Thursday, July 18, 2019

XIAOMI MI BAND 4

Diposkan oleh KADRY BONJOLY di 2:28 AM 1 komentar

XIAOMI MI BAND 4
Untuk semua pencinta olahraga seperti jogging dan running maka saya merekomendasikan banget produk Mi Band 4.  Mi Band 4 merupakan  pegembangan dari pendahuluannya, Mi Band 3. Produk yang mirip dengan jam tangan ini mempunyai tiga versi, dan versi tertingginya memiliki fitur NFC (Near Field Communication) Teknologi yang dimana kita bisa berbagi file seperti dokumen, audio, gambar secara efisien ,selain itu Fitur NFC juga dimanfaatkan untuk pembayaran secara digital.
Smartband terbaru dari Xiaomi ini  memiliki layar warna AMOLED 0,95 inci dengan resolusi  120x240 dan kaca anti gores  2.5D. Selain itu, degan adanya 77 fitur tema yang berwarna-warni untuk personalisasi tambahan. Layar tersebut mampu menampilkan  pesan teks dari smartphone , seperti SMS, WhatsApp, dan sejumlah notifikasi lainnya .
 Fitur terbaru Mi Band 4  memiliki sensor detak jantung dan sensor 6-axis untuk mendeteksi berbagai gerakan yang dilakukan oleh pengguna, seperti pendeteksi kegiatan berenang. Selain lebih pintar  dari versi sebelumnya, Mi Band 4 juga turut membekali perangakat tersebut dengan fitur asisten digital XiaoAI.
Fitur XiaoAI ini bisa dimanfaatkan  untuk mengontrol perangkat smartphone home besutan Xiaomi. Di bidang multimedia, tak ketinggalan  fitur yang  dapat mengontrol music yang sedang  diputar di smartphone  pengguna.  Dalam bidang konektifitas, gelang  canggih  tersebut mengandalkan konektifitas Bluetooth untuk menyambungkan  perangkat dengan smartphone.
 Xiaomi mengklaim bahwa Mi Band 4 dapat bertahan hingga 20 hari dalam sekali pengisian penuh Mi band 4 juga dapat digunakan di air dengan kedalaman hingga 50 meter.
Harga kisaran Mi Band 4 dibanderol seharga RP489.000 untuk teman-teman yang menyukai versi NFC dan RP445.000 untuk versi tanpa NFC(NearField Communication).

~E.F~



Friday, September 1, 2017

OPEN MINDED

Diposkan oleh KADRY BONJOLY di 5:16 AM 0 komentar

 OPEN MINDED
BY : FEBRIAN CUBRA

Open minded is one  of the human personality. It’s can include some good and bad effect. Actually,  Openminded can help people in resolving the problem. Whith open minded we can share whith friends, so we can enjoy the problems with it. But in other side open minded also give some bad effect to each people. Such as by open minded someone talk the bad of someone to others. It’s will outcome something bad in relationship. In the al-qur’an Allah said  : 
Mock, ridicule other people, some people gossip about his brother with the mock, ridicule. The unlawful act. Allah Subhanahu wa ta'ala says: "Let not a people deride the other, maybe they (who mocked) it's better than them." (QS.Al Hujurat 49: 11)
From the ayat of al-qur’an above, we can take that don’t ever talk the bad of someone. Because someone who we talk can be more better than us. It’s fine if we be open minded, but don’t do it over !!!. as we know something that we do with word “over” will be outcomes something bad.
In this life, we need some one who open minded. Not only our self but also all of people. If someone has personality that open minded we can know, when he got some problems, when he sad and so many else, because he/she will talk it. So we can help him and make our relationship better. Especially for our self when we got some prolems, like I talk above we can sharing with our friends when we got some problems, and also we aks our firend if we need some helps. However, it’s depend on us, sometime open minded gave positive effect but sometime it gave negative effect.
So, we the explanation above we can conglude that open minded is kind of personality that can give positive effect and also negative effect.

Tuesday, January 14, 2014

SYLLABUS DESIGNING

Diposkan oleh KADRY BONJOLY di 4:52 AM 0 komentar

CHAPTER I
INTRODUCTION

In prepare learning, we need to construct a syllabus. Syllabus is a plan about what will be taught in class by a teacher, and what goals that must achieve by students in a period of studies. To achieve our goals, we need to design the syllabus as good as possible. There are many types of syllabus that can be developed by teacher, and every type needs to mix with others. In designing syllabus, we need some guidelines to make it. In recent day, there are current trends in syllabus design. This paper will discuss about syllabus designing, the types of syllabus, the guidelines, and the current trends in syllabus design.












