ENGLISH FOR VOCATIONAL EDUCATION

ENGLISH FOR VOCATIONAL EDUCATION

By : Marsigit

Reviewed by : Eka Sulistyawati

Pendidikan kejuruan, kadang-kadang disebut Pendidikan Karir dan Teknis (CTE)) yang memiliki tujuan mempersiapkan peserta didik untuk karir yang berbasis kegiatan manual atau praktek. Pendidikan kejuruan mungkin kontras dengan pendidikan yang biasanya lebih memperhatikan dan memperluas di bidang ilmiah, yang mungkin berkonsentrasi pada teori dan pengetahuan konseptual abstrak, sebagaikarakteristik pendidikan tersier.

A.    Kebutuhan Bahasa Inggris

Faktor kunci keberhasilan proses pembelajaran adalah komunikasi. Dalam hal proses belajar mengajar, guru dapat menggunakan Bahasa Inggris untuk menyelesaikan tugas mengajar, untuk memperkenalkan dan belajar tentang teknologi, untuk mendorong siswa mengkomunikasikan hasil-hasil mereka belajar, untuk mencapai tujuan pembelajaran, dan untuk mengembangkan sumber belajar mengajar. Guru perlu menggunakan Bahasa Inggris-dimediasi yang tepat sebagai dasar untuk interaksi kelas dan mengembangkan sikap siswa dalam penggunaan bahasa Inggris. Berikut ini adalah rekomendasi yang harus dilakukan ketika Bahasa Inggris Inggris digunakan sebagai bahasa dalam proses belajar mengajar:

a.       Mengembangkan Kurikulum dalam bahasa Inggris

b.      Mengembangkan silabus dalam bahasa Inggris

c.       Mengembangkan Materi  Pembelajaran dalam bahasa Inggris

d.      Mengembangkan Rencana Pembelajarandalam bahasa Inggris

e.       Mengembangkan Lembar Kerja Siswa dalam bahasa Inggris

f.       Mengembangkan sistem evaluasi atau penilaian dalam bahasa Inggris

g.      Melakukan system whole-class teaching dengan menggunakan bahasa Inggri

h.       Berbagai interaksi dalam bahasa Inggris

i.        Berbagai metode mengajar dalam bahasa Inggris

j.        Berbagai media pengajaran dalam bahasa Inggris

k.      Kelompok diskusi dalam bahasa Inggris

l.        Memfasilitasi belajar siswa dalam bahasa Inggris

m.    Mempresentasikan hasil diskusi dalam bahasa Inggris

Sejalan dengan konsep kompetensi komunikatif, faktor-faktor berikut harus ada  dalam pendidikan kejuruan melalui bahasa Inggris:

a.       Guru harus memperhatikan kefasihan bahasa

b.      Siswa diharapkan berinteraksi dengan siswa lain untuk berkomunikasi mengajar materi teknis  dalam bahasa Inggris

c.       Siswa harus diberikan kesempatan yang cukup untuk mengembangkan materi pengajaran dalam Bahasa Inggris.

d.      Peran guru tidak hanya untuk memfasilitasi komunikasi tentang materi pelajaran tetapi juga untuk memfasilitasi Bahasa Inggris sebagai alat untuk komunikasi

e.       Perlu bagi guru untuk mendorong siswa untuk membiasakan berbicara dalam bahasa Inggris.

f.       Perlu bagi guru untuk mengembangkan media dan alat bantu pengajaran yang mendukung baik isi pengajaran dan ketrampilan bahasa  Inggris

STRATEGI MENYIAPKAN SDM MENUJU SEKOLAH DASAR BERSTANDAR NASIONAL DAN INTERNASIONAL

STRATEGI MENYIAPKAN SDM MENUJU SEKOLAH DASAR BERSTANDAR NASIONAL DAN INTERNASIONAL

By : Dr. Marsigit, M.A

Reviewed by : Eka Sulistyawati

A.     Preface
That is not an easy task for a teacher to leave old paradigm to a new paradigm. Alexander in Bourne (1994: 69) mention the most  6 (six) factors that become obstacles to realize professional teacher: the value, understanding (theory), pragmatism, empirical, context and systems (political).  Teaching at SBI is not easy because we find that students are also not easy in learning (Jaworski, 1994: 83). On the other hand found the fact that it is not easy for educators to change the style of teaching (Dean, 1982: 32). While we are required, as educators, to always adjust our teaching methods in accordance with the demands era development (Alexander, 1994: 20). Jaworski (1994: 40) even states that it is not there a best way to educates. Cocroft Report (1982: 132) at least give a solution to question above. After a thorough investigation 'large scale survey' in the UK, this study recommends that at every level, should be learning at SBI give opportunity for teachers
to use the choice of teaching methods that are tailored to the level of students abillity and the material as follows:

