Stanpenilaian Otentik ( Authentic Assessment)

Stanpenilaian Otentik ( Authentic Assessment)
Be like explained above, implication of applying of of interest standard is processing the assessment done by teacher both for having the character of formative and sumatif have to use the criterion reference. For that, in applying the teacher interest standard have to:
. · Develop the interest matrix learn ( learning competency matrix)
which guarantee the experience learn the directional, · Develop the pukka assessment have continuation ( continuous authentic assessment) guarantying the attainment and domination of interest.
Pukka assessment is processing gathering of information by teacher concerning growth and attainment of done by theX study [of] protege through various technique capable to lay open, prove, or show preciselyly that study purpose have really mastered and reached. Following is pukka assessment principles.
. · Assessment process have to represent the indivisible shares of study process, [is] not part of separated from the study process ( a part of, note apart from, instruction), · Assessment have to express the real world problem ( real world problems), no matter school world ( school work-kind of problems), · Assessment have to use various measure, method and criterion matching with characteristic and esensi experience learn, · Assessment have to have the character of holistik including all aspects of study purpose ( cognate, afektif, and sensori-motorik).
Assessment purpose in class by teacher shall be aimed at four (4)
matter following.
. 1. Keeping track, that is to trace process to study of protege remain to as according to plan, 2. Checking-Up, that is to check [is] there any natural by theX weakness [of] protege in course of study, 3. Finding-Out, that is to look for and find the things cause the happening of weakness and mistake in course of study, 4. Summing-Up, that is to conclude do protege have reached the specified interest or not yet.
[So that/ to be] the assessment purpose is reached, teacher have to use various immeasurable assessment technique and method in line with experience characteristic and study learn the it passing by. Purpose experience and

Standard Kompetensi n education system need the standard? A standard, any low he, is needed [by] because he personate the directive and at the same time pemicu to improve;repair the life activity. In education context, standard needed as minimum reference ( in the case of interest) to be fulfilled by a graduate from a[n education institute so that each;every graduate candidate assessed [by] what is is pertinent have fulfilled the minimum standard which have been specified. By applying of of interest standard as reference in course of education expected [by] all components in concerned in management of education in all levels, including itself protege will instruct his effort [at] attainment of such standard.
[Is] expected with this approach [of] teacher have the

Abstract

By pointing out dimensions of adult learners and teaching, this article aims to discuss a way of strengthening the awareness on and through learning and self-esteem in adult language classes. The cognitive therapy technique emphasizes the importance and necessity of informing the learners of basic aspects of learning and language learning in order to aid them to build up their learning strategies effectively and consciously. Also it is claimed that an awareness on personal learning process contributes effective learning and raising self-esteem. Some CTT activities and awareness sessions are presented and a sample lesson plan is designed to bridge the gap between theory and practical use

my cita-cita

since childhood I have had the goal - goal, each and everyone surely had the goal - goal. I have the mapping for the goal of - my goal. I have the goal - goal become a nurse in a hospital.
To be and I to do, is as follows :
. 1) learn impetously - impetous [of] him, so that deflect to enter akper 2) continue education of education storey;level hereinafter 3) in sma take the majors ipa.
Barrier resistance or, I to meet I will face with surrenderness, and tawakal whilst also try. Possibly resistance I to meet as follows :
. 1) ketidak ready to brain 2) indolence to permeate the science 3) fatigue in learning 4) don't understand in something Iesson 5) saturation is in practice
Goal - my goal will the presentation of in a moment wait in morrow day, after I finish stady.

beuatifull lee

BEAUTIFULL LIE

Lie awake in bed at night
And think about your life
Do you want to be different?
Try to let go of the truth
The battles of your youth
Cuz this is just a game

It's a beautiful lie
It's the perfect denial
Such a beautiful lie to believe in
So beautiful, beautiful it makes me

It's time to forget about the past
To wash away what happened last
Hide behind an empty face
Don't ask too much, just say
That this is just a game

Everyone's looking at me
I'm running around in circles, baby
A quiet desperation's building higher
I've got to remember this is just a game

So beautiful, beautiful...

