Category Archives: ebook

Listening Audio and Transcript: “The Sleeping Beauty”

image_ the sleeping beautyDownload: Listening Audio (mp.3) and Transcript (word). Genre: Narrative. Title: The Sleeping Beauty.

Excerpts of the transcript:

Once upon a time there was a king and queen who for a very long time had no children, and when at length a little daughter was born to them they were so pleased that they gave a christening feast to which they invited a number of fairies. But, unfortunately, they left out one rather cross old fairy, and she was so angry that she said the princess should die when she reached the age of sixteen, by pricking her hand with a spindle. All the other fairies present, except one, had already given the princess their beautiful gifts, and this last one said she could not prevent part of the wicked wish coming true; but her gift should be that the princess should not really die, but only fall into a deep sleep, which should last for a hundred years, and at the end of that time she should be awakened by a king’s son …

To start downloading the transcript completely, please click here»…
To download the audio (mp.3), please click here»…

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English Learning Resources and Lesson Plans: Announcement (SMA, Grade: 10, Curriculum 2013)

image_ lesson plan_ announcement at the airportDownload: English Learning Resources/Materials. Topic: Announcement at the Airport. Grade: Senior High School (SMA, Class: 10). Curriculum: 2013.
The following English learning resources file (zip) consists of Lesson Plan (Rencana Pelaksanaan Pembelajaran – RPP, file: word), Lesson Presentation (Presentasi Pelajaran, file: ppt), Lesson/Material Format (Format Materi Pelajaran, file: word), Learning Media Format (Format Media Pembelajaran, file: word), Assessment Format (Format Penilaian, file: word), Students’ worksheets Format (Format LKS, file: word) and Listening Audio-Video (file: flv-mp.3). ©2013_ Mustakin, S.Pd, one of the participants in PLPG 2014 Rayon 124.

To start downloading the file (zip, 1.64 mb), please click here»…

Exam Preparation: Notice, Warning and Caution Texts

National Exam preparation exercises. Grade: SMP/MTs. Title/Topic: Notice, Warning and Caution Texts. (Latihan-latihan soal persiapan Ujian Nasional. Jenjang: SMP/MTs. Judul/Topik: Teks Notice, Warning dan Caution).
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image caution do not leave___

1. What does the caution above mean?

A. The management forbids you to leave your vehicle.
B. You are prohibited to leave valuables in your vehicle.
C. Your vehicle is valuable for the management.
D. Valuable things will be damage in your vehicle.

INDIKATOR: Menentukan gambaran umum teks fungsional pendek berbentuk “Caution”.
PEMBAHASAN: Teks Caution di atas berbunyi: “Do not leave valuables in your vehicle” (Jangan meninggalkan barang-barang berharga di kendaraan Anda). Dengan demikian, maksud dari Caution di atas adalah Pilihan B: Anda dilarang meninggalkan barang-barang berharga di dalam kendaraan Anda (You are prohibited to leave valuables in your vehicle).
JAWAB: B

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image caution harmful algae___

2. What does the caution above mean?

A. We must be careful because harmful algae grow in this water.
B. Swimming in this water may harm the algae that grow in it.
C. The algae cannot cause serious harm to the animal.
D. Harmful algae does not grow well in this water.

INDIKATOR: Menentukan gambaran umum teks fungsional pendek berbentuk “Caution”.
PEMBAHASAN: Teks Caution di atas berbunyi: “Harmful algae may be present in this water. Contact may cause serious harm to human and animal” (Ganggang yang berbahaya ada di dalam air ini. Bersentuhan/kontak dengan ganggang tersebut bisa menyebabkan luka yang serius terhadap manusia dan hewan). Dengan demikian, maksud dari Caution di atas adalah kita harus berhati-hati karena ada ganggang yang tumbuh di dalam air tersebut (We must be careful because harmful algae grow in this water).
JAWAB: A

Download: Listening (Audio and Transcript) UN 2013 – SMK

Download: Listening Section (Audio and Transcript) in National Exam (UN) 2013 – SMK.

