kisi kisi un bindo

Upload: tsaqifahalfiana

Post on 16-Oct-2015

35 views

Category:

Documents


0 download

DESCRIPTION

kisi kisi ujian nasional bahasa indonesia

TRANSCRIPT

  • KISI-KISI UJIAN NASIONAL BAHASA INDONESIADIREKTORAT PEMBINAAN SEKOLAH MENENGAH PERTAMA 2010

  • **SALINANLAMPIRAN PERATURAN MENTERI PENDIDIKAN NASIONALNOMOR TAHUN TANGGAL OKTOBER KISI-KISI SOAL UJIAN NASIONAL TAHUN PELAJARAN

    NoSTANDAR KOMPETENSI LULUSANKEMAMPUAN YANG DIUJI1MembacaMembaca dan memahami berbagai ragam wacana tulis (artikel, berita, opini/tajuk, tabel, bagan, grafik, peta, denah), berbagai karya sastra berbentuk puisi, cerpen, novel, dan drama.Menentukan gagasan utamaMenentukan kalimat utamaMenentukan kritik terhadap isi bacaanMenentukan persamaan isi beritaMenentukan perbedaan penyajian beritaMenentukan kalimat fakta dalam paragrafMenentukan dua kalimat pendapat pada paragrafMenentukan simpulan isi paragrafMenentukan gagasan utama tajukMenentukan kalimat fakta dalam tajukMenentukan keberpihakan penulis tajuk Menentukan pernyataan yang sesuai dengan isi baganMenentukan simpulan isi grafik, tabel, bagan, denah, atau peta.Menentukan pertanyaan yang jawabnya terdapat dalam tabel.Menentukan perjalanan yang paling efektif berdasarkan peta (denah)Menentukan tema puisiMenenntukan suasana yang tergambar pada puisi.Menenntukan citraan pada puisiMenentukan misi/tujuan puisiMenentukan bukti perwatakan tokohdalam penggalan cerpenMenentukan bukti latar (waktu, tempat, siuasana) dalam penggalan cerpen.Menentukan sudut pandang dalam penggalan cerpen.Menentukan perbedaan tema atau sudut pandang dalam penggalan novel.Menentukan latar (waktu, tempat) dalam kutipan dramaMenentukan amanat dalam kutupan drama

  • **SALINANLAMPIRAN PERATURAN MENTERI PENDIDIKAN NASIONALNOMOR . TAHUN TANGGAL OKTOBER KISI-KISI SOAL UJIAN NASIONAL TAHUN PELAJARAN /

    No.STANDAR KOMPETENSI LULUSANKEMAMPUAN YANG DIUJI2 Menulis karangan nonsastra dengan menggunakan kosakata yang bervariasidan efektif dalam bentuk buku harian, surat resmi, surat pribadi, pesan singkat, laporan, petunjuk, rangkuman, slogan dan poster, iklan baris, teks pidato, karya ilmiah, dan menyunting serta menulis karya sastra puisi dan drama.Menentukan kalimat dalam buku harian sesuai dengan ilustrasi.Melengkapi pesan Menentukan isi pesan singkat sesuai dengan ilustrasiMenyusun deretan kalimat menjadi paragraf yang paduMelengkapi bagian surat pribadi yang rumpangMelengkapi bagian surat resmi yang rumpangMemperbaiki bagian surat resmi yang tidak tepatMenentukan rangkuman bacaanMenentukan slogan yang sesuai dengan ilustrasiMelengkapi kalimat rumpang dalam petunjuk melalkukan sesuatuMenyusun deretan kalimat petunjuk melakukan sesuatu yang disusun secara acakMenentukan bagian-bagian dalam teks pidatoMelengkapi teks pidato yang rumpangMenentukan rumusan masalah karya ilmiah berdasarkan temaMenentukan latar belakang suatu karya ilmiah berdasarkan identifikasi masalahMenentukan penulisan daftar pustakaMemperbaiki kalimat tidak efektif dalam paragrafMemperbaiki pilihan kata yang salah dalam paragrafMemperbaiki penulisan hurufMelengkapi pantun yang rumpangMelengkapi puisi dengan laraik bermajasMenentukan puisi yangsesuai dengan ilustrasiMelengkapi kutipan dialog drama yang rumpang

