Introduce My Campus

-Christian University of Indonesia-
Faculty of Teacher Training and Science Education

A. Introduction

Changes in almost all areas of life that characterized the era of globalization makes the competence of human resources (HR) is a major asset in the development of every society. The experience of every nation shows that the education sector a central role in any effort to produce quality human resources. Accordingly, the Faculty of Teacher Training and Education (Guidance and Counseling) established since the early establishment of the Indonesian Christian University (UKI) in 1953, has designed programs that empower graduates become competent human resources, creative, and able to make breakthroughs and advances in the field the ditekuni. As faculty who concentrate in the preparation of human resources that educate future generations, FKIP-UKI is always updating its programs to be, Äúfuture-oriented, Au in keeping with the challenges of the future, and operate done by prioritizing customer satisfaction through the implementation of the principle, Äúhigh - tech and high-touch, Au. In the labor market, alumni FKIP-UKI known as professionalism, creativity, power struggling, and high commitment. Most alumni FKIP-UKI even recruited the labor market even before they finish their studies.

B. Study Programs

At this moment FKIP-UKI build six levels of study program strata 1 (S-1), namely:

1. Study Program Guidance and Counseling

This study program was held to prepare for graduate education with excellent competence in the field of guidance and counseling, either conventionally or with the aid of technology. Alumni Study Program Guidance and Counseling and a career has spread across Indonesia, both as a principal, teacher, lecturer, and HR managers of leading companies.

2. Study Programs English Language Study

Education Studies Program designed English curriculum so that graduates are not only competent in the field of teaching English, but also has the professionalism, creativity, global insight, work ethic, and good integrity. The involvement of students in various scientific activities, such as seminars and research, as well as a community service program alumni to make English Studies Faculty of Teacher Education-UKI as a reliable human resources, both in the education sector, tourism, hotels, and embassies.

3. Mathematics Education Study Program

Mathematics Education Study Program was held to prepare high-quality undergraduate education in the teaching of mathematics, either conventionally or with the aid of technology. The learning process is done by combining the conventional method and technologies, the program Äîmisalnya Mapple. In addition, students are also equipped with bilingual skills in order to teach mathematics in English.

4. Biology Education Studies Program

Biology Education Study Program was held to prepare graduates competent educational excellence in the teaching of biology, biology lab manage / IPA with either conventional or with the help of technology. A combination of theoretical lectures and laboratory practice, the open and school partners in the learning process enables alumni Biology Education Studies Program became a qualified human resources in the field. Biology Education Studies Program is known for a long time research and hidrofonik tissue culture. In addition, students are also equipped with bilingual skills in order to teach biology in English.

5. Studies Program of Christian Religious Education

Students who follow the program of Christian Religious Education Studies prepared for a high-quality undergraduate education in the teaching of Christian Religious Education. In addition to the partner schools, Educational Studies Program in cooperation with the Christian Religion Protestant Christian Guidance Director General Ministry of Religious Affairs and the various churches. Learning is organized by combining classroom lectures with practice in schools and services in the churches to enable graduates of these courses become a competent teacher and PAK as well as Workers kepelayanan high spirited.

6. Education Studies Program Mandarin

Studies Program Faculty of Teacher Education Mandarin-UKI is, Äújoint-program, Au between FKIP-UKI with Fujian Normal University (FñÚ). Until now, this course is the only education programs in Indonesia, which was held to produce a Mandarin teacher. All courses directly Amnestied Mandarin by professors from FñÚ. During the first three years, students studying in the Faculty of Teacher-UKI. In the fourth year, students studying in FñÚ, Beijing for two semesters. returning to the Faculty of Teacher-UKI, students facing exams thesis.

C. Old Study

To complete his studies at the Faculty of Teacher-UKI, a student must take 150 to 160 semester credit units (depending on the chosen course of study). The burden of this study can be completed within 4 years.

D. Teaching Staff

FKIP-UKI cared for by professional personnel in the field. Currently teaching staff numbered FKIP-UKI 40 permanent lecturers, with the composition: 12 people qualified S-3, 18 people qualified S-2, and 10 people qualified S-1. In a sustainable, academic qualifications and professionalism of teachers increased FKIP-UKI.

Guidance and Counseling-UKI has many advantages, including:

1. Having experience of more than 50 years of managing higher education.
2. Campus strategic location, easily accessible by private vehicles or public transport from almost all locations in the Greater Jakarta.
3. Faculty and graduates of foreign qualified and experienced.
4. Full facilities (computer lab, biology lab, laboratory mathematics, laboratory Guidance & Counseling, and so on).
5. Tuition is relatively affordable and can be repaid.
6. Interwoven cooperation with various companies, government agencies, and universities within and outside the country.
7. Hot-spot facilities, sports, and various student activities.

E. Transitional Programs

In addition to regular programs in the sixth over, FKIP-UKI also held classes over which programs are for teachers, education practitioners, and employees who wish to obtain a certificate S-1 staff but can not follow the regular courses. Classes conducted over the program on Thursday, Friday and Saturday, so appropriate for community members who are working. For now, the class over which programs have been held / offered are:

1. Study Programs English Language Study (opened since the year 2005/2006)
2. Studies Program of Christian Religious Education
3. Biology Education Studies Program
4. Mathematics Education Study Program

For more information contact: Mr. Gunawan
(021-8092425 ext. 310 / Flexi: 021-32092637).
www.uki.ac.id

Pedagogy Etymology

Pedagogy (pronounced /ˈpedəɡɒdʒi, ˈpedəɡɑːdʒi, or ˈpedəɡoʊdʒi/ is the study of being a teacher. The term generally refers to strategies of instruction, or a style of instruction.

Pedagogy is also occasively referred to as the correct use of instructive strategies (see instructive theory). For example, Paulo Freire referred to his method of teaching adult humans as "critical pedagogy". In correlation with those instructive strategies the instructor's own philosophical beliefs of instruction are harbored and governed by the pupil's back-ground knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought.

