Arzal\'s UNG-related Collections

Boston Experience has been a great experience I have had during this year.

28 – 31 January 2010 : We had a visa Briefing and Interview, pre-departure Training in Relo Jakarta organized by IIEF Jakarta. Since I had got my 5-year US visa, I did not have to go to the US Embassy to do interview.  I did Passport Renewal and Exit Permit from DEPLU, BKLN. I was helped by Pak Hamdan in BKLN DIKNAS Jakarta. I got an 1-year extension for my official passport.

Departure to US

A group of Indonesian-TESOLERS gathered in Hotel Transit Jakarta to have a pre-departure briefing and per-diem. I arrived at this hotel on the 19th march, and had 1 night stay. I met the other 10 grantees from other ELF-host universities, plus Ibu Rathma our Cheveron from IIEF Jakarta.

We checked out from this hotel around 6 pm on the 20th March 2010. We then went to the International terminal of Soekarno -Hatta airport of Jakarta to do check in and immigration check. I got a free-tax stamp on my passport from the custom post. “Pak, tolong dipastikan bagasi kami langsung ke Boston ya”, I said to the check in counter staff. We were only allowed to bring 23-kgs baggage each, with the total 2 baggages.

Here’s our flight information:

JL 725       20 March       Jakarta-Narita            22.10 – 07.20

We took off from the Jakarta airport heading to Tokyo Narita Airport at 10 pm for 7 hours. The time difference between Jakarta and Narita is 2 hours. We had 11 hour-transit time in Narita. A window shopping was a good option to do.

UA 989W 21 March       Narita- Washington    16.20 – 15.24

The United took off from Narita around 4.30pm, experiencing lots turbullance along the way. The pilot often reminded the passengers to fasten the seat belt due to this turbullance. “This is the time for the flight attendant to be seated”, the pilot announced from the cockpit when the plane was quite shaking after 5 hours flying. Thanks God, everything was fine.  Indeed, we flew over the Pasific Ocean which separates Asia continent and America. I remained seated and watched the movie program from the small monitor in front of me. I also sometimes checked the map route from this monitor. “Excuse me, what do you like to drink?” a friendly flight attandent approached our seat to offer meals and drinks for the inflight service. “Mineral water, please.” After 13 hours flying, the United Airlines finally landed safely at The International Airport Dulles (IAD)-Washington”.

UA 804W 21 March       Washington- Boston   22.15 – 23.49

“what is your purspose to visit US?” the custom immigration asked me when we entered the security and custom check. “I would like to attend the teacher conference, sir” I answered.

UA 201W 28 March        Boston – Washington 06.00-07.41

UA 803W 28 March        Washington- Narita   12.43- 15.30

UA 803W 29 March        Narita- Singapore       17.50-23.55

SQ 952     30 March        Singapore- Jakarta      07.50-08.250

Program Kegiatan:

Akomodasi Hotel

Selama di Boston, rombongan akan menginap di:

Renaissance® Boston Waterfront Hotel

606 Congress Street Boston, Massachusetts 02210 USA

• Phone:  1-617-338-4111
• Fax :  1-617-338-4138
• Sales:  1-617-338-4111 ext. 6500
• Toll-free:  1-888-796-4664

Sebelum keberangkatan kami akan membagikan Daftar Pembagian Kamar.

Biaya kamar (room-rate) selama menginap di hotel tersebut sudah dibayar, namun itu tidak termasuk:

-       Sarapan (breakfast)

-       Pemakaian telepon

-       Pemakaian internet

-       Pay-TV

-       Biaya Laundry

-       Airport Transport

-       Biaya Penggunaan Keperluan Pribadi lainnya

REPORT

1. Tulisan Reflektif singkat yang berisi:
   1. kesan dan pesan
   2. manfaat yang Anda rasakan dari keikutsertaan Anda pada Konvensi TESOL ini
   3. saran2
   4. rencana ke depan setelah kembali ke Indonesia
2. Jurnal Singkat yang menggambarkan aktifitas Anda dari Day 1 sampai hari terakhir. Ini tidak perlu panjang, hanya berisi:
   1. Sesi2 yang dihadiri pada hari tersebut
   2. Apa yang Anda pelajari dari sesi2 tersebut
3. Laporan PCI sessions yang dihadiri
4. Laporan Site Visit
5. Plans utk Institusi (misalnya: rencana utk membuat Internal Workshop, dsb)
6. Daftar Judul Buku Yang Dibeli (beserta receipt dalam Lampiran)

http://www.surveymonkey.com/s/XYTRJJ9

Berikut cara-cara menulis reference list yang ada di skripsi. Bagian ini akan diupdate lagi mengenai bagaimana menulis referensi dari internet.

