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The importance of reading |
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Reading
has at all times and in all ages been a source of knowledge, of happiness, of
pleasure and even moral courage. In today's world with so much more to know
and to learn and also the need for a conscious effort to conquer the divisive
forces, the importance of reading has increased. In the olden days if reading
was not cultivated or encouraged, there was a substitute for it in the
religious sermon and in the oral tradition. The practice of telling stories
at bed time compensated to some extent for the lack of reading. In the
nineteenth century Victorian households used to get together for an hour or
so in the evenings and listen to books being read aloud. But today we not
only read, we also want to read more and more and catch up with the events
taking place around us. The various courses and classes being conducted in
rapid reading support this belief.
The amount of reading one should get through is of course nobody's
business. There is no end to it for there is a variety of subjects to read
about. The daily newspaper or the popular magazine while it discusses topical
issues and raised controversies, it also provokes thought and throws light on
human nature. It brings the news of wars, rebellions, organizations,
political stances, heroic deeds etc., together and helps knit a world of some
sort. There is then the serious reading undertaken for research and for
satisfying one's longing for knowledge. It may be a subject of scientific
significance, or a subject of historic or philosophic importance - varying
according to the taste of the person. This kind of reading disciplines the
mind and trains one for critical and original thinking. There is yet another
kind of reading -reading for pleasure. Though serious reading is also a source
of pleasure, reading which is devoted mainly to it differs in one respect. It
grows upon one, it gives before demanding and it soothes and relieves tension
and loneliness. The only kind of reading which neither stimulates thought nor
provides knowledge is one which is approached negatively, with the simple
motive of escape and of "killing" time.A person who is widely read is able to mix with others: he is a better conversationalist than those who do not read. He can stand his ground. Reading broadens the vision. it is in a way a substitute for travel. It is not possible to travel as much as one would like to and reading can fill in the gap created by the lack of travel. "Reading", as Bacon wrote in his essay. 'Of Studies'. "maketh a full man: conference a ready man: and writing an exact man". Thus a widely-read man is a better conversationalist and is able to see the other point of view.
Literature is a form of art which can cross barriers and
if one does not know the language in which a piece of literature is written,
one is willing sometimes to learn the language. Even if one does not learn a
language one reads the literary work in translation. This contributes to the
growth of understanding and tolerance amongst people. Reading also helps one to see the present
in relation to the past and the future, and thus develop a historical
perspective.
Care is needed to ensure that reading does not become a substitute for
real life. The moment one ceases to enjoy the ordinary pleasures and
happiness of life and is content to enjoy them vicariously through fictional
and historical representations, one loses all the benefits of reading and
loses contact with life.With the cinema and television taking up a great deal of attention of children, teenagers and even adults, the habit of serious reading is dying out. People are content to read abridged versions. see films, go through illustrated comics and be content. But just as reading should not become a substitute for the joy of living or drive out the other forms of entertainment, other substitutes should not be accepted for the pleasure of reading which lies in the act itself. One may be selective, may be discriminating but no one can afford to shut himself off from this rich and ever-growing world of literature. |
Sabtu, 26 Juli 2014
The importance of reading
Reading and the Reading Process
Reading and the Reading Process
Reading is a complex and
purposeful sociocultural, cognitive, and linguistic process in which readers
simultaneously use their knowledge of spoken and written language, their
knowledge of the topic of the text, and their knowledge of their culture to
construct meaning with text. 1 Each of these types of knowledge
impacts the sense that readers construct through print. Readers easily
comprehend text with familiar language but are less successful at comprehending
text with unfamiliar language. 2 Readers easily comprehend text on
familiar topics but are less successful at comprehending texts on unfamiliar
topics. 3 At the same time, the interpretations
readers construct with texts as well as the types of texts they read are influenced
by their life experiences. 4
The
sociocultural, cognitive, and linguistic systems readers use to make sense of
print are largely intuitive. For example, few are aware that they use their
life experiences to interpret text, and that as life experiences differ from
reader to reader and from community to community so, too, do interpretations of
a given text. Similarly, few are aware that when they are reading about
statistics they understand the phrase all the figures on the right hand side of the table means numerals in rows and columns,
but when they are reading about crafts they understand the same phrase means
figurines on a piece of furniture; 5 nevertheless, they do.