Etymology
The word comes from the Greek παιδαγωγέω (paidagōgeō); in which παίδ (paíd) means "child" and άγω (ágō) means "lead"; so it literally means "to lead the child". In Ancient Greece, παιδαγωγός was (usually) a slave who supervised the instruction of his master’s son (girls were not publicly taught). This involved taking him to school (διδασκαλείον) or a gym (γυμνάσιον), looking after him and carrying his equipment (e.g. music instruments).

The Latin-derived word for pedagogy: child-instruction, is in modern use in English to refer to the whole context of instruction, learning, and the actual operation involved therein, although both words have roughly the same original meaning. In English the term pedagogy is used to refer to instructive theory; trainee teachers learn their subject and also the pedagogy appropriate for teaching that subject.

The introduction of information technology into schools has necessitated changes in pedagogy; teachers are adopting new methods of teaching facilitated by the new technology.

The late Malcolm Knowles reasoned that the term andragogy is more pertinent when discussing adult learning and teaching. He referred to andragogy as the art and science of teaching adults.

Academic degree
An academic degree, Ped. D., Doctor of Pedagogy, is awarded honorarily by some U.S. universities to distinguished teachers (in the U.S. and U.K. earned degrees within the instructive field are classified as an Ed. D., Doctor of Education or a Ph.D. Doctor of Philosophy). The term is also used to denote an emphasis in education as a specialty in a field (for instance, a Doctor of Music degree in piano pedagogy).

Source: http://en.wikipedia.org/wiki/Pedagogy

American Character

No singel pattern of american character , personality in american is further complicated by:
a. our diverse racial and cultural origins
b. successive waves of immigration from all part the world
c. our regional diversified by generation to which the person belongs – first generation immigrant , second generation child of immigrants , and on down the line

Look a little deeper are puzzled by the seeming contradiction in american life :
a. it is true that American as a whole work hard.
b. They also play hard
c. They spend more time and money in traveling, camping, hunting , watching televesion and reading newspapers and magazine than other people in the world.
d. They also spend more money on churches, social services, hospitals, and all kinds of charities.
e. They always hurry , yet they spend more time relaxing
f. They are at the same time sensitive to the rights of the individuals and habitual conformists.
g. They worship bigness yet idealize the little man wheather he be the small bussinessman as opposite to the big one or the plain citizens as opposite to the big wheel.

A nation of conformists ?

One aspect of american life most visitor agree on is its conformity , bacause they had to establis tradition, bacause they had to absorb millions of people from diverse cultures, americans tended to insist upon conformity in fundamentals. Yet the conformity visitors see here in outward , and even then not insclusive. American bussinessmen are much freer to adress as they like than their counterparts in england . woman at the supermarket in everything from fur coats to bermuda shorts. If the cities look alike, whith there neon signs aglow in the night, they have their saparate personalities when one comes to know them. Though the movie theatres throughout the land are offering the same fare , every town has its amateur music makers, its camera clubs and painting places. In a nation of 261, 638, 000 people ( 1995 census), there is a wide variety of temperaments and testes.

New religion popped up, school of human relations and popular psychology open their doors , new fads in diet are introduced , and fine avid followers. Love of the new and different seems to be a built-in features.

Yet no society can flourish without some unifying principles-something which makes its members want to act in the way the mass act if the society is to achieve its goals. David Riesmann’s theory of the other-directed personality gives us a helpful understanding of how this happens in the U.S. Riesmann believes that the other-directed personality, especially in the cities, is replacing the inner-directed type, which has been typical of America during its period of frontier exploration and industrial development. While the inner-directed channel his efforts into production, the other-directed puts his drive and energy into consumption, for in our present economy of abundance the main problem is not how to conserve but how to create enough consumption to keep everyone at work and the economy rolling.

The other-directed man seeks approval rather than power. Who wants to be “in the know,” to wear “right” thing, approve, the “right” tunes, books, or music, and to have piece of mind rather than greed wealth, happiness rather than a place conspicuously above the rest of the crowd. Above him, changing from day to day or from moment to moment. He learns to manipulate himself in order to manipulate others; this is the whole basis of the technique of “winning friends and influence.” Oriented toward thiings, he is not as materialistic as other character types. It is in fluence, approval, acceptance and security that he seeks rather than exhilarating risk with the change of great rewards and fame. The income takes has done its share in producing this point of view. What a man wants nowadays is not a bank account but an expense account which does not have to be saved or worked for and which is not taxable.

All these suggest that the old pattern of rugged individualism is changging. We no longer admire the man who gets to the top by climbing over the bodies of his competitors. Rather, we like a man who gets along well with his competitors as well as with his employees and colleagues, and one whose traits of character conform to our ideal of the warm, friendly, adaptable, cooperative personality, …

While action on the traditional American trait of the individualism has been weakened by an economy of abundance with its diminished need for competitiveness, our traditional action on equality has gained ground. Not so long ago the rich man of the town or the public figure in the national eye preserved a distance and dignity in grace, manner and speech, and was expected to do so … Now the high appear equal wit the low, and vice versa, in dress, manners, education.

Whether in his relation with his children, his barber, his employees, his fellow workers, or the stranger in the next seat on the plane, the American wants to be known as a good guy. It is important to him to be well regarded and one of the reasons why he forms so many clubs and fraternities is so that he may be sure of being surrounded by a comfortable group whose mutual membership pledges them above all things to like each other.

Because the average Americans respect work and is quaite willing to work with his own hands, he really fears no barrier of clash between himself and the waiters who serve him or the boss who give him orders. Overseas visitors are constantly surprice to find employees and employeers calling each other by their first name, and some of them do not like it. They think it shows lack of respect. But Americans do not want respect; they want to be liked. Liking does not readily climb the walls of class or caste. So the walls come down.

Mobility
Equality does not mean a uniform position on a common level : the variety in human capabilities and the specialized division of labor world make this impossible ever. If it were move through the world gamut of status , from day laborer to corporation prsident , from immigrant’s son to college profesor . to find such stories it is necessary to turn to the fiction of Horation alger , but merely to the biographies of successful.

