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The definition of portfolio

Sunday, January 25, 2015 Label: artc , method

Portfolio
a. The definition of portfolio
A portfolio may appear as simply a collection of work that has been compiled over a period of time. (Johnson, 2010: 5). According to burke (1997 in Johnson, 2010: 5), portfolio are sometimes compared with scrabbooks. Although, both may contain artifacts that are selected over time, portfolio contents can be organized to assess competencies in a given standard, goal, or objective and focus on how well the learner has achieved in that area. Additionally, portfolio assessment is a systematic collection of students’ work and related material that depicts a students’ activities, accoplishments, and achievements in one more school subject. The collection should include evidence of students reflection and self-evaluation, guidelines for selecting the portfolio contents, and criteria for judging the quality of the work. ( Valenzuela (2002:56). Sujiono (2010:6) states that portfolio is a collection of student work that shows all the efforts of learners, learning progress and achievement in particular field or more. Irmawati Nasri (in Abidin,12/09/2011) defines that portfolio is an organized collection of evidence accumulated over time on a students’ or group’s academic progress, achievements, skills, and attitudes. b. The Purpose of Portfolio
Portfolio serves a variety of purposes. For example, they may be used for developmental and culminating assessments, to show case or display outsanding work, and to measure levels of competency for certification, graduating requirements, and career advancement. Barton and Colins (1997 in Johnson, 2010:6) have highlighted the fact that portfolios are: 1. Another method to evaluate the success of a graduate.
2. A way to give students and faculty the opportunity to reflect on
students’ progress.
3. A method to translate the learning from instructors to students,
and
4. A way to allow instructors to evaluate a variety of specific
evidence when making global determinations about learner
competency.
c. The kinds of portfolio
There are several types of portfolio with different objectives and diverse interest. Generally, the various types of portfolios could meet most or all of the educational program and learning in schools. Based on a literature, here some types of portfolios (Sujiono,2010:9) 1. The documentation portfolio
This types is also known by term “working portfolio” specifically includes a collection of work during the period of time which shows the growth and progress of students learning about the learning autcomes that have been identify (Sujiono, 2010:9). 2. The process portfolio
This approach in terms of documenting all stages of the process of learning. This portfolio will show how students angage in a specific knowledge or skills, and progress towards the basic mastery and advanced (Sujiono, 2010:9). 3. The showcase portfolio
This type of portfolio is the best used for summative evaluation of student mastery of score curriculum learning outcomes. This type is also in accordance with the development of audiovisual media, including the achievement of fotogafy, electronic records of student work as a whole. This portfolio also includes written analysis and reflection by students about making decision process used to determine the work to be ancluded (Sujiono, 2010:9). d. Portfolio assigments techniques
In portfolio technique, thre are four phases (Sujiono, 2010: 32), namely: 1. Giving task phase
The activities of this phase are lectures give the tasks to the students, including information about the working procedures to be implemented and deadline in collecting the task. 2. Task implementation phase
The activites of this phase are students carrying out work to be done and finished. 3. Structural duty and self-learning phase
The activities of this phase are student do the task assigned by lecturers outside the lesson and lecturers monitoring these activities. 4. Task responsibility phase
The activities of this phase are students accountable for the execution of tasks to teachers and other frieds.