“THE INFLUENCER Of QUALITY

“THE INFLUENCER Of QUALITY Of SERVICE TO CONSUMERS SATISFACTION AT PT. TELKOM KANCATEL PANDEGLANG”



Marketing is a process planning and perfoming concept, price, promotion and distribution of some ideas of goods and services to create exchange that enable to satisfy the individual and organization goal.

Quality of sevice is the main factor that gives satisfaction to consumers and custumers. If te quality of service performed maximali of course it will influence the loyality of customer and as profitable as possible for the firm.

In quality of service there are five factor that can give satisfaction to consumer, they are :

1. Tangibles
2. Empaty
3. Reliability
4. Responsiveness
5. Assurance

This reseach using calculation of spearmans coeficient and corelation rank to know how wide the influence of quality of service to the consumers satisfaction.

From the calculation of to coeficient corelation of r = 0, 803 that indicates strong influence between quality of service to consumers satisfaction and the assumtion if quality of service given maximaly it will influence the consumers satisfaction.

Otherwise the result of coeficient determination is 64,48% with assumtion that quality of sevice to consumers satisfaction is 64,48% which the rest is 35,52% influenced by other factors as promotion, discount, etc.

In test (experiment) t indicates t count is bigger than t table t count = 3,417 > t table 2,704 so Ho rejected to Hi accepted, it means there is strong influence or possitive between variabel X (Quality of Service) and Y (Consumers Satisfaction).

Education one

The sentence may be further divided according to the function each word has in the subject-predicate relalionship. Each of these functions is classified as a different part of speech. The words that form the central core of the sentence—around which all the other words "'cluster"—are the parts of speech known as nouns (or pronouns) and verbs; the words that modify the central core words are the parts of speech called adjectives and adverbs; the words that show a particular kind of connecting relationship between these four parts of speech are called prepositions and conjunctions.

In presenting parts of speech, traditional grammarians often include another part of speech, the interjection. However, since the interjection is simply some expression of emotion or feeling (surprise, pleasure, pain, etc.) usually occurring at the beginning of the sentence (oh, hurrah, ouch) and does not perform any grammatical function, this part of speech will not be treated further in this text.

In the chapters that follow, each part of speech will first be classified into its various types- Such classifications will be based chiefly on differences in structural form or in grammatical behavior. After that, the part of speech will be described according to the observable signals that operate the grammar— function, position, form, markers. Under function will be a further considera­tion of how a part of speech serves either as part of the central core (noun or pronoun, verb), or a modifier (adjective, adverb), or a connector (preposi­tion, conjunction). Under form will be included (1) inflectional endings, that is, endings for grammatical purposes (for example, -s for plural nouns, -ed for past verbs); and (2) derivational endings, or suffixes that indicate the part of speech (for example, -tion for a noun, -ize for a verb). Under markers will be included the kinds of words that act as signals for parts of speech that follow (for example, the before a noun; very before an adjective or adverb).

From the discussion of these parts of speech we will see that only nouns, verbs, adjectives and adverbs have special inflectional and derivational endings, and use special markers for identification. The great bulk of our vocabulary falls into these four parts of speech, and new words enter into these categories only.

Pronouns make up a small class of words of very high frequency. The traditional definition of a pronoun as "a word that takes the place of a noun"¹ is applicable to some types of pronouns but not to others. Those pronouns that arc actual substitutes may refer not only to a preceding noun—its antece­dent—but to a larger part of a discourse that precedes. Those pronouns that are not substitutes may simply have indefinite reference or express indefinite quantity.

Modern grammarians who regard position and function as the decisive factors in classifying a par! of speech often consider pronouns as a subclass of nouns. However, they point out important formal differences: many pro­nouns are more highly inflected for grammatical properties (person, number, case and gender), and all pronouns lack the derivational endings (such as -tion, -ment, etc.) that nouns have.

Although there are a number of dissimilarities among the types of pro­nouns—some may be freely chosen and some may not, some are substitutes and some are not, some are inflected and some are not, some take adjective modification and some do not—there are iwo features that most pronouns have in common. One is their weak lexical content. Whatever meanings they have are derived from the context in which they are used, in addition, many pronouns have the ability to serve either of two functions—they may stand alone in noun function, or they may act as adjectives (determiners) that precede descriptive adjectives.