This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
The document provides guidance for teachers on how to effectively teach writing to ESL students. It recommends that teachers provide functional writing tasks, allow students to choose their own topics, do group activities like brainstorming and storytelling, and focus on elements of effective writing. It also lists 30 additional ideas for teaching writing, such as using students' lives as inspiration, practicing revision, descriptive writing, and making grammar interactive. The overall document offers strategies to engage ESL students in improving their English writing skills.
Before, during, and after reading strategiesSara Hulings
Before, during, and after reading strategies are used to help students comprehend texts. Before reading, teachers activate prior knowledge, pre-teach vocabulary, and set a purpose. During reading, teachers model metacognitive skills like predicting and questioning through reciprocal teaching. After reading, students review information through graphic organizers, discussions, summarizing and timelines to ensure understanding of main ideas. These strategies link the different comprehension stages to help students derive meaning from texts and develop problem solving abilities.
The document discusses teaching reading to young learners, noting that common problems include reading too slowly, lacking vocabulary, and getting frustrated or bored. It recommends letting children choose interesting reading material, reading aloud to them, and connecting reading to other skills like using picture books, reading aloud, and acting out parts of books to engage children and excite them about reading.
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
The simple present tense is used to describe actions or conditions that are ongoing or habitual in the present. It is used when the precise timing of an action is unknown or unimportant. There are consistent patterns for forming the positive, negative, and interrogative forms of the simple present tense based on subject. For regular verbs, the verb takes an -s ending in the third person singular. For irregular verbs, certain endings like -ss, -x, -ch, and -o take -es in the third person singular, while verbs ending in consonant-y drop the y and take -ies. Do/does are used as auxiliary verbs based on subject, and there are adverbs of frequency that commonly modify simple present tense verbs
This document discusses strategies for assessing reading and different types of reading tasks. It describes bottom-up processing, which involves decoding skills, and top-down processing, which uses background knowledge. Four types of reading tasks are outlined: perceptive, selective, interactive, and extensive. Examples of assessment techniques are also provided, including summary, dictocomp, and strip story activities.
This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
The document provides guidance for teachers on how to effectively teach writing to ESL students. It recommends that teachers provide functional writing tasks, allow students to choose their own topics, do group activities like brainstorming and storytelling, and focus on elements of effective writing. It also lists 30 additional ideas for teaching writing, such as using students' lives as inspiration, practicing revision, descriptive writing, and making grammar interactive. The overall document offers strategies to engage ESL students in improving their English writing skills.
Before, during, and after reading strategiesSara Hulings
Before, during, and after reading strategies are used to help students comprehend texts. Before reading, teachers activate prior knowledge, pre-teach vocabulary, and set a purpose. During reading, teachers model metacognitive skills like predicting and questioning through reciprocal teaching. After reading, students review information through graphic organizers, discussions, summarizing and timelines to ensure understanding of main ideas. These strategies link the different comprehension stages to help students derive meaning from texts and develop problem solving abilities.
The document discusses teaching reading to young learners, noting that common problems include reading too slowly, lacking vocabulary, and getting frustrated or bored. It recommends letting children choose interesting reading material, reading aloud to them, and connecting reading to other skills like using picture books, reading aloud, and acting out parts of books to engage children and excite them about reading.
The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments.
This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.
The simple present tense is used to describe actions or conditions that are ongoing or habitual in the present. It is used when the precise timing of an action is unknown or unimportant. There are consistent patterns for forming the positive, negative, and interrogative forms of the simple present tense based on subject. For regular verbs, the verb takes an -s ending in the third person singular. For irregular verbs, certain endings like -ss, -x, -ch, and -o take -es in the third person singular, while verbs ending in consonant-y drop the y and take -ies. Do/does are used as auxiliary verbs based on subject, and there are adverbs of frequency that commonly modify simple present tense verbs
This document discusses strategies for assessing reading and different types of reading tasks. It describes bottom-up processing, which involves decoding skills, and top-down processing, which uses background knowledge. Four types of reading tasks are outlined: perceptive, selective, interactive, and extensive. Examples of assessment techniques are also provided, including summary, dictocomp, and strip story activities.
