Select one of the following core competencies from the syllabus. Develop resources and learning activities according to the competencies you've chosen. Please explain why you did it. Put your work in the blog comment. Good luck!
Select one of the following core competencies from the syllabus. Develop resources and learning activities according to the competencies you've chosen. Please explain why you did it. Put your work in the blog comment. Good luck!
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ReplyDeleteNabilla Nurkhalida (221230089)
ReplyDeleteTBI 5C
I have chosen the core competency 3.1 and 4.1, which focus on analyzing and composing texts related to making and responding to invitations. the learning objective is for students to create and respond to invitations appropriately in English, applying correct social functions, text structure, and linguistic elements. to achieve this, I developed resources such as examples of invitation texts (formal and informal), videos demonstrating how invitations are extended and accepted/rejected, and worksheets for practicing dialogue construction and text comprehension. the learning activities include observing and analyzing a video of a formal event invitation to identify key phrases, discussing differences between English and the students’ native language in constructing invitations, engaging in role-playing to simulate inviting classmates to events (e.g., birthdays or study groups) and responding appropriately, and completing a writing task to compose invitations for school events with attention to clarity and politeness. assessment methods involve peer evaluation during role-play for fluency and accuracy and a written assignment graded on structure, vocabulary, and grammar. this competency was chosen because it enhances students' communication skills in practical, real-life contexts, particularly as they prepare for global interactions. by focusing on invitations, students gain relevant, engaging, and applicable skills, enabling them to express ideas politely and effectively while mastering correct grammatical structures.
Nazwa Azizah Lisdianti (221230081)
ReplyDeleteTBI 5C
I chose Core Competencies 3.7 and 4.9 which focus on analyzing and composing recount texts about work reports or historical events. This competency is important to train students to understand, analyze, and convey information coherently. I developed an activity in the form of a digital timeline project using applications such as Canva or PowerPoint. Students are asked to choose a historical event, analyze the information, then compile it into a recount text and present it in a visual form. This activity integrates reading, writing and ICT skills, making learning more interactive and relevant to 21st century needs. The integration of technology such as Canva or PowerPoint enhances students' ICT skills, which are relevant to the demands of the times. By creating a timeline, students not only learn to write but also practice critical thinking skills to sort out important information, while honing presentation skills. This approach also supports project-based learning (PBL), which is effective in increasing students' motivation and in-depth understanding.
Natasya Happy Damayanti (221230128)
ReplyDeleteI chose core competency 1 (K1) which is religious attitude, by integrating moral and spiritual values into the learning process. One of the resources I created was a learning module based on religious values, for example narrative, descriptive or procedural texts with themes of honesty, tolerance or humility. This module is designed so that students not only understand English in a relevant context, but also reflect on the values contained in it. In addition, I also use religious-themed videos or songs in English to enhance students' listening skills while conveying positive moral messages.
The learning activity I developed involves discussion and reflection on the religious values found in the text or learning media. Students are invited to discuss in small groups, then write personal reflections on how these values can be applied in everyday life. In addition, I also encourage students to create collaborative projects, such as posters, short stories or videos with religious themes in English. These projects help students hone their creativity, language skills and cooperation, while instilling moral values through meaningful activities.
The reason I chose this strategy is because I want to integrate English language acquisition with students' character building in accordance with religious values. With this approach, learning becomes more relevant and meaningful as it focuses not only on language skills, but also on students' moral and spiritual development. Religious-based materials provide a context that is closer to their lives, so students are more motivated to learn and apply their knowledge. This approach is also in line with national education goals that prioritize the development of religious attitudes and good character in students. Through this activity, I hope that students can internalize positive values and apply them in their daily lives, both individually and in social relationships.
Name : Muhoiriah (221230075)
ReplyDeleteClass : TBI 5-C
Core Competencies (KI 2): Embracing and practicing honest, disciplined, responsible, caring (mutual cooperation, cooperation, tolerance, peace), polite, responsive and pro-active behavior and demonstrating attitudes as part of the solution to various problems in interacting effectively with the social and natural environment and in positioning oneself as a reflection of the nation in world relations.
The following is the development of learning resources and activities for Core Competencies (KI 2) which are associated with narrative text material.
I chose this approach because narrative stories are effective in teaching moral values that are relevant to Core Competencies (KI 2), such as honesty, discipline, responsibility, mutual cooperation, and tolerance. Through activities such as group discussions, role-playing, writing stories, and self-reflection, students not only understand the structure of narrative texts but also learn to apply positive attitudes in everyday life. This approach makes learning more active, contextual, and interesting, while also helping to shape students' character so that they are able to interact effectively in the social environment and represent the values of the Indonesian nation in world relations.
1. Learning Resources
Inspirational Narrative Text: Stories that instill positive values such as honesty, responsibility, mutual cooperation, and tolerance. Examples:
• Folk tales: Malin Kundang (about respecting parents).
Visual or Audio Media:
• Short animated videos of folk tales or fables.
• Interesting pictures or illustrations of the story.
2. Learning Activities
Core Competency-Based Activities (KI 2)
Group Discussion:
Objective: To spread the attitude of mutual cooperation, cooperation, and tolerance.
Steps: Students are divided into small groups., Each group reads a narrative story.
Discuss: Moral values in the story, how the characters in the story show honesty, discipline, or care. (Each group shows the results of the discussion)
Role Play (Role Playing):
Objective: To practice responsibility, politeness, and responsiveness.
Steps: Choose a narrative story (fable, legend, or fairy tale), Students play the role of characters in the story.
Focus on: How characters solve problems, Positive character behaviors such as honesty, helping each other, and working together.
Writing Your Own Narrative Story:
Objective: to convey students' proactive attitudes and creativity.
Steps: Ask students to write a short narrative story, Story theme: Positive behavior in everyday life (eg helping friends, giving honest statements, or protecting the environment), The story must contain a solution to a problem, The story is presented in class.
Self-Reflection (Daily Journal):
Objective: To foster an attitude of responsibility, discipline, and self-introspection.
Steps: Students write stories or personal experiences that reflect positive values (eg: honesty, discipline, mutual cooperation), Discuss in class how these experiences can inspire others.
Story Analysis Through Concept Maps:
Objective: To learn students' critical understanding and solution-oriented attitudes.
Steps: Students read a specific narrative text, create a concept map or diagram that includes: (Main characters and their positive traits, Problems in the story, Solutions and moral values that can be taken.)
Assessment
• Collaboration Skills: Observation during discussions and role-play.
• Story Writing: Assess creativity, perfection of narrative text structure, and moral messages.
• Self-Reflection: Assess students' understanding of positive values.
• Presentation: Assess students' ability to convey ideas politely and effectively.
This comment has been removed by the author.
ReplyDeleteAlfina Husna Azkia_221230074_TBI 5C
ReplyDeleteI chose the syllabus in grade 9 of junior high school related to English lessons, especially Core Competency (KI) 4 and Basic Competency (KD) 4.4, which is to compose simple short texts in the form of narratives, descriptions, or recounts about personal experiences or certain events. The reason I chose this syllabus is because it is relevant to students' needs to be able to express their experiences in writing, which is one of the important skills in everyday communication. In addition, this learning also supports the development of student literacy by introducing the structure of recount texts and enriching their vocabulary and grammar.
I also developed learning resources, such as recount text models, templates to help students compose texts, and digital tools such as Canva to visualize their stories. The learning methods I use include interactive activities such as group discussions, draft writing, and digital presentations. This approach was chosen to increase student engagement in the learning process while training their creativity.
