Efektifitas media pembelajaran daring mata pelajaran pendidikan agama islam berbasis radio streaming

Assalamu'alaikum pak saya atas Nama:supardi

Nim:0307203150

Saya terlebih dahulu mohon maaf karena dalam pengerjaan tugas ini saya menggunakan akun email kaka saya dikarenakan akun email saya tidak bisa/bermasalah. Sudah saya coba berulangkali tetap saja tidak bisa.

Semoga bapak dapat memakluminya

Perkembangan tekhnologi informasi yang semakin berkembang pesat tersebut merupakan peluang terbaik untuk menciptakan karya-karya kreatif serta inovasi-inovasi terbaru.

Oleh karena itu penulis merencanakan pembuatan aplikasi radio streaming berbasis web sebagai media pembelajaran Pendidikan Agama Islam, hiburan serta media pembelajaran pada SMA Namira Medan.

 Dapat disimpulkan bahwa SMA Namira Medan harus memperbaiki serta membutuhkan sistem pengolahan pembelajaran untuk menunjang system pembelajaran di masa Pandemi sekarang ini. Agar mempermudah penyampaian informasi pembelajaran secara langsung kepada seluruh anggota yang berkepentingan dalam system pembelajaran berbasis radio streaming.

Dan dimasa pandemi seperti ini, semoga terciptanya lulusan-lulusan yang memiliki kreativitas di bidang IT.

Dan saya juga berharap supaya Universitas Islam Negeri Sumatra Utara juga menerapkan pembelajaran melalui radio streaming untuk mengakses pelajaran sehingga dengan mudah menangkap pelajaran yang bisa kita putar berulang-ulang

Rpp Microteaching tentang DEGREE of COMPARISON

Lesson plan

Name of School            :  SMP Tunas Harapan

Class/Semester            : VIII/II

Name Of Subject          : English

Skill/Focus                  : Speaking

Waktu                         : 1 x 15 Menit

1. I.  Competency Standards (Speaking)

Reveal meaning in short functional text and simple monologue form of narrative , descriptive , and news item in the context of everyday life

1. II.  Basic Competence

Reveal meaning in short functional text and simple monologue using spoken language accurately , smoothly and appreciate the context of everyday life in the form of a narrative text , descriptive , and news item in the context of everyday life.

1. I.     purpose of learning
1. Cognitive

Product         : Knowing the right of degrees of comparison in the descriptive text

Process        :  knowing correctly the various types of degrees of comparison and can demonstrate               examples of sentences of the form degrees of comparison

1. Psychomotor

• Reciting correctly the various types of degrees of comparison

o Respond and demonstrating various examples of the types of degrees of comparison

1. Affective ( social and individual character )           

Character

1. Participate in all learning activities during the learning process .
2. Responsible for a given task

Attitude

1 . Participate in the learning process -oriented learner - center
2 . Asked politely in learning activities in the classroom
3 . Hear the opinions of others as well without refute or cutting
4 . Communicate well , or what should be disclosed , where , and to whom
5 . Well argued in the discussion .

1. II.      Indikator

1 . II . indicator
1 . cognitive
Product : Knowing the right of degrees of comparison in the descriptive text
Process : knowing correctly the various types of degrees of comparison and can demonstrate examples of sentences of the form degrees of comparison

1 . psychomotor
• Reciting correctly the various types of degrees of comparison
o Respond and demonstrating various examples of the types of degrees of comparison .
1 . Affective ( social and individual character )

character
1 . Participate in all learning activities during the learning process
2 . Responsible for a given task

attitude
1 . Participate in the learning process -oriented learner - center
2 . Asked politely in learning activities in the classroom
3 . Hear the opinions of others as well without refute or memoton
4 . Communicate well , or what should be disclosed , where , and to whom
5 . Well argued in the discussion

1. III.   Mode of Learning

Method                   : Cooperative learning (CL)

Technique               : Debate

1. IV.   Learning Material

       Forming Comparative Adjectives and Superlative Adjectives

       Form the comparative and superlative forms of a one-syllable adjective by adding –er for the

One-Syllable Adjective	Comparative Form	Superlative Form
Tall	Taller	tallest
Old	Older	oldest
Mild	milder	mildest

Example :

The climate here is milder than of my own.

Max is the tallest of all

If the one-syllable adjective ends with an e, just add –r for the comparative form and –st for the superlative form.