The document discusses using drama techniques to teach English. It provides examples of drama activities like role plays, improvisation exercises, mime activities and interactive storytelling that develop language skills through creativity, collaboration and emotional engagement. The document advocates for process over product and suggests drama helps students gain confidence using English while developing fluency, tolerance and creativity.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
The document is a lesson plan for a class on writing letters confirming orders as part of a business English course. The lesson plan outlines identifying parts of confirmation letters, phrases used in confirmations, and writing draft and full confirmation letters. It provides sample materials including a sample confirmation letter and assessment rubric for student work. The goal is for students to learn to write effective order confirmation letters.
Teks ini membahas tentang factual report, yaitu teks yang menyajikan informasi faktual tentang suatu objek secara sistematis. Factual report bertujuan untuk memberikan informasi umum tentang suatu kelas objek, baik benda alam maupun buatan. Unsur bahasa yang digunakan antara lain penggunaan kata benda umum, kata kerja hubung untuk mendeskripsikan fitur, kata kerja tindakan, waktu kini yang tidak terbatas, istilah teknis
This document contains an example of a recount text about a student's horrible experience three years ago when they were twelve years old. It provides the structure and features of a recount text, including an orientation that introduces who was involved and where and when the story took place, a series of events described in chronological order using words like "then" and "after", and a re-orientation that summarizes the experience. The example recount text describes a series of strange events where the student was thrown from their bed and injured, leading their parents to eventually move houses because they believed it was haunted.
Listening comprehension is an interactive process that involves both bottom-up and top-down processing. It depends on the listener's existing knowledge (schemas) to interpret what is heard. Traditionally, it was viewed as a linear bottom-up process, but it is now understood that both bottom-up and top-down processes interact. Key factors like text function, features, processing load, and oral language features contribute to difficulty. The listening lesson involves pre-listening, listening, and post-listening activities focused on perception or comprehension.
This lesson plan is for a 9th grade class focusing on reading skills. It will last 45 minutes and use resources like word cards, substitution tables, and textbooks. The objectives are to thoroughly read texts, find answers within texts, and determine meanings. Activities include filling gaps, substitution tables, reading games, and more. Presentation, practice, and production stages are outlined with corresponding 15 minute activities. Students will be informally assessed on their reading abilities and through a word cards game.
Genre Based Approach (GBA) adalah pendekatan yang menggunakan genre teks tertulis dan lisan sebagai dasar pembelajaran bahasa. Terdiri dari empat tahap yaitu pengenalan topik, pemodelan teks, konstruksi bersama teks, dan konstruksi mandiri teks guna mengembangkan kemampuan berbahasa lisan dan tulis siswa.
This presentation is designed by Abderrahim Gouhmad & Assiya Agzzoum, E.L.T and Global Market professional B.A trainees, as a part of teaching language skills module, supervised by prof. Ayad Chraa at the faculty o languages, arts and human sciences in Ait Melloul.
Writing assessment is used for placement, monitoring progress, and accountability of ELL students. It involves evaluating students' writing content, clarity, and mechanics. Effective writing instruction incorporates process writing, writing across curriculums, and authentic tasks. Scoring can be holistic, focusing on traits, or analytical. Monitoring student development includes checking prewriting, post-writing, and conferencing. Self and peer assessment also support writing growth.
Rencana pelaksanaan pembelajaran ini membahas tentang pengajaran teks lisan dan tulis sederhana untuk memaparkan, menanyakan, dan merespon pemaparan jati diri dalam bahasa Inggris. Dokumen ini menjelaskan kompetensi dasar, tujuan pembelajaran, materi pelajaran, dan langkah-langkah pembelajaran yang akan dilakukan selama 3 pertemuan."
This document discusses developing students' reading skills. It emphasizes the importance of reading skills and provides tips for instructors. Some key points include:
- Reading skills are important for students' development and should be regularly practiced.
- Instructors should include reading skill development as a course objective and provide guidance to students.
