My Work Reflection

Being a part of Mondial Junior High School is a gift from God that was given to me. I received information that MJHS was opening job vacancies from Ms Valeri’s friend who has been my friend since college too. At first, I registered as a Laboratory Assistant, but during the first interview I made an offer to become a Physicist Teacher and I innocently accepted the offer, because I also like to share knowledge by giving explanations to friends if have difficulty solving problems o questions. I went through the stages of recruitment with great hope and gave up whatever the results were. For the first sequence, I worked on questions for Laboratory Assistant. When I was tested by Ms Gitta, she was the head of the laboratory. Ms Gitta always gave me clues or answers to laboratory test questions when I had forgotten about the material on laboratory tests. The next test is to do micro-teaching where the material is physics and the last is administration Staff tests. And finally, I was accepted at MJHS as a Laboratory Assistant and Administration Staff, for my physics teacher I still need to study again with Mr Adit by taking a sit-in while Mr Adit is teaching.

Being an Administration staff and sitting at the front desk must be the most patient, dexterous, and highly loyal person. Because the front desk Administration Staff has duties including communicating with parents, teachers, the operational team, OB, and security. In addition, the Administration Staff also schedules tests for prospective new students, and schedules interviews for prospective teachers or new education personnel. Preparing student administration, employee administration, budget submissions, inventory of school facilities and infrastructure, and various preparations for student tests or exams, communicating student lunches to parents or the caterer if there are problems with student food. These tasks were previously done by Ms Tika and Ms  Mayang. But as of the end of March, Ms Mayang resigned from the school, so I was assigned to assist Ms Tika. Ms Tika is a good colleague, I adapted to her quite quickly. Ms Tika is always willing to help me if I am in trouble, especially since I have no experience in school administration.

As an Administration Staff, I took part in the inventory of school facilities, SK manufacturing, BOS inventory, and School Operator. School operators are responsible for updating Dapodik Applications, E-Rapot, TPG, and other administrations linked to data durability. In addition to carrying out the main tasks, I also help other admin work according to the level of urgency. As time went by, and some considerations the Foundation recruited a new Administration Staff who was specifically in charge of the front desk. The new admin is Ms Agnes. Ms Agnes is very helpful in such a complex job. Until now, Ms Tika, Ms Agnes, and I coordinate with each other if a sudden task needs to be done immediately.

As a Laboratory Assistant. I started working in the laboratory in December 2022, as it was a pandemic, so practical science has not yet been held. I enjoy working in a laboratory because it is my field. IPA teachers (Ms Gitta, Ms Reta, and Ms Cyntia) provide varied practicum materials, so students are very enthusiastic and always curious about every subject. In addition to my practical science, there are several activities in the laboratory that I have attended: A lab tour for Mondial Primary students of 6^th grade. During the School Tour on 3^rd  11^th October 2022, 6^th-grade students performed a small practice in Lab A and Lab B they make hand sanitiser gel. As seen from their response, they are very enthusiastic and happy to do our practice. This is a practical exam for the 9^th grade. Students of the 9^th grade will take their first and last exams. Because when they were in 8^th grade, they followed online classes. There are two practical exam exercises in each of the materials to be tested. They feel happy and grateful to be able to do practicals while in Junior High School.

 

What about Physics Teachers?

Although I’ve been micro-teaching twice, and following the sit-in Mr Adit’s class, I feel like I’m still learning a lot more, even more in introductory language.

At Mondial Junior High School, each semester has several activities that have been carefully designed starting from the date of implementation, funds, to the PIC. I was once given the task of being the consumption section during the implementation of ANBK on the 21^st -22^nd of September 2022.  In December I was the PIC of the Class Meeting, and what had just been done was as the Consumption Section for the Open House event.

Every time I participate in these activities whether I am a committee or not, there must be a value or lesson that can be taken. For example, the importance of communication between teams, and other friends, learning how to handle students' emotions when competing, learning to accept criticism during activities until the evaluation at the end of the activity, and learning how to convey opinions or criticism to colleagues.