The use of technology in this learning not only makes students more interested but also helps them prepare for the digital era, where the ability to use digital tools to communicate is becoming increasingly important. By providing relevant and enjoyable learning experiences, I hope students can be more confident in using English both orally and in writing.
Nanda Nurseptia (221230127) TBI 5D
ReplyDeleteI chose Core Competency (KI) 3: Understand, apply, analyze factual, conceptual, procedural knowledge based on curiosity about science, technology, arts, culture, and humanities. The corresponding Basic Competency is KD 3.7 Analyze the social functions, text structure, and linguistic elements of recount text in the form of work reports and descriptions of historical events.
Learning Activities
- Observation and Discussion: Students read several recount texts from various sources about relevant historical events, such as the Proclamation of Indonesian Independence or the Industrial Revolution.
- Writing Exercise: Students are asked to write a simple recount text about a selected historical event, using the correct text structure (orientation, sequence of events, and conclusion).
- Oral Presentation: Students present their recount texts in front of the class, emphasizing on linguistic aspects such as the use of tenses and vocabulary.
- Reflection: Students write down their learning experience through a simple journal, noting challenges and things they learned.
Learning Resources
- Compulsory English textbook.
- Online articles about historical events.
- Short video documentaries from educational platforms.
Reason for Selection this competency was chosen because recount texts help students develop analytical and critical thinking skills of past events, which are important for building national insight. Activities involving observation, writing and speaking provide a meaningful learning experience while practicing integrated English language skills. Through the exploration of historical events, students are also invited to appreciate the values of humanity and civilization.
Nurul fadilah_221230096_TBI 5 C
ReplyDeleteThe syllabus I chose for 10th grade ,and Selected Core Competency:
KI 4 Demonstrating skills in processing, reasoning, and presenting in both concrete and abstract domains as learned in school. Example of Basic Competency:
4.3 Analyzing the relationship between economic activities, the use of natural resources, and environmental preservation.
Learning Material Activities Include:
1. Development of Learning Resources and Activities Learning Resources:
- nteractive Material:Infographics on the relationship between economic activities, natural resources, and environmental impact.
- Educational Videos: Short documentaries discussing eco-friendly economic practices in various countries.
- Articles or Case Studies:Real-life examples of companies utilizing natural resources sustainably.
2. Learning Activities:
a. Group Discussion (Small Group Discussion):
Students are divided into groups to discuss given case studies. Each group identifies the economic impact on the environment from the provided cases.
b. Mini Project (Project-Based Learning):
Students create presentations proposing innovative solutions to enhance economic activities while preserving the environment in their local areas.
c. Role-Playing:
Simulation of negotiations between companies, government representatives, and environmental activists to find a middle ground in natural resource management.
Alignment with Competency Development:
a. Contextualization:
Activities such as group discussions and case studies help students understand real-world issues relevant to daily life, making learning more meaningful.
b. Critical and Creative Thinking:
By analyzing case studies and developing solutions through mini projects, students are trained to think critically and creatively, meeting 21st-century competency demands.
c. Collaboration:
Through discussions and role-playing, students learn to collaborate and understand different perspectives, enhancing their social skills.
Learning Approach:
This approach aims to increase the relevance of learning to real-life contexts, helping students realize that the material studied is not just theoretical but directly related to global issues such as the relationship between economic activities, natural resources, and environmental preservation.
Furthermore, project-based activities, group discussions, and role-playing are designed to develop 21st-century skills such as critical thinking, creativity, collaboration, and communication, which are crucial for facing future challenges.
By involving students in active, enjoyable, and context-based learning processes, they not only grasp the concepts but are also able to apply them in real life while fostering independence, responsibility, and deep understanding. This aligns with the learning objectives that focus not only on academic achievement but also on shaping students into competent, critical individuals who care about the environment.
Maudina Sarifani
ReplyDelete221230076 - 5C
I chose Core Competency (KI) 4: with Basic Competency 4.1.
To support the achievement of this competency, I will develop learning resources in the form of role-play videos that display invitation dialogues in various situations. The learning activity designed is a group simulation where students take turns creating and responding to invitations using phrases such as "Let's...", "Why don't we...", and "Shall we...". This activity will be supported by a worksheet that guides them to analyze the social function, text structure, and linguistic elements of the dialogue. Evaluation is carried out through observation of students' self-confidence, completeness of text structure, and use of correct grammar.
The reason for this selection is because the simulation activity will create an interesting and practical learning experience that motivates students to use English in real communication. By practicing directly, students not only understand the theory, but also improve their speaking, critical thinking, and collaboration skills.
Name : Nova Magfiroh
ReplyDeleteNim : 221230112 (5D)
Selected Core Competencies:
KI 4: Processing, reasoning, and presenting in concrete and abstract domains related to the development of what is learned in school independently. Development of Learning Resources and Activities
1. Learning Resources: Interactive Digital Module
-Description: This module includes reading texts, explanatory videos, and interactive exercises that can be accessed independently by students through digital devices. The material is designed to include theory and practice, so that students can develop critical thinking skills through practice.
- Reason for Development: Digital modules make it easier for students to learn independently according to core competencies. This resource allows students to learn anytime and anywhere, in line with developments in educational technology.
2. Learning Activities:
Mini Research Project
- Activity Steps: - Students choose a topic that is relevant to the subject matter (eg, environment, technology, or social). - They conduct simple research by reading articles, interviews, or observations. - The results are presented in the form of written reports and presentations.
- Objective: This activity fosters the ability to process information, analyze data, and present it logically, in accordance with the domain of KI 4 competency.
3. Case-Based Group Discussion
- Activity Description: Students are given a real case study that requires a solution. In groups, they discuss the problem, process the data provided, and present the results of the discussion in the form of logical arguments.
- Reason: Case-based discussions train students to reason and make decisions based on evidence, thus helping them understand the application of theory in real life. Reasons for Choosing the Approach
1. Encourage Independent Learning KI 4 competency requires students to be active in the learning process. Interactive modules and mini research projects provide opportunities for students to learn independently.
2. Strengthening High-Order Thinking Skills (HOTS), The activities designed direct students to think critically, analyze, and evaluate, in accordance with the needs of 21st century skills.
3. Relevance to Real Life By using case studies and research projects, students not only learn theory but also understand how to apply it in contexts that are relevant to everyday life.
4. Increasing Digital Literacy Competence The use of digital modules trains students to use technology productively, in line with today's needs.
Conclusion This approach not only supports the achievement of KI 4, but also prepares students to face challenges in the era of globalization and technology. This shows learning that is oriented towards developing long-term competencies.
Wardah Azzah Fathimah 221230123
ReplyDeleteI chose Core Competency 3 (KI 3): “Understand, apply, and analyze factual, conceptual, procedural, and metacognitive knowledge based on his curiosity about science, technology, arts, culture, and humanities with insights into humanity, nationality, state, and civilization related to the causes of phenomena and events, and apply procedural knowledge in specific fields of study in accordance with his talents and interests to solve problems.”
To develop resources and learning activities, I will use scientific discussion texts as teaching materials. Learning activities will include reading and analyzing scientific discussion texts on current issues, where students are asked to identify the social functions, text structures, and linguistic elements used. In addition, students will conduct group discussions to discuss the arguments present in the text and give their opinions, as well as compile a report on the results of their analysis.
I chose this competency because it is important for students to not only understand information, but also be able to analyze and apply that knowledge in a broader context. By using scientific discussion texts, students can develop critical and analytical thinking skills, which are indispensable in facing real-world challenges. It also encourages collaboration and communication between students, which are essential skills in 21st century learning.
