articles in english corner

this is the material I got from someone which written in my wall….in my FACEBOOK

WHY COmPETENcY-BASED LEARNING?

The interest in performance-based learning stemming from specific knOWLEDGE,abilities,and skills as representeD in the forms of coMPETENCies is accelerating throughout the world. There are at least three fundamental reasons why competency-based initiatives are vital. First, specific assessments of the course and program. Secondly, specific competencies assist teachers and students to prossess a common understanding on the specific skills,knowledge,and abilities they have to acquire as a result of their learning experience. Thirdly, specific competencies provide directions for designing teaching materials and learning experience and assignments which can help learners gain practice in using and implementing the competencies they have acquired.

Paragrap 2
Docking (1994) assert that a unit of competency can be realizf in the forms of tasks, roles ,functions,or a learning module. These wilL vary froM coNTEXTS to coNTEXTS and may inclue specific knowledge, thinking processes, attitudes, and both perceptual and physical skills. The unit of progression is,then, the mastery of specific knowledge, the possession of particular skills and abilities in order to acCoMplish a given task within a specific coNTEXT and situatioN(see sULLivan, 1995) .In conjunctioN with this argument, norton (1987) contends that coMpetencies are, therefore, to be cAREfully selected, indENTifieD, and madE possible to be demOnstrated and assessed by the set criteria. Materials are then keyeD to the competencies the class will aChieve and have to be dEsigneD to support the aCquisitioN of the specific knOWLEdge and skilLS.
Paragrap 3
Learning froM its bAsic features, cBL in then recoMmended as a key success for language learning. As CBL can be aCclaimeD to be bASEd oN functioNAL anD interaCTioNAL perspectives ,it seEKS to teaCH language in coNJUNCtioN with social coNTEXTs in which it is useD. aCcordingly, there is a shift in the implementatioN of this apProaCH, i.e. From what the learnerS knOW aBOUt the language to what they cAN do with it.

I was so confuse at first and then tried to arrange the words into this

WHY Competency-BASED LEARNING?

The interest in performance-based learning stemming from specific knowledge,abilities,and skills as represented in the forms of competence is accelerating throughout the world. There are at least three fundamental reasons why competency-based initiatives are vital. First, specific assessments of the course and program. Secondly, specific competencies assist teachers and students to possess a common understanding on the specific skills,knowledge,and abilities they have to acquire as a result of their learning experience. Thirdly, specific competencies provide directions for designing teaching materials and learning experience and assignments which can help learners gain practice in using and implementing the competencies they have acquired.

Paragraph 2
Docking (1994) assert that a unit of competency can be realize in the forms of tasks, roles ,functions,or a learning module. These will vary from contexts to contexts and may include specific knowledge, thinking processes, attitudes, and both perceptual and physical skills. The unit of progression is,then, the mastery of specific knowledge, the possession of particular skills and abilities in order to accomplish a given task within a specific context and situation(see Sullivan, 1995) .In conjunction with this argument, Norton (1987) contends that competencies are, therefore, to be carefully selected, identified, and made possible to be demonstrated and assessed by the set criteria. Materials are then keyed to the competencies the class will achieve and have to be designed to support the acquisition of the specific knowledge and skills.

Paragraph 3
Learning from its basic features, cBL in then recommended as a key success for language learning. As CBL can be acclaimed to be based on functional and interaction-al perspectives ,it seeks to teach language in conjunction with social contexts in which it is used. accordingly, there is a shift in the implementation of this approach, i.e. From what the learners know about the language to what they can do with it.

and here is what i have done with it…^.^

WHY Competency-BASED LEARNING?

The interest in performance-based learning stemming from specific knowledge,abilities,and skills as represented in the forms of competence is accelerating throughout the world. There are at least three fundamental reasons why competency-based initiatives are vital. First, specific assessments of the course and program. Secondly, specific competencies assist teachers and students to possess a common understanding on the specific skills,knowledge,and abilities they have to acquire as a result of their learning experience. Thirdly, specific competencies provide directions for designing teaching materials and learning experience and assignments which can help learners gain practice in using and implementing the competencies they have acquired.

mengapa Pembelajaran BERBASIS KOMPETENSI?
ketertarikan dalam pembelajaran berbasis kinerja yang berasal dari pengetahuan khusus, kemampuan memahami dan keterampilan seperti yang tercermin dalam bentuk kompetensi telah menyebar secara cepat keseluruh penjuru dunia. Setidaknya ada tiga alasan mendasar  yang penting mengapa inisiatif berbasis kompetensi sangat penting. Pertama, penilaian khusus dari latihan dan program. Kedua, kompetensi khusus membantu guru dan siswa memiliki pandangan umum yang sama terhadap keterampilan khusus, pengetahuan, dan kemampuan yang harus mereka peroleh sebagai hasil dari pengalaman belajar mereka. Ketiga, kompetensi khusus memberikan arahan untuk merancang bahan pembelajaran dan pengalaman dalam tugas dan pembelajaran yang dapat membantu pelajar memperoleh pengalaman praktikum dalam menggunakan dan menerapkan kompetensi yang telah mereka peroleh..