There was a time when no american could hope to become president, from immigrant’s son to college professor . To find such stories it is not necessary to turn to the fiction of horation alger , but merely to the biograpphies of the successful.

The ideal service

There is an implication of selfishness in the words materialism and comfort – a suggestion of self – pampering at the expense of others. Yet ,vulnerable as americans are to criticism on other points, even their critics have not denied their generosity and concern to help those who have not been so richly blessed with material goods. The christian command.” Do unto others as you would have them do you unto “ is frequently invoked, A disaster , whether at home or abroad , invariably brings forth a flood of voluntary contributions , the necessity for mutual aid in the first settlements and on the frontier may have passed, but the responses is still there.

Service as an ideal has spread out into many branches of american life. More and more the institusion of community are expected to participate the needs oof citizen and to make possible a healthier , happier, richer life. Meanwhile services as a commercial activity has leaped ahead. Since 1870 the experienced labor force engganed in production of services for the new infant , a carwash ( many of them mechazied so as to be completed in ten or fifteen minutes ) or a clipping for your poodle , you are sure to find it. The yellow pages in the back of every telephone book list hundreds of such offrings.

While the supermaket have been moving in the direction of self – service in exchange for lower prices, smaller enterprise have sprung up to supply whom services to those who want it, especially to the many people who now live in rural or suburban areas. Our country district is visited regularly by a grocer , a green grocer, several bakers , a dispenser of frozen foods and three ice cream man, not to mention the occasional salesman of brushes , vacuum cleaners, insurance, magazine or cars, and the obsolutely indispensable country institution the rural leather carrier.

The accent on services suggests an attempt to blame the two conflict things forces in the national character-the hardheaded drive for bussiness success and the soft religiously inspired urge us to serve other. As the recipient of such service’ we intend find ourselves when think to patronize them all , for the weak and for women, fair play in all the other miserable moral traits. Psychologists believe that since it is practically universal in americans will confess that father , as the final arbiter and dispenser of punishment , sticks in their minds as the averenger of the moral law, and that goodness consequently bears a strongly masculine imprint – even one that is psychologicall locatable.

Gorer who says that no other society gives so important a role to the mothers of grown sons , sees the mother symbols in the goddess of liberty as the moral force which keeps agrgreessiveness in check. Americans , he feels , have two standards of conduct , one for business , the other for human relation .They are symbolized by uncel sam, the shrewd demanding father , and by the goddess of liberty , the encapsulated mother speaking moral imperatives. The contradiction between male and female worlds comes to the fore in arguments over political and welfare projects. Thus resistance to the new deal was partly an objections to introducing social legislation into domain of masculine affair and confusion in foreign policy often arises because we want to be hard – headed as well as generous and likeable.
Although there are some truths in his observation about conflicting impulses, the current trend is for business to absort the social consciousness into its own orbit

example questions

SPEAKING !!!
 Complete the sentence using …didn’t…
1. I sent Vano the letter but I you one
 Pay attention the conversation more carefully. Then complete the missing words!

2. Anwar: may I see the manu, please?
Waiter: here you are. I’ll be back…a…. to take….b….
Anwar: thank you
Desi : can I take…c…..now?
Waiter: yes.
Desi : I’d like some…d….soup to start.
Anwar: and can I have tail…e….please?
Waiter: Yes, sure.
Anwar: then.....f....gado-gado please. whit…g…chicken, chips, and prawn.
Desi : Roast…h….for me, please, whit mushroom. And can…i…chips, please?
Waiter: Yes, that’s fine. What would you…j….to drink?
Desi : can we have…k….of tea, please?
 Make a conversation from the topic “ENTERTAINMENT”
Answer key :
1. Didn’t send
2. a. soon b. an order c. an order sheet d. chicken
e. soup f. can I have g. fried h. crab
i. I have j. like k. two bottles
3.Improvisation

GRAMMAR !!!
 Put a cross (X) to A, B, C, D or E for the corret answer
1.I’m still waiting for an interview
a. To be called
b. Be called
c. Be calling
d. To call
e. Called
 Write down the reconstruction in the space given on the right side
2.Although the sculptor had hoped that was able to finish the large stone faces at Mount Rushmore, the work was left for his son to complete.
 Fill in the blank space!
3.Mr.Hendra:……….?
Mr. Chandra: I live on Jl.Widelia Selatan no.17 , Bogor

Answer key:
1. A (to be called)
2. although the sculptor had hoped that be able to finish the large stone faces at Mount Rushmore, the work was left for his son to complete.
3. Where do you life


VOCABULARY !!!
 Make a sentence from these vocabulary
1.-Accomodation
-Tourist

 Decide whether each of the meanings below is true (T) or false (F).

(……..) Dance = move rhytmically to music, typically following a set squence of steps
(……..) Spot = dealing with or relating to other countries
(,…….) Foreign = a small rund or roundish mark, differing in color or texture from the surface around it

Answer key:
1. a. accomodation: we have not to worry about accomodation in Indonesia
b. tourist: in holiday time tourist are pouring in to Indonesia
2. 1 – C 2 – B 3-A
3. 1.T 2.F 3.F

LISTENING !!!
 Listen to the song and fill in the blanks.
I want to be your Friend
I want to …. Your friend
A little bit more
I want to be your friend
……… bit more
I want to be your friend
A little bit more
Little bit
Little bit
Little bit…….



 Listen the text of rita’s diary, then answe the following questions
Dear diary,
Today is may unforgettable 12th birthday party. Lots of people are coming. They are my friends and my family. They give me some presents and they are doing things that I like.
Suryo is playing the guitar and sally is standing next to Suryo. She is playing the violin. They are playing my favorite misic. Everybody is singing nidji’s song for me. In the middle of the roo, Nani is dancing a beautiful dance. It is great. Aunt Ully is serving all the guests a glass of coke. My parents are chatting. I realy like this party.