Amelya Nurrizka 221230108 TBI 5D
ReplyDeleteI chose core competency 3 (KI 3), which is analyzing social functions, text structures, and linguistic elements in invitation expressions and their responses, as well as composing oral and written texts to express and respond to invitations to take action.
The reason I chose this KD is that it is relevant to students' daily communication needs, because invitations are an important part of social interaction. Students can apply this ability in school, family, and wider communities. The use of this theme also supports students' speaking and writing skills practically.
Learning resources such as mandatory textbooks, recordings of invitation interactions in English (CD/VCD/online resources such as the British Council), phrase cards or dialogues for invitation simulations, short video clips about invitation situations.
Learning activities for example:
1. Observing and Asking: Students listen to invitation dialogues from videos or recordings, then discuss social functions, text structures, and linguistic elements.
2. Interactive Exercises: Doing role-plays in pairs, where one student makes an invitation and the other student responds.
3. Group Collaboration: Compose a short dialogue about invitations in groups, which are then performed in front of the class.
4. Writing Assignment: Students are asked to write an email or short message containing an invitation to a friend, paying attention to correct grammar and vocabulary.
This activity provides students with real experience in understanding and using invitation expressions, both orally and in writing. Various resources such as videos and role-playing will increase student interest and facilitate contextual learning. This is in line with the objectives of communicative learning which emphasizes language skills in real life.
Siti Aisah Ravita Dewi_221230069_TBI 5C
ReplyDeleteHere’s the explanation of the steps:
Selecting the Core Competency:
I chose the core competency: "Reading and understanding simple descriptive texts about people, places, or objects."This competency is crucial because it helps students build foundational skills in understanding written English, which is essential for both written and spoken communication.
1. Learning Resources and Activities:
The designed resources and activities are:
Learning Resources:
a. Relevant English textbooks.
b. Short articles or descriptive paragraphs from online sources.
c. Flashcards with pictures of people, places, or objects.
Learning Activities:
a. Reading simple descriptive texts in class, followed by comprehension questions.
b. Playing a "Guess Who/What" game where students describe something, and their peers guess.
c. Matching pictures with descriptive paragraphs.
d. Writing short descriptions of objects around the classroom.
2. Reasons for Choosing This Competency and Activities:
I chose this competency because:
Relevance: Descriptive texts are a common type of text used in daily life. Students will learn how to describe or understand descriptions in real-life contexts, such as reading brochures or introducing something.
Level of Difficulty: This material matches the abilities of junior high school students who are still in the early stages of learning English.
Language Skill Development: This competency integrates reading, speaking, writing, and listening skills through simple yet engaging activities.
Flexibility: There are many creative activities that can be done, such as games, group discussions, or mini projects, making the learning process less monotonous.
With this approach, the learning experience becomes more contextual, relevant, and engaging for junior high school students.
Sifahu Laela 221230113 tbi 5d
ReplyDeleteI chose KD 3.1 and 4.1:
3.1: Analyze the social functions, text structures, and linguistic elements of invitations and responses.
4.1: Use oral and written texts to summarize and respond to an invitation and its response according to the context.
Resources and Activities
1. Resources:
- Required to write a paragraph.
- Invitation video dialog.
- Sample assignment is an invitation phrase.
- Digital media (example: English learning app).
2. Activity:
- Observing: Watching a video of an invitation dialog.
- Questioning: Ask questions about the differences between different types of invitations in Indonesian and English.
- Trying: Role-play invitations in small groups.
- Associating: Writing a dialog ready for presentation.
Reasons for Selection:
- Highlights relevant information in everyday communication.
- Students learn how to build interpersonal relationships.
- Encourages students' speaking skills and confidence.
I Choose Core Competency 3 (K3)
ReplyDeleteCore Competency 3: Develop the ability to compose structured, relevant, and appropriate oral and written texts.
Selected Basic Competencies:
3.1 Compose simple narrative texts (both oral and written) using correct structures.
Resources and Learning Activities:
1. Learning Resources:
- Narrative text material (short story/personal experience).
- Media: Narrative text example video, learning application (Google Classroom).
2. Learning Activities:
- Introduction: Discussion about the structure of narrative text.
- Core: Students read examples of narrative texts and write personal narrative texts. Group discussion for feedback.
- Closing: Oral presentation of narrative text, reflection of learning.
3. Reason for Learning:
- Develops writing and speaking skills.
- Using technology for creative and dynamic learning.
- Improves students' communication skills in real life.
Erina oktafiani 221230111
ReplyDelete(Core competency K4 knowledge)
Core competency K4 emphasizes knowledge, including understanding, applying, and analyzing information. In English language learning, this competency can be developed through:
1. Concept Understanding
- Cultural Context: Learning about the traditions, customs, and values of English-speaking countries, including relevant idioms and vocabulary.
- Language Structure: Understanding grammar, vocabulary, and sentence usage, such as tenses and prepositions.
2. Application of Knowledge
- Speaking Skills: Practicing vocabulary and phrases in everyday conversations, like introductions and discussions.
- Reading Skills: Employing strategies to comprehend texts, identify key information, and analyze meanings.
3. Analysis and Evaluation
- Text Analysis: Analyzing various texts (articles, stories, poems) to identify themes and structures and offer personal interpretations.
- Critical Discussion: Engaging in group discussions to analyze current topics, evaluate arguments, and formulate opinions.
4. Skill Development
- Creative Projects: Creating projects that involve research and presentations in English, applying proper vocabulary and grammar.
- Use of Technology: Leveraging technology and multimedia resources to enhance engagement and understanding.
By developing K4 competencies in English learning, students enhance their language skills and cultural knowledge, becoming active and critical learners prepared for global interactions.
Reasons for Choosing Core Competency K4
1. Importance of Knowledge in Language Learning: Emphasizes deep understanding of grammar, vocabulary, and cultural context as foundational for students.
2. Cognitive Skill Development: Focuses on analysis, evaluation, and real-world application of knowledge, fostering active engagement in learning.
3. Preparation for Global Interaction: Equips students for challenges in a globalized world, enhancing their readiness for educational and professional opportunities.
4. Integration of Culture and Language: Facilitates understanding of cultural contexts, improving communication skills in English.
5. Holistic Learning Approach: Encourages critical and creative thinking, producing adaptable and independent learners.
6. Encourages Project-Based Learning: Promotes collaborative, in-depth exploration of topics through group projects.
7. Enhanced Learning Motivation: Increases student motivation by linking knowledge to real-life applications and broader contexts.
Fathi Fajriani Putri (221230080)
ReplyDeleteTBI/5C
I chose Core Competency 2 (KI 2) with the aim that students can experience and practice honest, disciplined, responsible, caring, polite, responsive, and proactive behavior in interacting with the social and natural environment. The learning resources used include teaching materials such as interactive modules on social behavior, articles or short videos on polite practices in various cultures, and English textbooks containing interpersonal conversations and social values. Supporting media include video recordings on polite behavior, e-learning platforms for simulations of social value-based interactions, and vocabulary cards for polite behavior. In addition, authentic sources such as videos from YouTube and news articles are also used to provide real examples.
Learning activities include several stages. First, the stage of observing and listening which aims to pay attention to how to behave politely and caringly through discussions and watching short videos. Second, role-playing to practice dialogue with honest, disciplined, and polite values, such as helping friends or expressing sympathy. Third, collaborative projects involving the creation of posters or videos with the theme "Kindness in Action" to integrate social values into English. Fourth, personal reflections that encourage students to write journals about their experiences in implementing polite and caring behaviors, by providing feedback to each other.