Mengutip dari Buku

Format penulisan refererensi dari buku adalah Nama Akhir <koma> Kapital letter nama awal<koma>. (tahun). Judul buku. Kota: Penerbit

Allwright, D., & Bailey, K. M. (1991).  Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.

Stryker, S. B., & Leaver, B. L. (Eds.). (1997).  Content-based instruction in foreign language education: Models and methods.  Washington, D. C.: Georgetown University Press.

Echevarria, J., & Graves, A.  (1998).  Sheltered content instruction: Teaching English-language learners with diverse abilities.  Boston: Allyn and Bacon.

Johnson, R. K., & Swain, M. (Eds.). (1997).  Immersion education: International perspectives.  New York: Cambridge University Press.

Carrasquillo, A. L., & Rodriguez, V. (1996).  Language minority students in the mainstream classroom.  Bristol, PA: Multilingual Matters.

Cloud, N., Genesee, F., & Hamayan, E.  (2000). Dual language instruction:  A handbook for enriched education.  Boston: Heinle & Heinle.

Clegg, J. (1996).  (Ed.).  Mainstreaming ESL: Case studies in integrating ESL students into the mainstream curriculum.  Clevedon, UK: Multilingual Matters.

Echevarria, J., Vogt, M. E., & Short, D. J. (2000).  Making content comprehensible for English language learners: The SIOP model.  Needham Heights, MA:  Allyn and Bacon.

Mengutip dari Jurnal

Pengarang. (tahun).Judul tulusan. Nama Jurnal, Vol (Issue Number), Pages.

Andrade, M. S., & Makaafi, J. H. (2001).  Guidelines for establishing adjunct courses at the university level.  TESOL Journal, 10(2/3), 33-39.

Heyden, T. (2001).  Using sustained content-based learning to promote advanced ESL writing.  TESOL Journal, 10(4), 16-20.

Bunch, G. C., Abram, P. L., Lotan, R. A., & Valdes, G. (2001).  Beyond sheltered instruction: Rethinking conditions for academic language development.  TESOL Journal, 10(2/3), 28-33.

Mengutip Tulisan Author dari Book yang pengarangnya banyak

Carson, J. G. (2000).  Reading and writing for academic purposes.  In M. Pally (Ed.), Sustained content teaching in academic ESL/EFL:  A practical approach (pp. 19-34).  Boston: Houghton Mifflin.

Goodwin, J. M. (2001).  EAP support for matriculated university students.  In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach:  Local perspectives on English language teaching (pp. 259-280).  Ann Arbor, MI:  University of Michigan Press.

Grabe, W., & Stoller, F. L. (1997).  Content-based instruction: Research foundations. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 5-21).  White Plains, NY: Longman.

Brinton, D. M. (2001).  A theme-based literature course:  Focus on the City of Angels.  In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach:  Local perspectives on English language teaching (pp. 281-308).  Ann Arbor, MI:  University of Michigan Press.

Janzen, J. (2001).  Strategic reading on a sustained content theme.  In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach:  Local perspectives on English language teaching (pp. 369-389).  Ann Arbor, MI:  University of Michigan Press.

Mendelsohn, D. (2001).  Canadian language and culture: A course for nine academic credits. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach:  Local perspectives on English language teaching (pp. 309-327).  Ann Arbor, MI:  University of Michigan Press.

Met, M. (1998).  Curriculum decision-making in content-based language teaching.  In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 35-63).  Philadelphia, PA:  Multilingual Matters.

