critical thinking of " Scope of a Teacher’s Professional Role and Responsibilities for Student Assessment"

Standards for teacher competence in educational assessment of students

Scope of a Teacher’s Professional Role and Responsibilities for Student Assessment

I absolutely agree with the article about scope of a teacher ‘s professional role and responsibilities for student assessment, because it is suitable to apply in modern just now. Standards for teacher competence in educational assessment of students are very important to know, especially for the teachers their self, because the teachers should know, how to be a professional and responsible teacher for student assessment. If the standards applied in Indonesia, it will make education in Indonesia more effective, because the students will feel that they are appreciated by their teacher with assess their ability in a professional manner.

If the standards for teacher competence are applied, so the scope of a teachers’ professional role and responsibilities for student assessment will be structured, because the teacher will follow activities. Like the activities occurring prior to instruction, during instruction, after the appropriate instructional segment, until the activities associated with teacher’s involvement in a wider community of educators. During the activities, the teacher will guide the students to follow the instruction, so every students will be assessed, selected or evaluate depend on their ability.

The students will respect to the teacher when the teacher can give and extend the materials base on the student need. When the teachers convey the material in the class, and the students understand it, it will make the student love the teacher and his / her subject. This case posses the teaching learning process and the process of the teachers’ assessment. If the teachers can manage the class during the teaching learning process, it include scope of a teacher’s professional role and responsibilities for Student Assessment.

I hope that these standards for teacher competence will be applied in Indonesia, even though it is difficult to find a professional teacher for student assessment now days, but it must be. So if it will be, education in Indonesia can be stronger, and also the relation of teacher and the student will be closer. Where there is a will, there is a way.

Reaction paper of writing class

We have learnt about paragraph and essay. When we want to write about a topic in more detail, we can turn our paragraph into an essay. Paragraphs can be easily expanded to essay length. Similar to a paragraph, an essay   is also composed of three sections. These sections are an introductory paragraph, supporting paragraphs or a body, and a concluding paragraph.

The first paragraph in an essay is called the introductory  paragraph. The purpose is twofold: to get the reader’s attention and to introduce the subject of the essay to them-in that order. There are some types of  introductory paragraph, they are : anecdote, Interesting facts or statistics, historical introduction, and general to specific. An anecdote is a brief story that illustrates our topic. We can either base  this anecdote on our own experience or invent a story about someone else. Interesting facts or statistics  need to be aware of commonly known information. We can expand our knowledge of facts and statistics by carefully reading newspapers and  journals. Historical introduction, it simply provides general historical background. General to specific, it begins with a general statement of the larger topic, and then each sentence narrows it down until we get to the specific thesis statement.

In the last of introductory paragraph has a thesis statement. The thesis statement is the main idea for the whole  essay, and it frequently  shows ( directly or indirectly ) the number and the content of the body  paragraph  of the essay. A thesis statement has two main part : the topic, is the subject of the essay, what the essay is about. The controlling idea is what you are going to say about the topic. Normally, for any one topic there are many possibilities for controlling ideas. In addition, some thesis statements may also have a third component called a predictor. The predictor of the thesis statement tells the reader how many body paragraphs there will be in the essay and what their content will be.

            The last section of an essay is the concluding paragraph. This paragraph has a very  important function in our essay. Since it is the last paragraph to be read, we want our reader to leave with a clear understanding of what the point of our  essay is. A concluding paragraph consists of a summary of the points made in our body paragraphs, a restatement of the these statement, or a final comment on our topic. We can choose one these ways to end our essay, or we may choose two or three. The choice is ours as a writer. A concluding paragraph should never introduce new information about the topic of the essay. New information should go in another body paragraph, not in concluding paragraph.