Time passes so fast, I don’t feel like I’ve had a year to become an MJHS family. Yes, a family. Although colleagues and students have different religious, ethnic, and cultural backgrounds, the working environment remains well-awakened. Although it can’t be denied, there must still be disagreements, but that’s a normal thing in the world of work. Depending on each individual will always take it as a serious issue or make it a learning material to better go ahead.

As an ordinary human being with not so much experience, I must have made mistakes at work. Of course, there is still a lot to learn to keep improving. I also hope that the education system at Mondial Junior High School can continue to develop so that it will always be a school that excels in terms of academic, non-academic, and character education.

REFLECTION OF WORK

 Being a part of Mondial Education is one of God’s incredible blessings. I didn’t have any knowledge to be an Administration Staff before. But Mondial Junior High School gave me a chance to take this job. I’ll do my best to do whatever I can do with professionality.

In December 2022, I joined Mondial Junior High School as an Administration Staff. Until now, February 2023, there are many lessons that can learn from being an Administration Staff. I learnt to communicate with the parents of the students, the students, all the teachers, and all of the staff. In my journey to be a part of MJHS, there were a lot of stories that make me happy and feel blessed. I meet new people with different characters, I always try to be humble to everyone I meet. If they need me, I’ll try to help them with all I can do. Every day is such a new journey for me. There will be a new story from everyone I met. Also, there was an unhappy story too.

All the complaints to me, I’ll take that with all my responsibility when I doing my job. I try to repair my fault with improve my professionality. Sometimes taking the time to pause and reflect on myself, help me untangle mistakes and create meaning, so I can introspect myself. Although there were complaints to me before, I consider that a slap for me to do better and better again. Always remember, this is such an opportunity for to me become a part of Mondial Junior High School.

From now on, I hope that every step I choose is the best for me. I hope Mondial Junior high School is the best place for me and will be the last destination in my career. With all of the happiness and sadness that I’ll have, I’ll take that being a part of my life and make me a better person, so all the people around me can feel that I use for them. I can’t force my will to make other people like me. But I will try my best to do my responsibility with happiness and professionally. One quote that I always remember is “Do your best and let God will do the rest”.

Agnes Sancthi Fitri Astuti

medio Februari 2023

EDUCATION DURING PANDEMIC

Being a teacher during the pandemic made many new experiences in my life as a teacher. This year, I have been teaching science, especially physics, at Mondial Junior High School in Semarang, an English Nasional School. Mondial Junior High School is also a multicultural school with various ethnicities, races, and religions, both teachers, employees, and students.  

At the beginning of teaching at this school, I did not meet directly with fellow teachers and students, because there was still a pandemic of online meetings and also remote teaching. Even though I have experience as a teacher in several big cities in Indonesia and am familiar with technology, I still have to learn with colleagues, the environment, the latest technology, and even more so online teaching.

Activities at Mondial Junior High School are not limited by space and time, even though the pandemic activities are still running smoothly and are carried out online. Just like when it started from Motion, namely the introduction to the learning environment in School, Parents Orientations, Scout Day Competitions, Independence Day Competitions, Socialization to parents about ANBK, youth oath day vents by inviting guests who are experienced in the field of psychology (Lecturer of Phycology at Soegijopranoto University) and guests are also experienced in educating in 3T areas (frontier, outermost, and underdeveloped), as well as virtual field trips. I think this is very good for providing experiences for students. So students are not only continuously, but also filled with various kinds of activities and information that will certainly add insight for students.

Besides teaching physics, I was trusted to be the homeroom teacher for class 8B. it’s not a new thing for me to be a homeroom teacher, but it’s also easy to be a homeroom teacher. Checking student attendance and morning prayers during online learning is the responsibility of the homeroom teacher, besides that, what is more, important is being able to communicate information with parents and also motivate students. I am grateful to have colleagues and leaders who are open, willing to help, and also motivate me in the process of becoming a teacher and homeroom teacher.

