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29 juni 25 minggu

 

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verb yang tidak lazim atau tidak bisa diimbuhi -ing

 

Dalam bahasa Inggris, sebagian besar verba (verbs) bisa diberi akhiran -ing untuk membentuk bentuk gerund atau present participle, seperti eating, running, atau studying. Namun, ada beberapa jenis verba yang tidak lazim atau tidak wajar digunakan dalam bentuk -ing, terutama dalam konteks tertentu. Ini terutama berlaku untuk stative verbs (kata kerja statis) — yaitu kata kerja yang menunjukkan keadaan, perasaan, atau kepemilikan, bukan aksi yang bisa diamati.

Berikut beberapa contoh verb yang tidak lazim atau tidak bisa diimbuhi -ing dalam penggunaan normal:

1. Verba Persepsi dan Pikiran (Mental State Verbs)

• know → tidak biasa: knowing (kecuali dalam arti khusus seperti "a knowing smile")

• believe

• understand

• remember

• forget

• mean

Contoh yang tidak wajar:

• ✖ I'm knowing the answer. → ✔ I know the answer.

---

2. Verba Kepemilikan

• have (dalam arti "memiliki")

• own

• possess

• belong

✖ I am having a car. → ✔ I have a car.

Catatan: have bisa di--ing-kan jika artinya berbeda, seperti:

• ✔ I am having lunch. → di sini have artinya "makan"

---

3. Verba Perasaan dan Emosi

• like

• love

• hate

• prefer

• desire

✖ I'm loving this song. → ✔ I love this song.

Tapi: I'm loving it dipopulerkan oleh McDonald's sebagai gaya bahasa informal, meskipun secara tata bahasa tradisional dianggap tidak baku.

---

4. Verba Indra (dalam arti statis)

• see

• hear

• smell

• taste

• feel

✖ I'm seeing the bird. → ✔ I see the bird.

Tapi bisa benar jika see artinya "bertemu dengan":
✔ I’m seeing the doctor tomorrow.

---

Kesimpulan:

Verb yang tidak bisa atau tidak lazim diimbuhi -ing umumnya adalah stative verbs, tergantung pada makna dan konteksnya. Namun, beberapa kata kerja bisa berubah makna jika digunakan dalam bentuk -ing, dan penggunaannya bisa diterima dalam konteks tertentu.

28 juni 25 sabtu

 

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A Prayer from the Depths

 Poem:

A Prayer from the Depths

They are so much richer than I am
Their parents own vast coffee plantations—
only the wealthy have lands that stretch to the horizon,
lives painted in colors I’ve never known.

While I…
am the child of retired civil servants,
living off a pension that barely breathes,
with no help to offer,
not even before I left,
when I sold my motorcycle,
sold my car,
mortgaged the house—
just to make this journey possible.

But why, God?
Why did You choose this path for me?
Forgive me for questioning,
Forgive my trembling faith.
It all feels so wrong.
But deep down… I know You never are.

So give me light, God—
some glimpse of wisdom in this night,
give me ease, Lord—
for this burden is too heavy to bear alone.

I cry out not in anger,
but from a heart worn thin,
a soul gasping for hope
in silence You alone can break.

They live with comfort,
with gold beneath their feet,
while I stumble through dust
with nothing but belief.

Yet maybe—just maybe—
this pain is the root of something greater,
that through sacrifice and unseen labor,
I’ll rise with a strength they’ll never own.

So hold me, God.
Don’t let me fall apart.
Let this sorrow shape me,
not destroy me.

Amen.

Hold Me, God

 Hold Me, God

(A poem of anger, fear, and surrender)

Forgive me, God, I was angry
when I heard their decision—
like thunder tearing through a clear sky,
my heart split, unwilling, unready.

Forgive me, I’m sad,
deeply disappointed,
you piled more weight upon me,
sharpened the wounds already there.

I cried in silence,
my soul screamed within.
This is madness, God,
a torment that feels endless.

But forgive me—
I know I shouldn't be angry,
for You are the All-Knowing,
and every pain hides a hidden wisdom.

Forgive me, I am afraid,
this world feels too real,
and I feel so small,
wandering without money,
facing needs that scream louder every day.

I’m trembling, God,
afraid I won’t survive
the storms, the crashing waves
that never seem to rest.

Yet I know,
I must not fear.
You hold everything—
for me, for them, for all.

Still, God,
I’m afraid...
my heart is fragile,
so very fragile.

I fear I won’t be strong enough
to endure it all.

So hear me, God—
forgive my weakness,
my trembling faith, my failing patience.

Help me, God.
Don’t leave me behind.
Love me in the midst of this storm,
have mercy on me in my silence.

Walk beside me through this path,
and hold me, God—
hold me close,
until my fears dissolve
and peace returns me home.

26 juni 25 kamis

 

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23 juni 25 senen

 

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21 juni 25 sabtu

 

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A Prayer of Fear and Faith

 A Prayer of Fear and Faith

O God,
I tremble before Your creation,
Those with double faces—
Masters of deceit,
Clothed in sweet language
But dripping venom beneath.
They charm, then strike,
Silently deadly.