            In conclusion, we have known  about how to make an introductory and a concluding paragraph in an essay. Introductory  paragraph  has to  introduce the subject of the essay. And the concluding paragraph, it makes a clear understanding of what the point of our essay. So, we can practice them, when we make an essay.

critical thinking of " More Unintended Consequences of High-Stakes Testing" (Gregory J. Cizek, university of North Carolina at Chapel Hill)

More Unintended Consequences of High-Stakes Testing

(Gregory J. Cizek, university of North Carolina at Chapel Hill)

The Long History High-Stakes Tests

In my opinion, the history of High-Stakes test was very cruel, because of relate the story of minimum competency exam that took place when the Gilead Guards challenged the fugitives from the tribe of Ephraim when they tried to cross the Jordan River. They would drag away and kill man, if they knew that man was a member of  the tribe of Ephraim, but he couldn’t  pronounce the “H”, when they demanded “Say Shibboleth”, he just said Sibboleth instead of Shibboleth.

It was not a fair, because some men had a good intelligence, but they couldn’t pronounce some word well, so they would die. It could undermine the mental of the man and made forty-two  thousand people of Ephraim died there.

I hope that Gilead Guards should have abandoned their test altogether because it was unclear whether  Ephriamites  really had opportunity to learn to pronounce “shibboleth” correctly, because we knew that the burden of so many oral examination was a top-down mandate, so it is not effective to keep doing the high-stakes tests. Whether the test had done for same reasons. I think will more effective, if they do  the  test base on their intelligence, or their ability, not  base on the pronouncing of “H”. 

critical thinking of journal "Listening Comprehension for Tenth Grade Students in Tabaria High School for Girls".

1.      Related  literature (theoretical background)

The researcher conducted a research about listening comprehension for tenth grade students in Tabaria  high school for girls. The researcher told that the role of listening  as tool for understanding and emphasized it as a key factor in facilitating language learning. I absolutely agree with this statement, because in my opinion listening will be a tool for understanding when someone talks to others. It is supported by a statement of Howatt and Dakim (1974),” listening is the ability to identify and understand what others are saying”. In this research, the researcher use terms of language processing that learners need access to both top-down as well as bottom-up processing strategies. It appropriate with the statement of Nunan in 1991, that Bottom-up processing strategies focus on the individual components of spoken and written messages, i.e. phonemes, graphemes, individual words and grammatical elements which need to be comprehended in order to understand messages. Top-down processing strategies, on the other hand, focus on macro-features of text such as the writer's or speaker's purpose, topic of the message, the overall structure of the text. When we use the term of bottom-up listening, it can help the listener use grammatical cues to organize the inputs into constituents, for example, in order to recognize that in the book which I lent you (the book) and (which I lent you) are major constituents rather than (the book which I) and (lent you). As well as the top-down listening strategies, on the other hand, involve the listener in assigning an interaction to part of a particular event, such as storytelling, joking, praying, complaining, assigning persons, places, and things to categories, inferring cause and effect relationships, anticipating outcomes, inferring the topic of a discourse, inferring the sequence between events, and inferring missing details. Listening  decode a message that the speaker is delivering, the listener must actively contribute knowledge from both linguistic and non-linguistic sources. In other words, listening is a two-way process involving reception, decoding of input, and production that involves predicting and compensating.

2.       Objective of the study

The objective of this study is to identify the reasons that make some female students in high school master the English language skills while other female students do not master it. Why this paper is focused for female, because I think the researcher want to know the main obstacles facing female students in deriving listening skills. So in this paper the researcher will answer  the following questions: What are the reasons behind attracting some female students to learn English while others do not show the same affection? What are the methods used in learning listening skills? And what are the difficulties facing those female students in learning listening skills?

3.      Methodology

The researcher distributed the questionnaire among Tenth grade students in Tabaria High School for Girls in the city of Irbid, Jordan. I think why the researcher focused his research in that school because the problems in listening have their origins in high school where few students have been the recipients of listening teaching. in my opinion, why the researcher used a questionnaire in this paper, because he want to find out the kind of methods used in teaching English skills and the kind of difficulties students face.

critical thinking of “Guidelines for selecting grading criteria”

Chapter 11                                          Grading and Student Evaluation

 “Guidelines for selecting  grading criteria”

            A teacher needs guidelines for selecting grading criteria when she/he evaluates a student in the class. The guidelines are needed by teacher to make an effective evaluation. When the teacher follows the rule of guidelines for selecting grading criteria, students will get their own satisfaction, because they know that the teacher does not provide the rating cause of something else, but it cause of their ability. I agree when all of components of final grade need to be explicitly stated in writing to student at the beginning of a term of study with a designation of percentages or weighting figures for each component. When in the first meeting, the teacher should give the percentages of every component that will evaluate in the class, and then the students will follow the rule of the class, so there is no misunderstanding between students and teacher’s evaluation.

