ENGLISH TEST (wondershare) by ADE PRIMA RORA 2312.012 6A

 

IS YOUR ENGLISH GOOD ENOUGH ? OR YOU WANNA TEST YOUR ABILITY ABOUT ENGLISH

LET'S DO IT !!

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TEACHING READING

   A.    THE NATURE OF READING

      Reading is a set of skills that involves making sense and deriving meaning from a printed word. (Brown )

      Reading is a fluent process of readers to combine information from a text and their own background knowledge to build meaning. (According to Anderson in Nunan)

      Reading is the process to get information, to catch the content.

      Reading is useful for language acquisition. Provided that students m ore or less understand what they read, the more they read, the better they get at it. Reading also has a positive effect on students’ vocabulary knowledge, on their spelling and on their writing

    B.     BACKGROUND TEACHING READING

Reading comprehension refers to read meaning, understabding and entertanment. It involve higher-order thinking skills and is much more complex than merely decoding specific words.

      Reading for pleasure

Thinking about how much fun it is to read or a listen to good a story. It make be able to make the connectionthat reading in general can provide pleasure.

      Reading for information

Reading this book is to get information. This is enhanced if students have a chance to choose what they w ant to read, if they are encouraged to read by the teacher, and if some opportunity is given for them to share their reading experiences. Although not all students are equally keen on this kind of reading, we can say with certainty that the ones who read m ost progress fastest.

      Intensive reading is usually accompanied by study activities. We may ask students to work out what kind o f text they are reading, tease out details o f meaning, look at particular uses o f gram m ar and vocabulary, and then use the inform ation in the text to move on to other learning activities. We will also encourage them to reflect on different reading skills.

      Extensive reading refers to reading which students do often (but not exclusively) away from the classroom. They may read novels, web pages, newspapers, magazines or any other reference material. Involves reading for information.

  C.     THE GENRE OF THE TEXT

A reader must be able to anticipate those convention in order process of meaning effeciently.

      Academic reading

General interst article (in magazine, newspaper,)

Reference material (dctionary)

Textbooks, essey, papers, text direction, editorials and opinion writing

      Job-related reading

Messages

Letter/email, memos, report, schedules, label, sign, announcement, form, financial documents

      Persoanl reading

Newspaper, magazine, letter, email, novel, short stories, quistionare

among the distinctive graphemes and onthographic pattern of english

Retain chunks of language of different lengths in short term memory

Process writing at an effecient rate of speed to suit the purpose

Recognize a core of words, and interpret word of patterns and their significant

D.    MICROSKILLS READING

      Discriminate among the distinctive graphemes and onthographic pattern of english

      Retain chunks of language of different lengths in short term memory

      Process writing at an effecient rate of speed to suit the purpose

      Recognize a core of words, and interpret word of patterns and their significant

      Recognize grammatical word classes, system, patterns, rules, and elliptical forms

      Recognize that a particular meaning may be expressed in different grammatical forms

      Recognize cohesive device in written discourse and their role in signaling the relationship between and among clauses

MACROSKILL

      Recognize the rethorical forms of written discourse and their significance for interpretation

      Recognize the communicative function of written text

      Infer context that is not explicit by using background knowledge

      From described events, idea, deduce causes and effects

      Distinguish between literal and implied meanings

      Detect culturrally specific reference and interpret them in a context of a appropriate cultural schemate

      Develop and use a battery of a readin strategies

  E.     STRATEGIES READING COMPREHENSION

      Identify your purpose in a reading text

      Apply speeling rules and convention for bottom-up decoding

      Use lexical analysing

      Guess at meaning

      Skim the text for the gist and for main ideas

      Scan the text for specific information

      Use silent reading tecqniques for rapid processing

      Use marginal notes, otlines, charts maps for understanding and retaining information

      Distinguish between literal and implied meaning

      Capatalize on discourse markers to process relationships

ADE PRIMA RORA 2312.012 (6A) true/false

Uji kemampuan anda tentang GRAMMAR, Silakan download link dibawah ini dan jawab pertanyaannya

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ADE PRIMA RORA 2312.012 6A J MIX.

