Selasa, 16 Desember 2014

POEM COLLECTION

How Do I Love Thee
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace
I love thee to the level of everyday's
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with the passion put to use
In my old griefs, and with my childhood's faith
I love thee with a love I seem to love
With my lost saints, - I love thee with the breath,
Smiles, tears, of all my life! - and, if God choose,
I shall but love thee better after death.
 The Raven
And the raven, never flitting, still is sitting, still is sitting
On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demon's that is dreaming,
And the lamp-light o'er him streaming throws his shadow on the floor;
And my soul from out that shadow that lies floating on the floor
Shall be lifted - nevermore.

Senin, 01 Desember 2014

goal setting



Personal Goal Setting
Planning to Live Your Life Your Way
Set powerful goals with James Manktelow & Amy Carlson.
Many people feel as if they're adrift in the world. They work hard, but they don't seem to get anywhere worthwhile.
A key reason that they feel this way is that they haven't spent enough time thinking about what they want from life, and haven't set themselves formal goals. After all, would you set out on a major journey with no real idea of your destination? Probably not!
Goal setting is a powerful process for thinking about your ideal future, and for motivating yourself to turn your vision of this future into reality.
The process of setting goals helps you choose where you want to go in life. By knowing precisely what you want to achieve, you know where you have to concentrate your efforts. You'll also quickly spot the distractions that can, so easily, lead you astray.
Why Set Goals?
Goal setting is used by top-level athletes, successful business-people and achievers in all fields. Setting goals gives you long-term vision and short-term motivation  . It focuses your acquisition of knowledge, and helps you to organize your time and your resources so that you can make the very most of your life.
By setting sharp, clearly defined goals, you can measure and take pride in the achievement of those goals, and you'll see forward progress in what might previously have seemed a long pointless grind. You will also raise your self-confidence  , as you recognize your own ability and competence in achieving the goals that you've set.
Starting to Set Personal Goals
You set your goals on a number of levels:
  • First you create your "big picture" of what you want to do with your life (or over, say, the next 10 years), and identify the large-scale goals that you want to achieve.
  • Then, you break these down into the smaller and smaller targets that you must hit to reach your lifetime goals.
  • Finally, once you have your plan, you start working on it to achieve these goals.
This is why we start the process of goal setting by looking at your lifetime goals. Then, we work down to the things that you can do in, say, the next five years, then next year, next month, next week, and today, to start moving towards them.
Step 1: Setting Lifetime Goals
The first step in setting personal goals is to consider what you want to achieve in your lifetime (or at least, by a significant and distant age in the future). Setting lifetime goals gives you the overall perspective that shapes all other aspects of your decision making.
To give a broad, balanced coverage of all important areas in your life, try to set goals in some of the following categories (or in other categories of your own, where these are important to you):
  • Career – What level do you want to reach in your career, or what do you want to achieve?
  • Financial – How much do you want to earn, by what stage? How is this related to your career goals?
  • Education – Is there any knowledge you want to acquire in particular? What information and skills will you need to have in order to achieve other goals?
  • Family – Do you want to be a parent? If so, how are you going to be a good parent? How do you want to be seen by a partner or by members of your extended family?
  • Artistic – Do you want to achieve any artistic goals?
  • Attitude – Is any part of your mindset holding you back? Is there any part of the way that you behave that upsets you? (If so, set a goal to improve your behavior or find a solution to the problem.)
  • Physical – Are there any athletic goals that you want to achieve, or do you want good health deep into old age? What steps are you going to take to achieve this?
  • Pleasure – How do you want to enjoy yourself? (You should ensure that some of your life is for you!)
  • Public Service – Do you want to make the world a better place? If so, how?
Spend some time brainstorming   these things, and then select one or more goals in each category that best reflect what you want to do. Then consider trimming again so that you have a small number of really significant goals that you can focus on.
As you do this, make sure that the goals that you have set are ones that you genuinely want to achieve, not ones that your parents, family, or employers might want. (If you have a partner, you probably want to consider what he or she wants – however, make sure that you also remain true to yourself!)
Tip:
You may also want to read our article on Personal Mission Statements  . Crafting a personal mission statement can help bring your most important goals into sharp focus.
Step 2: Setting Smaller Goals
Once you have set your lifetime goals, set a five-year plan of smaller goals that you need to complete if you are to reach your lifetime plan.
Then create a one-year plan, six-month plan, and a one-month plan of progressively smaller goals that you should reach to achieve your lifetime goals. Each of these should be based on the previous plan.
Then create a daily To-Do List   of things that you should do today to work towards your lifetime goals.
At an early stage, your smaller goals might be to read books and gather information on the achievement of your higher level goals. This will help you to improve the quality and realism of your goal setting.
Finally review your plans, and make sure that they fit the way in which you want to live your life.
Tip:
If you feel that you're not paying enough attention to certain areas of your life, you'll find our articles on The Wheel of Life   and the Life/Career Rainbow   useful.
Staying on Course
Once you've decided on your first set of goals, keep the process going by reviewing and updating your To-Do List on a daily basis.
