their perception of the interactive situation.
Evaluation; This theory does not explain assembly mechanisms nor account for the developmental sequence. The strenght of accomodation theory is that it encompasses language acquisition and language use within a single framework. This theory provides an explanation of language-learner language variability.
3.Discourse Theory
Halliday(1975) shows that the development of the formal linguistic devices for realizing basic language function grows out of the interpersonal uses to which language is put. As Cherry (1979: 122) puts it: Through communicating with other people, children accomplish actions in the world and develop the rules of language structure and use. This view of how the development takes place is called discourse theory. The main principles by Hatch(1978c;1978d)
are: 1) SLA follow a 'natural' route in syntatical development. 2) Native speaker adjust their speech in order to negotiate meaning with non-native speakers. 3) The conversational strategies used to negotiate meaning, and the resulting adjusted input, influence the rate and route of SLA in a number of ways, namely: a) the learner learns the grammar of the L2 in the same order as the frequency order of the various features in the input. b) the learner acquire commonly occuring formulas and then later analyses these into their component parts; c) learner is helped to construct sentences vertically; vertical structures are the percursors of horizontal structues. 4) Thus, the'natural' route is the result of learning how to hold conversations.
Evaluation; the basic question that second language acquisition research addresses is: how can we describe the process of second language acquisition. (Hatch 1980:177—my italic). He tries to provide an answer to his question by qualitative analyses of face-to-face interaction involving L2 learners. Hatch herself notes: We have not been able (nor have we tried) to show how, or if, making messages simpler or more transparent promotes language learning (1980 :181). Hatch is too aware of the huge leap that is made from 'low infernce descriptions' to 'high -inference explanation'. The discourse theory does not address the nature of the learner strategies responsible for SLA.
4.The monitor Model
The theory is seriuosly flawed in a number of respects, in particular in its treatment of language-learner variability. The model consists of five hypothesis; 1) the acquisition learning hypothesis. 2) the natural order hypothesis. 3) the monitor hypothesis. Krashen argues that monitoring has an extremely limited function in language performance, even where adult are concerned. He gives three conditions for its use; a) there must be sufficient time. b) the focus must be on form and not meaning and. c) the user must know the rule. 4) the input hypothesis, input that comprehensible to the learner will automatically be at the right level. 5) the affective filter hypothesis. It deals with how affective factors relate to SLA, and covers the ground of the Acculturation model. Causative variables taken into account in the Monitor Model. Krashen also discusses a number of other factors; a) aptitude. b) role of the first language c) routines and patterns. d) individual differences and e) age.
Evaluation; Three central issues for detailed consideration are the 'acquisition-learning' distinction, it has been called 'theological', it has been formulated in order to specific goal, namely that succesful SLA is the result of 'acquisition' (James 1980). the monitor, the only evidence for monitoring lies in the language user's own account of trying to apply explicit rules ( e.g Cohen and Robbins 1976) and Krashen's treatment of variability , Variability the monitor model is a'dual competence' theory of SLA. It proposes that the learner's knowledge of the L2, which is reflected in variable performance, is best characterized in terms of two separate competence, which Krashen labels'acquisition' and 'learning' .
5.The Variable Competence Model
The model is based on two distinctions—one of which refers to the process of language use and the product. The process of language use is to be understood in terms of the distnction between linguistic knowledge and the ability to make use of this knowledge. Widowson (1984) refers to a knowledge of rules as a competence and to a knowledge of the procedures involved in using rules to construct discourse as capacity. It follows from this view of the process of language use that the product, different types of discourse is the result of either or both of the variable competence and variable application of procedures for actualizing knowledge in discourse. Procedures for actualizing knowledge are of two types, which Ellis(1984a) refers to as primary and secondary processes each set of processes refered as dicourse and cognitive processes respectively. Discourse process: simplify the semantic structures of a masages by omitting meaning element that are communicatively redundant or that can be realized by a non verbal devices (e.g mime). Cognitive process: a). Construct an underlying conceptual structures of a massage b). Compare this structure with the frame of reference share with and interlecutor c). Eliminate redundant element and element for which know lexical item is available. To summarize this model, proposes: 1). There is a single knowdlege store containing variable interlanguage rules according how automatic and how analyzed the rules are. 2). The learner possesses a capacity for language uses which consist of primary and secondary discourse and cognitive processes. 3). L2 performance is variable as a result of whether primary processes employing unanalized L2 Rules are utilized in unplanned discourse or secondary process employing analized L2 rules are utilized in planed discourse. 4). Development occurs as a result of acquisition of new L2 rules through participation in various types of discourse and activation of L2 rules which initialy exist in either non automatic unanalized form or in an analized form so they can be used in unplaned dicourse.
Evaluation.: The variable competence model of SLA attemps to account for the availability of languages learners and the external and internal processes responsible for SLA.
6.The universal hypothesis
The universal hypothesis provides an interesting account of how the languages properties of the target language and the learner's first language may influence the course development. The value the universal hypothesis for SLA teory is twofold :1. it a focuses attention on the natural of the taget laguages it self. Wode's (980 b: 136/7) claims the linguistic devices used in a given languages are the major variable determining linguistic sequences 2. it provides a subtle and pesuasive reconsederation of transfer as an important factor in SLA.
7.A neurofucntional theory
Lamendella (1979:5/6) defines, A neurofucntional perspective on language attempts to characterize the neurolinguistic information processing systems responsible for the development and use of language. Hacth (1983a: 213) puts it, 'there is no single “black box” for language in the brain'. Therefore, it is better to speak of'the relative contribution of some areas more than others under certain condition'(Selinger 1982:309). Neurofucntional accounts of SLA have considered the contribution of The left hemisphere and The right hemisphere of the brain. Right hemisphere functioning is generally asscociated with holistic processing, it has been suggested (e.g by Obler 1981; Krashen 1981a) that the right hemisphere is responsible for the storing and processing of formulaic speech. The right hemisphere may also involved in pattern practice in classroom SLA. Selinger (1982) suggest that it may act as an initial staging mechanism for handling patterns which can then be re-examined later in left hemisphere functioning. Left hemisphere functioning, in general the left hemisphere is asscociated with the creative language use, including syntatic and semantic processing and the motor operations involved in speaking and writing. Walsh and Diller (1981) distinguish two board types of functioning, lower order functioning and higher order functioning.
Lamendella's Neurofucntional theory
Lamendella distnguishes two basic of types of language acquisition: (1) Primary language acquisition and (2) Secondary language acquisition. (1) is found I the child 's acquisition of one or more languages from 2 to 5 years. (2) is subdivided into a) foreign language learning b) second language acquisition. Lamendella pinpoints two systems as particularly important for language functioning; (1) The communication hierarchy: this has responsibility for language and other form of interpersonal communication. (2) The cognitive hierarchy: this control a variety of cognitive information processing activities that are also part of language use. Foreign language acquisition is marked by the use of the input and also affect the operation of learner strategies. Input comprises the inherent properties of the target language system and the formally and interactionally adjusted features found in foreigner and teacher talk.