- A variety of in-class activities can help practice skills like skimming, scanning, and summarizing. This keeps reading engaging for students.
Lesson Plan Narrative text_Fable KD 3.14 Grade VIIIListi Wira
This lesson plan is for an 8th grade English class on narrative texts in the form of fables. The lesson has several learning objectives related to identifying the social function, language features, and generic structure of fables. Students will read and analyze a short fable, identifying its components. They will then write the moral of the story. The lesson incorporates group work, discussion, and a worksheet to help students meet the objectives of understanding fables as a narrative text type.
A Lecture On The Common Reading Problemsrosalia2010
There are four typical areas of reading difficulty: 1) Using an incorrect approach to reading rather than sounding out words, 2) Having gaps in foundational skills for phonological processing like phonemic awareness, blending sounds, and knowledge of the phonetic code, 3) Struggling with more complex patterns in words like vowel combinations and r-controlled vowels, 4) Having gaps in advanced skills like reading multisyllabic words, comprehension, vocabulary, and fluency. It is important to evaluate students to determine their strengths and weaknesses in order to provide effective remediation, as reading problems will persist without direct intervention.
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
The document outlines the five essential components of reading: phonics, phonemic awareness, vocabulary, fluency, and reading comprehension. It provides a brief definition and examples of how each component is developed and applied when reading. Phonics involves connecting sounds to letters, phonemic awareness focuses on the sounds within words, vocabulary is understanding the words, fluency is reading with speed and expression, and comprehension integrates all the components to derive meaning from text. Developing skills in all five areas is necessary for children to become successful readers.
This document defines and discusses short messages. It notes that short messages are brief written communications sent because people cannot meet directly. They are easy for everyone to compose. Short messages have clear addresses, simple messages, and are easy to understand. They are used to give or request information, ask permission, apologize, or invite. When composing short messages, one should pay attention to who sent it, who it's for, the information and purpose, and the relationship between sender and receiver. There are different kinds of short messages including memos, SMS texts, and telegrams.
This document discusses differing views on language teaching and the need for methods. It summarizes Swan's critique that methods constrain teaching too much and divert attention from the linguistic elements. Swan argues that to be effective, teaching must return to focusing on specific linguistic problems and making better use of existing methodological resources. The document also discusses the post-method condition and Swan's view that it lacks focus on selecting and integrating priority language elements and risks losing sight of the language being taught through an overemphasis on activities.
British dan Amerika memiliki perbedaan bahasa Inggris dalam beberapa aspek seperti kosakata, ejaan, dan pengucapan. Dokumen ini membahas perbedaan bahasa Inggris Britania dan Amerika dalam berbagai aspek.
The document discusses using drama techniques to teach English. It provides examples of drama activities like role plays, improvisation exercises, mime activities and interactive storytelling that develop language skills through creativity, collaboration and emotional engagement. The document advocates for process over product and suggests drama helps students gain confidence using English while developing fluency, tolerance and creativity.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
The document is a lesson plan for a class on writing letters confirming orders as part of a business English course. The lesson plan outlines identifying parts of confirmation letters, phrases used in confirmations, and writing draft and full confirmation letters. It provides sample materials including a sample confirmation letter and assessment rubric for student work. The goal is for students to learn to write effective order confirmation letters.
Teks ini membahas tentang factual report, yaitu teks yang menyajikan informasi faktual tentang suatu objek secara sistematis. Factual report bertujuan untuk memberikan informasi umum tentang suatu kelas objek, baik benda alam maupun buatan. Unsur bahasa yang digunakan antara lain penggunaan kata benda umum, kata kerja hubung untuk mendeskripsikan fitur, kata kerja tindakan, waktu kini yang tidak terbatas, istilah teknis
This document contains an example of a recount text about a student's horrible experience three years ago when they were twelve years old. It provides the structure and features of a recount text, including an orientation that introduces who was involved and where and when the story took place, a series of events described in chronological order using words like "then" and "after", and a re-orientation that summarizes the experience. The example recount text describes a series of strange events where the student was thrown from their bed and injured, leading their parents to eventually move houses because they believed it was haunted.