Nelson, G., & Burns, J. (2000).  Managing information for writing university exams in American history.  In M. Pally (Ed.), Sustained content teaching in academic ESL/EFL:  A practical approach (pp. 132-157).  Boston: Houghton Mifflin.

Numrich, C. (2001).  Theme-based instruction: Fieldwork in a small Connecticut town.  In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach:  Local perspectives on English language teaching (pp. 390-408).  Ann Arbor, MI:  University of Michigan Press.

From more resources about APA Citation Style, click here

Speaking III

Semester Genap 2010

Fakultas Sastra dan Budaya

Universitas Negeri Gorontalo

Lecturer:1) Arzal, S.Pd.,M.App.Ling; 2)Julianne Reynolds, M.A.

Email:1)arzal@ung.ac.id  2) julianne.reynolds@gmail.com

Class Description: The overall goal of this course is to help you develop your discussion and presentation skills in spoken English.

Materials:

Anderson, K., Maclean, J., Lynch, T. (2004). Study speaking: A course in spoken English for

academic purposes. Cambridge: Cambridge University Press.

Klippel, F. (1984). Keep talking: Communicative fluency activities for language teaching.

Cambridge: Cambridge University Press.

RADIO TALKS

We will have radio talks on CIVICA Radio and Pro2 FM RRI. You will be invited to talk in that program as a guest. For those who are not becoming a guest at that time, please stay tune and give comments/questions by calling your friends on air. I will also listen you from my radio stereo at home. Good luck and enjoy.

Objectives:

• To participate in class discussions and role plays
• To practice giving both impromptu and prepared speeches
• To be able to evaluate classmate’s speeches
• To become familiar with standard speech acts (agreeing, disagreeing, etc.)
• To become competent at using strategies (circumlocution, hesitation devices, etc.)
• To be able to give an oral group presentation

Course Outline

Assignments:

1. Class Participation (30 points) – You will be required to participate in a number of speaking activities IN CLASS. For each day you are absent without prior notice, you will lose 5 points. If there is some emergency and you cannot attend class, please notify me IN ADVANCE.  If class is rescheduled for another time, you are still expected to attend. If this is impossible, please notify me IN ADVANCE that you will be absent.  If you notify me IN ADVANCE of your absence, I will only take off 2 points instead of 5. (Do not tell a friend to tell me that you are sick. Notify me yourself. A quick text message is all it takes.)

2. Prepared speeches (30 points) – You will be required to give a short (2 to 3 minute) prepared speech on a topic of your choice from a given list. You cannot read from a piece of paper. You must look at your audience and use notes. You must be prepared to answer questions from the class. You will also be required to pay attention to your classmate’s speeches and fill out an evaluation form for each classmate.

3. Final presentations (40 points) – You will be required to present in groups on a topic of your choice from a given list. You will be required to have a visual aid, such as a poster or a PowerPoint as part of your presentation. You will also prepare and distribute a one page handout that summarizes the main points of your presentation. You must be prepared to answer questions from the class. Each group will have 15 minutes for their presentation.

Assessment:

1. Class Participation = 30%

2. Prepared Speech = 30%

3. Final Presentations = 40%

TOTAL POINTS = 100

A = 85-100 points (85-100%)             Excellent

B = 70-84 points (70-84%)                 Good

C = 55-69 points (55-69%)                 Fair

D = 0-54 points (0-54%)                     Fail

If you have any questions, you can post them on the bellow comment box. Thank you

SPEAKING I Description

DEPARTMENT OF ENGLISH, UNG

SEMESTER GENAP 2010 (22 FEB – 9 JULY 2010)

The course description contains information about:

1.  Instructor

2.  Course Goals

3.  Course Components

4.  Assignments and Grading

5.  Course Timeline and Topics

1.  INSTRUCTOR:    1) Arzal, S.Pd.,M.App.Ling  arzal@ung.ac.id

2) Titien F. Mohamad, S.Pd.,M.App.Ling

3) Mawasti Santika, M.Pd

4) Ivan Polontalo, M.Ed

Office Hours : 8 am – 4 pm (or by appointment, by email. NO SMS, PLEASE! Unless in emergency case)

2.  COURSE GOALS

By the end of this course, participants should be able to:

• Demonstrate their competence and communication/speaking skills for the General purposes/context.

