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MEDIA PEMBELAJARAN

BAHASA INGGRIS

WASIO, S. Pd
NIP: 19650816 198803 1 008

PEMERINTAH KOTA BIMA


DINAS PENDIDIKAN PEMUDA DAN OLAHRAGA

SMA NEGER1 KOTA BIMA


JI.Soekarno-Hatta No.29 Telp.43197 Fax.0374~43197 Raba

PEMERINTAH KOTA BIMA


DINAS PENDIDIKAN PEMUDA DAN OLAHRAGA

SMA NEGER1 KOTA BIMA


JI.Soekarno-Hatta No.29 Telp.43197 Fax.0374-43197 Raba
Website: www.smanlkotabima.sch.id. email: smanlkobi@yahoo.com

SURAT KETERANGAN
Nomor:
Kepala SMA Negeri 1 Kota Bima menerangkan dengan sebenar-benarnya:
Nama

: Wasio, S.Pd

Nip

: 19650816 198803 1 008

Tempat/Tanggal Lahir

: Lubuk Pakam, 16 Augustus 1965

Pekerjaan

: Guru pada SMA Negeri 1 Kota Bima

Bahwa yang bersangkutan telah membuat Media Pembelajaran yang digunakan dalam
proses pembelajaran di SMA Negeri 1 Kota Bima.
Demikian surat keterangan ini di buat dengan sebenar-benarnya untuk dipergunakan
sebagaimana mestinya.

Kota Bima,

Desember 2011

Kepala Sekolah,

Drs.H. Moh.Jafar H. Abbas


Nip. 19520813 197602 1 001

KATA PENGANTAR

Puji syukur kehadirat Allah SWT yang telah memberikan rahmat serta karuniaNya kepada saya sehingga saya berhasil menyelesaikan pembuatan media pembelajaran
yang berjudul "PICTURE CARD". Semoga media pembelajaran ini dapat dipergunakan
sebagai salah satu alat bagi pembaca dalam profesi keguruan khususnya pada proses
belajar mengajar bahasa inggris.
Harapan saya semoga media pembelajaran ini dapat digunakan untuk membangkitkan
motivasi belajar siswa, sehingga proses pembelajaran berlangsung menarik dan suasana
kelas lebih hidup.
Akhir kata, saya sampaikan terima kasih kepada semua pihak yang telah berperan serta
dalam pembuatan media pembelajaran ini dari awal sampai akhir. Semoga Allah SWT
senantiasa meridhai segala usaha kita. Amin.
Kota Bima,

Penyusun

Desember 2011

DAFTAR ISI

Halaman .............................................................................................................
Cover...................................................................................................................
Surat Keterangan.................................................................................................
Kata Pengantar....................................................................................................
Daftar Isi..............................................................................................................
Media Pembelajaran............................................................................................
Dokumentasi.......................................................................................................

DECRIPTION

1. Good teacher
Aims
Level
Organisation
Preparation
Time
Procedure

Skills - speaking
Language - giving reasons, narrating, describing
Other - thinking about one's own school life and educational values
Intermediate/advanced
Individuals
Handout (see Part 2)
15 - 20 minutes
Step 1: Each student receives the handout listing ten qualities of a good
teacher. He is asked to rank them in order of importance.
Step 2: Meanwhile the teacher draws the following table on the board:

Quality

Discipline

//

/// /

10

/ / / //

///

/// //

Step 3: Each student calls out his ranking of the qualitics, which is
marked on the table (e..g. as shown, of the 20 students who
participated, two felt that this quality was the most important, four
the second, etc.) The end result shows the spread of opinion and
clusters of similar rankings.
Step 4: Each quality is now discussed in turn and students who give
it a high or very low ranking are called upon to explain why. It is

hoped that many students will be able to give examples in order to


Variations
Remarks

back up their statements.


The same procedure can be followed for different kinds of ranks
This is a very valuable activity for students who are training to be teachers
as it stimulates discussion about role expectations and self-image
connected with the profession.

Mengetahui,

Kota Bima, 16 Desember 2011

Kepala Sekolah,

Guru Mata Pelajaran,

Drs. H.Moh. Jafar H. Abbas

Wasio, S.Pd

Nip: 19520813 197602 1 001

Nip. 19650816 198803 1 008

2. Looking for a job


Aims

Skills reading comprehension, speaking


Language - arguing, reactmg to other people's statements (agreeing,
disagreeing, contradicting, criticising, doubting, defending one's position, giving
in)
Other cooperation, role taking

Level

Intermediate/advanced

Organisatio
n

Group work (three to five members) as preparation for 'fishbowl' discussion

Preparation

Handout (see Part 2) for each group

Time

20-40 minutes

Procedure

Step 1: The handout is distributed to the groups and the task explained. Each
group imagines that they are members of the local council who have to select
somebody for the vacant post of social worker at Fairview Estate from the four
applications that have been submitted. As a first step the groups decide on their
critena for selection, based on the advertisement and the background
information on the handout as well as their own judgement. They then discuss
the four applicants and rank them according to their suitability. (10-15 minutes)
Step 2: Each group selects a speaker who has to explain and defend the choice
of his group. All the group speakers meet in the middle to discuss the
applicants. If one of the other members of the group feels that he has some
better way of arguing the group's position he may replace the speaker of his
group. Unless a consensus has been reached amongst the speakers after a given
time (15 minutes) a vote is taken by all the participants.

Variations

The activity could be continued with a role play (Interview for a job.)

3. Question and answer cards

Aims Skills - speaking


Language formulating questions
Other - learning something about English-speaking countnes Level Intermediate
Organisation Pairs Preparation One card per student (see Part 2) Time 1015 minutes
Procedure The students work in pairs. They question each other in turn about the things
specified on their cards. (If several cards have been distributed each pair of students exchanges
cards with another after having answered all the questions.) Variations 1: Each student receives
a different card and has to find his partner before he can start with the questions.
2: The students make up their own cards about subjects dealt with in class. For this they
should use the second type of card (see Part 2), where answers are not given. Remarks
Other examples for guided questioning are to be found in No. 16 Guided intervtews.