Periodically review the longer term plans, and modify them to reflect your changing priorities and experience. (A good way of doing this is to schedule regular, repeating reviews using a computer-based diary.)
SMART Goals
A useful way of making goals more powerful is to use the SMART mnemonic. While there are plenty of variants (some of which we've included in parenthesis), SMART usually stands for:
  • S – Specific (or Significant).
  • M – Measurable (or Meaningful).
  • A – Attainable (or Action-Oriented).
  • R – Relevant (or Rewarding).
  • T – Time-bound (or Trackable).
For example, instead of having "to sail around the world" as a goal, it's more powerful to say "To have completed my trip around the world by December 31, 2015." Obviously, this will only be attainable if a lot of preparation has been completed beforehand!
Further Goal Setting Tips
The following broad guidelines will help you to set effective, achievable goals:
  • State each goal as a positive statement – Express your goals positively – "Execute this technique well" is a much better goal than "Don't make this stupid mistake."
  • Be precise: Set precise goals, putting in dates, times and amounts so that you can measure achievement. If you do this, you'll know exactly when you have achieved the goal, and can take complete satisfaction from having achieved it.
  • Set priorities – When you have several goals, give each a priority. This helps you to avoid feeling overwhelmed by having too many goals, and helps to direct your attention to the most important ones.
  • Write goals down – This crystallizes them and gives them more force.
  • Keep operational goals small – Keep the low-level goals that you're working towards small and achievable. If a goal is too large, then it can seem that you are not making progress towards it. Keeping goals small and incremental gives more opportunities for reward.
  • Set performance goals, not outcome goals – You should take care to set goals over which you have as much control as possible. It can be quite dispiriting to fail to achieve a personal goal for reasons beyond your control!
In business, these reasons could be bad business environments or unexpected effects of government policy. In sport, they could include poor judging, bad weather, injury, or just plain bad luck.
If you base your goals on personal performance, then you can keep control over the achievement of your goals, and draw satisfaction from them.
  • Set realistic goals – It's important to set goals that you can achieve. All sorts of people (for example, employers, parents, media, or society) can set unrealistic goals for you. They will often do this in ignorance of your own desires and ambitions.
It's also possible to set goals that are too difficult because you might not appreciate either the obstacles in the way, or understand quite how much skill you need to develop to achieve a particular level of performance.
Achieving Goals
When you've achieved a goal, take the time to enjoy the satisfaction of having done so. Absorb the implications of the goal achievement, and observe the progress that you've made towards other goals.
If the goal was a significant one, reward yourself appropriately. All of this helps you build the self-confidence you deserve.
With the experience of having achieved this goal, review the rest of your goal plans:
  • If you achieved the goal too easily, make your next goal harder.
  • If the goal took a dispiriting length of time to achieve, make the next goal a little easier.
  • If you learned something that would lead you to change other goals, do so.
  • If you noticed a deficit in your skills despite achieving the goal, decide whether to set goals to fix this.
Tip 1:
Our article, Golden Rules of Goal Setting  , will show you how to set yourself up for success when it comes to your goals. If you're still having trouble, you might also want to try Backward Goal Setting  .
Tip 2:
It's important to remember that failing to meet goals does not matter much, just as long as you learn from the experience.
Feed lessons learned back into your goal setting. Remember too that your goals will change as time goes on. Adjust them regularly to reflect growth in your knowledge and experience, and if goals do not hold any attraction any longer, consider letting them go.
Goal Setting Example
For her New Year's Resolution, Susan has decided to think about what she really wants to do with her life.
Her lifetime goals are as follows:
  • Career – "To be managing editor of the magazine that I work for."
  • Artistic – "To keep working on my illustration skills. Ultimately I want to have my own show in our downtown gallery."
  • Physical – "To run a marathon."
Now that Susan has listed her lifetime goals, she then breaks down each one into smaller, more manageable goals.
Let's take a closer look at how she might break down her lifetime career goal – becoming managing editor of her magazine:
  • Five-year goal: "Become deputy editor."
  • One-year goal: "Volunteer for projects that the current Managing Editor is heading up."
  • Six-month goal: "Go back to school and finish my journalism degree."
  • One-month goal: "Talk to the current managing editor to determine what skills are needed to do the job."
  • One-week goal: "Book the meeting with the Managing Editor."
As you can see from this example, breaking big goals down into smaller, more manageable goals makes it far easier to see how the goal will get accomplished.
Tip:
A good way of getting going with this is to use the Mind Tools Life Plan Workbook. Supported by worksheets and advice, this guides you through a simple 5-step process for setting your life goals, and for organizing yourself for success.
Key Points
Goal setting is an important method of:
  • Deciding what you want to achieve in your life.
  • Separating what's important from what's irrelevant, or a distraction.
  • Motivating yourself.
  • Building your self-confidence, based on successful achievement of goals.
Set your lifetime goals first. Then, set a five-year plan of smaller goals that you need to complete if you are to reach your lifetime plan. Keep the process going by regularly reviewing and updating your goals. And remember to take time to enjoy the satisfaction of achieving your goals when you do so.
If you don't already set goals, do so, starting now. As you make this technique part of your life, you'll find your career accelerating, and you'll wonder how you did without it!