•  Perform the speaking aspects i.e. accuracy, fluency, comprehension, and vocabulary to their speaking activities,

•  integrate their cultural understanding and international perspective/values on their speaking activities

3.  COURSE COMPONENTS

•  Readings on current issues from online journals, reports, and guides, which are copyright-

compliant, available at no additional cost.  Articles can be read online or offline.

•  Weekly Integrated Speaking activities, including regular meeting activities syllabus and outreach programs.

• Weekly assignments to practice and apply course concepts and materials.

4.  ASSIGNMENTS AND GRADING

This class uses the standard grading system of the Department of English (Buku Panduan Akademik, 2009), as follow:

85 – 100  = A   (Excellent)

70 – 84    = B   (Good)

55 – 69    = C  (Pass)

50 – 54    = D  (Credit)

< 50         =  E (No Pass)

Participants will receive a final score (maximum = 100%) at the end of the course.

Scoring system. Participants will each receive an overall percentage score for this class based on

work in three areas:

• Weekly Integrated Speaking Activities (30% of the total grade)

• Mid Test / Project Task 1 (30% of the total grade)

•  Final Test / Project Task 2 (40% of the total grade)

Weekly Integrated Speaking Activities:  Participants will complete a series of integrated speaking activities tasks. They then individually or in group contribute to weekly activities based on the syllabus and give substantive comments to their partner/ or group discussion.

Mid Test (Project 1). The participant will perform a poster presentation based on the various topics on their interests. The presentation will last no more than 20 minutes including Question and Answer. Peer-feedback will be applied and be considered on the grading system.

Final Test (Project 2).  The final project contains group work performance (max 5 participant each group). It could be a drama, story-telling based performance, opera, theatrical show, etc. with the performance duration no more than 20 minutes.

Participants should fulfill the minimum attendance of 75% (5 times absence will cause failure to this course). NO EXCUSE!

5.  COURSE TIMELINE AND TOPICS

Siang ini, 10 Februari 2010, Professor Moon Otoluwa dan Professor Hamzah Achmad dikukuhkan melalui prosesi sidang Senat Terbuka Universitas Negeri Gorontalo di Gedung Serba Guna.

Prof. Nelson, selaku Rektor Universitas Negeri Gorontalo mengemukakan data peningkatan jumlah Pofessor di Universitas Negeri Gorontalo di 10 tahun terakhir. Sampai saat ini menurut Nelson, jumlah Professor kita akan mencapai 20 orang seperti yang ditargetkan akan menjadi 25 di tahun 2010 ini diluar Professor Emeretus yang telah ada sejak 2001. Profesor Moon dan Professor Hamzah menjadi Professor ke 13 dan ke 14 di deretan Professor di Universitas Negeri Gorontalo.

Di depan Anggota Senat, para unsur Muspida  dan para undangan Professor Moon menyampaikan orasi ilmiahnya dengan judul ” Understanding and Doing the Action Reseach as a Scientific Study”.

Sedangkan Professor Hamzah mengangkat topik “Pengetahuan Lintas Budaya, ditinjau dari Unsur Bahasa”.

sekali lagi Selamat buat professor Moon dan Professor Hamzah, ditunggu kontribusi Bapak Ibu untuk almamater tercinta dan masyarakat. amin

Bulan September 2009, Kedutaan besar U.S melalui RELO Jakarta meminta Jurusan bahasa Inggris mengirimkan daftar calon peserta calon peserta online course yang diselenggarakan oleh Oregon universitas

Nama dari course ini adalah Critical Thinking dengan instruktur Dr. Deborah Healey. Saya (alternate candidate, dari pak Rizal) bersama pak maman mengisi formulir online aplikasi, dan setelah menanti, tibalah email konfirmasi dari Oregon yang menyatakan bahwa kami berdua dinyatakan lulus dalam aplikasi.

Arzal_F09_Critical_Thinking_Acceptance_Letter

Critical Thinking course dilaksanakan via online, dengan metode:

1. Readings: setiap minggunya, instruktur kami memposting dokumen-dokumen maupun link ke Google site, untuk selanjutnya kami baca.

