IT IS A MUST THAT I HAVE A COMPETENCE IN ENGLISH FOR MATHEMATICS EDUCATIONS

Requirement so that I can speak English and with good competence among other bias I have to understand the text in English. However, not only understanding but must be apply the English language itself in everyday life - the day. Mathematics because it is not only in lessons but only will very many applications in everyday life - the day. In addition, so that I can speak English well and competent is correct and I have the vocabulary in the English language with quite a lot. I also have to speak English well so that may well have a conversation between people in this world. For the English language is a universal language or the English language is the international language.

I have to speak English well, correct and competent in mathematics education because in the current era in which many schools already implementing the school system that is both international in primary schools, secondary schools and in the first level of secondary school level up. So I here as a student of mathematics should be English language well, competent and correct. For us as students of mathematics education will be prepared to become teachers of mathematics at the level of education. In addition to the above, my obligation as a student in mathematics education so that I can speak or use English well, competent is true and I have to find a place for the course because without English language courses or in other words to learn so that we can deepen speak English we will not. For if we do or carry English language course we will do more, understand and can make us speak English well and properly and competent. I have that we will do about the English language, especially English for mathematics / mathematics education is we will learn to master the English language bias of the English language may be due to highly use in the current era. Because without the English language so that people will lag period. For the English language is a language that is used as an international language. We will be more again learn, explore and learn the vocabulary to complete the vocabulary that we have. In addition, we will also learn about the TOEFL with TOEFL test to see how we can in our capacity to speak English. So if we want our schools to continue to another country if we TOEFL score above 500 is high then to proceed to the foreign school is easy. In addition to learn the English language courses in place, to increase our language in English is the good we can do so using the existing facilities at this time and is very popular, namely the Internet. On the internet we can make communication with people - people outside the country. So that we can cause our desire to learn the English language with good and to true and competent. On the internet, we can use the facilities - the facilities there as a very popular at this time we are using face book to be able to communicate with the English language with the peoples tourism. That is the message to peoples tourism. So that we know without a purse can increase our vocabulary in the English language. So that we can use the facilities on the internet so that we can speak English well, competent and correct.

WHAT I HAVE DONE AND WHAT I WILL DO ABOUT ENGLISH FOR MATHEMATICS

WHAT I HAVE DONE AND WHAT I WILL DO ABOUT ENGLISH FOR MATHEMATICS

A. WHAT I HAVE DONE ABOUT ENGLISH FOR MATHEMATICS

The first that we have been doing a few things about England is the English language for mathematics. Where is it we have to do the math for English itself is devoted to train our students that is specially mathematics education so that students can speak English well and good. Where we as students of mathematics education will teaching subjects of mathematics, especially in school RSBI or SBI at the first junior high school (SMP) and senior high school (SMA). In particular there are more part of our entry in the bilingual class are teaching mathematics subjects using two languages, namely English and Indonesia, but most use the English language. In study 2 is the English language, some of the things we have to do on English mathematics itself, among others, is how to communicate mathematics education in teaching learning process, participating in my preparation marsigit's lesson of English 2, we also have to listen to and view a video about What is the process of problem solving in mathematics, the material on the delivery of mathematics, learning mathematics by using music that is what do you about math, and about the logarithm function. We also have created a blog related subjects and support the English language 2. blog where the content is the article - an article that we quoted from what was submitted by the lecture Dr. Marsigit in the classroom. In addition to blog contains articles about - articles, blog are used as a means of communication with both lecturers although with the other students. In addition, blog are also used for assessment of active students in the subjects English 2. Where in the blog also contains the word - a word that has been difficult to find us and we did not know about the meaning in English. In addition, we have to do on English mathematics is we have created an article about thinking mathematically, about mathematics education and scientific work, and about mathematics education innovation. Where is the article - the article above contains about thinking itself mathematically related to the deductive method which consists of concepts, definitions, theorems, axiom, and verification procedures to theorems. Where mathematical thinking is also associated itself with the research. Where is the mathematics that has a ground, the definition and axiom. In addition to getting to think mathematically, we also need to idealization and assumptions.