Listening comprehension is an interactive process that involves both bottom-up and top-down processing. It depends on the listener's existing knowledge (schemas) to interpret what is heard. Traditionally, it was viewed as a linear bottom-up process, but it is now understood that both bottom-up and top-down processes interact. Key factors like text function, features, processing load, and oral language features contribute to difficulty. The listening lesson involves pre-listening, listening, and post-listening activities focused on perception or comprehension.
This lesson plan is for a 9th grade class focusing on reading skills. It will last 45 minutes and use resources like word cards, substitution tables, and textbooks. The objectives are to thoroughly read texts, find answers within texts, and determine meanings. Activities include filling gaps, substitution tables, reading games, and more. Presentation, practice, and production stages are outlined with corresponding 15 minute activities. Students will be informally assessed on their reading abilities and through a word cards game.
Genre Based Approach (GBA) adalah pendekatan yang menggunakan genre teks tertulis dan lisan sebagai dasar pembelajaran bahasa. Terdiri dari empat tahap yaitu pengenalan topik, pemodelan teks, konstruksi bersama teks, dan konstruksi mandiri teks guna mengembangkan kemampuan berbahasa lisan dan tulis siswa.
This presentation is designed by Abderrahim Gouhmad & Assiya Agzzoum, E.L.T and Global Market professional B.A trainees, as a part of teaching language skills module, supervised by prof. Ayad Chraa at the faculty o languages, arts and human sciences in Ait Melloul.
Writing assessment is used for placement, monitoring progress, and accountability of ELL students. It involves evaluating students' writing content, clarity, and mechanics. Effective writing instruction incorporates process writing, writing across curriculums, and authentic tasks. Scoring can be holistic, focusing on traits, or analytical. Monitoring student development includes checking prewriting, post-writing, and conferencing. Self and peer assessment also support writing growth.
Rencana pelaksanaan pembelajaran ini membahas tentang pengajaran teks lisan dan tulis sederhana untuk memaparkan, menanyakan, dan merespon pemaparan jati diri dalam bahasa Inggris. Dokumen ini menjelaskan kompetensi dasar, tujuan pembelajaran, materi pelajaran, dan langkah-langkah pembelajaran yang akan dilakukan selama 3 pertemuan."
This document discusses developing students' reading skills. It emphasizes the importance of reading skills and provides tips for instructors. Some key points include:
- Reading skills are important for students' development and should be regularly practiced.
- Instructors should include reading skill development as a course objective and provide guidance to students.
- A variety of in-class activities can help practice skills like skimming, scanning, and summarizing. This keeps reading engaging for students.
Lesson Plan Narrative text_Fable KD 3.14 Grade VIIIListi Wira
This lesson plan is for an 8th grade English class on narrative texts in the form of fables. The lesson has several learning objectives related to identifying the social function, language features, and generic structure of fables. Students will read and analyze a short fable, identifying its components. They will then write the moral of the story. The lesson incorporates group work, discussion, and a worksheet to help students meet the objectives of understanding fables as a narrative text type.
A Lecture On The Common Reading Problemsrosalia2010
There are four typical areas of reading difficulty: 1) Using an incorrect approach to reading rather than sounding out words, 2) Having gaps in foundational skills for phonological processing like phonemic awareness, blending sounds, and knowledge of the phonetic code, 3) Struggling with more complex patterns in words like vowel combinations and r-controlled vowels, 4) Having gaps in advanced skills like reading multisyllabic words, comprehension, vocabulary, and fluency. It is important to evaluate students to determine their strengths and weaknesses in order to provide effective remediation, as reading problems will persist without direct intervention.
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
The document outlines the five essential components of reading: phonics, phonemic awareness, vocabulary, fluency, and reading comprehension. It provides a brief definition and examples of how each component is developed and applied when reading. Phonics involves connecting sounds to letters, phonemic awareness focuses on the sounds within words, vocabulary is understanding the words, fluency is reading with speed and expression, and comprehension integrates all the components to derive meaning from text. Developing skills in all five areas is necessary for children to become successful readers.
