Beasiswa yang diberikan kepada siswa/i dan mahasiswa/i di sekolah dan perguruan tinggi seluruh Indonesia dengan tujuan dapat menjadi pemimpin masa depan.
⭐ Kualifikasi
• WNI
• Siswa SMA/K/MA Sederajat
• Mahasiswa D3/D4/S1
• TIDAK ADA syarat minimal nilai rapor/IPK
• Diperkenankan untuk semua siswa/mahasiswa termasuk yang sudah menerima beasiswa lain
⭐ Benefit
• Dukungan dana mulai dari 3 juta rupiah per semester
• Coaching eksklusif dan 1 on 1 mentorship dari berbagai tokoh pemimpin hebat yang berpengalaman dibidangnya masing-masing
• Sertifikat nasional untuk seluruh pendaftar
• Jejaring dari seluruh Indonesia
• Dan masih banyak lagi benefit yang akan kamu dapatkan disini!
Politic and
education are two aspects that relate to each other. They cannot be separated
in developing the country. There would be no education if politics did not
exist for it plays important role in supporting educational facilities such as
infrastructures and human resources development. Vice versa, politics is no
more able to run the policy if education is not available to provide the human
resources. The educational institution also takes part in forming a good
attitude of the politic. Meanwhile, the political process will give a huge
impact on the educational characteristics of a country. The social and
political powers that influence the educational system in my country of
Indonesia are government, political parties, and private sectors.
The government as the main power of a country has the role in regulating the
policies including those of the educational system of the country. Subsidizing
the educational sector as one of the government's policies is hoped to be able
to increase the quality of education. For example, the government of Indonesia
has ruled to provide 20 percent of the state budget for the national education
implementation including teachers’ resources improvement. Another role of
government in the effort of getting the educational quality increased is
facilitating related training to the stakeholders such as teacher training,
etc. The latest curriculum of the educational program of Indonesia, which is
The Motivator School Program, is launched to create a qualified society with
noble character, starting from the quality of the teachers and the principals.
Consequently, at the beginning of the program, the government distributed a
huge amount of educational budget in encouraging the principals and teachers to
involve in training provided by the government. Schools are also supported to
hold internal training for teachers and other schools’ staff.
Political parties, as the other force of forming the educational system in
Indonesia, seem to be integrated with the government’s role. The function of
the political parties in Indonesia is to conduct political education to the people
of Indonesia to construct a democratic society.
“In-Law number 2 of 2011 in Chapter I concerning General Provisions, Article 1,
paragraph 4 and Chapter II concerning Formation of Political Parties, article 2
paragraph 4 point h, and is strengthened in Chapter V concerning Purpose and
Function, article 11 paragraph 1 part a which reads Political parties function
as a means of political education for members and the wider community to become
Indonesian citizens who are aware of their rights and obligations in the life
of society, nation and state” (Firmansyah, 2007, stated by Akmal, et.al., 2019,
p. 733).
Moreover, Akmal et.al., (2009, p. 735), however, found out in the research that
the role of political parties in carrying out political education is still low
since it is only conducted during the campaign and recess period. This means
that the people of Indonesia as the voters of the political parties during the
election need to be proactive in promoting and pushing the political parties to
undertake their role as it is mandated in the government act.
Only a few parties have conducted their educational role such as Indonesian
Democratic Party (PDIP), Indonesian Solidarity Party (PSI), Welfare Justice
Party (PKS), Golkar Party, etc. Indonesian Democratic Party of Semarang City
carried out briefing and political education to the cadres of the Juang
Community in 2020. The participants were taught about the requirements to be a
nation's leader in order to have principles, be loyal to the nation's ideology,
be strong in building political ideals, and have responsibility for the
nation's future (Derap Juang, 2020, para. 2). Meanwhile, the Indonesian
Solidarity Party runs its role of introducing political education to society by
displaying billboard advertisements in some areas around the country. The
general secretary of the Indonesian Solidarity Party, Raja Juli Antoni said
that the billboard advertisement was part of the party’s efforts to carry out
the function of political parties in providing political education to the
public.
Accelerating the quality of education has not only to be the government and the
political parties’ role but also to be part of the private sector’s
participation. Several actions can be taken by the private sectors such as
providing scholarships to Indonesian students, donating educational supplies to
schools, building free-tuition schools, etc. Cargill, for instance, cooperates
with the Institute of International Education (IIE) provides scholarships
through the Cargill Global Scholars program for outstanding students to build
the foundation for future leaders. Indonesia is one of the countries included
in the program. Global scholars program has been awarded to students of Bogor
Agricultural Institute (IPB), Gajah Mada University (UGM), Hasanudin University
of Makassar, and State University of Solo (UNS) (Majalah CSR, 2018, para. 2).