The systems
readers use to make sense of print are interrelated and partially redundant.
For instance, in the sentence There are some books on the table, the
words some and are and the letter s in books signal that there is more than one
book. This redundancy permits readers to sample print, using only what they
need to construct meaning effectively and efficiently. 6 Readers also use these interrelated
systems to make predictions concerning what the print says, to confirm or
disconfirm their predictions, and to connect these meanings to form a coherent
understanding of the text.
Readers read
for different purposes. Sometimes they read for pleasure. Sometimes they read
for information. Their reason for reading impacts the way they read. They may
skim or read carefully depending on why they are reading. Throughout this
process, readers monitor the meaning they are constructing. When the text does
not meet their purposes they may switch to another text. Readers expect what
they are reading to make sense. They use a repertoire of strategies, such as
rethinking, re-reading or reading on to clarify ideas, to make sure they
understand what they read in order to accomplish their purposes.
Writers also
contribute to how well readers are able to read a text. The writer’s language
and knowledge of the topic as well as skill in using written language influence
the reader’s ability to construct meaning. The degree to which readers and
writers share the same understanding of the language and the topic of the text
influences how well they communicate with each other.
Learning to Read
Learning to
read is a life-long process. People begin developing knowledge that they will
use to read during their earliest interactions with families and communities.
In their pre-school years, children learn to understand and use spoken language
and learn about their world through meaningful interactions with others.
Children
also learn about written language as more experienced readers provide
meaningful demonstrations of reading and writing. 7 Some of the earliest demonstrations
they receive include reading environmental print (such as the word stop on a
stop sign), making and using grocery lists, writing and reading notes, and
reading and discussing children’s stories and letters from friends.
Through
these demonstrations by others, children learn the pleasures and purposes of
print. They also learn to read and write their names and the names of family
members. In addition, they learn vocabulary typical of written language, such
as how different types of texts such as grocery lists, personal letters, and
fairy tales are structured. They also learn basic concepts of print such as the
message of print in books continues across pages. The more children interact
with spoken and written language, the better readers they become. 8
As children
learn to read continuous text, they use their intuitive knowledge of spoken
language and their knowledge of the topic to figure out print words in text. 9 For example, if a more experienced
reader reads Catch me, catch me, if you can. to young children while pointing to
the print, children use their memory of what was read to them to help them to
figure out which words in the sentence represent catch and me.
As children
learn to read new text independently they continue using their intuitive
knowledge of spoken language, their growing knowledge of written language, and
their knowledge of the topic of the text to construct meaning. Consequently,
beginning readers read words in the context of a story with familiar language
on a familiar topic better than they read words out of context, as in lists or
on flash cards. 10 For example, a beginning reader may
read horse as house when encountering it in a list but
read it correctly in a story about cowboys. Beginning readers also comprehend
stories with familiar language better than stories with unfamiliar language
such as unfamiliar “book” language11 or contrived language such as the
language in decodable texts. 12
At the same
time, as children learn to read more and more words in context, they use their
developing knowledge of patterns of letter-sound correspondences in familiar
words to figure out how to pronounce unfamiliar words. 13 For example, children who have learned
to read small andsmile and cart and part, can figure out that sm- is pronounced /sm/ and -art is
pronounced /art/ and
then figure out how to pronounce smart.
The more
children read, the better readers they become. 14 Children read more when they
have access to engaging, age appropriate books, magazines, newspapers,
computers and other reading materials. They read more on topics that interest
them than on topics that do not interest them.
Reading supports writing
development 15 and writing supports reading
development. 16 For example, through reading readers
learn the power of a strong introduction and eventually use such knowledge as
they write their own pieces. Conversely, writing develops awareness of the
structures of language, the organization of text, and spelling patterns which
in turn contributes to reading proficiency.
Learning to
read in one language accelerates learning to read in other languages. 17 When readers learn to read text
written in a language they understand, they transfer an intuitive understanding
of what reading is and how to read when reading in other languages.
Children
vary in the experiences they bring to learning to read, including different
cultures, background knowledge, oral and written languages, experiences with
print, 18 and access to print.19 Nevertheless, all readers use
their life experiences, their knowledge of the topic, and their knowledge of
oral and written language to make sense of print and all learners benefit from
instruction that helps them make sense of print. 20
Readers
continue to grow in their ability to make sense of an increasing variety of
texts on an increasing variety of topics throughout their lives as they learn
more spoken and written language, acquire more knowledge on an ever-expanding
variety of topics, and have more and more life experiences.