This document defines and discusses short messages. It notes that short messages are brief written communications sent because people cannot meet directly. They are easy for everyone to compose. Short messages have clear addresses, simple messages, and are easy to understand. They are used to give or request information, ask permission, apologize, or invite. When composing short messages, one should pay attention to who sent it, who it's for, the information and purpose, and the relationship between sender and receiver. There are different kinds of short messages including memos, SMS texts, and telegrams.
This document discusses differing views on language teaching and the need for methods. It summarizes Swan's critique that methods constrain teaching too much and divert attention from the linguistic elements. Swan argues that to be effective, teaching must return to focusing on specific linguistic problems and making better use of existing methodological resources. The document also discusses the post-method condition and Swan's view that it lacks focus on selecting and integrating priority language elements and risks losing sight of the language being taught through an overemphasis on activities.
British dan Amerika memiliki perbedaan bahasa Inggris dalam beberapa aspek seperti kosakata, ejaan, dan pengucapan. Dokumen ini membahas perbedaan bahasa Inggris Britania dan Amerika dalam berbagai aspek.
Dokumen tersebut membahas tentang pembelajaran membaca dan menulis permulaan (MMP) di sekolah dasar. Secara garis besar dibahas tentang metode-metode yang dapat digunakan dalam mengajarkan MMP seperti metode eja, bunyi, suku kata, kata, dan kalimat. Juga dibahas tentang pemilihan materi ajar dan kegiatan menulis yang dapat meningkatkan kemampuan menulis siswa.
Dokumen ini membahas tentang pembelajaran membaca dan menulis di kelas rendah. Ia menjelaskan pengertian MMP, tujuan pembelajaran membaca dan menulis di kelas 1, dan strategi pembelajaran MMP termasuk metode dan model pembelajarannya. Dokumen ini juga membahas penilaian proses dan hasil dalam pembelajaran MMP.
Pembelajaran menulis permulaan membutuhkan berbagai kemampuan dasar seperti memegang alat tulis dan menulis huruf. Metode SAS digunakan untuk mengajarkan menulis secara sistematis dari huruf hingga kalimat. Berbagai media seperti papan tulis dan kartu digunakan untuk memberikan contoh dan tugas menyalin.
Dokumen tersebut membahas mengenai keterampilan menulis permulaan dan lanjut pada siswa sekolah dasar. Terdapat penjelasan mengenai tujuan, jenis-jenis pembelajaran, dan aspek-aspek kebahasaan yang perlu ditingkatkan.
1. Dokumen tersebut membahas tujuh metode pembelajaran membaca dan menulis permulaan di sekolah dasar, yaitu metode abjad, eja, suku kata, kata, kalimat, SAS, dan 4 tahap Steinberg.
2. Dibahas pula kelebihan dan kekurangan masing-masing metode serta persiapan yang dibutuhkan sebelum memulai pembelajaran membaca dan menulis untuk siswa.
3. Metode-metode tersebut memiliki tuju
MODUL AJAR BAHASA INDONESIA KELAS 1 KURIKULUM MERDEKA.pdfAndiCoc
1. mengenali dan melafalkan abjad;
2. mengenali bentuk huruf kapital dan huruf kecil;
3. belajar mengeja dan membaca kata-kata sehari-hari yang memiliki kata yang diawali dengan huruf ‘b’;
4. menulis huruf ‘B’ dan ‘b’;
5. menulis nama sendiri.
Tujuan Pembelajaran :
1. Menyimak dengan saksama dan memahami informasi dalam teks yang dibacakan kepadanya sesuai jenjangnya.
2. Mengenali bentuk dan melafalkan bunyi abjad.
3. Mengenali dan mengeja kombinasi abjad pada suku kata dan kata yang sering ditemui.
4. Menuliskan katakata yang sering ditemui.
Dokumen tersebut merupakan uraian mengenai materi pelajaran Carakan dalam bahasa Jawa untuk siswa kelas XI yang mencakup penjelasan tentang pengertian, contoh-contoh, dan latihan soal untuk mengidentifikasi, memahami, dan menganalisis teks berbahasa Jawa kuno beserta penjelasan angka-angka Jawa.
