Classroom types, student

characteristics, teaching
methodology, and assessment

Week 3
 Classroom type
• Close classroom
• Open classroom
 Student characteristics
• Extrovert
talk active, active
• Introvert
passive, quiet
 Teaching methodology
• Teacher center
Ex: providing words, pronunciation, writing,
and memorizing
• Student center
Ex: finding the language themselves; close to
kids` world (cartoons)
 Assessments
• Formative: individual interview, weekly/daily
journal, video tape journal (pre and kindi)
• Summative: test (primary school)
 Next week
• Program
• Curriculum
• Syllabus
• Lesson Plan
Program, Curriculum, Syllabus,
and Lesson Plan

Week 4
 terms
• Curriculum: processes and products of and
planning, teaching and evaluating a course of
study and related courses
• Syllabus: a physical document, a plan for what
is to be learnt in a particular course
• Program: all of the courses of study in a
particular institution/department
• Course: a learning experience at occurs over a
specific period of time with a specific focus.
Richards (2001) distinguishes between
syllabus and curriculum
• Syllabus is a specification of content of a
course of instruction lists what will be taught
and tested
• Curriculum is a broader concept that includes
processes that involve needs analysis,
discussion of aims and objectives, content,
assessment
 Curriculum Design Components
• Needs assessment
• Context analysis
• Articulating beliefs
• Formulating goals and objectives
• Conceptualizing content
• Developing materials
• Designing assessment plan
• evaluation
 Program
Smith (1989) defines a program as ‘a set of
planned activities directed toward bringing
about specified change(s) in an identified and
identified audience’ (p.47)
Program has two components:
1. A documented plan
2. Plan in Action-consistent with the
documentation contained in the plan
 Leithwood (1981) suggests that a curriculum unit would be
adequately specified if the program plan contained coherent
information on the following dimensions:
1. Platform (rationale): patterns of implicit and explicit beliefs and
assumption accepted as the bases about what to include in and
exclude from a curriculum … such platforms are the product of
interactions between the developer’s value systems on the one
hand, and information about society, culture, learners, the
learning process and the nature of knowledge on the other (p.26)
2. Objectives
3. Student entry behaviours
4. Assessment tools and procedures
5. Instructional materials
6. Learner experiences
7. Teaching strategies
8. Content
9. Time or length of the unit
 Program
• In practice, criteria for judging the worth of a program
could be drawn from:
1. The program objectives
2. The needs of program clients, those for whom the
program is intended
3. The objectives of a policy within the program is
nested
4. The preferences of one or more stakeholder groups or
5. Efficiency measures, such as return on investment