Writing Strategies

Label: artc , method

Writing Strategies
If someone wants to write something and he/she wants to make a perfect piece of writing , he/she has to know the proces of writing. Not all writers write in the same way, but experienced writers can point to particular elements that generally accur in the act of writing, even though these elements may be combined in different ways. Robert Scholes ans nancy R. Comley (1985:10) said that three phases in the proces of writing. They are: a. Prewriting, the most productive way to begin your writing task is to
collect your thoughts on paper without the presure of structurring your
experission inti its final form. Prewriting is your chance practice what
you have to say begin to worry how your audience will judge the
eventual form of your work. The writer must begin by chosing a
subject to write about. It means making a list to potential subjects. It
purposes to narrow the focus, to discover the limits that wall allow
working productively ( Robert scholes and nancy R.Comley,1985:16-
18)
b. Drafting, drafting is the point at which you begin to put youe ideas in
some kind or order and to invision a potential shape for the work your
will produce: a beginning, a middle, and an end. Before begin
drafting, some writers make an outline to remid themselves of how
they wish to order their ideas ( Robert scholes and nancy
R.Comley,1985:18-19).
c. Revising, the writers should revise after drafting, because to revise
their writing is important if they want to be a professional writer. “It is
an advantage writerd call all have if they revise and rewrite before
they present their work to the reader. The professional writer’s secret
is revision and revision and revision”( Robert scholes and nancy
R.Comley,1985:19).
In the other hand, Fred D. White (1986:32) said that thre are five stages of proces of writing. Thre are: a) Invent. To discover a topic, the important details about the topic, and what a writer mainly want to say about it.b) Gather and plan. Retrieve details about the topic from a writer’s memory or from background reading. c) Organize and autline. Map out a writer’s idea in terms og begining, middle, and end; device a working (trial) outline to maintain ciherence and thorough development. d) Write a first draft. Develop your idea, concetrating more on content than on style or correctness. e) Revise. Rework your draft to improve accuracy,
readability, and development. Revision can take place whenever your want it to, but the most efficient time for it to occur is after you have completed a preliminary draft.

The Benefit of Mind Mapping

Saturday, January 24, 2015 Label: artc , method

The Benefit of Mind Mapping
Mind mapping helps students and teachers in the learning
process, because it can stimulate Left Brain and Right Brain
synergistically. We need to know the benefit of using mind mapping
likes an interesting shape, enhance creativity, imagination, etc.
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The benefits of mind mapping are flexible, it means that brain
be able to move fluently to all of direction (Buzan, 2003 : 97). The
students can focus on learning. They also can understand the material
and min mapping attract to learn.
Image 1.1 mind mapping
According to Buzan (2007) mind mapping helps the students in terms
of:
a. Plan
b. Communicate
c. Become more creative
d. Save time
e. Solving the problem
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f. Focus on learning
g. Develop and clarify thoughts
h. Remember be better
i. Learn more quickly and efficiently
3. The Characteristic
Mind mapping is a graphical method of taking notes, their visual
basis help one to distinguish words or ideas, often with colors and
symbols. They generally take a hierarchical or tree branch format, with
ideas branching into their subsection. Mind mopping allow for greater
creativity when recording ideas and information, as well as allowing the
note taker to associate word with visual representations.
According to Buzan (2006: 31) mind mapping can use in many
activities, such as: mind mapping to communicate and do presentation,
to plan family activity, to start new effort and how way to summarize
content of book.