Pendekatan seluruh memperkenalkan perkataan kepada murid dengan menyebut dan menulisnya, kemudian mencerkinkannya kepada suku kata dan huruf. Metode ini memberi makna kepada perkataan yang dipelajari tetapi kajian menunjukkan murid perlu banyak mengecam perkataan sebelum dapat membaca dengan lancar.
PPT RENCANA AKSI 2 modul ajar matematika berdiferensiasi kelas 1Arumdwikinasih
Pembelajaran berdiferensiasi merupakan pembelajaran yang mengakomodasi dari semua perbedaan murid, terbuka untuk semua dan memberikan kebutuhan-kebutuhan yang dibutuhkan oleh setiap individu.kelas 1 ........
Modul Ajar Bahasa Inggris Kelas 10 Fase E Kurikulum MerdekaFathan Emran
Modul Ajar Bahasa Inggris Kelas 10 SMA/MA Fase E Kurikulum Merdeka - abdiera.com. Modul Ajar Bahasa Inggris Kelas 10 SMA/MA Fase E Kurikulum Merdeka. Modul Ajar Bahasa Inggris Kelas 10 SMA/MA Fase E Kurikulum Merdeka.
Teori Fungsionalisme Kulturalisasi Talcott Parsons (Dosen Pengampu : Khoirin ...nasrudienaulia
Dalam teori fungsionalisme kulturalisasi Talcott Parsons, konsep struktur sosial sangat erat hubungannya dengan kulturalisasi. Struktur sosial merujuk pada pola-pola hubungan sosial yang terorganisir dalam masyarakat, termasuk hierarki, peran, dan institusi yang mengatur interaksi antara individu. Hubungan antara konsep struktur sosial dan kulturalisasi dapat dijelaskan sebagai berikut:
1. Pola Interaksi Sosial: Struktur sosial menentukan pola interaksi sosial antara individu dalam masyarakat. Pola-pola ini dipengaruhi oleh norma-norma budaya yang diinternalisasi oleh anggota masyarakat melalui proses sosialisasi. Dengan demikian, struktur sosial dan kulturalisasi saling memengaruhi dalam membentuk cara individu berinteraksi dan berperilaku.
2. Distribusi Kekuasaan dan Otoritas: Struktur sosial menentukan distribusi kekuasaan dan otoritas dalam masyarakat. Nilai-nilai budaya yang dianut oleh masyarakat juga memengaruhi bagaimana kekuasaan dan otoritas didistribusikan dalam struktur sosial. Kulturalisasi memainkan peran dalam melegitimasi sistem kekuasaan yang ada melalui nilai-nilai yang dianut oleh masyarakat.
3. Fungsi Sosial: Struktur sosial dan kulturalisasi saling terkait dalam menjalankan fungsi-fungsi sosial dalam masyarakat. Nilai-nilai budaya dan norma-norma yang terinternalisasi membentuk dasar bagi pelaksanaan fungsi-fungsi sosial yang diperlukan untuk menjaga keseimbangan dan stabilitas dalam masyarakat.
Dengan demikian, konsep struktur sosial dalam teori fungsionalisme kulturalisasi Parsons tidak dapat dipisahkan dari kulturalisasi karena keduanya saling berinteraksi dan saling memengaruhi dalam membentuk pola-pola hubungan sosial, distribusi kekuasaan, dan pelaksanaan fungsi-fungsi sosial dalam masyarakat.
Modul Ajar Bahasa Indonesia Kelas 7 Fase D Kurikulum Merdeka - [abdiera.com]Fathan Emran
Modul Ajar Bahasa Indonesia Kelas 7 SMP/MTs Fase D Kurikulum Merdeka - abdiera.com. Modul Ajar Bahasa Indonesia Kelas 7 SMP/MTs Fase D Kurikulum Merdeka. Modul Ajar Bahasa Indonesia Kelas 7 SMP/MTs Fase D Kurikulum Merdeka. Modul Ajar Bahasa Indonesia Kelas 7 SMP/MTs Fase D Kurikulum Merdeka. Modul Ajar Bahasa Indonesia Kelas 7 SMP/MTs Fase D Kurikulum Merdeka. Modul Ajar Bahasa Indonesia Kelas 7 SMP/MTs Fase D Kurikulum Merdeka.