CHAPTER II
SYLLABUS DESIGNING

A.    Definitions of Syllabus
Syllabus is kind of things that teachers must be done before they teach a class. Syllabus is a set of plan of what will be taught at class, what should be taught first, second, and so on.
There are some definitions of syllabus from experts:
1.      Hutchinson and Waters in Robberto Rabbini (2002), syllabus is a statement of what is to be learn.
2.      McKay in Brown (1995:7) stated that syllabus provides a focus for what should be studied, along with a rationale for how that content should be selected and ordered.
3.      Yalden in Robberto Rabbini (2002), a syllabus can also be seen as a “summary of the content to which learners will be exposed”.
4.      Richard, Jack C (2001), a syllabus describes the major elements in a course, and provides the basis for instructional focus and content.
5.      Nunan in Cheng Xiaotang, say that syllabus is more localized than curriculum, and is based on the accounts and records of what happen in the classroom.
Syllabus is a set of plan but more specific than curriculum. It can guide teacher and learner by providing some goals to be attained.
B.     Types of Syllabus Design
In designing a syllabus, there are so many models that have been developed by many teachers in language teaching. There are 10 types of syllabus design, but when teachers construct a syllabus they have to adapt it with curriculum, the goal of the study and make it suit for their children needs.

1.      Grammatical (structural/formal) syllabus
Richard (2001:153) state that grammatical syllabus is syllabus that organized around grammatical items. Traditionally, grammatical syllabuses have been used as the basis for planning general courses, particularly for beginning-level learners. According to McKay in Brown (1995:7) structural syllabuses focus on grammatical forms. Materials based on a structural syllabus are easy to identify because the table of contents is organized around grammar points.
The advantages of grammatical syllabus:
a.       They identify a productive range of grammatical items that will allow for the development of basic communicative skills
b.      They arrange items into a sequence that  facilitate learning
c.       They select sufficient pattern to support the amount of teaching time available
The weaknesses of grammatical syllabus:
a.       They represent only a partial dimension of language proficiency
b.      They do not reflect the acquisition sequence seen in naturalistic second language acquisition
c.       They focus on the sentence rather than on longer units of discourse
d.      They focus on form rather than meaning
e.       They do not address communicative skills
2.      Lexical syllabus
According to Richard (2001:154) Lexical syllabus is a syllabus that identifies a target vocabulary to be taught normally. It arranged vocabulary target for every level such as elementary level is 1000 words, intermediate level is an additional 2000 words, and so on. Because vocabulary is involved in the presentation of any type of language content, a lexical syllabus can only be considered as one strand of a more comprehensive syllabus. Cheng define lexical syllabus is a syllabus that identify a target vocabulary to be taught.

3.      Functional/notional syllabus
In Richards (2001:154), Richard just used “functional syllabus” term. Functional syllabus is syllabus that organized around communicative functions like requesting, complaining, agreeing and alike. Functional syllabus seeks to analyze the concept of communicative competence with assumption that mastery of individual function will result in overall communicative ability. In Brown (1995:10), McKay differentiate functional and notional syllabus. Notional syllabuses focus on semantic use. Notional syllabus is organized around abstract conceptual categories called general notions. General notions include concepts like distance, duration, quantity, quality, location, size and so on. The phrase notional and functional syllabus are being used separately to represent two distinct, though related, types of syllabus: one organized around general notions and the other organized around language functions. Reilly (1988) define notional or functional syllabus is a collection of the functions that are performed when language is used or the notion that language is used to express.
The advantages of functional syllabus:
a.       They reflect a more comprehensive view of language than grammar syllabus and focus on the use of the language rather than linguistic form.
b.      They can readily be linked to other types of syllabus content (e.g. topics, grammar. vocabulary).
c.       They provide a convenient framework for the design of teaching materials, particularly in the domains of listening and speaking.
The weaknesses of functional syllabus:
a.       They are no clear criteria for selecting or grading functions
b.      They represent a simplistic view of communicative competence and fail to address the processes of communication
c.       They represent an atomistic approach to language, that is, one that assumes that language ability can be broken down into discrete components that can be taught separately.
d.      They often lead to a phrase-book approach to teaching that concentrate on teaching expressions and idioms used for different functions.
e.       Students learning from a functional course may have considerable gaps in their grammatical competence.
4.      Situational syllabus
Richard (2001:156) state situational syllabus is syllabus that is organized around the language needed for different situations such as in the airport, at a hotel, at hospital and alike. Situational syllabus has the advantage of presenting language in context and teaching language of immediate practical use. But they are also subject to the following criticisms:
a.       Little is known about the language used in different situations, so selection of teaching items is typically based on intuition.
b.      Language used in specific situations may not transfer to other situations
c.       Situational syllabus often lead to a phrase-book approach
d.      Grammar is dealt with incidentally, so a situational syllabus may result in gaps in a student’s grammatical knowledge.
According to McKay in Brown (1995:8) situational syllabus are based on the idea that language is found in different contexts or situations. Consequently, the organization in a situational syllabus will be based on common situations like the following: at a party, at a beach and so on. Roberto Rabbini (2002) said the principal organizing characteristics is a list of situations which reflects the way language and behavior are used everyday outside the classroom. Reilly (1988) said that situational syllabus is a collection of real or imaginary situations in which language occurs or is used.