Effective Reading Instruction
Effective
reading instruction helps learners make sense of written language. 21 It builds on what learners know at any
given time to help them learn more. Effective instruction is grounded in a
professional knowledge of how we read and how we learn to read. It is best
provided by knowledgeable, caring teachers who organize instruction to meet the
varying needs of all their students. 22
Teachers
provide effective reading instruction when they:
- Expect all students to achieve. 23
- Know their students as individuals, including their interests, their attitudes about reading, and their school, home, and community experiences.
- Carefully observe each student’s reading in multiple contexts in order to provide appropriate instruction and monitor progress.
- Create a risk-free environment that supports social interaction, open discussion of ideas, and multiple perspectives.
- Teach students about reading within the context of authentic reading using texts with authentic language.
- Read to students daily using a variety of text types, including various types of fiction and non fiction and multicultural literature, on a variety of topics to build their students’ familiarity with written language and their background knowledge on a variety of topics.
- Use a variety of instructional groupings, including whole group, small group and individual instruction, to provide multiple learning experiences. 24
- Use multiple instructional methods such as shared reading 25, guided reading, and literature discussion circles, as appropriate for their students.
- Focus on the ideas represented by written language rather than the words on the page. 26
- Build background knowledge of topics and language that enables students to understand what they read. 27
- Teach before-, during-, and after-reading strategies for constructing meaning of written language, including demonstrations and think alouds.
- Encourage students to use effective reading strategies such as self-monitoring for meaning and self-correcting when meaning breaks down. 28
- Provide specific feedback to students to support their reading development.
- Provide opportunities for inquiry and language study, including vocabulary, word and text structures, and spelling patterns, that emerge from authentic reading experiences. 29
- Provide regular opportunities for students to respond to reading through discussion, writing, art, drama, storytelling, music, and other creative expressions.
- Provide daily opportunities for students to read books of their own choice in school. 30
- Provide daily opportunities for students to write on topics of their own choice in school. 31
- Provide regular opportunities for students to work together to learn through reading and writing.
- Build partnerships with families to read and write regularly at home. 32
- Provide regular opportunities for students to engage in a variety of authentic literacy experiences in social studies, science, math, and other curricula areas. 33
- Provide regular opportunities for students to reflect on their learning. 34
- Provide ongoing support to students who need additional instruction.
- Gradually release instructional responsibility to support independent reading. 35
- Reflect on their students’ progress and their own teaching practices in order to make changes that meet the needs of students.
Policies That Promote Learning to Read
Schools,
school districts, and governmental and non-governmental agencies promote
reading achievement when they:
- Respect teachers as professionals, value their knowledge of the students and community they serve, and encourage them to develop and adjust lessons according to the instructional needs of their students.
- Establish and maintain an instructional materials selection policy through which educators with knowledge of the reading process, how readers learn to read, and effective literacy instruction guide the selection of reading instructional materials, including trade books and technological resources, for the schools for which they are responsible. Those involved in the process should have no commercial interests in the outcome of the process.
- Provide learners with a wide variety of engaging, age-appropriate reading materials, free of stereotypes and compatible with community values, to read for pleasure and information.
- Provide learners with a rich curriculum in social studies, science, math, fine arts, and other subject matters so they can comprehend reading materials on an ever-expanding variety of topics.
- Provide learners who have not yet learned to read in any language with beginning reading instruction in a language in which they are competent.
- Provide teachers with a wide variety of reading materials with authentic language, free of stereotypes and compatible with community values, to use for instruction.
- Provide opportunities for teachers, parents, educational leaders, and the public to continue growing in their understanding of how we read, how we learn to read, and effective reading instruction.
Jumat, 25 Juli 2014
The benefits of reading aloud
The benefits of reading aloud
Reading aloud is the foundation for literacy development. It is the single most important activity for reading success (Bredekamp, Copple, & Neuman, 2000). It provides children with a demonstration of phrased, fluent reading (Fountas & Pinnell, 1996). It reveals the rewards of reading, and develops the listener's interest in books and desire to be a reader (Mooney, 1990).