Perencanaan Berbasis Data Satuan Pendidikan Jenjang SMP
PPT MODUL 6 Bahasa Indonesia UT Bjn.pptx
1. MODUL 6
PEMBELAJARAN MEMBACA DAN MENULIS
PERMULAAN
Kelompok 3
1. Afifatur Rohmatin (858180773)
2. Cahya Dwi Arumsari (858180727)
3. Mufidhotin (858182981)
4. Putri Ramadhani (858183098)
2. KB I PEMBELAJARAN MEMBACA MENULIS DI KELAS
RENDAH
A. Pengertian MMP
MMP merupakan kependekan dari Membaca Menulis Permulaan.
MMP merupakan program pembelajaran yang diorientasikan kepada
kemampuan membaca dan menulis permulaan di kelas-kelas awal
pada saat anak-anak memasuki bangku sekolah.
Pada tahap awal anak memasuki bangku sekolah di kelas I sekolah
dasar, MMP merupakan menu utama.
3. B. Tujuan Pembelajaran MMP
Standar kompetensi aspek membaca di kelas I sekolah dasar
yaitu siswa mampu membaca dan memahami teks pendek
dengan cara membaca lancar dan membaca nyaring beberapa
kalimat sederhana.
Kompetensi ini kemudian diturunkan menjadi 4 kompetensi
dasar:
1. Membiasakan sikap membaca yang benar
2. Membaca nyaring
3. Membaca bersuara
4. Membaca penggalan cerita
4. Standar Kompetensi kemudian diturunkan menajadi 7
Kompetensi Dasar:
1. Membiasakan sikap menulis yang benar
2. Menjiplak dan menebalkan
3. Menyalin
4. Menulis permulaan
5. Menulis beberapa kalimat dengan huruf sambung
6. Menulis kalimat yang didiktekan guru
7. Menulis dengan huruf sambung
5. KB 2 STRATEGI PEMBELAJARAN MMP
A. Metode Pembelajaran MMP
Macam-macam metode MMP
1. Metode Eja
• Metode ini memulai pengajarannya mengenalkan huruf secara alfabetis. Huruf
tersebut dihafalkan dan dilafalkan sesuai bunyinya menurut abjad.
• Melalui tahap ini, siswa diajak berkenalan suku kata dengan cara merangkai
beberapa huruf yang sudah dikenalnya.
. Misalnya : b, a, ba (dibaca be.a = ba)
d, u du (dibaca de.u = du)
ba-du dilafalkan badu
6. 2. Metode Bunyi
Metode ini merupakan bagian dari metode eja, perbedaannya terletak pada
cara atau pembacaan atau pelafalan abjad (huruf-hurufnya). Sistem pelafalan
abjad atau huruf (baca : beberapa huruf konsonan). Contoh :
• Huruf : b diafalkan /eb/
d dilafalkan /ed/ : dilafalkan dengan e pepet seperti
pengucapan pada kata benar, kertas, pedas, dan sebagainya.
c dilafalkan /ec/ dan sebagainya dengan demikian kata
“nani” dieja menjadi :
en. a na
en. i ni dibaca na-ni
7. 3. Metode Suku Kata dan Metode kata
Pembelajaran MMP pada metode ini diawali pengenalan suku
kata seperti ba, bi, bu, bo, ci, cu, ce, co, dst. Suku kata tersebut,
lalu dirangkaikan menjadi kata-kata bermakna. Contohnya : ba-bi
cu-ci da-da ka-ki.