  • **URUTAN MATERI SULIT 2010Melengkapi paragraf yang tepat pada teks pidato Menentukan perbaikan terhadap kalimat yang tidak efektif Menentukan simpulan isi tajuk Memperbaiki kesalahan pada surat resmi Menentukan kalimat tanya yang jawabnya terdapat pada bagan Melengkapi kalimat yang bermajas Menentukan simpulan pada paragraf yang disajikan Menentukan konflik pada kutipan cerpen yang disajikan Menentukan gagasan utama pada paragraf pendek Menentukan rangkuman yang tepat terhadap isi bacaan pada kutipan bacaan Menentukan perbaikan terhadap petunjuk melakukan sesuatu yang tidak efektifMenentukan bukti nilai kehidupan moral/nilai agama yang terdapat pada kutipan novel

  • **13. Menentukan perbedaan karakteristik kutipan kedua novel14. Menentukan suasana dalam dalam sebuah puisi pendek 15. Menentukan slogan yang tepat sesuai ilustrasi yang disajikan 16. Menentukan bukti latar kutipan cerpen yang disajikan 17. Menentukan puisi yang sesuai ilustrasi yang disajikan 18. Menentukan kalimat yang tepat untuk memperbaiki kalimat 19. Melengkapi dialog pada naskah drama yang rumpang20. Menentukan kalimat yang tepat untuk melengkapi kalimat rumpang21. Menentukan perbedaan penyajian berita URUTAN MATERI SULIT 2010

  • Menentukan citraan pada puisi.Menentukan sudut pandang pada cerpen. novel.Menentukan gagasan utamaMenentukan kalimat utama.

  • Implications for EducationPoster Bentuk sajian: visual, imbauanIklan Tawarkan sesuatu

    Slogan Ungkapan bahasa

  • **SKL MEMBACA1. MENENTUKAN ISI DAN BAGIAN SUATU PARAGRAF:Gagasan utama paragrafGagasan penjelasKalimat utamaKalimat penjelas

    2. MENENTUKAN KRITIK TERHADAP BACAANKritikTanggapan

    3. MENENTUKAN ISI DAN PENYAJIAN TEKS BERITA, OPINI/TAJUKKesamaan isi teks beritaPerbedaan penyajian teks berita

  • LANJUTAN4. MENENTUKAN KALIMAT FAKTA DAN PENDAPATKalimat faktaKalimat pendapat

    5. MENYIMPULKAN ISI PARAGRAF Simpulan paragraf**

  • LANJUTAN6. MENENTUKAN ISI TAJUKGagasan utamaGagasan pendukungKalimat faktaKalimat pendapatKeberpihakanSimpulan

    **

  • **LANJUTAN

    7. MENYIMPULKAN ISI GRAFIK, TABEL, BAGAN, PETA, DENAHPernyataan yang sesuai isi grafik, tabel, bagan, peta, denahPernyataan yang tidak sesuai isi grafik, tabel, bagan, peta, denahPenjelasan isi grafik, tabel, bagan, peta, denah

  • LANJUTAN8. MENENTUKAN UNSUR INTRINSIK PUISITemaCitraanAmanatLatar9. MENENTUKAN UNSUR INTRINSIK CERPEN TemaBukti penokohanBukti watak**

  • LANJUTAN

    Bukti sudut pandangBukti latarBukti tahapan alurKonflikBukti penyebab konflikNilai kehidupanAmanat

    **

  • **

    LANJUTAN

    10. MENENTUKAN PERBEDAAN UNSUR INTRINSIK KARAKTERISTIK NOVEL Perbedaan karakteristik (pola pikir, budaya, penokohan, sudut pandang)

    11. MENENTUKAN UNSUR INTRINSIK DRAMATemaBukti penokohanBukti watak

  • Lanjutan Bukti latarBukti tahapan alurKonflikBukti penyebab konflikNilai kehidupanAmanat