Before downloading the audio (mp3) and transcript (pdf) files, make sure that you have downloaded exam papers or test books of National Exam 2013, English – Vocational School (SMK). If you haven’t, you can download here»…

Here are the excerpts of the listening transcript in UN 2013 – SMK:

Listening Section
In this section of the test, you will have the chance to show how well you understand spoken English. There are four parts to this section, with special directions for each part.
Part I. Pictures
Questions: 1 to 3
Directions: For each question, there is a picture in your test book and four short statements about it on the tape. They are spoken twice and are not written out on your test book, so you must listen carefully.
You must choose one statement A, B, C, or D that best describes the picture. Then, on your answer sheet, mark your choice.
Example
Look at the following picture!
Now listen to the following statements
A. The girl is standing near the field
B. The boys are working in the field
C. The children are playing a game
D.The boy is holding the ball
Choice (C) – “The children are playing a game” – best describes what is seen in the picture. Therefore, you should mark (C) on your answer sheet.
Let’s begin with picture number one.
Number 1
a. People are selling food
b. The cars are parking in the parking lot
c. They are performing on the stage
d. They are practicing musical instruments

To download the transcript completely (file: pdf), click here »…
To download the audio (mp3), click here »…

Download: Listening (Audio and Transcript) UN 2013 – SMA/MA

Download: Listening Section (Audio and Transcript) in National Exam (UN) 2013 – SMA/MA.

Before downloading the audio (mp3) and transcript (pdf) files, make sure that you have downloaded exam papers or test books of National Exam 2013, English – SMA/MA. If you haven’t, you can download here (for SMA-IPA) or here (for SMA-IPS).

Here are the excerpts of the listening transcript in UN 2013 – SMA/MA:

Listening section
In this section of the test, you will have the chance to show how well you understand spoken English. There are four parts to this section with special direction for each part.

Part I: Questions 1 to 4
Directions: In this part of the test, you will hear some dialogues and questions spoken in English. The dialogues and the questions will be spoken twice. They will not be printed in your test book, so you must listen carefully to understand what the speakers are saying.
After you listen to the dialogue and the question about it, read the five possible answers, and decide which one would be the best answer to the question you have heard. Now listen to a sample question.

You will hear:
Man : I give up! I’ll stop learning French
Woman : Why do you say that? You are making a lot of progress.
Man : No, I’m not. I’ve tried hard but still, I cannot speak it well
Woman : How come? You can speak Arabic, Hindi, Japanese, and even Rusian well, can’t you?
Narrator : What language is difficult for the man to learn?
A. Hindi
B. Arabic.
C. French
D. Russian.
E. Japanese.
The best answer to this question is “French”. Therefore you should choose answer (C).

To download the transcript completely (pdf), click here »…
To download the audio (mp3), click here »…

Using Songs Effectively to Teach English to Young Learners

image_ song as a  media in teaching

Using Songs Effectively to Teach English to Young Learners. A paper written by Neil T. Millington, Ritsumeikan Asia Pacific University, Japan. A paper, ©Millington, source: Language Education in Asia, 2011, 2(1), 134-141.

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Songs play an important role in the development of young children learning a second language. A testament to this is the frequency with which songs are used in English Language Teaching classrooms all over the world. This paper begins by looking at why songs can be considered valuable pedagogical tools. In particular, it will discuss how songs can help learners improve their listening skills and pronunciation, and how they can be useful in the teaching of vocabulary and sentence structures. The author will also discuss how songs can reflect culture and increase students’ overall enjoyment of learning a second language. The author will then attempt to show, through practical examples, how songs can be used as language tasks. Finally, the paper aims to explore how classic songs for children can be adapted to suit a particular theme or part of the curriculum a teacher might wish to teach.

Most children enjoy singing songs, and they can often be a welcome change from the routine of learning a foreign language. For the teacher, using songs in the classroom can also be a nice break from following a set curriculum. Songs can be taught to any number of students and even those teachers with the most limited resources can use them effectively. Songs can play an important role in the development of language in young children learning a second language. Yet songs may be used relatively ineffectively and the potential for language learning is not maximized.

This paper starts by analyzing why songs should be considered as useful pedagogical tools. The author then proposes using songs as language learning tasks to maximize the benefits of using songs and attempts to show how this might be done using practical examples. Finally, the paper explores how classic children’s songs could be modified to help teachers use them more frequently to teach a wider variety of topics.