(pp.11-12)
 Program Evaluation
• House (1993) suggested that evaluative inquiry consists of:
1. collecting data, including relevant variables and standards
2. Clarifying misunderstanding and misrepresentations
3. Rectifying false and factual assumptions
4. Distinguishing between wants and needs
5. Identifying all relevant dimensions of merit
6. Finding appropriate measures for these dimensions
7. Weighting the dimensions
8. Validating the standards
9. Arriving at an evaluative conclusion (p.8)
 Evaluative inquiry
• Traditional evaluation questions:
1. How good is this program?
2. Did the program work?
• Others:
1. What is needed?
2. How can we design a program to meet these needs?
3. What is happening in this program?
4. How is the program performing on a continuous basis?
5. How could we improve this program? And
6. How could we repeat the success of this program
elsewhere?
 Five categories of forms of evaluative
inquiry:
1. Proactive
2. Clarificative
3. Interactive
4. Monitoring
5. Impact
 Proactive evaluation
• before the program
• the purpose is to provide input to decisions about how best to
develop a program in advance of the planning stage.
• the evaluator=the adviser
• Issues: is there a need for the program? What do we know about
the problem that the program will address? What is recognized as
best practice in this area? Have there been other attempts to find
solutions to this problems? What does the relevant research tell
us about this problem? What could we find out from external
sources to rejuvenate an existing policy or program?
• Approaches: needs assessment (analysis), research synthesis,
review of best practice
 Interactive (participatory) evaluation
• Ongoing service with a strong emphasis on process
• Directed at middle level managers and program
implementers
• Issues: what is this program trying to achieve? How is
this service progressing? Is the delivery working? Is it
consistent with the program plan? How could the
delivery be changed so as to make it more effective?
How could this organizations be changed so as to make
it more effective?
• Approaches: responsive evaluation, action research,
developmental evaluation, empowerment evaluation,
quality review
 Monitoring evaluation
• Appropriate when a program is well established and
ongoing for developing the system
• Provides findings relevant for senior managers and funding
agencies
• Issues: is the program reaching the target population? Is
implementation meeting program benchmarks? How is
implementation progressing between sited? How is
implementation progressing now compared to a
month/year ago? Are our costs rising or falling? How can
we fine-tune this program to make it more efficient and
effective?
• Approaches: component analysis, devolved performance
assessment, systems analysis
 Impact evaluation
• To assess the effects of a settles program, for senior
managers and funding agencies
• Issues: has the program been implemented as
planned? Have the needs been achieved? What are the
unintended outcomes of the program? Does the
implementation strategy lead to the intended
outcomes? Is the program more effective for some
participants than for others? Has the program been
cost-effective?
• Approaches: objectives-based evaluation, needs-based
evaluation, goal-free evaluation, process-outcome
studies, realistic evaluation, performance audit
 Clarificative evaluation
• Evaluator works with policy or program staff, how the
program should ideally be implemented
• Issues: what are the intended outcomes of this
program and how is the program designed to achieve
them? What is the underlying rationale for this
program? What program elements or structures need
to be modified to maximize program potential to
achieve the intended outcomes? Is the program
plausible? Which aspects of this program are amenable
to subsequent monitoring or impact assessment?
• Approaches: Evaluability Assessment, Program logic
development, ex-ante evaluation
 Curriculum
• Background
• Aims: refer to a statement of a general change that the program seeks to
bring about in learners. The purposes: to provide a clear definition of the
purposes of a program; to provide guidelines for teachers, learners, and
materials writers; to help provide a focus for instruction; to describe
important and realizable changes in learning.
Example:
develop the ability to express themselves imaginatively and creatively
• Objectives(= instructional objectives; teaching objectives): refer to a
statement of specific changes a program seek to bring about and results
from an analysis of the aim into its different components
Example:
The students will have the confidence to initiate conversations in English,
be unafraid of making mistakes
 syllabus
• A specification of the content of a course of
instruction and lists what will be taught and
tested
Lesson Plan
Book Analysis

Week 6
 selection
• In any language program a limited amount of
time is available for teaching. One of the first
problems to be solved is deciding what should
be selected from the total corpus of the
language and incorporated in textbooks and
teaching materials called selection
• Types:
1. Vocabulary selection
2. Grammar selection
 Vocabulary selection
• Earliest approach: counting large collections of
texts o determine the frequency with which
words occurred, since it would seem obvious
that words of highest frequency should be
taught first. Word frequencies are important
in planning word lists for language teaching
but frequency is not necessarily the same
thing as usefulness because the frequency of
words depends on the types of language
samples analyzed.
 Li and Richard (1995)
• Examined five introductory textbooks used for
teaching Cantonese (the language spoken in
Hong Kong) in order to determine what words
the textbook compiler considered essential for
foreigners to learn and the extent to which
the textbook writers agreed on what
constitutes the basic vocabulary of Cantonese
as a second language
 Components
• Book description:
- Ref
- Type of student (targeted students), their background knowledge of
language
- Teaching methodology

• The distribution of words in each chapter (provide in number and

percentage)
• How to improve the selected textbook ? Explain what do those
mean based on the vocabulary selection and gradation
 Component in determining word list:
• Teachability: in Direct Method, concrete vocabulary is taught early as it can easily
be illustrated through pictures or by demonstration
• Similarity: similarity from L1 and L2. This may justify their inclusion in a word list
for L2 learners. Ex: blue-biru, orange-orange (color)
• Availability: some words may not be frequent but are readily “available” in the
sense that they come quickly to mind when certain topics are thought of. Ex:
classroom calls to mind desk, chair, teacher, pupil, and these words might
therefore be worth teaching early in a course.
• Coverage: words that cover the meaning of other words may also useful. Ex: seat
includes stool, bench, and chair
• Defining power: some words could be selected because they are useful in defining
other words, even though they are not among the most frequent word. Ex:
container might be useful as it can help define bucket, jar, and carton