Eleven hypothesis about SLA
General
Hypothesis 1 SLA follows a natural sequence of development, but there will be minor variation in the order of development and more major variations in the rate of development and in the level of proficiency achieved.
Hypothesis 2 At any one stage of development, the learner's interlanguage comprises a system of variable rules
Situation
Hypothesis 3 Situational factors are indirect determinant of the rate of SLA and also of the level of proviciency achieved , but they do not influence the sequence of development only in minor and temporary ways
Hypothesis 4 Situational factors are the primary causes of variability in language-learner language
Input
Hypothesis 5 Input that is interactionally as a result of the negotiation of meaning in two-way discourse between the learner or speaker function as determinant of the sequence of development, the order of development and the rate of development
Learner differences
Hypothesis 6 Affective learner differences determine the rate of SLA and the level of proviciency achieved, but not the sequence
Hypothesis 7 The learner's first language influences the order of development, but it does not affect the sequence of development
Learner processes
Hypothesis 8 Interlanguage development occurs as a product of the learner's use of procedural knowledge to construct discourse
Hypothesis 9 Interlanguage development occurs as a product of the learner's universal grammar, which makes some rules easier to learn than others
Linguistic output
Hypothesis 10 Language learner consists of formulaic speech and utterances constructed creatively
Hypothesis 11 Language learner language is variable, dynamic but also systematic