  • **SKL MENULIS1. MENULIS CATATAN PENGALAMAN PADA BUKU HARIAN:Menulis buku harian berdasarkan ilustrasiMelengkapi buku harian yang rumpang

    2. MENENTUKAN ISI PESAN SINGKAT SESUAI KONTEKSMenulis pesan singkat berdasarkan ilustrasi

    3. MENENTUKAN/MENULIS PARAGRAF LAPORANMenulis paragraf laporan berdasarkan ilustrasiMengurutkan kalimat dalam paragraf laporan

  • **LANJUTAN4. MENULIS/MELENGKAPI SURAT PRIBADIMenulis surat pribadi sesuai ilustrasiMelengkapi surat pribadi yang rumpang

    5. MENULIS/MELENGKAPI SURAT RESMIMenulis surat pribadi sesuai ilustrasiMelengkapi surat pribadi yang rumpang

  • ** LANJUTAN6. MENULIS RANGKUMANMenulis rangkuman berdasarkan bacaan

    7. MENULIS SLOGAN, POSTERMenulis slogan, poster berdasarkan ilustrasi

    8.MENULIS/MELENGKAPI PETUNJUK MELAKUKAN SESUATUMengurutkan petunjuk melakukan sesuatuMelengkapi petunjuk melakukan sesuatu

  • **LANJUTAN9. MENULIS/MELENGKAPI KUTIPAN PIDATOMenulis pidato berdasarkan ilustrasi kegiatan Melengkapi pidato yang rumpang

    10. MENENTUKAN UNSUR KARYA ILMIAHPerumusan permasalahan karya ilmiahLatar belakang karya ilmiahKesimpulan (saran dan pendapat)

  • **LANJUTAN11.MENYUNTING KALIMAT, EJAAN/TANDA BACA, PILIHAN KATAKeefektifan kalimat Ketepatan ejaanPenggunaan tanda bacaKetepatan pilihan kata

    12. MENULIS/MELENGKAPI PANTUNMelengkapi pantun yang rumpangMenulis pantun berdasarkan ilustrasi

  • 13.MENULIS/MELENGKAPI PUISIMelengkapi puisi rumpang Menulis puisi berdasarkan ilustrasi 14. MENULIS/MELENGKAPI DRAMAMelengkapi drama yang rumpangMenulis drama berdasarkan ilustrasi

  • Curriculum MappingOn-going AssessmentDifferentiated InstructionEffective Teaching and Learning

  • What is Differentiated Instruction?A systematic approach to planning curriculum and instruction for academically diverse learners. It is a way of thinking about the classroom with dual goals:Honoring each students learning needs

    Maximizing each students learning capacity

  • Differentiated Instruction IsNOT the Individualized Instruction of the 1970s chaotic just another way to provide homogeneous grouping just tailoring the same suit of clothes

  • Differentiated Instruction IS PROACTIVE more QUALITATIVE than quantitative STUDENT CENTERED A BLEND of whole-class, group, and individual instruction ORGANIC

  • Why Differentiate? One size fits all instruction does not address the needs of many students. Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels.

  • Providing a Rack of Learning OptionsWe need to do more than tailor the same suit of clothes.Differentiation requires thoughtful planning and proactive approaches.

  • Teachers Concentrate on TWO Classroom Factors:Nature of the studentThe essential meaning of the curriculumWHOWHATHOW

  • Differentiation of InstructionTo increase the likelihood that every student will achieve, teachers can MODIFY or DIFFERENTIATE:CONTENTPROCESSPRODUCTSAFFECTLEARNING ENVIRONMENT

  • Differentiated Classroom CharacteristicsTeachers begin where students areTeachers engage students in instruction through different learning modalitiesA student competes more against himself than othersTeachers provide specific ways for individuals to learnTeachers use classroom time flexiblyTeachers are diagnosticians prescribing the best instruction for all students

  • Key Principles of Differentiated Instruction The teacher is clear about what matters in the content area.The teacher understands, appreciates, and builds upon student differences.Assessment & instruction are inseparable.All students participate in respectful work.Students and teachers are collaborators in learning.