Hey, Guys. How are things today? Hope you are all good. Let's start our practice!
Exercise 1
Well, before we go further, please find out the meaning of these words or phrases and make them in sentences!
1. Appointment: ...
2. Hold one moment: ...
3. Take your time: ...
4. Reason: ...
5. Fight: ...
6. Cold: ...
7. Chest infection: ...
8. Get worse: ...
9. A slot: ...
10. Available: ...
11. I'm afraid: ...
12. Unfortunately: ...
13. I'll pencil (someone/something) in: ...
14. Locate: ...
15. Details: ...
Exercise 2
Make sure that you have completed the exercise 1 before you are dealing with exercise 2.
Now, see the following video. This video consists of two parts. In the first part, there is a phone conversation between a patient (Mike) and a doctor's assitance. See and listen to the conversation, and try to understand what they are talking about. You can play the first part more times before you go on to the second part. The second part is your turn to practice role-playing the conversation. Follow the instruction given. If possible, do the practice many times. Here you go!
Exercise 3
Comprehension Questions
This time, you are given some comprehension questions related to the phone conversation in the video above. See and listen to the video again, and then answer the questions below!
1. Why does Mike want to meet dr. Larry?
2. Has Mike met dr. Larry previously?
3. How long has Mike been getting cold?
4. Can Mike meet dr. Larry at 6 in the evening? Why?
5. When can Mike finally meet dr. Larry?
6. What does the idiom "I'll pencil you in" in the conversation mean?
Exercise 4
Choose one of the following situations to make a phone
conversation with your friend! After you finish it, practice the conversation and then perform it in front of your classmates!
1.You are a
receptionist of a university’s office. A student is calling the office for
being confused of the scholarship he/she is awarded to. He/she wants to make an
appointment with the dean about this issue.
2.You are in California
for a business. Suddently, you get toothache, then you decide to call a clinic’s
dentist. The clinic’s receptionist is answering your phone call.
3.You are an
ads bureau creative staff. You get a customer of a fashion company from abroad.
You call the company’s office to make appointment with the marketing manager to
discuss the latest marketing strategy. Your friend is the secretary who
receives your phone.
1.He’s from Canada. He loves
hiking, trees and _________________________________.
2.I would like to visit Finland
______________________________________. I heard it’s very beautiful.
3.______________________________________
so many people are waiting in line.
4.He’s very good at sales because
he’s so ______________________________________.
5.______________________________________
England is the best place to live in the world.
6.It’s a very long
______________________________________ process. You need to apply months in
advance and many people are rejected.
7.Singapore is a very
______________________________________ place to live. There is no crime
there.
Excercise 4
Conjugate the verbs below
to the correct tense!
1.I have never
______________________________________ (go to) Sweden, but I ______________________________________
(hear) that it’s beautiful.
2.I have never
______________________________________(eat/crocodile meat), but my friend
______________________________________ (tell) me it’s delicious.
3.I have never
______________________________________ (drink/sochu), but I
______________________________________ (read) that it’s very potent.
4.I have never
______________________________________ (climb/Mount Fuji), but I
______________________________________ (hear) the sunrise from the top is
beautiful.
5.I have never
______________________________________ (study/Chinese), but my mother
______________________________________ (do) when she was a university
student.
*Sochu is a kind of
Japanese alcohol.
Excercise
5
Listen
to the previous conversation again while reading the following written
dialog. Then, do the discussion task below!
Tony:
What a beautiful day. Did you know Sweden was voted the best place in the
world to live?
Joey:
Sweden? I wonder why it was voted the number one place in the world to live.
Tony:
I read that it’s really safe and clean.
Joey:
I’ve never been to Sweden, but in my opinion, Canada seems like the best
place to live.
Tony:
What makes you think that?
Joey:
Well, first of all it’s also safe and clean like Sweden. There are lots of
parks and nature.
Tony:
Yes, that’s true but it’s really cold.
Joey:
Yes, the winter is cold. The summertime is perfect.
Tony:
The price of living in Sweden is also reasonable compared to other countries
in Europe.
Joey:
I think Canada is also pretty reasonable.
Tony:
Yes, I agree. I went there last year, and the hotels and restaurants weren’t
very expensive.
Joey:
Everybody is really friendly and outgoing as well.
Tony:
The food is quite tasty too. There is a great selection of International
foods.
Joey:
I want to move to Canada someday!
Discussion
List some phrases used to give
opinion.
