Recent Contributions to the Theory of Innateness Ideas

1.      J.L Austin was White's Professor of Moral Philosophy at Oxford from 1953 until his early death in 1960. His Philosophical Papers were published in 1961, Sense and Sensi bilia in 1962, and How To Do Things with Words also in 1962. The last -named is a version, not fully completed by Ausrin, of his William James Lectures at Harvard in 1955.

2.      P.F Strawson is Waynflete Professor of Metaphysical Philosophy at Oxford. Among his publications are An Introduction to Logical Theory (1952), Individuals (1959), and The Bounds 0f Sense (J 966). He is the editor of Philosophical Logic in the present series.

3.      J.R searly is a member of the Department of Philosophy of the University of California at BerkeIey. He has contributed many valuable articles to philosophical periodicals, and his book Speech Acts was published in 1969.

4.      H.P Grice, formerly a Fellow of St. John's College, Oxford, is now a member of the Department of Philosophy at Berkeley. He was William James Lecturer at Harvard in 1966.

5.      Noam Chomsky, of the Massachusetts Institute ofTechnology, is perhaps the most influential of contemporary writers on linguistic theory. Among his publications are Syntactic Structures (1957), Current lssues in Linguistic Theory (1964), Aspects 0fthe Theory 0f Syntax (1965), and Cartesian Linguistics (1966). He was John Locke Lecturer in Oxford in 1969.

6.      Jerold. J katz, of the Massachusetts Institute of Technology, is the author of The Problem o/Induction and its Solution (1962), The Philosophy 0f Language (J 966), and of many articles. He edited, with J. A. Fodor, The Structure 0f Language (1964).

7.      Hilary Putnam, of the Department of Philosophy, Harvard University, has written many valuable papers on the philosophy of science and mathematics, as well as on linguistic theory. He edited, with Paul Benacerraf, Philosophy 0f Mathematics: Selected Readings (1964).

8.      Nelson Goodman, of Brandeis University was John Locke Lecturer in Oxford in 1962. Besides many important papers, he is the author of The Structure 0/ Appearance (J 951), Fact, Fiction, and Forecast (1955), and Languages 0/ Art (1968).

Decision in Materials Design

Decision in Materials Design

            Decision in Material Design concerns with:

1. Choosing Input and Sources

Input refers to anything that initiates the learning process and that students response to in someway in using the materials.

Sources refer to things that used in teaching and learning process. For example magazine, book, and television.

The following is an example of input questions of speaking materials:

Ø  What will the source of speaking activities be?

Ø  Will dialogues recording text, topics, situation, and so on be used, and how will these be selected?

Often writers start with resources taken from magazine, books, etc.

2. Selecting Exercise Types

One of the most decisions in writing is deciding on the types of exercises that will be used. The issue is how to create exercises that engage learners in the use of skill and processes related to specific language teaching objectives.

Managing a Materials Writing Project

Managing a Materials Writing Project

The management of a team-based writing project involves addressing the following issues:

·         Selecting the project team: how many people will take part in the project and what will their roles and responsibilities be?

In a large-scale project, however, the following people might be involved:

1. Project director.
2. Writers.
3. Media Specialist.
4. Editor.
5. Illustrator.
6. Designer.

·         Planning the number of stages involved: A materials project always goes through several different stages of development. Typical stages might include:

Hakikat Pendidikan

HAKIKAT PENDIDIKAN

1.       Konsepsi Pendidikan

a.       Konsepsi dasar pendidikan

1) Pendidikan berlangsung seumur hidup

2) Tanggung jawab pendidikan merupakan tanggung jawab bersama

3) Pendidikan merupakan suatu keharusan

b.       Pendidikan hanya berlaku bagi manusia

               Karena manusia mempunyai akal budi sedangkan hewan tidak. Pendidikan dibagi 3, yaitu:

1)       Pendidikan  à mengolah hati anak didik

2)       Pengajaran  à mengolah otak anak didik

3)       Pelatihan     à mengolah lidah dan tangan anak didik

c.       Manusia perlu dididik (memperoleh pendidikan)

1)       Manusia dilahirkan dalam keadaan tidak berdaya

2)       Manusia lahir tidak langsung dewasa

3)       Manusia adalah mahluk sosial

Teori Psikologi Pendidikan

Teori Disiplin Mental

Pengantar Psikolog Belajar, Prof. Dr. Mulyati, M.Pd

            Belajar berarti mendisiplinkan mental. Dalam kegiatan belajar membaca misalnya, diartikan oleh teori ini bahwa anak melatih “otot-otot” mentalnya. Mulai dari menghafal huruf-huruf, kata-kata, kalimat, dan seterusnnya.

Buku Teori-Teori Belajar, Ratna Wilis Dahar

            Teori disiplin mental [Plato, Aristoteles] menganggap bahwa dalam belajar mental siswa didisiplinkan atau dilatih. Dalam mengajar siswa membaca misalnya, guru pengikut teori ini melatih “otot-otot” mental siswa. Guru-guru ini mula-mula akan memberikan daftar kata-kata yang diinginkannya dengan mengunakan kartu-kartu dimana tertulis setiap kata itu. Selanjutnya mereka melatih siswa-siswa mereka dan setiap hari diberi tes, dan lagi siswa-siswa yang belum pandai harus kembali sesudah jam sekolah untuk dilatih.

Teori Perkembangan Alamiah

Pengantar Psikolog Belajar, Prof. Dr. Mulyati, M.Pd

HOW TO BE A PROFESSIONAL TEACHER

HOW TO BE A PROFESSIONAL TEACHER

Teachers can be popular because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional.

A professional teacher needs to be confident without being arrogant. Nobody can expect to have all the answers, so if a student asks a real stinker, the professional teacher should be able to admit defeat but offer to find out more for the student. And they must carry that promise out.

When the teacher enters the classroom s/he should have all the required materials and the lesson plan ready.

To managing the class, the teacher must give everyone their chance to contribute and should be flexible enough to modify lessons if they are obviously not going to plan.

It stands to reason also that teacher must observe punctuality and appropriate tidiness and dress: it is not possible to demand such behavior from students if the teacher doesn't set the standards.

Good teachers:

are good at explaining things. Being comfortable with explaining content to students is an essential skill for teachers.

keep their cool. There will be times when you will be tempted to scream or yell at your students, other teachers, parents, administrators, and so on. Good teachers are able to successfully resist this urge.

Planning goals and learning outcomes (curriculum material development)

Planning goals and learning outcomes

1. The Ideology of The Curriculum

In developing goals for educational program, curriculum planners draw on their understanding both of the present and long-term needs of learners and of society as well as the planners’ beliefs and ideologies about school, learners, and teacher. Each of the five curriculum perspective examined here emphasizes a different approach to the role of language in the curriculum.

1. Academic Rationalism

This justification for the aims of curriculum stresses the intrinsic value of the subject matter and its role in developing the learners’ intellect, humanistic value, and rationality.