While the mathematics education and scientific work itself consists of a background in mathematics education, how about how someone is thinking scientifically, about the ideology of mathematics education, mathematics education on the curriculum. In addition it - the other factor that struck encourage and influence level education in Indonesia. Where is a very influential factor with level flair and finesse of the population in Indonesia is a mathematics culture. Where is the culture itself is influential with mathematics education in Indonesia. Because Indonesia is made up of diverse ethnic group. While the research in mathematics education executed itself in two ways, namely the research of a qualitative and a quantitative research. In addition to the two also touched the competence to teach the teaching preparation, the main part of teaching and concultions. Finally we have to do on English mathematics itself is about the mathematics education innovation (innovation in mathematics education). Where is the innovation in mathematics education is about the division of education consists of two, namely traditional education and innovative education.

B. WHAT WILL I DO ABOUT ENGLISH FOR MATHEMATICS

The second is that we will do about the English language, especially English for mathematics / mathematics education is we will learn to master the English language bias of the English language may be due to highly use in the current era. Because without the English language so that people will lag period. For the English language is a language that is used as an international language. We will be more again learn, explore and learn the vocabulary to complete the vocabulary that we have. In addition, we will also learn about the TOEFL with TOEFL test to see how we can in our capacity to speak English. So if we want our schools to continue to another country if we TOEFL score above 500 is high then to proceed to the foreign school is easy.

VIDEO 1
DO YOU BELIEVE!!!!!!!

This video is about the word of a son of four classes in the United States. He spoke to him about the trust and confidence to all who can provide motivation and encouragement for the audience. The child said that he believes himself. Then he belive.If ensure that the audience is associated with the current era, he was Obama’s cild. Because in a smarted and can affect many people. He can do anything, be anything, create anything, dream anything, and become something. This is because we believe in him and about him. We better because next week that will appear in our schools. One hundred fifty-seven dollars ended. What we need from you? we only need faith. Time he was talking, people are very enthusiastic with what he says. People - people are very impressed with the words that are tolk from the mouth of a small child to class four. So many people who applaud when he was talking. Where is the content of his speech can be useful for many people.

VIDEO 2
What you know about math ?

This video is about the song which descript mathematic, I think it’s one of alternatives to attract people to study mathematics. In mathematic we can not apart from the symbol of mathematic, for the example is aritmathic operation symbol. This symbol is plus, minus, multiplied, and divided. In mathematic we also meet a significant figure. And then a kinds of number. The tool which familiarly with mathematic is calculator. Calculator can help us to solve the problem of mathematic. A kinds of study object which learned in mathematic, they are trigonometry, exponents, algebra, geometry etc. Mathematic is a mystery which make us burned up to solve.
Mathematics is not only about numbers, it is also contains sketched graph and symbols. For example sinus graph, phi (п), greater than (>), and so on. In the equation, there are arithmetic operations such as addition, subtraction, multiplication, and division.

VIDEO 3
ENGLISH SOLVING PROBLEM

1. Let the function f be defined by f ( x ) equals x plus one , if 2 f ( p ) equals 20, what is the value or f ( 3p ) ?
Answer:
f (x) equals x plus one and 2f(p) equals 20
→ f(3p) equals ………….
F(x) equals x plus one
→ 2 f(p) equals 20
F(p) equals 10 → f(p) equals p plus one equals 10
→ p equals 9
So, f(3p) equals f(27) equals twenty seven plus one equals twenty eight.

2. In the x y coordinate plane, the graph of x equals y square minus four intersects line l at (zero, p) and (five, t). what is the value of p and t? and then find the line equation.
Answer:
Gradient equals m.
We know the equation x equals y square minus four.
Line l equals m equals y two minus y one in bracket over x two minus x one in bracket.
We have known that the intersects (zero, p) and (five, t). so, m equals t minus p in bracket over five. Substitute the coordinate in equation.
x equals y square minus four.
Equivalent zero equals p square minus four.
Equivalent p square equals four.
p equals two or negative two.
According to the graph, the value which serve turn is negative two.
x equals y square minus four.
Equivalent five equals t square minus four.
Equivalent t square equals nine.
t equals three or negative three.
According to the graph, the value which serve turn is three.
So, the value of p is negative two and t equals three.
Gradient equals t minus p in bracket over five.
Gradient equals three minus negative two in bracket over five.
Gradient equals five over five.
Gradient equals one.
The line equation:
y minus three equals one open bracket x minus zero close bracket.
y minus three equals x minus zero.
y equals x minus zero plus three.
So, the line equation is y equals x plus three.

VIDEO 4
PROPERTIES OF LOGARITHMS

Logarithm x with base number b equals y.
Equivalent b to the power of y equals x.
Notation: Logarithm x with base number ten equals Logarithm x, so Logarithm x with base number e equals natural Logarithm x.