References
Learn English by Pocket Passport. (n.d.). Giving opinions | English conversations |
Adjectives to give your opinion in English[Video]. https://www.youtube.com/watch?v=shEgroUQ8Bo
Behaviorism and cognitive theory have a wide range of
influences on the teaching-learning process throughout lesson plan
construction, classroom management, and instructional delivery style. Both
theorists can be implemented in the teaching-learning process according to
which theory the teacher is most engaged.
Lesson Plan Construction
My lesson plan is constructed based on the diagnostic
assessments result and the learning objectives. The students are given a
diagnostic assessment before they are attending the classroom learning
activity. This assessment is conducted to gain students’ prior knowledge,
needs, interests, and inspiration. This result is then used as the base to
design a lesson plan for the learning activities to match with the student's
prior knowledge, needs, interests, and inspiration. Moreover, the learning
objectives that are hoped to be achieved at the end of the learning process,
are also used as another base in constructing the lesson plan.
The constructed lesson plan mainly consists of three
parts namely the learning objectives, the learning activities, and the
assessment. These three aspects have to be interconnected to each other. What
the students are experiencing during the learning activities reflects on the
learning objectives. The learning media and sources are also included in the
lesson plan. In the end, each learning objective will be assessed during and
after the learning.
The theory of cognitive is mostly applied in the lesson
plan construction, in where it is designed according to students’ prior
knowledge, needs, interests, and inspiration. When the learning activity is
created based on the student’s innate knowledge and needs, it refers to
cognitive learning theory. Bransford, et.al. (2000, pp. 153-154) stated that to
build a useful learning environment, the four perspectives --learner-centered,
knowledge-centered, assessment-centered, community-- of cognitive learning
environment are required to be conducted cohesively.
Classroom Management
To bring the lesson plan into learning activities, the
teacher needs to manage their classroom in a certain way to meet the learning
objectives. My classroom management runs with three aspects of how the
classroom environment is set, what students’ routine is involved, and how
interaction takes place in the classroom. The classroom setting includes the
students’ seats arrangement whether it is individuals, in pairs, or groups. The
arrangement is set according to how the learning activities are going to be run.
There is also a students’ routine that fulfills the learning process, such as
checking the students' attendance at the beginning of the lesson, and a short
prayer to begin and end the learning. Next, classroom management also includes
the interaction among the students and between students and the teacher.
However, the students are given more chances in building interaction among
them.
Setting the classroom in pairs as well as groups and
letting interaction among students lead to democratic learning as proposed by
cognitive learning theory. Besides, cognitive-based learning is shown in my
classroom environment for there is a routine used as the transition facet of
the classroom structure. To have a transition moving from one to another
activity, the teacher needs to set the students’ routine in the learning
process (Educator Pages, 2009).
Instructional Delivery Style
In delivering my instructions to the learning activities,
I mix both behaviorism and cognitive learning theory following some of the nine
events of instruction of Gagne. It begins with getting the students’ attention
by conveying brainstorming activities, ice-breaking, etc. It is then followed
by informing the learning objectives to the students. Either getting students’
attention or informing the learning objectives are brought to attract the
students’ motivation in joining the learning activities. The motivation of
learning is an essential aspect of behavioral learning theory (WGU, 2020).
Furthermore, the learning activity is conducted based on
student-centered, knowledge-centered, and assessment-centered learning
perspectives. The students are brought into the learning activity based on the
result of the diagnostic assessment which presents students’ prior knowledge,
needs, interests, and inspiration. In this case, the cognitive learning theory
is applied through the three perspectives of the learning environment proposed
by Bransford, et.al. (2000, pp. 133-140).
The teacher plays a role as a facilitator during the
learning activity to always be available once the students need help in solving
their problems. The progress of the students in the learning is observed and
the teacher is to give feedback to them when several aspects are found to get
improvement. Any types of assessment are also given during the learning to know
the progress and to give feedback afterward. At the end of the learning, a
summative assessment is given to check whether or not the learning objectives
are reached through the learning process.
References
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.).
(2000). How people learn: Brain, mind, experience, and school.
National Academy Press.https://www.nap.edu/download/9853
Pada akhir fase E, peserta didik menggunakan
teks lisan, tulisan dan visual dalam bahasa Inggris untukberkomunikasi sesuai dengan situasi, tujuan,
dan pemirsa/pembacanya. Berbagai jenis teks seperti narasi, deskripsi,
prosedur, eksposisi, recount, report, dan teks asli menjadi rujukan utama dalam
mempelajari bahasa Inggris di fase ini. Peserta didik menggunakan bahasa
Inggris untuk menyampaikan keinginan/perasaan dan berdiskusi mengenai topik
yang dekat dengan keseharian mereka atau isu yang hangat sesuai usia peserta
didik di fase ini. Mereka membaca teks tulisan untuk mempelajari
sesuatu/mendapatkan informasi. Keterampilan inferensi tersirat ketika memahami
informasi, dalam bahasa Inggris mulai berkembang. Peserta didik memproduksi
teks tulisan dan visual yang lebih beragam, dengan kesadaran terhadap tujuan
dan target pembaca.