            Teacher’s assessment in the class will make students change their behavior to be better, because they know that attitude is the important thing in evaluation, so they will do the best in the class to get the best score from the teacher. Motivation is essential for the student to change their behavior, and to increase the value of student. When the teacher gives a motivation, students will more interest to study, so the correlation between teachers and students in the class will more effective if the teachers follow the guidelines for selecting grading criteria.

short story

English department......

I don’t know why, I love this department, whereas I don’t have enough basic  in this mayor, as like as the other friends. They have enough skilled in this mayor, although there are some of them as like me.  It did not make me down, because I still keep my spirit to learn English more detail.

The important thing that can keep my spirit to study hard is my mom. When I feel tired to study, confused with the assignment, ashamed of my lack of ability, I always occur to my mom. All of my feeling such as tired, confused, and embarrassed change to  be a new spirit that came from  inner self, and it support me  to be better  person for my mom and people around me. Therefore, my mom is the biggest spirit in my life, and my mom is also the reason why I am staying here now.

In English department, I have some difficulties, whether adapt it in English environment, with my friend, or in teaching learning process. These things are usually met by the other of my friends, but all of us have different difficulties. There are four important components in English, there are speaking, listening, writing, and reading. The all of these things have relation or connection each other. When we join in English department, we will learn English detail.  So when we have some difficulties in English, we have to study harder than others to make sure that we have same level with our friends.

In short, if we have some difficulties in English, we have to more practice all of the component of English, because English is foreign language.  Keep our spirit! And think  one thing that will keep your spirit!

Thank you!

summary of Wuthering Heigths Chapter 1 to 3

WUTHERING HEIGHTS

by Emily bronte

Wuthering Heights is the name of Mr. Heathcliff’s dwelling. There is someone who name Mr. Lockwood, want to rent Wuthering Heights. He comes to Mr. Heathcliff’s dwelling to check the building which will be his rental house. When he came there, he paused to admire a quantity of grotesque carving lavished over the front, and especially about the principal door, above which among a wilderness of crumbling  griffins and shameless little boys, he detected the data “1500” and the name “ Hareton Earnshaw.” Mr. Lockwood wants to ask about the history of that building, but he is not sure, so he does not do it.  When he got into the Wuthering Heights, he noticed every room carefully. Then, he spent his time for a while and came home.

The next day, after finishing dinner, Mr. Lockwood decided to return to Wuthering Heights. When he arrived there, he felt annoyed, because he was not in welcome with a friendly by host. After a moment, he decided to stay there, because of the weather is still bad, and he asked someone to show the way home, but there is no one who want to do it. During he stayed there, there has been a mess, one of them is Mr. Lockwood was flown by two hairy monsters, and it made him hurt. Afterward, Zillah is the domestic servant, helped Mr. Lockwood to treat his injuries. And then, she brought him into the Mr. Heathcliff’s secret room. When Mr. Lockwood took a rest there, he looked and read some books about Catherine Earnshaw, Catherine Haethcliff, and Catherine Linton. After reading the books, he had a strange dream about Wuthering Heights. Later, he woke up, because of the branches of trees on the window. When he looked at the window and stretched an arm out to seize the importunate branch, instead of which his fingers closed on the fingers of a little, ice-cold hand. He was frightened, and then he shouted loudly. Then Mr. Heathcliff came and scolded him, because Mr. Lockwood dare to come to his room. After the incident, Mr. Lockwood back to his house and asked to his maid everything about his neighbors.