5.      Topical or content based syllabus
Topical syllabus is one type of syllabus that is organized around themes, topic or other units of content. They are such as health, hobby, and sport and so on. Contents are vehicle for practicing language structure, functions, or skills. Its advantages are this syllabus facilitates comprehension, content makes linguistic form more meaningful, they allow for integration of the four skills. Based on Brown (1995:9) state topical syllabus are similar to situational syllabus.
The advantages of topical syllabus:
a.       They facilitate comprehension
b.      Content makes linguistic form more meaningful
c.       Content serves as the best basis for teaching the skill areas
d.      They address students’ needs
e.       They motivate learners
f.       They allow for integration of the four skills
g.      They allow for use of authentic materials
6.      Competency-based syllabus
Richard (2001:159) said competency-based syllabus is a syllabus that based on a specification of the competencies learners are expected to master. Competencies are a description of the essential skills, knowledge, and attitudes required for effective performance of particular tasks or activities. Competency-based syllabuses are widely used in social survival and work-oriented language programs.
7.      Skill-based syllabus
Based on Richard (2001:159), this syllabus is organized around four skills in English, Writing, reading, listening and speaking ability. The content of language teaching is a collection of specific abilities that may play a part in using language. An author who uses a skills-based syllabus organizes materials around the language or academic skills that he or she thinks the students will most need in order to use and continue to learn the language. Reilley (1988) state skill-based syllabus is syllabuses that consist of the collection of specific abilities that may play a part in using language.
The advantages of skill-based syllabus:
a.       They focus on behavior or performance
b.      They teach skills that can transfer to many other situations
c.       They identify teachable and learnable units
The weaknesses of skill-based syllabus:
a.       There is no serious basis for determining skills
b.      They focus on discrete aspects of performance rather than on developing more global and integrated communicative abilities
8.      Task-based syllabus/procedural syllabus
A syllabus is organized around task that students will complete in a target language. Tasks are activities which have meaning as their primary focus. Two kinds of tasks have been proposed as a basis for syllabus design: pedagogical tasks and real-world tasks. A task-based syllabus assumes that speaking a language is a skill best perfect through practice and interaction, and uses tasks and activities to encourage learners to use the language communicatively in order to achieve a purpose. Some tasks might include making appointment, writing a resume, filling out a job application, and others. Based on Cheng, task-based syllabuses are more concerned with the classroom processes which stimulate learning than with the language knowledge or skills that students are supposed to master. These syllabuses consist of a list of specification of the tasks and activities that the learners will engage in class in the target language.
The advantages of task-based syllabus:
a.       Tasks are activities that drive the second language acquisition process
b.      Grammar teaching is not central with this approach because learners will acquire grammar as a by-product of carrying our tasks
c.       Tasks are motivating for learners and engage them in meaningful communication.
9.      Text-based syllabus
Text-based syllabus is one that is built around texts (narrative, descriptive and etc). Text-based syllabus is a type of integrated syllabus because it combines elements of different types of syllabuses.
The advantages of text-based syllabus:
a.       It teaches explicitly about the structures and grammatical features of spoken and written texts
b.      It links spoken and written texts to the social and cultural context of their use
c.       It allows for the design of units of work that focus on developing skills in relation to whole texts
d.      It provides students with guided practices as they develop language skills for meaningful communication through texts.
The weaknesses of text-based syllabus:
a.       It focuses on specific skills rather than a more general language proficiency
b.      It may be impractical in many situations.
10.  Integrated/mixed/layered syllabus
According to Brown (1995:12), mix or layered syllabus is a syllabus that mixes one type with other. It is integrated of two or more design like grammar link to skill and text, tasks linked to topics and functions, or skill linked to topics and text. The organization of some materials may involve interspersing element from two or more types of syllabus. In Richard (2001:164) an integrated syllabus is decisions about a suitable syllabus framework for a course reflect different priorities in teaching rather than absolute choices. For almost all instructional programs, it is clear that some combination of types of instructional content will be needed to address the complex goals of the program.