The reason I use this approach is because it is designed to integrate social values such as honesty, discipline, responsibility, and caring into English learning. Activities such as watching videos, role-playing, collaborative projects, and personal reflections help students to spread these values in real-life communication. By combining language and culture, students not only improve their language skills but also become polite, confident, and adaptable individuals both locally and globally.
Core Competency Selected:Critical Thinking
ReplyDeleteRationale for Choosing This Competency
Critical thinking is essential for students as it empowers them to analyze information, solve problems, and make informed decisions. In today's information-saturated world, fostering this skill helps learners discern credible sources, evaluate arguments, and construct well-reasoned perspectives. Developing critical thinking ensures that students are not passive recipients of information but active participants in knowledge creation and application.
Resources and Learning Activities
1. Resource:
- Title:"The Art of Asking Questions: A Critical Thinking Handbook"
- Description:This resource is a guide designed to help students practice asking purposeful and analytical questions when presented with new information. It covers the elements of reasoning and cognitive biases.
Activity 1: The Questioning Wheel
- Students will be introduced to a "Questioning Wheel" divided into categories like "What," "Why," "How," and "What If."
- Task:After reading a short article on a controversial issue, students must formulate and answer one question from each category.
- Objective:Encourage exploration of multiple perspectives on a single topic.
2. Resource:
- Title:"Fallacies in Everyday Life"
- Description:A video series explaining common logical fallacies (e.g., straw man, ad hominem) with relatable examples.
Activity 2: Fallacy Detective
- Students will watch a political debate or advertisement and identify at least three logical fallacies.
•Task:Present findings in a group discussion, explaining why the argument was flawed and how it could be improved.
- Objective:Develop the ability to identify and critique flawed reasoning.
3. Resource:
- Title:"Data Literacy and Critical Thinking Workbook"
- Description:An interactive workbook teaching students how to analyze charts, statistics, and data presentations critically.
Activity 3: Data Detective
- Students will analyze a graph or dataset and answer guided questions, such as:
- What is the data trying to convey?
- What assumptions are made?
- Are there alternative interpretations?
- Objective:Practice interpreting quantitative information critically.
Blog Comment:
Comment:
"I chose Critical Thinking because it is the foundation for lifelong learning and informed citizenship. The resources and activities I developed encourage students to ask questions, evaluate evidence, and uncover biases in information they encounter. By engaging in tasks like the Questioning Wheel and Fallacy Detective, students practice skills that prepare them for real-world challenges, fostering both independence and responsibility in their learning journeys. I'm excited to hear how others might adapt these strategies in their own classrooms!"
Sholihah mutawakillah (221230087) TBI 5 C
ReplyDeleteTo develop resources and learning activities for competencies 3.2 and 4.2, I focused on creating engaging, authentic, and practical approaches to enhance students' ability to analyze and fill out forms used in professional contexts, such as companies, banks, or institutions. These competencies emphasize understanding the social function, text structure, and linguistic features of forms, as well as applying that knowledge in real-world scenarios. Therefore, I designed resources like authentic forms, annotated templates, multimedia instructional materials, and interactive practice tools to provide students with hands-on experience.
The activities I developed include observation and analysis tasks where students identify the purpose and structure of different forms, guided practice sessions to build confidence, role-playing scenarios to simulate real-life applications, error analysis exercises to hone attention to detail, and collaborative projects to foster creativity and teamwork. These activities are rooted in authentic materials and real-world relevance, preparing students for practical tasks they might encounter outside the classroom.
By integrating critical thinking, language comprehension, and application skills, these resources and activities ensure students not only understand the forms but also effectively use them in appropriate contexts. The interactive and collaborative nature of the tasks promotes engagement and active learning, while the focus on accuracy and context helps students develop competence and confidence. This approach aligns with the learning goals of competencies 3.2 and 4.2 and provides a comprehensive foundation for students to succeed in real-world communication.
RIJA ARRIBATH DWI DAEP
ReplyDelete221230067
TBI 5C
Based on the English learning syllabus in Permendikbud No. 59 of 2014, I chose KD 3.4 and 4.4: “Analyze the social functions, text structures, and linguistic elements to state and ask about the obligation to perform an action/activity at a certain time, and compose appropriate oral and written texts.”
Development of Learning Resources and Learning Activities
1. Learning Resources
Mandatory Textbook: Examples of the use of modal verbs such as “must,” “should,” “have to,” and their variations in the context of obligations.
Multimedia Materials: Short videos or podcasts of everyday conversations that reflect imperatives (e.g. rules at school or work).
2. Learning Activities
- Basic Observation and Comprehension
The teacher plays a short video on obligations (e.g., “COVID-19 Protocols”) and students are asked to note sentences that use must or have to.
Class discussion on the difference in meaning between must, should, and have to.
- Independent Practice:
Students are given a blank text to complete the sentences with the right modal verbs. For example:
“Students ___ (must/might) wear uniforms every day.”
“You ___ (should/must not) cross the street without looking.”
- Collaborative Project: “Rules for Future Generations”
Students in groups are asked to create a poster or video with rules and advice for new students at school. Example:
“You must respect teachers.”
“You should use English in the English Club.”
3. Assessment
- Speaking Skills Assessment
Observation and rubric for role-play.
Fluency, grammatical accuracy, and contextual appropriateness are the main indicators.
- Writing Assessment
The teacher checks the written assignment to assess the accuracy of the use of modal verbs as well as the completeness of the ideas conveyed.
- Attitude Assessment
Students' collaboration in the group project is assessed based on their activeness and responsibility.
Reasons for Choosing This Basic Competency
This competency is very useful in everyday life as it familiarizes students with stating obligations or suggestions. In the world of work or further education, the ability to understand and give instructions is a key skill. With a focus on the use of modal verbs such as must and should, students learn to convey their intentions clearly and firmly in a variety of formal and informal situations.
Maryam Jameelah (221230072) TBI 5C
ReplyDeleteFrom the syllabus, I chose the core competency 4 which focuses on students' ability to process, reason, and present in concrete and abstract domains related to their studies with the 4.18 basic competency which emphasizes on understanding messages in proverbs and riddles.
During the lesson, I will provide students with resources from authentic materials, such as extracted texts from English novels. From the texts, I will find examples of English proverbs and riddles and make them understand their meanings according to the context of the novel's storyline by dividing the class into groups that will work together in understanding different proverbs and riddles, as well as making one sentence for each of the proverbs. Once they have done finding out the meanings, the students will take turns to present their findings in front of the class to enhance each others’ understanding. The students who listen to the presentation will be given the opportunity to ask the presenters.
The reason I chose to do this is because I believe that these activities will be able to encourage students to think critically and understand meanings based on context. By asking them to provide another sentence example by themselves according to the proverbs and riddles given, the students will be able to effectively strengthen their comprehension of the proverbs and riddles. Not only that, doing presentations and conducting question and answer sessions during the lessons will make the lessons more interactive and exciting, which will motivate them to participate actively.
Rahma Auliya Ramadhan (221230101) TBI 5D
DeleteCore competencies from the Indonesian language syllabus for grade 8 junior high school students:
Core Competency: Recognize information in descriptive text.
To support students in understanding and mastering these competencies, we can design various interesting and interactive activities. For example, we can start with a class discussion where the teacher explains the meaning of descriptive text and its characteristics. After that, students can be given the task of reading descriptive text from various sources such as story books or articles, and looking for important information in them. This activity can be done individually or in pairs, and the results can be discussed together in class. In this way, students will more easily understand descriptive text because they actively search for and recognize information themselves.