O God,
I raise this prayer to You.
I plead for Your protection—
Shield me from souls
That walk like men
But wear the masks of angels
And carry hearts of demons.

I am afraid, dear God,
Truly afraid—
Not of beasts,
But of those who smile
With lips of grace
And hands of harm.
Deliver me, O Lord.
Keep me safe.

20 juni 25 jumat

 

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jenis-jenis media pembelajaran berbasis teknologi (technology-based learning media)

 Berikut adalah jenis-jenis media pembelajaran berbasis teknologi (technology-based learning media) yang umum digunakan dalam konteks pendidikan, termasuk di sekolah dasar:

---

1. Multimedia Interaktif

Media yang menggabungkan teks, gambar, audio, video, dan animasi untuk menciptakan pembelajaran yang menarik.

• Contoh: CD pembelajaran interaktif, aplikasi edukasi seperti Khan Academy Kids atau ABCmouse.

2. Aplikasi Mobile (Mobile Learning Apps)

Aplikasi yang dirancang untuk perangkat mobile (tablet, smartphone) dengan fitur pembelajaran.

• Contoh: Duolingo, Quizizz, Kahoot!, Google Classroom (mobile).

3. Learning Management System (LMS)

Platform online untuk mengelola aktivitas pembelajaran seperti mengunggah materi, memberikan tugas, dan melakukan penilaian.

• Contoh: Moodle, Edmodo, Schoology, Google Classroom.

4. Game-Based Learning

Media pembelajaran berbasis permainan untuk meningkatkan motivasi dan keterlibatan siswa.

• Contoh: Minecraft: Education Edition, Prodigy Math Game, Wordwall.

5. Video Pembelajaran

Video yang menjelaskan konsep pembelajaran, bisa berupa rekaman guru, animasi, atau kombinasi.

• Contoh: YouTube Edu, video dari Khan Academy, Rumah Belajar (Kemendikbud RI).

6. Augmented Reality (AR) dan Virtual Reality (VR)

Teknologi yang memungkinkan siswa merasakan pengalaman belajar yang imersif.

• Contoh: Quiver (AR coloring), Google Expeditions, Merge Cube.

7. E-Book dan Digital Storytelling

Buku digital atau cerita interaktif yang bisa diakses melalui perangkat digital.

• Contoh: Epic!, StoryJumper, Book Creator.

8. Podcast dan Audio Learning

Materi pembelajaran dalam bentuk audio, bisa didengarkan kapan saja.

• Contoh: Podcast edukasi anak seperti Brains On!, audio buku edukatif.

9. Simulasi dan Virtual Lab

Media digital untuk melakukan eksperimen atau praktik secara virtual.

• Contoh: PhET Simulations, Labster (untuk sains).

10. Artificial Intelligence (AI)-Assisted Learning

Media yang menggunakan AI untuk menyesuaikan materi dengan kebutuhan belajar siswa.

• Contoh: Socratic by Google, ChatGPT, Carnegie Learning (untuk personalisasi pembelajaran matematika).

---

A Fragile Prayer

 A Fragile Prayer

God, please don’t get angry at me,
I’m learning still, as weak as can be.
Please don’t give me harshness or fear,
Just whisper hope, and hold me near.

This heart of mine is soft and small,
It trembles with each rise and fall.
It feels too much, it breaks too fast,
Haunted by echoes from the past.

Please, keep it safe, don’t let it tear,
Wrap it in silence, wrap it in care.
The world outside is far too loud,
I’ve walked alone beneath the cloud.

If I have failed, I kneel and say,
Forgive me, Lord, and show the way.
This soul just seeks a light to see—
A little peace, a chance to be.

So if You hear, please comfort me,
With mercy, not with agony.

19 juni 25 kamis

 

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18 juni 25 rabu

 

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17 juni 25 selasa

 

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teacher Professional Development (PD)

 

📚 What is Teacher PD?

Professional Development (PD) refers to structured training and learning opportunities for teachers to improve their knowledge, instructional practices, and professional skills.

---

✍️ In this context:

• Teacher PD for genre-based CLIL instruction means designing training programs that help teachers:

  • Understand and apply Systemic Functional Linguistics (SFL)

  • Use Teaching and Learning Cycle (TLC) in the classroom

  • Teach students how to read and write subject-specific genres (e.g., science reports, history explanations)

  • Integrate language and content effectively in CLIL settings

---

✅ Example PD Activities:

Activity	Purpose
Workshops on SFL and CDFs	Learn how language works in academic texts
Collaborative lesson planning	Apply TLC to real classroom topics
Classroom observations	Reflect on teaching practices
Genre analysis training	Identify structures of reports, explanations, etc.

The TLC cycle stands for the Teaching and Learning Cycle—

 The TLC cycle stands for the Teaching and Learning Cycle—a structured, scaffolded approach to teaching writing and literacy, especially within the Systemic Functional Linguistics (SFL) framework.