Listening to others read develops key understanding and skills, such as an appreciation for how a story is written and familiarity with book conventions, such as "once upon a time" and "happily ever after" (Bredekamp et al., 2000). Reading aloud demonstrates the relationship between the printed word and meaning – children understand that print tells a story or conveys information – and invites the listener into a conversation with the author.
Children can listen on a higher language level than they can read, so reading aloud makes complex ideas more accessible and exposes children to vocabulary and language patterns that are not part of everyday speech. This, in turn, helps them understand the structure of books when they read independently (Fountas & Pinnell, 1996). It exposes less able readers to the same rich and engaging books that fluent readers read on their own, and entices them to become better readers. Students of any age benefit from hearing an experienced reading of a wonderful book.
adapted from : www.readingrockets.org/article/343
Worksheet Reading
STUDENTS’ WORKSHEET
TASK 1
Read the text below!
Today is the first day
of school. The students are asked to intoduce themselves. Now, it’s Tiwi’s turn
to introduce herself in front of the class.
Hello friends, my name
is Mustika Pratiwi Wijaya. My nick name is Tiwi. I study in SMP Harapan at the
first grade. I am in VII C. I am thirteen years old now. I was born in Padang,
January 14th, 1998. I live at KH Ahmad Dahlan 57 Magelang. I like reading and
traveling. My dream is traveling around the world and meeting different people
with different culture.
I have a small family.
My father is Mr Wijaya. He is a doctor and my mother is a teacher. Her name is
Mrs Hilda. I have a little brother named Abi. He is in the third grade of
elementary school now.
I have an e-mail
account. You can e-mail me at Mustika@ymail.com
or you can call me on phone at 678553. We can be good friends.
TASK 2
Tiwi wants tio join
tennis club in her school. She has to fill in the membership form. Now, help
her to fill in the following from based on her condition.
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TASK 3
Write (T) if the statement is true and write (F) if the
statement is false based on the text.
1.
(....) Tiwi is a junior high
school student.
2.
(....) She was born in Padang
13 years ago.
3.
(....) She lives in the same
town where she was born.
4.
(....) Her hobby is reading.
5.
(....) She does not like
travelling.
6.
(....) Mr. Wijaya is Tiwi’s
teacher.
7.
(....) Mrs. Hilda is a teacher.
8.
(....) Tiwi is the only child
in Mr. Wijaya’s family.
TASK 4
Look at the picture and study the personal data.
Do you know Emma Watson?
Yes she acted as the
smart girl, Herminone Granger, in Harry Potter film. This is her personal data
1.
Name : Emma Watson
2.
Full Name : Emma Charlotte Duerre Watson
3.
Place of birth : Oxford, Oxford shire, England
4.
Date of birth : April 15th, 1990
5.
Parrents Name : Chirs Watson (lawyer)
Jacqueline Wtson (lawyer)
6.
Brother : Alex Watson
7.
School : Dragon School (until 2003)
8.
Interests : Acting
Writing poetry
TASK 5
Work pairs! Make your own personal data. Do like the example
on the previous task. You can write the other additional data if you want.
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TASK 6
Read the text then answer the following questions!
New
Student
Adi is new student in VII F class in SMP Negeri 2
Surakarta. He wants to introduce himself to other friends in front of the
class. Adi say : Hello my friends, I am Adi Pradana Kusuma Wijaya. You can call
me Adi.I was born on first of May in 2000. My house in Manahan. I am from SD
Manahan. I have two brothers, their name are Aria Sentana and Wahyu Aditama.
Aria in senior high school student and Wahyu is elementary school student. Ok I
think that’s all my introduction for today. Goodbye.
1.
Who is the new student?
2.
What is Adi’s full name?
3.
What is his nick name?
4.
Where does he study now?
5.
How old is he?
6.
When was he born?
7.
Where does he live?
8.
How many brothers does he have?
9.
Where does Aria study?
Silabus Reading (Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat) for first of Junior High School
Standar Kompetensi : 5. Membaca
Memahami makna dalam teks tulis
fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat
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Kompetensi
Dasar
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Materi
Pokok/
Pembelajaran
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Kegiatan
Pembelajaran
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Indikator
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Penilaian
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Alokasi
Waktu
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Sumber
Belajar
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Karakter
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Teknik
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Bentuk
Instrumen
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Contoh
Instrumen
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|||||||
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5.1 Membaca nyaring bermakna kata,
frasa, dan kalimat dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan terdekat
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Pronunciation kata
dan Intonation:
frasa,
kalimat yang
telah dipelajari
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1.