Remember of Exponent function :

A to the power of m times a to the power of n equals a to the power of m plus n in bracket.
A to the power of m over a to the power of n equals a to the power of m minus n in bracket.

So, logarithm “b” with a base number “a” equals n →b equals a to the power of n. logarithm “a” with a base number “g” equals x →a equals g to the power of x. logarithm “b” with a bare number “g” equals y →b equals g to the power of g. What do you now, logarithm “a” times in bracket ?

Answer :
To assumed :
Logarithm “a” with a base number “g” equals x→a equals g to the power of x.
Logarithm “b” with base number “g” equals y→b equals g to the power of g.

↔ A times b equals g to the power of x times g to the power of y

↔ A times b equals g to the power of x plus y in bracket.

↔ Logarithm “a” times “b” in bracket with a base number “g” equals logarithm “g” to the power of x plus y in bracket with a base number “g”. So, logarithm g to the power of x plus y in bracket with a base number “g” equals x plus y in bracket times logarithm “g” with a base number g equals x plus y.

↔ So, logarithm “a” times “b” in bracket with a base number “g” equals logarithm “a” with a base number “g” plus logarithm “b” with a base number “g”.

↔ A over b equals g to the power of x over g to the power of y. A over b equals g to the power x minus y in bracket. Logarithm a over b in bracket with a base number “g”. Logarithm a over b in bracket with a base number “g” equals x minus y in bracket times logarithm g with a base number “g”. Logarithm a over b in bracket with a base number “g” equals x minus y. So, logarithm a over b in bracket with a base number “g” minus equals logarithm a with base number “g” minus logarithm b with a base number “g’.
Example:
1. Logarithm twenty five with base number five is……..
Answer : Logarithm twenty five with base number five equals logarithm five to the power of two with base number five equals two times logarithm five with base number five equals two.

VIDEO 5
Pre Calculus

Graph of rational function
- can have discontinuities
- has a polynomial in the denominator.
Look at the sample:
f(x) equals x plus two in bracket over x minus one in bracket.
When x equals one, this function become :
f(one) equals one plus two in bracket over one equals one minus one.
Equals three over zero.
The denominator is zero, this is a bad choice.
Insert zero, when x equals zero, so the value of y is negative two.
Insert one, when x equals one, so the value of y is zero. It is break in function graph.
So, if the function sketch in graph it is discontinuity, because it is break when x equals zero.

Rational function don’t always work this way. Not all rational functions will give zero in denominator. For the example f(x) equals one over open bracket x plus one close bracket. This function is never zero.

VIDEO 6
ENGLISH TRIGONOMETRY

Trigonometry is a branch of mathematics that discuss about the angle on each quadrant. Where trigonometry also related to the triangular carpenter's square. Which is used to find the value of sine, cosine, tangen, cosekan, cekan, and cotangen.Where the sinus is opposite over hypotenus.
cossinus equals adjustion over hypotenuse.
Tangent equals opposite over adjustion.

I. The Nature of Logarithm.

Remember of Exponent function :

A to the power of m times a to the power of n equals a to the power of m plus n in bracket.
A to the power of m over a to the power of n equals a to the power of m minus n in bracket.

So, logarithm “b” with a base number “a” equals n →b equals a to the power of n. logarithm “a” with a base number “g” equals x →a equals g to the power of x. logarithm “b” with a bare number “g” equals y →b equals g to the power of g. What do you now, logarithm “a” times in bracket ?

Answer :
To assumed :
Logarithm “a” with a base number “g” equals x→a equals g to the power of x.
Logarithm “b” with base number “g” equals y→b equals g to the power of g.

↔ A times b equals g to the power of x times g to the power of y

↔ A times b equals g to the power of x plus y in bracket.

↔ Logarithm “a” times “b” in bracket with a base number “g” equals logarithm “g” to the power of x plus y in bracket with a base numbet “g”. So, logarithm g to the power of x plus y in bracket with a base number “g” equals x plus y in bracket times logarithm “g” with a base number g equals x plus y.

↔ So, logarithm “a” times “b” in bracket with a base number “g” equals logarithm “a” with a base number “g” plus loagrithm “b” with a base number “g”.

