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…..***

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Tugas Short Story (UNIROW TUBAN)

The Dragon Rock

This story begins with Once Upon A Time, because the best stories do, of course.

So, Once Upon A Time, and imagine if you can, a steep sided valley cluttered with giant, spiky green pine trees and thick, green grass that reaches to the top of your socks so that when you run, you have to bring your knees up high, like running through water. Wildflowers spread their sweet heady perfume along the gentle breezes and bees hum musically to themselves as they cheerily collect flower pollen.

People are very happy here and they work hard, keeping their houses spick and span and their children's faces clean.

This particular summer had been very hot and dry, making the lean farm dogs sleepy and still. Farmers whistled lazily to themselves and would stand and stare into the distance, trying to remember what it was that they were supposed to be doing. By two o'clock in the afternoon, the town would be in a haze of slumber, with grandmas nodding off over their knitting and farmers snoozing in the haystacks. It was very, very hot.

No matter how hot the day, however, the children would always play in the gentle, rolling meadows. With wide brimmed hats and skin slippery with sun block, they chittered and chattered like sparrows, as they frolicked in their favourite spot.

Now, their favourite spot is very important to this story because in this particular spot is a large, long, scaly rock that looks amazingly similar to a sleeping dragon.

The children knew it was a dragon.

The grown ups knew it was a dragon.

The dogs and cats and birds knew it was a dragon.

But nobody was scared because it never, ever moved.

The boys and girls would clamber all over it, poking sticks at it and hanging wet gumboots on its ears but it didn't mind in the least. The men folk would sometimes chop firewood on its zigzagged tail because it was just the right height and the Ladies Weaving Group often spun sheep fleece on its spikes.

Often on a cool night, when the stars were twinkling brightly in a velvet sky and the children peacefully asleep, the grown ups would settle for the evening with a mug of steaming cocoa in a soft cushioned armchair. Then the stories about How The Dragon Got There began. Nobody knew for sure, there were many different versions depending on which family told the tale, but one thing that everybody agreed on, was this:

In Times of Trouble

The Dragon will Wake

And Free the Village

By making a Lake

This little poem was etched into everybody's minds and sometimes appeared on tea towels and grandma's embroidery.

The days went by slowly, quietly and most importantly, without any rain. There had been no rain in the valley for as long as the children could remember. The wells were starting to bring up muddy brown water and clothes had to be washed in yesterday's dishwater. The lawns had faded to a crisp biscuit colour and the flowers drooped their beautiful heads. Even the trees seemed to hang their branches like weary arms. The valley turned browner and drier and thirstier, every hot, baking day.

The townsfolk grew worried and would murmur to each other when passing with much shaking of heads and tut tuts. They would look upwards searching for rain clouds in the blue, clear sky, but none ever came.

"The tale of the Dragon cannot be true," said old Mrs Greywhistle, the shopkeeper.

"It hasn't moved an inch, I swear," replied her customer, tapping an angry foot.

It was now too hot for the children to play out in the direct sun and they would gather under the shade of the trees, digging holes in the dust and snapping brittle twigs.

"The Dragon will help us soon," said one child.

"He must do Something," agreed another.

"I'm sure he will."

They all nodded in agreement.

A week went by with no change, the people struggling along as best they could. Some were getting cross at the Dragon and would cast angry, sideways looks at it when passing. The villagers were becoming skinny eyed and sullen.

Meanwhile, the children had a plan.

Quickly and quietly, they moved invisibly around town, picking and plucking at the fading flowers. With outstretched arms and bouquets up to their chins, they rustled over to where the giant rock lay, as still as ever.

The boys and girls placed bunches of flowers around the Dragon in a big circle. They scattered petals around its head and over its nose, then danced around and around it, skipping and chanting the rhyme that they all knew so well.

In Times of Trouble

The Dragon Will Wake

And Save the Village

By making a Lake.

The searing heat made them dizzy and fuzzy and finally they all fell in a sprawling heap at the bottom of the mound. They looked up at the rock.

Nothing happened.

A dry wind lazily picked up some flower heads and swirled them around. The air was thick with pollen and perfume. A stony grey nostril twitched.

"I saw something," cried the youngest boy.

They stared intently.

An ear swiveled like a periscope.

The ground began to rumble.

"Look out! Run!Run!"

The children scampered in all directions, shrieking and squealing, arms pumping with excitement.

The rumbling grew and grew.

The Dragon raised its sleepy head. It got onto its front feet and sat like a dog. It stood up and stretched, arching its long scaly back like a sleek tabby cat. It blinked and looked around with big kind, long lashed eyes.

And then its nostrils twitched and quivered again.