On the other hand, we can organize group activities where each group gets a different descriptive text to analyze and then present it to the class. This activity will train students' collaboration and presentation skills. To make learning more fun, we can also use educational games such as "Guess the Word" which involves information from descriptive text. Finally, students can be asked to write descriptive texts about their favorite objects or places. This not only helps them understand descriptive text, but also trains their writing skills. With varied and fun activities, students will be more motivated and find it easier to understand the material being taught.
Respi Apriliandini 221230093
ReplyDeleteTbi 5c
I chosen Core Competency 2 (KI 2): Internalizing and practicing honest, disciplined, responsible, caring (mutual cooperation, teamwork, tolerance, peaceful), polite, responsive, and proactive behavior, as well as demonstrating attitudes as part of solutions to various problems in interacting effectively with the social and natural environment, and in positioning oneself as a reflection of the nation in global interactions.
•Development of Resources and Learning Activities
1.Resources
Interactive digital media: Videos of social situations showcasing polite communication, mutual cooperation, or teamwork.
Learning modules based on social values: Including explanations of concepts such as tolerance, responsibility, and care.
AI-based applications: For example, language practice apps that provide feedback on the use of polite expressions and intonation.
Posters or infographics: Displaying examples of effective interpersonal communication that reflect social values.
2.Learning Activities
Role Play: Students act out various situations, such as giving polite advice, resolving conflicts with tolerance, or working in teams.
Group Discussions: Discussing real-life cases or short stories that require analysis of honest, caring, and responsible behavior.
Daily Reflections: Students write simple journals about how they apply the values of KI 2 in their daily lives.
Polite Debates: Students are given controversial topics to practice expressing opinions with a peaceful and tolerant attitude.
Group Projects: Creating simple campaigns, such as posters about mutual cooperation or teamwork in international interactions.
The reason I chose this KI 2 is because
Core Competency 2 is crucial as it represents moral and ethical values that serve as the foundation of character education. Students not only learn English as a communication tool but also how to use it to build healthy social relationships. The learning activities above are designed to: -Support students' English language skills in a communicative and contextual manner.
Shape students' character to align with global needs, such as tolerance and care.
Provide a learning experience relevant to real-life contexts.
Adella Maha Binta (221230124) TBI 5d
ReplyDeleteTo develop resources and activities, I choose Competency 3.3: Analyzing and responding to expressions of sympathy, as stated in the syllabus. This competency promotes interpersonal skills and emotional intelligence while enhancing students’ English proficiency. Here's a simple plan:
Resources
1. Examples of Sympathy Expressions: Provide sentences like "I'm sorry to hear that" or "It must be hard for you."
2. Audio Clips/Recordings: Examples of native speakers using sympathy expressions in various contexts.
Activities
1. Observation and Listening: Students watch a video or listen to a conversation where sympathy is expressed.
2. Role-Playing: Students practice dialogues in pairs, expressing sympathy and responding appropriately.
3. Writing Practice: Create short sympathy notes for given scenarios.
Reason for Selection
This competency fosters empathy and effective communication skills, essential for real-life social interactions. It also aligns well with both cultural and global contexts, making English learning relatable and meaningful.
Name: Elga Marvyona
ReplyDeleteNim: 22120109
Class: TBI 5D
I will focus on communication and collaboration competencies, which are crucial in today's interconnected world.
1. Resources and Learning Activities
1) Group Projects:
Objective: Enhance teamwork and communication skills.
Activity Description: Students work in small groups to complete a project that requires collaborative research, discussion, and presentation. Each member must contribute equally, fostering a sense of responsibility and teamwork.
2) Role-Playing Scenarios:
Objective: Develop interpersonal communication skills.
Activity Description: Students engage in role-playing exercises that simulate real-life situations requiring negotiation, conflict resolution, or teamwork. This activity encourages students to practice effective communication strategies in a safe environment.
3) Peer Teaching Sessions:
Objective: Improve teaching and collaborative skills.
Activity Description:** Students prepare a lesson on a topic of their choice and teach it to their peers. This not only reinforces their understanding but also enhances their ability to communicate complex ideas clearly.
4) Online Discussion Forums:
Objective: Foster asynchronous communication.
Activity Description: Create an online platform where students can discuss course topics, share resources, and provide feedback on each other's ideas. This activity helps students articulate their thoughts and engage with diverse perspectives.
5) Feedback Workshops:
Objective: Cultivate constructive criticism skills
Activity Description: Organize workshops where students give and receive feedback on their presentations or projects. This process teaches them how to communicate effectively and respectfully, enhancing their collaboration skills.
2. Rationale for Selection
The choice of communication and collaboration competencies stems from the growing demand for these skills in both academic and professional settings. Effective communication is foundational for teamwork, problem-solving, and leadership—skills that are increasingly valued in the job market. By focusing on these competencies through varied learning activities, students can develop essential skills that will benefit them throughout their careers.
Additionally, integrating experiential learning activities, such as group projects and role-playing scenarios, aligns with contemporary educational practices that emphasize active participation and real-world applications. These methods not only engage students but also help them internalize the competencies being taught, preparing them for future challenges in collaborative environments.
Lulu Nurholisah 221230121 TBI 5D
ReplyDelete3.1. Analyze the social functions, text structures, and linguistic elements in the expression of an invitation to perform an action, as well as its response, according to the context of use.
Developed Learning Resources and Activities
1. Learning Resources:
- Textbooks: Use the mandatory English textbook specified in the syllabus for structured content and exercises.
- Multimedia Examples: Include recordings (CD/VCD) with examples of polite and effective invitations or requests.
- Flashcards: Create visual aids for common phrases used in making invitations.
- Worksheets: Provide handouts for analyzing sentence structures and practicing responses.
2. Learning Activities:
- Listening Practice: Play audio of invitations with varied contexts (e.g., formal, informal) and have students identify key phrases.
- Role-Playing: Students practice inviting their peers to events or activities in pairs, using correct structures.
- Group Discussion: Assign scenarios where students must collectively craft appropriate invitations and responses.
- Writing Exercise: Students write a short dialogue involving an invitation and a polite response, applying the correct structure.
- Feedback Session: Use peer and teacher feedback to refine language use, pronunciation, and contextual appropriateness.
Justification for Choosing This Competency
This competency focuses on developing communication skills that are essential for everyday interpersonal interactions. By mastering the ability to invite or request politely and respond appropriately, students:
- Enhance Practical Skills: Gain functional language skills useful in real-life scenarios.
- Build Confidence: Feel more at ease when engaging in social or professional exchanges in English.
- Foster Collaboration: Group activities promote teamwork and cultural understanding through role-play and discussions.
Dedi Sumarna_221230068_TBI5C
ReplyDeleteI chose Center Competency 2 (KI 2) with the point that understudies can live and hone fair, restrained, dependable, caring, neighborly, responsive and proactive behavior in association successfully with the social and normal environment and in putting themselves as a reflection of the country in world relations. The learning assets utilized incorporate instructing materials within the frame of intuitively modules on social behavior, articles or brief recordings on the hone of great conduct in different societies, and English reading material containing interpersonal discussions and social values. Supporting media incorporate video recordings of respectful behavior, e-learning stages for recreating social value-based intelligent, and lexicon cards for courteous behavior. In expansion, bona fide sources such as recordings from YouTube and news articles are too utilized to supply genuine cases.
