LEARNING REFLECTION

 

LEARNING REFLECTION

 

 

 

A. Learning reflection

    today we studied material about future job. Today we also present our group assignment that was given Last week, I'll tell you what I've learned :

·       know the definition of the future job

·       find out why in 10 years some jobs will be replaced by AI and robots

·       make a mind map with other friends

·       Present the results of the mind map in front of the class

 

B. Mind map result.

C. What is my future job and why do I choose the job?

 I want to work as a coal miner in the future. The reason I wanted to become a coal miner is because it pays well. In my heart, I want when I grow up I can operate the mining equipment. Besides that, I was also inspired by my uncle who worked at PT Freeport Kalimantan. He often got jobs outside Java, not infrequently he also exported mining products abroad. PT Freeport Indonesia is very good at providing facilities to its workers such as places to live, places of worship at the project site and PT Freeport also prioritizes the safety of its workers. So I thought if I became a coal miner, maybe I would have less time for family and friends but I chose this job to enjoy a quiet old age..

MY STORY DURING THE CREATIVITY EVENT

 

MY STORY DURING THE CREATIVITY EVENT

 

 

 

 

        The new school year has started a few days ago. Mandatory activities carried out to welcome the start of a new school year, especially for new students, are called MPLS or known as the introduction to the school environment. During MPLS there are lots of activities carried out by students, such as morning assembly, playing games given by the OSIS committee, eating together, and many more. MPLS aims to introduce a new school environment, make new friends, as well as train the mentality to adapt in a new environment.

 

        As with schools in general, SMKN 4 Semarang also holds MPLS to welcome new students. MPLS at SMKN 4 Semarang ran smoothly, until on the last day of MPLS we presented several art performances as the closing. The art performance is called AKRESI or student creativity event. The activity featured various performances from each extracurricular. There were performances from extra traditional dances, silat martial arts, band performances, dances and drama from AMBALAN and PMR.

 

        As well as one more appearance that the most eagerly awaited, namely the appearance of extracurricular paskibra. Contains 15 members who appear, wearing green costumes that are neat and complete. The formations displayed also vary from the beginning to the end of the show. There is one person who gives directions, he stands at the front of the line. They are ready to present marching performances and combinations of variation movements and marching movements. They do it in a compact and every move looks firm. Paskibra's stunning appearance was able to make many people applaud. No wonder they can win many kinds of competitions. Paskibra can be a starting place for students who aspire to become police or military. They will be taught how to march, and train discipline. This can be a basic provision for students who wish to continue their education in the military field.

 

        AKRESI activities aim to hone student creativity, develop talents in students, as well as a place to promote extracurricular activities for new students. All the students and teachers enjoyed the event that took place. After this event is over, it is hoped that new students will be able to determine extracurricular activities that can accommodate and develop their interests and talents.

 

        Nah, itu dia ceritaku. Ada cerita apa di sekolahmu di tahun ajaran baru ini? Apakah kalian menikmati kelas baru kalian? Yuk, sekarang gantian waktu kalian bercerita.  

Thanks for your time, see you.

UNDERSTANDING ANALYTICAL TEKS

 

UNDERSTANDING ANALYTIC TEKS

1.     Definition

·       Analytical exposition text is a text that explains a phenomenon or problem comprehensively by using arguments that support the idea of ​​the text

 

2.     Generic Stucture

·       Thesis: Introducing the topic and indicating the writer's point of view. (Introduces the topic and shows the author's point of view)

·       Argument : Explaining the argument to support the writer's position. The number of arguments may vary, but each argument must be supported by evidence and explanation. (Explain arguments to support the author's position. The number of arguments may vary, but each argument must be supported by evidence and explanation.)

·       Reiteration: Restating the writer's point of view / to strengthen the thesis. We can use the following phrases to make a conclusion in reiteration : (Restate the author's point of view / to strengthen the thesis.

3.     Purpose

·       To convince the reader that the topics presented was an important topic to be discussed or gained attention by way of providing arguments or opinions that support the main idea or topic. 

4.     Language features

the followings are language features used in analytical exposition text:

·       Focus on generic human and non-human participants.