The procedures of vocabulary selection lead to the compilation of a basic

vocabulary (now: lexical syllabus)
 Graded grammar based on
• Frequency of occurrence of grammatical items in
texts
• Criteria of simplicity and learnability
• The goal has been to develop a list of structures,
graded into logical progression, which would
provide an accessab and gradual introduction to
the grammar of English.
• The approach used has been analytic
• Ex: Moods and tenses
 Grammar selection
• Finites of be and statement of identification
• Ex: This is a pen
• Courses that gave prominence to reading
presented the Simple Tenses (essential for
narrative)
• Direct Method: Progressive first ( Hornby
1959, viv)
 Approaches to gradation
1. Linguistic distance. Lado (1957) proposed that structures that are similar
to those in the native language should be taught first. This assumption
underlay the approach to language comparison known as contrastive
analysis
2. Intrinsic difficulty. This principle argues that simple structures should be
taught before complex ones and is the commonest criterion used to
justify the sequence of grammatical items in a syllabus
3. Communicative need. Some structures will be needed early on and
cannot be postponed, despite their difficulty, such as the simple past in
English, since it is difficult to avoid making reference to past events for
very long in a course
4. Frequency. The frequency of occurrence of structures and grammatical
items in the target language may also affect the order in which they
appear in a syllabus. Ex: the present continuous is not one of the most
frequent verb forms in English, yet it is often introduced early in a
language course because it is relatively easy to demonstrate and practice
in a classroom context.
 Selection and gradation
• Gradation is concerned with the grouping and
sequencing of teaching items in a syllabus.
• A grammatical syllabus specifies both the set
of grammatical structures to be taught and
the order in which they should be taught.
 Some principles for developing grammatical
syllabuses
1. Simplicity and centrality
This recommends choosing structures that are simple and more central to the basic structure of the
language than those that are complex and peripheral.
Ex:
The train arrived. (S-V)
She is a journalist. (S-V-Complement)
The children are in the bedroom. (S-V-Adv)
We ate the fruit. (S-V-O)
I put the book in the bag. (S-V-O-Adv)

2. Frequency
- relatively little progress because of the difficulty of deciding on appropriate grammatical units to count
and the difficulty of coding grammatical structures for analysis.
- differences between the standard teaching syllabuses and the real corpus of conversations
Ex:
S and V ellipsis: “Don’t know” instead of “I don’t know”

3. Learnability
Dulay and Burt (1973, 1974) proposed the following order of development of grammatical items, based on
data elicited during interviews with second language learners at different proficiency levels: noun-verbs-
adjectives-verb be –possessive pronouns-personal pronouns-adverbs of time-requests-simple present-
futures-wh questions-present continuous-directions-possessive adjectives-comparative-offers-simple
future-simple past-infinitives/gerunds-first conditional
 Two approaches to the sequencing of
items in a course
• Linear gradation
the items are introduced one at a time and
practiced intensively before the next items
appears
• Cyclical or spiral gradation
the items are reintroduced throughout the
course
“In a course in which the material is ordered
cyclically the individual items are not
presented and discussed exhaustively, as in
strictly linear gradation, but only essential
aspects of the item in question are presented
initially. These items then keep recurring in
the course, and every time new aspects will be
introduced which will be related to and
integrated with what has already been
learned.” (Van Els et al. 1984, 228)
Classroom observations