RELATIONSHIPS AMONG SECOND LANGUAGE PROFICIENCY, FOREIGN LANGUAGE APTITUDE, AND INTELLEGENCE: A STUCTURAL EQUATION MODELLING APPROACH

2007-12-09T18:35:00.000-08:00

The research of the relationships among measures of second language proficiency, language aptitude and intellegence had two objectives: (a) to examine the factor structure of several different SLP test scores (b) to investigate the relationship between a general factor (G-SLP) and hypothetical general cognitive factor (G-COG) that was assumed to influence foreign language aptitude, verbal intellegence and reasoning. The trait structure of second language proficiency that underlines test performance has long been topic of controversy which so called “unitary trait hypothesis” has been disconfirmed (e.g Oller, 1983b) recent research SLP consist of one common general factor and several specific factors (e.g, Bachman & Palmer, 1983 et. al)General factor explain a large portion of the common variance among many language test scores. The nature of this general factor is not clear, Spolsky and his colleagues speculated on this issue “general proficiency of language “ consist of “the creative aspect of language” and “the ability to understand language with reduced redundancy” because creativity and redundancy are two fundamental characteristics of language. “pragmatic mapping”(Oller,1983b,p.356) an ability to implement knowledge system in actual context because it can also be assumed to underlie”all the other cognitive skills”. Bachman and Palmer (1982)”information processing in extended discourse” (p462) because this test method loaded more heavily on the general factor than did the other method. Bachman suggested that”information-processing ability” or “ strategic competence “ is not only related to a general SLP factor, but also to “the realm of general cognitive abilities, or intellegence” (p.106). To investigate the relationship between the general SLP factor and general cognitive ability needs to incorporate other cognitive constructs besides SLP. Thus the present study included the construct of foreign language aptitude and two types of intellegence(verbal and reasoning) which generally have had higher and more consistent correlations with SLP than have other variables (Skehan, 1989). To investigate further for the present study there are several steps to be followed;
1).RESEARCH QUESTIONS
a). What is the relationship among scores from several different SLP tests when these tests are taken by Japanese college students? This question is to determine whether the present data would indicate a general SLP factor. To answer this question, four competing hypothesis were tested;
Model A. SLP consists of several specific factors that are correlated, this is showed in figure 1 the Path diagram illustrating the correlated specific factor model.
Model B. SLP consists of one general second-order factor and several uncorrelated specific first-order factors, showed in figure 2 The Path diagram illustrating the second-order model.
Model C. SLP consists of one general factor that is directly associated with all observed variables, showed in figure 3 The Path diagram illustrating the one general factor model.
Model D. SLP consists of several independent specific factors, showed in figure 4 The Path diagram illustrating the totally divisible model.
b). What is the relationship between SLP and a general cognitive ability factor that influences aptitude, verbal intellegence, andreaasoning among Japanese college students? previous research in psychology and applied linguistics(e.g Wesche, Edwards,& Wells,1982; Cronbach, 1990; Thorndike &Lohman,1990) assumed that a second-order latent factor of general cognitive ability (G-COG) exists that presides over aptitude, verbal, and reasoning. To answer this question, three competing hypothesis were tested:
Model E. The general SLP factor is identical with general cognitive ability. In other words, only one higher-order factor presides over all SLP latent variables as well as aptitude, verbal intellegence, and reasoning. Showed in figure 5 The Path diagram illustrating the identical model. G-SLP and G-COG are identical.
Model F. The general SLP factor is not identical with general cognitive ability, but these factors are significantly correlated to each other. Showed in figure 6. The Path diagram illustrating the correlated model. G-SLP and G-COG are correlated but not identical.
Model G. There is no relationship between the general SLP factor and general cognitive ability. Showed in figure 7. The Path diagram illustrating the completely separate model. G-SLP and G-COG are unrelated.
2) METHOD
a) Participants
The participants were 160(70 males and 90 females) came from two groups. Group 1 studied at 20 different universities majored in 19 different fields. Group 2 studied at two different universities and majored in economics. They shared in similar linguistics, culture, and educational backgrounds. Their age ranged 18-23 years, median 20. They studied English average 7,3 years through highly controlled formal education.
