Linguistic
Voice
Smoke > Smoked
Advise > Advised
Zip > Zipped
Voiceless
keep > kept
Wash > Washed
Play > Played
Senin, 22 Oktober 2018
Senin, 15 Oktober 2018
Morphology
Definition Morphology
Accordingly morphology examines or analyses words and/or morpheme as the
smallest meaningful grammatical unit which cannot be broken down into smaller unit.
As a sample of analyzing morphemes, the word enlarges in the sentence: ‘He enlarges
his vocabulary every day by reading a lot’ comprises three morphemes as can be seen in
the Figure 1, which follows namely: en-, ‘large’, and –s. Here both prefix en- and
suffix -s constitute the bound morpheme (BM) that provide incomplete meaning
because they cannot stand alone as a single word, whereas ‘large’ is a free morpheme
(FM), which, as a single word, can give us complete meaning.
In the opinion
of Haspelmath and Sims (2010, p. 11), morphology is “the study of the combination of morphemes to yield words”. Carstairs-McCarthy (2002) defines morphology as that part of grammar that deals with the structure of words and the relationships between words involving the morphemes which compose them.
Minggu, 07 Oktober 2018
English Learning Assesment
- What is Definition of Diagnostic test, Periodic Test, Progress test, Achievement test, Summative test and Formative test.
1. Diagnostic test
A diagnostic test is a test that helps the teacher and learners identify problems that they have with the language.
Example : At the start of the course, the teacher gives the learners a diagnostic test to see what areas of language need to be in the syllabus.
In the classroom
Progress tests given during the course can also act as diagnostic tests as they help the teacher and learners identify what areas will be looked at next on the course.
Example : At the start of the course, the teacher gives the learners a diagnostic test to see what areas of language need to be in the syllabus.
In the classroom
Progress tests given during the course can also act as diagnostic tests as they help the teacher and learners identify what areas will be looked at next on the course.
2. Periodic test
Periodic assessment helps identify strengths and weaknesses in both
individuals and groups and enables teachers to prioritise the next steps
in teaching and learning. Unlike an end-of-year judgement, this type of
assessment gives insight into learning needs at a point where action
can be taken to address those needs. In this way, it helps to
personalise future planning and ensure that pupils are appropriately
challenged.
Example :
Example :
- Will have most impact where outcomes can feed directly into medium- and short-term planning
- Supports evaluation of progress and the setting of appropriate learning targets at both individual and group level.
3. Progress test
Progress Test is a standardised assessment of pupils’ technical English skills (spelling, grammar and punctuation) and reading comprehension. This is designed for use year on year to support teachers in benchmarking student’s English knowledge, and measure their progress over time. This can help in identifying those in need of extra help, as well as those who are particularly able.
4. Achievement test
An achievement test evaluates a learner's understanding of a specific course or study programme. It can be compared with proficiency tests, which measure a learner's level of language, diagnostic tests, which identify areas learners need to work on, and a prognostic test, which tries to predict a learner's ability to complete a course or take an exam.
Example :
The learners have finished units 1 - 4 of a coursebook and the teacher now gives them an achievement test based on what they have seen in these units. The test is taken from the teacher's book.
In the classroom
Achievement tests can have many additional functions aside from evaluation. Learners can for example develop an action plan for further study based on the results of an achievement test.
5. Summative test
Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. The list is long, but here are some examples of summative assessments:
Example:
- State assessments
- District benchmark or interim assessments
- End-of-unit or chapter tests
- End-of-term or semester exams
- Scores that are used for accountability for schools (AYP) and students (report card grades).
6. Formative test
Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic supports.
Example :
Transfer the Concept : Help students grasp a new concept by having them apply it to a different area.
referensi :
Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic supports.
Example :
Transfer the Concept : Help students grasp a new concept by having them apply it to a different area.
referensi :
- https://www.teachingenglish.org.uk/article/diagnostic-test
- http://archive.teachfind.com/qcda/curriculum.qcda.gov.uk/key-stages-3-and-4/assessment/assessment_and_curriculum/day-to-day-periodic-and-transitional-assessment/Periodic/index.html#main-tab-1
- https://www.gl-assessment.co.uk/products/progress-test-in-english-pte/
- https://www.teachingenglish.org.uk/article/achievement-test
- https://www.edglossary.org/formative-assessment/
- https://www.prodigygame.com/blog/formative-assessment-examples/
Senin, 01 Oktober 2018
The Three Little Pigs - English story
The Three Little Pigs
Once upon a time there were three little pigs.
They each wanted to build a house.
They were walking down the road when they met a man carrying some straw.
The first little pig asked: “Please can I have some straw?”
“Yes, here you are.” The man said.
The first pig took the straw and built a house of straw.
The second and third pig walked down the road.
They met a man carrying some sticks.
The second little pig asked: “Please can I have some sticks?”
“Yes, here are some sticks.” The man said.
The second pig took the sticks and built a house using the sticks.
The third pig walked down the road.
He met a man carrying some bricks.
The third little Pig asked: “Please can I have some bricks?”
And the man answered. “Yes, I have lots of bricks. Here you are.”
The third pig built a house of bricks.
The next day the wolf came down the road.
He saw the house of straw and knocked on the door: “little pig, little pig, let me in!”
“Not by the hair on my chinny chin chins!"
“Then I’ll huff…. and I’ll puff…. and I’ll blow your house down!”
He huffed and he puffed… He blew the house down!
The first little pig ran down the road to his brother’s house.
The next day the wolf walked further down the road.
He saw the house of sticks and knocked on the door.
The wolf said, “Little pig, little pig, let me in!”
“Not by the hairs on our chinny chin chins!”
Both little pigs answered.
“Then I’ll huff…. and I’ll puff…. and I’ll blow your house down!”
The wolf huffed and he puffed… He blew the house down!
The little pigs ran down the road to their brother’s house.
He saw the house of brick and knocked on the door.
“Little pig, little pig, let me in!”
“Not by the hairs on our chinny chin chins!”
All of the three little pigs answered together.
“Then I’ll huff…. and I’ll puff…. and I’ll blow your house down!”
He huffed and he puffed… but this house didn’t fall down.
The wolf got angry and said:
“Little pigs, I’m going to climb down your chimney and eat you up.”
Hearing these, the three little pigs put a big pot of water on the fire.
The wolf climbed onto the roof.
Then he started to climb down the chimney.
But “splash” – he fell into the pot.
And that was the end of the hungry angry wolf.
Main Idea :
" There were three pigs wnted to build house, and met with a man carrying some straw" "The wolf always disturbed the pigs" "The wolf fell into the pot"Moral :
cover your weakness with your mind.
Question :
~• Who saved three little pigs from a wolf attack?
~• What did the first little pig use to build his house? And the second? And the third?
~• Where are the three little pigs sheltering?
~• When did the three little pigs get building materials?
~• Why does the wolf feel angry with the three piglets?
~• how do the three pigs do to defeat wolves?
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