↔ A over b equals g to the power of x over g to the power of y. A over b equals g to the power x minus y in bracket. Logarithm a over b in bracket with a base number “g”. Logarithm a over b in bracket with a base number “g” equals x minus y in bracket times logarithm g with a base number “g”. Logarithm a over b in bracket with a base number “g” equals x minus y. So, logarithm a over b in bracket with a base number “g” minus equals logarithm with a base number “g” minus logarithm b with a base number “g’.

II. abc Formula

We know that square equations of universal is “a” times x square plus “b” times x plus “c” equals zero. And then, if we want to difference square equation of universal.
With all over coeffisien with “a” and then we will piocure x square plus “b’ over “a” times x plus “c’ over “a” equals zero. And then we are plus to second internade with “b” square over open bracket four times “a” square close bracket. So be can equation is x square plus “b” over “a” square plus “b” square over open bracket four times “a” square close bracket equals “b” square over open bracket four times “a” square close bracket. We will a group to x plus open bracket two “a” close bracket equals b square over four “a” square minus c over a equals b square minus four times “a” times “c’ in bracket all over four times a square in bracket. So, be can x plus “b” over open bracket two times “a” close bracket equals plus minus “b” square minus four times “a” times in bracket all over open bracket four times “a” square in bracket square root. So, we will x equals minus b plus minus open bracket “b” square minus four times “a” times “c” in bracket square root close bracket all over open bracket two times “a”. So, we can abc formula is x equals minus “b” plus minus open bracket “b” square minus four times “a” times “c” in bracket square root close bracket all over open bracket two times a close bracket.

III. Phy Number

A circle measurement methode has introduced by people in Egypt since 2450 SM with interralate triangle. In papyrus moskow and rhind can found task of geometry. Where, area of circle sawed equals eight over nine time diameters and then volume of cylinders right equals area of base times height. So, we can apart is area of circle equals eight over nine times diameters in bracket square. We know that diameters equals two times radius, and then can found the ares of circle equals eight over nine times two times radius in bracket square equals sixty four over eighty one times four times radius square equals two hundred fivety six over eighty one times radius square equals three point one six times radius square. So, people in Egypt has found phy number is three point one six. And then phy analytic wisthel that phy equals three point one four.

IV. Two square is irrational number.

Prove that two square is irrational number is we can a issoscaller right triangle with right side is one. So, we can determine apotema is one square plus one square in bracket square root equals two square root. We represent two square root is rational number the meaning of two square number equals “a” over “b”, where “a” and “b” is a integer prime then two square root equals “a” over “b”. “a” equals b times two square root or “a” square equals two times “b” square. Because “a” square equals two times a integer then “a” square of even integer. Prove “a” equals two times “c” then equations to: four times “c” square equals two times “b” square two times “c” square equals “b” square. So, that is prove of two square root is a irrational number.

V. Fine Intersection of y equals x square minus one and x square plus y square equals theerty.

We difference equations of x square plus y square equals theerty →y square equals theerty minus x square.
y equals plus minus open brecket theerty minus x square close bracket square root. We take y equals plus open bracket theerty minus x square close bracket square root because y equals x square minus one in first ans second quadrant.
We make x square minus one equals open bracket theerty minus x square close bracket square root. We square in second space. Then x to the power of four minus two times x square plus one equals theerty minus x square. x to the power of four minus three minus x square minus twenty nine equals zero.

MY DIFFICULT WORDS TO EXPRESS MATHEMATIKAL IDEA

A. Difficult words which is remember:
- Garis singgung persekutuan dalam dua lingkaran
- Garis singgung persekutuan luar dua lingkaran
- Fungsi naik
- Fungsi turun
- Luas juring
- Luas tembereng
- Panjang busur
- Pertaksamaan kuadrat
- Persamaan kuadrat
- Fungsi pecah
- Persamaan irrasional
- Pertaksamaan irrasional
- Gradien
- Sumbu afinitas
- Irisan bidang
- Simpangan baku
- Simpangan rata – rata
- Kerucut terpancung
- Silinder terpancung
- Volume benda putar
- Persamaan garis singgung kurva
- Limit tak tentu
- Akar primitif
- Harga mutlak
- Harga ekstrim
- Faktor Persekutuan Terbesar
- Kelipatan Persekutuan Terkecil
- Berkas garis
- Prisma condong segiempat
- Dalil sisa
- Selimut tabung