C.    Guidelines to Choose Syllabus Design
In designing a syllabus, there are so many types of them. We know that no single type of syllabus is appropriate for all teaching settings, and the needs and conditions of class that will be taught. Because of that we need guidelines to choose syllabus design.
In Tarey (1988), a set of guidelines for the process is provided below. Ten steps in preparing a practical language teaching syllabus:
1.      Determine, to the extent posibble, what outcomes are desired for the students in the instructional program. That is, as exactlyand realistically as posibble, define what the students should be able to do as a resultof the instructional. It is means that we have to set up our objectives that will get by our students at the end of learn about the materials.
2.      Rank the syllabus types presented here as to their likelihood of leading to the outcomes desired. Several rankings may be necessary if outcomes are complex. We have to choose main posibbility of our objectives.
3.      Evaluate available resources in expertise in materials, and in training for teachers.
4.      Rank the syllabi relative to available resources.
5.      Compare the lists no.2 and 4. Making as few adjusments to the earlier list as posibble, produce a new ranking based on the resources’ constraints.
6.      Repeat the process, taking into account the constraints contributed by teacher and student factors described earlier. We should repeat the proses start from the first step until  the fifth step.
7.      Determine a final ranking, taking into account all the information produced by the earlier steps. We should decided the final ranking of our syllabus designing.
8.      Designated one or two syllabus types as dominant and one or two as secondary.
9.      Review the question of combination of syllabus types and determine how combinations will be achieved and in what proportion.
10.  Translate decisions into actual teaching units. In this step, it is time for us to apply the final syllabus that we have determine before in teaching and learning proses.
In making practical decisions about syllabus design, one must take into consideration all the posibble factors that might affect the teachability of a particular syllabus. By strating with an examination of each syllabus type, tailoring the choice and integration of the different types according to local needs, one may find a principled and practical solution to the problem of appropriateness and effectiveness in syllabus design.

D.    Current Trends in Syllabus Design
There are many issues in syllabus design in this day. Many types of syllabus that had been developed before, it appeared current trends in syllabus design.
1.      The co-existence of the old and the new
Syllabus have many different types in every decades. The traditional syllabuses have not been completely abandoned and the later models have not been universally accepted.
For example, though one of the earliest type of syllabus, the grammatical syllabus continues to be used in many parts of the world and although the task-based is often said to be the latest (newest) type of syllabus, it has been found to bee incompatible with many educational context and therefore has not been widely adopted (Richards, 2001 ; Ellis, 2003).
2.      The emphasis on learning process
Compared with the traditional syllabus, the later models (e.g., the content syllabus, the procedural syllabus and the task-based syllabus) have attached more importance to the process of language learning than to the product of language learning.
3.      The inclusion of non-linguistic objectives in syllabus
This models include a list of non-linguistic objectives, such as learning strategy and effective cultivation.
4.      The emergence of the multi-syllabus
In most courses there will generally be a number of different syllabus strands, such as grammar linked to skills and text, tasks linked to topics and function, or skills  linked to topics and texts”(Richards, 2001 :164, Italics original). Therefore, the integrated syllabus came into being, which is also called the multi-syllabus. Designing a multi-syllabus does not mean the simple combination of elements from different types of syllabuses. Rather, it is matter of choice of priority.











CHAPTER III
CONCLUSION

Syllabus is a set of plan of what will be taught at class, what should be taught first, second, and so on. There are many types of syllabus. They are grammatical (structural/formal) syllabus, lexical syllabus, functional/notional syllabus, topical or content syllabus, competency-based syllabus, skill-based syllabus, task-based syllabus, text-based syllabus, and integrated/mixed syllabus.
Every type cannot be appropriate for all teaching settings, and the needs and conditions of class that will be taught. Because of that, we need to integrate one type with others. And actually no one (type) the best from the others, they are best for their each purpose.











BIBLIOGRAPHY
Brown, James Dean.1995.The Elements of Language Curriculum: A Systematic Approach to Program Development. USA: Heile and Heilne Publishers
Richard, Jack C.2001.Curriculum Development in Language Teaching. Cambridge: Cambridge University Press
Rabbinic, Roberto.2002.An Introduction to Syllabus Design an Evaluation. The Internet TESL Journal
Tarey, Relly.1988.Approaches to Foreign Language Syllabus Design. ERIC Digest
Xiaotang, Cheng.Tt.Current Trends in Syllabus Design and Material Development



 

Kadri Bonjoly's Blog Copyright © 2012 Design by Antonia Sundrani Vinte e poucos