The Definition of Mind Mapping

Label: method

Mind Mapping
1. The Definition of Mind Mapping
The mind mapping strategy is one of the teachers’ strategies in
teaching. Not only Mind Maps show facts, but also show the overall
structure of a subject and the relative importance of individual parts of
it. It helps students to associate ideas, think creatively, and make
connections that might not otherwise make (Buzan, 2010). The mind map
strategy can be used to explore almost any topic, though discursive
essays and narrative work particularly well as they front students' ideas
and lend themselves to discussing ideas in groups.
Alamsyah (2009) in Rismanto Journal (2012) explained that
Mind maps work well as their visual design enables students to see the
relationship between ideas, and encourages them to group certain ideas
together as they proceed. Buzan ( 2005: 6) claims that a mind map is a
powerful graphic technique which provides a universal key to unlock
the potential of the brain. It harnesses the full range of cortical skills –
word, image, number, logic, rhythm, color and spatial awareness – in a
single, uniquely powerful manner. In so doing, it gives you the freedom
to roam the infinite expanses of your brain. The Mind Map can be
applied to every aspect of life where improved learning and clearer
thinking will enhance human performance. The brain of human works
to process information through observation, reading or hearing about
something organized as functional relationship between concept and
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keyword. It is not partially separated from each other and is not in
narrative form complete sentences.
The mind mapping strategy can be used to explore almost any
topics in writing and also used in every kind of writing such as:
narrative, descriptive, recount, persuasive, argumentative, essay etc.
Students can improve their ideas and lend themselves to discussing
ideas in groups.
When you use Mind Maps on a daily basis, you will find that
your life becomes more productive, fulfilled, and successful on every
level. There are no limits to the number of thoughts, ideas and
connections that your brain can make, which means that there are no
limits to the different ways you can use Mind Maps to help you.
Buzan(2003:36) explains that, there are some steps to make min
map as follow:
a. Start in the center of a blank page turned sideways.
Because starting in the centre gives your Brain freedom to spread
out in all directions and to express it more freely and naturally.
b. Use an image or picture for your central idea.
Because an image is worth a thousand words and helps you use
your Imagination. A central image is more interesting, keeps you
focused, helps you concentrate, and gives your Brain more of a
buzz!
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c. Use colors throughout.
Because colors are as exciting to your Brain as are images. Color
adds extra vibrancy and life to your Mind Map, adds tremendous
energy to your Creative Thinking, and is fun!
d. Connect your main branches to the central image and connect your
second- and third-level branches to the first and second levels, etc.
Because your Brain works by association. It likes to link two (or
three, or four) things together. If you connect the branches, you will
understand and remember a lot more easily.
e. Make your branches curved rather than straight-lined.
Because having nothing but straight lines are boring to your Brain.
f. Use one key word per line.
Single key words give your Mind Map more power and flexibility.
g. Use images throughout.
Each image, like the central image, is also worth a thousand words.
So if you have only 10 images in your Mind Map, it’s already the
equal of 10,000 words of notes!
(http://www.mindmapinspiration.com)

Culture and Sociolinguistics

Thursday, January 22, 2015 Label: artc , method

Culture and Sociolinguistics
Culture and sociolinguistics cannot be separated. Both culture and
sociolinguistics relate each others. Culture is language that is used by
society and it becomes habit. Besides, language that becomes unique
features in society is called as culture. In the other side sociolinguistics
learns the relationship between language and society. So culture has
connection with sociolinguistics. The connection of culture and
sociolinguistics is sociolinguistics discusses language with social language
in society (Chaer, Abdul, 1985:42). Therefore culture and sociolinguistics

caused the variation of language features. There are two aspects important
in language, culture and sociolinguistics.
1. Language has function to distinguish the social relationship.
Social relationship is very important in society. For example
Jepersen said that males and females in Caribea tribe used different
language. Females never use males‟ language. Otherwise males
never use females‟ language. If these rules are broken by females,
they will be given capital punishment (Kuntjara, Ester, 2003: 2).
Another example is Gross Ventre tribe from United of States.
In Gross Ventre tribe, females cannot use males‟ language or vice
versa. It happens because they will be judged as sexual disorder, if
they break the rule.
Based on the examples above, Lakoff mentioned that females
have been experienced on the discrimination twice. First, the
discrimination on the way they use language and how language can
be appropriate for them. Truly, culture has brought the differences
on social relationship. Moreover, females are demanded to speak
politely like a lady, if they do not speak like a lady, they will be
judged as impolitely females (Kuntjara, Ester, 2003: 4).
2. Language has function to deliver information by using
language; people can know the social culture aspect.
For example, there is a culture to change name after
married. Mrs. Marry Brown married with Mr. Jack Smith. So

her name is Mrs. Jack Smith. This case gives effect that females
have low power than males (Kuntjara, Ester, 2003: 5).
There is also other example the connection between culture and
sociolinguistics.
A: “Why are all dumb blonde jokes one liners?”
B: “So men can remember them.”
In sociolinguistics view, joke like that encode culturally specific
assumptions e.g., that blonde typically refers to a woman, not a man
(Holmes, Jonet, 2000: 317). That fact points out gender in language will
vary from culture to culture, from community to community, and that
universal statements and the generalizations become useless and easily
misleading (Brakt, Cristina, 2003: 199).