b) Test instrument
Second Language Proficiency. Several SLP traits were measured with four types of test widely used in Japan. Short-text multiple-choice(SMC)test, long-text multiple-choice(LMC), free composition and cloze. The SMC consisted of 56 items divided into three subpart: Grammar(20), Cohesion(16), and Vocabulary(20). Listening and Reading as LMC test and free composition as free composition test. The cloze test contained long input text (294 words) and 48 words were deleted.
Foreign Language Aptitude. The Language Aptitude Battery for the Japanese (LABJ) was developed in the present study. It consists of three parts: Paired associates, Language Analysis and Sound-Symbol Association to measure rote learning ability for foreign language materials, inductive language learning ability, and phonetic coding ability, respectively.
Intellegence(verbal intellegence and reasoning). the Kyoto University New NX-15 Intellegence Test was selected to measure the participants' verbal intellegence and reasoning.
c) Test Administration and Scoring. The students took most of the test during summer and falls 1990 for total 6.5 hours. All multiple choice are objective scored while the composition using the Profile system introduced by Jacobs, Zinkgraf et al. The rating produced five subscore; content 30, organization 20, vocabulary 20, language use 25 and mechanics 5 points. The cloze test was scored according to the exact-word method (cf. Chihara et al.,1989).
3.ANALYSES
Statistical software. All analyses were performed on the UCLA mainframe computer system (IBM 3090/600) using SPSS-X version 3.0 and the EQS structural equations program, version 3 (Bentler,1989).
The 23 variables included 11 SLP, 3 Aptitude, 5 V-IQ, and 4 reasoning.
a).Reliability and assumption
Internal consistency estimates based on Kuder-Richardson formula 20 were calculated for all multiple-choice items except the NX intellegence test. The cloze test could not be assumed to be independent of each other because they were based on coherently connected sentences that contained other items. Thus interrater reliability was calculated for the five subscores which generally high (0.6 to 0.93).
b).Assumption to the statistical analyses
Multinormality of the present data was checked using the normalized estimate of Mardia's (1970, 1974) coefficient variable in the EQS program. The normalized estimate for the present data was-0.2462, which indicated a satisfactorily normal distribution both at the unvariate and multivariate levels (P.Bentler, personal communication, August 1991).
c).Structural equation analyses
The proposed model for SLP structure and its relationship with aptitude, reasoning and V-IQ were evaluated using structural equation modeling to know whether a theory-driven model can provide a statistically significant fit to the observed data.
Four indices of overall model fit; a)The chi-square goodness of fit index. b) The comparative fit index. c) The chi-square/df ratio and d) Average off-diagonal absolute standardized residual. These four indices were not the only source, for determining the best model in the present study.
4.RESULT
a) Model evaluation for SLP structure
Exploratory factor analyses of the 11 SLP variables was performed to investigate clustering among the 11 SLP measures. Because no hypothesis was formed regarding the clustering of SLP variables, the most appropriate factor formation for the 11 variables was sought in an exploratory manner.
Identification of the four proposed models. Model parameters can be estimated by computer even though the model is unidentified(K.Bollen,personal communication, August,1991).
Evaluation of four proposed models. The four proposed models were evaluated using structural equation modeling to see which best accounted for the SLP data. The overall fit indices for the correlated specific factors Model A and B were exactly the same. Compared to these two models, models C and D fit much worse in terms of all four indices.
b) Model evaluation for the relationship between G-SLP and G-COG
Identification of three models. The second model for SLP structure was one of the best fitting model, it was used in the second part of analyses, which examined the nature of the G-SLP factor. Model E,F and G related to G-SLP factor and G-COG.
Model evaluation for relationship among G-COG, aptitude, V-IQ and reasoning. Before the three models were compared, the relationships among those factors was evaluated for its appropriateness as the basic component of the three models.
Evaluation of three proposed models. Finally, the overall model fit indices for models E, F and G were compared. The result of the maximum likelihood estimation procedure indicated that none of the estimated parameters for these three models was implausible, thus they could be compared on the same basis.