·       Use mental processes. ...

·       Use material processes. ...

·       Use of simple present tense. ...

·       Use of relational processes. ...

·       Use of internal conjunction to state argument.

We can use the following phrases to make conclusions in Reiteration :

·       From the facts above …

·       I personally believe...

·       Therefore, my conclusion is...

·       In conclusion …

 

5.     Example

https://akupintar.id/info-pintar/-/blogs/contoh-analytical-exposition-text-lengkap-dengan-tujuan-dan-generic-structure-nya

 

6.     Writing

HANDPHONE INFLUENCE

A smartphone is a mobile phone that has an operating system for the general public, its function is not only for SMS and telephone calls but users can freely add applications, add other functions or make changes according to the user's wishes.

 

Nowadays gadgets are also widely used by school children. Gadgets are used to facilitate the learning process. With gadgets, it becomes easier for them to find the learning material they need. Apart from that, the gadget also functions to do school work through application intermediaries.

 

In addition to the positive impact, gadgets also have a negative impact on students, one of which is they rarely socialize and prefer to spend time alone. Even when learning at school takes place, students will find it difficult to focus and tend to be lazy to study. This is because the proliferation of applications such as social media can make students prefer exploring cyberspace compared to doing schoolwork.

 

This of course raises many pros and cons from parents. They worry that excessive use of gadgets will make students lazy.

 

With gadgets, students will have their own activities and it is difficult to focus on paying attention to the learning process.

The circulation of this news will make educators and parents uncomfortable to think about the condition of their children's learning in the classroom. Then the pros and cons of using gadgets in schools arise from educators and also parents of students.

 

The positive impact of cell phones for students is that they help them to communicate between one and another, not only that, cellphones also help them do schoolwork or other things by using applications.

 

The negative impact is that when students use cellphones that are not controlled, it will make these students lazy to study because there are many social media applications that are not good enough to make students more active on social media rather than studying with their cell phones.

 

Conclusion

 

From the definition above, we can conclude that the use of mobile phones is very influential for students, such as; the impact of cellphone use on values, time using social media and also on a person's psychology

 

UNDERSTANDING QUESTIONER

Understanding Questioner

 

1.     Definition of Questioner

·       The Questionnaire/Questionnaire is a well-formulated list of questions used as a means of collecting data through surveys.

·       A questioner is someone who asks questions, especially in an official or formal capacity. When a detective interviews a suspect, she acts as a questioner.

Definitions of questioner

Ø  noun someone who asks a question

synonyms: asker, enquirer, inquirer, querier

see less

types:        show 5 types...

type of:      speaker, talker, utterer, verbaliser, verbalizer

someone who expresses in language; someone who talks (especially someone who delivers a public speech or someone especially garrulous)

 

2.     Function of Questioner

The functions of the questionnaire include,

·       In order to collect information as a basis for the preparation of permanent records.

·       In order to ensure the validity of the information obtained by other methods.

·       Making an evaluation of the guidance program.

·       In order to take a sampling of attitudes or opinions of respondents.

 

3.     Sample of Questioner

Source : https://www.nesabamedia.com/contoh-kuesioner/

·       The picture above is an example of a research questionnaire about the causes of stress experienced by students taking their thesis.

 

4.     Expressions and sentences used in Questioner

a)     What (Apa)

What is used to ask for information about something.

Example of sentences:

·       What is your name? (Siapa namamu?)

·       What are you doing? (Apa yang kamu lakukan?)

·       What is the color? (Apa warnanya?)

·       What should I do? (Apa yang harus aku lakukan?)

b)    Where (di mana)

Where is used to ask for a location or place.

Example of sentences:

·       Where is your Mum? (Di mana ibumu?)

·       Where is my shoes? (Di mana sepatumu?)

·       Where are you? (Di mana kamu?)

·       Where is your house? (Di mana rumahmu?)

c)     When (kapan)

When is used to ask for the time.

Example of sentences:

·       When does the bus arrive? (Kapan bisnya sampai?)

·       When will you be here? (Kapan kamu akan datang kemari?)

·       When will the football game start? (Kapan pertandingan sepak bolanya dimulai?)