What the expression of Rita?
a.Disappointed
b.Happy
c.Sad
d.Angry

Answer key:
1.a -2 b – 1
2. Be A little More
3.B

READING !!!
ENTERTAINMENT
Indonesia is verry attractive and interesting country. Imaginne, in the evening you can attend dances performance. It is enjoyable. The rythm and melody of the gamelan touch your heart deeply and the dencer’s movement is very artistic and majestic.

There are so many beautiful sea sides, the white glistening sand beach, the several sacred Hindu temples, many beautiful mountain and view, etc.

We have not worry about accomodation, because there are many good hotels most of them are international standard.

Indonesia is a favorite spot for foreigns because there are lot of tourists. Well actually, most of those tourist are no staying in those big hotels. They prefer to rent rooms from Indonesian houses nd economic hotel while they try to learn just to do what the Indonesia do. And also this condition bring their foreign currency in to our country, creates nice field of employment for our people.

Especially in holiday time, not only tourist from all countries but also domestic tourist are pouring in tourism object to get entertainment. In this occasion you can wish a nice trip and bring home some souvenirs.

 Answer the question following the teks.
1. How is Indonesia?
 Choose the correct answer of the following
2. Where the tourism places in passage above
a. Indonesia
b.German
c.Japan
d.America
 Decide whether each of the meanings below is true (T) or false (F).
3.(……..) Indonesia is a favorite spot for foreigners because there are lot of tourists.

Answer key:
1. Indonesia is verry attractive and interesting country.You can attend dances performance. It is enjoyable. There are so many beautiful sea sides, the white glistening sand beach, the several sacred Hindu temples, many beautiful mountain and view, etc. Indonesia is a favorite spot for foreigns because there are lot of tourists
2. A
3. T

WRITING !!!
• Silly question
Try to answer this
1. What is the different between here and there?

Compose the following words to the right english structure.
2. in the hall – badminton – play - they
Tell a story using these pictures to guide you.

Answer key :
1. the different is here for something or object near of subject and there for somethin or object far of subject.
2. They paly badminton in the hall

Pengujian Struktur tata bahasa

Alam umum dari Struktur ESL Test
Perbedaan penting antara tradisional "tata bahasa" uji untuk penutur asli bahasa Inggris dan jenis tes struktur yang sesuai untuk pelajar asing. Sebab itu umumnya dapat diasumsikan bahwa penutur asli bahasa telah menguasai sistem tata bahasa sebagian besar atau seluruhnya dapat diterima untuk wacana informal, "tata bahasa" tes setidaknya di sekolah menengah dan tingkat perguruan tinggi biasanya berkonsentrasi pada masalah-masalah gaya dan diksi yang tepat untuk inggris tertulis agak formal. Di sisi lain, struktur tes bagi siswa asing akan memiliki sebagai tujuan pengujian kontrol tata bahasa dasar pola-pola bahasa lisan.

Penentuan Test Konten
Persiapan tes struktur harus selalu dimulai dengan mendirikan sebuah detail garis besar bertujuan konten pengujian. Garis tidak hanya harus menentukan struktur yang harus diuji, namun persentase item yang akan ditulis sekitar setiap masalah. Garis besar ini mungkin harus memodifikasi beberapa apa yang berdasarkan hasil dari pretesting, tapi sangat hati-hati harus diambil untuk ansure bahwa bentuk akhir dari uji broard mencakup berbagai masalah tata bahasa yang relevan dalam proporsi yang mencerminkan kepentingan relatif mereka.
Pemilihan struktur untuk dimasukkan dalam sebuah tes prestasi relatif mudah, oleh karena teks kelas dapat dan harus digunakan sebagai dasar pengujian kami. Secara umum pengujian kemahiran, di sisi lain, pilihan struktur yang agak sulit yang sampai batas tertentu harus dibuat secara subyektif.

JENIS ITEM
1. Selesai (pilihan ganda). Jenis yang paling umum dari struktur pilihan ganda item menyajikan konteks di mana satu atau lebih kata yang hilang, diikuti oleh beberapa alternatif penyelesaian.
2. Kalimat alternatif (pilihan ganda). Jenis item lainnya tidak jauh dengan batang item sama sekali dan hanya menyajikan beberapa kalimat dari yang diterima memilih memeriksa versi.
3. Kalimat interpretasi (pilihan ganda). Jenis ketiga item struktur menyajikan stimulus dan kemudian meminta interpretasi.
4. Scrambled kalimat (pilihan ganda). Untuk pengujian urutan kata, penulis tes kadang-kadang menggunakan perangkat dari kalimat acak di mana menata kembali memeriksa suatu rangkaian campur aduk unsur-unsur sehingga membentuk kalimat yang dapat diterima. Sebagai kelas latihan atau tes informal pada tingkat dasar, perangkat ini mungkin karena beberapa menikah, siswa yang lebih muda khususnya yang tertarik oleh aspek pemecahan teka-teki.
5. Selesai (supply type). Kembali ke tipe 1, kita dapat menggunakan jenis item penyelesaian sebagai latihan mengisi. Jenis item ini sangat berguna dalam kelas-pengujian informal situasi. Benda-benda tersebut jauh lebih mudah untuk mempersiapkan daripada jenis pilihan ganda, dan mereka memerlukan sejumlah komposisi pada bagian dari siswa.
6. Konversi (supply type). Jenis populer lainnya jawaban pendek uji struktur memerlukan ujian untuk mengkonversi atau mengubah serangkaian kalimat dalam cara tertentu-dengan mengubah mereka sekarang ke masa lalu, dari aktif ke pasif, dari tunggal ke jamak, dan sebagainya.