Week 9
 Classroom observations
• Teacher
• Students
• Teaching methodology
• Teaching material
• Classroom design
 Situation analysis
• Societal factors
• Project factors
• Institutional factors
• Teacher factors
• Learner factors
• Adoption factors
 Teacher (situational analysis)
• Language proficiency: how proficient are they in English?
• Teaching experience: What is their teaching experience?
• Skill and expertise
• Training and qualification: What is their typical background,
training? What opportunities do they have for retraining through in-
service or other kinds of opportunities?
• Morale and motivation: What is their motivation?
• Teaching style: what kinds of teachers currently teach in the target
schools? What teaching loads do teachers have and what resources
do they make use of? what are the typical teaching methods
teachers use and believe in?
• Beliefs and principles: what kinds of beliefs do the teachers typically
hold concerning key issues in teaching? To what extent are teachers
open to change? What benefits are the proposed new syllabus,
curriculum, or materials likely to offer teachers?
 Cameron (2003)
• Adjust task/activities on the spot
 The role of a teacher (Harmer, 2007)
• Controller: ‘leading from the front’
e.g. take the register, tell the students things, organize drills, read
loud and in various other ways exemplify the qualities of a teacher-
fronted classroom
• Prompter. e.g. prompt when the students are lost in words (role-
plays)
• Participant: ‘stand back from discussion, role-plays or group
decision-making activities; intervene later to offer feedback or
correct mistakes
• Resource: helpful and available, but at the same time we have to
resist the urge to spoonfeed the students so that they become
over-reliant on us
• Tutor: combining the prompter and resource. Do not intrude either
too much (which will impede learners autonomy) or too little
(which will be unhelpful)
 Lesson Observation Sheet (Harmer,
2007)
• Teacher’s name
• Level/class
• What the teacher was trying to achieve (paper, books,
technology) the teacher used – and your reactions to this
• Techniques the teacher used (e.g. grammar explanation,
pronunciation teaching, speaking organization)
• Things you noticed about the teacher’s behavior/manner in
the lesson
• Your favorite part of the lesson
• Your overall impression of the lesson
 students
• What are the learners’ past language learning experiences?
• How motivated are the learners to learn English?
• What are their expectations for the program?
• Do the learners` views on language teaching reflect any culturally
specific factors?
• Are they a homogeneous or heterogeneous group/
• What type of learning approach do they favor (e.g. teacher-led,
student-focused, or small-group work?)
• What type of content do they prefer?

• What expectations do they have for the roles of teachers, learners,

and instructional materials?
• How much time can they be expected to put into the program?
• What learning resources will they typically have access to?
Harmer (2007): describing learners
• Age
• children: learning by playing and doing,
perfect pronunciation imitation ability
(Cameron, 2003)
• 10-11 years old like games, puzzles and songs;
12-13 years old like dialogues, q-a activities
and matching exercises (Keskil & Cephe, 2001)
 Good learners characteristics (Lightbown and Spada, 2006)
Rate each of the following characteristics on a scale of 1-5. Use 1 (one) to indicate a
characteristic that you think is ‘very important’ and 5 (five) to indicate a characteristic
that you consider ‘not at all important’ in predicting success in second language learning
A good language learner:
a. Is a willing and accurate guesser
b. Tries to get a message across even if specific language knowledge is lacking
c. Is willing to make mistakes
d. Constantly looks for patterns in the language
e. Practices as often as possible
f. Analyses his or her own speech and the speech of others
g. Attends to whether his or her performance meets the standards he or she has learned
h. Enjoys grammar exercises
i. Begins learning in childhood
j. Has an above-average IQ
k. Has good academic skills
l. Has a good self-image and lots of confidence
 Teaching Methods (Historical
backgrounds)
• 1800-1900 grammar translation method
• 1890-1930 direct (oral-based) method
• 1930-1960 structural method
• 1920-1950 reading method
• 1950-1970 audiolingual method and
situational method
• 1970-present communicative method
 Grammar-translation Method
• Grammar explanation
1. Level of sentence, with little study
2. Spoken language
3. Accuracy
• Examples
• Translated from L1 to L2 and vice versa
 Structural method
Principles:
o initial preparation (orienting the students towards language
learning),
o habit-forming (establishing correct habits),
o accuracy (avoiding inaccurate language),
o gradation (each stage prepares the student for the next),
o proportion (each aspect of language given emphasis),
o concreteness (movement from the concrete to the abstract),
o interest (arousing the student’s interest at all times),
o order of progression (hearing before speaking, and both before
writing),
o multiple line of approach ( many different ways used to teach the
language)
 Audiolingual method
Language learning was thought to depend on habits that could be
established by repetition.