It's not a problem for me to teach remotely, but I ponder whether the students understand what I teach well. Often hearing Physics lessons are considered difficult and scary, I have the principle that science lessons, especially Physics will be fun and easy to remember if you do a lot of practice. However, this is an obstacle because of the pandemic and it is not possible to practice in the laboratory, therefore, to keep practising, that is by using a virtual laboratory and also providing projects that can be completed using easily obtained items. Sometimes I as a teacher also learn from students, by adapting my teaching method to the student's learning style, so that students can better understand what I teach and students are enthusiastic about learning.

Over time, schools can be opened and the first activity students enter school is grade 8 because ANBK is at school. I am happy that I can finally meet face-to-face with students again. Then gradually students enter school although in turn not all. So that now all students can return to school. I see a lot of changes in students when studying online and face-to-face. In face-to-face learning, students are more enthusiastic, and attentive, and I see this affects students' understanding. In principle, education is not sudden, it takes a process, for both teachers, and students, as well as the role of parents. Good collaboration between teachers, students, and parents will result in a good education. 

Oleh: Margareta Sri Pinilih, S.Pd. 

My Experience (Reflection Paper)

        This is my first time becoming a teacher. It was such a big experience for me because as people know, Mondial Junior High School is a national bilingual school. Students use English to learn subjects and talk to each other, while I’m not that good at speaking English. I started to work on 1st July 2021. It’s been a year. I had so many experiences during my first year of becoming a teacher. Being a mathematics teacher, homeroom teacher, and PIC of many activities such as 17-an, Sumpah Pemuda, class meetings, and many more. I will share my experience and reflection during my first year here.

Because all of them were my first time, I needed to ask my fellow teachers if I have questions about the activity. Besides that, my fellow teachers also help me a lot during this first year. The first memorable experience for me was when I became a homeroom teacher. Even though it's only 1 semester or 6 months, it has taught me a lot. With this experience, I was able to have an opinion of school and learning from 3 points of view, students, parents, and teachers. These three points of view help me to make wiser decisions that are either beneficial or detrimental to them. Being a homeroom teacher also allowed me to accommodate complaints from my children, for example, when they complain that their assignments are too many. I can help to convey them to the teachers and also remind students not to be procrastinated, so the assignments will not be too many for them.

The second experience was being a math teacher. Being a math teacher is a familiar thing to me. Even so, being a teacher during a pandemic was not easy, especially with learning mathematics. By using the online system, I found it difficult to know the ability and the understanding of students in learning mathematics. Monitoring online was also difficult. Not all children wanted to talk when I asked, did not open the camera, and often did not do the daily assignments and assessments given by the teachers. But on the other hand, with online learning, I could learn to be more confident in chatting and delivering material to children, because at first, I was worried about how to deal with students. For me, the most important thing during learning is getting students to actively ask and answer questions and making the classroom atmosphere comfortable for students. However, I also need to be quiet from time to time when the child is chatting with his friends and paying attention to them. In that way, I hope they will be more mindful of time, when they need to speak and when they need to listen when someone is speaking.

Lastly, the experience of being the coordinator of an event at school. The teachers helped me in preparing the things needed during the event. I learned to be able to divide tasks and have responsibility for the continuity of the event. I also had to make sure what things were missing. In addition, as the event coordinator, I learned to be able to make decisions quickly and wisely, which in my opinion was difficult because I was afraid that my decisions could harm others. I learned many things by being a PIC and it made me become a more assertive person in making decisions.

These experiences are one of the many lessons that I learned. I will continue to learn to be a better character than before. Mathematics is known as a boring and tiring class, hopefully, with offline classes, I can break that stigma and make math class more fun.