One-Syllable Adjective with Final –e	Comparative Form	Superlative Form
Large	Larger	largest
Wise	Wiser	wisest

Example :

New York is the largest of all American cities.

Max is wiser than his brother.

If the one-syllable adjective ends with a single consonant with a vowel before it, double the consonant and add –er for the comparative form; and double the consonant and add –est for the superlative form.

One-Syllable Adjective Ending with a Single Consonant with a Single Vowel before It	Comparative Form	Superlative Form
Big	bigger	biggest
Thin	thinner	thinnest
Fat	Fatter	fattest

Example :

My cat is bigger than your cat.

My cat is the biggest animal

Two-Syllable Adjective	Comparative Form	Superlative Form
peaceful	more peaceful	most peaceful
spacious	more spacious	most spacious
careful	more careful	most careful
thoughtful	more thoughtful	most thoughtful

If the two-syllable adjectives ends with –y, change the y to i and add –er for the comparative form. For the superlative form change the y to i and add –est.

Two-Syllable Adjective Ending with -y	Comparative Form	Superlative Form
happy	Happier	happiest
angry	Angrier	angriest
busy	Busier	busiest

IRREGULAR ADJECTIVE

Adjective	Comparative form	Superlative form
Bad	Worse	Worst
Good	Better	Best
Far	Futher	Furthest

1. V.      Media

Card

1. VI.        Teaching Learning Activities

Activity Number	Description	Time Allocation
	Initial activities
	Teachers brainstorm by asking students prefer grape or apple ?  The teacher asks to the students about something more or at least it is a form of what ?	1 minute
	Core activities
1.	Tacher explain the types degrees of comparison • The teacher provides and describes examples of comparative and superlative forms The teacher asked three of all students to make example sentences degrees of comparison in front of the class	5 minute
2.	The teacher told her students to form a group which consists of 7(seven) members.. Teachers give a card to each group that contains a word that will be debated by his students with to use degrees of comparison.	7 minute
	The last activity
1.	The teacher explains the return and provide evaluations to their students about the degrees of comparison.	2 minute

1. VII  source of learning

• English text book , Look A Head ( Page 161 )

EVALUATION

          Make your own dialog in pairs, and act out one of these situations using the expression you have learned.

1)        Find five word of irregular adjective 2)        Make five sentence of degrees of comparison

1. III.   Assessment

No	Name	Language Skill and Komponen
		Pronounciation	Grammar	Vocabulary	Fluency	Comprehension
1
2
3
4
5
6

Rubrik Penilaian Speaking

Criteria	Ratting Score	Remarks
Pronounciation	5 4 3 2 1	Has a few traces of foriegn language. Always intelligible, though one is conscious of a definite accent. Pronounciation problem necessitates concentrated listening and occasionally lead to misunderstanding. Very hard to understand because of pronunciation prolem, most frequently be asked to repeat. Pronunciation problem to serve as to make speech virtually unintelligible
grammar	5 4 3 2 1	Make free (if any) noticeable errors of grammar and word order. Occasionally makes grammatical or word orders errors that do not,however, obscure meaning. Make frequent errors of grammar and word orders, which occasionally obscure meaning. Grammar and word order errors make comprehension difficuit, must often rephrase sentences. Errors in grammar and word order, so severe as to make speech virtually unintelligible.
Vocabulary	5 4 3 2 1	Use of vocabulary and idioms is virtually that of native speaker. Sometimes uses inappropriate terms and must rephrase ideas because of lexical and equites. Frequently uses the wrong words, conversation somewhat  limited because of inadequate vocabulary. Misuse of word and very limited vocabulary makes comprehension quite difficuit. Vocabulary limitation so extreme as to make conversation virtually impossible.
fluency	5 4 3 2 1	Speech as fluent and efforts less as that of native speaker. Speed of speech seems to be slightly affected by language prolem. Speed and fluency are reather strongly affected by language problem Usually hesitant, often farced into silence by language limitation Speech is so halting and fragmentary as to make conservation virtually impossible
Comprehension	5 4 3 2 1	Appears to understand everything without difficulty Understand nearly everything at normal speed although occasionally repetation may be necessary Understand most of what is said at slower than normal speed withough repetation Has great difficulty following what is said can comprehend only “social conversation” spoken slowly and with frequent repetation Can not be said to understand even simple conversationnal English

			Medan, 20 maret 2013 Field of Study English Language Teachers BINTI MALIHAN
	Mengetahui, Kepala Sekolah SMA Tunas Bangsa