Learning exercises incorporate a few stages. To begin with, the watching and tuning in stage which points to pay consideration to how to act respectfully and care through discourse and observing a brief video. Moment, role-playing to hone exchange with fair, restrained and courteous values, such as making a difference companions or communicating sensitivity. Third, a collaborative venture that includes making a blurb or video with the subject "Thoughtfulness in Activity" to coordinated social values into English. Fourth, a individual reflection that energizes understudies to diary approximately their encounters in applying courteous and caring behaviors, giving criticism to each other.
The reason I utilize this approach is that it is outlined to coordinated social values such as trustworthiness, teach, duty and caring into English learning. Exercises such as observing recordings, role-playing, collaborative ventures, and personal reflection offer assistance understudies to convey these values in real-life communication. By combining dialect and culture, understudies not as it were progress their dialect abilities but moreover ended up respectful, sure and versatile people both locally and all inclusive.
I prefer KI 3 because it emphasizes on understanding factual, procedural, and in-depth analysis concepts, which are very important in engaging students to understand learning and this competency encourages students to think critically in analyzing phenomena, such as how technology can affect speaking skills. In addition, their creativity is honed. By choosing KI 3, it will be more oriented towards meaningful, relevant, and applicable learning in students' real life. This competency also includes aspects of technology.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteVinca Nur Husna-221230083 TBI 5C
ReplyDeleteThe core competency that focuses on the ability to analyze the social function, text structure, and linguistic elements in expressions of sympathy and their responses aims to train students to understand and use expressions of sympathy appropriately according to the context.
I choose competency 3.3 because this competency to help students recognize the communication functions of expressions of sympathy, such as in building interpersonal relationships both formally and informally. To support the achievement of this competency, I may try different learning resources that can be used, such as video or audio conversations containing expressions of sympathy and their responses, formal and informal dialog texts, and text analysis-based worksheets. Relevant learning activities include analyzing texts to identify the social functions, structures, and linguistic elements of expressions of sympathy, dialogue simulations to practice the use of these expressions in various situations, and cultural reflection through discussions on the variations in the use of expressions of sympathy in different cultures. With this approach, students not only master language skills, but also improve communication skills and empathy in life.
Lutvia Febrianti (221230085) TBI 5C
ReplyDeleteKD 4.10: "Compose spoken and written texts to express and ask about actions/activities/events that will, are being, or have been carried out/occurred in the future, by paying attention to social functions, text structures, and linguistic elements accurately and appropriately to the context."
1. Learning Resources
- Audio and Written Text Media:
a. Audio/video recordings of conversations about plans, activities in progress, or future events.
b. Dialogue texts or descriptive paragraphs about daily schedules, event plans, or future predictions.
- Verb Form Templates:
A collection of example sentences using present continuous, present perfect, and future tense to express actions happening now, completed actions, or future actions.
- Visual Aids:
Infographics or timeline diagrams illustrating the differences between past, present, and future events.
2. Learning Activities
- Project-Based Activities:
Students create daily activity reports using present continuous (e.g., "I am studying now") and present perfect (e.g., "I have finished my homework").
- Dialogue Simulations:
Pairs of students practice conversations about future plans, such as, "What are you going to do this weekend?"
- Interactive Games:
a. Timeline sorting games where students categorize verbs into their appropriate time forms.
b. Role-play games where students act as journalists interviewing their peers about past, current, or future activities.
- Short Essay Writing:
Students write about their holiday plans or future projects using future tense*.
3. Independent or Group Tasks:
- Creating a schedule of activities using future tense and presenting it in class.
- Making a simple vlog explaining ongoing activities at home.
The reasons why I choose this competency because the ability to express and inquire about actions in various timeframes is a fundamental skill in everyday communication, both in academic, social, and professional contexts. Understanding the social functions, text structures, and linguistic elements helps students master English skills integratively (listening, speaking, reading, and writing). This competency is also relevant to building students' awareness of the concept of time in English, which differs from Indonesian, thereby enhancing cross-cultural understanding.
DWI AYU NOVIANTI 221230110 5D
ReplyDelete"Critical Thinking and Problem Solving." This competency is essential in various fields as it equips learners with the ability to analyze situations, evaluate information, and make informed decisions.
1.Resources: Online Discussion Forums:
Create a platform where students can discuss various topics, share their perspectives, and challenge each other's viewpoints. This encourages open dialogue and critical analysis.
Example: A dedicated forum on a learning management system where students can post and respond to prompts.
2.Learning Activities:Group
Problem-Solving Workshops:
Organize workshops where students work in groups to solve complex problems. Each group can present their solution and rationale to the class.
Why: This promotes collaboration, encourages diverse perspectives, and enhances communication skills.
Overall my reason for selecting "Critical Thinking and Problem Solving" as a core competency is its universal applicability across disciplines and its importance in preparing students for real-world challenges. By developing resources and activities that promote this competency, we equip learners with essential skills that will benefit them in their academic pursuits and future careers.
Firda Shafira Nur Karmilah ( 221230091)
ReplyDeleteCompetency Focus
I choose number 4 as Core Competency: Developing reasoning, processing, and presenting skills in both concrete and abstract contexts. As basic competencies I choose 4.6 Understanding the meaning of advertisements (goods, services, and events) in mass media. 4.7 Composing written texts for advertisements with correct social function, structure, and linguistic elements.
Next I'll give students several learning sources , like flyers and advertisement on YouTube or Instagram.
The learning activities start with Advertisement Analysis, where students explore real-life examples of advertisements. They work in groups to identify the social function, structure, and language used in each ad. This step builds their critical thinking skills and gives them a clear understanding of what makes an advertisement effective.
Next, students move on to Vocabulary Building to enhance their linguistic abilities. They learn common phrases and expressions used in ads, focusing on persuasive language and correct pronoun usage. This activity ensures students can apply the appropriate language when crafting their own advertisements.
Last session, students engage in Ad Writing and Peer Review. They create advertisements based on given scenarios and then exchange their work for peer evaluation. This collaborative process allows them to refine their ads through constructive feedback, while presentations help build confidence and communication skills.
Overall these resources and activities align with competencies, promote engagement, and develop essential skills like creativity, teamwork, and practical language use, making learning meaningful and applicable.
vivit salsabila winanda (221230086)
ReplyDeleteI choose competency 4.3 (Constructing oral and written texts to express sympathy, paying attention to social functions, text structure, and proper language elements), because they provide an authentic, practical approach to learning how to express sympathy, which is an essential skill for maintaining interpersonal relationships. By using sample dialogues, videos, and interactive websites, students are exposed to real-life language use, helping them understand proper intonation, pronunciation, and structure. The activities, such as warm-up discussions, guided role-play, group writing, peer reviews, and reflection journals, are carefully designed to integrate listening, speaking, reading, and writing skills while encouraging cultural awareness and empathy. These methods ensure that students not only learn the language but also understand the importance of expressing sympathy in a respectful and meaningful way.
Amalia Fatihah 221230083 TBI 5C
ReplyDeleteI chose the syllabus for Grade 7, focusing on Basic Competency 4.5, which emphasizes students' ability to compose spoken and written texts to express and inquire about sufficiency (e.g., whether one has enough resources or capabilities to perform an action). This competency includes ensuring students can accurately and contextually use appropriate social functions, text structure, and linguistic elements. It is a practical skill that enables learners to communicate effectively in everyday life.
The material covers expressions related to sufficiency and insufficiency, such as "I have enough time," "Do you have enough money?" "We don’t have sufficient resources," and "It’s too little to complete the task." The lessons are designed to introduce students to these key phrases and their proper usage in both spoken and written forms. Students will also learn grammatical structures, such as the placement of "enough" before nouns and after adjectives, the use of "too," and the proper way to form questions and negative sentences about sufficiency.