Laurensia Lintang Setyamurti @ Medio July 2022

KUMPULAN LINK ARTIKEL DAN/ ATAU VIDEO KETRAMPILAN READING AND WRITING

Berikut ini link video dan/ atau artikel yang bisa dijadikan sebagai sumber-sumber relevan untuk pengembangan diri guru dalam melatih ketrampilan writing dan reading

How to Write Text Response - Essay Structure - Video

Reflective Essay (Examples, Introducting, and Topics) - Video

Reader Response Theory - Video

Sample Essays of Personal Response - Artikel

How to Write a Grant Essay - Artikel

Personal Responses to Reading - HIP Books - Artikel

Sample Response Papers - Artikel

Free Personal Response Essays and Papers - Artikel

How I Build Bond with Students

 

I had the pleasure of working at Mondial Junior High School a national bilingual school that apply the immersion approach to promote students’ English language acquisition since their young age. Mondial Junior High School has good work environment. We have a timeline for each activity of the year. Daily briefings and evaluations help me to stay on track. During the briefing, the principal asked the latest status of the work handled by each teacher and admin, such as the progress of activity plans and administrative work (eg making guidelines, lesson plans, and final grades). After that we will do our own work. After the students went home, we did an evaluation. In the evaluation activities, each teacher and admin reports on work such as teaching and learning activities, the progress of students in class, and problems that may occur that day.

I am also able to ask my fellow teachers questions related to school activities and culture and receive feedback. The variety of learning activities carried out by other teachers became an example and inspiration for me as a new teacher. One of them is Mr. Tri’s way to end the class by giving question to students like post quiz. Equipment for learning is also fulfilled by the school. We can propose tools that support teaching and learning activities such as pen tablets and books. All of these help me to improve overall quality of work.

During 1 year, I have been 7C’s homeroom teacher, teaching biology in online and offline classes. This help me to understand the importance of being ‘present’. I addressed competences such as communication, collaboration. and critical thinking.

One of the competences I can reflect on is being able to communicate with students to identify the best way to bond with them so that lessons can be delivered. I'm happy that the first time I became a teacher I didn't have to meet my students face-to-face because the covid 19 pandemic made us held virtual meetings. Like everyone else I was nervous and I thought teaching them virtually would be an advantage for me. There are 2 out of 8 classes that I can say are cooperative and active. They easily opened the camera and microphone, asking lots of questions so I could check how they understood, any misconceptions formed, and straighten them out. Students are very engaged and my classes can run smoothly and have fun.

The six classes that are not active seem to be due to limited interaction. Limited interaction on online class gradually lead to distancing themselves from the elderly, both their parents and teachers, which affects their conditions negatively. As a teacher I can't control what they actually do during the lesson. it's purely the students' decision to do well in class, let the teacher help them understand the lesson or cut off contact by turning off the camera and microphone.

As Reginald Rose says in 12 Angry Men, “There were eleven votes for guilty. It’s not easy to raise my hand and send a boy off to die without talking about it first.” Most students of today are very critical and open. They boldly convey their ideas and opinions. the supportive environment at Mondial also makes it comfortable for children to do so. Difficulties at the beginning to build activeness and bonding can be resolved, one of them is by communicating and collaborating to create the desired class atmosphere.  I realized through the way they answer quizzes that are too broad, showing they are looking for new material beyond what has been taught. They actively seek information from various sources which sometimes provide broad explanations beyond the basic competences they should understand. I have learned that it is better to continuously ask them in the end of the lesson for making summary and give point for their effort so there will be more students willing to answer. Building bonds and communicating with students has also been done by doing fun activities for making summaries such as the Word Search game. There are hidden words in the word search, which are related to the material.

Communicate with my fellow teachers also give me new experience. With various schedules, fixed to-do lists, and tight deadlines to meet, we had to adapt to each other's schedules and strive for efficient communication. There were times when the task was not clear because this educational environment was new to me. I spent time doing research on how the activity was from the previous year's documentation. Fellow teachers also helped a lot with their fresh ideas.

The second of the competences that I learned to apply is to be able to collaborate with the students. After class discussion, it can be concluded that students want to do interesting things just like playing game with their friends. Jenn says on When Teens Need Their Friends More Than Their Parents, “Teens may cope with stress better when they're around peers, rather than adults”. They are also very familiar with technology so it is not difficult for them to seek knowledge from various sources. During online classes, collaborative activities with friends that can be done are limited to presenting class discussions. However, when students do face-to-face learning, collaborative activities can be carried out more actual. Recently we conducted a simple experimental activity "Contraction and Relaxation in Human Muscles".

