Media for Teaching Genre

Genre /ˈʒɑːnrə/, or /ˈdʒɑːnrə/ is the term for any category of literature as well as various other forms of art or culture, e.g., music, based on some loose set of stylistic criteria. Genres are formed by conventions that change over time as new genres are invented and the use of old ones are discontinued. Often, works fit into multiple genres by way of borrowing and recombining these conventions.
While the scope of the word "genre" is commonly confined to art and culture, it also defines individuals' interactions with and within their environments. In order to be recognized as genre these interactions and environments must be recurring. (Wikipedia)

Students of SMP at least have to know some basic of Genre. Those which have to be deeply understood by the students are Descriptive, Narrative, Procedure, Report and Recount. It is stated in the SKL of Ujian Nasional

Sometimes some teachers get difficulties in teaching genre, this because of many things. One one the big problems is most of this level of students have lack of vocabularies. It can be found in some of the suburban students.

That is why Teachers must be creative in making media to make their students learn easily about this subject.

They can use printable bookmark, one of a set customized by genre, to record evidence that the book the students are reading fits into the mystery genre.

As children complete their schooling, it is important that they are exposed to and immersed in many kinds of print and many types of literature. A genre study is one way to accomplish that.
As Smith wrote in 1991, 1 "The analysis of different types of literature promotes cognitive development because it gives students an opportunity to apply similar skills and strategies, such as identifying themes discussed in one genre-fiction, for example-to other genres like poetry, reports, descriptive pieces, and plays."
Research also shows that the more experience students have in reading different genres, the more successful they will be in writing in different genres.

Here there are some flash file that can be used as our media to teach genre. You can download in the links below: (just click the title to download it)

1. Face match (Descriptive)
2. Cold Planet (Narrative)
3. Animal maker
4. Dragon (Narrative)
5. Goldilocks (Narrative)
6. Beanstalk (Narrative)
7. Dad (Descriptive)
8. Magic car (Narrative)
9. Kids Story (Narrative)
10. Holiday (Recount)
11. Red riding hood (Narrative)
12. Superhero (Narrative)
13. Train story (Narrative)
14. The great goal

Related download:

1. Introduction to genre based approach (word)
2. Genre-text type (powerpoint)
   

1. Smith, Carl B. 1994. Helping Children Understand Literary Genres. Bloomington, IN: ERIC Clearinghouse on Reading English and Communication

Training Needs Asessment (TNA)

PENGERTIAN
Training Needs Assessment (TNA) adalah suatu langkah yang dilakukan sebelum dan merupakan bagian terpadu dalam merancang diklat untuk memperoleh gambaran komprehensif tentang; materi, alokasi waktu tiap materi, dan strategi pembelajaran yang sebaiknya diterapkan dalam penyelenggaraan diklat agar diklat memberikan manfaat maksimal kepada peserta diklat

HASIL YANG DIHARAPKAN
Dengan menerapkan TNA diharapkan akan diperoleh peta yang diantaranya menggambarkan:

• Tingkat kebutuhan peserta terhadap materi diklat
  
• Alokasi waktu yang harus diberikan kepada setiap mata diklat
  
• Strategi atau metoda penyajian materi yang disarankan sesuai dengan tingkat kebutuhan dan tingkat penguasaan peserta terhadap masing-masing materi.

SIAPA YANG MELAKUKAN

• TNA dilakukan oleh perancang diklat untuk menggali informasi tentang kebutuhan diklat yang akan dijadikan dasar pertimbangan dalam menyusun rancangan diklat.
  
• Untuk Program BERMUTU, TNA dibuat dan diperlukan oleh:
  
  
  1. Guru yang bersangkutan untuk menentukan diklat apa yang dibutuhkannya
     
  2. Kepala sekolah untuk memetakan kebutuhan diklat para guru di sekolahnya.
     
  3. Pengawas untuk memetakan kebutuhan diklat para guru di wilayah atau rayon yang menjadi binaannya.

MENGAPA DILAKUKAN
Tidak jarang diklat yang diselenggarakan kurang sesuai dengan kebutuhan dan tingkat penguasaan peserta sehingga:

• Membosankan bagi peserta yang telah memiliki kompetensi tinggi
  
• Kurang memberikan kesempatan untuk mendalami materi secara tuntas bagi peserta yang memiliki latar belakang kompetensi rendah.
  
• Kurang memberikan manfaat kepada peningkatan kinerjanya setelah mengikuti diklat yang bermuara kepada rendahnya manfaat diklat bagi peningkatan kinerja sekolah.

KATEGORISASI MATA TATARAN BERDASARKAN TINGKAT KEBUTUHAN PESERTA

1. Must Know:
   Harus Diketahui karena sebagian besar isi materi yang belum dikuasai (Penguasaan: 0 - 40%)
   
   
2. Should Know:
   Sebaiknya Diketahui karena banyak isi materi yang belum dikuasai (Penguasaan: 41 - 79%)
   
   
3. Nice to Know:
   Ada Baiknya Diketahui karena hanya sebagian kecil isi yang belum dikuasai (Penguasaan: 80 – 100%)
   

Jika anda ingin dalam bentuk presentasi silahkan download disini doanload juga Format TNA Individu