Mendengarkan dan merespon hal-hal yang
perlu diperhatikan dalam kegiatan
membaca
nyaring:
pronunciation, intonation secara cermat.
2.
Mendengarkan model membaca nyaring secara
cermat.
3.
Menirukan membaca nyaring dengan intonasi
dan jeda sesuai model secara percaya diri.
4.
Membaca nyaring sendiri dengan lafal,
intonasi, dan jeda yang baik dan benardengan cermat dan percaya diri.
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1. Melafalkan
kata, frasa dan kalimat dengan baik dan benar secara cermat.
2. Membaca kata
frasa dan kalimat dengan intonasi yang benar secara percaya diri.
3. Membaca
nyaring dengan baik dan benar secara percaya diri.
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Tes unjuk kerja
Observasi
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Uji petik membaca nyaring
Lembar observasi
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Read the sentences
aloud!
Read the all the sentences loudly and
carefully.
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2x40 menit
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Buku teks
teks
otentik
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· Cermat
· Percaya diri
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RPP FOR FIRST GRADE OF JUNIOR HIGH SCHOOL
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Namasekolah : SMP..............
Mata Pelajaran : BahasaInggris
Kelas/Semester :
VII (Tujuh) / 1
StandarKompetensi :5. Memahami makna dalam teks tulis fungsional pendek
sangat sederhana yang berkaitan denganlingkungan terdekat
KompetensiDasar :5.1 Membaca
nyaring bermakna kata, frasa, dan kalimat dengan ucapan, tekanan dan intonasi
yang berterima yang berkaitan dengan lingkungan terdekat
Jenisteks :
teksfungsionalpendek
Tema :
Let Me Introduce Myself!
Aspek/Skill :
Membaca
AlokasiWaktu : 1 x 40 menit
Indikator
5.1.1
Melafalkan kata, frasa dan kalimat dengan baik dan benar secara cermat.
5.1.2
Membaca kata frasa dan kalimat dengan intonasi yang benar secara percaya
diri.
5.1.3
Membaca nyaring dengan baik dan benar secara percaya diri.
1. TujuanPembelajaran
Padaakhirpembelajaran, siswadapatmeresponmaknadalam:
a.
Membacateksfungsionalpendekdenganintonasidanekspresi
yang tepat
b.
Membacateksfungsionalpendekdenganbantuangambar
c.
Membacanyaringinstruksi, penjelasan,
danwaktudengantepat
2. MateriPembelajaran
Pronunciation kata dan Intonation:
frasa, kalimat yang telah
dipelajari
3. MetodePembelajaran:
- Teacher
Directed
1. Memberikancontoh/model
model teksfungsional
- Guided
Construction
a. Mengidentifikasiberbagaimacaminformasidalamteks fungsional
b. Mengidentifikasiinformasi dari teksfungsional
- Teaching
Strategies
·
Three –
phase technique (pre reading, whilst reading, post reading)
D. Media : Pictures,
teks
KEGIATAN PEMBELAJARAN
4. Langkah-langkahKegiatan
I.
Langkah-langkahKegiatanPembelajaran
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LangkahKegiatan
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Aktivitas Guru
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AktivitasSiswa
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Waktu
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KarakterBangsa
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KegiatanPendahuluan (Pre)
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1. Salam
pembuka (greeting).
2. Mengabsensiswa.
3. Siswadiberipertanyaantentangkompetensipertemuan
yang lalu.
4. Guru menyampaikantujuanpembelajaran.
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§
Memberirespon
§
Memberirespon
§
Memperhatikandanmemberirespon
§
Memperhatikan
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10’
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1. Cermat
2.Percaya diri
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KegiatanInti (Whilst)
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A. Pre-listening
BKOF
1. Guru
memberipokokmateripertemuaniniadalahteksfungsional
2. Memperkenalkanteksfungsional
B. Whilst
listening
MOT
1. Guru
membericontohteks (T1)
2. Menyuruhsiswamengisi
(T2)
3. Menyuruh siswa mengerjakan task
(T3)
4. Gurumembericontoh personal data (T4)
JCOT
1. Membagisiswa menjadikelompok.
2. Menyuruh siswa membuat personal data
tentang salah satu anggota kelompok. (T5)
3. Memintasetiapkelompokmendemonstrasikanhasildiskusi.
4. Membahassoal.
C.
