U/ kak syarif

Hello again, I’d like to turn to the topic of textbooks today. Of course, I …. Love to textbooks so naturally interested in how you use textbooks somewhat you think about them. Teachers have different perceptions as to what the role of textbook is. Some teachers don’t use textbooks. They use their own materials. They find resources that they can use around them and bring to the classroom to develop lessons around them. That’s great too if you have the opportunities to do that. A textbook of course is really just a set of lesson plan and that supports together to provide resources for you to use in the classroom. It shouldn't be something that you become over dependent on because we want you to use textbooks in a way that matches your teaching style, matches your students’ interests and so on. So the textbooks should always be a resource if you like. Not something that detects how you teach but something that you can use and adapt to teach personally and creatively in your teaching. If you become over dependent on your lesson or on the textbooks then really what you are doing is presenting materials in the book. You're not really teaching from your heart if you like. So think of the textbook as the plan for a lesson but you sit in a way, which suits your teaching style. Be prepared to adapt it, to add it, to supplement it, ...., .... and so on because textbooks never totally anticipate all the needs you will have in your classroom. So remember that you are the one who is teaching. The textbook is not teaching. The textbook is a resource for you to use creatively and in a way that suits your teaching style and your students’ need.

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About Us

Biodata Penulis

Penulis Muhammad Ahkam Arifin dilahirkan di sebuah kecematan di sudut-sudut Provinsi Sulawesi Tenggara. Nama kecematannya yaitu Lasusua - tidak jauh dari Kabupaten Kolaka. Jika dihitung jarak tempuhnya, bisa sekitar 4 jam dari Kolaka. Sekarang Kecematan penulis menjadi pusat kota dari kabupaten Kolaka Utara -yang berdiri sejak 2004. Dari riwayat pendidikan penulis kebanyakan berbau Islami. Masuk di Madrasah Ibtidaiyah (MIN Lasusua), terus melanjutkan ke Madrasah Tsanawiyah (MTS N Lasusua). Hanya saja pendidikan tingkat SLTA penulis lebih memilih SMA (SMA N 1 Lasusua), dengan alasan akan ketertiban dan kedisiplinan sekolah SMA terkait oleh penulis. Setelah selesai penulis  terus melanjut pendidikannya di salah satu perguruan tinggi Negeri Islam di Makassar (UIN Alauddin Makassar). Penulis sampai sekarang terus meningkatkan penguasaan bahasa Inggris di samping itu penulis juga selalu berusaha meningkatkan sifat kepimimpinannya. Sifat kepemimpinan di mata penulis bukanlah berarti harus menjadi seorang eksekutif atau pun seorang yang menjadi no. 1 di suatu lembaga. Tapi bagi penulis, seorang pemimpin yang baik adalah seorang pemimpin yang mampu membawa perubahan yang lebih baik, mampu memberi pengaruh kepada lingkungannya. Bahkan akan lebih baik jika dia mampu memberi pengaruh yang berarti bagi seluruh umat manusia. Bagi penulis ini bukanlah suatu impian yang mustahil. Hanya saja butuh keyakinan diri yang begitu tinggi. Tidak mudah putus asa, dan tidak mengenal sifat sombong yang tidak menghargai kehadiran orang lain di sekitarnya - baik berbeda suku, ras, jenis kelamin, kelas atau strata sosial, apalagi Agama.

Terkait kehadiran semoga dapat bermanfaat bagi yang lain. Selain itu penulis juga berharap bisa belajar untuk berbagi dengan orang lain secara ikhas tanpa pamrih.

Who is M. Ahkam A.? M. Ahkam A. (called Ahkam or Akkang) is someone from Kolaka Utara, Southeast Sulawesi, Indonesia. He spent his age till 17 years in his hometown. After finishing his senior high school, he continued his study at State Islamic University (UIN) Alauddin Makassar


He was born on January 14, 1992. He was born to happy parents M. Arifin R, S. Ag. and Hasmawati of Lasusua, Kolaka Utara. He has three brothers and two sisters. His father died when he was at the age of 17.

He is a curious and talkative person. He, however, becomes quite and a little bit nervous around other new people.  He is normally grumpy. But he always tries to be an easy person to get along with.