NASIHAT ITEM PADA WRITING
Sebab jenis item penyelesaian adalah cara paling umum struktur pengujian objektif, kita akan memusatkan perhatian kita pada masalah-masalah penulisan item ini, dengan menggunakan formulir dialog untuk contoh kita. Sebagian besar dari prinsip-prinsip yang berlaku untuk persiapan barang-barang ini cocok untuk pilihan ganda lain item jenis juga.
1. Bahasa dialog harus dibaca seperti bahasa Inggris. Common kontraksi harus diterapkan di mana pun mereka akan biasanya terjadi dalam sambutannya. Hindari konstruksi biasanya ditemukan hanya dalam tulisan formal.
2. Bagian kedua dari dialog harus terdengar seperti respons alami terhadap bagian pertama. Hindari tanggapan yang terdengar seperti kelas buatan latihan.
3. Semua harus distracters jelas non-Inggris; perawatan oleh karena itu harus diambil untuk tidak hadir regional atau varian sosial bahasa Inggris sebagai "salah" jawaban.
4. Tidak distracters harus mencakup "kesalahan" yang akan muncul secara tertulis tetapi tidak dalam sambutannya. Seperti biasanya diucapkan, baik A dan C akan diucapkan sama.

TESTING DISKRIMINASI pendengaran dan pemahaman
Apa Mendengarkan?
Mendengarkan adalah salah satu dari empat keterampilan berbahasa: membaca, menulis, mendengar dan berbicara. Seperti membaca, mendengarkan adalah keterampilan reseptif, karena melibatkan menanggapi bahasa daripada memproduksinya. Mendengarkan melibatkan rasa yang berarti (mempunyai makna) bunyi bahasa. Kita melakukan ini dengan menggunakan konteks dan pengetahuan kita tentang bahasa dan dunia.

UJI DARI BUNYI DISKRIMINASI
Salah satu langkah awal dalam banyak bahasa modern instruksi adalah untuk mengajarkan pelajar untuk membedakan antara fonetik mirip tetapi terpisah fonemis suara dalam bahasa sasaran. Cukup sering instruksi ini meliputi latihan dengan pasangan minimal-set kata-kata yang berbeda satu sama lain hanya dalam satu fonemik kontras.

Jenis Item
1. Firman set secara terpisah. Dalam bentuk yang paling sederhana diskriminasi suara objektif test, pemeriksa pasang mengucapkan kata-kata dan meminta peserta ujian untuk menunjukkan apakah kedua kata di masing-masing pasangan adalah sama atau berbeda.
2. Kata-kata dalam konteks. Langkah selanjutnya adalah memasukkan masalah pasangan minimal menjadi kalimat yang lengkap, yaitu, untuk menggunakan kalimat-kalimat yang mungkin disalahpahami karena kegagalan ujian untuk melihat satu kontras fonemik.

Pengujian produksi lisan (Berbicara)

Setiap empat atau lima komponen umumnya diakui dalam analisis proses berbicara :
1. Cara pengucapan (termasuk bagian yang terpisah - vokal dan konsonan dan penekanan pola intonasi)
2. Tata bahasa
3. Kosa kata
4. Kefasihan (kemudahan dan kecepatan aliran berbicara)

Jenis produksi tes lisan
1. Kebanyakan tes produksi lisan jatuh ke dalam salah satu kategori berikut:
Relatif tidak terstruktur wawancara, nilai pada skala yang dibangun dengan hati-hati
2. Contoh pidato yang sangat terstruktur (biasanya direkam), diberi nilai sesuai dengan kriteria yang sangat spesifik.
3. Kertas dan pensil tes objektif pengucapan, mungkin tidak langsung memberikan bukti kemampuan berbicara.

Jenis berikut digambarkan dari tes bahasa asing untuk penutur asli bahasa Inggris, mengilustrasikan teknik yang akan sesuai dalam tes bahasa Inggris untuk mahasiswa asing :
1. Pengulangan kalimat
Contoh :
#Kalimat #Penting untuk diingat
Jack selalu suka dengan makanan enak Vokal kontras dalam enak : makanan
2. Wacana membaca
Contoh :
Ketika Tuan Brown membaca Koran nya. Istrinya selesai berkemas bajunya untuk perjalanan. Koper sudah siap penuh dan dia mendapatkan kesempatan yang sulit didapatkan.
Penekanan utama dibunyikan di akhir konsonan (s), kualitas vokal penekanan utama.
3. Perubahan kalimat
Tata cara penilaian : Tempo penilaian setiap kalimat yang telah diubah ke dalam dasar dari apakah atau tidak dapat diterimanya menurut tata bahasa.
4. Konstruksi kalimat
Tata cara penilaian :
Kamu mencoba untuk menemukan kantor pos di kota yang aneh. Bertanya pada polisi untuk arah.
5. Respon untuk stimuli bergambar
Tata cara penilaian : Untuk masing-masing gambar diberikan kecepatan penilaian terpisah dari peserta dalam ujian, cara pengucapan, tata bahasa, kosa kata dan kefasihan menggunakan 4 atau 5 skala poin.
Cara pengucapan dari tes kertas dan pensil
Sebelum membahas asumsi ini, mari kita membayangkan jenis karakteristik yang muncul dalam cara pengucapan dari tes kertas dan pensil :
1. Kata sajak
2. Penekanan kata
3. Penekanan frase

Kesimpulan :
Diskusi yang terlebih dahulu dari teknik tes lisan mungkin di simpulkan seperti :
1. Masa berlaku dari teknik objek kertas dan pensil yang tertinggal secara besar yang tidak membuktikan.
2. Teknik yang menimbulkan dan kecepatan struktur berbicara yang tinggi, contoh : menunjukan banyak janji tapi seperti tes adalah masih dalam tahap percobaan dan perlu keindahan tes kemampuan menuis dan pengalaman.
3. Penilaian wawancara walaupun tidak dapat dipercaya dalam mengukur seperti yang kita harapkan, itu mungkin teknik terbaik untuk digunakan secara relatif yang tidal informal, situasi tes skala yang kecil dan cara yang dapat ditunjukan dalam jumlah yang besar untuk memperbaiki keefektifan dari alat pengukur tes ini.
Memperbaiki penilaian wawancara
*Prosedur umum
1) Memutuskan dalam mengajukan metode wawancara dan standar kecepatan.
2) Pengaturan dalam wawancara di beberapa tempat dengan akustik yang nyaman.
3) Cadangan persediaan yang cukup waktu untuk setiap wawancara
4) Gunakan kurang lebih 2 kecepatan untuk setiap peserta
5) Kecepatan peserta tanpa petunjuk untuk nilai tes yang lain
6) Rekam kecepatan setelah wawancara
7) Memperoleh nilai masing-masing peserta final oleh hasil atau rata-rata 2 atau lebih.
Saran untuk pengaturan para wawancara
1. Mulai wawancara
2. Lanjutkan wawancara
3. Kesimpulan wawancara