Grade 7 students have never done laboratory activities during online learning, so in this first experimental activity I helped in making experimental reports by given the guideline. Students were happy to start discussions and work with their teams. I found that students are quicker to ask questions than to read, so it is important to remind them to read and understand first the references given to answer questions that arise in their minds. This activity is good enough to prepare them before the actual experiment activity.

The last of the competences that I learned to apply is critical thinking. Just like my students that critical and open with new knowledge, I need to open my mind and keep learn for the new way of teaching by using internet (for example to provide models of the joints and quizizz.com to make the quiz). On these days I also need to think how to maintain the bonds that have been established with the students, but also keep the class going according to plan.

From the start I positioned myself as a teacher who could be their friend so they could feel comfortable talking to me. I have struggled to manage class in the first week offline school since many students are like different people. Students who are pretty quiet turn out to be talkative and this makes the class noisy. Sometimes they even tell other things that are not related to learning biology, I listen for a moment, give feedback, and then get back on track. After sharing with Ms. Reta, instead of constantly asking them to be quiet and pay attention, sometimes we can be quiet and pay attention to them first. I do this in class and it's quite effective, they'll quickly realize that I want the class back on track just by watching me stand still and watch them. I found myself become more confident in teaching because I am already familiar with biology in English and I rarely translate Indonesian into English. I will continue study the materials before the class start, so then I can be well-prepared once I am in the class. I have high hope to become a better teacher day by day as part of Mondial Junior High School.

Birgitta Lorraine - Medio May 2022

WRITING ORGANIZER

Below, we list some writing organizer, which are expected to help teachers in teaching writing and reading skills for students. The organizer of the writing as below:

1.  Narrative
2. Procedures
3. Recount
4. Historical Recount
5. Explanation
6. Exposition / Persuasion
7. Discussion / Argument
8. Text Response
9. Information Report
10. Information Letter
11. Book Review
12. Personal Narrative
13. Expository Essay
14. Format Letter

Recommendations from Bu Helena

Referensi:

https://literacyideas.com/

RESPONS TEKS

 APA ITU RESPONS TEKS?

Respons teks adalah gaya penulisan, di mana kita berbagi reaksi kita terhadap sesuatu.  Ini adalah kesempatan untuk memberi tahu dunia, bagaimana perasaan kita tentang sesuatu itu.

Respons teks juga dapat disebut sebagai tanggapan pembaca. Fokus kita tentang respons teks adalah respons spesifik terhadap teks tertentu.

Respons teks menurut definisi secara khusus merupakan respons terhadap buku yang telah kita baca, tetapi juga bisa menjadi respons terhadap film yang baru saja kita lihat, permainan yang telah kita mainkan, atau untuk peserta didik yang lebih dewasa, itu bisa menjadi respons terhadap keputusan yang dibuat pemerintah yang mempengaruhi kita atau komunitas kita dari sesuatu yang telah kita baca dari surat kabar atau situs web.

Saat menulis respons, penting bagi kita untuk menyampaikan hal-hal berikut kepada pembaca.

• Bagaimana perasaan kita tentang apa yang kita baca/ lihat / dengar?
• Apa yang kita setuju atau tidak setuju dengan apa yang kita baca/ lihat / dengar itu?
• Dapatkah kita mengidentifikasi situasinya?
• Apa cara terbaik untuk mengevaluasi cerita tersebut?

 

APA TUJUAN DARI RESPONS TEKS?

Seringkali ketika kita berbicara tentang pengembangan keterampilan bahasa, kita biasanya mengelompokkan ke dalam dua bidang, yaitu: pertama: area aktif, terdiri dari berbicara dan menulis; dan yang kedua: yang disebut area pasif, yaitu: mendengarkan dan membaca.

Belajar menulis respons teks menjembatani kesenjangan ini, karena mengharuskan peserta didik untuk tidak hanya mengembangkan keterampilan menulis tingkat tinggi, tetapi juga untuk mempertimbangkan membaca lebih dari sekadar aktivitas pasif.