He has a dream going abroad, United States or Australia. He wants to continue his study. He believes that he can learn many skills if he continues his study in a foreign country. He always says that if all people in the world knew more about cultures different from their own and had the opportunity making friends with people from different countries, peace will be secure.

Besides studying his subject (English) at English Education, UIN Alauddin, he also has a part-time job. He becomes an English tutor. He knows that teaching is something so important that we cannot avoid. As a Muslim, teaching is a duty as well as learning.

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History, Growth, and Development Phases of ESP

History, Growth, and Development Phases of ESP

History and Growth of ESP

Over the past 40 years ESP has grown up fast and become one of the important approaches in English language teaching.  In the beginning 1960s when ESP is started, the way English teacher view the field of ESP today is far different than the way they viewed it in the 1960s. In the 1960s ESP practitioners believed their main job was to teach the technical vocabulary of a given field or profession. If they were teaching nursing students, their task was to teach the learners the medical vocabulary of nursing. Later, teachers of ESP began to recognize the importance of sub-technical vocabulary, that is, the words and phrases that surround the technical words

In 1970s, Hutchinson and Waters first introduced the idea of learning English through content of a subject (e.g. Economics or management). By the 1980s, in many parts of the world, a needs-based philosophy appeared in language teaching. Many students learnt ESP not because they were merely willing to know English but rather to do a task in English. There then emerged some specific disciplines: English for Law, English for Hotel Industry, English for Tourist Management, English for Marketing, and English for Banking.

Krashen in 1981 came up with “natural language acquisition idea” which then supports the ESP approach. It is said that the best way in learning a language is to use it for meaningful aims. In response to the meaningful aims in learning English, various application of ESP have appeared: EAP (English for Academic Purpose), CLIL (Content and Language Integrated Learning), CBI (Content-based Instruction), and TBL (Task-based Learning).

CLIL is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. Many experts considered CLIL a great way in learning English which give the learners with meaningful input and authentic suggested.

CBI, another application, is designed to provide second-language learners instruction in the use of subject matter as a vehicle for second or foreign language teaching/learning (content) and language.

The next application of ESP is TBL also knwn Task-based language learning (TBLL) or task-based language teaching (TBLT) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence.

PHASES IN THE DEVELOPMENT OF ESP

Hutchinson and Waters (1987:9) state that the early beginnings of E.S.P. start in the 1960s and that this domain of theory and practice in the undergone five phases. 

1.   Register analysis

In the register analysis phase the language teachers’ aim at the time was to identify lexical and grammatical features of these registers.  The teaching materials focused on these linguistic features which represented the syllabus. Now that a first stage in the exploration of English has reached its terminal point, namely the study of the word structure down to its smallest lexical component, the E.S.P. teachers decide it is time to move on to a new linguistic level, the sentence.

The criticisms against register analysis were:

·         It restricts the analysis of text to the word and sentence level

·         It is only descriptive, not explanatory

·         Most materials produced under the banner of register analysis follow a similar pattern, beginning with a long specialist reading passage which lacks authenticity.

2.   Rhetorical and discourse analysis

The 1980s recorded a step ahead in the approach to ESP, with Louis Trimble’s (1985) EST: A Discourse Approach, CUP. 

The priorities, for this decade, mean: 

·         understanding how sentences were combined in discourse to produce meaning

·         To identify the organizational patterns in texts

·         To specify the linguistic means by which these patterns are signaled. All these patterns represented the syllabus.

3.   Target situation analysis

The target situation analysis is also known as the learner-centered approach. In this phase, ESP was based on the reasons why student learnt English. The purpose of an E.S.P. course focused on target situation analysis is:

·         to enable learners to function adequately in a target situation, that is the situation in which the learners will use the language they are learning

·         to identify the target situation 

·         to carry out a rigorous analysis of its linguistic features

4.   Analysis of study skills and strategies

The principal idea behind the skills-centered approach is that underlying all language use. There are common reasoning and interpreting processes which enable learners to extract meaning from discourse.

