Fasilitas Kampus
Mahasiswi STKIP Jurusan Bahasa Inggris sedang berfose disela-sela Praktek Di Laboratorium Bahasa. laboratorium ini sengaja di bangun untuk meningkatkan kualita Mahasiswa/i Khususnya Jurusan Bahasa dalam memperdalam ilmu di Kampus biru.
Fasilitas kampus
Musholla STKIP Tapanuli Selatan. Merupakan Sarana penunjang Dalam mencetak Mahasiswa/i Yang beriman dan bertaqwa terhadap Tuhan Yang Maha Esa. Salah satu keunggulan Kampus Biru, Dimana selain Memiliki Mahasiswa yang berkwalitas dalam ilmu pengetahuan juga berkalitas dalam segi Kerohanian.
Fasilitas Kampus
Ditengah tuntutan zaman yang semakin kompleks. Kampus Biru berupaya mengembangkan suasana nyaman dengan membangun Gedung perkuliahan yang asri dan megah.Bekerja sama dengan pihak Yayasan Pembangunan gedung terus diupayakan sebagai sarana penunjang utama prkuliahan. Kedepannya, pihak yayasan juga sedang membangun Laboratorium Micro teaching umtuk kelancaran kampus dalam mencetak mahasiswa/i unggul dalam bidang pengajaran.
STKIP Kampus Biru
Tidaklah berlebihan jika kini STKIP TAPSEL si kampus biru kini menjadi tempat berkumpulnya para calon guru profesional. Dalam Proses PEncetakan Guru yang berkualitas, Pihak kampus menerapkan disiplin tingkat tinggi dalam segala bidang.
Rabu, 13 Oktober 2010
Part Of Speech
11.25
HMPBI STKIP TAPSEL PADANGSIDIMPUAN
There are some basic knowledge for understanding of material learned grammar can be remembered easily, one of which is the part of speech
Part of speech is a linguistic category of words (or more precisely lexical items), which is generally defined by the syntactic or morphological behaviour of the lexical item in question. Common linguistic categories include noun and verb, among others. There are open word classes, which constantly acquire new members, and closed word classes, which acquire new members infrequently if at all. (Wikipedia)
The four main parts of speech in English, namely nouns, verbs, adjectives and adverbs, are labelled form classes as well. This is because prototypical members of each class share the ability to change their form by accepting derivational or inflectional morphemes. The term form is used as it refers literally to the similarities in shape of the word in its pronunciation and spelling for each part of speech.
Neither written nor spoken English generally marks words as belonging to one part of speech or another, as they tend to be understood in the context of the sentence. Words like neigh, break, outlaw, laser, microwave and telephone might all be either verb forms or nouns. Although -ly is a frequent adverb marker, not all adverbs end in -ly and not all words ending in -ly are adverbs (-wise is another common adverb marker).
For instance, tomorrow, fast, very can all be adverbs, while early, friendly, ugly are all adjectives (though early can also function as an adverb).
In certain circumstances, even words with primarily grammatical functions can be used as verbs or nouns, as in "We must look to the hows and not just the whys" or "Miranda was to-ing and fro-ing and not paying attention".
Part of speech is a linguistic category of words (or more precisely lexical items), which is generally defined by the syntactic or morphological behaviour of the lexical item in question. Common linguistic categories include noun and verb, among others. There are open word classes, which constantly acquire new members, and closed word classes, which acquire new members infrequently if at all. (Wikipedia)
The part Of Speech
- Noun: any abstract or concrete entity
- Pronoun: any substitute for a noun or noun phrase
- Adjective: any qualifier of a noun
- Verb: any action or state of being
- Adverb: any qualifier of an adjective, verb, or other adverb
- Preposition: any establisher of relation and syntactic context
- Conjunction: any syntactic connector
- Interjection: any emotional greeting (or "exclamation")
The four main parts of speech in English, namely nouns, verbs, adjectives and adverbs, are labelled form classes as well. This is because prototypical members of each class share the ability to change their form by accepting derivational or inflectional morphemes. The term form is used as it refers literally to the similarities in shape of the word in its pronunciation and spelling for each part of speech.
