MY PORTFOLIO

Arrange to Fulfill Midtest in English Learning

Lecturer:
Dr. Andreas Priyono Budi Prasetyo, M.Ed.

By:
Nur Luthfia Tirokhatul Latifa
0103518035

COURSES OF SYUDY ELEMENTARY EDUCATION

FACULTY PROGRAM OF POSTGRADUATE
SEMARANG STATEUNIVERSITY
2018

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 LIST OF CONTENT

COVER ....................................................................................................................................... i
LIST OF CONTENT ................................................................................................................ ii
INTRODUCTION ...................................................................................................................iii
REFLECTIVE JOURNAL ....................................................................................................... 1
1.1 The First Journal ............................................................................................................ 1
1.2 The Second Journal ........................................................................................................ 2
1.3 The Third Journal ........................................................................................................... 3
TASK 01 ................................................................................................................................... 4
TASK 02 ................................................................................................................................... 6
TASK 03 ................................................................................................................................. 11
TASK 04 ................................................................................................................................. 13
ABSTRACT ............................................................................................................................. 16
OTHER COMPELING EVIDENCES OF LEARNING ........................................................ 17

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 Introduction

Hello! My name is Nur Luthfia Tirokhatul Latifa. You can call me Tika. I come from
Kendal. My address is Perumahan Patebon Indah Number 29 Patebon District I was
graduated from Semarang State University, especially Elementary School Teacher 2017.
I was born in Kendal, April 12nd 1996. I am an only child. My Father’s Luthfi, he works
in Manistry of Religion and my mother’s Rommaenur, she works as a teachers in Elementary
School. Currently, I live in Rinenggo Mukti Street number 29, Kendal, Central Java. My Hobby
is reading book. My teaching experience is in Elementary School. Now, I am teaching in
Grade 2 of Karangsari Elementary School. I have been teaching for 1 years, being a teacher
in elementary school is my dream since 1 was child

My Family My Student’s

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 REFLECTIVE JOURNAL 1

Kartini Day’s at Karangsari 2 Elementary School

My name is Nur Luthfia Tirokhatul Latifa. You can call me Tika. I come from to
Kendal. I was gratuated from Semarang State University, especially Elementary School
Teacher 2017.
Right now I am studying in Semarang State University majoring primary education. I
am now in the first semester. One of the courses I take is English, under Mr. Andreas as my
lecturer. In my opinion, he is such an extraordinary lecturer. He’s like a motivator who wants
to build a bright future for his students because of his experience. Moreover, he can advise
his students so wisely.
I feel that studying in the college until now is not that easy, I have to learn and try to
be better day by day. Many people who have a dream to study in UNNES but unfortunately
they didn’t make it. Right now I have to learn harder to achieve my dream.
A lot of things must be learned at this time, such as English. English competency that
I have learned at this time is not enough. I have to learn more so that I can be advance in my
speaking skills and mastering vocabulary. Better result will be obtained if I want to study
harder.
I could complete this lecture quickly and accurately. I also can graduate with
satisfactory grades and get cum laude. I could make my family proud and make them happy.
Hopefully I become a good person who benefits others.

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 My Friend in Classrome

REFLECTIVE JOURNAL 2

My name is Nur Luthfia Tirokhatul Latifa. You can call me Tika. I come from to
Kendal. I was gratuated from Semarang State University, especially Elementary School
Teacher 2017.
The second meeting on Tuesday, August 21, 2018 English Study course began. At
exactly 10:00 a.m. Mr. Andreas started to enter the classroom. As usual, he went straight in
with a bag, a pencil case, and a pair of glasses placed on top of his head and then greeting
students with a firm tone. He wanted to know who was willing to go forward to discuss the
journal at this first meeting. Suddenly there was one student who dared to come forward to
present the results of his journal, his name was Dady Mukti. Dady immediately came forward
and presented the results and Mr. Andreas examined the journal created by Dady.
I was very impressed with Mr. Andreas especially his expertise in English, yet he was
very skilled on this field. The vocabulary he had given to us was very meaningful to me,
because in my opinion it is not easy to learn English which is not in accordance with his
expertise.
What I have learned at this first meeting was, discussing the journal that was
discussed by Dady, then all was corrected by students and Mr. Andreas. After discussing the
journal, then Mr., Andreas gave material on the form of nouns, verbs, adjectives and adverbs.
We were getting a little bit confused to mention the examples of these words. Then at the end
of the class, he wanted for the next meeting there would be an exam.
My target after this lecture is finished I can understand the material and my English
skill is improving. in For me personally, English subject is not easy to learn, because I’m not
too familiar with English vocabulary. I still have to learn more to be able to improve better
than before.