LISTENING TEST

Perbedaan beberapa tes suara
Satu dari langkah awal dalam instruksi bahasa modern adalah untuk mengajarkan para pelajar dalam membedakan antara persamaan bunyi ucapan tetapi penamaan suara terpisah dalam sasaran bahasa. Seperti beberapa contoh dibawah ini pengajar mengajarkan beberapa kata yang penting dalam berbahasa Inggris antara lain penggunanaan /i/ dan /I/ dan dibuat dalam 2 kolom seperti :
Sleep slip
Team Tim
Steel still
Deep dip
Reach rich
Dan pengucapan kata yang acak dari masing masing kolom diatas tersebut tanyakan pada pelajar untuk mengidentifikasi pada kolom mana terdapat kata yang diucapkan tersebut. Seperti pada latihan ini, kenyataannya 2 pilihan objektif tes dan pada umumnya perbedaan test adalah jenis jenis yang mudah dalam mengembangkan tehnik di kelas.
Jenis soal
1. Word sets in isolation
Dengan format yang sederhana, jenis tes efektif dalam belajar bahasa. dan kemungkinannya terdapat kelemahan dalam test pilihan ganda : kemungkinan jawaban yang benar adalah 50% karena hanya ada dua pilihan. Untuk mengurangi dari akibat menebaknya, kita dapat menggunakan 3 kata, dan pengajari dapat menanyakan dengan indicator 2 huruf pada masing-masing soal yang bersamaan.

Contohnya :
Pelajar mendengar
“law – law - low” 1 2 3
“sheep-ship-ship” 1 2 3
Dengan 3 kemungkinan jawaban, 3 kata dapat menjeneralisir pada situasi formal test.
2. Kata yang didalam konteks.
Tahapan kedua adalah untuk menyisipkan minimal pasangan kata yg akan dijawab pada kalimat lengkap, dan untuk menggunakan beberapa kalimat yang mungkin saja salah pengertian karena pengajari gagal mengamati satu perbedaan ucapan yang tajam. Terkadang tes tersebut menggunakan gambar.
GENERAL NATURE OF THE TEST
Dalam ujian bahasa asing , Tes Audio dirancang untuk mengukur tingkat kebenaran . Mungkin contohnya adalah satu kalimat lengkap, pertanyaan-pertanyaan, maupun pernyataan yang berdasarkan fakta : mungkin untuk lebih jelas, percakapan simulasi . namun bagaimanapun alaminya suatu contoh, subjeknya hendaknya akan menyerupai jenis – jenis dari sesuatu yang berhubungan dengan bunyi, bahasa dan tanda lexical dengan merespon bagaimana mereka dapat membuat arti turunan dari sinyal elemen tersebut dengan komunikasi lisan.
MENGGUNAKAN ALAT PEREKAM DENGAN SUARA LANGSUNG
Dalam persiapan pada tes percakapan, pembuat soal hendaknya memutuskan jenis kaset apa yang akan digunakan pada alat perekam yang akan disajikan kepada pelajar.

Penggunaan alat mekanik seperti tape rekorder tentunya memerlukan persiapan yang besar. selanjutnya jika kualitas alat bantunya tidak baik tentunya tampilan dari rangkaian tesnya pun cenderung tidak baik hasilnya. Di lain sisi, menggunakan sound system yang baik dijamin akan memberikan hasil tertinggi dari rangkaian test untuk hasil tes masing masing kelompok akan mudah membandingkannya dengan yang lainnya.
JENIS SOAL
1. Directions requiring action responses.
Tes pada anak usia belia, test yang effektif menggunakan perintah atau instruksi langsung dengan menggunakan eliciting simple action responses seperti pada contoh dibawah ini :
 Please bring me a green book.
 Please open the window just a little bit.
 Please turn the light on and then turn it off again.
Keunggulan cara seperti ini adalah, pertama, mudah didengar dan membuat rumusannya sangat mudah serta kalimat perintah yang di gunakan mudah dipahami oleh pelajar.
2. Pertanyaan dan Pernyataan ( Pilihan Ganda )
Bagi pengajar menggunakan cara tes pilihan ganda ini sangat efektif dan relatif lebih mudah dengan menggunakan rangsangan yang lisan. Rangsangannya adalah dengan menggunakan kalimat pertanyaan singkat dan yang diuji hanya mendengar satu kali ( tidak ada pengulangan ) dan tanpa melihat teks.



Ini adalah beberapa contoh dari pertanyaan singkat diatas.
Yang di uji mendengar : Yang di uji membaca :
“ When did Tom come here?” A. By train.
B. Yes, he did.
C. To study history.
D. Last night.
3. Dialog- dialog. (pilihan ganda)
Tes ini menggunakan rangsangan dan pilihan yang terdiri dari sebuah dialog/ laporan singkat yang diikuti oleh suatu pemahaman yang menanyakan pertanyaan di dalam “third voice”. Menjawab pertanyaan melalui pilihan jawaban yang benar dari antara beberapa yang tccletak pada brosur.
The examinee hears: The examinee reads:
(Man)“Hello, Mary. This is Mr. Smith at the office. A. At the office
Is Bill feeling any better today?” B. On his way to work
C. Home in bed
D. Away on vacation
(Woman) “Oh, yes. Mr. Smith, He’s
feeling much better now but
the doctor says he’ll have to
stay in bed until Monday”.
(Third voice) “Where is Bill now?”
Tipe ini adalah dialog yang disenangi oleh beberapa penulis, karena selesai mencoba tipe pertanyaan dalam pemisahan yang digambarkan sebalumnya. Sentuhan dialog tersebut adalah keduanya terang dan sangat realistis pada suatu tes pemahaman yang umum.