This material is essential because it develops communication skills that are immediately applicable to real-life situations. By mastering these expressions, students can confidently discuss their needs, resources, and abilities while maintaining politeness and clarity in various contexts. It also builds their foundational grammar and vocabulary, supporting their broader language learning journey.
Devi Chintya 221230118 TBI 5D
ReplyDeleteSelected Core Competencies (KI):
KI 4: Processing, reasoning and presenting in concrete and abstract realms related to the development of what is learned independently using methods according to scientific principles.
Relevant Basic Competencies:
KD 4.1: Composing oral and written texts to pronounce and respond to an invitation to take an action, taking into account the social function, text structure and linguistic elements that are correct and appropriate to the context.
Learning Resources and Activities
Learning Resources:
1. Required textbook: Chapter on invitations and responses.
2. Audio-visual media: Short videos that show invitation and response situations in everyday life.
3. Vocabulary cards: Provides expressions such as Let’s.., Why don't we.., Shall we..
4. Internet: Sites such as the British Council and Daily English for authentic text sources and interaction examples.
Learning Activities:
1. Observing
- Students watch a video of an invitation interaction in English.
- Class discussion to identify the invitation phrase, response, and intonation used.
2. Questioning
- Students are asked about the differences between English and Indonesian invitation expressions.
- The teacher guides the students to find the structure pattern of the invitation text.
3. Trying
- Simulation or role-play in small groups, where students use invitation expressions and give responses.
- Students create an invitation text in written form, such as an invitation to a school event.
4. Associating
- Students analyze the strengths and weaknesses of the invitations created by their classmates.
5. Communicating
- Students practice the invitation dialog in a small class presentation.
- Writing task: Students compose a short text containing an invitation and response.
Reason for Selection
1. Relevance:
This competency involves speaking and writing skills that are often used in daily social interactions, both inside and outside the classroom.
2. Real Context:
By using simulations and texts relevant to students lives.
3. Character Development:
This activity also instills the values of responsibility, cooperation, and self-confidence in accordance with the affective aspects in KI 2.
4. Language Skills Improvement:
Activities that involve reading, writing, listening, and speaking help students improve language skills in an integrated manner.
With this approach, students can understand the social function of invitations and use them well in context, strengthening their communication competence holistically.
(Curriculum Material Development) which is in accordance with the English lesson syllabus for junior high school class 10, you can follow the following steps
ReplyDelete1. Syllabus Analysis
-Learn basic competencies (KD):
Identify learning objectives and competencies that students must achieve in grade 10 English lessons.
- review achievement indicators:
Make sure you understand the expected skills (such as reading, writing, speaking, and listening in specific contexts).
- recognize themes and topics:
Focus on specified topics, such as narrative, descriptive, and recount texts, as well as the use of specific grammar (e.g., "past tense", "adjective clause").
2. identify student needs
- Adjust the material based on the student's level of understanding.
Use a contextual approach to make it easier for students to understand the material (for example, everyday life themes that are relevant to middle school students).
3. Select or Develop Material
-Use official sources:
Choose textbooks or additional materials that are appropriate to the syllabus, such as from the national curriculum or recognized reference books.
- develop additional materials: Create or adapt materials such as:
- Interesting and relevant reading texts (narrative, descriptive, or recount).
- Syllabus-based practice questions, such as multiple choice, gap filling, or writing exercises.
- Speaking activities (role play, group discussion, or presentation).
-Interactive med teaching strategies: Use appropriate methods, such as task-based learning, group discussions, or projects.
- learning stages: Design learning activities:
Introduction: For example, conveying learning objectives or starting a lesson.
with ice-breaking.
- Core: Use materials to support reading, listening, speaking, and writing practice.
- Closing: Summarize the material, reflection, and follow-up assignments.
5. Use Media and Technology
Create presentations, use learning videos from trusted sources (such as YouTube), or interactive platforms (Google Classroom, Kahoot, Quizizz) to increase student engagement.
6. Evaluation and Revision of Material
- Material trial: Implement the material in class and observe student responses,
Evaluation of learning outcomes: Conduct formative assessments (during learning) and
summative (at the end).
- Improve the material: Make revisions based on student feedback and evaluation results.
Concrete example:
If the syllabus includes narrative texts, you could assign an engaging short story (such as a fable), then ask students to:
1. Read the text and answer the comprehension questions.
2. Analyze story elements (characters, plot, setting).
3. Create their own narrative stories using appropriate grammar.
Nita Julia (221230088)
ReplyDeleteA. Reason
This competency is important because it helps students understand and use English to express and ask about obligations in various time situations (past, present, and future). This ability is relevant for everyday life, both in informal and formal conversations, such as at work, school, or social situations.
B. Learning Resources
1. Written Materials:
English textbook (Chapter on Modal Verbs, such as must, have to, had to, will have to).
Student worksheets (LKS) containing example sentences and practice questions.
2. Digital Media:
Learning videos from YouTube that explain modals for must.
Learning apps, such as Quizizz or Kahoot, to evaluate students' understanding.
3. Authentic Resources:
Simple news articles that use modal verbs (example: COVID-19 regulations).
Short dialogues in movies or podcasts that show past, present, or future imperatives.
C. Learning Activities
Introduction
1. The teacher provides a stimulus in the form of pictures or a short video depicting a situation of necessity (e.g. rules at school or in public places).
2. A short question and answer session about imperatives in students' lives.
Core
1. Material Exploration:
The teacher explains the social function, text structure, and linguistic elements of modal verbs (must, have to, had to, will have to).
Students note examples of the use of modal verbs in sentences.
2. Individual Practice:
Students do fill-in-the-blank questions to complete sentences with modal verbs that are appropriate for the time context.
Students make 3-5 sentences about what they have to do at home or school.
3. Group Discussion:
Students work in small groups to create short dialogs that use modal verbs.
Groups present their dialogs in front of the class.
Closing
1. Teacher and students together reflect on the day's learning.
2. The teacher gives homework: find examples of imperatives from news articles or other media.
news or other media.
Ilma Ilmiyanti _221230132
ReplyDeleteI chose Core Competency 3.1, which is Analyzing the social functions, text structures, and linguistic elements in the expression of an invitation to perform an action, as well as its response, in accordance with the context of use.
Development of Learning Resources and Learning Activities
Learning Resources:
1. Compulsory textbook: Discusses social functions, text structures, and examples of conversations about invitations.
2. Video of real interaction: Recorded conversations between students in the context of inviting and responding to invitations.
3. Online supplementary materials: Examples of interactive situations from websites such as British Council or American English.
Learning Activities:
1. Observing:
- Students watch a video of their teacher or another schoolmate inviting them to do something, for example "Let's join the club" or "Why don't we study together?".
- Identify linguistic elements such as grammar and intonation.
2. Ask:
- Discuss the differences in invitation expressions between English and Indonesian.
- Questions such as: What impact does intonation have on the way an invitation is received?
3. Gathering Information:
- Students work in groups to find more call-to-action expressions in videos or online texts.
- Practice involves matching call-to-action expressions to specific contexts.
4. Simulation Role-Play:
- Students simulate in small groups, for example:
- Inviting a friend to study together.
- Responding politely to a positive or negative invitation.
5. Feedback and Discussion:
- Teacher gives feedback on grammar, vocabulary, and intonation.
- Students fill in a reflective journal about the learning experience of the invitation
Assessment:
1. Performance:
- Assessment on the role-play performed by the students.
- Focus on the accuracy of social function, grammar, and intonation.