Procedure Text adalah salah satu jenis teks bahasa Inggris atau yang biasa disebut genre
yang menunjukan sebuah proses dalam membuat atau mengoprasikan sesuatu
yang berfungsi untuk menggambarkan bagaimana sesuatu dikerjakan melalui
langkah-langkah yang teratur. dan untuk itu kita bisa melatihnya untuk meningkatkan kemampuan pemahaman kita dalam text terutama dalam PROCEDURE TEXT.



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ade prima rora 2312.012 6A J MATCH

Listening merupakan materi yang penting dalam bahasa inggris
karena kita harus bisa mengetahui apa yang orang katakan pada kita.
Untuk dapat menguasai listening kita harus benar-benar memahami kata-kata yang kita dengar... dan unuk melatih kemampuan teman-teman dalam meningkatkan pemahaman listening 

KLIK DISINI

J CROSS ADE PRIMA RORA 2312.012 6A.

Dalam belajar
bahasa inggris, kosakata (vocabulary) sangat memiliki peranan penting untuk
memahami dan mengungkapkan informasi,pikiran,perasaan,serta mengembangkan ilmu
pengetahuan, Banyak teknik atau strategi yang digunakan untuk meningkatkan kemampuan kita dalam vocabulary salah satunya adalah dengan STRATEGY CROZZ PUZZLE
DOWNLOAD INI UNTUK MENAMBAHKAN KEMAMPUAN VOCABULARY ANDA

Share J CROSS ADE PRIMA RORA 2312.012 6A.rar - 61 KB

CAROCOK BEACH

J QUIZ byADE PRIMA RORA 2312.012 PBI 6A

if you want to trainee your skill especially reading
please follow this and answer the question
good luck ^^ :D


CLICK THIS LINK :)
http://www.mediafire.com/download/eebt6vitp1fwr1z/J_Quiz_ADE_PRIMA_RORA_2312.012_PBI_6A.rar

READING TASK

do you need to training your mind about english especially READING SKILL
lets try the task here

CLICK HERE ^^

http://www.mediafire.com/download/hq43h0zz0z3sr0s/reading_ade_prima_rora_2312.012.rar

Kadang Pertemanan Menjelma Menjadi Pembunuh Sebuah Cinta

Sebuah bangkai bisa jadi tak akan pernah tercium selamanya… jika seseorang yang mencium baunya pura-pura tidak mencium, atau menyangkal sedang mencium bau bangkai.

Namun perasaan cinta bukanlah bangkai. Meski terselip dalam sebuah hubungan rumit bernama “pertemanan”, perasaan tetaplah perasaan. Gue orang yang percaya pada sebuah ungkapan…

Cewek dan cowok tidak pernah bisa menjadi best friend sepenuhnya.

Intensitas ketemu, ngobrol, dan saling terbuka mungkin saja perlahan, sedikit demi sedikit menumbuhkan benih-benih cinta, atau minimal suka. Dalam sebuah pertemanan seorang cowok dan cewek, bisa aja ada salah satu pihak yang sempat berpikir, “Dia baik banget. Mungkin gak sih gue suka sama dia? Apa mungkin kita jadian?”

“Kalau bukan suka? Kenapa gue cemburu kalo dia sama yang lain? Padahal kita cuma temen.”

Dan akhirnya pemikiran dan perasaan itu dibunuh dan dikubur dalam-dalam dengan batu nisan bertuliskan “atas nama pertemenan” tertancap di atasnya.

Dari contoh di atas, kadang gue berpikir pertemanan itu kejam. Sebuah pertemanan di antara dua manusia berbeda jenis kelamin, kemudian tumbuh rasa-rasa di dada. Apakah itu semua salah manusia? Bukankah cinta datang sendirinya tanpa diduga-duga?

Banyak orang yang rela membunuh rasanya sendiri hanya untuk menyelamatkan kedekatan dengan dia (dalam wujud teman) yang dipuja, dan untuk tetap bisa menjalani kebiasaan-kebiasaan bersamanya (meski dalam wujud teman).

Sederhananya, ada yang memilih memendam rasa hanya karena takut jadi jauh karena dia gak punya perasaan yang sama.