Bloomfield (1942, 12) stated teaching techniques made use of

repetition of dialogues and pattern practice as a basis for
automatization followed by exercises that involved transferring
learned patterns to new situations.

River (1964) stated the assumptions of by audiolingualism as:

 Habits are strengthened by reinforcement (drills)
 Foreign language habits are formed most effectively by giving the
right response, not by making mistakes
 Language is behavior and behavior can be learnt only by inducing
the student to behave
 Communicative Language Teaching
(CLT)
• A broad approach to teaching that resulted
from a focus on communication as the
organizing principle for teaching rather than a
focus on mastery of the grammatical system
of the language
• The use of language based on the setting, the
role of the participants, and the nature of the
transaction was referred to as communicative
competence
 Presenting language through:
• Realia: for teaching meaning (ex: plastic fruit,
cardboard clock face, two telephones)
• Pictures: drills, (communication)games,
understanding, ornamentation, prediction,
discussion
• Cards: matching and ordering, selecting, card
games
Teaching Procedures
 Adoption factors for proposed
curriculum innovation
• What advantages does the curriculum change offer? Is the
innovation perceived to be more advantageous than current
practices?
• How compatible is it? Is the use of the innovation consistent with
the existing beliefs, attitudes,, organization, and practices within a
classroom or school?
• Is the innovation very complicated and difficult to understand?
• Has it been used and tested out in some schools before all schools
are expected to use it?
• Have the features and benefits of the innovation been clearly
communicated to teachers and institutions?
• How clear and practical is it? Are the expectations of the innovation
stated in ways which clearly show how it can be used in the
classroom?
(Morris 1994, p.109)
 Classroom designs
• Open or close classroom
• Seating whole-group classes: orderly rows,
circle, horseshoe, separate tables
 Assessing student performance
• Comments
• Marks and grades
• reports
PPP (Presentation, Practice and Production)
A variation on audiolingualism is the procedure most often
referred to CLT as PPP.
e.g.
1. Presentation: show picture – point one of the students to
construct the language – elicit the sentence – model the
sentence – isolate the grammar – provide natural way
once more (accompanied by demonstration)
2. Practice: ask the students to repeat the sentence – correct
the mistakes – go back to the picture – model more
sentences from the picture – get choral and individual
repetition – conduct cue drills – respond
3. Production: immediate creativity. Ask the students to use
the new language in sentences of their own.
Intro to designing and
redesigning a program
 A Program Design of English for Kids
• Backgrounds: history, policy
• Funds
• Stakeholders: organization, parents, society,
government, teachers, students
• Curriculum: aims, objectives, Classroom
Design, and syllabus
• Syllabus: teaching material, sources, and
schedule and lesson plan
Redesigning a Program
 CURRICULUM DOCUMENT
• Cover: logo, school name, address, city, year
• Approval
• Acknowledgement
• Table of content..\kangaroo\Kurikulum
[Link]
• Ch. 1 Introduction