Menulis respons teks mengasah keterampilan berpikir kritis peserta didik, serta kemampuan mereka untuk mengekspresikan pikiran mereka secara tertulis. Ini memberi kesempatan peserta didik untuk terlibat dalam membaca sebagai latihan aktif, daripada sesuatu yang analog dengan menonton TV.

  

TAHAP PERSIAPAN PENULISAN RESPONS TEKS

Kebanyakan sekolah formal memberikan penugasan kepada peserta didik secara metodis, artinya ada langkah-langkah yang harus dilaksanakan oleh peserta didik untuk menyelesaikan tugas tersebut. Begitu pula dengan penugasan untuk pembuatan respons teks ini.

Kata kunci dalam frasa penugasan menulis respons teks adalah tidak menulis tetapi respons. Karena kata kuncinya adalah respons, maka semuanya harus dimulai dengan membaca dan bagaimana peserta didik merespon/ menanggapi, atau mempertimbangkan teks yang mereka baca tersebut.

 

Baca untuk Memahami:

Peserta didik harus membaca teks untuk benar-benar bisa memahami isi teks tersebut. Mereka harus membaca untuk mengidentifikasi tema umum dan perangkat naratif yang akan berfungsi untuk menjawab pertanyaan atau permasalahan yang dimunculkan oleh penulis teks tersebut.

Peserta didik mungkin secara naluriah tahu apa yang ingin mereka baca, tetapi yang seringkali tidak naluriah adalah mengungkapkan mengapa mereka memilih untuk membacanya. Mereka mungkin mengakui bahwa tulisan yang mereka baca berkualitas tinggi, tetapi mereka mungkin tidak memiliki kosakata untuk mengungkapkan mengapa tulisan itu berhasil atau tidak berhasil.

 

Baca dengan seksama dan temukan permasalahannya:

Pada bagian ini, kita akan meminta peserta didik untuk menemukan inti permasalahan yang dimunculkan dalam teks tersebut. Kita perlu mendorong peserta didik untuk menemukan atau bahkan menggarisbawahi kata kunci dan frasa. Ini akan membantu mereka menyusun tanggapan mereka dan juga dapat berfungsi sebagai daftar periksa bagi mereka untuk merujuk, ketika mereka telah selesai menulis tanggapan teks mereka.

Mintalah peserta didik menentukan dengan tepat apa yang menjadi inti permasalahan dalam teks tersebut. Praktik yang baik untuk memastikan seorang peserta didik telah cukup memahami apa inti permasalahan adalah meminta peserta didik untuk memparafrasekan pertanyaan atau permasalahan itu dengan kata-kata mereka sendiri. Ini dapat dilakukan baik secara lisan maupun tertulis. Kegiatan yang bermanfaat ini akan menginformasikan perencanaan peserta didik pada tahap persiapan penulisan respons teks.

 

Prosesnya:

1. Untuk memastikan peserta didik sepenuhnya memahami pertanyaan atau permasalahan adalah mintalah mereka menggarisbawahi kata kunci dalam kalimat atau pertanyaan. Selain itu, baik juga kalau peserta didik menemukan sinonim untuk kata kunci yang telah mereka garis bawahi tersebut.
2. Mintalah mereka menulis ulang pertanyaan atau inti permasalasahan sebagai serangkaian pertanyaan dengan kata-kata mereka sendiri. Ini akan memungkinkan guru untuk menilai pemahaman mereka tentang apa yang diminta untuk mereka lakukan. Hal ini juga dapat berfungsi sebagai rencana terstruktur untuk menulis tanggapan mereka.
3. Berilah waktu bagi peserta didik untuk mendiskusikan pertanyaan bersama dalam kelompok kecil. Setelah waktu yang ditentukan, peserta didik harus memutuskan ya atau tidak untuk menanggapi pertanyaan utama dari teks yang mereka baca tersebut.
4. Tanggapan mereka terhadap langkah 3 di atas, akan membantu mereka untuk merumuskan pendapat mereka, yang akan berfungsi sebagai kekuatan pendorong di balik respons teks mereka secara keseluruhan.
5. Dengan sendirinya, peserta didik melakukan brainstorming setidaknya tiga argumen atau alasan untuk mendukung perdebatan dari diskusi mereka.
6. Untuk masing-masing alasan, peserta didik harus merujuk ke teks dan memilih bukti terbaik yang tersedia untuk mendukung argumentasi dalam perdebatan mereka.
7. Peserta didik tidak boleh terlalu peduli, dengan membentuk tatanan logis untuk catatan mereka yang dikumpulkan sejauh ini. Tujuan dari kegiatan ini adalah untuk membiarkan ide mengalir bebas dan menangkapnya di atas kertas.