2. Written Test:
- Create a short dialog using an invitation and its response.
Relevance and Reasons for Selection
1. Real Life Context:
- Invitation is a communication function that students often use, both in social and academic settings.
2. Strengthening Interpersonal Skills:
- Encourage speaking skills and increase confidence in interacting using English.
3. Positive Attitude Integration:
- Train students to be polite, caring, and confident when communicating.
Name: Ririn Herlina
ReplyDeleteNim: 221230106
Class: TBI 5 D
I chose KI Core Competency 3 which focuses on understanding, applying and analyzing factual, conceptual and procedural knowledge based on curiosity about science, technology, arts, culture and humanities. This competency encourages students to explore various phenomena and events, applying their knowledge to solve specific problems.
• Learning Resources and Activities:
1. Interactive Science Experiment:
• Resources: A collection of simple science experiments that can be done at home or in the classroom.
• Activities: Students choose an experiment, create a hypothesis, conduct the experiment, and analyze the results.
• Rationale: Helps students apply theory in practice, improve understanding of scientific concepts, and practice critical thinking.
2.Cultural Phenomenon Research Project:
• Resources: Research guides and tips for finding credible sources.
• Activity: Students research a cultural phenomenon (such as a traditional festival), analyze its historical and social significance, then present the results in a report or presentation.
• Rationale: Improves analytical skills and helps students relate learning to the real world, strengthening appreciation of cultural diversity.
3.Group Discussion of Current Events:
• Resources: List of current events in science and technology.
• Activities: Weekly group discussions, students share views on selected articles, discuss and debate civilly.
• Rationale: Develop communication skills, critical thinking, and the ability to analyze information.
4.Creative Writing Assignments:
• Resources: Instructions for writing stories or essays on scientific or cultural themes.
• Activity: Students write works that incorporate scientific principles or cultural elements, such as short stories or essays.
• Rationale: Integrate knowledge across fields and express understanding creatively, while enhancing analytical and writing skills.
Aqillah ghaida rahmah
ReplyDelete221230104
TBI 5D
I chose core competencies 3. 1 and 4. 1 which focus on analyzing and composing texts to make and respond to invitations. The goal is for students to be able to make and respond to invitations in English correctly, as well as understand the social functions and text structures. For that, I developed resources such as sample invitations, videos on how to deliver invitations, and worksheets. Learning activities included analyzing videos, discussing language differences, role-playing, and writing invitations for school events. Assessment is done through peer evaluation and written assignments. This competency helps students' communication in real and practical situations.
This comment has been removed by the author.
ReplyDelete221230090 (5TBIC)
ReplyDeleteMy reason for choosing KD 3.1 is because the basic competency (KD) 3.1 can be developed in English lessons, especially related to listening skills:
KD 3.1: “Analyze the content, social functions, text structure, and linguistic elements in simple descriptive oral texts related to people, places, and things, according to the context of use.”
Explanation of Reasons for Preparing KD 3.1
1. Focus on Listening Skills
This competency is designed to improve students' listening skills with a focus on understanding important information in descriptive text. Descriptive text is chosen because of its concrete nature, making it easier for students to relate the information to their daily experiences.
2. Social Function
Students need to understand the social functions of descriptive texts, such as introducing places or people to others. This helps them in using English for practical communication purposes.
3. Text Structure
Understanding the structure of descriptive texts (e.g. identification and description) helps students recognize common patterns of information, making it easier for them to understand the content of the texts they hear.
4. Language Elements
Engage students in the analysis of linguistic elements, such as description-related vocabulary, the use of tenses (such as Simple Present Tense), and aspects of phonology (intonation, pronunciation), improving their language skills in an integrated manner.
5. Context Relevance
This competency directs students to analyze texts according to their context of use. With this approach, students not only understand the text literally but are also able to apply understanding in real situations, such as listening to tour explanations or product descriptions.
This KD is suitable to be applied to students because it integrates analytical skills, active listening, and mastery of linguistic elements. This is in line with 21st century learning objectives that emphasize communication and critical thinking skills.
Nazila A'maliyah
ReplyDelete221230117
TBI 5D
"Permendikbud Nomor 59 Tahun 2014" for Bahasa dan Sastra Inggris, specifically for class X students.
Chosen Competencies
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, dan prosedural.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak.
Resources
1. Textbook Excerpts: Select chapters from an English textbook that focus on interpersonal communication and expressing sympathy.
2. Authentic Materials: Use real-life examples such as dialogues from films, articles, or social media posts demonstrating how to invite someone or express sympathy.
3. Online Platforms: Websites like British Council and Daily English for interactive exercises and video resources.
Learning Activities
Role-Playing Scenarios
1. Activity: Students pair up and role-play various scenarios where they invite friends to events or respond to expressions of sympathy.
2. Purpose: This activity enhances verbal communication skills and helps students practice real-life language usage in a supportive environment.
Group Discussions
1.Activity: Organize small groups to discuss the importance of empathy and effective communication in various contexts.
2. Purpose: Encourages critical thinking and helps students articulate their understanding of social functions in language.
Writing Assignments
Activity: Students write dialogues that incorporate expressions of invitation and sympathy, focusing on structure and appropriate language use.
Purpose: This reinforces writing skills and enables students to practice using correct grammar and vocabulary in context.
Peer Feedback Sessions
Activity: After role-playing, students provide constructive feedback to each other on their use of language, body language, and overall effectiveness.
Purpose: Promotes collaborative learning and helps students learn from their peers, enhancing their understanding of language nuances.
Multimedia Presentations
Activity: Groups create presentations on the impact of effective communication and present them to the class.
Purpose: This activity develops presentation skills and encourages students to synthesize information creatively.
Rationale for Chosen Activities
Engagement: Role-playing and group discussions actively involve students, making the learning process more dynamic and relevant.
Real-World Application: Activities based on authentic materials ensure that students are learning language skills that they will use outside the classroom.
Skill Development: The combination of speaking, writing, and critical thinking activities caters to different learning styles and fosters a comprehensive understanding of language use in social contexts.
This comment has been removed by the author.
ReplyDeleteMuafiy dzakwan
ReplyDelete221230098
Tbi 5 c
Basic Competency (KD) 1 in the education curriculum in Indonesia usually refers to spiritual attitudes, namely values related to belief, piety and noble morals. For example, in the 2013 Curriculum, KD 1 often reads like the following: "Respect and appreciate the teachings of the religion he adheres to." Explanation of KD 1 KD 1 aims to instill spiritual values in students, such as:
• Faith: Strengthen students' relationship with God through the teachings of their respective religions.
• Piety: Forming behavior that reflects obedience to religious teachings, such as honesty, patience, and gratitude.
• Appreciating Religious Values: Encouraging students to practice religious teachings in everyday life. Reasons why KD is important 1
• Character Formation: KD 1 is the basis for forming children's character, so that they have a strong moral grip in life.
• Integration of Spiritual Education: This competency ensures that education is not only intellectually oriented, but also touches the spiritual dimension.
• Preparation for Community Life: Spiritual values help students live harmoniously in religious and cultural diversity.
• Ethical Foundation: A spiritual attitude creates a generation that has integrity and a sense of responsibility.
Nama: Lenis Rinalkis
ReplyDeleteNIM: 221230078
I choose number 2 because it reflects important values such as honesty, discipline, responsibility, courtesy, responsiveness, and proactivity, which are very necessary in social and professional life. These values help individuals become solutions to various problems, interact effectively with the environment, and reflect the positive character of the nation at the global level. These attitudes not only build a strong personality but also have a positive impact on society and the environment.