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 REFLECTIVE JOURNAL 3

My Friends since 2013

My name is Nur Luthfia Tirokhatul Latifa. You can call me Tika. I come from to
Kendal. I was gratuated from Semarang State University, especially Elementary School
Teacher 2017.
At the 3rd meeting on Tuesday, August 28, 2018, Mr. Andreas entered the classroom
at 10:00 o’clock. He was quite attractive, wearing jacket and carrying a bag and carrying a
tumbler with glasses placed on top of his head. He always looked attractive just like a
millennial generations.
In this lecture Mr. Andreas delivered several basic materials to improve our
knowledge. He asked the students whether we were in a good condition or not. He asked us
on how to learn English in a fun way. Everyone also had a different way of learning. There
were 3 friends of mine who answered that are Lassa, Anggi, and Fau. They had their own
way on how to learn English. After that Mr. Andreas gave a mini test for students by giving
questions related to verbs, traits, objects, etc. Anggi get the highest score, with a score of 90
and I only get a score of 78. Not really bad, I think
The class I was currently attending was very active. We all could learn together.
However, when I wanted to argueon this lecture I felt less confident when speaking in public.
In my opinion, maybe I should study harder about English, I even don't understand English
words. Hopefully by learning on this weekly meeting, I would be brave enough to speak in
public and eager to my confidence day by day.

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 THE ANSWERS OF TASK 1

TASK 01: PLEASE READ THE TEXT BELOW, AND TRANSLATE THEM
INTO YOUR OWN INDONESIAN

a. Dear Prasetyo
Some of the most memorable travels are deeply personal. That's why Garuda
Indonesia helps you create a journey that is uniquely yours. From choosing your desired
seat, to selecting your meal preference, to freely updating your contact information, you
get to customise your experience throughout the way
Kepada Bapak Prasetyo
Sangatlah menyenangkan untuk mengingat kembali perjalanan yang berarti bagi
anda. Karena itulah Garuda Indonesia membantu Anda membuat perjalanan yang unik
hanya untuk Anda. Dari memilih tempat duduk yang Anda inginkan, memilih preferensi
makanan Anda, untuk kapanpun memperbarui informasi kontak Anda, Anda dapat
menyesuaikan pengalaman Anda selama perjalanan.

b. In group investigation (GI), students form interest groups within which to plan and
implement an investigation, and synthesize the _ndings into a group presentation forthe
class.
Dalam penelitian kelompok, para mahasiswa berdiskusi kelompok untuk
merencanakan dan melaksanakan penelitian, menyatukan temuan anda dalam kelompok
presentasi di kelas.

c. USING A LEARNING LOG TO SUPPORT STUDENTS’ LEARNING IN BIOLOGY

LESSONS
Learning logs or reflective journals are frequently used in further and higher
education to encourage students’ reflection on their learning. Such approaches are rare
in school. This study employed a learning log over a five-week period, with a class of 14-
15 year old students learning about digestion, respiration and breathing at a Suffolk
upper school in the UK. The study aimed to establish (1) how the learning log can
prompt reflection on the learning benefits of classroom activities and increase cognitive

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control of learning strategies, and (2) how greater understanding of learning strategies
may affects students’ motivation to learn.
MENGGUNAKAN CATATAN KEGIATAN PEMBELAJARAN UNTUK
MENDUKUNG SISWA DALAM MATA PELAJARAN BIOLOGI
Catatan kegiatan pembelajaran atau jurnal refleksi sering digunakan dalam
pendidikan lebih lanjut dan lebih tinggi untuk mendorong apa yang siswa sudah dapat
pada pembelajaran mereka. Pendekatan semacam itu jarang terjadi di sekolah. Penelitian
ini menggunakan catatan kegiatan belajar selama periode lima minggu, dengan siswa
berumur 14-15 tahun. Belajar mengenai sstem perencanaan, pernapasan, dan pernapasan
di Sekolah Menengah Suffolk di Inggris. Penelitian ini bertujuan untuk menetapkan
(1)bagaimana catatan kegiatanpembelajaran dapat mendorong refleksi pada manfaat
pembelajaran kegiatan kelas dan meningkatkan kontrol kognitif strategi pembelajaran,
dan (2) bagaimana pemahaman yang lebih besar tentang strategi pembelajaran dapat
mempengaruhi motovasi belajar siswa.