The focus should be on the underlying interpretive strategies which enable learners to cope with the surface forms:

·         guessing the meaning of words form context;

·         using visual layout to determine the type of text;

·         exploiting cognates (i.e., words which ar e similar in the mother tongue and the target   language)

This approach generally concentrates on reading and listening strategies, the characteristic exercises get the learners to reflect on and analyze how meaning is produced in and retrieved from written or spoken discourse.

5.   Analysis of learning needs (a learning-centered approach)

This is the next stage of ESP development: the learning-centered approach. It involves considering the process of learning and student motivation, working out what is needed to enable students to reach the target, exploiting in the EOP/EAP classroom skills which students develop from their specific academic study and taking into account the fact that different students learn in different ways.

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Contoh Book Report - Contoh Buku Laporan dalam bahasa Inggris

INTRODUCTION

A.   Book identities

1.      Author: Prof. Dr. Ahmad

2.      Publisher: PT Remaja Rosdakarya  Bandung

3.      Year of publication: 2008

4.      Number of chapters: Ten (10)

5.      Number of pages: 343

B.  Book purposes

The aim of this book is to introduce education philosophy based on Islamic view. The book was compiled from the materials that the author used while teaching in some universities. This book is intended to prepare students of education faculties of UIN or IAIN for better education.

C.  Thesis about the book

It is suitable for the students of education faculty because in this book the author described education not only in religious view but also in other aspects. Thus, it will help the students as a candidate of a teacher understand about education well.  

SUMMARY OF THE CONTENT

Unit 1 Introduction

               Differences of education philosophy and science theory

The theory of education philosophy and science is not the same at all. The education philosophy theory can only be accepted rationally but not empirically, whereas the education science theory is not only can be accepted rationally but also can be proven empirically.

Knowledge	Paradigm	Object	Method	Criterion
SCIENCE	Science (scientific)	Empirical	Science (scientific)	Rational-empirical
PHILOSOPHY	Rational	Abstract-rational	Rational	Rational

Unit 2 human essence

The essentials of a human being need to be discussed because what we do in education is for the human beings themselves. In this chapter there are three topics talking about human essence: essentials of a human according to some experts and God and the last is human essence, as the aims of the education.

               Human’s View of Human Essence

Plato, a pupil of Socrates, stated that human beings had three elements: soul, desire, and rationality.

Rene Descartes(1596-1650), a French philosopher, considered a brain (rationality) the essential of human beings. Descartes believed that human beings had emotion, a combination of love, joy, desire, rage, sorrow, and wonder.

John Locke (1623-17040), an English philosopher and physician, postulated that the mind was a blank state or tabula rasa, a theory that individuals are born without built-in mental content and that their knowledge comes from experience and perception. This theory believes that education influences someone so much.

 Immanuel Kant(1724-1804), a German philosopher, stated “it always remains a scandal of philosophy and universal human reason that the existence of things outside us should have to be assumed merely on faith, and that if it occurs to anyone to doubt it, we should be unable to answer him with a satisfactory proof.” One of his contributions to education is his statement that human beings are rational. It means that human beings act based on morality; they do something not only for the sake of their life but also for others. Indeed, when human beings perform something they must have reasons.

               God’s View of Human Essence

The best explanation about the essentials of human beings is of course based on the view of the God, who creates the human beings. In Al Quran, it is said that a human being is created with the combination of body, brain to think, and soul managed by ‘Iman’ in a heart.

              What have we known?

Some of the western experts have the same opinion of Islamic view related to the core of human essence. The experts stated that the core of the human essence is emotion or spirit; it is not different from Islamic view that say ‘iman’ in a heart is the center of human essence.

Unit 3 Education Essence

Definition of education

Education is a process by which society transfer knowledge, skills, customs, and values from one generation to another. Education is hoped to be able to create people who are needed for better society.

Education: unfinished agenda

Education is considered an unfinished agenda because of some reasons: the first is that everyone wants to be better. By education, he or she will be able to have a good opportunity to be a better person. Next, the theory in education is impossible to be used in all places in the world. Time always changes; it means the theory also has to be revised. The last is because of different condition and situation. A certain theory could be applied successfully in a new place, yet there is no any guarantee that the theory will also be successful to another place.