Ketika selesai, pada titik inilah, mereka siap untuk memulai proses penulisan dengan sungguh-sungguh.

 

TAHAP PENULISAN RESPONS TEKS

Seperti halnya menulis di banyak jenis tulisan yang lain, ada baiknya untuk menuliskan respons teks dalam struktur tiga bagian. Ini adalah proses sederhana untuk belajar bagaimana menulis paragraf respons dan kemudian mengatur atau meletakkannya ke bagian awal, tengah, dan akhir (atau pengantar, isi, dan penutup/ kesimpulan).

 

Pengantar:

Paragraf pertama respons teks, sebagai bagian pengantar harus berisi informasi penting tentang teks, yang akan mengarahkan pembaca dengan apa yang sedang dibahas. Informasi seperti penulis, judul buku atau ekstrak, dan satu atau dua pernyataan umum tentang konten, akan memberi pembaca beberapa konteks untuk diikuti.

Akronim SOAPSTONE (Speaker, Occasion, Audience, Purpose, Subject, Tone) berguna ketika peserta didik mempertimbangkan informasi mana yang penting untuk dimasukkan dalam bagian pengantar: pembicara, acara, audiens, tujuan, subjek, dan suasana atau situasinya. Peserta didik juga perlu memikirkan aspek mana yang harus dibahas dalam paragraf pengantar.

Jenis teks akan sangat menentukan, mana yang harus disertakan dan mana yang ditinggalkan. Namun, penting bagi peserta didik untuk tidak terlalu lama berhenti pada tahap ini, kalimat pengantar ini biasanya hanya membutuhkan tiga atau empat kalimat. Ingatkan mereka, bahasa yang digunakan pada bagian pengantar ini harus formal.

 

Isi:

Ketika belajar menulis bagian isi, salah satu kesalahan yang paling umum terjadi adalah peserta didik terlibat dalam menceritakan kembali teks secara langsung. Yang seharusnya terjadi adalah diskusi tentang teks, maksudnya peserta didik harus masuk ke teks dan mengekspresikan pendapat mereka tentang apa yang mereka temukan di sana. Hal ini dengan cepat terlihat ketika membaca respon peserta didik, ketika mereka hanya terlibat dalam menceritakan kembali, dan ketika mereka memberikan respon yang bijaksana. Pastikan peserta didik untuk menyadari fakta bahwa ini tidak membodohi siapa pun!

Catatan yang dibuat peserta didik dalam tahap persiapan penulisan respon teks akan sangat berguna di bagian ini. Masing-masing argumen atau alasan yang mereka hasilkan untuk mendukung argumentasi dalam perdebatan mereka akan membentuk dasar untuk paragraf isi respons teks. Akronim TEEL (Topic sentence, Expand/ Explain, Evidence/ Example, and Link) berguna di sini:

Kalimat Topik: Peserta didik harus memulai setiap paragraf mereka dengan kalimat topik. Kalimat ini memperkenalkan poin yang akan berfungsi sebagai ide utama paragraf.

Perluas/ Jelaskan: Tujuan dari beberapa kalimat berikutnya adalah untuk mempersempit fokus kalimat topik, seringkali dengan merujuk pada karakter atau peristiwa tertentu dalam teks dan menawarkan penjelasan lebih lanjut tentang inti yang sedang dikembangkan dalam paragraf.