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 THE ANSWERS OF TASK 2

TASK 02: PLEASE READ THE TEXT BELOW, ANSWER THE FOLLOWING
QUESTIONS

A. DIFFERENT PERPECTIVE OF TEACHING MATHEMATICS

There are different and to some extent competing perspectives on the goals of teaching
school mathematics, and there are differing ways of delineating the mathematics actions in
which students can be encouraged to engage. This section has argued that the main emphasis
in mathematics teaching and learning in the compulsory years should be on practical
mathematics that can prepare students for work and living in a technological society, but that
all students should experience some aspects of specialised mathematics. To experience such a
curriculum would be quite different from the current emphasis on procedural knowledge that
dominate much of the Australian teaching and assessment in mathematics. Section 3 provides
a further perspective on mathematics teaching in Australia through considering both national
and international assessment data, and makes some comments on participation in post-
compulsory mathematics studies.

1. Apa yang sebenarnya ingin diceriterakan dari kutipan diatas?

Different perspective of teaching mathematics and differing ways of delineating
the mathematics in Australia.

2. Sebenarnya, menurut bacaan tersebut, bagaimana sebaiknya pengajaran matematika?

Pengajaran matematika praktis yang mudah diterapkan untuk bekerja dan tinggal di
masyarakat yang melek tekhnologi.

From the text above mathematics teaching and learning should be emphasized on
practical mathematics that can prepare students to work and live in a technological
society.

3. Apa yang dimaksud dengan ‘compulsory years of education’?

Compulsory education refers to a period of education that is required of all people
and is imposed by government. Depending on the country, this education may take
place at a registered school (schooling) or at home (homeschooling). In our country
Compulsory of education is 12 years.

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B. GROUP INVESTIGATION: THEORY AND PRACTICE
(Daniel Zingaro, Ontario Institute for Studies in Education, Toronto, Ontario, July 18, 2008)

Cooperative learning (CL) is more than having students work in groups: it is a

fundamental shift from teacher as information provider and sole sourceof truth, to teacher as
facilitator [2]. It involves the use of tasks whose completion requires the combined e_orts and
skills of the individual groupmembers. Group investigation (GI) is one form of CL, and the
focus ofthis paper. The following sections consider the technique in general, origins of the
model, key decisions teachers must make, e_ects on learners, andimplementation concerns
and gaps in the research base.

1. Based on your own experiences, what do you think about these principle of Cooperative
Learning (CL)? Please share with me potentials and problems of the implementation of
these principles in the context of Indonesian schools.
Cooperative learning is a teaching and learning strategy that emphasizes shared
attitudes or behaviors in work or helps among others in the structure of regular
cooperation in groups, consisting of two or more people. This model is based on
cognitive learning theory and social learning theory.Cooperative learning in Indonesia is
very good, because this learning can shape the potential of students to be brave and
students become more active. This learning emphasizes more on student learning groups,
so students can share ideas with each other. By forming students into a group of
dicussion, it can make subjects more fun to be learned since it needs a communication in
a group discussions. Eventough, it makes class a little bit noisy, but I’m pretty sure by
applicating this kind of technique, students are getting interested to learn about the
subjects

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C. ABSTRACT

A COGNITIVE ANALYSIS OF U.S. AND CHINESE STUDENTS'

MATHEMATICAL PERFORMANCE ON TASKS INVOLVING COMPUTATION,
SIMPLE PROBLEM SOLVING, AND COMPLEX PROBLEM SOLVING By Jinfa
Cai

The mathematical performance of 250 U.S. sixth-grade students from both

private and public schools and 425 Chinese sixth graders from both key and

common schools was examined on multiple-choice tasks assessing computation

and simple problem solving and on open-ended tasks assessing complex problem

solving. Chinese students performed significantly better than U.S. students

on both computation and simple problem solving. The results were about the

same for the two samples on complex problem solving. Moreover, when subsets

of U.S. and Chinese students were matched on their computational performance,

the U.S. students scored significantly higher than comparable Chinese students on the
measures of both simple and complex problem solving. U.S. and Chinese students had
similar overall performance on complex problem solving, but a detailed cognitive
analysis of students' written responses revealed not only many similarities in the
solutions but also many subtle differences. For example, the types of strategies
employed and the types of errors made by the Chinese students were similar to those
for the U.S. students, although the Chinese students' solutions tended to be more
elegant. Also, U.S. students tended to use visual representation more frequently than
Chinese students, who tended to use symbolic representation (e.g., algebraic
equations) more frequently. The results of this study suggest not only the complexity
of examining mathematical performance differences, but also the inadequacy of using
a limited range of tasks to measure mathematical performance in cross-national
studies. One of the main contributions of this study is its use of a variety of
mathematical tasks to capture the thinking and reasoning of U.S. and Chinese