Rationalism as education fundamental

Rationalism is a practice of treating reason as the basis of belief and knowledge. Greek people 600 years BC tried to use their brain as the only basis of knowledge. They believed that there was no any absolute knowledge. Luckily, Socrates, supported by Plato and Aristotle, proved that there was not only relative truth but also absolute truth, which could be got in religion. 

Improving basis as the values

One of the duties of education is to teach values. In teaching values, the teacher should know      the values, which will be shared to the pupils. In Indonesia, the values are based on the five points of Pancasila. Pancasila is the basis of culture of Indonesia.

National ideology as the basis of education

The five points in Pancasila, the philosophy of Indonesia, is too general. The points are explained more detailed in constitution (UU). In creating the basis of education, the people of Indonesia must be based on the values written in Pancasila.

Unit 5 Aims of Education

            Best human beings as the education goal

Everyone wants to be better. One of the ways to have that wish is trough education. Education is hoped to be able to create good human beings. However, no one knows exactly the true characteristics of a good human. Quality of a good human is based on the people’s way of life. Different religion means different way of life. To cope this a country must have its own ideology to be used in describing the quality of a good human.

Characteristics of hoped outcomes

The author presented some characteristics of qualified outcomes. The outcomes must:

1.      Have high disciplined,

2.      Be honest,

3.      Be creative,

4.      High motivation to develop,

5.      Not give up easily,

6.      Have good self confidence,

7.      Be cooperative,

8.      Be democratic,

9.      Be able to use the time wisely,

10.  Have high Emotional Quotient (EQ)

Competency based-education

Every level of schools has its own standard competence. Competency based education curriculum (KBK) should focus on the following concepts.

1.      The aims of every lesson should be based on the general aims of the school.

2.      KBK will not be needed anymore if the education runs well.

3.      Competency means skills. The necessary skills are skills that we can use in life.

Competency mastery

The outcomes are hoped to be able to master the skills that they have in a educational institution. They should be able to use the skills in the real life. They must be able to live cooperatively with the people around him.

Civil society

There are three important factors in creating civil society:

1.      Humanity laws are needed,

2.    People are willing to obey the laws,

3.      The leader must take care of the laws honestly.

Unit 6 Education Curriculum

Definition of curriculum

Curriculum could have three meanings:

1.      Curriculum is the list of lessons in a educational institution.

2.      Curriculum means syllabus.

3.      Curriculum is the school program.

Islamic knowledge framework

All knowledge is from God. There are three kinds of knowledge: science, philosophy, and mystic knowledge.

Knowledge	Paradigm	Object		Method		Criterion
SCIENCE	Science (scientific)	Empirical		Science (scientific)		Rational-empirical
PHILOSOPHY	Rational	Abstract-rational		Rational		Rational
MYSTICISM	Supernatural	Abstract-supernatural	Exercise, belief		Belief, sometimes empirical

Ethics as a lesson at school

Education of ethics could be taught trough religion subject. Ethics should be based on the religious view.

Soul education is the core of curriculum

As the explanation of the previous chapter, the true essence of human beings is the soul. Therefore, the curriculum must focus on the soul education if we want to create the real human beings.

Unit 7 Pupils

Pupils

Pupils or students are the ones who will be taught. There are some obligations for the pupils:

1.      Thestudents must focus on their soul development most than other aspects.

2.      The students must decrease their excitement of life in the world, yet they must be able to focus also on life in hereafter.

3.      The students learn sincerely from their teachers. They must respect their teacher.

4.      The students should be able to be open with the difference opinion.

5.      The students have to identify the most important lessons to know or the levels.

Unit 8 Educational Institutions

“Madrasah”, religion based curriculum, is a school that try to balance the religious subject and the general subject. It is believed that the students who are very keen at general subjects are not the hoped outcomes, yet the real outcomes are the students who have balanced knowledge, between religious subject and general subject. As the proof is that, corruption has been a chronic problem in Indonesia. The corruptors are of course smart people, but they are not religious people. UIN or IAIN can be said as a university that tries to balance between religious subjects and general subjects.