Songs as Pedagogical Tools

One advantage of using songs in the young learner classroom is their flexibility. Songs can be used for a number of purposes and there are many reasons why songs can be considered a valuable pedagogical tool. Songs can help young learners improve their listening skills and pronunciation, therefore potentially helping them to improve their speaking skills (Murphey, 1992). Songs can also be useful tools in the learning of vocabulary, sentence structures, and sentence patterns, not to mention their reflectivity of mother tongue culture (Murphey, 1992). Perhaps the greatest benefit to using songs in the classroom is that they can be fun. Pleasure for its own sake is an important part of learning a language, something which is often overlooked by teachers, and songs can add interest to the classroom routine and potentially improve student motivation. »Click here to download this paper completely (pdf)»»…

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Reviewing School-Based Curriculum to Succeed the 2013 Curriculum

Logo Kurikulum 2013The new curriculum (2013 Curriculum) for education system in Indonesia has been gradually implemented since the beginning of 2013/2014 academic year, July 2013. The Education and Culture Minister, Muhammad Nuh, said that not all schools would implement the 2013 curriculum. It means that this new curriculum will be carried out in stages, and in 2015 all the schools in Indonesia will have been implementing it, including schools in remote areas.

Although the 2013 curriculum offers significant breakthroughs in improving the quality of teaching and learning process, I personally believe that the success of this curriculum depends on how schools apply it. The key words are teachers and students. They determine whether the curriculum can run well or not. The main concept of the 2013 curriculum is excellent. As an effort to improve the nation’s education quality, the new curriculum integrates science and civic education with religious and moral education. Students should be taught to think creatively. Education should be both accurate and offer the best lesson, and this can be achieved by teaching them to be creative.

But, once again, the result of the 2013 curriculum will be seen from its practice, not only from its theoretical framework.

Regarding the implementation of this curriculum, I would like to track back to the previous curriculum. In my mind, School-Based Curriculum (Indonesian: Kurikulum Tingkat Satuan Pendidikan – KTSP), also known as 2006 Curriculum, is actually good enough for Indonesia’s education system. The curriculum enables schools to develop their teaching learning process creatively in accordance with the condition of their schools and society. But the result of the 2006 curriculum is dissatisfying. It seems there is no great improvement in the quality of teaching learning process. The main cause is, as usual, schools are not ready to apply the concept of school-based curriculum. One of the reasons why this happens is because teachers are not often trained by the Education Department to update and upgrade their ability in teaching. English teachers, for example, are not given sufficient and regular training to apply the concept of the approach used in teaching English. Up to these days, it is admitted that there are many English teachers do not master Genre-Based Approach well.

The following writing is a review of school-based curriculum for English teaching and learning. The aim of this article is to discuss the framework of school-based curriculum; its advantages and disadvantages, and some recommendations how to improve it to integrate and succeed the 2013 curriculum. (Source: elihsutisnayanto.wordpress.com, posted by: Elih Sutisna Yanto).

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The Framework of The 2006 Curriculum, School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan – KTSP)

The spirit of decentralization, as showed by act of local autonomy No. 22, 1999 revised by Act of local Autonomy No.32, 2004 and hand in hand with Act No. 20, 2003 has been seen in the 2006 curriculum (KTSP) launched by government. In this case, education is not merely central government’s responsibility; local government also has responsibility in managing and funding education.

Basically the 2006 curriculum (KTSP) is developed from standard of content by schools based their context and potentiality. Although KTSP varies between one and other schools, government gives some regulations stated in Governmental Regulation (PP) No. 19, 2005 concerning National Standard of Education (SNP) at May 16, 2005 such as standard of content and standard of competence of graduate.

English as stated in standard of content (PERMENDIKNAS No 22, 2006) is learned at elementary two hours in a week (as local content [MULOK] for class IV, V and VI), at junior and senior high school four hours in a week except for language program in SMA – five hours in  a week.

In addition, the standard competence of graduate of English (PERMEN No 23, 2006) for each level is communicative competence in the form of spoken of language accompanying action for elementary school, in the form of spoken and written for achieving functional literacy level for junior high school, in the form of spoken and written for achieving information literacy level for senior high school. Continue reading