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 students. Another contribution is the scheme used to analyze student performance, a
scheme based not solely on the percentage correct or incorrect, but rather on a
detailed analysis of students' strategies, representations, and errors. This range of
tasks and the associated methodology supported the discovery of findings of
similarities and differences between U.S. and Chinese students that have not been
reported previously.

1. What does this abstract tell you? Tell me a bit more about the background,
objectives, methods, and findings as well as recommendation?

- The abstract tells me about the cognitive analysis of U.S and Chinese student’s
mathematics performance on tasks involving computation, simple problem
solving, and complex problem solving
- Background : in my opinion, the background of the research is not listed in the
abstract
- Objectives : To identify the cognitive analysis of U.S and chinese student's
mathematics performance on tasks involving computation, and simple
problem solving, complex problem solving
- Methods : The method is examine the students by give them multiple-choice
tasks assessing computation, simple problem solving and on open-ended tasks
assessing complex problemsolving.
- Findings : Chinese students performed significantly better than U.S.
studentson both computation and simple problem solving. The results were
about the same for the two samples on complex problem solving. Moreover,
when subsetsof U.S. and Chinese students were matched on their
computational performance,the U.S. students scored significantly higher than
comparable Chinese students on the measures of both simple and complex
problem solving. U.S. and Chinese students had similar overall performance
on complex problem solving, but a detailed cognitive analysis of students'
written responses revealed not only many similarities in the solutions but also
many subtle differences.

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- Recommendation:
A use on variety of mathematics tasks to capture of the thinking and reasoning
of US and Chinese students. The scmae use to analyze students performance a
scheme based not solely on the persentage correct or incorrect but rather on a
detailed analysis of student’s strategies, representation an eror.

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 THE ANSWERS OF TASK 3

TASK 03 : PLEASE READ SOME TEXTS BELOW, AND TRANSLATE THEM

INTO YOUR OWN INDONESIAN.

The Role of Tasks

This section has argued that choosing appropriate tasks is one of the key decisions for
teachers,and has presented a range of possible types of tasks, all of which can make a positive
contribution to different aspects of student learning. It has been established also that having
students pose questions in their own words allows for explicit articulation of mathematical
learning, and for the understanding that there may be multiple ways of solving a problem.
Recognising the value of these mathematical learning outcomes, both during the school years
and in later life, research suggests that mathematics teachers should incorporate most of these
types of tasks into the planning of lesson sequences, and during individual lessons. Indeed,
one of the expectations in The Shape of the Australian Curriculum: Mathematics (ACARA,
2010a) is that teachers will use a range of types of tasks that allow students opportunities to
solve problems, explain their reasoning, and build their understanding, as well as developing
the necessary fluency. Of course using challenging tasks creates its own expectations for
teachers, including the need to maintain the demand of tasks and to support students in
persisting, as is further discussed in the next section. All of these aspects of task choice and
use can productively be the focus of teacher learning initiatives, as discussed in Section 9.

Peran Tugas

Bagian ini telah menyatakan bahwa memilih tugas yang tepat adalah salah satu
keputusan kunci untuk guru, dan semuanya dapat memberikan kontribusi positif untuk
berbagai aspek pembelajaran siswa. Telah ditetapkan juga bahwa memiliki siswa yang
mengajukan pertanyaan dengan kata-kata mereka sendiri memungkinkan untuk artikulasi
eksplisit pembelajaran matematika, dan untuk pemahaman bahwa mungkin ada beberapa cara
untuk memecahkan suatu masalah. Menyadari nilai dari hasil pembelajaran matematika ini,
baik selama pembelajaran sekolah dan ataupun di kemudian hari, penelitian menunjukkan
bahwa guru matematika harus menggabungkan sebagian besar jenis tugas ke dalam
perencanaan urutan pelajaran, dan selama pelajaran individu. Memang, salah satu harapan
dalam Bentuk Kurikulum Australia: Matematika (ACARA, 2010a) adalah bahwa guru akan

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menggunakan berbagai jenis tugas yang memungkinkan siswa untuk memecahkan masalah,
menjelaskan alasan mereka, dan membangun pemahaman mereka, juga sebagai
pengembanganpemahaman yang diperlukan. Tentu saja dengan menggunakan tugas juga
menciptakan harapan sendiri bagi para guru, termasuk kebutuhan untuk mempertahankan
permintaan tugas dan untuk mendukung siswa dalam bertahan, seperti yang dibahas lebih
lanjut di bagian berikutnya. Semua aspek pilihan dan penggunaan tugas ini dapat secara
produktif menjadi fokus inisiatif pembelajaran guru, seperti yang dibahas dalam Bagian 9.