Unit 9 Process of Education

The process of education should teach the students how to be a religious or obedient person rather than just give them much information about their religion. For a Muslim we can say education must make the students act as a Muslim instead of having much information only about Islam. In other words, the students not only know the knowledge but also they can do or apply the knowledge. The most important thing is how they can be the person based on the knowledge that they get.

Unit 10 Education Development

One aspect that we should focus on developing education is curriculum. The curriculum is the main point if we want to make education better. That is why the experts of education must understand well about the curriculum. There are three important aspects in revising a curriculum:

1.      Islamic education as one of the lessons at school

2.      Local culture and job vacancy

3.      Nation, language, history, culture of nation, Indonesian geography, science, and art

4.      English, culture of the world, and competition among the countries.

 

STRENGTHS AND WEAKNESSES

Strength:

1. This book is easy to understand.
2. The author tried to present some ideas from some experts first before he expressed his own ideas.
3. The author did not take Islamic ideas merely but also from non-Muslim experts.
4. Despite the purpose of the book for the students of education faculty of UIN or IAIN, the book is also good to read by everyone.
5. It has many references.
6. The biography of the writer is given.
7. It has many small chapters to emphasize the points.

Weaknesses:

1. The book is not arranged systematically.
2. Some uncommon words are not explained well by the author.

Key:

Contoh buku laporan berbahasa Inggris

Contoh laporan buku dalam bahasa inggris

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Contoh Procedure Text beserta soal dan jawaban

Procedure Text

LOOP-THE-LOOP PAPER PLANE

Material needed
A sheet of heavy paper
A pencil
Sharp scissors
A paper clip
Crayons

Method
Here’s a paper airplane that will fly in circles.

1. First fold the paper in half the long way.
2. Then draw an airplane with wings and a tail on it.
3. Next draw a line about an inch away from the fold on each side the full length of the paper.
4. Then cut out the airplane, but do not cut on the fold.
5. After that spread out the airplane and colour it. You can draw airplane markings near each wing tip.
6. Next refold your airplane. Now fold Beach wing down along the line drawn on it.
7. Then add a paper clip to the nose. You can change the way your airplane flies by changing the wing shape and putting more than one paper clip on the nose.

Vocabularies: plane: pesawat, a sheet: selembar, blunt: tumpul, airplane: pesawat, fly: terbang, fold: lipat, draw: gambar, line: garis, spread out: melebarkan, wing: sayap

                   1.  Which of the following is not true about loop-the-loop paper plane?

                         A.   It needs a paper clip to fly

                         B.   A pencil is not needed to make a line on it.

                         C.   If you fly it, it will fly in circles in the air.

                         D.   The first thing to do is to fold the paper in half.

                               Jawaban B

                  2.  Which picture goes with the third method?

                                      A.                   B.                 C.                     D.                           

                            Jawaban: D

                3.  The text consists of three parts. The third part functions to show readers … to make the loop-the-loop paper plane.

            A.   The steps                                                  c.   The argument

            B.   The events                                                            d.   The explanation

            Jawaban a

4.      How many steps to make loop-the-loop paper plane?

A. Six

B. Seven

C. Eight

D. Nine

Jawaban B

5.      Which one is not needed for making loop-the-loop paper plane?

A. Heavy paper

B. Pencil

C. Sharp scissor

D. Coloring pencil

    Jawaban C

6.      We may conclude that …
A. Loop-the-loop paper plane is expensive.

B. Making loop-the-loop paper plane is so difficult.

C. Loop-the-loop paper plane needs many materials

D. We do not need many materials to make loop-the-loop paper plane.

Jawaban D

7.      What is the goal of the text:

A. To make a plane

B. To make paper plane

C. To make a real airplane

D. To make a toy

Jawaban B

8.      “After that spread out the airplane and colourit” (step 5)
The underlined word refers to ….

A. Airplane

B. Blank paper

C. A book

D. Paper clip

Jawaban A

9.      “First fold the paper in half the long way.”

What is the synonym of the underlined word?

A. Crease

B. Fail

C. Shelter

D. Tear

Jawaban A

10.      “Draw an airplane with wings and a tail on it.” (step 2)

What does the underlined word means?

A. Make an airplane picture

B. Move in particular direction

C. Attract interest

D. Equal the balance

Jawaban A

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