Paragraph 2
Docking (1994) assert that a unit of competency can be realize in the forms of tasks, roles ,functions,or a learning module. These will vary from contexts to contexts and may include specific knowledge, thinking processes, attitudes, and both perceptual and physical skills. The unit of progression is,then, the mastery of specific knowledge, the possession of particular skills and abilities in order to accomplish a given task within a specific context and situation(see Sullivan, 1995) .In conjunction with this argument, Norton (1987) contends that competencies are, therefore, to be carefully selected, identified, and made possible to be demonstrated and assessed by the set criteria. Materials are then keyed to the competencies the class will achieve and have to be designed to support the acquisition of the specific knowledge and skills.

Docking (1994) menyatakan bahwa sebuah unit kompetensi dapat diwujudkan dalam bentuk tugas, peran, fungsi, atau modul belajar. hal Ini akan berbeda dari konteks ke konteks dan dapat mencakup pengetahuan khusus, proses berpikir, tindakan/sikap serta persepsi dan keterampilan fisik. pengukuran unit kemajuannya kemudian adalah penguasaan pengetahuan khusus, kepemilikan keterampilan khusus dan kemampuan untuk menyelesaikan tugas yang diberikan dalam konteks dan situasi tertentu (Sullivan, 1995). Dalam kaitannya dengan pendapat ini, Norton (1987 ) berpendapat bahwa kompetensi Oleh karena itu, harus hati-hati dipilih, diidentifikasi, dan dimungkinkan untuk diperlihatkan dan dinilai oleh kriteria yang ditetapkan. materi pembelajaran adalah hal utama dalam pembelajaran dmana diharapkan setiap kelas mampu mencapainya dan harus dirancang sedemikian rupa untuk mendukung penyerapan dari pengetahuan dan keterampilan khusus.

Paragraph 3
Learning from its basic features, cBL in then recommended as a key success for language learning. As CBL can be acclaimed to be based on functional and interaction-al perspectives ,it seeks to teach language in conjunction with social contexts in which it is used. accordingly, there is a shift in the implementation of this approach, i.e. From what the learners know about the language to what they can do with it.

Belajar dari hal dasar tersebut, CBL(Pembelajaran Berbaasis Kompetensi) kemudian direkomendasikan sebagai kunci sukses untuk belajar bahasa. Seperti diakui CBL dapat didasarkan pada perspektif fungsional dan interaksial, CBL berusaha mengajarkan bahasa dalam kaitannya dengan konteks sosial dimana bahasa tersebut digunakan. oleh karena itu, terdapat perubahan dalam pelaksanaan pendekatannya, yakni Dari apa yang diketahui pelajar tentang bahasa itu hingga ke apa yang bisa dilakukan dengan bahasa tersebut....

and this is the ‘stand-alone’ meaning extracted from the article…

Mengapa Pembelajaran BERBASIS KOMPETENSI?

Paragraf 1
ketertarikan dalam pembelajaran berbasis kinerja yang berasal dari pengetahuan khusus, kemampuan memahami dan keterampilan seperti yang tercermin dalam bentuk kompetensi telah menyebar secara cepat keseluruh penjuru dunia. Setidaknya ada tiga alasan mendasar  yang penting mengapa inisiatif berbasis kompetensi sangat penting. Pertama, penilaian khusus dari latihan dan program. Kedua, kompetensi khusus membantu guru dan siswa memiliki pandangan umum yang sama terhadap keterampilan khusus, pengetahuan, dan kemampuan yang harus mereka peroleh sebagai hasil dari pengalaman belajar mereka. Ketiga, kompetensi khusus memberikan arahan untuk merancang bahan pembelajaran dan pengalaman dalam tugas dan pembelajaran yang dapat membantu pelajar memperoleh pengalaman praktikum dalam menggunakan dan menerapkan kompetensi yang telah mereka peroleh..
paragraf 2
Docking (1994) menyatakan bahwa sebuah unit kompetensi dapat diwujudkan dalam bentuk tugas, peran, fungsi, atau modul belajar. hal Ini akan berbeda dari konteks ke konteks dan dapat mencakup pengetahuan khusus, proses berpikir, tindakan/sikap serta persepsi dan keterampilan fisik. pengukuran unit kemajuannya kemudian adalah penguasaan pengetahuan khusus, kepemilikan keterampilan khusus dan kemampuan untuk menyelesaikan tugas yang diberikan dalam konteks dan situasi tertentu (Sullivan, 1995). Dalam kaitannya dengan pendapat ini, Norton (1987 ) berpendapat bahwa kompetensi Oleh karena itu, harus hati-hati dipilih, diidentifikasi, dan dimungkinkan untuk diperlihatkan dan dinilai oleh kriteria yang ditetapkan. materi pembelajaran adalah hal utama dalam pembelajaran dmana diharapkan setiap kelas mampu mencapainya dan harus dirancang sedemikian rupa untuk mendukung penyerapan dari pengetahuan dan keterampilan khusus.
paragraf 3
 Belajar dari hal dasar tersebut, CBL(Pembelajaran Berbasis Kompetensi) kemudian direkomendasikan sebagai kunci sukses untuk belajar bahasa. Seperti diakui CBL dapat didasarkan pada perspektif fungsional dan interaksial, CBL berusaha mengajarkan bahasa dalam kaitannya dengan konteks sosial dimana bahasa tersebut digunakan. oleh karena itu, terdapat perubahan dalam pelaksanaan pendekatannya, yakni Dari apa yang diketahui pelajar tentang bahasa itu hingga ke apa yang bisa dilakukan dengan bahasa tersebut....

Hope it helps as what it intended to….
NICK ARICK_DARKANGEL ARTEMICION VOSSLER has return to class…
***Say hello to English class and Goodbye my old memories…..***