The older folk were alerted by the screams and shrieks. The ladies held up their long skirts to run and the men rolled their sleeves up and soon the whole town stood together in a tight huddle at the foot of the hill, staring up at the large beast with mouths held open.

"AHHHHH AAHHHHHHHHH!!"

The noise erupted from the Dragon.

"AHHHHH AAHHHHHHHHHHHHH!!"

The families gripped each other tighter and shut their eyes.

"AHHHHH CHOOOOOOOOO!!"

The sneeze blasted from the Dragon like a rocket, throwing it back fifty paces, causing a whirlwind of dust and dirt.

"AHHHHH CHOOOOOOOOOOOOO!!"

The second blast split open the dry earth, sending explosions of soil and tree roots high into the sky like missiles, and something else too ...

The people heard the sound but couldn't recognize it at first for it had been such a long time since their ears had heard such tinkling melody. As their eyes widened in wonder, their smiles turned into grins and then yahoos and hoorahs.

Water, cold, clear spring water, oozed, then trickled, then roared out of the hole, down the hillside and along the valley floor.

The torrent knocked over a farmer's haystack, but he didn't care.

The river carried away the schoolteacher's bike shed but she cared not a jot. It even demolished the Ladies Bowling Club changing rooms but they howled with laughter and slapped their thighs. When the flood sent pools of water out towards the golf course, filling up sixteen of the nineteen holes, the men just hooted and whistled and threw their caps up in the air.

What used to be a dirty, brown dust bowl, now gleamed and glistened in the sunlight, sending playful waves and ripples across the lake and inviting all to share.

"HMMMMM," sighed the Dragon sleepily, and showing his perfect movie star teeth. "Seeing as I'm awake ..."

And he lumbered forward with surprising grace and style and disappeared into the cool dark water with a small wave of a claw and flick of his tail.

They never saw him again.

After the families had restored and rebuilt the village, and set up sailing clubs for the children, and scuba diving for the grandparents, they erected a bandstand and monument in the spot where the Dragon used to lay. Every year to mark the occasion, they would bring garlands of flowers and herbs and arrange them in a big circle. The children would have the day off school, for it was known as 'Water Dragon Day' and wearing the dragon masks that they had been working on all week, would skip and clap and sing.

The Dragon helped Us

As We said He would Do

Hooray for The Dragon

Achoo, Achoo, ACHOOOO!

And that is the end of the story.

Short stories tugas yang harus dikumpulkan hari ini….credit goes to Ellena Ashley and east of the web

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Unirow 2007D All Star

Salah satu dari beberapa Best of the Best member from 2007D Atthok, lg mengikuti materi Kuliah dengan semangat…..

di sebelah kiri, Ocim (Ocim Igun Prasetya), sang Kepala Suku 2007D juga terlihat memperhatikan materi kuliah yang diajarkan dengan sungguh-sungguh…

Anto yang memiliki postur Atletis ini sangat menguasai Bahasa Inggris…dia sangat Antusias saat kuliah, ga’ ada yang menyangka kalo cowok yang memiliki tinggi badan ideal n’ juga smart ini ternyata sangat baik sm tman-tmannya….So, kalo ada yang kurang bisa bahasa inggris n’ sangat pengen belajar dengan pasti, jgn pernah berhenti berharap cowok ini bersedia membantu karena sepanjang yg q tau, asalkan ada niat, Atthok pst akan membantu….

selain cakep, pandai n’ baik hati,…..dia juga sangat konsisten,,,,meski kediamannya sangatlah jauh dari kampuz, dia pasti kan berusaha datang meski terkadang saat sampai di kampuz, ternyata ga’ ada kuliah….

namun ada NEGATIF yg terlihat dengan jelaz,… dia ga’ pernah terlihat dekat dengan siapapun (mksudq sama cewek,hehehe….) jgn2…..hahaha….(mksdq jgn2 ga’ pnya pacar……)

Q doa’in smoga kuliahnya cpt slesai n’ sgera tercapai cita-citanya….

Btw,da dua hal yang mengganjal d hatiq,…

1. Knapa mahasiswa yang brilian ini kuliah di Unirow,…adakah alasan atau pertimbangan serta pemikirannya knapa dia ada di UNIROW…?

2. Knapa dia selalu bersedia membantu temannya….?

Well, Q yakin aq pun ga’ akan bisa menjawabnya….Seiring waktu pasti semua akan tahu….

kalo pgn mengenal Ocim n’ Atthok, mereka bisa bisa dihubungi melalui facebook…..ato send an email to me and I’ll try to contact them for U.

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Lagi kuliah..

The situation in english class.
Mr. Mansyur was teaching syntax for english. 

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