KTSP DAN IMPLEMENTASINYA

KTSP DAN IMPLEMENTASINYA

By: Drs. Marsigit MA

Reviewed By : Eka Sulistyawati

I.                   Basis juridical KTSP

In implementing of Government Regulation Number 19 Year 2005 on National Education Standards, the government established the Ministry of Education Regulation About the National Content Standards for Primary and Secondary Education Unit No. 22 In 2006. It was mentioned that the Content Standard for Basic Education unit and Medium hereinafter referred to as Content Standards include a minimum scope and level of material minimum competence to achieve minimum competency on the level and type of certain education. Content Standards are listed in Appendix referred to Rules The Minister. Furthermore, the implementation Minister of National  Education Regulation  No. 22 of 2006 and Number 23 year 2006 set by the Minister of National Education Regulation No. 24 of 2006. In this rule stated that:

a.       Unit of primary and secondary education develop and establish curriculum level of the education of primary and secondary education units as required concerned.

b.      Unit of primary and secondary education can develop curriculum with higher standard of Content Standard.

c.       Development and establishment of basic education curriculum unit level primary education and secondary education attention to guide the preparation of unit level education curriculum composed National Education Standards Agency (BSNP).

d.      Unit of primary and secondary education may adopt or adapt the model curriculum unit level primary and secondary education compiled by BSNP.

e.       The curriculum of primary and secondary education units established by the unit head primary and secondary education after taking into consideration of the Committee School or Committee School of Islam.

f.       Schools can apply the KTSP begin the academic year 2006/2007.

g.      The school curriculum implemented at the latest academic year 2009/2010.

h.      Schools that have conducted trials of the 2004 curriculum as a whole can implement a comprehensive curriculum for all grade level beginning in 2006/2007, etc.

II.                KTSP  floating GUIDES

A.    General

KTSP  was developed based on the following principles:

a.       centered on the potential, development, needs and interests of learners and
its environment.

b.      diverse and integrated

c.       responsive to the development of science, technology and art.

d.      relevant to the needs of life

e.       comprehensive and sustainable

f.       lifelong learning

g.      balance between national interests and regional interests

B.     Component KTSP

a.       Educational Objectives Unit Level Education

b.      Operational Reference KTSP

c.       The structure and curriculum content

1)      The subjects of religion and noble character

2)      The subject of citizenship and personality

3)      The subjects of Science and Technology

4)      The aesthetic subjects

5)      The physical subjects, sports and health

Level of the education curriculum includes a number of subjects breadth and depth is the burden of learning for students in the unit of education. In addition, the substance of local and self-development activities
included in the curriculum content.

1.       Subject

2.      Local Content

3.      Development Activities

4.      Load Settings Learning

III.             Developing Syllabus Framework in KTSP

Syllabus is an elaboration of standards of competence and basic competences in subject matter, learning activities, and indicators of achievement of competencies for the assessment. There are many of Principles of Development Syllabus Syllabus developed by the principle: Scientific, Relevant, Systematic, consistent, Adequate, Actual and Contextual, Flexible, and Comprehensive

A.    Syllabus Development Steps

1. Assessing the Standard Competence and Basic Competence

a.       sequence based on the concept hierarchy of disciplines and / or level difficulty of material;

b.      linkages between standards of competence and basic competence in the subject lessons;

c.       standards of competence and competency linkages between subject lesson.

2.      Identifying Main Content

Identify subject matter that supports the achievement of standards competence and basic competence consider to: the level physical, intellectual, emotional, social, and spiritual learners; usefulness for learners; structure of science: depth and breadth materials; relevance to the needs of learners and the demands of the environment and time allocation

3.      Developing Learning Experience

The learning experience is a mental and physical activities are performed learners interact with learning resources through the approach variety of learning and enable learners

4.      Formulate Indicators of Success Learning

Indicators are descriptions of the basic competencies that show signs, actions and / or response carried or displayed by the learner.

5.      Determination of Types of Assessment

Achievement Assessment of basic competencies of learners based on the indicator. Assessment is done by using tests and non-test in form of written or oral, observation of performance, attitude, assessment work a project or product, the use of portfolios, and self-assessment.

6.      Determining the Time Allocation

7.      Determining the Source of Learning