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Materi yang akan saya sajikan disini hasil dari pengalaman mengajar dan mengelola lembaga bahasa Inggris sejak tahun 1987. Tidak akan pernah Anda dapati materi seperti ini di lembaga bahasa Inggris manapun – Dijamin !! Kurus Inggris, Kursus Bahasa Inggris, Kursus Bahasa Inggris Online, Kursus Bahasa Inggris Online Gratis.. Ya hanya ada disini

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Carrying Out the Task-Based (Project-Based) Learning Activities in Language Teaching and Learning Activities at SMAN 92 Jakarta

Oleh: Herri Mulyono

Abstract

I do believe that students’ successful language learning is determined on how far students are able to use the target language to communicate their ideas, opinion or thoughts to other people. It of course can also be viewed on certain ways students make use the language appropriately regarding to condition, situation and context they are experiencing. When this believe is taken as primary objective of teaching and learning in to the practice of teaching and learning activities, then, providing certain instructions, media, materials, and other learning facilities are about teacher to cover. Task-based learning activities have shown in obvious as sustaining procedures for the communicative approach to practice. Their materials are designed intentionally to provide more chances for students to use the target language in acceptable utterance. This article would report the practice of task-based learning in process of English teaching and learning at SMAN 92 Jakarta. The report will define firstly of what I mean by task-based learning activities (that in many occurrences I mention it as project-based learning by which all my students are familiar with such term). Then, I would examine the activities on the basis of communicative approach and put final conclusion on the practice of task-based or project-based learning.

What I mean by task-based learning (project-based learning)

Task-based learning is simply viewed as learning activities which is directed by certain piece of work. It is when students are assigned to do particular work during classroom learning activities. The tasks or works which are assigned of course have already designed to cover communication purposes. Within the scope of communicative approach, the task-based learning is carried out in certain task-based learning which is mostly in form of games, role plays, simulations, or other jigsaws. These activities are mostly conducted in classroom or might be classified indoor activities.

Instead of similar understanding on task-based learning, I have broader view on how the task-based learning is implemented in teaching and learning process besides of course, my design would be mostly outdoor activities. The objective of the task-based learning (that is carried out in English projects) is not only proposed for certain communication competence but also the development of self-confidence, cooperative learning where students are assigned to work together, and creativity. In developing the self-confidence, students are assigned for certain activities that they have to do and record it. The recording later is watched by all students in classroom. Some activities, for instance, are singing, interviewing, TV news reader and etc. In addition, in some English project, number of students is called out to perform an English mission. This means the English project is done in group – or most my students know it as group project. Some group English projects my students have already experienced were drama, music contest, short movie, and short video clip. Furthermore, in large scale, all students in the classroom are asked to complete on activity only. Of course it might a big job for the students where they not only have to think of the project itself but also to divide themselves into group with a single purpose. In such project, cooperative learning is surely put as main attention.

Let me have an example of my short video clip as of English projects the students have ever experienced. This sort of project is assigned to the students of XI grade social and science program after they have learned about simple tenses. Firstly, students were informed that they had to find out simple sentences in songs and also asked to investigate what was the message lyrics might convey. Secondly, students were to divide themselves into group that in first stage this project was intended as group English project. In selecting group member students were to concern to the ability of each group member to perform music and English of course. They also have to find a member who can make recording to their performance and transfer it into CD. For the project context, students are free to decide type of song, music and setting for their own video clip.

After the video clip making process have already done, there were about 6 CDs containing about 21 video clips. Those video clips were played in the class where students could see what they had performed. Of course, laughs, shouts, and applause appeared in this occasion. Students then could see strong points and weak points from their performance and were supposed to fix it.

The group project then moved to class project, those video clips were then compiled. In this class project students were asked to single album and made album promotion. Students were once more asked to make divide themselves into five groups. The first group had to be responsible for Banner while the second group dealt with poster and pamphlet. The third group was to design brochure, the fourth was for the CD cover and the last was to market the album to foreigner (they were supposed to sell only one CD and asked to record the process of marketing, – of course it could be argued that marketing and selling product was not too significant in language learning, however, I intended wider to cover the language functions).

Justification

In the practice of task-based learning for the sample of short video clip project, I integrated many methods that solely cannot be argued as communicative approach. Firstly, I recalled the preconditions of language acquisition, the task-based learning under my design is to cover the four preconditions; universal grammar, environment, opportunities and social being. Through the project, students experience the real application of their knowledge in appropriate environment where the target language is exposed (firstly, the exposure of target language in form of song, and secondly, the native speaker of English when they promote the album). The project gave chance for the students to perform language in two ways; singing, interviewing, and expressing ideas and creativity on CDs, pamphlet, brochure, poster and banner as well. With the presence of cooperative learning, students were put into social environment where the language is truly employed to communicate ideas.