It’s widely used in genre-based pedagogy, especially in contexts like CLIL, English as a Second Language (ESL), and language across the curriculum.

---

🔁 The 4 Stages of the TLC Cycle

Stage	Description	Teacher’s Role	Student’s Role
1. Building the Field	Introduce the topic, develop background knowledge	Guide with visuals, texts, discussions	Explore, observe, build vocabulary
2. Modeling/Deconstructing the Genre	Analyze a model text (structure, language features)	Explain genre purpose and features	Identify parts, ask questions
3. Joint Construction	Co-write a similar text as a class or group	Scaffold writing, ask guiding questions	Contribute ideas collaboratively
4. Independent Construction	Students write their own texts	Monitor and give feedback	Write independently using the model

---

📘 Example (from your article):

In the CLIL science class:

• Students first learned about levers (Building the Field)

• Then analyzed reports (implicitly or previously) (Modeling)

• Worked with graphic organizers and group drafts (Joint Construction)

• Finally wrote independent reports on levers (Independent Construction)

---

✅ Benefits of the TLC Cycle:

• Scaffolds learning for all levels

• Makes genre features explicit

• Promotes deeper thinking and language use

• Can be used across subjects (science, history, etc.)

functional components of report writing based on Cognitive Discourse Functions (CDFs)

The "subcategories" mentioned in the article refer to the functional components of report writing based on Cognitive Discourse Functions (CDFs)—specifically defining and classifying. These subcategories were used to analyze how well students included essential scientific and linguistic elements in their reports about levers.

---

🔹 The 9 Functional Subcategories:

These are the nine distinct elements students were expected to include in their reports. They were grouped under main CDFs (defining and classifying):

🔸 Defining:

1. Definition of levers

2. Naming the parts (e.g., fulcrum, load, effort)

3. Defining the parts

🔸 Classifying:

4. Announcing the types of levers (Class 1, 2, 3)

5. Giving the classification criterion (based on what is in the middle)

6. Defining each type of lever

7. Giving examples of each type

🔸 Concluding (evaluating & reasoning):

8. Providing a general conclusion/claim (e.g., different objects may be in the same class)

9. Giving contrasting or supporting examples to justify that claim

---

🧮 Why "7 subcategories" Sometimes?

• Not all students included all 9 subcategories in their writing.

• For example, Profile 2 learners typically included up to 7 subcategories, omitting things like part definitions or examples in the conclusion.

• Profile 4 students were the most advanced—they included all 9 subcategories.

---

📘 Example (simplified):

"A lever is a simple machine. It has three parts: fulcrum, effort, and load. The fulcrum is the fixed point..."
✅ That part addresses 1 (definition), 2 (naming), and 3 (defining parts).

---

SFL stands for Systemic Functional Linguistics,

 

SFL stands for Systemic Functional Linguistics, a theory of language developed by Michael Halliday. It views language as a social semiotic system—meaning it’s a tool we use to make meaning in different social contexts.

---

🔍 Key Principles of SFL:

Concept	Description
Language is functional	Language is used to do things: describe, argue, explain, etc.
Meaning is shaped by context	The way we use language depends on who we're speaking to, what we're talking about, and how we're communicating.
Language has three metafunctions	Language always works on three levels at once: ideational, interpersonal, and textual.

---

🧩 The Three Metafunctions in SFL:

Metafunction	Purpose	Example
Ideational	Expresses ideas and experiences (content)	“A lever is a simple machine.”
Interpersonal	Builds relationships and expresses attitudes	“I think this is a better example.”
Textual	Organizes the message for clarity	“First, we define a lever. Then we classify it.”

---

🏫 Why is SFL important in education?

• It helps teachers explicitly teach how different types of texts work (reports, explanations, narratives, etc.).

• It connects language form to social purpose.

• In CLIL or literacy instruction, SFL shows how students can use language to express scientific, historical, or mathematical thinking.

---

📘 Example:

In the article you asked about, SFL was used to guide students in understanding:

• What a scientific report looks like,

• How to define and classify scientific concepts using proper structures,

• How to move from simple phrases to full, genre-appropriate texts.

CLIL stands for Content and Language Integrated Learning.

 CLIL stands for Content and Language Integrated Learning. It is an educational approach in which subjects such as science, history, or math are taught in a foreign language, with the dual goal of developing both subject knowledge and language skills.

---

🔍 Key Features of CLIL:

Feature	Description
Dual-focused	Simultaneously teaches content and language.
Foreign Language Medium	Non-language subjects are taught using a second/foreign language (often English).
Student-centered	Encourages active learning, critical thinking, and interaction.
Real-life Communication	Promotes authentic use of language in context.

---

🧠 Why Use CLIL?

• Improves both language proficiency and subject understanding.

• Prepares students for globalized academic and professional environments.

• Encourages deeper cognitive engagement through meaningful language use.

---

📘 Example:

In a CLIL science class, students might learn about levers in English (their foreign language), using vocabulary like fulcrum, load, effort while also learning how levers work.

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