4. Dosen (Pilihan Ganda)
Menilai sesuai dengan ukuran yang jelas. Pelajar asing yang mengikuti lembaga dimana perantara mengajarkan bahasa inggris akan dimulai dengan suatu rintangan yang serius jika mereka tidak dapat memahami dan dilanjutkan yang menyampaikan, menurut gaya bahasa resmi biasa dalam tahun akademik oleh keunggulan percakapan yang tidak terhalang dengan menandakan data. Dosen mengadakan tes untuk meniru, mungkin secara realistis.
Umumnya hampir satu yang tidak disenangi oleh beberapa orang yang di uji dan berlawanan dengan yang lain dibedakan oleh sifat pengalaman dan latihan mereka sebelumnya.
Tes ini hanya pantas untuk usia dewasa dan pelajar lanjutan dalam bahasa inggris Tidak ada alasan dimana, mengapa umumnya ukuran tes yang tidak sama digunakan dalam tes percakapan menggunakan tingkat kesulitan yang tinggi.
Misalnya, pelajar harus bisa menceritakan sebuah cerita pendek/ sederhana diikuti dengan pertanyaan dan jawaban lisan.

Dibawah ini contoh dari pertanyaan dan jawaban secara lisan :
Right after breakfast, John went to the post office because he had an important letter mail. When he got there, he found that the doors were locked. He’d forgotten that it was a holiday, and so the post office was closed.
1. When did John go to the post office?
2. Why did he go there?
3. Why were the doors locked?

Dibawah ini adalah jenis pertanyaan, pernyataan, dan dialog:
1. Pertanyaan
Jenis pertanyaan harus sesuai dengan tes percakapan melalui variasi yang luas dari tipe pertanyaan. Distraktor harus menggunakan suara yang natural untuk merespon pertanyaan tersebut oleh seorang pendengar melalui tanda pertanyaan yang salah.
Contoh:
1. “Is John a teacher like his father?”
a. No, the teacher doesn’t like him.
b. Yes, his father is a teacher.
c. No, John is a doctor.
d. Yes, John likes him very much.
2. “Do you know where Mary’s brother is now?”
a. Yes, I’ve known him for years.
b. She’s in Chicago
c. Yes, I know her very well.
d. He’s in New York.





*fokus penilaian
Kriteria Penilaian yang biasa digunakan dalam menilai siswa dalam test listening adalah sebagai berikut:
• Comprehension
• Lexical Resource
• Grammatical Range and Accuracy
• Pronunciation

Comprehension
Hal ini mengacu pada pemahaman siswa dalam memahami maksud serta respon yang diberikan.
Lexical Resource
Hal ini mengacu pada jumlah kosakata yang digunakan oleh siswa dan seberapa jelas arti. Ini mencakup variasi kata yang digunakan dan kemampuan untuk mendapatkan kosakata yang utuh.
Grammatical Range and Accuracy
Hal ini mengacu pada berbagai struktur yang tersedia bagi para siswa dan bagaimana akurat dan tepatnya digunakan. Penilaian memperhitungkan panjang dan kompleksitas dari pemahaman mendengarkan.
Pronunciation
Hal ini mengacu pada kemampuan siswa untuk mendengarkan ucapan-ucapan dimengerti.



Model penilaian
Grade Nilai Keterangan
Excelent 91 - 100 Memahami semua instruksi tanpa memahami kesulitan sehingga dapat mengerjakan semua instruksi dengan cara yang cepat dan tepat.
Verry good 81 -90 Memahami hampir semua insrtuksi meski ada pengulangan pada bagian tertentu, tetapi dapat mengerjakan semua instruksi dengan benar walaupun agak lambat
Good 71 - 80 Memahami sebagian besar apa yang dikatakan / diinstruksikan bila instruksi agak diperlamabat dan diulang sehingga lambat dalam melakukan apa yang diinstruksikan, bahkan terkadang salah
Avarage 61 - 70 Susah mengikuti apa yangg diinstruksikan tetapi masih banyak/ ada instruksi yang dilakukan dengan benar
Bad 51 - 60 Sangat susah melakukan apa yang diinstruksikan, hanya sebagian kecil yang diinstruksikan
Verry bad … - 50 Tidak dapat melaksanakan apa yang diinstruksikan, meski satu instruksi saja


Mengapa mendengarkan baik?
1. Saat mendengarkan, kita meninjau banyak penggunaan bahasa Inggris seperti kosa kata, struktur tata bahasa, intonasi, aksen dan interpretasi kita sendiri.
2. Kita dapat belajar kata-kata baru dan ekspresi dari pendengaran mereka sering.
3. Selain revisi Inggris, pengetahuan umum dari berita, fitur, atau bahkan spot iklan tentu bermanfaat bagi pendengar biasa.
4. Kita bisa meniru apa yang kita dengar dan menerapkannya dengan penuh keyakinan.
5. Mendengarkan dapat menjadi baik "hobi" sementara kita melakukan hal-hal lain seperti memasak, menyetrika, berolahraga, bersantai dan sebagainya Dengan kata lain, kita tidak membuang-buang waktu sama sekali.
6. Mendengarkan adalah juga cara yang bagus untuk melatih perhatian kita.
Tuhan memberi kita dua telinga dan satu mulut agar kita bisa mendengar dua kali lebih banyak seperti yang kita katakan.

