F. PENUTUP Peningkatan kompetensi dan profesionalisme guru, oleh
Depdiknas sekarang dikelola oleh Direktorat Jenderal Peningkatan Mutu Pendidik dan Tenaga Kependidikan. Berbagai program
peningkatan kompetensi dan profesionalisme tersebut dilaksanakan dengan melibatkan P4TK PPPG, LPMP, Dinas Pendidikan, dan LPTK
sebagai mitra kerja.
DAFTAR PUSTAKA
Chamidi, Safrudin Ismi. 2004. “Peningkatan Mutu Pendidikan melalui
Manajemen Berbasis Sekolah”, dalam Isu-isu Pendidikan di Indonesia: Lima Isu Pendidikan Triwulan Kedua. Pusat Data
dan Informasi Pendidikan, Balitbang Depdiknas.
Direktorat Ketenagaan. 2006. Rambu-rambu Penyelenggaraan Pendidikan Profesional Guru Sekolah Dasar. Jakarta: Direktorat
Ketenagaan Dirjen Dikti Dirjen Dikti Dir PPTK Depdiknas. 2002. Standar Kompetensi Guru Kelas
SD-MI Program D-II PGSD. Jakarta: Depdiknas.
Gunawan, Ary H,1995. Kebijakan-Kebijakan Pendidikan, Jakarta:
Rineka Cipta. Hamijoyo, Santoso S. 2002. “Status dan Peran Guru, Akibatnya pada
Mutu Pendidikan”, dalam Syarif Ikhwanudin dan Dodo Murtadhlo. 2002. Pendidikan untuk Masyarakat Indonesia Baru. Jakarta:
Grasindo.
Indra Djati Sidi. 2002. Menuju Masyarakat Pembelajar: Menggagas Paradigma Baru Pendidikan. Jakarta:Paramadina dan Logos
Wacana Ilmu.
Rich, John Martin. 1992. Inovation in Education: Reformers and Their Critics. New York: Cross Cultural Approach.
Rogers, Everett M. 1995. Diffusion of Innovation. New York: The Free
Press. Rokhman, Fathur dkk. 2005. Studi Kebijakan Pengelolaan Guru Di Era
Otonomi Daerah dalam Rangka Peningkatan mutu pendidikan. Penelitian Balitbang dan Lemlit UNNES.
Suparno, Paul. 2004. Guru Demokratis di Era Reformasi Pendidikan.
Jakarta: Grasindo.
Suryadi, Ace dan Dasim Budimansyah. 2004. Pendidikan Nasional Menuju Masyarakat Masa Depan. Jakarta: Genesindo.
Undang-Undang No. 14 tahun 2005 tentang Guru dan Dosen. Undang-undan No. 20 tahun 2003 tentang Sistem Pendidikan Nasional.
Zamroni. 2000. Paradigma Pendidikan Masa Depan. Yogyakarta: Bigraf
Publishing.
LANGUAGE SKILL DEVELOPMENT
BAB I INTRODUCTION
A. Description
This teaching material is called Language Skill Development of the English language. It consists of 4 activities; Listening, Speaking,
Reading, and Writing activities. Each activity will deal with the learning of an individual English language skill.
Listening activity presents 4 exercises on listening, in which the participants are required to listen to some recorded dialogues in
English with different topics. The first topic is about Selections; the second about Reversals; the third about Idioms; and the fourth about
Emotions. Speaking activity is designed to require the participants to speak
in pair on the use of a speech act, Additional to Remarks. One participant produces a remark or statement and hisher partners should
make an additional comment; for example: A : Hibiscus is a beautiful red flower.
B : So is rose.
Reading activity presents 4 exercises on reading on various titles which talk about different topics. The first title is Hydrogen; the
second Mickey Mouse, the third Eugene O’Neil; and the fourth is The Printing Revolution.
The Last activity, Writing, is designed to require participants of the PLTG to write a composition on a certain genre, i.e. procedural
text. Other texts, such as recount, report, etc. can also be developed if this arrangement is convenience for both tutor and participants.
B. Prerequisite
There is no prerequisite subject or material for the participants of PLTG to take this subject.
C. Learning and Teaching Instruction
First, for Listening Activity, play with the help of the tutor the disk containing dialogues in English and question that soon follows
right after each dialogue. Should there be a technical error in preparing the required device for the disk, the tutor can read the dialogue written
dialogues are in the possession of the tutor. Participants are required to listen carefully either to the recorded dialogues or to tutor reading
the dialogues and then answer multiple-choice questions provided in this teaching-learning material. Discuss the result with the tutor or see
the Key to Answer. Second, for Speaking Activity, each participant chooses hisher
own partner and then in turn together with hisher respective partner engage themselves in speaking. The tutor can directly note down their
performance as a way of on-going assessment based on the criteria of fluency, correctness in pronunciation, choice of adequate sentences,
etc. Third, for Reading Activity, the participants have to read
carefully each of the text given and then answer the multiple-choice questions provided right after each passage. Discuss the answer with
the tutor or see Key to Answer. Fourth, for Listening and Reading Activities, not all exercises are
given the Answer Key. The exercise with no Answer Key is intended for assessment activity.
BAB II ACTIVITY ON LISTENING
A. Basic Competence
1. Competence To understand English oral conversation in the form of recorded
dialogues 2. Indicator
a. The ability of understanding English oral conversation upon listening to recorded English conversational dialogues
b. The ability to understand English conversational dialogues by means of answering a set of given questions after a dialogue in
English is heard. 3. Material for the Activity
Recorded Material which is in the form of dialogues in CD taken from Listening Material from TOEFL Sharp, 2008
4. Instruction for Participants and Tutor: •
Tutor can use any other teaching material which is different from that which is used in activity as long as the material has equal
degree of difficulty the material should be taken from TOEFL books.
• Participants can play the disk and then answer the question
given soon after a dialogue is read. •
In case of a technical problem, tutor can read the prepared dialogues and then the participants begin to answer the
question.
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