Tes Formatif I. Choose the most appropriate answer by crossing the letter A, B, or D on your answer sheet:

II. Give brief explanation to each of the following questions instructions

1. What are the similarities among the definitions of cooperative learning proposed by Slavin, Davidson, and Kagan Kagan? 2. What are the differences among the definitions of cooperative learning proposed by Slavin, Davidson, and Kagan Kagan?

BAB III KEGIATAN BELAJAR 2 THE TEACHING LEARNING CYCLE

A. Kompetensi dan indikator Kompetensi

1. Memahami konsep ’the teaching-learning cycle’, yaitu strategi mengajar dengan dua siklus spoken, written dan empat langkah Building Knowledge of Field, Modelling of Text, Joint Construction of Text dan Independent Construction of Text. 2. Menerapkan prinsip-prinsip ’the teaching-learning cycle’ dalam mengajar. Indikator 1. Mengidentifikasi jenis-jenis kegiatan yang dapat dilakukan pada tahap Building Knowledge of Field, Modelling of Text, Joint construction of Text dan Independent Construction of Text baik untuk spoken maupun written cycle. 2. Menyusun kegiatan pembelajaran suatu jenis teks, untuk tiap tahap BKOF, MOT, JCOT, ICOT untuk siklus lisan. 3. Menyusun kegiatan pembelajaran suatu jenis teks, untuk tiap tahap BKOF, MOT, JCOT, ICOT untuk siklus tulis.

B. Uraian Materi THE TEACHING-LEARNING CYCLE

Source : Hammond et al. 1992. pp. 17 -24. In the approach, classroom programming is based on four stages in a Teaching-Learning Cycle adapted from Callaghan and Rothery, 1988 which are aimed at providing support for learners as they move from spoken to written texts. These stages are identified in the diagram below. They involve the selection and sequencing of classroom tasks and activities and are related to the starting points of topic or type of text. The four stages in the Teaching-Learning Cycle are: Stage One - Building the context or field of the topic or text-type Stage Two - Modelling the genre under focus Stage Three - Joint Construction of the genre Stage Four - Independent Construction of the genre. The Teaching-Learning Cycle Source: Burns and Joyce: 1991 Adapted from Callaghan and Rothery 1988 THE TEACHING-LEARNING CYCLE AND CLASSROOM PLANNING The Teaching-Learning Cycle is based on the assumption that in order to learn to write effectively, students first need to have an extensive understanding of and familiarity with the topic they are writing about. They also need models of the genre they are learning to write, in order to have a clear idea of what it is that they are working towards. They need some support and guidance in learning how to organise what they know about the topic into an appropriate written text, and finally they need opportunities to apply what they have learned about writing the text, as they ‘go it alone and write independently. The Teaching-Learning Cycle is useful in that it: • provides a rationale and a framework for decisions about the type and sequence of teaching and learning activities appropriate in a language and literacy classroom • incorporates tasks and activities that move learners from a focus on spoken language to a focus on the written language • focuses on learning language and also learning about language, that is, learning how and why written texts are shaped and organized as they are. This focus on learning about language may involve reading published texts, reading texts that have been written by the teacher andor reading texts written by learners. It also involves considerable talk about texts, drawing on shared understanding of the schematic structure and grammatical patterns of the genre under focus. The talk about text which accompanies analysis of models of the genre and joint construction of the genre ensures that by the