Miris, memang. Namun apa daya? Memang kadang rasa cinta yang tiba-tiba ada bisa menghancurkan jalinan pertemanan yang sudah dibangun sejak lama. Atau sebaliknya, status pertemanan yang ada membunuh sebuah cinta yang bersemi tiba-tiba.

“Nggak kok. Gue sama best friend gue gak ada rasa apa-apa.”

Mungkin kamu bilang nggak. Mungkin dia bilang nggak juga pas ditanya.

Tetapi di dalam hati, gak ada yang pernah tau… bahkan diri kamu.

Lalu, siapakah yang berharap dalam hubungan pertemanan kamu dengannya? Dia, atau kamu?

Dan sampai kapan mau membohongi diri sendiri?

Pertanyaan terakhir dalam hidupmu adalah…

Apakah pertemanan dan kedekatan itu lebih berharga dari rasa cinta yang tercipta? Dan apa kamu tega membunuhnya?

the best teaching method for learning English

What is the best teaching method for learning English?

According to academic research, linguists have demonstrated that there is not one single best method for everyone in all contexts, and that no one teaching method is inherently superior to the others.

Also, it is not always possible – or appropriate – to apply the same methodology to all learners, who have different objectives, environments and learning needs.

Applying the most appropriate method for that learner’s specific objectives, learning style and context.

An experienced professional language teacher always adopts the Principled Eclecticism approach, deciding on the most suitable techniques and applying the most appropriate methodology for that learner’s specific objectives, learning style and context.

Methods of teaching English have developed rapidly, especially in the previous 40 years. As a language learner, training manager, or teacher, it is important to understand the various methods and techniques so that you are able to navigate the market, make educated choices, and boost your enjoyment of learning a language.

An Overview

Each teaching method is based on a particular vision of understanding the language or the learning process, often using specific techniques and materials used in a set sequence.

The main methodologies are listed below in the chronological order of their development:

• Grammar Translation – the classical method
• Direct Method – discovering the importance of speaking
• Audio-lingualism – the first modern methodology
• Humanistic Approaches – a range of holistic methods applied to language learning
• Communicative Language Teaching – the modern standard method
• Principled Eclecticism – fitting the method to the learner, not the learner to the method

What are the Differences?

Each method has a different focus or priority, so let’s look at what this means in practical terms in the classroom.

The more common methods have a link to a separate page with more details and an explanation of how they work, including the most common method currently used – Communicative Language Teaching:

Method	Focus	Characteristics
Grammar Translation	Written literary texts	Translate from English into your native language
Direct Method (also called Natural Method)	Everyday spoken language	Student learns by associating meaning directly in English
Audio-Lingual Method	Sentence and sound patterns	Listening and speaking drills and pattern practice only in English
Cognitive Code Approach	Grammar rules	English grammar rules deduced and then understood in context
Humanistic Approaches – 4 popular examples:
- The Silent Way	Student interaction rather than teacher	Teacher is silent to allow student awareness of how English works
- Suggestopedia	Meaningful texts and vocabulary	Relaxed atmosphere, with music; encourages subliminal learning of English
- Community Language Learning	Student interaction	Understanding of English through active student interaction
- Comprehension Approach (Natural Approach, the Learnables, and Total Physical Response)	Listening comprehension	English speaking delayed until students are ready; meaning clarified through actions and visuals
Communicative Language Teaching	Interaction, authentic communication and negotiating meaning	Understanding of English through active student interaction; role play, games, information gaps
Content-based, Task-based, and Participatory Approaches	What is being communicated, not structure of English	Content based on relevance to students’ lives: topics, tasks, problem-solving
Learning Strategy Training, Cooperative Learning, and Multiple Intelligences	How to learn	Teach learning strategies, cooperation; activities vary according to different intelligences

Based on Techniques and Principles in Language Teaching (Oxford University Press)

Modern Teaching Methods

As mentioned above, the modern language teacher doesn’t follow one rigid method, but applies the Principled Eclecticism approach – fitting the method to the learner, not vice versa.

This means choosing the techniques and activities that are appropriate for each particular task, context and learner, with a focus on motivation and helping learners become independent and inspired to learn more.

The explanation of Principled Eclecticism also includes a useful ten-point guide for teachers and language students on the best teaching and learning techniques