2. Discussions: Setelah membaca, setiap peserta wajib memberikan komentar at least 1 untuk diskusi di discussion board. Kita juga diwajibkan memberikan komentar terhadap pendapat orang lain dalam diskusi, serta merujuk ke at least 1 referensi dari bahan bacaan yang dipost oleh instruktur, atau dapat juga mengambil refernsi dari sumber lain yang terpercaya.

3. Assignments: Setiap minggu, peserta mendapatkan tugas  yang harus disubmit paling lambat hari senin waktu Jakarta.

Online course ini dilaksanakan selama 9 minggu dari tanggal 4 Oktober 2009 – 5 Desember 2009.

Setiap peserta mendapatkan sertifikat dari Oregon University.

The Lembaga Bahasa Internasional, Fakultas Ilmu Pengetahuan Budaya, Universitas Indonesia (LBI FIB UI, the International Language Institute, Faculty of Humanities, University of Indonesia) with RELO support has published a teacher’s resource manual to help elementary school English language teachersdeliver their lessons more creatively and effectively.

We are very pleased to attach a copy of “Becoming a Creative Teacher: A Manual for Teaching English to Indonesian Elementary Students,” developed by LBI-FIB-UI. Please feel free to print a copy and use it for your classroom!

” Becoming a Creative Teacher” consists of 15 modules.
- The first module is a brief overview of understanding the characteristics and needs of young learners.
- The second module focuses on lesson planning which is the most important element in teaching preparation.
- The third module focuses on classroom management which is at the heart of any teaching practice.
- The next four focus on the four language skills (listening, speaking,reading, writing) and grammar and vocabulary; these are followed by five modules on teaching techniques which are especially useful in the elementary classroom.
-  Modules 13 and 14 examine the broader issues of multiple intelligences and the use of basic multimedia.
- The final module, Module 15, offers information and ideas for assessing students.

The writers made every effort to offer sound pedagogy and practical applications that will work in an Indonesian classroom.  The modules were field tested through workshops and feedback from teachers before final revisions were made. One thousand copies of the manual have already been distributed to 1000 primary schools all over Indonesia.

“Becoming a Creative Teacher” is also available for free downloading at http://www.lbifib.ui.ac.id to give other schools and English teachers the opportunity to make use of the manual.

Have a great class!

Berdasarkan pembahasan bersama tim penyusun kurikulum Program Life Skill di UNG, Pusat Bahasa dan Penyiapan Studi Luar Negeri akan bertanggung jawab melaksanakan program Pendidikan Life Skill: bahasa Inggris.

Berikut Informasi secara lengkap tentang program dimaksud:

a. Standar Kompetensi Lulusan

Setelah mengikuti program ini, peserta dapat:

1)  berkomunikasi aktif dalam bahasa Inggris dengan menggunakan 4 keterampilan berbahasa yang dimiliki, yaitu: Listening, Reading, Writing, dan Speaking baik untuk tujuan komunikasi secara umum, maupun dalam konteks akademik.

2) Mengaplikasikan pemahaman lintas budaya (cross cultural understanding) dalam komunikasi yang dilakukan baik secara lisan maupun tertulis.

b. Struktur Kurikulum dan Materi

Klik Syllabus curriculum for English Soft Skill untuk melihat kurikulum dan materi

c. Penilaian

Program Life skill menggunakan sistem penilaian yang komprehensif, lengkap dan fleksibel. Berikut detail tentang sistem penilaian yang dipakai dalam program life skill bahasa Inggris ini:

1) Self-assessment: penilaian ini akan dilakukan oleh siswa sendiri secara fleksibel pada setiap unit materi dan pertemuan. Area cakupan penilaian meliputi materi yang diikuti pada pertemuan tersebut.

2) Oral Quizzes and Written Quizzes: dilakukan secara terstruktur oleh instruktur dalam pemberian tugas, kuis, dan project yang akan dilakukan pada setiap kali pertemuan, pertengahan periode dan akhir.