Minggu, 30 November 2014

instrumen penelitian



HOW DO DESIGN THE TEST OR INSTRUMENT RESEARCH

1.      The goal of the research
Improving student’s speaking skill through using English film
2.      The variable of the research
Student’s speaking skill
3.      Theoretical framework
A.    SPEAKING
a.      Definition of speaking
According to Oxford dictionary, the definition of speaking is to make the use of language in ordinary, not singing, voice, to state view, wishes, etc or act as a spokesman for.
Theodore Huebener stated that speech is the essence of the language and speech is basically communicated by sound. That is why speaking in a second or foreign language has often been viewed as the most demanding skill.
b.      The types of speaking activity
There are many ways to get the student’s practice the knowledge of language. They are:
1)      Communication games
Speaking activities by using games is often useful way to encourage student’s practice speaking because games are implying fun. Communication games activity can involve practice of oral strategies such as describing, predicting, simplifying, and asking for feedback.
2)      Simulation/role-play
Role play is an excellent way to stimulate students in the classroom. In role play, students can have the opportunity to use their knowledge of vocabulary, narration, speech acts, discourse fillers, and turn taking, pause and so forth. Students also are usually given some information about a role so that the students can prepare before the role play activity.
3)      Discussion
Discussion is maybe the most commonly used in oral skill activity. Typically, the students are given a topic from reading or pictures and then the students are asked into pairs or group to discuss a related a topic in order to find out the solution and response. For example, describing pictures, determining picture differences, and solving a problem.
4)      Retelling the story
Retelling a story in foreign language is a very demanding task. The demands of retelling story after listening and understanding should not be underestimated: language needed a word, sentence and discourse levels must be found and produced,
5)      Conversation
One speaking ability which is particularly suited in order to become a competent speaker in English is conversation. One way to approach this activity is to assign students to find a native speaker or near native speaker. The role a native speaker is asked all of the questions and the non-native speaker (students) are merely respond the native speaker said.
c.       Elements of speaking
There are five components are generally recognized in analysis of speech progress:
a)      Pronunciation
According to Martin Hewings, “pronunciation is a feature in speech.” That includes many components of speech which are combined together to form the pronunciation of language such as sounds, syllables, words, and intonation.
b)      Grammar
In defining grammar, H. Douglas Brown states that, “grammar is a system of rules governing the conventional arrangement and relationship of words in a sentence.” In order to speak well, especially in formal situation, the learners have to master grammar.
c)      Vocabulary
Vocabulary is defined as the “words” in foreign language. Words are perceived as the building blocks upon which knowledge of a second language can be built. However, a new item of vocabulary may be more than a single word.
d)     Fluency
This refers to the ability to talk with normal levels or continuity, rate and effort and to link ideas and language together to form coherent, connected speech. The key indicators of fluency are speech rate and speech continuity.
e)      Comprehension
Comprehension can make people get the information they want. It is defined as the ability to understand something by a reasonable comprehension of the subject or as the knowledge of what situation is really like.
B.     FILM
a.      Definition of film
Lonergan notes that film is photographic process, involving the effects of light and chemical on sensitive paper.
Robert Lado states that the video movie or the motion pictures is an theory at least the most powerful of visual aids; it combines pictures with movement, color, and sound.
b.      The strengths and weaknesses of the film
1.      The strengths of the film
·         Films are the comfortable, familiar medium to contemporary students that can keep their interest in the theories and concepts under discussion.
·         Films are also an economical substitute for field trips and other real world visits.
·         Students can hone their analytical skills by analyzing film scenes using the theories and concepts they are studying.
·         Films offer both cognitive and affective experiences.
2.      The weaknesses of the film
·         The films sometimes can cause teacher and students alike to lose sight of instructional objectives.
·         The subtitle of the film also may distract learner’s attention.
·         Using film scenes in class takes time away from other classroom activities.
c.       The approaches of using films in teaching speaking
                                                                   I.            Short sequence approach
Present scene by scene or a single scene from different parts of film.
                                                                II.            Whole film approach
Present all of the entire movie features and studied as a whole. Showing as a whole of movie enhances student’s motivation.

