Sabtu, 26 Juli 2014

The importance of reading


The importance of reading

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.
adapted from www.englishdaily626.com/high_school_english_essays.php?206

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.

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.
Students’ Data

1.       Full Name            :____________________________________________________
2.       Date of Birth      :____________________________________________________
3.       Address                               :____________________________________________________
4.       Phone Number : ___________________________________________________
5.       Interests              :____________________________________________________
6.       Parents Name   :____________________________________________________
7.       E-mail Address  :____________________________________________________


Magelang,............................, 2014
                (Name)
 
 










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.
1.             Full Name         :____________________________________________
2.            Date of Birth      :____________________________________________
3.            Address             :____________________________________________                                  ____________________________________________
4.             Phone Number :____________________________________________
5.            Interests              :____________________________________________
6.            Parent Name     :____________________________________________
 ____________________________________________
7.            E-mail Address  :____________________________________________
 
 







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?
10.  Who is Adi’s younger brother?

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


Kompetensi
Dasar
Materi
Pokok/
Pembelajaran
Kegiatan Pembelajaran
Indikator 
Penilaian
Alokasi
Waktu
Sumber
Belajar
Karakter
Teknik
Bentuk
Instrumen
Contoh
Instrumen
 5.1 Membaca nyaring bermakna kata, frasa, dan kalimat dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan terdekat


Pronunciation kata
dan Intonation:
frasa,  kalimat yang
 telah dipelajari

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.
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.

Tes unjuk kerja


 Observasi  
Uji petik membaca nyaring

Lembar observasi
Read the sentences aloud!



Read the all the sentences loudly and carefully.
2x40 menit

 Buku teks

 teks 
 otentik



·  Cermat
·  Percaya diri

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:
  1. Teacher Directed
1.      Memberikancontoh/model model teksfungsional

  1. Guided Construction
a.       Mengidentifikasiberbagaimacaminformasidalamteks fungsional
b.      Mengidentifikasiinformasi dari teksfungsional
  1. Teaching Strategies
·          Three – phase technique (pre reading, whilst reading, post reading)

      D.    Media              :    Pictures,  teks
      

KEGIATAN PEMBELAJARAN

4.      Langkah-langkahKegiatan
I.             Langkah-langkahKegiatanPembelajaran
LangkahKegiatan
Aktivitas Guru
AktivitasSiswa
Waktu
KarakterBangsa
KegiatanPendahuluan (Pre)
1.   Salam pembuka (greeting).
2.   Mengabsensiswa.
3.   Siswadiberipertanyaantentangkompetensipertemuan yang lalu.
4.   Guru menyampaikantujuanpembelajaran.
§         Memberirespon
§         Memberirespon
§         Memperhatikandanmemberirespon

§         Memperhatikan
10’
1. Cermat

2.Percaya diri






























KegiatanInti (Whilst)
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
Excellent (90-100)
Very Good
(81-90)
Good
(71-80)
Fair
(61-70)
1





2





3





4





5





6





7





9





10





        

  1. Rubrikpenilaiansiswauntukpengembangankarakter

Nama
Siswa
Kecerdasan
Kepedulian
Kerjasama
BT
MT
MB
MK
BT
MT
MB
MK
BT
MT
MB
MK



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
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Dosen Pembimbing                                                                       Guru Mata Pelajaran,