3) Final Test: Penilaian ini sekaligus akan menentukan kelulusan peserta dengan harus memenuhi passing grade yang ditentukan oleh Pusat Bahasa.

Selain penilaian di atas, Pre-test (Placement test) akan dilakukan di bagian awal pada saat peserta mendaftarkan dirinya. Placement test ini dilakukan untuk menentukan level yang tepat bagi peserta dan juga menentukan lamanya waktu program yang harus diikuti oleh peserta.

d. Sertifikasi

Setelah para peserta mengikuti Final Test, Pusat Bahasa akan mengeluarkan Certificate of English Life Skill Program Completion di bagian akhir program. Sertifikasi ini dikeluarkan apabila peserta telah memenuhi kriteria passing grade yang ditetapkan oleh pusat Bahasa. Apabila, peserta belum memenuhi kriteria tersebut, maka Pusat Bahasa akan merekomendasi peserta yang bersangkutan untuk mengikuti intensive tutorial yang disediakan oleh pusat bahasa dengan rentang waktu berdasarkan hasil final test.

e. Penjaminan Mutu

Sistem penjaminan mutu dilakukan terhadap beberapa aspek:

1) kualitas pembelajaran

2) kualitas materi dan sistem penilaian

3) kualitas peserta didik

4) kualitas tenaga pengajar dan tutorial

5) kualitas fasilitas pembelajaran

f. Tenaga Pengajar

Tenaga pengajar yang akan dilibatkan dalam program ini adalah tenaga pengajar dari Jurusan Bahasa Ingggris UNG, alumni dan tenaga pengajar dari Institusi lain  yang akan diseleksi berdasarkan kriteria yang ditetapkan oleh Pusat Bahasa. Kriteria tenaga pengajar akan mencakup: interpersonal, social, managerial and leadership,  teaching capacity, language competence and cross cultural perspective.

Sebelum ke Pengurusan paspor Biru, berikut penjelasan untuk mendapatkan paspor Hijau.

Paspor hijau didapatkan di kantor imigrasi wilayah setempat. Sehingga pengurusannya jauh lebih cepat. Silahkan langsung ke kantor imigrasi wilayah Gorontalo dengan membawa beberapa dokumen berikut:

1. KTP

2. Kartu Keluarga

3. Akta Lahir

4. Ijasah

5. Buku Nikah bagi ys sudah menikah

6. Rekomendasi atasan.

Pengurusan sesuai SOP dapat dilakukan 3 hari efektif.

Paspor Biru

Berikut informasi bagi bapak ibu dosen yang ingin mendapatkan paspor biru:

Bagi seorang pegawai negeri khususnya dosen yang bepergian ke luar negeri dengan biaya pemerintah, tampaknya menjadi keharusan untuk mendapatkan surat Persetujuan Pemerintah RI lewat Sekretariat Negara.

Berikut beberapa dokumen perjalanan yang dipersyaratkan secara umum:

1. Surat Persetujuan Pemerintah R.I

surat ini merupakan surat resmi dari pemerintah RI. Menurut keterangan yang didapatkan pada BIRO KLN Diknas, banyak kasus menunjukkan seringkali SP ini tidak terdokumentasikan dengan baik oleh pihak yang melaksanakan perjalanan dinas luar negeri, sehingga menimbulkan kesulitan bagi yang bersangkutan ketika diperlukan.

2. Paspor Dinas

Paspor ini sering disebut paspor biru, diterbitkan oleh Departemen Luar Negeri RI melalui Direktorat Konsuler

3. Exit Permit

Exit permit ini akan dicap dipaspor biru kita sebagai pertanda ijin berangkat keluar negeri. Biasanya berjangka waktu 2 bulan.

4. Visa

Untuk perjalanan ke negara2 selain ASEAN, visa merupakan keharusan. Untuk mendapatkan visa dan informasinya, silahkan dapat menghubungi kedubes negara tujuan.

Untuk tata cara mendapatkan Paspor biru dan Surat SETNEG, dapat menghubungi BKLN Diknas, atau untuk UNG informasinya dapat menghubungi Pusat Bahasa atau bisa email ke arzal@ung.ac.id