Group Task Lecturer

Group II Dr. Raida Johar, MA.

TEFL II
“MID-TEST”

ROBI ESHA AKHMADI

SAMSUL WAHID
RONALD NADEAK
TULUS FIRNADO
REVIKA PUTRA

ENGLISH STUDY PROGRAM

LANGUAGES AND ARTS DEPARTMENT
TEACHERS’ TRAINING AND EDUCATION FACULTY
RIAU UNIVERSITY
2008
 CONTEXTUAL TEACHING AND LEARNING MODEL

1. Identification
Subject : Bahasa Inggris
Class : VII
Semester :I
Time : 2 x 40 minutes

2. Competency
SK : Memahami makna dalam teks tulis fungsional pendek sangat
sederhana yang berkaitan dengan lingkungan terdekat.
KD : Membaca nyaring bermakna kata, frasa, dan kalimat dengan
ucapan, tekanan, dan intonasi yang berterima dan
berkaitan dengan lingkungan terdekat.
Indikator : - Melafalkan kata, frasa, dan kalimat dengan baik dan benar
- Membaca kata, frasa, dan kalimat dengan intonasi yang benar
dan nyaring
- Mengindentifikasi berbagai informasi dalam teks

3. Learning Material
Teks : “Agus’s School”

Hi! My name is Agus Setiawan. I am a student of SMP

35 Jakarta. I’m in the first year.
My school is very large. It has many rooms. There are 19
classrooms, two canteens, a teacher-office, a laboratory, a
large library, five restrooms, and a computer room. There is
also a large garden and a large school yard. Look I have the
map of my school!
SCHOOL MAP

Bath
Room
CAFETARIA

Class Class Bath

1.1 1.6 Bathroom Room
Laboratory
Bathroom
Class Class Class
C 1.2 2.1 3.1
Teacher
A
Room Library
F
Class Class Class
E
1.3 2.2 Computer 3.2
T
A Room
R Class Class Class
I 1.4 2.2 3.3
A
Class Class Class
1.5 2.3 3.4

Bath Class Class

Room 2.4 3.5

Class Class Class

2.5 2.6 3.6

4. Scenario
CTL techniques that we use:
 Constructivism
 Modeling
 Community Language Learning
 The Scenario:
1) First, the teacher asks the students what they know about school building
(for example; library, labor, headmaster office, etc). Then, the teacher asks
them about what kind of building exist in our school, and let them write
the name of type buildings which they know.
2) When they write the name of school building. The teacher asks them; what
do they know about that building? Is our school has that kind of building?
Do they ever see that kind of building? etc.
3) Give them the text and map. Ask them to notice the map. Ask them; is
there any building that they do not know yet? Or, is there any our school
building which do not exist in the map? Let them construct their
knowledge.
4) Second, the teacher (as a model) read the text in a louder and strong voice.
The teacher should notice her/his pronunciation and intonation –must right
and clear-.
5) Then, the teacher will instruct some students who are better than the other
students to read the text. Ask them to read the text in a good pronunciation
and intonation. If they make mistake, the teacher will correct it.
6) Third, the teacher divide the students into several groups –notice that the
teacher divide them in a balance group; each group has at least one smart
student, one ordinary student, and one slow student-.
7) Then, each group practice among them. Smart student will guide slow
student to read the text in a good way. The teacher walks around the class
and notice her/his students activity. If they need help, the teacher will help
them.

5. Sources
Akhmadi, Ali, And Ida Sarifa. Smart Steps. Jakarta: Ganeca Exact; 2007
6. Evaluation
a) Ask the students to read the text in front of class. The teacher checks
students’ intonation and pronunciation!
b) Give the MAP without detail
c) Complete the following sentences based on the MAP above. Use the
words in the box

Behind, beside, in front of, between, beside

1) The restrooms are… the library

2) The teachers’ office is…the laboratory and the library.
3) The computer room is…the canteen.
4) The teachers’ room is…the classroom.
5) The library is… the restrooms.

Dalam penilaian, guru tidak menggunakan soal diatas sebagai patokan utama.
Tapi guru juga mengamati keaktifan, kreativitas, dan penampilan siswa dalam
membaca teks dengan benar.