Neither written nor spoken English generally marks words as belonging to one part of speech or another, as they tend to be understood in the context of the sentence. Words like neigh, break, outlaw, laser, microwave and telephone might all be either verb forms or nouns. Although -ly is a frequent adverb marker, not all adverbs end in -ly and not all words ending in -ly are adverbs (-wise is another common adverb marker).
For instance, tomorrow, fast, very can all be adverbs, while early, friendly, ugly are all adjectives (though early can also function as an adverb).
In certain circumstances, even words with primarily grammatical functions can be used as verbs or nouns, as in "We must look to the hows and not just the whys" or "Miranda was to-ing and fro-ing and not paying attention".
How To be a Good teacher (Part 1)
11.09
HMPBI STKIP TAPSEL PADANGSIDIMPUAN
This is a unique discussion for all of you the candidate of teacher. When you are finish your study from STKIP Tapsel and become a teacher. Many questions will arise in you ...
1. I will be ready to become a teacher?
2. Did i deserve to be a good teacher?
3. Whether I have become a good teacher?And many more questions that come up to you, as educators, students prospective successor to the nation.
So.. This session , I will Helps you to open your ways become a good teacher.
Introductory Questions.
How to be a good teacher?
What makes a Good teacher?
1. I will be ready to become a teacher?
2. Did i deserve to be a good teacher?
3. Whether I have become a good teacher?And many more questions that come up to you, as educators, students prospective successor to the nation.
So.. This session , I will Helps you to open your ways become a good teacher.
How to be a good teacher?
What makes a good teacher?
How should the teacher talk to the students?
How should the teacher give instructions?
Who should talk in the class?
What are the best kinds of lessons?
What makes a Good teacher?
Rate the following teacher qualities in order of importance?
A. They are good looking.
B. They are entertaining.
C. They can control the class.
D. They give interesting classes.
E. They know their students.
F. They can keep control.
G. They prepare well.
H. They know their subject.
What is a best teacher?
When I was at school, the best teacher was…
The best teacher I ever met is …
The best English teacher is …
I think the best English teacher should be…
I want to be an English who …
How should teachers talk
to students?
A. A teacher should speak very slowly and clearly to their foreign-language students.
B. Teachers should always use well-constructed sentences when they speak to their students.
C. Teachers should speak to their students like parents talk to their young children.
D.Teachers should speak normally to their students-as if they were talking to their own friends.
E. Teachers should only say things to students which the students will understand totally.
How should teachers give instructions?
1. Now I want you to work in pairs…yes(gesturing)…that’s right…you two…you
two…you two. Good. Now listen carefully. I want you to read this text(holding up the book
and pointing to it) on page 26 and answer the questions…OK?
2. OK, this is the deal-and I hope you really enjoy this ‘cos I spent much time planning it,
you know? I thought you could probably solve access this grammar problem yourselves,
by looking it up in your book in groups. OK?
3. (Sitting at desk) Open your books on page 26. What the answer to the question 1?
4. (Hold up large picture)Right, we’re going to do something a bit different now. Now ask
me questions about the picture(Pointing to the picture)…questions with
“what”…Anybody? Yes, Tim, please!
Two general rules for giving instructions:
(1)asap (2)logical
How should the new teachers give instructions?
(1) Before giving instructions, asking the followings:
a.What is the information I am trying to convey?
b. What must the students know if they are to complete the activity successfully?
c. Which information do they need first?
d. Which should come next?
(2)While giving instructions
Check whether you are understood or not?
Who should talk in class?
1. In class, I take up most of the time, reading, organizing and doing
explanations, but the students seem to have difficulty to understand.
2. In class, in order to make the students do what I said, I have to use Chinese regularly.
3. In class, my students occupy most of the class time, they have more
than 3 chances to practice(say) what they are required openly.
4. I usually offer some minutes to make the students to talk, but they
can not utter a word, let along to say a sentence or a paragraph.