B. Fine meaning and application

1. Arithmetic of “garis singgung persekutuan dalam dua lingkaran” if know radius and circle it personal 12 cm and 5 cm, along with distance in two drop in central is 24 cm!
2. Arithmetic of “garis singgung persekutuan luar dua lingkaran” if know radius and circle it personal 8 cm and 4 cm, along with distance in two drop in central is 20 cm!
3. Determine to interval f(x) = x2 + 5x, so that mode “ fungsi turun” and “fungsi naik”!
4. Arithmetic “ luas juring”, “luas tembereng” and “panjang busur” if know is circle with center O and a drop A and B in that circle with OA = 20 cm and acute AOB is 600!
5. Search finished assemble from “pertaksamaan kuadrat” for functions is:
a. x2 – 3x + 2 ≤ 0
b. 2x2 + x + 8 ≥ 3x2 + 2x +2
6. “Persamaan kuadrat” whom root’s disagree with from root’s 3x2 + 5x -1 = 0 is?
7. Drawing on the graph “fungsi pecah” y = x2 – x – 20 / x – 4 !
8. What is understanding with “persamaan irrasional” and “pertaksamaan irrasional”
9. Determine “gradient” from similarity line 3x – 2y – 6 = 0
10. Made “irisan bidang” to cube ABCD.EFGH with long side 20 cm and can a drop I to ½ AB, K on ¾ BF and then with long determine “sumbu afinitas”?
11. Determine “simpangan baku” and “simpangan rata – rata” from data in under: 7, 6, 6, 9, 8, 10, 10, 9, 8, 7!
12. Arithmetic “ volume benda putar” thing area whom line by y = 4x2 and y = 4x!
13. “Persamaan garis singgung kurva” y = ( x2 + 1 )2 in a drop with absist = 1 is?
14. What you know with “akar primitive”?
15. Who is manner to finish “limit tak- tentu”?
16. What you know from “kerucut terpancung” and “ silinder terpancung”?

TRUTH OF PURE MATHEMATIC
TRUTH OF SCHOOL MATHEMATIC AND STUDY MATHEMATIC FOR STUDENT

BY: ANDREAST WAHYU PMNR'08 ( 08301244011 )

A. TRUTH OF PURE MATHEMATIC

Follow that before. I’am reading, follow about absolute social mathematic is neutral and free from value is thet value whom. They arrange is value whom attack in they body whom is culture. So, not value that attack in a implicit manner is mathematic. Confenstioan that content and mathematic method, because trusth make mathematic so,can abstract, general, formal, objective, rational and theorytis,it’s all that understand mathematic truth and science. Absolute social also before pefinitited with other language they tolking with values in here if they have an itention accepted, all right they view opinion about natural of mathematic an free for value, also value in they body and not to see.
Critic as a critic about social fo with mathematic as natural and free value. But this critic can fine a problem. First, can found premist about mathematic is natural chateristic. Second, founding view opinion are hide that mathematic teaching as a natural. Third, about social group in mathematic also this value in mathematic is concecuention logist.
In the end, history can foun mathematic opush of human. Then view opinion of mathematic as a knowlage that bound with culture and creating value. History of mathematic is shape history not only that relations with corrections, but problem that apper, fact, meaning and creations theory that relations and formulations of private society contructivisit madern mathematic not evolusi culture human. Joseph (1987) can seeing that kind of culture and development mathematic from central and human culture. So, mathematic can necessary culture social to development (Davis and hers. 1988: 70 in Ernest 1991: 277-279). Shirley ( 1986:34) that mathematic can clasificased so formal and informal, aplien and pure. Foundation distribution so, afour kind, this is a identify is:
Formal pure mathematic
Formal aplied mathematic
Informal pure mathematic
Informal aplied mathematic
Ernest devide 4 kind, is a: productions, recontextualiasion, reproduction, and operationslization.
Second dimention since 4 development: Academic, School, work, Popular.

B. TRUTH OF SCHOOL MATHEMATIC AND STUDY MATHEMATIC FOR STUDENT

Follow Ebbut and Staker, 1995, so student like this mathematic then teacher use definition otomatis in mathematic, but a. Definition mathematic as school mathematic
a. Mthhematic is patren activity of relationship
b. Mathematic is creations founding, intituation, and image
c. Mathematic is problem solving, sleps:
- Discution alternative
- Like as small problem
- Use experience and institusy alternative to problem
Process in problem solving mathematic is reasoning, organizing, clasifizing, and recognizing pattern.
d. Mathematic is imunication tool