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 THE ANSWERS OF TASK 4

TASK 04 : PLEASE READ THIS REFLECTICE JOURNAl, IMPROVE THE

UNDERLINED ONES.

I always feel excited to learn english1. Last week we started our lesson by reading the
reflective journal. Someone who read the journal was Ibu Alfi. She presented her journal
clearly in front of class. After she read, Pak Andre corrected the grammar and structure. I
learned many things from that mistaken2. Pak Andre 3 taught us noun, adverb, adjective and
verb. I learned4 also nominal and verbal sentences, then he asked each of us to answer his
questions. It was quite hard for me to classify words. Pak Andre5 chose Ibu Alfi to test her
speaking ability in a program recorded by Pak Andre’s6 laptop. But there was a trouble, so we
could not hear the result. Pak Andre told us to be humbly memorize7the words so we can use
all the word appropriately.

What is my next target to learn english?

My next target is able to classify words8 so I can make a good sentence for both
writing and speaking. Learn english9 will help me to do my work at school and the university.
I want to be able to understand what the main topic of the book is, because some of books
and resources that I use at my work and in the university are in english10. I have a big target
after I learn english11 in this semester, I want to get a perfect score for TOEFL test.

How will I do to achieve my target?

Accordance with my target, I have to memorize all words according to the verb, noun,
adverb and adjective11. I have to try and force myself to read and learn grammar. I need to
memorize vocabulary to support my comprehension when I read the book. I also need to do
TOEFL practice as a preparation to join TOEFL test.

When will I know that I achieve my target?

I will know that my target is achieved when I can classify every words and use it in a
good sentence. I like to read books in english version, somehow I feel confuse12 with the
meaning. especially the complicated sentences. I can reach13 my target If I can understand
what the book says, it means I can understand the content of the book. I will satisfied14 my
effort to learn English when I got15 a perfect score for TOEFL test.

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1 English
2 mistake
3 He
4 learnt
5 He
6 his
7 to humbly memorize
8 to be able
9 English
10 English
11 English, according to
12 confused
13 said
14 satisfy
15 get

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15
 ABSTRAK

Kompetensi mengajar fakultas ilmu hidup dan agrikultural Universitas Florida

dianalisis dengan membandingkan tingkatan pengetahuan dengan tingkatan relevansi untuk
area kompetensi yang spesifik. Fakultas menilai mereka sendiri bahwa mereka memiliki
tingkat pengetahuan tertinggi untuk pembelajaran efektif, kejelasan dalam mengajar,
menasihati lulusan, pengajaran berfikir kristis, dan membuat silabus kuliah dengan sempurna.
Fakultas menilai mereka sendiri bahwa mereka memiliki tingkat pengatahuan terendah untuk
dasar jarak pendidikan, menasihati mahasiswa, pengajaran kelas besar, pembelajaran
kooperatif, dan pembelajaran yang lebih baik melewati tes yang lebih baik. Fakultas menilai
pembelajaran efektif, pengajaran berfikir kritis, kejelasan dalam mengajar, menasihati
lulusan, dan teknik pertanyaan memiliki level relevansi tertinggi untuk pengajaran mereka
sementara penilaian kompetensi yang memiliki relevansi terendah adalah pengajaran di kelas
besar, menasihati mahasiswa, pengajaran di lab, dasar jarak pembelajaran, dan pengajaran di
ruang kelas multicultural. Fakultas menilai tingkat pengetahuan mereka dibawah tingkat
relevansi untuk semua tapi 3 item: menasihati mahasiswa, pengajaran di kelas besar, dan
pengajaran di lab. Kebutuhan pengajaran terbesar diindentifikasi sebagai kompetensi
membuat mahasiswa tertarik dalam pembelajaran, pengajaran berfikir kritis, pembelajaran
efektif, teknik pertanyaan, dan strategi pembelajaran efektif.

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EVIDENCE OF LEARNING

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