Post listening
ICOT
1.
Memintasiswa mengerjakan task. (T6)
2.
Memintasiswamembacajkan jawaban
|
§
Memperhatikan
§
Memperhatikandanmemberirespon.
§
Membaca
§
Memperhatikandanmenjawabpertanyaan
§
Menuliskanpernyataanbenaratausalah (T/F).
§
Memperhatikan
§
Siswamembentukkelompok
§
Semuakelompokmemperhatikandanmenjawabpertanyaan
§
Setiapperwakilankelompokmembacakanhasildiskusinya
§
Memperhatikandanmerevisijawaban
§
Siswamengerjakantugassecarandividu
§
Menjawab
pertanyaan
|
20’
|
|
|
KegiatanPenutup
(Post)
|
1.
Memintasiswamengucapkankembali kata-kata kunci.
2.
Bertanyatentangmasalahpembelajranhariinipadasiswa.
3. Siswamendapattugasrumah membuat persoanal data tentang ayah
|
§
Mengucapkankembali kata-kata kunci yang
telahdipelajari
§
Meresponpertanyaan guru.
§
Memperhatikantugasdari guru.
|
10’
|
5. Sumberbelajar
a. Buku Kerja bahasa Inggris SMP kelas 7 Semester Gasal Pemerintah Kota Kediri
Dinas Pendidikan Tahun Ajaran 2011/2012
b. Teks yang relevan
c. Gambar-gambar yang relevan
6. Penilaian
1.
Reading Scores ( setiapjawabanbenarmendapatskor
20 : skormaksimum 100 )
|
NO
|
NAMA SISWA
|
ASPEK DAN
SKOR ENILAIAN
|
|||||
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Excellent
(90-100)
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Very Good
(81-90)
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Good
(71-80)
|
Fair
(61-70)
|
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1
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2
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3
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4
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5
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6
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7
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9
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10
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- Rubrikpenilaiansiswauntukpengembangankarakter
|
Nama
Siswa
|
Kecerdasan
|
Kepedulian
|
Kerjasama
|
|||||||||
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BT
|
MT
|
MB
|
MK
|
BT
|
MT
|
MB
|
MK
|
BT
|
MT
|
MB
|
MK
|
|
|
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…
|
…
|
…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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Keterangan :
Kecerdasan:
(Dilihatdarikecermatan,
kecepatan, danketepatandalammenjawabpertanyaan)
BT=BelumTerlihat
(belummenunjukantandatandakemampuanberpikirlogis).
MT=
MulaiTerlihat (menunjukantandatandakemampuanberpikirlogis).
MB=MulaiBerkembang
(mulaikonsistenmenunjukankemampuanberpikirlogis).
MK=MembudayaKonsisten
(konsistenmenunjukankemampuanberpikirlogis).
Kepedulian:
(Dilihatdariatensiselamamengikutipelajarandanmembantuteman)
BT=BelumTerlihat
(belummenunjukantandatandapeduliterhadapperintahdanaturandalam PBM)
MT=
MulaiTerlihat (menunjukantandatandapeduliterhadapperintahdanaturandalam PBM)
MB=MulaiBerkembang
(mulaikonsistenmenunjukankepedulianterhadapperintahdanaturandalam PBM)
MK=MembudayaKonsisten
(konsistenmenunjukankepedulianterhadapperintahdanaturandalam PBM)
Kerjasama:
(Dilihatdaripartisipasidalambekerjasamabaikdalamberpasanganmaupunkelompok)
BT=BelumTerlihat
(belummenunjukantandatandamampuaktifbekerjasama)
MT=
MulaiTerlihat (menunjukantandatandaaktifbekerjasamadenganteman)
MB=MulaiBerkembang
(mulaikonsistenmenunjukankemampuanbekerjasama)
MK=MembudayaKonsisten
(konsistenmenunjukankemampuanbekerjasama)
Kediri,
15 Mei 2014
Mengetahui
Dosen Pembimbing Guru
Mata Pelajaran,
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