  • In differentiated classrooms, teachers begin wherestudents are, not the front of a curriculum guide.Carol Ann TomlinsonTeachers in differentiatedclassrooms are studentsof their students.

  • Essential Principles of DifferentiationGood Curriculum Comes First

  • Essential Principles of DifferentiationAll Tasks Should Be Respectful of Each Learner

  • Essential Principles of DifferentiationWhen in Doubt, Teach Up!

  • Intervention MattersEvery school must support an instructional model designed to meet the needs of every student Quality classroom instruction based on MS Curriculum Frameworks Focused supplemental instructionIntensive interventions specifically designed to meet the individual needs of students

  • Intervention MattersTeachers should use progress monitoring information to (a) determine if students are making adequate progress, (b) identify students as soon as they begin to fall behind, and (c) modify instruction early enough to ensure each and every student gains essential skills. Monitoring of student progress is an ongoing process that may be measured through informal classroom assessment, benchmark assessment instruments, and large-scale assessments.

  • Essential Principles of DifferentiationUse Flexible Grouping

  • Essential Principles of DifferentiationBecome an Assessment Junkie

  • Essential Principles of DifferentiationGrade for Growth

  • THE ACHIEVEMENT GAP:

    How far behind has the system left some students behind?

  • CURRICULUM COUNTS: Chances for Bachelors Degree by High School Gradsin percents

  • Transcript Study: single biggest predictor of college success is the quality and intensity of students high school curriculum

  • Nationally, 4th Grade African Americans Lag Behind Their White Peers in Reading (2003)Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

  • And Things Are Similar in 8th Grade Mathematics (2003)Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

  • Researchers John Kain and Eric Hanushek have found from Texas schools that having an above average teacher for five years in a row can completely close the achievement gap.

  • The consequences of the achievement gap reach beyond high school

    ***Differentiated instruction is part of a balance approach to instruction.

    In order to maximize teaching and learning, teachers must practice instructional planning and evaluation beyond the competencies found within curriculum frameworks.

    Curriculum mapping minimally should include unpacking benchmarks and competencies to evaluate the essential knowledge and skills required of students. Hopefully, teachers are provided time to discuss data and instruction in each grade level and across grade levels.

    In order for students to move along a continuum towards excellence, teachers must utilize standardized data as to levels of proficiency, and utilize classroom assessments (informal, formal) to ascertain important information essential to learning. This assessment should become a regular part of the school day, each day, to monitor student progress.

    ** Good points of the 70s instruction were that we recognized the differences in learning profiles of students and there is merit in meeting them where they are and helping them move on from there.Flaws of the 70s approach were that we tried to do something different for each of the 30+ students in each class period. (resulted in exhausted and frustrated teachers) 2nd Flaw was that in order to match each students precise entry level, we chopped up instruction into skill fragments, Learning was fragmented and thus irrelevant. While differentiated instruction offers several avenues to learning, it DOES NOT assume a separate level for each learnerDifferentiated Inst. Is probably reminiscent of one-room schoolhouse. Fear of losing control of student behavior is a major obstacle for many teachers in establishing a flexible classroomEffective differentiated classrooms include purposeful student movement and some purposeful student talking. Not disorderly or undisciplined Memories of undifferentiated classroom groupings bluebird, cardinal, and BUZZARD reading groups. BUZZards doomed to work almost solely with other Buzzards on skill-focused tasks ( Cardinals on higher levels of thought processes. In diff classroom, teacher uses many different group configurations. Skills,subjects, speed vary. Many teachers think theyre differentiating:ask student to answer more complex question or share advanced info on a topic, grade some students a little, harder or easier on students perceived ability and effort, or let students select which questions to answer or skip on a test - MICROdifferentiation If assignment too easy for advanced learner, answering a complex questionIf information essential for struggling learner, allowing to skip question didnt understand

    *Assumes differences in students and proactively plans a variety of ways to go at and express learning. MORE work for advanced students ineffective usually seems like punishment Match the nature of the assignment DI classrooms operate on the premise that learning experiences are most effective when they are engaging, relevant, and interesting. Not all students will find learning experiences equally engaging, relevant.Students encouraged to take responsibility for own learning. Grouping is planned to reach maximum effectiveness and efficiency