NO
ELEMEN
CAPAIAN PEMBELAJARAN TIAP
ELEMEN
MATERI DAN TOPIK
KOMPETENSI
SMSTR
ALOKASI WAKTU
1
Menyimak-Berbicara
Pada akhir
fase E, peserta didik menggunakan bahasa Inggris untuk berkomunikasi dengan
guru, teman sebaya dan orang lain dalam berbagai macam situasi dan tujuan.
Mereka menggunakan dan merespon pertanyaan dan menggunakan strategi untuk
memulai dan mempertahankan percakapan dan diskusi. Mereka memahami dan
mengidentifikasi ide utama dan detail relevan dari diskusi atau presentasi
mengenai topik yang dekat dengan kehidupan pemuda. Mereka menggunakan bahasa
Inggris untuk menyampaikan opini terhadap isu yang dekat dengan kehidupan
pemuda dan untuk membahas minat. Mereka memberikan pendapat dan membuat
perbandingan. Mereka menggunakan elemen non-verbal seperti bahasa tubuh,
kecepatan bicara, dan nada suara untuk dapat dipahami dalam sebagian konteks.
Materi: Percakapan terkait:
-Deskripsi suatu tempat
(howmetown)
-Kejadian/kegiatan masa
lampau (talking about last weekend)
-Menggunakan dan merespon
pertanyaan orang lain.
-Memulai dan mempertahankan
percakapan dan diskusi.
-Memahami dan mengidentifikasi ideutama dan detail
Ganjil
10 JP
Materi: diskusi/presentasi terkait
-Menyampaikan pendapat (giving opinion about places:
city/country).
Pada akhir
fase E, peserta didik membaca dan merespon berbagai macam teks seperti
narasi, deskripsi, prosedur, eksposisi, recount, dan report. Mereka membaca
untuk mempelajari sesuatu atau untuk mendapatkan informasi. Mereka mencari
dan mengevaluasi detil spesifik dan inti dari berbagai macam jenis teks. Teks
ini dapat berbentuk cetak atau digital, termasuk diantaranya teks visual,
multimodal atau interaktif. Pemahaman mereka terhadap ide pokok, isu-isu atau
pengembangan plot dalam berbagai macam teks mulai berkembang. Mereka
mengidentifikasi tujuan penulis dan mengembangkan keterampilannya untuk
melakukan inferensi sederhana dalam memahami informasi tersirat dalam teks
Materi utama:
-Teks deskripsi (hometown)
-Teks recount (last
weekend)
-Teks prosedur
(food/handcrafts)
Cakupan materi:
-Simple present tense
-Simple past tense
-Memahami ide pokok,
isu-isu dan pengembangan plot suatu teks.
-Mengidentifikasi dan
mengevaluasi informasi rinci.
-Mengidentifikasi tujuan
penulis.
-Menemukan informasi
tersurat dan tersirat.
-Menyimpulkan secara
sederhana.
Ganjil
8 JP
Materi utama:
-Teks report
(city/country)
-Teks narasi (short story)
-Teks eksposisi (current
issues)
Cakupan materi:
-Present perfect tense
-Past perfect tense
-Simple present tense
Genap
10 JP
3
Menulis-Mempresentasikan
Pada akhir
fase E, peserta didik menulis berbagai jenis teks fiksi dan non-fiksi,
melalui aktivitas yang dipandu, menunjukkan kesadaran peserta didik terhadap
tujuan dan target pembaca. Mereka membuat perencanaan, menulis, mengulas dan
menulis ulang berbagai jenis tipe teks dengan menunjukkan strategi koreksi
diri, termasuk tanda baca dan huruf besar. Mereka menyampaikan ide
menggunakan kosa kata dan kata kerja umum dalam tulisannya. Mereka menyajikan
informasi menggunakan berbagai mode presentasi untuk menyesuaikan dengan
pembaca/pemirsa dan untuk mencapai tujuan yang berbeda-beda, dalam bentuk
cetak dan digital.
Materi utama:
-Teks deskripsi
-Teks recount
-Teks prosedur
Cakupan materi:
-Simple present tense
-Simple past tense
Topik: isu yang dekat dengan kehidupan pemuda
-Menyusun draft penulisan
sebuah teks.
-Menyampaikan ide melalui tulisan.
-Menulis sebuah teks.
-Menyajikan informasi
menggunakan berbagai mode presentasi (visual, digital, audiovisual).