Komunikasi Bahasa Inggris

2007-10-16T13:33:00.000-07:00

materi untuk siswa saya di SMPN 4 Kepanjen

Small Talk merupakan salah satu alat bantu proses belajar mengajar

Essensial for English Grammar

2007-10-16T11:55:00.000-07:00

Essensial for English Grammar sebagai bahan mengajar di Kelas ku
Bagi yang ingin mengambil di http://www.geocities.com/keluargaherman/EssentialGrammar.ppt

ini file yang dibuka melalui power point atau kalau nggak ingin yang bajakan gunakan open office

PPS UM

2007-10-16T10:03:00.000-07:00

Hari ini aku menemukan web site dari PPS UM, bagi rekan-rekan yang tertarik klik saja alamat ini semoga bermafaat

CATATAN METODOLOGI RESEACH

2007-10-16T09:40:00.000-07:00

September 17 th
Monday

METHODOLOGI RESEACH

Scientific Attitudes
to develop our knowledge to help other people
need to practice telling other people know enough to explain other people

Our Knowledge can be measure how far they understand our explanation

The activities need for leaner

Reading many proposal ~ then judge them why it is right/ wrong give any comment

Learners must identify the research in the library for there are still much mistake

the purpose is to judge the quality Of the research
prepare enough knowledge to explain in the class judge and do it
taken the lecture doesn't come. We have to make summary of the topic → copy then distribute to all member

At the end of semester we have to :

Write a research project proposal on language learning using quantitative method
Next semester the qualitative one
Self regulated learning is Learning regulated by one self
hear ~ forget
see ~ remember
do ~ can

Research

To know something (object) the understand it about I work
Ex
mechanic ~ car machine system, role, pastern, formula
doctor ~ character symptom
Any object in the world is rejected under the role
The role made by the God valeted ~ means we have problem
As a researcher the job is to find the law ~ so we can do sth
? we go to school ~ to get knowledge ? About the law/ rule
the more go to school
more knowledge the get
can do more

Memorize the date, place ~ it's just factual information it's not research
To find inferential information or information that infer so we can conclude

We are Valued about what we can do

The Rule/ Law
is created by God~ find out by researcher to

Compiling
Write
Reported => by writer ~ product book journals
deal with
phone ~ phonology
word ~ morphology
sentences ~ syntax
Application of knowledge is called technology

PROFIL

2007-06-25T11:09:00.000-07:00

PRIBADI
Nama : Siti Umasitah
Tempat tlg lahir : Malang 17 Januari 1967

PEKERJAAN
Profesi : Guru Bidang Studi Bahasa Inggris
Unit Kerja : SMPN 4 Kepanjen Malang

PENDIDIKAN
SD : SD Muhammadiyah Kepanjen
SMP : SMPN 4 Malang di Kepanjen
SMA : SMA Negeri Kepanjen
Perguruan Tinggi
D2 IKIP Negeri Malang
S1 Universitas Kanjuruhan

KEGIATAN ILMIAH
Seleksi Guru Berprestasi Juara ke-3 Tk Kabupaten Malang
MGMP Bahas Inggris Kabupaten Malang
Diklat Tindak Lanjut Uji Kompetensi di LPMP Jatim
Seminar Implementasi UU Guru dan Dosen di UN Malang
Diklat Implementasi KTSP Bahasa Inggris di LPMP Jatim
Workshop SNI Tk Nasional

KELUARGA
Suami : Herman H Oktiono
Anak : Moh. Javier Aristo
Moh. Zacharias Fabien
Diklat Yang Pernah Diikuti

No Jenis Diklat Tahun Lamanya Keterangan
1 MGMP BIG 1989 4 Bulan Depdikbud
2 MGMP BIG 1990 4 Bulan Depdikbud
3 Seminar Pengajaran BIG 1993 1 Hari IKIP PGRI Malang
4 MGMP BIG 1998 4 Bulan Depdikbud
5 Pelatihan Pembina UKS 2002 1 Hari Tingkat Propinsi
6 Seminar Kesehatan 2003 1 Hari BRSD Malang

Karya Tulis Yang Telah Diterbitkan

No Judul Tahun Keterangan
1 LKS Bahasa Inggris Kelas 1, 2, 3 1994 Penerbit Ikip Malang
2 English Team Teaching (Kerja Bareng
Guru Bahasa Inggris) 2005 SMP Negeri 4 Kepanjen