    Teaching is evolutionary in Diff.classroom.Students and teachers are learners together. Teachers know more about subject matter but learn continually about how their students learn. Ongoing collaboration between student and teacher necessary. Teachers monitor the match between learner and learning and make adjustments continually. Teachers do not see differentiation as a strategy or something to do when theres extra time. Does not seek or follow a recipe for differentiation*Rarely do we find students equally talented in all areas of all subjects or poor performers in every type of learning. Therefore the same instruction and tasks will not meet the needs for all students in all situations.*More of the unchallenging work for the bright student or less work for the student lacking skills is ineffective. Grading harder or easier, is like talking louder when a student doesnt understand a concept.*If, as teachers, we increase our understanding of WHO we teach and WHAT we teach, we are much more likely to be able to be flexible in HOW we teach.*There are five classroom elements that teachers can differentiate or modify to increase the likelihood that each student will learn as much as possible, as efficiently as possible:

    CONTENT: what we teach and how we give students access to the information and ideas that matter

    PROCESS: how students come to understand and own the knowledge, understanding, and skills essential to a topic.

    PRODUCTS: how a student demonstrates what he or she has come to know, understand, and be able to do as a result of a segment of study.

    LEARNING ENVIRONMENT: the way the classroom feels and functions

    AFFECT: how students link thought and feeling in the classroom

    ****There is no such thing as effective differentiation devoid of high quality curriculum. Ambiguity begets ambiguity. Multiple avenues of boredom will only lead to more students in undesirable places.

    The teachers first job is always to ensure that curriculum is coherent, important, inviting, and thoughtful. Then and only then does it make sense to differentiate the curriculum.

    *Lets be frankDull drills DO have an occasional place in the classroom. They are the adult equivalent to balancing a checkbook or filling out a tax form. The vast majority of the time, however, student work should be appealing, inviting, thought provoking, and invigorating.

    Instruction should be all these things for all learners

    Every student deserves work that is focused on the essential knowledge, understanding, and skills targeted for the lesson.

    Every student should be required to think at a high level (and should receive support when doing so).

    Every student should find his or her work interesting and powerful.

    Differentiation wont work when some students are assigned tasks that look privileged while others are assigned tasks that merit avoidance.*The best tasks are those that students find a little too difficult to complete comfortably. Good instruction stretches learners.

    Differentiation should never be a way to mollycoddle or protect learners.

    It is critical that tasks are tiered to provide meaningful challenge.

    Rubrics and other indicators of student success should push students beyond the comfort zone as well.*Before beginning a unit, a teacher should plan when it will be important for the class to work as a whole, when students will need to work and to demonstrate competence alone, and when it makes most sense for students to work with small groups of peers.

    There must be time for the teacher to instruct small groups and to have conversations with individual students.

    Group by interests, varied interests, Similar and Mixed Profile groups

    *Everything a student says and does is a potential source of assessment data. Teachers are surrounded by assessment options.Unfortunately, we often think of assessment narrowly- as something we do AFTER learning so that we have numbers to put in the grade book.It is an ongoing process, conducted in flexible but distinct phases1st- Pre-assessment:formal quiz, journal entry, exit card, or any other of a dozen means to determine student knowledge, understanding, and skill set related to an upcoming unit of instruction. ESTABLISHES STARTING POINTThroughout the unit: take notes in class discussions, as you check homework, and as you walk around the room to monitor student work and coach for quality.Use quizzes, journal prompts, exit cards, concept maps, - whatever you like to use- to assess knowledge at key points of instruction.Differentiate instruction based on what you find from assessments Final assessments- use more than one assessment format

    *Normally grades reflect students standing related to grade level benchmarks A portion, however, should reflect students growth A very bright learner who gets straight As and never has to stretch will become a damaged learner. A struggling student who persists and progresses will give up if grade level benchmarks remain out of reach and growth towards the goal doesnt count.