·       When are we going? (Kapan kita akan pergi?)

d)    Why (kenapa)

·       Why is used to ask a reason.

·       Example of sentences:

·       Why do you do that? (Kenapa kamu melakukannya?)

·       Why do you like Nasi Goreng so much? (Kenapa kamu sangat suka Nasi Goreng?)

·       Why the living room is so messy? (Kenapa ruang tamu sangat berantakan?)

·       Why the price is expensive? (Kenapa harganya sangat mahal?)

e)     Which (yang mana)

Which is used to inquire from the certainty of a choice among people, things, or things.

Example of sentences:

·       Which cake is the most delicious? (Kue mana yang lebih enak?)

·       Which dress is better for me? (Gaun yang mana yang lebih baik untukku?)

·       Which club do you join in? (Di klub mana kamu bergabung?)

·       Which cat is yours? (Kucing mana yang jadi milikmu?)

f)     Who (siapa)

·       Who is used to ask about people.

·       Example of sentences:

·       Who ate my pudding? (Siapa yang memakan pudingku?)

·       Who is your favourite artist? (Siapa artis kesukaanmu?)

·       Who are you? (Siapa kamu?)

·       Who sent me this gift? (Siapa yang mengirim hadiah ini?)

g)    Whom (dengan siapa)

Whom is used to ask someone who has a position as an object or recipient of the subject's action.

Example of sentences:

·       Whom did he marry? (Dengan siapa dia menikah?)

·       Whom did you talk to? (Dengan siapa kamu bicara?)

·       Whom you do you know in USA? (Ada yang kamu kenal di AS?)

·       Whom did you see? (Siapa yang kamu lihat/temui?)

·       Whom did she make a pie for? (Siapa yang kamu buatkan pai?)

h)    Whose (punya siapa)

Whose is used to ask which person has something (possessive).

Example of sentences:

·       Whose child is this? (Anak siapa ini?)

·       Whose turn is this? (Giliran siapa ini?)

·       Whose car is that? (Mobil (milik) siapa itu?)

·       Whose house is this? (Rumah (milik) siapa ini?)

i)      How (bagaimana)

How is used to ask how something can be done.

Example of sentences:

·       How are you? (Bagaimana kabarmu?)

·       How to make this cake? (Bagaimana cara membuat kue ini?)

·       How can I go home right now? (Bagaimana caraku pulang ke rumah sekarang?)

·       How does the television work? (Bagaimana cara televisi bekerja?)

 

5.     Types of Questioners

The following is about the Types of Questions and Sample Questions:

a.     Open Questions

This open-ended question cannot be answered with a "Yes" or "No" answer. The purpose of open-ended questions is to encourage the answerer to develop an answer to the question. Open-ended questions begin with the words "Why", "Who", "When", "What", "Where”.

Example of an open question:

Why do you like golf?

When do you play golf?

b.     Closed Questions

Closed questions are answered with the answers "Yes", "No", "Agree", "Disagree, "True" "False".

Example of a closed question:

Lawyer is a profession in the field of law, True or False.

c.     Specific Questions

These specific questions are questions that ask for specific information.

Examples of specific questions:

At what time do you feel bored playing golf?

d.     Reflective Questions

This reflective question aims to provide more in-depth information.

Examples of reflective questions:

It turns out that Lawyer is a profession that...?

e.     Leading Questions

This directing question aims to make it easier for the answerer and the answer to the question is already in the question submitted.

Example of a leading question:

It turns out that the Lawyer profession is very fun, isn't it?

f.      Hypothesis Questions

Hypothesis questions aim to find out reactions and speed of thinking in solving problems.

Example of a hypothetical question:

As a lawyer what do you do if you lose the trial?

g.     Behaviour Questions

Behavioural questions are questions that ask about experience or what the answerer does.

Examples of behavioural questions:

Try to explain what you do as a lawyer in defending clients in court.

 

6.     Doing Questioners

      SCHOOL FACILITY

      https://forms.gle/rTC5tSHfeq4ntLGh6

From the results of the survey data analysis above, I can find out what are the school learning facilities of my friends, as well as school learning facilities that need to be added and paid attention to in the school learning process