• Ch. 2 School profile
• Ch. 3 Curriculum
• Ch. 4 Assessment
• Ch. 5 Academic Calendar
 Pendahuluan
• Latar belakang penyusunan kurikulum: dasar
hukum, keunggulan kurikulum
• Dasar Hukum
 PROFIL LEMBAGA
A. Sejarah berdiri
B. Tujuan pendidikan: berpijak pada dasar hukum
C. Visi, misi, tujuan lembaga
D. Profil lembaga: nama, alamat, phone, web, status (swasta/milik pemerintah),
status akreditasi
E. Keadaan lembaga: kepemilikan tanah (pemerintah desa/perorangan/yayasan),
status tanah (SHM/HGB/Hak Pakai/Akte Jual Beli/Hibah), luas lahan/tanah. Luas
tanah terbangun, luas tanah siap bangun
F. Data peserta didik: tahun, jumlah anak, keterangan, kriteria
G. Data guru/pendidik dan tenaga kependidikan: nama, TTL, Pendidikan terakhir,
Tamat
H. Sarana, prasarana pendidikan:
[Link] ruang pembelajaran
[Link] ruang perkantoran
[Link] ruang penunjang lainnya
[Link] dan tempat bermain. (nama ruang, luas, kondisi, keterangan)
[Link] buku perpustakaan (judul, jumlah, kondisi, keterangan)
[Link] APE dan fasilitas audio visual (jenis, jumlah, kondisi, keterangan)
 PROFIL LEMBAGA
I. Biaya pendidikan
J. Kemitraan: Puskesmas, Polsek, Bank
K. Rencana perkembangan lembaga: SDM, perluasan
ruang, fasilitas pembelajaran, APE
L. Program kerja lembaga : jangka pendek, menengah,
panjang
M. Program pembelajaran: scaffolding
[Link] lingkungan main (sentra imtaq, persiapan,
bermain peran, balok, bahan alam )
[Link] sebelum main
[Link] selama main
[Link] setelah main
STRUKTUR DAN MUATAN KURIKULUM
A. Struktur dan muatan kurikulum
1. Lingkup perkembangan nilai-nilai agama dan moral
2. Lingkup Perkembangan Fisik/Motorik
3. Lingkup Perkembangan Kognitif
4. Lingkup Perkembangan Bahasa
5. Lingkup Perkembangan Sosial Emosional
B. Penetapan standar tingkat pencapaian perkembangan anak
C. Alokasi waktu belajar: menit/jam, hari, minggu, semester
D. Proses waktu belajar: individu, kelompok
E. Keunggulan lembaga
F. Program pengembangan diri: renang, melukis, menari
G. Pengembangan silabus
Langkah-langkah dalam pengembangan silabus
A. Mengembangkan Tema Pembelajaran
Tema Pembelajaran dikembangkan dengan mempertimbangkan hal-hal sebagai
berikut :
1. Kedekatan , artinya tema dipilih dari hal-hal yang terdekat dengan
kehidupan anak (diri sendiri) sampai hal yang terjauh tetapi khusus (alam
semesta).
2. Kesederhanaan, artinya tema dipilih mulai dari tema yang sederhana
sampai ke tema yang lebih rumit.
3. Kemenarikan, artinya tema dipilih dari hal yang menarik minat anak
4. Tingkat Perkembangan anak. Tema pembelajaran disesuaikan dengan
kemampuan anak sesuai tahap perkembangannya
5. Pengalaman atau pengetahuan yang sudah dimiliki anak
6. Ketersediaan sumber yang dapat dipelajari dan diamati anak (orang, tempat
yang dapat dikunjungi, buku-buku tentang tema)
7. Ketersediaan berbagai media atau alat yang dapat dimainkan anak secara
mandiri atau dengan sedikit bantuan guru
8. Nilai, kepercayaan, budaya yang berlaku di masyarakat
 Lanjutan…
B. Alokasi Tema Untuk Satu Tahun Pembelajaran
Semester 1
NO TEMA (SUB TEMA) ALOKASI WAKTU
1. DIRI SENDIRI (Keluargaku, Anggota tubuhku, Panca indraku, Kesukaanku, Kebutuhanku) 5 minggu
Yeni, anjun, wilis, lina, esti
2. LINGKUNGANKU (Rumah, Kebun, Sekolah, Tempat hiburanku) 4 minggu
Lisya, novita, romasta, dania
3. KENDARAAN( Darat, Laut, Udara, Tradisional) yulia, skolastika, resa, gugun 4 minggu