d.      Integrative activities
·         Pre-viewingè to prepare learners and teacher introduces and discusses the glossary of key words, difficult expression, etc.
·         Viewingè time to watching film and discuss it
·         Post-viewingè student’s activities after watching the film such as retelling the story, findings, pools and interview, etc.
4.      Kisi-Kisi instrument

Variable
Sub variable
Indicator
No. items
Student’s speaking skill
Pronunciation
Having good pronunciation
1
Grammar

Having good grammar
2
Vocabulary

Having much vocabulary
3
Fluency

Speaking fluency
4
Comprehension

Having good comprehension
5



5.      Instrument items (speaking test)

PRONUNCIATION
Score
Note
5 (80-100)
Has few traces of foreign accent
4 (68-79)
Always intelligible, through one is conscious of a definite accent
3 (56-67)
Pronunciation problems necessity concentrated listening and occasionally leads to misunderstanding
2 (25-55)
Very hard to understand because of pronunciation problem must frequently be asked to repeat
1 (below 25)
Pronunciation problems to severe as to make speech virtually

GRAMMAR
Score
Note
5 (80-100)
Makes few (if any) noticeable errors of grammar or word order
4 (68-79)
Occasionally makes grammatical or word order, which do not; however, obscure meaning
3 (56-67)
Makes frequent errors of grammar and word order which occasionally obscure meaning
2 (25-55)
Grammar and word orders make comprehension difficult, most often word order as severe as to make speech virtually intelligible
1 (below 25)
Rephrase sentences and or restrict to basic pattern errors in grammar

VOCABULARY
Score
Note
5 (80-100)
Use of vocabulary and idioms is virtually that of native speaker
4 (68-79)
Sometimes uses inappropriate terms and or must rephrase ideas because of lexical inadequacies
3 (56-67)
Frequently uses wrong words; conversation somewhat limited because of inadequate vocabulary
2 (25-55)
Misuse of words and very limited vocabulary make comprehension quite difficult
1 (below 25)
Vocabulary limitation so extra as to make conversation virtually impossible

FLUENCY
Score
Note
5 (80-100)
Speech as fluent and effortless as that a native speaker
4 (68-79)
Speed of speech seems to be slightly affected by language limitation.
3 (56-67)
Speed and fluency are rather strongly affected by language limitation
2 (25-55)
Usually hesitant; often forced into silence by language limitation
1 (below 25)
Speech is so halting and fragmentary as to make conversation virtually impossible




COMPREHENSION
Score
Note
5 (80-100)
Appears to understand everything in that difficulty
4 (68-79)
Understand nearly everything at normal speed, although occasional repetition may be necessary
3 (56-67)
Understand most of what is said at slower-than-normal speed with repetition
2 (25-55)
Has great difficulty following what is said or comprehend only “social comprehension” spoken slowly and with frequent repetition
1 (below 25)
Can’t be said to understand even simple conversational English