Langkah-langkah pembelajaran MMP dengan metode
suku kata adalah:
1. Tahap pertama, pengenalan suku-suku kata
2. Tahap kedua, perangkaian suku-suku kata menjadi kata
3. Tahap ketiga, perangkaian kata menjadi kalimat sederhana
4. Tahap keempat, pengintegrasian kegiatan perangkaian dan
pengupasan (kalimat kata-kata→suku-suku→kata)
8. 4. Metode Global
Proses ini diawali dengan penyajian beberapa kalimat
secara global. Untuk membantu pengenalan kalimat
dimaksud, biasanya digunakan gambar.
Contoh:
1. Memperkenalkan gambar dan kalimat
2. Menguraikan salah satu kalimat menjadi kata;kata
menjadi suku kata;suku kata menjadi huruf-huruf.
Ini mimi
Ini mimi
i-n-i mi-mi
i-n-i m-i-m-i
9. 5. Metode SAS
SAS (Struktural Analitik Sintetik). SAS merupakan jenis metode
yang biasa digunakan untuk pembelajaran membaca dan menulis
permulaan bagi siswa pemula. Pembelajaran MMP dengan
metode ini mengawali pelajarannya dengan menampilkan dan
mengenalkan kalimat utuh. MMP SAS dimulai dengan
pengenalan struktur kalimat. Penguraian/penganalisisan dalam
pembelajaran MMP dengan metode SAS, meliputi : 1) Kalimat
menjadi kata-kata; 2) Kata menjadi suku-suku kata;dan 3) Suku
kata menjadi huruf-huruf. Pada tahap selanjutnya, anak-anak
didorong untuk melakukan kerja sintesis (menyimpulkan).
10. B. MODEL PEMBELAJARAN MMP
1. Langkah-langkah Pembelajaran MMP Tanpa Buku
a. Menunjukkan Gambar
b. Menceritakan Gambar
c. Siswa Bercerita Dengan Bahasa Sendiri
d. Memperkenalkan Bentuk-bentuk Huruf (Tulisan) Melalui
Bantuan Gambar
e. Membaca Tulisan Bergambar
f. Membaca Tulisan Tanpa Gambar
g. Memperkenalkan Huruf-huruf, Suku Kata, Kata Atau
Kalimat Dengan Bantuan Kartu
11. Lanjutan...
2. Langkah-langkah pembelajaran MMP dengan menggunakan
buku
a. Membaca buku pelajaran
b. Membaca buku dan majalah anak
c. Membaca bacaan susunan bersama guru-siswa
d. Membaca bacaan susunan siswa (kelompok perorangan)
12. 3. Langkah-langkah Pembelajaran Menulis Permulaan
Pengenalan Huruf
• Guru menunjukkan gambar
• Guru memperkenalkan gambar
Latihan
• Latihan memegang pensil dan duduk
dengan sikap dan posisi yang benar
• Latihan gerakan tangan
• Latihan mengeblat
• Latihan menghubungkan tanda titik
• Latihan menatap bentuk tulisan
• Latihan menyalin,
• Latihan menulis halus/indah.
• Latihan dikte/imla.
• Latihan melengkapi tulisan
(melengkapi huruf, suku kata, atau
kata) yang secara sengaja
dihilangkan.
13. KB 3 PENILAIAN DALAM PEMBELAJARAN MMP
Evaluasi atau penialian merupakan suatu proses pengumpulan,
pengolahan dan pemaknaan data (informasi) untuk menentukan
kualitas sesuatu yang terkandung dalam data tersebut.
A. Penilaian Proses
Penilaian proses dilakukan selama proses pembelajaran
berlangsung dalam kegiatan belajar mengajar
Alat penilaian yang digunakan:
1. Tes tertulis
2. Tes lisan
3. Tes sikap
14. B. Penilaian Hasil
Penilaian ini dimaksudkan untuk menentukan pencapaian atau
hasil belajar siswa. Alat penilaian yang digunakan bisa berupa
tes maupun tes.
Tes membaca permulaan dapat mengambil bentuk-bentuk
seperti berikut ini:
1. Membaca nyaring
2. Mengisi wacana rumpang
3. Menjawab dan mengajukan pertanyaan dari teks tertulis
(teks sederhana).