Humanistic approach is also obvious in its correspondence with affective filter in language learning. The English project as the practice of task-based learning is widely open for the interference of feeling. It is of course intended to provide enjoyable learning atmosphere. Besides, Suggestopedia also appears in making suggestion if the students were famous group band and had their album promoted to foreign English speaker. Concerning to the natural approach which views that language has to acquire in naturalistic way, the practice of total physical response is apparent when students are to perform the language with physical translation. Combining the two language knowledge and action as performance of students’ knowledge would be other alternative to improve students’ language competence. In communicative view, the English project is aimed at communicative competence and put meaning as the important thing where contextualization is a basic premise (Finocchiarro and Brumfit, 1983 in Richards and Rodgers, 1986: 67).

Conclusion

In viewing a task-based learning simply as learning activities which is directed by certain piece of work then there is consequence for teacher to provide learning materials which convey such necessity of learning instruction. I believe that students could acquire the language better if some tasks have already designed by teacher could be assigned to the students concerning to three aspects; the cognitive, affective and psychomotor. I mean that those three aspects have to be performed in task-based materials. In such condition, students have to use their thought to learn language, feel it as a characteristic of human and perform it physically in their communication activities.

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EQ or IQ, for future?

Written by: Herri Mulyono

Let me give in front of you a story. A student of mine, just say his name Mike, felt a bit frustrated as his scores in national final exam (or in Indonesia High School, it is called UAN) went bad. Couple times he asked me whether or not he would pass some entrance examinations held by a university. Of course it is reasonable for him to be downed as the scores of his UAN (which here I would say as one way to measure one’s IQ) becomes a reference for his future success. It cannot be blamed as “fool” condition, why such UAN scores become so much important in one’s future life.

For years, IQ test has been proven as an effective way to measure human’s intelligence. Such this statement is derived from evidences showing how IQ test is important to be held in particular institutions to see their employees’ intelligence. In addition, IQ or intelligence quotient is often seen not only as indication of human’s intelligence but also the capability of human’s brain. Even more, many people claim whether or not a person is clever must be seen from the result of his IQ test. IQ, standard human intelligence test, can it be true??? Can good result of IQ promote the person to successful life in the future??

Before, I continue to describe more about IQ, I would like to clarify what I mean by IQ or intelligence quotient (in Bahasa Indonesia it may similar meaning with hasil kecerdasan). Human intelligence goes to human’s brain capability. Or, here, how human can employ his brain to produce the best thought. IQ test is designed to measure the competence of both human brain hemispheres which are placed at the right and left of the brain. The right side hemisphere then we know as right brain and another is recognize as left-brain. Of course, each hemisphere has its own functions which are different from the other. The IQ test examines which one of the two hemispheres would be so dominant that will result on the way he is thinking.

School test seems to be designed to measure students’ understanding towards particular subjects by which, during the test, sometimes they are asked to analyze some cases and are to give some solutions. Here, I do not see any difference between IQ test and School test. They are even similar. Both tests are intended to see one’s intelligence, or “brain-competence.” Having School test may be similar to having IQ test. However, the result from IQ test cannot mirror the school test as some fields have been left and others are added.

Good result IQ test, or even school test does not guarantee the successful of human life as cleverness is not too significant for our future success. Why is it, so? All right then, let see some evidences; in book Menuju SDM berdaya written by Kisdarto Atmosoerapto, research result held by American Business Concern shows that 94% company top leaders who achieved their business successes, are determined by attitude factors rather than the aptitudes. Also, Judy Qua in her book Teach Only Love (1993) mentions that 85% of human success is from the attitude. Moreover, Daniel Goleman in his book The New Leader writes; “IQ surely takes account when deciding the right persons in certain leading position, but emotional intelligence (EI) seems to be the next requirements.