The Weakness Using of Dictogloss Technique:

Wednesday, January 21, 2015 Label: artc , method

The Weakness Using of Dictogloss Technique:
a. Teacher have to prepare everything well, both technically
and practically, written or unwritten. Begin from prepare
students, media and resource, situations that support the
implementation of this listening.
b. In using the media to be precise so that no verbal, effective,
and efficient.
c. On reconstruction, the teacher should give students the
freedom to express the ideas, and opinions.
d. In analyzing and correcting, any results of students'
opinions more valued and assessed objectively so as not to
drop students.
e. With this technique, the teacher can give the proper way to
absorb other information.

Dictogloss Teaching Technique

Tuesday, January 20, 2015 Label: method

Dictogloss Teaching Technique
1. Definition of Dictogloss
Dictogloss from the English language, and composed of
words, namely dictation or dictate and gloss, which means
interpretation. This technique is a combination of two techniques,
dictation and interpretation.
According to Wajnryb in Vasiljevic (2010:41) Dictogloss is a
classroom dictation activity where learners listen to a passage, write
down key words and then work together to create a reconstructed
version of the text. It was originally as an alternative method of
teaching grammar. The “Dictogloss” has been proposed as a
procedure that encourages students to reflect on their own output.
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This technique, train students to listen, understand, interpret
and respond the given information.
The method requires learners in the classroom to interact with
each other in small groups so as to reconstruct the text as a co-
operative endeavor. Learners working in self-study are required to
bring their own grammatical resources into play with the notes taken
during the dictation so as to create a text. Both in the classroom and in
self-study, learners are actively engaged in the learning process.
According to Wajnryb in Nunan (1991:28) there are four
stages in the dictoglossapproach :
a. Preparation, the teachers prepare students for the text they will
be hearing by asking question and discussing a stimulus picture,
by discussing vocabulary, by ensuring that students know what
they are supposed to do, and by ensuring that the students are in
the appropriate groups.
b. Dictation, learners hear the dictation twice. First, they listen
only and get a general feeling for the text. Second, they take
down notes, being encouraged to listen for content words which
will assist them in reconstructing the text. For the reasons of
consistency, it is preferable that students listen a cassette
recording rather than teacher-read text.
c. Reconstruction, at the conclusion of the dictation, learners pool
notes and produce their version of the text. During this stage it is
important that the teacher does not provide any language input.
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d. Analysis and correction, there are various ways of dealing with
this stage. The small group versions can be reproduced on the
board or overhead projector, the texts can be photocopied and
distributed, or the students can compare their version with the
original, sentence by sentence.
According to Wajnryb in Nunan (1991:28) The dictogloss
technique provided a useful bridge between bottom-up and top-down
listening. The learners are primarily concerned with identifying
individual elements in the text-a bottom-up strategy. However, during
the small group discussions, some or all of the following top-down
strategies might be employed. In all of these, the listener will integrate
background, ‘inside the head knowledge with the clues picked up
during the dictation.
1. Listeners will make predictions.
2. Listeners will make inferences about things not directly
stated in the text.
3. Listeners will identify the topic of the text.
4. Listeners will identify the text type (whether it is a
narrative, descriptive, anecdote etc.).
5. Listeners will identify various sorts of semantic
relationships in the text.
Dictogloss exploits the principle that two heads are better than
one. Students are able to pool their resources, and even low-level learners are able, through collaborative action, to ‘outperform their
competence’.
According to Anderson and Lynch in Nunan (1991:29) have
also developed a technique for making listening tasks more
interactive. The teacher plays a recorded text to which the students
listen and complete an activity such as tracing a route on a map. The
teacher pauses at certain key points, and the students are able to
discuss the task. The students can also request that the teacher stop the
tape at any point so they can discuss the task. The teacher only
provides information on demand from the students. A number of
problem points are built into the task which are designed to increase
the processing demands on the learners and to encourage students to
interact.