We as a teacher have to give our students activity that can make them have a critical thinking, and they can solve the problem. We can look at the PISA (The programme for international student assessment, there are a lot of question that can make the students have a critical thinking and higher order thinking. We as a teacher have to read a lot, especially news such us BBA, Jakarta Post, British Council, CNN, VOA, TED and Journal Article.
Lesson Plan is consist of 5 things:
- Objectives
- Media
- Material
- Teaching activities
- Assessment
Teaching Objective formula is consisting of 4 things:
- Audience (peserta didik)
- Behavior (apa yang harus siswa capai)
- Conditioning (keadaan atau kondisi siswa sebelum dan sesudah melakukan kegiatan)
- Degree
Contoh: Dengan Mengamati contoh, siswa dapat membaca tesk deskriptif tentang benda hidup dan tak hidup dengan lancar.
Dengan mengamati contoh = condition
Siswa = audience
dapat membaca tesk deskriptif tentang benda hidup dan tak hidup = behavior
dengan lancar = degree
Learning method:
- Scientific Approach
- Inquiry/Discovery Learning
- Problem Based Learning
- Project Based Learning
- Cooperative Learning
- Genre Based Approach
Why classroom by teachers?
It is because the results in hypotheses generated through an accurately process and grounded in the data to which they are apply, and to open up their work to critique and if possible to publish it.
Genre, what is genre?
“A stage, goal oriented, purposeful activity which speakers engage as members of our culture”(martin 1984:25) Jadi bergenre pada dasarnya adalah beraktifitas.
Unsur genre:
- Langkah-langkah (generic structure)
- Fitur linguistic (lexico-grammar)
- Ketercapaian tujuan komunikasi (social function)
We use language is to get the thing done. Apa yang dipikirkan itu adalah budaya.
If we as a teacher explain about tenses to our students, the explanation is no have a genre.
Genre base approach, there are four part of GBA:
- Build knowledge of the field
Mempersiapkan siswa untuk memasuki materi yang akan dibahas.
Jika guru memberikan gambar rumah(descriptive text),maka guru dapat memberi pertanyaan:
- Gambar apa ini?
- Apa warna dinding rumah ini?
- Warnaya apa?
Then, doing drilling/ repeat about thing which are in the house such as: window, door, etc.
Then, ask about students’ house.
- Modeling
We have to give an example to the students about descriptive text, if we want to give rumah ahmad text so we should show the text to the students. Lexico-grammatical in text descriptive is the adjective which is in the text descriptive of rumah ahmad. Social function is there is describe of rumah ahmad.
- Joint construction
Using the text from text modeling, we give to the students’ one sentence and then students have to continue what is the next sentence without see the original of modeling text. The students have to make the new one. Independent construction of the text.
- Independent Construction of text
The students ask to make descriptive text about (chose one)
- my school
- my classes
- My canteen
Inclusive and Exclusive Plurality
The answer to a question with a bare plural like children is ‘yes’, even when the verifying situation involve only one child
- Do you have children? --- yes, I have one child./ *No, I have (only) one child.
In (1), “children” is not “more than one child”, but “one or more child”. This is an inclusive plural reading : the reference of the plural phrase INCLUDE single individuals.
Inclusive : one or more /any number
Exclusive (in English) : two or more/any number
Inclusive Plural readings are found in environments including polar question (1), in if-clauses (2), under negation (3), and in the first argument of quantifiers like every.
- If you see dogs in the kitchen, you should call us. [if-clause, inclusive plural reading: addressee is expected to call if one or more dogs are seen]
- I did not see dogs in the kitchen. [negation, inclusive plural reading: false if speaker saw one dog]
- Every student who saw dogs in the kitchen must report to the administration. [every, inclusive plural reading: students who saw one dog must also report to the administration]
- I saw dogs.
- I didn’t see dogs.
In the example (5), convey that the speaker saw more than one dog because the addressee assumes that if reference to one dog had been intended, the speaker would have been as informative as possible, and would have used the more informative singular instead.
In the example (6), here is the exclusive plural reading (meaning that no dogs were seen, not even one) is stronger than the inclusive reading.
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