REFERENSI:
http://marsigitpsiko.blogspot.com/2008/12/matematika-ditinjau-dari-berbagai-sudut.html
http://marsigitpsiko.blogspot.com/2008/12/hakekat-matematika-sekolah-dan-siswa.html
http://pbmmatmarsigit.blogspot.com/2008/12/problem-solving-matematika-hakekat-dan.html

COMMENTS FOR Mr. MARSIGIT

1. Comment to Mr. Marsigit title with PLANE

Mr. Marsigit, your article that make is very good and very easy to understood. I like to your article because your article is very simple. I’am proud, because Mr. Marsigit make article about two dimensional shape. To next, I want to Mr. Marsigit make other article. Thanks.( Andreast Wahyu PMNR’08/ 08301244011 )
March 1, 2009 2:08 AM

2. Comment to Mr. Marsigit title with POWER AND ROOT

Thank Mr. Marsigit, because you have prepared article about POWER AND ROOT. And I have downloaded your article. Because your article is very easy and very simple language. I agree with your article. I hope Mr. Marsigit give another article about mathematics. Thanks before Mr. Marsigit ( Andreast Wahyu PMNR’08/ 08301244011 )

INVERSE FUNCTIONS

INVERSE FUNCTIONS

By: Andreast Wahyu Sugiyarta PMNR'08

( 08301244011 )

Consider the function f={(1,2),(2,4),(3,6)}. If the components of each orderer pair are interchanged we obtain {(2,1),(4,2),(6,3)}. This new shet of the ordered pairs is called the inverse functions of f-, and is denoted by the symbol f -1. Note that f -1 is also a functions because to aech element in the domain there correspondent exactly one element in the range. This follow from the fact that to each element in the range of f there correspondens exatly one element in its domains . functions such as f that have this property are called one- to- one functions.

If a function f is defined by an equation in two variable, the invers f -1 if it exist, can be defined by interchanging the variable. Because a functions defined by a first- degree equation, y = ax +b (a ≠ 0) is a one- to- one functions (for each x there exactly one y, and for each there is exactly one x), every such linear function has an inverse.

Example:
Consider the functions f defined by y=2x +3. interchanging the variable in the equation we obtain.

x=2y +3
From which we have
y =1/2 (x – 3)

Thus if f(x) =2x +3, then f -1=1/2 (x – 3)
Not all function have an inverse function. For example, if then by interchanging the varuiable we obtain:

x = y2 – 4
y2 = x + 4
y = ± ( x + 4 ) ½


The relation defined by Equation 2 is not a function, since for each x > - 4 in yhe domain, there ae two element in the range. Hence the functions defined by Equation 1 is not a one- to- one functions.

Referensi:
Siswono. 2005. Matematika Inovatif Konsep dan Aplikasinya 2. Solo: Tiga Serangkai

MY PREPARATIONS IN PARTICIPATING MARSIGIT’S LESSON OF ENGLISH 2

MY PREPARATIONS IN PARTICIPATING MARSIGIT’S LESSON OF ENGLISH 2

BY: ANDREAST WAHYU SUGIYARTA PMNR’08 ( 08301244011 )

My preparations in participating lesson of English II is I must capable of language arragnment English cover at sentensess, part of speech, phrase, clause, sentence logic, sentences coherence and word effectiveness,so I can communicating with my lecture and friend’s it has communicated in English mathematic with good and well.
Beside that I want also matters studies that support in university lecture English good and mold media or electronic as internet and other.
Like that after talking by Mr. Marsidit in converence that first is it “ How to communicate mathematic educationing English”.
That to communicate can action with to hear, to talk/ say, to write, to reach, to translate/ understand. And then in mathematic can be found algebra, arithmetic, geometry, calculus statistic, trigonometry, computer/ICT etc.
Beside in mathematic education can unsure teacher student, methode, recaures, classroom etc. recaures is 2 part is it a facilities and tecehingaid.
That to extend by Mr. Marsigit that teaching learning process as motivation, apperception, competence, indicators, evaluations/ assessment, preparation, lesson plan, student worksheet, discussion, alassied teaching, paradigma, theory and contruc visit.
About that English founding as formal→standard are to part is writing and speaking.
Informal are to part is it a writing and speaking.
Then studying of methode that use Mr. Marsigit using an participation, video. Class, discussions, exercise, assignment, internet, web/ blog, test, seeft effort.
Mr. Marsigit also talk about people that competence have an wile, attitude, knowledge, skill and experience.