Review of The Last Leaf

There was a woman named Sue, she met with Jonsy. When Sue Johnsy sick call the doctor. Then the doctor said to Sue that the oppurtunity to restore the ten Johnsy. Sue wants to become a model in the picture Behrman old miners. Old Behrman was a painter who lived I the basement of an apartment buildig. Behrman was failure in art. At noon, the doctor came, and Sue talk to him in the hallway. Then the doctor said, now I must see another case I was in the building. Behrman, his name – sort of an artist, I elieve. Pneumonia, too. He was an old, weak and very severe. There is no ho for him but he went to the hospitl today to relieve pain. “ No wonder that Behrman died of pneumonia tpday at the hospital. He was ill only two days. Character from the story about The Last Leaf, as like as Joana ( Johhnsy) headstrong as well as a bit selfish, a young female artist from california who is stricken with pneumonia before the story begins. Sue (Sudie) a young female artist from Manie, who shares a small studio with Johnsy at the top of a three-story brick building in Greenwich Village, sketched as someone loyal, caring, and devoted. The busy Doctor-an unnamed physican with shaggy, gray eyebrow;’ at once brusque and tender, he dispenses wisdom as easily as he does medicine. Behrmn an old painter who lived on the ground floor of the same building.;” The Last Leaf,” he writers about everyday people and they struggles. “The Last Leaf,” is a story of passion, hope and per sonal sacrifice. From O.Henry’s description we find only drab rederings of the citytaht he apparently loved so much. Sentences such as, ‘There was only a bare, dreary yard to be seen, and the blank side of the brick house twenty feet away,” and “ A persistent, cold rain was falling,” give the reder an unwelcoming description of the suroundings in which his two main charaters were living. It also a sign of the times.
O. Henry’s stories are perhaps best known for their surprise endigs. A surprise at the end of the story can bring an enormous amount of pleasure to readers. The key to surprise ending-and it is one that O. Henry mastered early on is that it ha sto be believable. Considerm for examplem the surprise endings in the “The Last Leaf “ and “The Third Ingredient.” These endings are probably not what you predicted, but the outcome is reasonable in view of who the characters are. In other word, you can accept the endings of the stories as the mark of a good writer and known that O.henry ticked you once again.
As a writer, o. Henry an several weaknesses. Sometimes he used long complicated words where simpler words would do but it’s very interesting. I recommend this strory so that readers interest in this story because the embedded nature of sacrifice.

Review of Bill ( Zona Gale)

There was widower his name Bill. His wife died when he thiry years. They heve a dughter r name Minna. She was six years. Bill’s carpanter shop with his income he pay they life and take care of Minna. Bill feel sick and according to doctor his time just six month . The other hand Bill verry sad because his daughter still small and he think about future of is daughter. Remainder the time4 six month he tried to looking for people that can care Minna he had a sester in Nebraska, but she tired women. His wife had a brother in the city but he was a man of many words, so he make advertaising in a city paper and finlly to found people that according him good for her daughter. When they bring Minna, bill intentionally didn’t show that he sad in ordr to Minna forget him. Minna seems happy when her new parents bring her.
The characteristics of them. Firstm Bill is a singloe parent who tries his best to raise his daughter, Minna. Bill which he was diligent fatherm do not despaiir, work hard and sacrifice for her child even though he was ill he was still struggling. The second is the child with whom Minna a little girl who loved him and always helps his fatherm a good girl. The third is the women next door which she adopted Minna.
Bill is a story that illustrates daily life where a father is in the living dead life and had a young child. The sacrifice of father who is very good. This story is also very easy to understand because of the easy vocabulary of understood. I think the title or theme of this story is the sacrifice of fther for him family. This story brings us that we must continue to strive to liv, I would recommend my friends because this story enviable and giving spirit to life.

What a native speaker knowns.

Native speakers know how to say a word – that is how to pronounceit. This knowledge is made up of three areas, sounds, stress and intonation.

 Sounds
On their own sounds of a language may wellbe mainingless. If you say /t/ (the lines show that this is phonetic spcript) a few times, e.g. ‘tu, tu, tu’ iit will not mean very much in English. Neither will the sounds /k/, /a/, or /s/. but if we put all these sounds together in a certain order we end up with the word ‘cats’ – and that does mean something.
All words are made up sounds like this , and speakers of a language need to know these sounds if they are to understand what is said to them and be understood in their turn. Some of the promblems that speakers of english as a foreign language have are precisely because they have difficulty wiyh individual sounds – for example the Spanish speaker who says ‘bery’ istead of ‘very’ or the Japanese speaker who says a word which sounds like ‘light’ instead of the intended ‘right’.

 Stress
When they use a word native speakers know which part of that word should receive the heaviest emphasis. For example, in the word ‘photograph’ not all the parts are of equal importance. We can divide the word into three parts : ‘pho’, ‘to’, and ‘graph’. Competent speakers of the language will say theword like this, ‘PHOtograph’, stressing the first syllable. The situation changes with the word ‘photographer’ where the stress shifts to the second syllable, i.e. ‘phoTOgrapher’. Stress in words also changes depending upon a word’s grammatical function: ‘perMIT’ is a verb, but ‘PERmit’ is a noun, and the same is true of the words ‘imPORT’ and ‘Import’, for example.
The changing use of stress in sentences is also one of the areas of knowledge that competent language speakers have. For example if I say ‘I can RUN’ I am peobably only talking about my ability to run. But if I say ‘I CAN run’ I am probably stressing the word can because somebody is suggesting that I am not able to run and I am vehemently denying it. In the same way if someone said to you ‘is this your PECcil?’ it might well be a simple question with no hidden meaning, but if the question was ‘Is this YOUR pencil?’ this might suggest that there was something very suprising about your ownership of the pencil.
Native speakers of a language unconsciously know about stress and how it works. They know which syllables of words are stressed and they know how to use stress to change the meaning of phrases, sentences and questions.

 Intonation
Closely connected with stress is intonation, which means the tune you see when you are speaking, the music of speech.
Intonation means the picth you use and the music you use to change that pitch. Do you use a high pitch when you say a word? Does your voice fall or rise at the end of a sentence? For example, if I say ‘You’re from Australia, aren’t you?’ startingn my question at the medium pitch of my voice range and dropping the pitch at the end of the sentence (on ‘aren’t you’) this will indicate to other competent speakers of English that I am merely seeking confirmation of a fact about which I am almost completely certain.