Those who achieve good result of IQ test should not have been proud first, as the attitude which is one of Emotional Intelligence (EI) becomes next requirement. Attitude, yes, surely it is the accomplishment of the aptitude

IDEOLOGI KAUM REFORMIS

A Book Review

By: Herri Mulyono

There are two main issues emerged by Achmad Jainuri in explaining history and struggles of Muhammadiyah and people in early period of its movement; ideology and reformation. The term Ideology in general view is shown as “set of beliefs and goals of a social or political group that explain or justify group’s decisions and behavior”[1] that in a very simple way, Jainuri explains it similar as “organized collection of ideas.”[2]

The term “ideas” in Jainuri’s book mostly appears to provide clear understanding on what is meant by ideology beside “thought” and “view on religion” as Jainuri himself uses those terms in “ideas to reflect Muhammadiyah’s interest and social commitment” (p. 8) and “… it is not a coincident that the most important ideas from Islamic modern scholar in 19^th and 20^th century were derived from early reforming movement.” (p. 17). For the practice, the term ideology then is shown as collection of ideas and believes which are established to achieve their purposes. Jainuri give details that the ideology of Muhammadiyah is intended strongly to give obvious direction, justification, efforts and defense of the organization for the conduct of reformation in certain religion aspects.

The reformation carried out by Muhammadiyah and people in early period of its movement as explained by Jainuri was not about to bring out a new ideology on Islam or new establishment of Islamic scholar rather than “purification.” The use of word “purification” in discussion of his book of course cannot be put similarly with the renaissance movement in darkness age of 14^th to 17^th centuries – Catholic Church might feel to shame for using that darkness age but mostly refer to middle age.[3] The renaissance was emerged to cut down the roles of church in daily human lives as it interfered too much and was used for many political purposes. The renaissance was to much talking about how community encouraged themselves to against “corruption and hypocrisy in the Catholic Church” in 15^th century.[4]

In contrast, the term “purification” brought out to the surface by Jainuri (e.g. on p.14, p.17 and p.18), mostly refer to the interference of intellectual in interpreting the religion; particularly refer to Koran and al-hadits and how the religion is practiced in daily interaction. Such idea seems close to What Muhammad Abduh suggests that the Islamic teaching might run under the basis of rationale and thought as well. This conduct emerges the reforming action of Muhammadiyah people to expose and interpret Islam on the basis of intellectual properties. This seems later to oppose traditional practice of Islam as mostly shown by the NU peoples as many Muhammadiyah activists made extreme changes in religious life. In its early movements, Muhammadiyah activists often clashed with other Islamic practices which are commonly conducted by the traditional NU people. The practice of hisab in effort of determining of the beginning of Ramadhan and Syawal for example has become debate between the two organizations that sometime arises tension from the two’s followers.

In stating clear issue of reformation conducted by the activists of Muahmmadiyah, Jainuri exploits two main areas; they were reformation on religion domain and social aspects. These two areas later continue to practice until recent movements of Muhammadiyah. On domain of religion, the reformation was to emerge the understanding and practices of religion on the basis of cognitive perspective (p. 100), willingness of each Moslem to carry out his duty (p. 105), and open tolerance and plurality as well (p. 112). For the perspective of human cognitive, Islam was fundamentally established as ideology and inspiration (p. 77) while then Moslem was to keep his balance between materialistic and spiritual happiness (p. 77). In this regard, Moslem is to keep genuine characteristics of religious practices by avoiding misleading influences.

Furthermore, Janinuri explains that through the reformation on religion domain, Islam has to be reconstructed firstly by giving the fundamental understanding of religion and its practices. This conveys ethics and ways to understanding the religion under cognitive perspective, ijtihad, and tarjih (p. 99-105). Secondly, this principle generates the philosophy of tolerance that Muhammadiyah views the absence of single legitimacy of religion practices (p. 177). In this sense, Jainuri clarifies that there is no absolute decision for each group of religion to attempt and might differ from others in understanding religion on certain contexts and situations.

Reformation in social aspects fundamentally reconstructs new concept of learning, that Jainuri says, the main goal of it is merely to achieve bless of God (p. 89) by implementing knowledge on social life (p. 91). In such practice, every Moslem has responsibility to serve his society (p. 91). Muhammadiyah raises issue that all practices of religion have to tailor with social responsibility (p. 147-178). This means the achieving goals is certainly indicated by successful daily social life and vice versa. On other word, religion practices fundamentally take account on social life conditions.

For the implementation of the above ideology and reformation both in religion domain and social aspects; Jainuri emphasizes three points that could be recommendation for our leaders, politicians, workers and all people that; tailoring religion to social life must be synergized and proven by real works, not merely talks but actions, and limits numbers of comments while working.

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[1] www.multied.com/Civics/I.html

[2] en.wikipedia.org/wiki/Ideology

[3] Chatolic Encyclopedia, available at http://www.newadvent.org/cathen/12765b.htm

[4] Paper #049201 :: The Catholic Church during the European Renaissance