Bukti/ Contoh: Pada titik ini dalam paragraf, penting bagi peserta didik untuk membuat referensi dengan teks untuk mendukung poin yang telah mereka buat. Memiliki pendapat itu bagus, tetapi harus didasarkan, dan terbukti didasarkan, pada teks yang sebenarnya itu sendiri. Bukti akan paling sering mengambil bentuk kutipan dari teks - jadi pastikan peserta didik merasa nyaman dengan mekanisme menuliskan kutipan ke dalam tulisan mereka.

Link: Akhir dari setiap isi paragraf harus terhubung kembali ke inti perdebatan utama dari peserta didik. Hal ini menyatakan kembali argumen atau alasan yang diuraikan dalam kalimat topik, tetapi dalam konteks yang lebih luas dari perdebatan utama yang biasanya adalah ya, tidak, atau mungkin terungkap pada tahap persiapan penulisan respons teks.

Ketika peserta didik bergerak melalui esai mereka, penting bagi mereka untuk merujuk tema utama teks di setiap paragraf. Struktur esai harus menggambarkan perkembangan pemahaman peserta didik tentang tema itu.

Referensi harus dibuat untuk bagaimana penulis menggunakan berbagai teknik sastra untuk membangun makna dalam teksnya. Namun, referensi untuk teknik sastra tidak boleh dibuat hanya secara sepintas, tetapi harus diintegrasikan ke dalam diskusi tentang tema yang dieksplorasi dalam esai.

 

Menulis kesimpulan respons teks:

Menulis kesimpulan pada dasarnya melibatkan pernyataan ulang yang sudah dibuat, serta meringkas poin-poin utama yang dibahas. Meskipun kesimpulannya pasti akan memiliki banyak kesamaan dengan pendahuluan, dan beberapa pengulangan tidak dapat dihindari, pastikan peserta didik menggunakan kata-kata yang berbeda dalam kesimpulan mereka. Latihan mengkalimatkan kembali dalam tahap persiapan penulisan akan dapat membantu di sini.

Dorong peserta didik juga untuk menautkan kembali ke alasan dan argumen mereka yang dikembangkan untuk mendukung argumentasi perdebatan mereka dalam isi paragraf. Bagian kesimpulan bukanlah tempat untuk memperkenalkan ide-ide baru atau untuk mengajukan pertanyaan retoris. Ini adalah tempat untuk mengumpulkan untaian argumen dan membuat pernyataan tentang relevansi teks dalam kaitannya dengan dunia yang lebih luas.

 

TIPS UNTUK MENULIS RESPONS TEKS YANG BAGUS

• Dalam menulis respons teks, peserta didik sebagian besar harus menulis dalam bentuk sekarang.
• Ikat semua respons kembali ke pertanyaanatau permasalahan pokok.
• Menulis respons teks mengharuskan peserta didik untuk menganalisis teks dan merespons secara pribadi dengan pemikiran dan pendapat mereka sendiri. Mereka tidak perlu takut untuk membuat pernyataan yang berani, selama mereka dapat membuat referensi ke teks untuk mendukung pernyataan tersebut.
• Tahap persiapan penulisan sangat penting dan tidak boleh dilewatkan.

 

PERNYATAAN YANG BERGUNA UNTUK DISERTAKAN DALAM RESPONS TEKS

• Saya merasa bahwa ….
• Menurut pendapat saya ….
• Pembaca dapat menyimpulkan bahwa ….
• Penulis tampaknya ….
• Saya tidak suka ….
• Gambar-gambar itu tampaknya ….
• Penulis (tidak) berhasil membuat saya merasa ….
• Saya sangat terharu dengan ….
• Saya tidak mendapatkan hubungan antara … dengan ….
• Jelas bahwa sang seniman mencoba untuk ….
• Alur suara tampak terlalu ….
• Bagian favorit saya adalah... karena ….

 

~ Antotik, Ujung Akhir April 2022

 

 

Referensi:

https://literacyideas.com/text-response/