5. It all depends what kinds of lessons I am conducting.
What are the best kinds of lessons?
Please complete the followings:
1. When I was at school, the best lessons were…
2. The best lesson I have ever observed was ….
3. I think the best kind lessons that I can give are …
Score the followings:
1.Good Ts keep the students guessing what they are going to do next.
2. The worst kind of T is the one who does the same thing every class.
3. Good Ts always look smart.
4. Good Ts are always interesting.
( This explanation is based on understanding the admin of the material presented by Miss. EFRIDA HANNUM, S.Pd on the TEAFL Lesson )
Note :
Link referenci : Helium
Note :
Link referenci : Helium
Sabtu, 09 Oktober 2010
Pidgin And Creole Language
05.34
HMPBI STKIP TAPSEL PADANGSIDIMPUAN
a. PIDGIN
1. Pidgin is nobody's native language; may arise when two speakers of different languages with no common language try to have a makeshift conversation. Lexicon usually comes from one language, structure often from the other. Because of colonialism, slavery etc. the prestige of Pidgin languages is very low. Many pidgins are `contact vernaculars', may only exist for one speech event.
2. "At first a pidgin language has no native speakers, and is used just for doing business with others with whom one shares the pidgin language and no other. In time, most pidgin languages disappear, as the pidgin-speaking community develops, and one of its established languages becomes widely known and takes over the role of the pidgin as the lingua franca, or language of choice of those who do not share a native language."
(Grover Hudson, Essential Introductory Linguistics. Blackwell, 2000)
* Structure
Structure (grammar) of Pidgin(s)/Creole(s) is reduced:
1.Creole (orig. person of European descent born and raised in a tropical colony) is a language that was originally a pidgin but has become nativized, i.e. a community of speakers claims it as their first language. Next used to designate the language(s) of people of Caribbean and African descent in colonial and ex-colonial countries (Jamaica, Haiti, Mauritius, Réunion, Hawaii, Pitcairn, etc.)
2."A creole comes into being when children are born into a pidgin-speaking environment and acquire the pidgin as a first language. What we know about the history and origins of existing creoles suggests that this may happen at any stage in the development of a pidgin."
(Mark Sebba, Contact Languages: Pidgins and Creoles. Palgrave Macmillan, 1997)
1. Pidgin is nobody's native language; may arise when two speakers of different languages with no common language try to have a makeshift conversation. Lexicon usually comes from one language, structure often from the other. Because of colonialism, slavery etc. the prestige of Pidgin languages is very low. Many pidgins are `contact vernaculars', may only exist for one speech event.
2. "At first a pidgin language has no native speakers, and is used just for doing business with others with whom one shares the pidgin language and no other. In time, most pidgin languages disappear, as the pidgin-speaking community develops, and one of its established languages becomes widely known and takes over the role of the pidgin as the lingua franca, or language of choice of those who do not share a native language."
(Grover Hudson, Essential Introductory Linguistics. Blackwell, 2000)
* Structure
Structure (grammar) of Pidgin(s)/Creole(s) is reduced:
- Has limited vocabulary, simplified grammar (e.g. no PNG, no gender, no plural marking, no agreement (e.g. `one man come; two man come; three man go yesterday')
- Often has aspect instead of tense; marked with particles instead of affixation.
- Very little redundency; as simple as can be.
1.Creole (orig. person of European descent born and raised in a tropical colony) is a language that was originally a pidgin but has become nativized, i.e. a community of speakers claims it as their first language. Next used to designate the language(s) of people of Caribbean and African descent in colonial and ex-colonial countries (Jamaica, Haiti, Mauritius, Réunion, Hawaii, Pitcairn, etc.)
2."A creole comes into being when children are born into a pidgin-speaking environment and acquire the pidgin as a first language. What we know about the history and origins of existing creoles suggests that this may happen at any stage in the development of a pidgin."
(Mark Sebba, Contact Languages: Pidgins and Creoles. Palgrave Macmillan, 1997)