Semester 2
4.
Jumlah
TANAMAN ( Hias, Perindang, Pangan, Liar) della, inang orvi, fransiska 4 minggu
17 minggu

NO TEMA (SUB TEMA) ALOKASI WAKTU

1. BINATANG (Ternak, Air, Liar, Serangga) maria, ilham, ratih 4 minggu
2. PEKERJAAN (Kesehatan, Buruh, Kantor) meliyani, dhea, ade 3 minggu
3. AIR, UDARA, API (Air, Udara, Api) anisatul, aji, erlina 3 minggu
4. ALAT TELEKOMUNIKASI ( Kertas, Elektronik, Telepon) topan, Layla, ardi 3 minggu
TANAH AIRKU (Negaraku, Budayaku, Pulau dan Lautku, Kehidupan kota dan desa))
5. 4 minggu
renando, intan
6. ALAM SEMESTA (Bumi dan matahari, Bulan dan Bintang) alvi, windi 2 minggu
7. GEJALA ALAM ((Gunung meletus, Gempa bumi, Banjir) –refi, --- 4 minggu
Jumlah 20 minggu
C. Rencana Kegiatan Pembelajaran
• Rencana Kegiatan Semester (RKS)
• Rencana Kegiatan Mingguan (RKM)
• Rencana Kegiatan Harian (RKH)
RENCANA KEGIATAN MINGGUAN
Bulan : Juli 2011
Minggu : IV (Empat)
SENTRA PERSIAPAN
SENTRA BALOK :
•Menyusun kartu huruf dengan huruf lepas
•Menghitung anggota keluarga dgn kartu keluarga
•Membangun fasilitas bangunan yang ada di
•Melengkapi bagian gambar orang rumah tempat tinggalku dan keluargaku
•Mewarnai gambar anak sesuai jenis kelamin •Bermain peran mikro setelah membangun
•Meronce dengan roncean kertas huruf •Menggambar bebas untuk mendukung
•Mengelompokkan kartu gambar sesuai jenisnya kemampuan keaksaraan
•Meraba botol dengan berbagai tekstur

Tema : Diri sendiri (aku dan keluargaku) SENTRA MAIN PERAN :

Materi : "SETTING RUMAH"
SENTRA IMTAQ II : •Sikap berdoa (Nam 1) •Halaman rumah
•Bermain kartu anak muslim •Lagu-lagu keagamaan (Nam.4) • Ruang tamu
•Bermain ular tangga perilaku •Memanjat (M.1) •Ruang Keluarga
muslim/muslimah •Meraba (M. 20) •Ruang makan
•Bermain puzle gambar keluarga •Gerakan memutar (M.42) •Ruang dapur
•Menyusun huruf hijaiyah dengan •Nama-nama bagian benda (K.1) Ruang makan
kartu huruf hijaiyah (3 – 5 huruf) •Macam-macam bau (K.15) •Kamar Tidur
•Memilih gambar beberapa gerakan •Menyanyikan lagu sederhana (B.1) •Ruang Kerja
sholat dan menyebutkan nama •Kata Tanya mengapa (B.8) •Dapur
gerakan •Mengungkapkan keinginan (Sos.E.1) •Kamar Mandi
•Membangun tempat ibadah dengan •Menjadi pendengar yang baik (Sos.E.11) •Musholla
balok

SENTRA BAHAN ALAM :

•Melukis dengan jari
•Memasukkan biji-biji an ke dalam botol
•Bermain pasir setting rumah
•Merobek kertas koran
•Kolase dengan pasir
•Bermain tebak bau
•Membentuk dengan Play dough
RENCANA KEGIATAN HARIAN
Hari/Tgl : Senin, 25 Juli 2011
Sentra : Persiapan
Tema/Sub tema : Aku & Keluargaku
Usia : 2-3 tahun
 PENILAIAN
• Pengertian: Penilaian adalah proses pengumpulan dan pengolahan informasi untuk menentukan
tingkat pencapaian perkembangan anak, melalui : pengamatan / observasi, konfrensi dengan para
guru, pencatatan anekdot, wawancara, penugasan, hasil kerja anak, dan unjuk kerja.

• Tujuan
• Mengetahui status pertumbuhan dan tahab perkembangan anak
• Mengetahui efektifitas materi, metode, sumber belajar dan media untuk pencapaian proses dan
hasil pembelajaran.
• Menyusun perencanaan pembelajaran lebih lanjut.
• Menyusun laporan pertumbuhan dan perkembangan anak
• Memberikan informasi pada orang tua/wali tentang kemajuan (pertumbuhan dan perkembangan
anak.

• Prinsip penilaian
• Lingkup penilaian
• Pengelolaan hasil
• pelaporan
 Your quiz today
1. Theme:
2. Sub Theme:
3. MI Focus:
4. MI Activity :
5. - Steps: 1-3
6. MI Assessment:
KALENDER AKADEMIK